www.montana.edu/msseMSU - Bozeman

451 Reid HallBozeman, MT 59718

2017

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Bozeman, MT

Master of Science in Science Education

July 5th - 8th, 2017Reid Hall 101, 102, & 103

*Cover photo credit to Peggy and Gurney Taylor

M S S ENinteenth Annual Symposium in

Science Education

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Master of Science in Science Education Program

In May, 1996, the Montana Board of Regents of Higher Education approved a new degree, the Master of Science in Science Education (MSSE), designed for science educators interested in graduate study while remaining employed. It is unusual in two important ways. First, it is an intercollege, interdisciplinary effort. Four colleges, The Graduate School, and fifteen departments collaborate to offer this innovative degree. Second, about 80% of the courses and credits needed to complete the degree are offered by distance learning in structured interactive courses using asynchronous, computer mediated instruction. The National Teacher Enhancement Network (NTEN) project, a National Science Foundation grant project, funded since 1992, developed and offers many of the distance learning courses for this degree program. While direct oversight of the program was provided by the Graduate School from inception to 2016, the program was moved to the College of Letters and Science July 1, 2016. In addition to completing core courses in education, those seeking the degree develop interdisciplinary combinations of science courses from offerings in biology, chemistry, earth science, ecology, engineering, microbiology, physics, plant science, and other science content areas. All graduates complete a science education capstone project in their final year. Norm Reed, Coordinator 1996 to 1998, artfully handled admissions for the first two cohorts, oversaw design and development of core classes, and overall implementation of the program. In 1997, 30 teachers enrolled in six classes offered in the first campus summer session. In comparison, this summer, close to 400 teachers are enrolled in approximately 45 campus and distance courses. Carol Thoresen, Coordinator 1999 to 2007, grew the program from 25 to about 60 students per year. Larger enrollment allowed for a wider variety of science course offerings. Carol worked with leading instructors and researchers to develop over 25 new program courses, some with very innovative modes of delivery. Peggy Taylor Director 2007 to 2016, was a graduate of the program’s first cohort and brought a unique perspective to its administration. Contributions included expansion of the program’s targeted populations, strengthening the program’s framework through continuous evaluation processes, and increasing course offerings as well as involvement of science MSU faculty. Gregory Francis is the current MSSE Director as well as a tenured professor in the Physics Department. When the MSSE Program first began in 1996, Greg was one of the original core science faculty in the physics content area. As a true practitioner of “hands on learning”, Greg’s students describe him as the “true” physics educator. Diana Paterson, Associate Director, joined the program in 2002. She provides critical recruiting and advising support to off-campus graduate students. Diana skillfully manages the MSSE office and staff. Students lovingly refer to her as the “glue” that holds them together through challenging times. John Graves, Lead Program Faculty and Associate Director, has been a core MSSE instructor since 2003. He assumed his duties as Lead Program Faculty in 2009. In addition to his instructional responsibilities, John provides guidance and mentoring for MSSE faculty, participates in various outreach activities, and serves as liaison between MSSE office and MSSE instructors.

History

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MSSE Capstone Project

Each Master of Science in Science Education (MSSE) student, with the cooperation of her or his graduate committee, identifies and completes a science education capstone project. Each project is designed to provide experience and information that aids our understanding of science teaching-learning or science curriculum. The capstone project topic is generally identified during the first year of the student’s graduate program. A student begins the project, which generally relates to science education in the MSSE student’s educational setting, in the fall of the final year by submitting a proposal to his/her advisor. The results of each student’s project are summarized in a written professional paper completed and presented in the student’s final summer session. The MSSE Steering Committee, faculty, and staff congratulate these deserving graduate students for their persistence to pursue a graduate degree, while continuing full-time employment as science educators.

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MSSE Program, College of Letters and Science

Director Gregory Francis Associate Director Diana Paterson Associate Director John Graves Program Officer Holly Thompson

MSSE Faculty Steering Committee

David Cherry College of Letters & Science Steve Holmgren Chemistry/Biochemistry Todd Kaiser Electrical & Computer Engineering Dave Lageson Earth Sciences Karlene Hoo Graduate School Jennifer Luebeck Mathematics Nicholas Lux Education Kim Obblink Extended University Amy Washtak Bozeman HS, MSSE Graduate Angela Weikert Museum of the Rockies, MSSE Graduate Walt Woolbaugh MSSE Core Instructor

Supporting Colleges & Divisions

College of Agriculture Charles Boyer College of Engineering Brett Gunnink College of Education, Health & Human Development Alison Harmon College of Letters & Science Nicol Rae Extended University Kim Obbink The Graduate School Karlene Hoo

Collaboration Departments

Burns Technology Center Kim Obbink Cell Biology & Neuroscience Roger Bradley Chemistry/Biochemistry Mary Cloninger Civil Engineering Jerry Stephens Computer Science John Paxton Earth Science Mary Hubbard Ecology David Roberts Education Tricia Seifert Electrical Engineering Robert Maher Health & Human Development Deborah Haynes Land Resources & Environmental Sciences Tracy Sterling Microbiology & Immunology Mark Jutila Physics Yves Idzerda Plant Science & Plant Pathology John Sherwood Political Science Linda Young

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2017 Capstone Project Advisors Chris Bahn, Chemistry/Biochemistry

Lisa Brown, Extended University

Eric Brunsell, Science Education

Nick Childs, Physics

Greg Francis, Physics

Candace Goodman, Chemistry/Biochemistry

John Graves, Science Education

Todd Kaiser, Electrical Engineering

Amber Kirkpatrick, LRES

Robyn Klein, Plant Sciences & Plant Pathology

Nicholas Lux, Education

Bill McLaughlin, Chemistry/Biochemistry

Terrill Paterson, Ecology

Elinor Pulcini, Microbiology & Immunology

Marci Reuer, Science Education

Kenneth Taylor, Physics

Suzi Taylor, Extended University

Angie Weikert, Museum of the Rockies

Dave Willey, Ecology

John Winnie, Ecology

Walt Woolbaugh, Science Education

Off-Campus Advisors Jessi Anderson, Anaconda, MT

Joseph Bradshaw, Bozeman High School, Bozeman, MT

Nancy Burritt, Science Education, Menomonie, WI

Sanlyn Buxner, University of Arizona, Tuscon, AZ

Marcelo Carena, ND State University, Fargo, ND

Louise Mead, Michigan State University, E. Lansing, MI

Kim Popham, Belgrade High School, Bozeman, MT

Luisa Rebull, Cal Tech, Pasadena, CA

Gregory Reinemer, Highline Community College, DesMoines, WA

Suzanna Soileau, Outreach Coordinator, USGS Northern Rocky Mtn. Science Ctr., Bozeman, MT

Angie Sower, Colorado School of Mines, Golden, CO

Andrea Stierle, University of MT, Missoula, MT

Tsunefuni Tanaka, University of Puget Sound, Tacoma, WA

Amy Washtak, Bozeman High School, Bozeman, MT

Leanne Yenny, Sacajawea Middle School, Bozeman, MT

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Capstone Presentation Schedule

Presenter Room Date Time Presenter Room Date Time

Aakre, Harrison Reid 101 July 6 8 am Knowles, Steven Reid 102 July 5 5 pm

Apedaile, Lily Reid 101 July 7 5 pm Kobilka, Sara Reid 101 July 7 9 am

Bagheri, Amelia Reid 101 July 6 9 am Kummari, Veeraiah Reid 101 July 6 11 am

Bandziulis, Kristina Reid 102 July 8 12 pm Lamm, Zoe Reid 101 July 7 3 pm

Berg, Samantha Reid 101 July 5 11 am Littlejohn, Samantha Reid 101 July 7 11 am

Berghauer, Meridith Reid 103 July 8 11 am Loch, Quinten Reid 101 July 5 1 pm

Bertin, James Reid 101 July 6 3 pm Lukens, Robert Reid 101 July 6 7 am

Bostic, Lenora Reid 101 July 5 12 pm Madsen, Joseph Reid 103 July 8 9 am

Capp, Katherine Reid 101 July 7 4 pm Martin, Diane Reid 102 July 6 1 pm

Carney, Samantha Reid 103 July 5 12 pm Morton, Jamie Reid 101 July 8 10 am

Chase, Derek Reid 101 July 5 4 pm Noble, Jenna Reid 101 July 6 5 pm

Christman, Jessica Reid 101 July 6 6 pm Olix, Terri Reid 101 July 5 9 am

Cleveland, Jill Reid 101 July 7 1 pm Parker, Cindee Reid 102 July 7 3 pm

Cochrane, Andrew Reid 102 July 5 11 am Pascual, Catherine Reid 101 July 5 10 am

Collins, Christopher Reid 102 July 6 10 am Robinson, Kayla Reid 101 July 5 3 pm

Cornett, Johnnie Reid 102 July 8 10 am Rouwenhorst, Lisa Reid 102 July 6 9 am

Day Rider, Joseph Reid 102 July 5 2 pm Savastano, Guy Reid 103 July 6 9 am

Dodge, Michelle Reid 102 July 5 8 am Schuman, Catherine Reid 102 July 8 11 am

Doherty, Joseph Reid 101 July 7 9910

6 pm Sedgeley, Nicole Reid 102 July 5 4 pm

Door, Alvaro Reid 101 July 7 10 am Shell, Michael Reid 103 July 6 1 pm

Duncan, Audrey Reid 102 July 7 9 am Shoemaker, Jeretta Reid 102 July 8 1 pm

Dupuis, Alison Reid 101 July 6 1 pm Smith, Amy Reid 101 July 8 9 am

Elliott, Ana Reid 101 July 5 5 pm Smith, Hannah Reid 102 July 7 1 pm

Essman, Lea Reid 101 July 7 7 am Soto, Ryan Reid 101 July 5 2 pm

Farrell, Anna Reid 102 July 6 5 pm Spicer, Benjamin Reid 102 July 7 5 pm

George, Janelle Reid 101 July 7 8 am Stanton, Lori Reid 101 July 5 6 pm

Gingerich, Craig Reid 102 July 6 3 pm Stewart, Kim Reid 102 July 8 7 am

Gottlieb, Elizabeth Reid 102 July 5 12 pm Stone, Amanda Reid 101 July 5 8 am

Gunn, Bridgette Reid 102 July 6 11 am AM

Suvak, Miranda Reid 101 July 6 12 pm

Haflich, Vanessa Reid 101 July 6 2 pm Tiboldo, Crista Reid 101 July 6 10 am

Hawkins, Meghan Reid 102 July 8 8 am Tietyen, Erik Reid 101 July 8 3 pm

Helberg Moffitt, Abgail Reid 102 July 6 7 am Traut, Johanna Reid 101 July 7 12 pm

Heredia, Isabel Reid 102 July 7 7 am Van Loo, Brennan Reid 102 July 5 10 am

Hirschman, Bryan Reid 101 July 6 4 pm Weeldreyer, Allison Reid 101 July 8 12 pm

Holloway, Sara Reid 102 July 7 11 am Whalen, Jacob Reid 102 July 7 8 am Hubbs, Rita Reid 102 July 7 4 pm Wilson, Elin Reid 102 July 8 3 pm

Idar, April Reid 101 Library

July 8 11 am Wojtaszek, Cynthia Reid 101 July 8 7 am

Johns, Carla Reid 101 July 8 1 pm Wong, Simone Reid 102 July 5 6 pm

Johnson, David Reid 102 July 7 10 am

Keller, Aaron Reid 102 July 8 9 am

Kennedy, Rodney Reid 101 July 8 8 am

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Summer 2017 MSSE Science Education Symposium Presentations Wednesday July 5, 2017 8 am Amanda Stone - Cuyahoga Falls, OH Reid 101

Brecksville-Broadview Heights High School, Broadview Heights, OH Facilitator: Sam Carney Self-Paced Mastery Learning in an Academic Physical Science Class Research has shown that tiered instruction and self-paced activity progression improves student achievement and motivation. This study examined the use of self-paced mastery learning units in a high school academic physical science class. Following a grid of learning opportunities, students progressed to new learning objectives only after reaching 80% mastery on their current learning objectives. Data was collected to determine the intervention’s effect on student achievement, engagement and self-efficacy.

