Lindenwood General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS)

The General Biology-Measuring Achievement and Progression in Science (GenBio-MAPS) serves as a tool for monitoring and directing departmental progress by assessing student comprehension throughout the duration of undergraduate biology programs (Couch et al., 2019). According to the Vision and Change national report, a biology student should have a firm grasp of the concepts of (1) evolution, (2) structure and function, (3) information flow, exchange, and storage, (4) pathways and transformations of energy and matter, and (5) systems (Aguirre et al., 2013). In turn, the Biological Sciences department at Lindenwood University implemented ways to evaluate how well they are imparting the fundamental ideas of the Vision and Change report. Lindenwood undergraduate students were presented with the GenBio-MAPS survey (75 questions). Analysis of the data (n=940) from August 2018 to January 2023 is ongoing; preliminary results will be presented at the Lindenwood Student Academic Showcase 2023

A Mixed-Method Investigation of the Missouri Pre-Service Teacher Assessment Pilot Program at a Private Midwestern University

In order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students’ scores; interrater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates’ scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university’s curriculum were necessary to better prepare teacher candidates. The researcher suggests iii adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty

A Conversation with Rob Westervelt, Vice President of Strategy & Innovation, on Jobs To Be Done Theory

The post-pandemic world is leaving many of us wondering, what is the purpose of education and where do I fit into this new jobs market? Lynda and Robyne sit down with Lindenwood University’s Vice President of Strategy and Innovation, Rob Westervelt to discuss these thought provoking issues. Rob takes us through the Jobs-to-be-Done Theory where the focus is on the ‘job’ as opposed to the customer. Using examples such as Apple, Rob shows how innovation and creativity can bring success. Tune in for a valuable and meaningful conversation during this uncertain time (music by Brian Elder, “Preservation Hall”, widerivermusic.com).https://digitalcommons.lindenwood.edu/headstand/1002/thumbnail.jp

A Conversation with Dr. Tony Breslin on Lessons From Lockdown

As a new school year begins, parents are excited and nervous to send students back into the classroom. To discuss education in this new reality, Lynda and Robyne were delighted to sit down with Dr. Tony Breslin, author of Lessons From Lockdown: The Educational Legacy of COVID-19 in what is set to be a trilogy of lockdown texts, Bubble Schools: The Long Road From Lockdown, which is due to be published by Routledge towards the close of 2021. The third book, Post Pandemic Learning: The Case for Reschooling Society, is due in late 2022. Breslin discusses the key lessons from his research during the pandemic, the importance of looking at the big picture as opposed to looking at issues in absolutes, and how to best approach the upcoming school year to stay innovative in education. Listen to the latest edition of Headstand to start off the school year with inspiring and enlightening lessons from Dr. Breslin! (music by Brian Elder, “Preservation Hall”, widerivermusic.com

A Conversation with RSA Fellows Camper and Tavssberger on Reimagining Learning

Robyne and Lynda were delighted to welcome their first guests, Jonathan Tavssberger and Zoe Camper. Members of the Augmented Society Network, RSA, they discuss a recent white paper An Opportunity to Reimagine Learning. Design thinking, embracing the unknown, and major themes from the paper are discussed as well as their thoughts on the importance of failure and taking time to talk and engage in educational issues. Tune in for this inaugural and inspiring episode of the Headstand podcast! (music by Brian Elder, “Preservation Hall”, widerivermusic.com)https://digitalcommons.lindenwood.edu/headstand/1001/thumbnail.jp