The STATellite (February 2018)

6 TESTA Report

The

12 Gone Global

19 STAT Leadership

STATellite 2018 Winter Issue Volume 61 Issue 1

HOUSTON, WE HAVE A SOLUTION: A Look Back at CAST 2017 Page 8

The Official Publication of the Science Teachers Association of Texas

FROM THE CREATORS OF STEMSCOPES TEXAS COMES:

DIVE-in Engineering

Built in partnership with the New York Hall of Science (NYSCI), STEMscopes DIVE-in Engineering transforms your classroom into an

in partnership with New York Hall of Science

authentic makerspace. Learn more at DIVEinengineering.com

STEMSCOPES

rangers

SCIENCE NIGHT

in partnership with EarthEcho International

Navigated by Philippe Cousteau, STEMrangers is a guided science night program that empowers students to find solutions for real-world STEM challenges. Learn more at STEMrangers.com

Ready to change your world and theirs?

getstemcertified.com The National Institute for STEM Education (NISE) certifies teachers, campuses, and districts in STEM teaching.

Using a competency-based, academic coach-led online learning platform, educators produce a portfolio of work that demonstrates proficiency across 15 STEM teacher actions.

Volume 61 Issue 1

The

STATellite 2018 Winter Issue • Volume 61

CONTENTS UP FRONT

4 President’s Message 5 Calendar 6 TESTA Report

Look back at the Texas Earth Science Teachers Association’s activities at CAST 2017; register for the TESTA Fossil Hunt.

FEATURES

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Houston, We Have a Solution More than 6,000 science educators and advocates had a blast at the annual Conference for the Advancement of Science Teaching. Plus: Meet STAT’s 2017 award recipients.

Gone Global Thanks to technology, one chemistry project connects students from Goose Creek to Nigeria.

COMMUNITY

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STATellite

STAT Leadership & Staff www.statweb.org

Issue 1

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The Official Publication of the Science Teachers Association of Texas

President’s Column

T

HE year 2017 was monumental for science— for both Texas science education and the Science Teachers Association of Texas. We witnessed the Big Eclipse in August—just a partial eclipse here in Texas, but exciting all the same.

The state streamlined our TEKS. And STAT hired a new management firm, Strategic Association Management, and held its annual Conference for the Advancement of Science Teaching (CAST) in Houston just weeks after Hurricane Harvey.

Now, a couple of months into the new year, we can’t wait to see what 2018 has in store for us.

JJ Colburn, STAT’s new Executive Director, along with the Strategic Association Management team hit the ground running in March 2017, not only learning the ins and outs of our association, but also planning and managing our annual conference. STAT’s motto is “Leading Science Education in Texas.” In order to accomplish this, STAT continually looks for ways to enhance our member benefits and expand the ways in which we serve science education. With SAM’s help, we have big plans for 2018, ranging from facilitating ways in which our members can grow professionally to reinforcing our status as the primary voice for science literacy in Texas.

publications@statweb.org

Laura Lee McLeod, STAT President

CAST 2017 was a huge success.

More than 5,500 educators gathered to learn, network and discuss all things science. We heard from the very entertaining Captain Mark Kelly. Attendees selected learning experiences from more than 700 workshops facilitated by fellow teachers, administrators or vendors. In the exhibit hall, nearly 250 vendors provided state-of-the-art products and resources for teachers to view, manipulate or purchase on the spot. After so much activity in two-and-a-half days, we all needed a weekend to recuperate!

One of STAT’s strategic goals is to communicate with policy makers and the public regarding science education issues.

In May 2017, STAT represented our members before the Texas State Board of Education when it met on streamlining the TEKS. SBOE had already approved the revised TEKS; however, STAT testified that we needed the 2017–18 year for teacher review before the revisions were fully implemented.

SBOE heard us and agreed.

In 2019, TEA will begin revising the Science TEKS once again, with adoption in 2020 and implementation in 2022.

This year, STAT will gather your input and present recommendations based on that input to TEA and SBOE. After all,

no one knows better than you what our students need for science literacy. STAT will be the driving force in discussions about what our Texas standards need to include.