8 am Michelle Dodge - Wolfeboro, NH Reid 102

Brewster Academy, Wolfeboro, NH Facilitator: Lea Essman The Effect of the 5E Instructional Model on Student Engagement and Transfer of Knowledge within a 9th Grade Environmental Science Classroom Inquiry-based instruction allows students to more fully engage in the learning process than direct instruction methods. Student with lower skills experienced the greatest gains in their ability to learn and apply concepts through the 5E Instructional Model, while advanced students continued to perform well regardless of the delivery of the content. While both methods of teaching have value, students preferred inquiry-based learning and this shifted the dynamic of the classroom for students to be more active in their learning. 9 am Terri Olix - Mentor, OH Reid 101

Perry Middle School, Perry, OH Facilitator: Janelle George The Use of Formative Data to Track Student Progression Towards Class Goals in Middle School Science

Goal setting has been shown to increase student motivation in science but not to higher performance. The ability of students to perform metacognitive processes has been called into question as its use is pushed to younger grade levels. This study was to determine if tracking formative scores helped students to evaluate what they know in science, advance their motivation, and increase achievement in science. Students were evaluated on motivation, achievement, and attendance in tutoring sessions.

10 am Catherine Pascual - Cerritos, CA Reid 101

Artesia High School, Lakewood, CA Facilitator: Erik Tietyen The Paperless Classroom in High School Physics The paperless classroom, where students complete and submit notes, assignments, and exams electronically, has been shown to have hurdles to implementation, but once implemented can be an effective way to deliver information. This study examined achievement gains, efficiency, and effectiveness of implementing a paperless curriculum during one unit of study in a high school physics course. Student gains, preferences, and how class minutes were spent was compared between a traditional paper unit and a paperless unit.

10 am Brennan Van Loo – Bow, WA Reid 102

Sedro-Woolley High School, Sedro-Woolley, WA Facilitator: Isabel Heredia The Effect of Model-Based Inquiry Teaching on Student Engagement and the NGSS Science Practices in High School Biology

The Next Generation Science Standards have raised the bar of science education for teachers and students. Achieving these rigorous standards for all students will require a greater level of student motivation and engagement. This study’s focus was to investigate if Model-Based Inquiry teaching is successful in increasing student engagement in a High School Biology class while also improving student skills in the NGSS science practices.

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Wednesday July 5, 2017 11 am Samantha Berg – St. Paul, MN Reid 101

Twin Cities Academy, St. Paul, MN Facilitator: Michael Shell Incorporating Active Learning Strategies Focused on Contextual Data Analysis to Improve Student Engagement, Data Literacy and Conceptual Understanding in Middle School Science This project compares two different teaching styles and the effects they have on student engagement, data literacy and conceptual understanding. Two sections of 8th grade students learned about the weather and atmosphere through traditional methods of formal note taking and follow up activities. The treatment group consisted of two sections of 8th graders who learned through information given in the context of labs and investigations. Data was collected through engagement surveys, data literacy pre and post assessments, a unit test and a unit project. The results showed a greater increase in student engagement for the treatment group and in conceptual understanding and data literacy.

11 am Andrew Cochrane - McCall, ID Reid 102

McCall-Donnelly School District, McCall, ID Facilitator: Jill Cleveland Assessing the Impact of a Student-Led Science Café on Science Literacy in the Community

This study represents an effort to improve the level of science literacy in the local community by using gifted and talented students to lead discussions on current science research during evening science café sessions. Gifted students chose to become the resident expert and take on this task of discussion leader. In doing so, these students found greater purpose in school as well as a desire to stay in school. Within the sample population, levels of interest in science increased, and the degree of science literacy improved.

12 pm Lenora Bostic - Thurman, OH Reid 101

River Valley High School, Bidwell, OH Facilitator: Guy Savastano Chromebooks as Learning Tools in the Science Classroom

Use of technology in classrooms has increased in recent years with many schools implementing one-to-one laptop programs and teachers flipping their classes. This research study investigated topics related to the use of Chromebooks in a newly introduced one-to-one program including student attitudes about the program, changes in homework submission habits, learning gains and instructor use of technology for instruction. A learning gain was achieved with other mixed results demonstrated.

12 pm Elizabeth Gottlieb - San Rafael, CA Reid 102

Marin Academy, San Rafael, CA Facilitator: Anna Farrell How Does Developing an Online Field Ecology Course to Support High School Students Impact Teacher Growth? This study is about teaching an online blended field ecology course. This project investigated how developing an online course impacted teacher growth. Data collection for this project included teacher journaling and reflection and course and teacher surveys from online and traditional (face-to-face) classes. Presenter found that after 17 years of traditional teaching, online teaching proved to be invigorating and provided an opportunity for reinvention. 12 pm Sam Carney - Pittsburgh, PA Reid 103

Penn-Trafford High School, Harrison City, PA Facilitator: Terri Olix The Effects of Interactive Tools in a Flipped Chemistry Classroom The flipped model is a relatively new pedagogical approach being used across the world to maximize class time and incorporate more active learning opportunities. This study examined the effects of using interactive tools in the flipped chemistry classroom. The study’s main focus was to determine if EdPuzzle and/or PlayPosit affected student achievement, engagement, and attitudes in an already flipped chemistry classroom. Surveys, pretests, posttests, and student interviews were collectively analyzed to determine the effects of interactive tools in the classroom. 1 pm Quinton Loch - Chicago, IL Reid 101

Elk Grove High School, Elk Grove Village, IL Facilitator: Vanessa Haflich The Impact of Claim-Evidence-Reasoning Writing Techniques on Argumentation Skills in Scientific Investigations When making arguments in scientific writing, students struggle with using evidence and reasoning when making claims. Over the course of six weeks, ninth grade biology students were introduced to the claim, evidence, reasoning (CER) framework to help organize and develop scientific arguments in science lab conclusions. This research included a survey and writing assessment both before and after introduction to the CER framework. The purpose of this research was to determine if the CER framework would increase the frequency that students used evidence and reasoning when making their claims. Results of this study indicate that the CER framework did increase the use of evidence and reasoning in claims, but student use of scientific principles in their writing did not show change.

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Wednesday July 5, 2017 2 pm Ryan Soto - San Diego, CA Reid 101

San Ysidro High School, San Diego, CA Facilitator: Zoe Lamm Implementing Interactive Science Notebooks with High School English Language Learners Interactive notebooks in science are a successful method of formative assessment for teachers at all levels. Students are given opportunities to collect observations, analyze data, and draw conclusions. This study considered the benefits of science notebooks for students in a high school biology course. The focus was to determine the effects of science notebooks on the academic achievement of English Language Learners. Data from student surveys and interviews were combined with notebook and test scores to determine level of achievement.

2 pm Joseph Day Rider - Richey, MT Reid 102

Richey High School, Richey, MT Facilitator: Robbie Lukens The Effect of Implementing Gamification Principles on a Middle and High School Science Classroom

Gamification is the application of principles commonly found in games and applying them to a non-gaming setting. The purpose of this study was to determine to what extent the effect of incorporating gamification principles had on a middle and high school science classroom. The effect on retention of material, the students’ attitude towards science, and the impact these principles had on the teacher were included in this study. 3 pm Kayla Robinson - Denver, CO Reid 101

Westminster High School, Westminster, CO Facilitator: Johanna Traut The Impact of Problem-Based Learning on Academic Achievement in the High School Science Classroom Initially developed by medical schools, problem-based learning (PBL) has now been implemented in classrooms from kindergarten through college. Research on the efficacy of PBL has shown that it is an effective strategy for increasing attendance and student engagement, and that academic performance often increases under a PBL model of learning. This study sought to measure the impact of a PBL unit on students’ content knowledge acquisition and engagement in the classroom. 4 pm Derek Chase - Hickory, NC Reid 101

University Christian High School, Hickory, NC Facilitator: Amelia Bagheri Process Oriented Guided Inquiry Learning (POGIL) in High School Biology The study investigated the efficacy of Process Oriented Guided Inquiry Learning (POGIL) in a high school biology class when compared to a traditional teacher centered lecture approach. Data was collected through biology assessments, questionnaires, interviews, and class observations. Two classes participated as both the treatment and comparison group for two units each. Results suggest that POGIL is an effective teaching approach when implemented correctly that can improve student performance, increase class engagement, and foster positive attitudes towards learning biology. 4 pm Nicole Sedgeley - Golden, CO Reid 102

Yellowstone National Park, WY Facilitator: Katie Capp Effect of Social Media and Pledge Coins on Pro-Environmental Behavior of Yellowstone National Park Youth Conservation Corps Enrollees

To protect the environment and national parks from environmental threats, a new generation of stewards needs to be engendered to ensure the continued existence and enjoyment of our natural resources. These next stewards may come from programs like the Youth Conservation Corps in Yellowstone National Park. This study evaluated the effectiveness of social media and pledge coins on encouraging pro-environmental behavior in this group. Questionnaires were given six months apart and social media platforms were observed to evaluate behavior change. 5 pm A. Karina Elliott, Page, AZ Reid 101

Lake View Primary, Page, AZ Facilitator: Lisa Rouwenhorst Flexible Ability-Grouping to Raise Mathematics Exam Scores Students are comfortable working in flexible ability groups during reading instruction. Students are also accustomed to frequent testing and changing reading groups as their reading skills improve. Since this method of instruction is an effective way to increase reading scores, this same method was applied to mathematics instruction. The goal was to raise mathematics scores for all first-grade students.

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Wednesday July 5, 2017 5 pm Steve Knowles - Baileyville, ME Reid 102

Woodland Jr./Sr. High School, Baileyville, ME Facilitator: Lenora Bostic The Effects of the Application of the Next Generation Science Standards Science and Engineering Practices on Student Achievement The Next Generation Science Standards were developed as a pathway for student success in science. The Science and Engineering Practices encourage students to take active roles in constructing knowledge by engaging in authentic learning experiences as real scientists and engineers. This study examines the effect of science and engineering practices on student motivation, and ultimately, achievement in ninth grade introduction to physics and earth science. 6 pm Lori Stanton - Redmond, WA Reid 101

Twin Falls Middle School, North Bend, WA Facilitator: Alison Dupuis NGSS Formative Assessment in Middle School Science School districts across the country are in the process of adopting the Next Generation Science Standards, either fully or modified. This will significantly change both the content and the way science is taught. The purpose of this study was to investigate the effect of instruction in the three dimensions of the Next Generation Science Standards on student academic achievement as well as student comfort with crosscutting concept and science and engineering practices language.

6 pm Simone Wong - Williamstown, NJ Reid 102

Washington Township High School, Sewell, NJ Facilitator: Crista Tiboldo The Effects of Implementing Language Objectives in a Technology Education Class Language objectives are one method of making content more accessible for English language learners. In this project, language objectives were implemented in an introductory high school engineering course. Data was collected to measure the implications of language objectives on student academic achievement, student interactions, student confidence and interest in science, technology, engineering and math careers. This study found language objectives increased some areas of academic achievement, prompted more peer directed questions, and more confidence in students’ abilities to learn.

