NISE Blog

The National Institute for STEM Education (NISE) has been named a finalist in the 2017 SIIA Education CODiE Awards for Best Professional Learning Solution for Faculty & Administrative Staff. In its 34th year, the SIIA CODiE Awards is the software and information industry’s only peer-reviewed awards program recognizing  product excellence.

NISE is one of four finalists in its category, one of 34 education technology categories this year. Winners will be announced on July 26 at the Education Impact Symposium, hosted by the Education Technology Industry Network (ETIN), a division of SIIA.  Continue reading “The National Institute for STEM Education Named SIIA CODiE Award Finalist for Best Professional Learning Solution for Faculty & Administrative Staff”

Ever since the National Institute for STEM Education (NISE) opened it’s doors to teachers seeking STEM certification in June of 2016 they have seen many educators graduate and move on to provide a STEM classroom with a new set of tools.

“Since the beginning, our goal has been to help teachers develop a common understanding of STEM and, more specifically, to provide them with the resources, skills, and strategies they need to implement the STEM instruction in their classrooms,” said Whitney Dove, Manager of STEM Certification for NISE.

The 100th graduate, Anna Turner, a second- year fourth-grade teacher from Marrietta, Georgia spends her days teaching all subjects including science. Since STEM teaching requires more planning, Anna sought the help of her district’s key STEM team, a group of teachers who are experts and leaders in STEM preparation for their school and district. Continue reading “National Institute for STEM Education Hits 100th Graduate Milestone”

In ninth grade, I did a leaf collection project for my biology class. My grandfather, a science professor, and my dad, a medical doctor, helped me make sure that my specimens were correctly identified, prepared, mounted, and labeled. I remember painstakingly typing out the genus and species’ names, capitalizing the genus, and using lowercase for the species’ names. I remember thinking the rule quite odd, but followed it nonetheless. I was very proud of that project, and handed it in with a sigh of relief, knowing I had done my very best work. A few weeks later, the teacher handed my project back to me with every single name of every single species circled in red, and a giant “-5 points” scrawled across each page. I remember fighting back tears and approaching my teacher. “What did I do wrong?” I asked. “Well, you didn’t capitalize the species’ names!” she barked back. Continue reading “What’s in a Grade?”

One of the most enjoyable investigations that I recently observed was during science time in a pre-K classroom. After the teacher reminded students to wash their hands and not to squeeze the little creatures, the excitement built as each student was given a worm to study. The students, holding out their hands as if they were waiting for a prize, immediately began to smile and ask questions. Continue reading “Investigating Phenomena that Change Slowly”

Recently I had a conversation with my younger brother, who is the residential and commercial plumbing inspector for one of the large counties in northwest Ohio, about the time it takes to read and understand the complex codes and regulations associated with the construction industry. He shared that in his preparation for the numerous certification and recertification examinations associated with his role, his ability to read closely for details, discuss the application of the code, and retain the nuances of what he read was developed much later in his career. Continue reading “Literacy in Science and Scientific Literacy”