As you can see, STAT is brimming with activity, which means there are multiple ways in which you can get more involved. Taking the next step with STAT—going from member/CAST attendee to engaged volunteer—has truly enriched my career. I invite you to get more involved with STAT in a way that best uses your time and talents. Please log in to www.statweb.org/page/ volunteerform to let us know how you can help.

STAT’s future is bright—and you’re a vital part of it!

LAURA LEE MCLEOD 2017–18 STAT President board@statweb.org

Volume 61 Issue 1

STATellite

Upcoming Events FEBRUARY

21–23

21st Annual Informal Science Education Association (ISEA) Conference (Fort Worth)

www.texasinformalscience.org

23–24 28

APRIL

5–19

28 Houston-Metro CHEM Meeting (University of Houston)

STAT Executive Committee & Board Meeting (Austin) Deadline for 2018–2019 STAT Executive Committee nominations

JUNE

1 2018–2019 STAT Executive Committee takes office

www.statweb.org/ page/1819Nominations

MARCH

2 Texas Science Education Leadership Association (TSELA) Winter Meeting (Dallas)

www.tsela.wildapricot.org

11 Texas Earth Science Teachers Association (TESTA) Fossil Hunt (Brownwood)

15–18

Contact Lexy Bienek at 936-520-3907 or Kathryn Barclay at 281-460-2026 or kathrynbarclay65@aol.com.

National Science Teachers Association (NSTA) National Conference (Atlanta)

JULY

16–19

ACT2 Biennial Conference (McMurry University, Abilene)

https://sites.google.com/site/ act2biennial/

NOVEMBER

1–3 CAST 2018 (Fort Worth) SUBMIT AN ARTICLE TO THE STATELLITE

STAT Nominating Committee Meeting

The STATellite invites Science Teachers Association of Texas members to submit articles about their science education successes. All submissions should be original content and include at least one image. The STAT Editorial Board reviews each submission for possible publication.

Committee Meeting

For more information or to submit your article, contact publications@statweb.org.

24 DFWCHEM Meeting 26

Electronic voting for 2018–2019 STAT Executive Committee

(Region 10)

28 STAT Executive

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The Official Publication of the Science Teachers Association of Texas

TESTA Report: CAST 2017 Wrap-up

By Kathryn Barclay, TESTA Affiliate Representative

O

nce again, TESTA had a great CAST experience due to the help of so many of our members! The booth looked great, and lots of attendees stopped by to find out more about our organization and to renew their memberships. If you did not do this, please visit www.lpi.usra.edu/ education/TESTA/ for renewal information (annual dues are $10). Membership runs from CAST to CAST, so everyone has expired unless you have a lifetime membership.

TESTA would like to thank the following people for taking their time and energy during CAST to present as part of the TESTA strand of workshops and short courses. Most of the short course sessions were sold out, and almost all of the workshops were filled to capacity.

Once again, we cannot offer great professional development without the generosity of our members who give of their time and expertise: • Lisa Stone and Donna Deerbrook – Fort Bend ISD • Debra Finney – Arlington ISD publications@statweb.org

• Dr. Mindy Conyers and Shay Luther – Texas Water Development Board • Margaret Baquio – NASA Texas Space Grant Consortium • Collen Roegner – Tom Bean ISD • Paula & Joe Chastain – Westbrook Senior High – BMTISD • Dr. Keely Finklestein & Marc Wetzel – McDonald Observatory – UT Austin • Leslie Harvey & Monica Padilla – Saginaw ISD • Roger Palmer – Bishop Dunn Catholic School • Melissa Anzuldua & Cheryl Munquia – Valley View ISD • Julie Pierce – Fort Bend ISD • Mary Urguhart – UT Dallas • Linda McCall – Texas Bureau of Economic Geology • Devalyn Rogers – Houston ISD • Lale Bilir – Retired – Fort Bend ISD On Friday, we held our annual Rock Raffle in the food court. We had over

100 great rock, mineral, fossil and gemstone specimens along with many books, posters and other teaching items raffled off during the event. Unfortunately, attendance was not that great, so TESTA only made about half of our normal amount for this annual fundraiser. (Hint, hint— please renew your dues!)