Thursday, July 6, 2017 7 am Robbie Lukens - Northwood, ND Reid 101

North Dakota State University, Lenora Township, Griggs County, ND Facilitator: Sara Holloway Detasseling Maize to Increase Maize Production in the Midwestern Maize Belt This study assessed the effects of detasseling, or pruning maize (corn) tassel, after pollination in the Northern Maize belt. The effects on the overall production of the corn plant were analyzed. Additional research examined the possibility of commercial implementation of corn detasseling and the availability of the required equipment for US farmers in the global marketplace.

7 am Abigail Helberg Moffitt - Black Mountain, NC Reid 102

Swannanoa Valley Montessori School, Black Mountain, NC Facilitator: Michelle Dodge Slow Down: How Slowing Down Science Instruction Fosters Creativity in the Elementary Classroom

In much the same way that the slow food movement gained momentum years ago to promote connection to our food systems, so has the slow school movement gained in popularity admonishing schools and educators to slow down and help students explore and inquire more fully. In this study, a local Montessori school that fits the slow school model, is studied to see how their slower, more intentional pace helps elementary children be creative in science education.

8 am Harrison Aakre - Alexandria, MN Reid 101

Alexandria Area High School in Alexandria, MN Facilitator: Meghan Hawkins The Effect of Transitioning to Paperless Assessment in a High School Biology Course Technology and education have become intertwined in recent years. State and local assessments have started making the shift from paper to digital assessments. This study examined how students perform on tests with the same content, but delivered in a digital or paper format. Student perception of assessments and instructor time devoted to assessments were also considered.

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Thursday, July 6, 2017 9 am Amelia Bagheri - Placentia, CA Reid 101

Artesia High School, Lakewood, CA Facilitator: Sam Littlejohn

Inquiry-Based Modeling in the High School Chemistry Classroom Developing and using models was incorporated in the Next Generation Science Standards and Advanced Placement Chemistry curriculum. This project investigated the impact of intentionally integrated inquiry-based modeling on student attitudes and achievement in a high school Advanced Placement Chemistry classroom. These effects were examined when student learning was coupled with regularly assigned inquiry-based modeling performance assessments. Evaluation of student test scores and attitudes were performed throughout the treatment period.

9 am Lisa Rowenhorst - Sarasota, FL Reid 102

Booker High School, Sarasota, FL Facilitator: Meredith Berghauer The Impact of Discrepant Events on a 10th Grade Biology Classroom

Discrepant events are a component of the engage portion of the 5E lesson cycle. Because of the focus on state end of course exams in Florida, biology classes are under pressure to raise academic achievement. This study focused on the impacts of using discrepant events in the classroom on student achievement. Test scores, student interviews, surveys, staff interviews were used to evaluate the impact of discrepant events. 9 am Guy Savastano - Independence, OH Reid 103

St. Ignatius High School, Cleveland, OH Facilitator: Jamie Morton Impact of Close Reading Strategies in Chemistry Many high school students have difficulty learning content by reading – a key component of scientific literacy – since they often lack the skills, confidence and motivation to read expository text. This study investigated the impact of four focused reading strategies on reading comprehension, attitude and motivation for textbook-based reading in chemistry. The study found that reading comprehension significantly improved, and though student attitudes towards reading did not change, student confidence and their value of reading improved. 10 am Crista Tiboldo - Teaneck, NJ Reid 101

Hackensack Middle School, Hackensack, NJ Facilitator: Catherine Schuman The Effect of Training in Question Generation on the Development of Better Questions Posed by Seventh Grade Science Students

Student generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the teacher by providing him or her with insight as to the level of comprehension of the student. This study sought to explore how to develop good questioning skills in middle school students by implementing the Question Formulation Technique (QFT), and examining how this training affected their ability to comprehend readings and answer open-ended questions.

10 am Christopher Collins - Morganton, NC Reid 102

R.L. Patton High School, Morganton, NC Facilitator: Cindee Parker Does Case Study Style Questioning Improve Achievement and Attitudes in High School Biology

Case study style questioning has proven to be successful in studies conducted on students in undergraduate, graduate, and professional level coursework. Research has shown an increase in the achievement levels of the students’ questioning and the students’ attitudes towards the content taught. This study focused on the application of case study style questioning to improve student achievement and attitude in a High School Biology. Evaluations, observations, and interviews were analyzed from both a treatment and control group over the duration of a unit on Genetics.

11 am Veeraiah Kummari - Oberursel, Germany Reid 101

Frankfurt International School, Oberursel, Germany Facilitator: Sara Kobilka Learning with Graphic Organizers in High School Chemistry

Graphic organizers have been used in a variety of educational settings to support student learning. Concepts, facts, and ideas are organized logically so that the students can understand the clear connections between them. These visual maps enable learners to develop an in-depth and structured understanding. The primary focus of this study was to determine the effect of graphic organizers on the chemistry achievement of twenty two ninth graders. The students’ test scores and their responses to curricular surveys and interviews were analyzed.

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Thursday, July 6, 2017 11 am Bridgette Gunn - Miami, FL Reid 102 Marine Academy of Science and Technology at Florida International University Biscayne Bay, North Miami, FL

Facilitator: Benjamin Spicer Evaluating the Impact of Professional Science Involvement on Students at The Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus (MAST @ FIU) What is the value of professional science involvement in the classroom? While conventional teaching methods seldom lend the opportunity for students to participate in relevant, real-world science, citizen science projects offer students the chance to collaborate with professional scientists. In order to explore the impact of such collaboration on student academic performance and attitudes, students at MAST @ FIU participated in a citizen science project offered through NASA and the David Fairchild Tropical Botanic Garden’s Fairchild Challenge. 12 pm Miranda Suvak - Tulsa, OK Reid 101

Jenks High School, Jenks, OK Facilitator: Alvaro Door Improving Visual Data Literacy Skills of High School Earth and Space Science Students by Weekly Data Analysis Curriculum The treatment taught students to use a focused analytical method, Interpreting the Graph, to understand and analyze visual data. Students took a pre-survey and pretest to get their baseline skill levels. For six weeks, students did weekly visual data analysis and took weekly assessments with visual data. At the end of the treatment, students filled out a post-survey and posttest, which was then compared to pretest scores. Students showed a gain of 16.7%, which was extremely statistically significant.

1 pm Alison Dupuis - Lake Arthur, LA Reid 101

Bell City High School, Bell City, LA Facilitator: Carla Johns Interactive Science Notebooks in High School Chemistry

Interactive science notebooks have been implemented with great success in classrooms at all levels. Teachers report increases in both student understanding and organization. This study had two focuses: a potential increase in student achievement through test scores and student perceptions of the interactive science notebooks before and after their use. Evaluation of test scores, surveys, student interviews, and teacher records were performed. The results showed consistent gains in test scores and a change in student perception from positive to negative.

1 pm Diane Martin - Dillon, MT Reid 102

Lima School, Lima, MT Facilitator: Elin Wilson Using Menus as a Differentiation Technique in Small Multilevel Life Science and Physical Science Classrooms

Research shows that successful differentiation in instruction requires, among other things, diverse meaningful tasks for students. In any given class, there are students with a variety of ability levels, learning styles, cultural backgrounds and interests, each of whom needs some form of individualized instruction. In this project, seventh through ninth grade students at a small rural school were given list-style menus to increase student choice and independence in their learning as they addressed various unit objectives. 1 pm Michael Shell - Great Falls, MT Reid 103

Great Falls College-Montana State University, Great Falls, MT Facilitator: Joseph Doherty Preparing Students for Science, Technology, Engineering, Mathematics, and Healthcare Fields-A Two-Year College Approach To better prepare students for success and retention in Science, Technology, Engineering and Mathematics along with Healthcare careers, this study looked at the Becoming a Successful Student course offered at the Great Falls College-MSU. While focusing on the grade achieved by the student in the course and tracking the student Grade Point Average at mid-term, the student's GPA was not impacted by post mid-term withdrawal rates and reflected the impact of the course on student preparation.

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Thursday, July 6, 2017 2 pm Vanessa Haflich - Missoula, MT Reid 101

Florence-Carlton High School, Florence, MT Facilitator: Aaron Keller Measuring Student Success in the Science Classroom through Inquiry-Based Discussion Formats and Student Discourse Student-led, inquiry-based discussion formats have been shown to promote higher-level thinking among high school students. This study examined the impact of discourse and inquiry-based discussion formats on student success in a ninth grade earth science classroom. Over the course of the study, students engaged in daily discussions and participated in an argumentation framework to create claims, collect evidence, and defend their claims to their peers. Student success was defined by content comprehension, participation, and scientific communication skills. 3 pm Jim Bertin - Lame Deer, MT Reid 101

Chief Dull Knife College, Lame Deer, MT Facilitator: Amanda Stone A Qualitative Analysis of Tribal College Student Engagement and Self-Efficacy in Relation To Science Before and After Involvement in a Competitive High-Power Rocketry Program

Student engagement and self-efficacy in science is crucial to developing and retaining competent, capable STEM graduates. This qualitative study aims to measure the effect of involvement in a high-powered rocketry competition with Native American student self-efficacy as regards science. While the scope of the study was highly limited, analysis did uncover a pattern of increased self-efficacy after participating in the program. 3 pm Craig Gingerich - Boise, ID Reid 102

Concordia International School, Shanghai, China Facilitator: April Idar The Effect of the Flipped Science Classroom on Achievement and Engagement Research on the flipped classroom has shown mixed results on achievement and engagement. This study analyzed the effects of the flipped classroom on achievement, engagement, and perceptions in a 7th grade science classroom. The major reason for implementing the flipped design was to maximize the time for students to work on assignments in class. In this design, introductory material was sent home as a video prior to the lesson which allowed students more time to engage and collaborate during class.

4 pm Bryan Hirschman - Essex, VT Reid 101 Essex High School, Essex, VT

Facilitator: Cynthia Wojtaszek The Effects of Frequent Quizzes and Credit Recovery on Student Achievement in a Chemistry Class The purpose of the study was to determine if student success increases by adding frequent quizzes in an honors chemistry class. Four classes were selected and compared on test scores and overall grades after a unit on gases. It was determined that the students who were given quizzes frequently, scored better on the unit test and thus achieved higher grades for the quarter. 5 pm Jenna Noble - Lakewood, CO Reid 101

Sidney Middle School, Sidney, MT Facilitator: Catherine Pascual Increasing Conceptual Learning in Science through Writing Writing is important when learning and understanding science. Write-to-learn activities are an engaging way to incorporate writing into science class and has been shown to increase conceptual change. This project was implemented in a 7th grade life science class. The main focus was to examine whether writing increased conceptual change in science using write-to-learn activities and evaluated by tests, interviews, and student work. 5 pm Anna Farrell - Burns, WY Reid 102

Burns Jr/Sr High School, Burns, WY Facilitator: Chris Collins Middle School Science Intervention Program

Research has shown that students who attend a middle school intervention tutoring program will likely do better in science. Students tend to have good attitudes towards being at the program, and they find it to be helpful in their learning. Implementing study skills during the program was used to engage and help students grasp concepts better. The teacher did her best to build mentor relationships with her students.

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Thursday, July 6, 2017 6 pm Jessica Christman - Wyomissing, PA Reid 101

Twin Valley High School, Elverson, PA Facilitator: Johnnie Cornett Performance-Based Cluster Grouping in Ninth Grade Honors Physics Gifted students at Twin Valley High School often report that they are not academically challenged during their freshman year. A lack of rigor may promote poor work habits, study skills, and attitudes among the brightest students. When paired with proper instructional strategies, purposeful cluster grouping has been shown to positively affect motivation and academic achievement among gifted learners. This action research study compared two concurrent sections of ninth grade Honors Physics.

