Dr. Brazdil Recognized with Faculty Partner Award
Dr. Linda Brazdil, director of the Center for Science and Math Education, has been honored as a faculty member who has supported Student Academic Services and its retention and enrichment programs outside the classroom.
STEM for All Video Showcase
CSME's Cultivating Whole School Implementation of the Next Generation Science Standards, received Public Choice recognition! Click here to see all the recognized videos.
Senn High School Students Present at llinois Science and Technology Institute’s STEM Challenge Showcase
Approximately 250 neighborhood freshmen and sophomores at Senn High School completed the Loyola STEM Challenge to propose ways to reduce energy consumption or produce energy more sustainably for their school. This project served as part of their Design Course, a STEM course created in collaboration with Loyola faculty. Twenty-two undergraduates from Loyola served as online mentors for the students during this challenge. On April 27, the top team presented their project, proposing windmills on the roof at Senn High School, at the Illinois Science and Technology Institute’s STEM Challenge Student Showcase at Motorola Mobility in Merchandise Mart. This project was carried out as part of Loyola’s “Plan 2020: Building a More Just, Humane, and Sustainable World”, specifically working to expand and deepen the partnerships with PK-12 schools in Rogers Park and Edgewater.
Dr. Lange awarded by NCTM
Loyola University Chicago’s Center for Science and Math Education is pleased to announce that the Assistant Director of Math Programs, Dr. Karin Lange, was awarded the Linking Research and Practice Outstanding Publication Award for 2016-2017, by the National Council of Teachers of Mathematics (NCTM).
Along with co-authors Dr. Kelly McGinn and Dr. Julie Booth, both from Temple University, Lange was recognized for her article “A Worked Example for Creating Worked Examples,” published in the August 2015 edition of Mathematics Teaching in the Middle School. This award was given as part of NCTM’s commitment to increase the connections between research and practice in mathematics education.
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