On Friday of CAST, we gathered at the Spaghetti Western Italian Café for a time to recognize our Teacher of the Year and Friends of TESTA, listen to a dynamic speaker and enjoy a great dinner of yummy Italian food. During our dinner, we recognized Ward’s Scientific with the Friends of TESTA award for their continuous support of our organization.

Each year, Ward’s Scientific donates items to the rock raffle and provides a gift certificate to our Teacher of the Year. Julie Pierce of Sugar Land Middle School in Fort Bend ISD was recognized as our Teacher of the Year during the dinner. Julie is a dynamic teacher who has put in great work developing lessons to work specifically with pro-

Volume 61 Issue 1 viding science instruction to special education students.

She presented a well-received workshop on this topic during CAST this year. Our speaker, Kelly Drinnen of NOA A’s Flower Garden Banks Marine Sanctuary, gave a very informative presentation about the coral reefs located in this sanctuary right off the Gulf Coast. Lots of questions were asked and answered as we all learned more about this great and unique feature that should be treasured by all Texans! As we wrapped up the dinner, lucky winners also enjoyed the door prizes that Ward’s and Dr. Ken Wolgemuth brought for our members.

Saturday found us hosting our annual Share-a-Thon, which I commonly call the “come and get it, grab it and go” session.

We had a crowd of people show up for this session and some wonderful presentations. A great big thank-you to Lale Bilir, Devolyn Rogers, Paula and Joe Chastain, Nana Baffour, Linda McCall and Kathryn Barclay for presenting at the Share-a-Thon. We had almost 100 people attend, and we know that many left before they could get into the door.

This is a great opportunity to obtain many different earth science-related resources during one session.

Please make plans to join us on our Annual TESTA Fossil Hunt to be held on Sunday, March 11, 2018, in Brownwood, Texas.

Check the TESTA website for more information or contact me at 281-460-2026.

STATellite

TEXAS EARTH SCIENCE TEACHERS ASSOCIATION FOSSIL HUNT Sunday, March 11 – Brownwood, Texas Explore the Pennsylvanian Period with Lexy Bieniek, TESTA President. We will study the formation of sedimentary rocks and use fossils to learn about the Pennsylvanian environment in Texas. Fossils can be collected for the classroom. Experts will also be available to identify those fossils.

For collecting – Bring Ziploc bags, hand shovels, garden trowels, flat screwdrivers, carrying bucket, notecards/ book and Sharpies. Folding hand carts/wagons are also useful.

For yourself – Bring snacks, drinks, wet wipes, hats, sunglasses, sunscreen, cameras, appropriate clothing and shoes, and anything else you might need. Lunch will be at a local restaurant.

Field Trip Fee – $15.00. Liability waiver must be signed before participation. We will be driving to various sites around Brown County and will be parking along roadsides.

Hotel, transportation and snacks/meals on own.

Please register by Wednesday, March 7, 2018.

Contact Lexy Bienek at 936-520-3907 or Kathryn Barclay at 281-460-2026 or Kathrynbarclay65@aol.com.

Meeting location and time will be given upon registration.

Hope to see you there!

www.statweb.org

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2017–2018 STAT Executive Committee with Captain Mark Kelly

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The City of Houston—just weeks after Hurricane Harvey—proved to be the perfect solution for STAT’s annual Conference for the Advancement of Science Teaching (CAST). More than 6,000 science educators and advocates gathered November 9–11, 2017, in Space City for three days of inspiration and idea sharing. This year’s CAST featured more than 700 sessions for educators of all grade levels and subject areas, as well as an out-of-this-world keynote presentation by NASA’s own Captain Mark Kelly. Attendees also took time to celebrate STAT’s 60th anniversary—visit statweb.org to watch the STAT 60th anniversary video!

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2017 STAT Awards VIRGINIA WOODS AWARD Dr. Kenn Heydrick, 2006–2007 STAT President

The Virginia Woods Award is the highest honor STAT can bestow on a member for outstanding contributions to science education.

Named for STAT’s longtime executive secretary, the award is given only with the approval of the STAT Executive Committee.