Friday, July 7, 2017 7 am Sandra Lea Essman - Taylor, NE Reid 101

Sandhills Public School, Dunning, NE Facilitator: Lori Stanton Motivating Adolescent Females in Science, Technology, Engineering, and Mathematics (STEM) Science, Technology, Engineering, and Mathematics (STEM) is prevalent in careers around the world. Motivation of students in STEM courses and careers has become a main focus of school districts. Motivating the students in STEM, will hopefully result in these students enrolling in more STEM related high school courses as well as choosing STEM careers. The goal of this capstone was to motivate the seventh and eighth grade female students in STEM related courses and careers. 7 am Isabel Heredia - Wallington, NJ Reid 102

Dalian American International School, Dalian, China Facilitator: Anna Elliott Effect of Visual Thinking Routines on Students’ Awareness and Conceptions of Thinking and Understanding in the Science Classroom Visible Thinking Routines go beyond classroom practices that teach students to think by helping students visualize the nature of thinking and understanding. This study evaluated the effect of six visible thinking routines on students’ awareness and conceptions of thinking and understanding in the science classroom. The study showed that the routines emphasized the importance and nature of thinking and understanding in the classroom and created a minimal yet positive shift in students’ awareness and conceptions of thinking and understanding. 8 am Janelle George - Notus, ID Reid 101

Vision Charter School, Caldwell, ID Facilitator: Jeretta Shoemaker The Impact of an Integrated Curriculum on Student Success in Science

A typical student’s school day is separated into different classes, each with their own set of objectives. This study examined how classes that were connected to one another by an overarching science theme would affect student achievement, attitudes about science and students’ ability to transfer and connect their knowledge to different content areas. Measures of students’ academic growth, opinions and students’ reflections on their own learning were used. 8 am Jacob Whalen - Montrose, CA Reid 102

St. Monica Academy, Montrose, CA Facilitator: Steve Knowles The Effect of Homework Study Logs on Chemistry Students’ Attitudes, Study Habits, and Learning This project was an investigation into the efficacy of homework logs as a means to improve students’ learning, study habits, and attitudes about homework. The study was conducted in an introductory chemistry course at St. Monica Academy high school with twenty students. Half the students maintained a homework log over the course of three units. Data collected from post exam assessments, student interviews, and surveys suggested that the logs improved students’ focus, diligence and organization, but did not significantly improve students’ comprehension or understanding of the material. 9 am Sara Kobilka - Tucson, AZ Reid 101

Collaboration with teachers at Pusch Ridge Christian Academy (Tucson, AZ), Amphitheater Middle School (Tucson, AZ), & Seeley Lake Elementary School (Seeley Lake, MT)

Facilitator: Samantha Berg The Impact of Pre-Visit Connectedness Training for STEM Role Models Visiting Formal STEM Classrooms Secondary educators seek to increase their students’ interest in STEM topics and potential STEM careers. Role models may be brought in to assist with this effort but are unlikely to have an impact if they cannot quickly form a connection with students during their visit. This research involved an online training module for role models designed to focus on engaging and connecting with students. The impact of training was evaluated using student STEM attitude and role model connectedness surveys.

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Friday, July 7, 2017 9 am Audrey Duncan - Duluth, MN Reid 102

Montana State University, Bozeman, MT Facilitator: Jim Bertin The Impact of Online Discussion on Academic Achievement of STEM Educators

This action research study investigates the impact of online discussion on capstone quality produced by twenty graduated students of the Montana State University MSSE program in Fall 2015. Individuals’ online posts and capstones were assessed and analyzed for correlation. Student attitudes and factors influencing online discussion were also investigated via online surveys and personal interviews. Results demonstrate a correlation between online discussion post quality and capstone quality.

10 am Alvaro Door - Lima-Peru Reid 101

Yew Chung International School of Chongqing, Chongqing, China Facilitator: Miranda Suvak The Effect of the Flipped Classroom on Students’ Learning of Chemistry In this investigation the flipped classroom approach to instruction was used to help students improve their understanding of the content and to make science a more enjoyable and engaging subject for my students. This research project found that the flipped classroom method of instruction did not have a significant effect on test scores and therefore on student learning. Results revealed that the flipped classroom does not contribute to making chemistry a more engaging and enjoyable subject for students. Results also showed that the flipped classroom did have a significant effect on instructional pacing for the chemistry class, and doubled the time students spent completing practical hands-on activities in the classroom. 10 am David Johnson - Hardwick, VT Reid 102

Harwood Union High School, South Duxbury, VT Facilitator: Brandon Van Loo Evaluating Homework in High School Physics What are the best and most effective methods of administering homework in the high school physics class to maximize learning? The project to investigate this question was carried out with two standard algebra-based physics classes. Two specific policies where analyzed: checking off for completion only and collecting and grading on correctness. The effectiveness of the policies was measured through student quizzes based strictly on previously assigned and completed homework as well as tracking improvement in problem solving and conceptual understanding.

11 am Sam Littlejohn - San Francisco, CA Reid 101

The Urban School of San Francisco, San Francisco, CA Facilitator: Kris Bandziulis Teaching Chemistry through Real-World Applications Context-based approaches to chemistry aim to increase student engagement and understanding by framing learning in a meaningful, real-world context. This study examined the effect of teaching high school chemistry in the context of environmental issues. The purpose of this study was to determine whether a context-based approach to chemistry improved conceptual understanding and desire for inquiry among learners. Content assessments, attitude and motivation surveys, and student interviews were conducted and analyzed to examine the effect of a context-based approach to chemistry. 11 am Sara Holloway - McKinney, TX Reid 102

Allen High School, Allen, TX Facilitator: Harrison Aakre Investigating the Benefits of Mastery Learning in the High School Physics Classroom Mastery learning offers students the flexibility of self-paced curriculum with frequent formative assessments combined with additional response-to-intervention. Mastery has been shown to increase student achievement and confidence in the classroom in other studies. This study examines mastery learning framework in the high school physics classroom. The study’s main focus was to determine if mastery could be successful for students in general education classrooms with little previous exposure to mastery learning. 12 pm Johanna Traut - Bomoseen, VT Reid 101

Poultney High School, Poultney, VT Facilitator: Kayla Robinson Teaching Scientific Explanations Using the Claim Evidence Reasoning Framework Explicitly teaching explanation writing has been shown to promote student learning and allow students’ to make stronger content growth. This study examined using a conclusion-writing framework within an inquiry based method in high school earth science. The study’s main focus was to determine if students’ use of evidence within conclusion writing was tied to making concept gains within the material. Evaluation of student lab work, assessments, classwork, and an analysis of benefits were performed.

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Friday, July 7, 2017 1 pm Jill Cleveland - Columbia, MD Reid 101

South River High School, Edgewater, MD Facilitator: Rod Kennedy Flipped Classroom Learning in High School Physics The flipped classroom approach has become increasingly popular amongst secondary and higher education professionals in recent years. Existing studies show that this method can help improve student learning in science classes, but indicate that additional classroom research is necessary. This study examined the impact of flipped classroom on students in a high school physics class. The study utilized analysis of student assessment results and responses to surveys and interview questions. 1 pm Hannah Smith - Bellingham, WA Reid 102

Burlington-Edison High School, Burlington, WA Facilitator: Vee Kummari Effects of Tracking Student Growth and Success Celebrations on High School English Learners in Science This research project implemented two treatment strategies aimed at increasing engagement of English Learner (EL) students. One strategy focused on students setting goals and tracking growth while the other strategy celebrated student success through awarding a Scientist of the Lab award. Quantitative results suggest that the growth and engagement during the treatment units was not statistically significantly different than the growth and engagement during the non-treatment units. Qualitatively, English Learner students provided feedback that the two strategies helped them as learners. 3 pm Zoe Lamm - Spring Grove, MN Reid 101

Caledonia High School, Caledonia MN Facilitator: Joe Madsen Increasing Student Motivation and Content Knowledge through Inquiry Based Teaching in Biology In this investigation a variety of inquiry activities and labs were implemented in two different units of instruction and compared to two traditionally taught units with the purpose of improving biology content knowledge and student motivation. An improvement in student attitude and motivation was observed during the inquiry activities, but no difference in student content knowledge was observed between the traditional units and inquiry units. 3 pm Cindee Parker - Belgrade, MT Reid 102

Nashua High School, Nashua, MT Listservs & MSSE students, Indianapolis, IN & Nationwide Facilitator: Joe Day Rider The Effects of Increased Literacy and Comprehension in Middle and High School Science In this capstone project, the relationship between increased literacy and understanding of the written word in a middle and high school science classroom was explored. In a small rural school setting, students were exposed to reading different materials outside of standard texts to help improve their overall understanding of science. Students also learned strategies through studying vocabulary, root words, contexts and relationships within reading passages to help improve their understanding in science.

4 pm Katie Capp – Bozeman, MT Reid 101

Belgrade High School, Belgrade, MT Facilitator: Nicole Sedgeley The Effects of Direct Mathematical Instruction in Science Classes on Mathematical Based Science Reasoning This project investigated the effectiveness of implementing direct mathematics instruction in sophomore level biology courses to improve mathematics based science reasoning skills. Students explored genetics based biology concepts while receiving direct instruction on statistical analysis as a tool for developing scientific reasoning skills, such as, scientific claim, evidence, and reasoning. Data collection for this project involved completion of scoring rubrics by both the student and teacher following a Genetics based laboratory exercise, as well as, a genetics summative assessment concluding the three week unit of study. 4 pm Rita Hubbs - Franklin, NC Reid 102

Montana State University, Bozeman, MT Facilitator: Kim Stewart A Meta-Analysis of MSSE Capstone Papers on Science Notebooks

A meta-analysis of published MSSE papers on the implementation of science notebooks at all grade levels were conducted. The original publications of MSSE graduate candidates archived at Montana State University library were reviewed. This analysis of writers’ methods and students’ results were recorded. The conclusion was that a science notebook is an effective tool to improve students’ science skills.

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Friday, July 7, 2017 5 pm Lily Apedaile - Missoula, MT Reid 101

Frenchtown High School, Frenchtown, MT Facilitator: Ryan Soto Primary Literature in the Science Classroom Currently there is a decline in people entering the sciences. This decline has inspired a change in science education to a more student-centered approach. To better prepare and engage students in science, methods that are both inquiry based and can help students develop their scientific reasoning skills are needed. This study focused on using a scaffolded reading technique to help

students understand journal articles to see how this would help increase understanding of the scientific process and scientific reasoning skills. 5 pm Benjamin Spicer - Pittsburgh, PA Reid 102

Sewickley Academy Senior School, Sewickley, PA Facilitator: Quinten Loch A Case Study on the Impact of Using A MOOC for High School Science and Mathematics This case study involves five high school seniors who elected to enroll in a Massive Open Online Course (MOOC) as part of their independent study courses. The students chose to investigate topics that extended beyond the school’s science and mathematics curriculum, thus, the students were pursuing these courses for enrichment purposes. There is evidence in this case study to suggest that MOOCs can have a positive impact, therefore, could be used to guide and support students seeking such enrichment opportunities. 6 pm Joseph Doherty – Canaan, NH Reid 101

Cardigan Mountain School, Canaan, NH Facilitator: Craig Gingerich The Effects of Team-Based Learning on Student Achievement in Science Student collaboration in the science classroom plays a critical role in comprehension and achievement. Team-based learning, with students working in set groups for an entire unit, fosters student discourse that focuses on teaching, learning, and problem-solving. This study examined the effect team-based learning had on student performance and engagement. Teams worked together on homework, in-class assignments, labs, note taking, and assessments.

