This Google Slide template is available for you to use to create your report-out. The access is set to "View Only" so you will need to make a copy for your group to edit. You can do this by going to "File" and then "Make a Copy."

OUR MISSION

Data skills are key to solving the biggest problems of tomorrow. DataClassroom exists to help students understand both those problems and how to unlock their solutions.

As data becomes an increasingly valuable resource across all fields, the teaching of data skills is becoming increasingly important for middle and high school classrooms. At the same time, as educators, we recognize that the best part of a science education will always be hands-on labs and authentic experimentation. DataClassroom provides teachers the opportunity to integrate next generation data-skills seamlessly with the learning experiences they are already creating. 

WHAT CAN DATACLASSROOM DO? 

The web-based app lets students engage with data and do real analysis. Even students with no statistics background can upload and visualize their own data, ask a question, and use a statistical test to form a conclusion. Your students will learn data analysis by doing data analysis.

While performing analysis with professional accuracy, the students are shown each step in the process through animations and are encouraged to think about what is being done, and why.

WHY IS IT DIFFERENT?

Our founder Aaron Reedy realized that classroom experiments were the lessons that most engaged science students and were often remembered even years later. He continually pushed his students to do better and bigger experiments in the classroom, but realized that available tools for data analysis were not built for kids. Now, with the demands of the Next Generation Science Standards, an even greater emphasis is placed on developing quantitative and analytical skills in the K-16 science education. Teachers and students need a tool that lets them analyze their data, but does not assume a graduate level knowledge of statistics.

Canning, E. A., Priniski, S. J., & Harackiewicz, J. M. (2019). Unintended consequences of framing a utility-value intervention in two-year colleges. Learning and Instruction, 62, 37-48. https://doi.org/10.1016/j.learninstruc.2019.05.001

The Community College Undergraduate Research Initiative (CCURI) uses an inquiry-based teaching model where students are exposed to real world science through a case study in an introductory course followed by a hands-on research experience resulting from questions about or related to the case.  CCURI is providing resources for our 44 institutional partners including introductory workshops/conferences that are building regional and national collaborations, start-up supplies and a wide variety of faculty development opportunities.

The Undergraduate Field Experiences in Research Network (U-FERN) seeks to understand the impacts of these types of experiences and to build a community of practitioners working together with education researchers to share and develop effective practices that are inclusive of all students. 

Rubric to help you see where you lie along the continuum of UDL best practices. Novak & Rodriguez 2018.

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

WAVE is an accessibility evaluation tool from WebAIM. Just enter a url into the tool and WAVE will provide you with a report of adherence with Web Content Accessibility Guidelines (WCAG) and suggest changes for improvement. 

The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.

"Here, we will review the perceived challenges of developing a CURE and provide practical strategies to overcome these challenges."

Govindan, B., Pickett, S., and Riggs, B. 2020 JMBE Vol21(2) DOI: https://doi.org/10.1128/jmbe.v21i2.2109

Are you presenting something via a Zoom call? Check out this article for some helpful tips.

This article outlines ways to have the best experience attending an online conference, such as BIOME Institute 2020!

This video gives tips from a productivity expert about how to effectively work from home.

Tips about being professional and efficient on Zoom for both meeting hosts and attendees.

Handelsman, J., Miller Laufer, S., Maidl Pribbenow, C., Pfund, C.

Also available through HHMI: https://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/entering_mentoring.pdf

Braun, D.C.,  Gormally, C., Clark, M.D. CBE LSE 2017

Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. 

National Academies of Sciences, Engineering, and Medicine. 2019. The Science of Effective Mentorship in STEMM. Washington, DC: The National Academies Press. https://doi.org/10.17226/25568.

National Academies of Sciences, Engineering, and Medicine. 2015. Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation. Washington, DC: The National Academies Press. https://doi.org/10.17226/21851.