2017–2018 STAT President Laura Lee McLeod, Woods and Heydrick

SKOOG CUP COLLEGE FACULTY AWARD Dr. Karen Jo Matsler, University of Texas at Arlington

McLeod, Matsler and STAT Executive Director JJ Colburn

The Skoog Cup College Faculty Award is presented to a faculty or staff member at a Texas college or university who has demonstrated significant contributions and leadership in the development of quality science education. STAT and the Texas Tech University Howard Hughes Medical Institute Science Education Program jointly present the award.

OUTSTANDING SCIENCE EDUCATOR AWARDS Sponsored by Chevron

McLeod and Zemanek

Rookie Teacher of the Year

Charles Zemanek, Nacogdoches ISD

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McLeod and Teague

Elementary School Teacher of the Year

Katie Teague, Round Rock ISD (recently relocated to Virginia)

In Their Own Words STAT’S OUTSTANDING SCIENCE EDUCATORS

McLeod and McLain

Middle School Teacher of the Year

Christina McLain, Frisco ISD

McLeod and Lowes

High School Teacher of the Year

Traci Lowes, North East ISD, San Antonio

“I believe that my purpose as an educator is to help each child grow academically, socially and emotionally.

I support, encourage and enrich my students to be their best selves. The motto in our district is to ‘Know every student by name and need,’ and I couldn’t agree more.”

—Christina McLain, Middle School Teacher of the Year “Ask almost any teacher why they work the long hours for little pay, and they will not hesitate to testify to the intrinsic rewards they receive.

The joy felt when a student understands a concept for the first time or the smile on the face of a child who fails and fails and fails and then finally succeeds is worth incredibly more than even the highestpaying salary. Education is worth the struggles, the daily trials and the limited budget in order to help students reach their full potential.”

—Katie Teague, Elementary School Teacher of the Year

McLeod and Mulvihill

Distinguished Leadership in Science Education

Ann Mulvihill, Irving ISD

“The guiding question I ask myself is: ‘What will my students remember about this experience and my course as a whole when they leave the classroom?’ What I hope is that my students remember my class as a place that fostered independent learning, was safe for all students, promoted critical

thinking, and was a community where they were valued as individuals and connected as vital members of the class.

While this might be a tall order to fill, I seek success and nothing less for my students.”

—Charles Zemanek, Rookie Teacher of the Year “Often students have preconceived notions of a grizzled, gray-haired, bespectacled scientist in a white lab coat who is nothing like them. This image in their mind conjures up complicated equations, late-night studying and substances bubbling out of beakers. One of my favorite things about my role is changing this perception in students’ minds so that they can picture themselves as scientists.”

—Traci Lowes, High School Teacher of the Year “My work embodies the mission and purpose of STAT. I have worked closely with Region 10 and 11 and the College Board to bring professional development presenters that allow for teachers to make contacts that extend beyond our campuses. The teachers work as a whole throughout the district to improve their levels of rigor and performance in the classroom during and after professional development because of the bonds forged.”

— Ann Mulvihill, Distinguished Leader in Science Education

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Volume 61 Issue 1

STATellite

Gone Global

A Guide for Implementing a Global Collaborative Chemistry Project

By Amanda James, Goose Creek CISD District Secondary Science C&I Specialist 9–12, and Rebecca Hite, Ph.D., Texas Tech University Assistant Professor–Curriculum and Instruction

INTRODUCTION Global collaborative projects hold great potential for students to obtain a greater depth of understanding of both content and technology standards through global peer interactions. Through global activities, standard curricula are transformed into engaging projects with real-world applications that make content meaningful with a global audi-

ence that motivates students and empowers them to make a difference (Reed, 2007). There is little debate that activities that promote creativity, communication, and collaboration are essential for the 21st-century student (P21, 2016). In this pilot study, a classroom in the Southwestern United States collaborated with a classroom in Nigeria to participate in a global STEM project on the electromagnetic spectrum

(EMS) in high school chemistry. Using asynchronous communication, students in each location successfully built solar cells, calculated the amount of energy produced, and shared their data and findings.