Saturday, July 8, 2017 7 am Cynthia Wojtaszek - Oak Lawn, IL Reid 101

Nazareth Academy, La Grange Park IL Facilitator: Hannah Smith Effects of Using Nearpod in a High School Biology Classroom Nearpod is an application that allows educators to create lessons and provide guided presentations to students directly on the screens of their personal devices. Various question types can be embedded into the presentations to periodically check for student understanding as well. This study examined the use of Nearpod in a high school biology class that was one-to-one with iPads. The main purpose was to investigate how effective mobile presentation applications are for increasing student engagement and achievement.

7 am Kim Stewart - Manteca, CA Reid 102

Merrill F. West High School, Tracy, CA Facilitator: Amy Smith The Influence of Cooperative Groups in a High School Chemistry Course Cooperative groups have been shown to improve student performance in elementary through college grade levels in many studies. This study focused on the influence of teacher assigned, heterogeneous cooperative groups in a high school chemistry class. Data obtained from student surveys, teacher observation and test scores were analyzed to determine the extent of the influence.

8 am Rod Kennedy - Casper, WY Reid 101

Kelly Walsh High School/Casper Planetarium, Casper, WY Facilitator: Abigail Helberg-Moffitt The Flipped Classroom Model in an Introductory Astronomy Course Direct instruction is a very passive mode of learning for students. This study investigated the impact of the flipped classroom model of instruction on student engagement and achievement in an introductory astronomy course. Achievement was measured using the Astronomy Diagnostic Test prior to and following the course and a comparison of the treatment semester to the previous five classes in the areas of assignments, quizzes and labs. Students were surveyed and interviewed regarding their feelings about the flipped classroom model.

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Saturday, July 8, 2017 8 am Meghan Hawkins - West Milford, NJ Reid 102

Hackensack High School, Hackensack, NJ Facilitator: Simone Wong The Effect of Formative Feedback through Science Interactive Notebooks on Student Learning in High School Biology Formative feedback has shown to be successful when appropriately used in the classroom. This study examined formative feedback in the high school biology class. The study's main focus was to determine if formative feedback was beneficial to improving students' performance in three areas, creating line graphs, writing a lab conclusion and use of a science interactive notebook. Science interactive notebooks were used as a tool for tracking progress as well and benefits of the notebook use was examined. 9 am Amy Smith - Battle Creek, MI Reid 101

Harper Creek Middle School, Battle Creek, MI Facilitator: Rita Hubbs Instructor-Created Science Content Videos In this classroom research project the teacher created videos for students to use as a resource to review instructional content. Videos showed experiments and reviewed content from class discussions, modeled and explained key concepts. The goal of the study was to look at achievement on written explanations and unit tests and compare the results between when the videos were available and when they were not. Results showed there was minimal impact from the videos on student achievement.

9 am Aaron Keller - Brunswick, ME Reid 102

Scarborough High School, Scarborough, ME Facilitator: Jacob Whalen Impact of Process-Oriented Guided Inquiry Learning on Chemistry Students This classroom research project explored the use of guided inquiry and inquiry-based lab activities with college-preparatory chemistry students. The effects of such instruction on student achievement and content comprehension was explored. Also, the effect of cognitive development on student achievement was examined, as well as how students may be aided in their development from concrete toward formal thought. Results showed that concrete thinkers require specific methods of instruction both for science content and in order to aid their cognitive development.

9 am Joe Madsen - Calgary, Alberta Reid 103

Lester B. Pearson High School, Calgary, AB Facilitator: Allison Weeldreyer Using Metacognitive Strategies to Improve Student Performance and Confidence in High School Chemistry Metacognitive strategies involving pre-testing and guided reflection have shown improvement in student confidence in chemistry. Students stated a greater ability to state what they do and do not know about curricular expectations and demonstrated higher scores on unit tests when compared to pre-tests. Student performance on specific curricular outcomes varied substantially and requires further investigation. Overall, guided reflection strategies did improve student confidence and performance in high school chemistry. 10 am Jamie Morton - Orofino, ID Reid 101

Lewiston High School, Lewiston, ID Facilitator: David Johnson Promoting Inquiry-Learning through the Use of Interactive Science Notebooks

Interactive science notebooks have been shown to improve educational outcomes and student motivation while engaging in the practices outlined in by the NRC Framework for K-12 Science Education. This study examined the use of interactive science notebooks (ISN) in a high school environmental science course. The main focus of the study was to determine if using the ISN increased motivation and improved student performance on content objectives, science, and literacy standards. 10 am Johnnie Cornett - Davenport, IA Reid 102

Netzaberg Middle School, DoDEA, Netzaberg, Germany Facilitator: Jenna Knoble Blended Learning Environment in the Science Classroom This investigation utilized a blended learning environment, with incorporation of technology in education via G Suite platforms and Schoology, to determine the effects on student academics. Students were able to collaborate on research, turn in assignments online, and access supplemental science information and test preparation materials. Students participated in technology and non-technology enhanced lessons to compare engagement behaviors and academic success in both settings. At the conclusion of the research, student communication skills and academic performance improved with blended learning.

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Saturday, July 8, 2017 11 am April Idar - Golden, CO Reid 101

Heritage High School, Littleton, CO Facilitator: Audrey Duncan Inquiry-based Instructional Strategies and Science Content Vocabulary Intentional instruction of science content vocabulary has been shown to improve student scientific literacy and is fundamental to their understanding of science. This study examined inquiry-based instructional strategies and their effect on student acquisition of science content vocabulary terms. Comparison of data results between direct instruction, 5E Learning Cycle, and gamification strategies suggest the 5E Learning Cycle may have had more of an impact on student acquisition of vocabulary terms than the other two instructional strategies. 11 am Catherine Schuman - Ferndale, WA Reid 102

Ferndale High School, Ferndale, WA Facilitator: Bridgette Gunn The Impacts of Teaching Growth Mindset Strategies to Students in Inquiry Science 2 at Ferndale High School This classroom research project investigated the impact of teaching twenty minute growth mindset lessons once a week for six weeks to tenth grade science students. Students that fully participated and engaged in the lessons became more growth minded. Overall grades did not improve, but mean test scores did go up. Students reported applying what they learned to other courses and being more compassionate to aggressive peers. The teacher saw improvements in student behavior and engagement making teaching more enjoyable.

11 am Meridith Berghauer - Milwaukee, WI Reid 103

Germantown High School, Germantown, WI Facilitator: Andrew Cochrane Effects of Metacognition Skills within a High School General Chemistry Class High school general chemistry students lack metacognitive skills, or the ability to evaluate their own understanding of material. How does this inability affect both their grades and their participation in class? A possible connection was investigated through the instruction of the metacognitive skills of self-reflection, processing notes, concept mapping and the use of units to plan chemical calculations.

12 pm Allison Weeldreyer - Sioux Falls, SD Reid 101

Washington High School, Sioux Falls, SD Facilitator: Jessica Christman An Investigation in Note-taking Strategies for High School Biology Students In a day and age where science educators are shifting their instruction from lecture to more inquiry or problem-based learning, note-taking remains an important skill and instructional tool in the science classroom. The focus of this action research project was to determine how various note-taking methods impacted students within and outside of instructional time. Assignment of various note-taking methods and analysis of student learning was performed. 12 pm Kristina Bandziulis – Palmdale, CA Reid 102

Paraclete High School, Lancaster, CA Facilitator: Bryan Hirshman A Meta-Analysis of MSSE Capstone Papers on STEM Topics Even though STEM principles have been incorporated into curricula, in the past ten years the acronym has described school philosophies to the press, grant programs and the community. Schools choose how they add STEM components, and no school has the same mixture of classes and lessons. A review of capstone papers from the MSSE Program revealed that teachers study specific methodologies and alterations to curricula, rather than study effects of STEM on student success. 1 pm Carla Johns - Fort Collins, CO Reid 101

Before and After School Enrichment (B.A.S.E.) Camp, Fort Collins, CO Facilitator: Lilly Apedaile Impacts of a Kinesthetic Astronomy Afterschool Program on Students’ Interest in STEM Topics

Through the study of astronomy students can gain a deeper appreciation for STEM topics. This project supplemented curriculum during an established afterschool camp. The week-long program focused on structured exploratory and kinesthetic activities that encouraged students to make observations, build models, predict outcomes, and develop explanations. Data indicated a change had occurred in the level of students’ interest in and knowledge of STEM after the program. Many students developed their own methods for continuing to learn about astronomical topics.

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Saturday, July 8, 2017 1 pm Jeretta Shoemaker - Fruitland, ID Reid 102

Treasure Valley Community College, Ontario, OR Facilitator: Elizabeth Gottlieb Exploring the Perceived Benefits of the Flipped Classroom in a Community College Medical Terminology Course Students today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom techniques have been said to influence students’ flexibility of personal time for learning, as well as academic achievement and overall course enjoyment. The purpose of this study was to identify benefits associated with the utilization of flipped classroom techniques, for both the students’ and the instructor, in a college level Medical Terminology course.

3 pm Erik Tietyen - Green Bay, WI Reid 101

Lincoln High School, Manitowoc, WI Facilitator: Derek Chase Standards-Based Grading in a Physics Classroom Authentically assessing student performance is a controversial issue and Standards-Based Grading (SBG) is no exception. While initially transitioning science curriculum to SGB may seem easy, it actually requires a radical shift in thinking by the teacher. The study’s main focus was to determine the effectiveness of SBG in a high school physics classroom, as well as how student perception of the importance of grades changed when exposed to SBG. 3 pm Elin Wilson - Montrose, CO Reid 102

Ridgway Secondary School, Ridgway, CO Facilitator: Diane Martin Searching For Infrared Excesses around White Dwarf Stars

Many white dwarf stars (WDs) have heavier elements in their atmospheres, and it's not clear why. One proposed mechanism is the disintegration and accretion of rocky planets, which would result in a circumstellar dust disk that emits excess infrared (IR) radiation. A sample of WD stars found to have possible IR excesses were further studied using data from eight instruments/surveys to determine whether the IR excess indeed comes from a dust disk or rather from a lower-mass stellar companion.

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1999 Graduates

Paul Andersen, Bozeman, MT Edward Barry, Sacramento, CA Richard Dees, Billings, Mt Maureen Driscoll, Butte, MT Janet Erickson, Helena, MT Beth Farrar, Rapid City, SD Kerry Friend, Cayucos, CA Jonathan Hanson, Big Fork, MT Melissa Henthorn, Turah, MT Kevin Klawonn, Lennox SD Nancy Males, Mansfield, TX Wayne Mangold, Plevna, MT David McDonald, Sidney, MT Joy-Lyn McDonald, Sidney, MT Josey McLean, Great Falls, MT John Miller, Billings, MT Randall Morgan, Ketchikan, AK Kelly Morrow, Kalispell, MT Marjorie Robbins, Morton, IL Lisa Rubright, Manhattan, MT Peggy Taylor, Farmington, NM Shannon Walden, Fort Benton, MT Martin Wells, Taylor Mill, KY

2000 Graduates Randall Carmel, Millersburg, OH Beverly DeVore, Meeker, CO Ivanell George, Houston, TX Jeffery Greenfield, Shepherd, MT Mark Halvorson, Sidney, MT Tom Hennard, Stavanger, Norway Steven Lockyer, Conrad, MT Ann Lukey, Alberta, Canada Lisa Mahony, Bozeman, MT Craig Messerman, Missoula, MT Kathleen Napp, Scottsdale, AZ Sandy Shutey, Butte, MT Lisa Snyder, Chetenne, WY James Temple, Glendive, MT Melanie Vinion, Wooster, OH Chrystel Wells, Taylor Mills, KS

