- Year 2022
- NSF Noyce Award # 1949914
- First Name Laura
- Last Name Altfeld
- Institution Saint Leo
- Role/Position Instructor
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological Sciences, Mathematics, STEM Education
- Target Audience Co-PIs, Evaluators/Education Researchers, Higher Education Institution Administrators, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, Undergraduate and/or Graduate Noyce Scholars
- Topics Convergent Approaches: Teaching Across STEM Disciplines, Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning, The Intersection of Technology Equity and Access
- Session Length 45 minutes minutes
- Additional Presenter(s)
Holly Atkins (firstname.lastname@example.org)
Learning goals of this workshop include participants experimenting with a live Mursion© simulation, assessing their simulation experience with the Keep-Start-Stop framework, and identifying ways to support their own students using simulations.
A large proportion of the educational literature on teacher self-efficacy examines the effects of classroom-based activities. Tschannen-Moran, M. and M. Barr. 2004. Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and policy in schools 3(3): 189-209.Caprara, G. V., C. Barbaranelli,, P. Steca, and P.S. Malone. 2006. Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of school psychology, 44(6), 473-490. The importance of applied experiences. Lee, J., K.Tice, D. Collins, A. Brown, C. Smith, and J. Fox. 2012. Assessing Student Teaching Experiences: Teacher Candidates’ Perceptions of Preparedness. Educational Research Quarterly, 36(2), 3-20.Black, G. L. 2015. Developing teacher candidates’ self-efficacy through reflection and supervising teacher support in education, 21(1), 78-98.Flores, I. M. 2015. Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27. The “Keep-Start-Stop” framework is a quick, targeted protocol to elicit qualitative feedback. Hoon, A., Oliver, E., Szpakowska, K. & Philip Newton. 2014. Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education, Assessment & Evaluation in Higher Education.
Advances in gaming technology are providing teacher preparation and professional development programs with unique opportunities to augment applied field experiences with virtual simulations. Education faculty at Saint Leo University are using Mursion© virtual reality simulations to provide teacher candidates an animated classroom environment with student avatars portrayed by live actors (sim specialists). The class instructor works with the sim specialist to design the learning experiences the teacher-candidates will encounter in the simulations. Learning goals of this workshop include participants experimenting with a live Mursion© simulation, assessing their simulation experience with the Keep-Start-Stop framework, and identifying ways to support their own students using simulations.