WHY GLOBAL COLLABORATION? Global collaboration (GC) teaches students to think critically about meaningful,

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real-world situations, whereas traditional learning does not (Furtak, Seidel, Iverson, & Briggs, 2012). Lindsay and Davis (2012) stated that the aim of global collaboration in education is to improve learning by breaking down classroom walls and developing authentic audiences. To achieve this aim, GC promotes collaboration, a necessary 21st-century skill (P21, 2016; Reed, 2007).

Saavedra and Opfer (2012) made strong their argument for GC as a means for students to learn the necessary 21st-century skills to make their education relevant, encourage them to apply what they have learned, and collaborate with their peers. Within GC projects, students are challenged to work through a problem and create a joint conclusion based on experimental design, observation, and data analysis (Bell, 2010). The projects that are created should be more than posters or general research presentations but rather meaningful projects that relate to personal experiences (Cook & Weiland, 2010). Students may be guided through the process with careful pedagogical strategies, namely participating in progressive levels of collaboration that move the student along a continuum from global awareness to global contribution (Nugent, Smith, Cook, & Bell, 2015). In sum, students are provided explicit opportunities to extend their thinking beyond the classroom and out to the world. publications@statweb.org

THE GLOBAL COLLABORATION PROJECT An engineering design project on solar energy for chemistry created by TEA Career and Technology Education (CTE, 2016) was selected. Students in two geographic locations over seven days (1) calculated their home’s electricity usage based on their family’s electrical utility bill; (2) built a Grätzel cell solar system and test using different colored dyes; (3) compared and discussed how their results differ from the other classrooms and some possible implications of their findings, and (4) created a presentation about solar energy systems documenting the steps of the

for five days to teach this topic in week three of the second six weeks. For the GC, teachers guided the students through a project-based learning (PBL) approach to the EMS. Through an outcome-driven, student-centered approach, “students develop twenty-first-century skills through PBL that will aid them in becoming productive members of a global society” (Bell, 2010, p. 43). Also, this pedagogy blended well to the intended outcome of the GC (i.e., solar cell projects).

Students were introduced to the concept of solar energy through the lens of the EMS. Then, students collaboratively built solar cells and determined

Chemistry teachers working through solar cell project engineering design process for the general public (CTE, 2016).

Curriculum. The GC was selected as a project that could be implemented in place of current curriculum for the EMS in high school chemistry. The district pacing guide allowed

the efficiency of their respective designs. Upon building solar cells, students were asked to determine how many solar cells would be required to run their household items based on their household electrical bill. The teachers asked students to record their data on

Volume 61 Issue 1

TEXAS ESSENTIAL OF KNOWLEDGE AND SKILLS STANDARD (TEKS)

STATellite

DESCRIPTION OF STANDARD (TEA, 2010)

TEKS 112.35 (c) (6) (B) (C)

understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. Calculate the wavelength, frequency, and energy of light using Plank’s constant and the speed of light

TEKS 112.35 (c) (11) (A) (B)

understand energy and its forms, including kinetic, potential, chemical, and thermal energies; understand the law of conservation of energy and the processes of heat transfer;

TEKS 130.373 (c) (1) (A) (B)

demonstrate safe practices during engineering field and laboratory activities; and make informed choices in the use and conservation of resources, recycling of materials and the safe legal disposal of materials

TEKS 130.373 (c) (2) (A)

apply scientific processes and concepts outlined in the TEKS for Biology, Chemistry, or Physics relevant to engineering design problems

Table 1. Essential of Knowledge and Skills (TEKS) a Google site to share data for the project.

Standards. The format of the solar energy project is based upon four aspects of the Texas Essential of Knowledge and Skills (TEKS) from the Texas Education Agency (TEA, 2010). These standards include energy and the EMS (TEKS 112.35), as well as engineering design and practices (TEKS 130.373) found in Table 1.

Digital Introduction. When beginning a global collaborative project, it is important for the global partners to meet.

The students should be given an opportunity to create digital “handshake in which the global partners create a message to introduce themselves” (Lindsay & Davis, 2012, p. 84).

Allowing students to make informed decisions by working with others gives the students the opportunity to create final products (whether presentations or action plans) that bring new ideas to the table while increasing their knowledge and awareness (Bell, 2010). Each school created a digital introduction, and the introductions were shared through email and added to the project website (http://bit.ly/STATgoneglobal).