2001 Graduates Robert Beese, Gardiner, MT Rodney Benson, East Helena, MT Jeffrey Berg, Auburn, MA Lawrence Bice, Cottonwood, AZ Penny Long Blue, Ellsworth, KS Kathy Brown, Taft, CA Daniel Campbell, Big Timber, MT John Etgen, Belgrade, MT Sharon Fox, Great Falls, MT Ashton Griffin, Goldsboro, NC Taylor Hansen, Bozeman, MT Deanna Hill, Alberta, Canada Richard Lahti, Fergus Falls, MN Sanford MacSparran, Logan, UT

Bradley Piroutek, Belleville, KS Rebecca Reno, Havre, MT David Robbins, Nairobi, Kenya Jack Schoonen, Dillon, MT Wendy Sink, Burton, MI Clinton Stephens, Escalante, UT Kathleen Thorsen, WI

2002 Graduates Ronald Abarta, Chehalis, WA Shannon Bowen, Strasburg, VA Peter Bregand, Fullerton, CA Pamela Duncan, Woodstock, IL Leslie Griffen, Rohnert Park, CA Mary Jane Goebel, Rapid City, SD Jody Hurd, Helena, MT Tom Huston, Vale, OR Kevin Kapanka, Kenton, OH Lloyd Magnuson, Butte, MT Deanna Mazanek, Athena, OR Todd Morstein, Lakeside, MT Melissa Newman, Dutton, MT Chris Ottey, Bozeman, MT Robert Pendzick, Canfield, OH Mary Slack, Wheaton, IL Michelle Snyder, Athena, OR Michele Thomas, Bakersfield, CA Kerby Winters, Vale, OR

2003 Graduates Cyndie Beale, Fairbanks, AK John Scott Beaver, Talpa, TX Amy Berg, Auburn, MA Eric Berg, Auburn, MA Nikki Bethune, Sapulpa, OK Bruce Bourne, Seeley Lake, MT Kevin Bowman, Jackson, OH Corbin Brace, Waterville, ME Kelly Cameron, Ridgefield, WA Ralph Carlson, Hilmar, CA Corinne Chavern, Pittsburgh, PA Susan Choman, E. Wenatchee, WA Tom Cubbage, Great Falls, MT Sandra DeYonge, Rye, NY Sharon Dotger, Raleigh, NC Phyllis French, Douglasville, GA Michele Geisler, Rutland, VT Michael Gregory, Pinedale, WY Robin Hehn, Roundup, MT Kathy Howe, Houston, TX Jack Julian, Cairnbrook, PA Linae Kendall, Saunemin, IL David Lee, Taylorville, NC Brita Lien, Alberton, MT Eric Matthews, Bozeman, MT Diane Mayer, Bozeman, MT Birgitta Meade, Decorah, IA Linda Moule, Claremont, CA

Susan Olsen, Brownsville, PA Ryan Prnka, Skagway, AK Rob Smith, Marengo, IL Sonja Steffan-Squires, Lancaster, CA Jim Striebel, Corvallis, MT Nicole Trombetta, Duluth, GA Melody VanderWeide, Grand Rapids, WI Jeffery Wehr, Inverness, MT Tim Ziegler, Stowe, VT

2004 Graduates Kimberly Atkins, Annandale, MN Christopher Cox, Buffalo, WY Kelley Davis, Monkton, MD Kirsten DeHart, Houston, TX Patricia DiEduardo, Lewiston, ME Terry Edinger, Trabuco Canyon, CA Mary Margaret Eraci, Lombard, IL Randall Farchmin, Menomonee, WI Dona Furrow, Jackson Center, OH Larry Gursky, Roy, WA Emmylou Harmon, Kremmling, CO Penny Juenemann, Two Harbors, MN Loren Kane, Natick, MA Robin Kent, Missoula, MT Dan Kloster, Longmont, CO Karen Krieger, Bozeman, MT Deanna Meyer, West Jordan, UT Lee Moss, Orangeville, UT Michael Mulligan, Brazil Katharine Murphy, Ogden, KS DeAnn Neal, Midvale, UT Jeannie Paszek, Reno NV Glenn Peterson, Greeley, CO Kim Popham, Lolo, MT Mary Porter, Melrose, MA Gordon Powell, Cortland, OH Chuck Shepard, Saltsburg, PA Bernie Smith, Colstrip, MT Dorothy Smith, Colstrip, MT Scotty Stalp, Germany Kim Walker, Johnson, KS Ericka Wells, Jackson, WY Jeff Youker, Placerville, CA Brian Zeiszler, Elko, NV

2005 Graduates Marc Afifi, Seaside, CA Christine Bergholtz, Kenai, AK Matt Bilen, Elgin, IL Andy Broyles, Aberdeen, SD Brendan Casey, La Mesa, CA Peggy Collins, Dudley, MA Andrew Conger, New Orleans, LA Michelle Cullen, Valdez, AK Richard Davis, Frazier, MT Eric Dougherty, Newport, NC Brian Edlund, Benson, MN

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2005 Graduates - Continued Rachel Endelman, Monroe, WA Monica French, Salt Lake City, UT Nelson Fuamenya, Hunan, China Ricarda Hanson, Ashland, MT Kelley Hoffman, Beaver Dam, WI Diane Holloway, Osaka, Japan Steve Huffman, Honolulu, HI Cathy James-Springer, West Indies Roby Johnson, Yuma, CO Ryan Kapping, Wadena, MN Nicole Kirschten, Newfield, NY Anita Linder, MT. Zion, IL Brad Loveday, Alamo NV Justin Lovrien, Sioux Falls, SD Leslie McDaniel, Memphis, TN Carla McFadden, Oroville, WA Valdine McLean, Lovelock, NV Chris McNabb, Ganado, AZ Jomae Mertz, Parker, CO Eric Miller, Athens, OH Lelia Mitchell, Brighton, MA Mark Nevala, Klamath Falls, OR Kristina Newman, Swanton, OH Helga Pac, Bozeman, MT Lori Peterson, Polson, MT Lander Purvis, Bozeman, MT Chris Putzler, Kalispell, MT Margaret Rossignol, Boulder, CO Matthew Rubin, Saugus, CA Katherine Saylor, Fall City, WA Tonya Shepherd, Pineville, LA Chris Spera, Dixon, IL Susan Steckel, Winchester, IL Zachary Stroker, Columbia Becky Sundin, Baker City, OR Christine Sundly, Great Falls, MT Brian Swarthout, Bozeman, MT Harold Taylor, Bidwell, OH Neysa Thiele, MT. Zion, IL Erin Trame, Ann Arbor, MI Josh Underwood, Tollesboro, KY Travis Vandenburgh, Independence, MO Jennifer Werda, Plymouth, NH LeAnne Yenny, Bozeman, MT

2006 Graduates Cheryl Abbott, Palmer, AK Stacie Laducer Blue, Fargo, ND Larry Boyd, Marysville, WA Rich Calhoun, Lakeville, CT Chuck Campbell, Russellville, AR Dawn Carson, Shepherd, MT Alicia Cepaitis, Fort Collins, CO Sue Counterman, Littleton, CO Randy Daniel, Huntsville, AL Yvette Deighton, Sparks, NV Lindsay Forys, White, PA Greg Gaffey, Beloit, WI

Amanda Gilbreath, Madison, AL Tara Hall, Golden, CO Laura Hauswald, Seattle, WA Lauren Hinchman, Charlevoix, MI Laura Holmquist, Bigfork, MT Joanna Hubbard, Anchorage, AK Margie Huber, Gahanna, OH Ken Mager, Oak Forest, IL Michael Magno, Monroe, NT Steve McCauley, Boulder, MT Kevin McChesney, Reynoldsburg, OH Carla McFadden, Oroville, WA Rebecca Mentzer, Columbus, OH Kathy Meyer, Apple Valley, CA Sherry Miller, West Coxackie, NY Gina Monteverde, Winthrop, WA Leslie Morehead, Leslie, TX Lori Ann Muchmore, Lolo, MT Troy Nordick, South Jordan, UT Kenny Peavy, Kuala Lumpur, Malaysia Rhonda Phillips, Saskatchewan Vasantha Prasad, Tamilnadua, India Craig Richards, Calusa, CA Diane Ripollone, Garner, NC Brad Shuler, Elk Ridge, UT Brian Sica, Idaho Falls, ID Chris Straatman, New Holland, SD Bonnie Streeter, Whitefish, MT Brian Sullivan, Great Falls, MT Michael Telling, Boulder, MT Paul Tinger, Akron, OH Genevieve Walsh, Bozeman, MT Molly Ward, Bozeman, MT Amy Washtak, Bozeman, MT Deb Williams, Ames, IA Rick Wyman, Hardin, MT Besty Youngman, Phoenix, AZ

2007 Graduates Serena Ayers, Springfield, NJ Jason Barr, Charlotte, FL Lindsay Bartolone, Chicago, IL Lesley Chappel Bunch, Palmer, AK Lisa Carpenter, Shepherd, MT Mark Calhoun, Tucson, AZ Jenifer Ceven, Avon, MA Tonya Chapweske, Miles City, MT Stacey Dobrosky Cool, Merced, CA Victor Dalla Betta, Kalispell, MT Bradley Deacon, Montoursville, PA Dale Dennler, Cresco, IA Bruce Dudek, Ashland, MT Brooke Durham, Reynoldsburg, OH Jane Fisher, Kingston, NY James Flora, Pleasant Hope, MO Jonathan Frostad, Olympia, WA Kimberley Garner, Anchorage, AK Jeffrey Gaston, Anchorage, AK Kelly R. Gorski, Kelly, WY

Jeff Grom, Belgrade, MT Angela Haas, Gardiner, MT Marie Akers Hamaker, Cincinnati, OH Lisa Hawkins, Taejon, South Korea Kelly Hayden, Bozeman, MT Shelia Higgins, Bentonville, AR Bernard Hoczur, Daytona Beach, FL Linda Jones, McLaughlin, SD Julianne Kent, Bradenton, FL Alexa Knight, Grants Pass, OR Karla Laubach, Kingston, WA Catherine Le, San Jose, CA Rebekah Levine, East Burke, VT Jean Lewis, Jackson, WY Cooper Mallozzi, Leadville, CO Michelle Marcil-Spicer, Houston, TX Jason Martin, Houston, TX Jeffery Moll, Haverhill, MA Stephanie Parker, Tucson, AZ Jacki Pealatere, Willits, CA Stuart Perez, Redfield, KS Lisa Pingrey, Custer, SD Cary Rosillo, Jupiter, FL Patrick Simmons, Chesterfield City, VA Michael Sitter, Polson, MT Brian Stiff, Billings, MT Rebecca Tolzman, Bozeman, MT Nina Tyree, Alexandria, VA Peggy Van Valkenburgh, Peterborough, NH Michelle Vitko, Norwich, CT Bryanna Vogt, Craig, CO Christy Ware, Newtown Square, PA Sharon Welter, Golden Valley, MN Jenine Rued Winslow, San Diego, CA Emily Wrubel, Peterborough, NH

2008 Graduates Steven Alexander, Canton, NY Jenelle Bailey, Wenatchee, WA Marlessa Benson, Appleton, WI Jennifer Brashear, Brunswick, GA Matthew Bryant, Memphis, TN Christopher Carucci, Boston, MA Jennifer Crow, Mundelein, IL Deborah Dilloway, Fairway, KS Tracy Durish, Clarion, PA Andrew Gelman, Westbrook, ME John Getty, Bozeman, MT Molly Godar, Rochester, IL John Gordon, Weidman, MI Paul Halfpop, Hardin, MT Martin Hudson, Hannacroix, NY Jill Hughes-Koszarek, Hartland, WI Louise Jones, Naperville, IL Tim King, Glide, OR Jeffery Klipstein, Estes Park, CO Sara Koffarnus, Westminster, CO Jonell Prather, Missoula, MT Charles Reade, Sacramento, CA