In the beginning stages of our project, we learned that though we were able to obtain a list of students that were not approved to be photographed or videoed, we were told this release could only be used within the district. Therefore, our students could not share a digital introduction with our global partners. To ensure

each of the U.S. teacher partners were involved in a digital handshake, we changed the introductions to be between the teachers. The introductions of the teachers were then shared via the project website.

Implementation. The original lesson plan had students calculating efficiency, applying EMS to the building of a solar cell using multiple plant-based dyes, and building an open and closed energy efficient water heating system (CTE, 2016).

Each teacher used the same PowerPoint presentation to introduce the students to the projects as well as introduce concepts and build upon previously learned concepts as this is an important part of teaching (Arends, 2014). Students completed a pre-lab exercise to

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ensure they read through the laboratory procedure and were able to answer basic questions about the project. Upon completion of the lab experiment, data collected would be shared with Nigeria via asynchronous communication via Google sites. Per Arends (2014), the goal of PBL is to aid students in a deeper understanding of a previously taught concept and extend their thinking through the additional of global collaboration. Here, the teacher’s role in the process is to “encourage interaction and to give students the opportunities to explore their own thinking process” (p. 361).

ASSESSMENT Throughout the GC, the teachers used both formative and summative assessments to guide the project and ensure students were ready for their district assessment, which would cover the content they learned through the project.

Pre-Lab assessment questions were answered and discussed in student groups and then as a class to ensure everyone understood the objectives of the project. To check for understanding of formulas needed during the experiment, the students did calculations using information provided by their home electricity usage. Their calculations were then applied at the end of the lab to determine how many solar cells they would need to accommodate their home energy usage. This was a way to engage students publications@statweb.org

in problem solving and assess a necessary 21st-century skill.

Student data was then collected in a spreadsheet and shared with all partners. This data was used to determine if one type of plant material produced more energy. Upon completion of the lab, the students were required to write a formal lab report. A grading rubric was provided to the students to guide their report. Additionally, a unit test on the EMS was completed by the students before the district assessment.

CRAFTING YOUR OWN CLASSROOM GLOBAL COLLABORATION Several factors should be planned for when implementing a GC PBL, such as securing global partners, identifying constraints, available technology, communication, and student permission forms and/or video release forms, and what technology is available for everyone involved in the project.

Resources. Several organizations have dedicated their missions to providing educators with tools to help their student become global citizens.

For example, the International Education and Resource Network (iEARN, 2017) helps students and educators design and participate in global projects. The International Society for Technology Educators (ISTE, 2017) provides teachers professional development and networking opportunities that incorporate global collabora-

tive projects in the classroom.

Additionally, private companies have created educational platforms featuring a collaborative educator community that focuses on bringing the world into your classroom through virtual field trips, collaborations and guest speakers (Microsoft, 2017).

Communication Plan. Once you have selected the project and global partners, decisions should be made regarding the communication format used with your global partner: synchronous or asynchronous (Lindsay & Davis, 2012).

Synchronous communication is defined as working together at the same time via chat rooms, social media, or online conferencing software. Although

Example of solar cells

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Career and Technology Education.

(2016). Engineering, Design, and Problem Solving. Unit 4:Third Project Design. Retrieved from http:// cte.unt.edu/stem/engineeringdesign-problem solving.

Cook, K., & Weiland, I. (2010). A suggested project-based environmental unit for middle school: Teaching content through inquiry. Science Scope, 33(8), 46-50.

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi experimental studies of inquiry-based science teaching a meta-analysis. Review of educational research, 82(3), 300–329. iE ARN. (2017). Collaboration.

Retrieved from https://iearn.org/ collaboration

Skype communication between Texas and Osun, Nigeria ideal for real-time collaboration, using synchronous communication methods requires remaining cognizant of time zone of your global partners.

When the global collaborators are in different time zones and synchronous communication is not possible, other methods of communication like emails, discussion forums, or blogs may be used. This type of communication that relays information with a time lag is known as asynchronous communication.

Ensuring Student Privacy. The last thing to remember when planning a GC is ensuring the privacy of students. Student permission forms should be distributed for participating students, outlining for parents the project parameters before starting the project.