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2008 Graduates - Continued Laura Ritter, Royal Oak, MI Franz Ruiz, El Cajon, CA Kristina Sappenfield, Eagle, CO Eric Sawtelle, Whitefish, MT Donald Selusnik, Delavan, WI Lisa Skilang, Marion, IA Linda Smith, Missoula, MT Kathryn Solberg, Sisseton, SD Jennifer Swan, Sherman Oaks, CA Angela Swanson, Rockford, IL Nathan Whelham, Bothell, WA Laura Wick, Palmer, AK Kathleen Woldtvedt, Cut Bank, MT Jaime Wolfe, Saginaw, MN Wendy Worrall, Abbotsford, BC June Wozny, Elkhorn, WI

2009 Graduates Phillip Ammann, Wilmot, SD Jenni Vee Andersen, Helena, MT John Bell, Bozeman, MT Callan Bentley, Annandale, VA Carolyn Clark Bielser, Dillon, MT Terry Carlsen, Walla Walla, WA Aimee J. Chlebnik, W. Yellowstone, MT Shelly Chrismon, Yoakum, TX Christopher Cimino, Citrus Heights, CA Brett Damerow, Hutchinson, MN Natalie L. Davis, Livingston, MT Meg DeAntoni, San Diego, CA Jenny Derks-Anderson, Eugene, OR Thelma Devlin, Dededo, Guam Lilliam Edmon, Kamuela, HI Ayn Eklund, Webster City, IA Steve Eversoll, Kalispell, MT Richard Fillerup, Driggs, ID Thom Flinders, Holderness, NH Elizabeth Fracchia, Glen Falls, NY Doug Frost, Salen, NJ Stacie Fry, Buenos Aires, Argentina Victoria R. Ginsburg, Sandy, UT Rob Greenberg, Chapel Hill, SC Jenny S. Heckathorn, Valdez, AK Patti Jelinek, Memphis, TN Suzanna Johnson, Auburn, CA Carlie J. Jonas, Renton, WA Michael E. Joyce III, Oak Bluffs, MA Leslie C. Karpiak, Des Plaines, IL Daniel Kinsey, Harlem, MT Ron Koczaja, Fairbanks, AK Lucy C. Karwoski Korpi, Holland, MI Anton Kortenkamp, Monticello, MN Thomas Kozikowski, Frostburg, MD Kelly Kramer, DeForest, WI Karen Kuchar, Naperville, IL Jason Laducer, Belcourt, ND Lon LaGrave, Baumholder, Germany Am L. Manhart, Jackson, WY

Scott D. Masarik, Brussels, WI Jean Philip Mathot, Irvine, CA Rory Newcomb, Tallinn, Estonia Lacy Noble, Three Forks, MT Loralyn O’Kief, Valentine, NE Lau Olsen, Sao Paulo, Brazil Leslie Pierce, Barrow, AK Mike Plautz, Missoula, MT Ronald P. Ramsey, Sewanee, TN Julie Kallio Robison, Deerfield, MA Laurie K. Rugemer, Bozeman, MT Todd M. Samson, East Helena, MT Bruce Alexander Sinclair, Bermuda Cathy Stierman, Dubuque, IA Steve Sundberg, Moline, IL Nathan Talafuse, Billings, MT Lucinda Fisher Talsma, Sheldon, IA Howard Tenenbaum, La Jolla, CA Tana Verzuh, Durango, CO Joe Le Weaver, Marion, NC Patricia J. Weaver, Halifax, PA Lisa M. Weeks, Eagle Lake, FL Christine West, Haugan, MT Erin Wilson, Honolulu, HI Joe Wright, Hollis, NH

2010 Graduates Aimee Flavin Artigues, Crested Butte, CO James T. Ausprey, East Machias, ME Carol Jane Baker, Billings, MT Cheryl A. Barrientos, Denville, NJ Susan H. Barton, Big Sky, MT Robert David Baughman, Moss Point, MS Randall Jay Berndt, Rosholt, WI Susan Berrend, Salt Lake City, UT Allen R. Bone, Pablo, MT Christy Bone, Missoula, MT Larene Bowen, Lame Deer, MT Donna Brayfield, Springfield, IL Linda Briggeman, Missoula, MT Kelly P. Broderick, Bradenton, FL Rebecca B. Burg, Dixon, MT Katherine Burke, Helena, MT Kara Ann Burrous, Sugar Land, TX Anjali Devi Chandran, Napa, CA Erika Christianson, Bozeman, MT Jann C. Clouse, Missoula, MT Stanley B. Covington, Beijing, China Michelle A. Cregger, Chewelah, WA Carrie Jo Dagg, Fairfield, IL Quinn Michael Daily, Carbondale, CO Bonnie E. Daley, San Francisco, CA Ann Dannenberg, Newtown, MA Tracy Ann Dickerson, Corvallis, MT Aaron Eling, Sandy, UT Stacey M. Ellis, Polson, MT Dawn Nicole Estrella, Union City, CA Janet C. Fenker, San Jose, CA Devon M. Flamm, Hardin, MT

Michael J. Flamm, Hardin, MT Emily M. Ford, Boyce, VA Dennis Fulkerson, Lisbon, IA Joshua Gates, Wilmington, DE Cherri Gerber, Kelowna, British Columbia Tim Germeraad, Flossmoor, IL Lisa C. Green, Boyce, VA Paula J. Groenveld, Harrisburg, SD Jean Marie Kron Hagler, Savage, MT Stephanie A. Hall, Rosebud, MT Lisa Dawn Hart, Crested Butte, CO Amy L. Haverland, Poesta, IA Angie Hewitt, Bozeman, MT Kathy Pickens Hirst, Ashland, MT Seth A. Hodges, St. Michaels, AZ Miranda Hollow, Charlo, MT Katie E. Hubbell, Naperville, IL Deb L. Hughes, Andalusia, AL Dora M. Hugs, Pryor, MT Cheryl Hugs, Pryor, MT Thomas A. Ippolito, Coatsville, PA Cathy L. Jamison, Wake Forest, NC Sara Elizabeth Jay, Bozeman, MT Pamela Kaatz, Sechelt, British Columbia Margaret Kane, Prescott, AZ Renee Kelch, Ronan, MT Bonnie J. Keller, Blacksburg, VA Rose Kent, South Royalton, VT Lorna Sue Lange, 29 Palms, CA Erin Kelly Lynch, Bozeman, MT Mary L. Maier, Missoula, MT Patrice Malamis, Rochester, IL Dan McGee, Belt, MT Amanda McGill, Clinton, MT Stuart Miles, Asheville, NC Tami A. Morrison, Polson, MT Mary K. Osman, Newark, DE Gerald Ott, Elverson, PA Beth Peterson, Highland Park, IL Alfred T. Poirier Jr., Dover, NH Sarah S. Poletto, Naperville, IL Anne Powers, Kingston, Ontario Page-Marie Price, Lolo, MT Holly Prull, Bend, OR Tina L. Raeder van Stirum, Gonzales, CA Nancy Farrington Reid, Natick, MA Paul E. Robinson, Valhalla, NY Susan R. Rolke, Rindge, NH Melinda K. Rothschild, Parker, CO Jeff Salter, Salt Lake City, UT Scott Schafer, Weston, WI Michael A. Schoenborn, Seattle, WA Catherine Schuck, Missoula, MT Debra Lea Schwake, Lodge Grass, MT Justin L. Smith, Coatsville, PA Karen M. Smith, Lame Deer, MT Nichole Spindler, Bradford, PA Jennifer Stadum, Bozeman, MT James Stuart, Bozeman, MT Bryna Thomson, Dallas, TX

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2010 Graduates - Continued Bill Thornburgh, Carmel, IN Charlotte Waters, Vancouver, WA Michelle Weber, Dubuque, IA Nancy Wells, Saltsburg, PA Heide Westwood, Hardin, MT Sue White, Derby, KS Gail Whiteman, Bozeman, MT Deanna Rose Zerbe, Lodge Grass, MT

2011 Graduates Melanie S. Acker, Ulysses, PA Patti Rae Bartlett, Seeley Lake, MT Jennifer Moore Bernstein, Portland, OR Lindsay Paige Bower, Middleburg, VA Brennan Brockbank, Fairfax, CA Deborah Brown, Nyssa, OR Nancy Lee Bryant, Burlington, NC David Buck, Dixfield, ME Joel Burgener, Lima, MT Sandra J. Climenhaga, Albion, MY Sarah Marie Connor, Kalispell, MT Joann C. Dayton-Wolf, Kingston, NY Joe DeLuca, Almere, Netherlands Joyce Dooley, Bentonville, AR Katherine Echazarreta, Vienna, VA Kendra Eneroth, Spokane, WA Jonathan R. Ernst, Wentzville, MO Eric Esby, West Hills, CA Lane A. Fischman, Antioch, IL Brandon Fritz, Williamsburg, IA Jeremy Fuller, Wolfeboro, NH Sheri Gates, Nagykovacsi, Hungary Ashley Gillespie, East Helena, MT Tanya Gordon, Boise, ID Amy M. Gramling, Hillsdale, MT Heather M. Grant, Ojai, CA Christopher Green, Painesville, OH Christopher Gunderson, Absarokee, MT Hadley Hentschel, Carbondale, CO Susanne L. Hokkanen, Matteson, IL Megan Hopkins, Naperville, IL Daryl Allan Holst, Bangkok, Thailand Jasper Howell, Afton, WY Cheryl A. Hudson, Tifon, GA An’juli Johnson, Billings, MT Darren Kellerby, Anchorage, AK Marty King, Legrand, IA Shannon Knodel, Belgrade, MT JoDe Knutson-Person, Bismarck, ND Jacob L. Lame, Colorado Springs, CO Maya A. Lampic, Chicago, IL Karen L. Lund, Huntingdon, England Kathryn Madden, Beaufort, SC Margaret K. Magonigle, Hanna, HI Danny Mattern, El Dorado, KS Emily McKenna, Belding, MI Christian R. Mills, Rawlins, WY Amiee L. Modic, Katy, TX

Christopher G. Monsour, Tiffin, OH Richard Montoya, Eureka, MT Erik Nickerson, Boulder, CO Cameron Novak, Fredericksburg, VA Aaron Olmanson, Golden Valley, MN Bradley Pederson, Belle Plaine, MN Timothy D. Percoski, Bloomfield, CT Janet E. Perry, Ashland, ME Alanna Piccillo, Palisade, CO Paul Pierre, Nassau, Bahamas Erin Quintia, Columbia Falls, MT Jonathan C. Reveal, Nashville, TN Mary Seabrok Ritter, Bethleham, PA Seth Robertson, Renton, WA Peter Rust, Wilmington, DE Robin Scardino, Hong Kong, China Jessica F. Schultz, Culdesac, ID Ralph E. Spraker, Jr., Columbia, SC Marcie Steen, Mount Vernon, OH Joyce Striclyn, Terre Haute, IN Nancy Hoggard Talley, Tarboro, NC Shaun Terry, Lovelock, NV Katherine Theobald, Alexandria, VA Marta Toran, Boone, NC Jeanne Torske, Broadus, MT Audrey Urista, Winston, OR Shari F. Ward, Ashland, ME Tom Wellnitz, Johns Creeks, GA Matthew Wigglesworth, Honolulu, HI Jennifer Williams, Honolulu, HI Andrea Gissing Yordan, Philadelphia, PA