Additionally, because with most global collaborative projects there will be pictures and or video information shared, you will need to work with your school to determine which stu-

dents can be filmed or photographed with parent approval.

Prior approval from parents and the campus can enable students to fully participate in the GC activities.

Reflective Decision Making.

Throughout the project, log books can help refine and improve the GC process.

Lindsay and Davis (2012) advocated in chapter 10 of Flattening Classrooms, Engaging Minds that in designing and managing an ongoing global project plan, teachers might need support in professional development, especially in 21st-century learning, to be successful in online learning and PBL-based strategies.

REFERENCES Arends, R. (2014). Learning to teach.

New York, NY: McGraw-Hill Higher Education.

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. ClearingHouse, 83(2), 39–43.

ISTE. (2017). Global Collaboration Program. Retrieved from https:// www.iste.org/learning-services/ global-collaborations Lindsay, J., & Davis, V. A. (2012).

Flattening classrooms, engaging minds: Move to global collaboration one step at a time. Boston, MA: Pearson.

Microsoft. (2017). Skype in the Clas sroom. Retrieved from https://education.microsoft.com/ skype-in-the-classroom/overview Nugent, J., Smith, W. S., Cook, L. A., & Bell, M. L. (2015). 21st-Century citizen science: From global awareness to global contribution.

The Science Teacher, 79(9), 34–38.

P21. (2016). Framework for 21st Century Learning. Retrieved from http:// www.p21.org/storage/documents/ docs/P21_framework_0816.pdf Reed, J. (2007, September 28).

Global Collaboration and Learning.

EDTech Focus on K–12. Retrieved from http://www.edtechmagazine. com/k12/ Saavedra, A. R., & Opfer, V. D. (2012).

Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8–13.

TEA. (2010). State of Texas Assessment of Academic Readiness (STAAR) Assessing Process Skills.

Retrieved from http://ritter.tea. state.tx.us/rules/tac/chapter112/

www.statweb.org

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Volume 61 Issue 1

STATellite

Science Teachers Association of Texas Leadership and Staff STAT EXECUTIVE COMMITTEE Reach members of the STAT Executive Committee at board@statweb.org.

President

Laura Lee McLeod

Past President

President-Elect

Richardson ISD

Spring Branch ISD

George Hademenos

Frisco ISD

Terry White

Secretary

Vice President

Treasurer

Melissa Gable

Ann Mulvihill

Kara Swindell

Crosby ISD

Irving ISD

Lubbock ISD

Members-at-Large

Gianna Colson

Kayla Pearce

La Feria ISD

Linda Schaake

Eagle Mountain-Saginaw ISD

Retired

STAT STAFF Reach the STAT staff at stat@statweb.org.

Executive Director

Deputy Director

JJ Colburn, CAE

Paulina van Eeden Hill, CAE

Finance Director

Business Development Director

Tiffany Schwartz, CNAP

Adam McKeivier, CAE

Communications Manager

Exhibits Manager

Kate Johanns

Abby McCulloch

Membership Coordinator

Finance Coordinator

Linyer Zieman

Justin Martinez

AFFILIATE REPRESENTATIVES Associated Chemistry Teachers of Texas

Texas Association for Environmental Education

Texas Marine Education Association

Informal Science Education Association

Texas Council of Elementary Science

Texas Science Education Leadership Association

Texas Association of Biology Teachers

Texas Earth Science Teachers Association

Texas Section, American Association of Physics Teachers

Robyn Shipley-Gerko Lynne Christopher Lee Ferguson

Kiki Corry

Denise Fisher

Kathryn Barclay

Julia Perry

Shane Woods

Paula Hiltibidal

512.505.8001 • 401 W. 15th St., Ste. 695 • Austin, TX 78701

www.statweb.org

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In that split second, it’s all worth it.

You live for those ah-ha moments when you know they just got it. Or when they make the mental leap and solve a real-world problem with something they learned. That’s what makes all the long hours, emotional investment and hard work worthwhile. And that’s what Carolina is here to help you do.

Learn more about our commitment at www.carolina.com/withyou