2012 Graduates Jessica Anderson, Deer Lodge, MT Tanya M. Anderson, Hardin, MT Tom Anderson, Twin Valley, MN Donald James Asbury, Lame Deer, MT Kathy Aune, Frenchtown, MT Kristian Basaraba, Sherwood Park, Alberta Luke Beall, Fairview, PA Adam Bohach, Clinton, IA Jason Boss, Bellflower, CA Angie Brist, Traer, IA Jodi L. Brokaw, Hardin, MT Robin A. Cameron, Jackson, WY Lorilyn A. Chapman, Livingston, MT Katherine Chesnutt, Boone, NC Joanna Chierici, East Windsor, NJ David Chimo, Corvallis, MT Natasha L. Cleveland, Frederick, MD Erin Colfax, Morristown, NJ Jordan Lacy Cook, Lakewood CO Matthew Cornelius, Lingle, WY Jennifer Courtney, Mason, OH Karla B. Cramer, Florence, MT Tom Davies, Weston, WI Kristina Davis, Potomac, MT Jeffrey Edwin DeGlopper, Milwaukee, WI Joshua Dennis, Dover, PA

Kim Devore, Manhattan, MT Heather G. S. Deitz, Regina, Canada Kaye Ebelt, Missoula, MT Nathan R. Fairchild, Redding, CA Jessica Felchle, Billings, MT Amy Flindt, Roseville, CA Ryan Foley, Great Falls, MT Rebecca Fulk, Steamboat Springs, CO Jason Getz, Woodberry Forest, VA Kellina Gilbreth, Colorado Springs, CO Vanessa Nashee Green, Lawrenceburg, TN Lori Hacck, Kremmling, CO Charlotte Hagerman, Eagar, AZ Shawna Halsey, Billings, MT Angela J. Hammang, Dillon, MT Michelle Hammond, Lake Worth, FL Jeremy Harder, Big Sky, MT Yvette Strandell Hart, Hastings, NE Annie Hesterman, Westminster, CO Brian Holtzhafer, Orefield, PA Brandon Honzel, Missoula, MT Angie Hopwood, Superior, MT Laura Hovland, Bozeman, MT Jessica Hughes, Arlee, MT Douglas Martin Janeczko, Goshen, NY Jennifer Jones, Ogallala, NE Alan Kalf, Lexington, MA Mark Kellogg, Camdenton, MO Batya Kinsberg, Eaglewood, NJ Leah M. Knickerbocker, Bozeman, MT Karyn Ann Kretschmer, Genoa City, WI Charla Lake, Ronan, MT Mary Larson, Polson, MT Ann Leach, Leavenworth, WA Candice M. Lommen, Mapple Valley, WA Hilary M. Lozar, Roman, MT Hermes Lynn, Livingston, MT Jill D. Mahoney, Fairfax, VA Sibley A. Malee-Ligas, Arlee, MT Kasey Marks, Missoula, MT Cara Marlowe, Dubai, United Arab Emirates Joy Mayer, Green Bay, WI Colleen Marie McDaniel, Houston, TX Miles McGeehan, Manhattan, MT Randy Metzger, Orwigsburg, PA Robert Moyer, Birstol, PA Susannah Spradlin Murphy, Frenchtown, MT Jennifer Narimatsu, Bremerton, WA Kimberley Orr, Lethbridge, Alberta Alisha Pablo, Hot Springs, MT April Peterson, North Bay, Ontario Sadie Peterson, Silver Springs, MD Melinda Reed, Florence, MT Marcie Reuer, Grande Cache, Alberta Joe M. Ruffatto, Great Falls, MT Marco Santarelli, New Fairfield, CT Michele Schaub, Crow Agency, MT Anne Farley Schoeffler, Hudson, OH Rachel Screnar, Bozeman, MT Matthew J. Shargel, Walnut Creek, CA

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2012 Graduates - Continued Jennifer Sherburn, Hesperia, MI Aaron Shotts, Mechanicsburg, PA Carolyn Slagle, East Helena, MT LaCee Small, Ashland, MT Dale Spady, Westlake Village, CA Stephanie Statema, Park Ridge, IL Lauren Stepro, Norfolk, VA Lisa Russell Stevens, Crow Agency, MT Reba K. Storm, Hardin, MT Melissa Anne Sullivan, Carlsbad, CA Clinton Swartz, Middleburg, PA Robin Tillman, Cranbrook, Canada Brandy L. Thrasher, Missoula, MT Lizabeth A. Townsend, East Helena, MT Molly Underwood, Redwood City, CA Jay Walls, British Columbia, Canada Tylene M. Walters, Manhattan, MT Paula Wang, Poplar Island, MD Lee Weldon, Missoula, MT Rachel M. White, Belgrade, MT Wendy D. Whitmer, Spokane, WA Beth Workman, Bainbridge, OH Rachel Lee Zupke, Seattle, WA

2013 Graduates Georgia Alvarez, Vancouver, WA Kelly Arnold, Clarksville, TN Suzanna Barnhart, La Crosse, WI David Bates, San Francisco, CA Charles Benson, Bellevue, NE John Bishel, Port Allegany, PA Dana Blomquist, Helena MT Andrew Bright, Gabrills, MD Tina Brothers-Tillinger, Helena, MT Jennifer Bruns, Juliaetta, ID Joe Clark, Carson City, NV Carrie Clement, Helena, MT Judith Coats, Eldorado Del Mar, CA Crystal Cornwell, Ronan, MT Brooklyne Coulter, Strasburg, CO Joe Crider, Helena, MT Emily Currier, Helena, MT Janeen Curtis, Darby, MT Jennifer Curtis, Rockport, ME James Davies, Ridgefield, WA Caleb Dorsey, Loyalton, CA Pamela Dresher, Culver City, CA Amy Dushane, Yuba City, CA Lori Egan, Thornton, CO Holly Faris, Hamilton, MT Laura Feldkamp, Wichita, KS Tyler Ferebee, Pawnee City, NE Jason George, Notus, ID Dale Glass, Potomac, MD

James Glynn, Chicago, IL Shannon Greco, Princeton, NJ Lance Gerow, Riyadh, Saudi Arabia Rachel Grey, Winnsboro, LA Taylor Green, Red Lion, PA Michael Greenhoe, Kandern, Germany Courtney Harrell, Peyton, CO Michael Helseth, Yakima, WA Robin Henrichs, Mc Cook, NE Benjamin Heyde, British Columbia Alice Hinck, Broadus, MT Jennifer Hood, Dayton, TN Jeanna Jasperson, Montrose, CO Beverly Jaworski, Burtonsville, MD Tamara Jendro, Helena, MT Susan Johnson, Southbury, CT Shari Juroszek, Bozeman, MT Kevin Kenealy, Nevada, IA Linda Kocian, Elk Grove Village, IL Amanda Kozak, Ashland, OH Scott Lannen, Phoenix, AZ Robert Lee, Shelby, MT Brett Lehner, APO, CA Heather Leiberg, Helena, MT Martha Lord, Hamilton, MT Doug Lymer, Houston, TX Dalton McCurdy, Fairfield, CT Julie McDonnell, Oak Park IL Heather McWhorter, Las Vegas, NV Murry Metge, Great Falls, MT Ashley Milbrandt, Helena, MT Julie Morris, Peotone, IL John Nilsen, Dhahran, Saudi Arabia Laura Patch, Brevard, NC Brian Phillips, Rabun, GA Dorcella Plain Bull, Crow Agency, MT Mary Ragusa, Bloomingdale, IL Jayanthi Ramakrishna, Chennai, India Chris Reidburn, Watertown, SD Stacey Rhodes, Waynesville, MO Andrea Robbins, Buhl, IN Christopher Rocheleau, Southington, CT Pablo Rojo, Brooksville, FL Sally Sanders, Tallahassee, FL Josie Shern, Bozeman, MT Charles Shields, Greencastle, ID Judith Silva, Franklin, ME Michelle Slaughter, Lincoln, CA Matthew Sloan, Glenview, IL Adam Smith, Sioux Falls, SD Charles Strobino, APO, Germany Angela Swank, Livermore, CA Chris Swiden, Watertown, SD Sarah Tabor, Bozeman, MT Kenneth Taylor, Bozeman, MT Carol Teintze, Bozeman, MT

Jacob Thompson-Krug, Omaha, NE Kristina Troge, Doral, FL Dina Tucker, Austin, TX Jennifer Vaughn, Houston, TX Carrie Wager, Medina, OH Cindy Watson Pottebaum, Winterset, IA Mary Ann Watt, Concord, NH Irene Wilcox, Clearwater, MN Danielle Wilczak, Clearwater, MN Suzanne Wilson, Olympia, WA

2014 Graduates Joshua Abernethy, Asheboro, NC Deanna Bailey, Huntington, VT Mariann Bernard, Escondido, CA Marcia Blome, Omaha, NE James P. Bratka, Gahanna, OH Dean Brown, Medicine Hat, Alberta Cameron Burns, Spokane, WA Joshua Caditz, Carpenteria, CA Irene Catlin, Portland, OR Matthew Clay, Webb City, MO Kara Lee Coates, Spring Creek, NV Justi Crofutt, Pinedale, WY Hank Davis, Asheville, NC Coreen Ann Dingler, Lufkin, TX Rebecca Love, Dobson Kinsman, OH David Dooling Jr., Alamogordo, NM Daniel DuBrow, Chicago, IL Chance Duncan, Dardanelle, AR Camilla Dusenberry, Helena, MT Stephanie Fields, Ocean City, NJ Shari Generaux, Oakland, CA Elaine Gibbs, Valrico, FL Sara Danielle, Grotbo Helena, MT Lily Guajardo, Cedar Park, TX Jacquelyn Haas, West Bend, WY Jennifer Heisler, Kent, OH Kyle Herdina, Winona, MN Analea Hronek, Red Lodge, MT Angie Jenkins, Independence, IA Heidi Kirsten Jessen, Yuma, AZ Christine Jones, Vancouver, WA Alecia Jongeward, Bozeman, MT Carisa E. Ketchen, Kalispell, MT Katherine Koessler, Maplewood, MN Terina Konrad, Heyburn, ID Chris Koper, Koper Reading, PA Marka Latif, Bozeman, MT Scott Lilley, New Canaan, CT Tanya Long, El Cajon, CA Quincie R. Lords, Belt, MT Nicolai Love Jackson, MO Lisa Lundgren Gainesville, FL Robert Lynch Edgewater Park, NJ

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2014 Graduates – Continued Logan D. Mannix, Helena, MT Krista Martens, West Glacier, MT Matthew McClellan, Lake Charles, LA Doralee McCormick, Cincinnati, OH Ashley McGrath, Helena, MT Casey S. McHugh, Missoula, MT Candace McMullan, Fishers, IN Dawn Mercer Turner, Huntsville, AL Mark H. Meredith, Dardanelle, AR Mary Mingels, Somerset, ME Heather Mitchell, Houlton, ME Stephen Mohr, Austintown, OH Jeffrey Noblejas, Oakland, CA Eric Todd Ojala, Lolo, MT Sherry Otruba, Roanoke, VA Kal Pokley, Port Austin, MI Michael Poser, Hobson, MT Lynn Powers, Bozeman, MT Katie Redmond, Chicago, IL Randy Zane Rowland, Sheridan, WY Pamela J. Schaefer, Lake Hiawatha, NJ Christina Anne Scott, Gold Bar, WA Kaylee Christine Shaw, Kalispell, MT Ahmed Shawli, Bozeman, MT Carol Lee Smith, Van Alstyne, TX Jennifer A Smith, Colorado Springs, CO Garold Sumner, River Falls, WI Michael H. Tang, Irvine, CA Melissa Thompson-Krug, Blue Eye, MO LeAnn Thongvanh, Des Moines, IA Rachel Tinkler, New Berlin, WI Donna Raquel Tully, Kanéohe, HI Jessica Radl Vasquez, Cedar Rapids, IA Christina L. Wallace, Thornfield, MO Jocelyn Wells, St. John, New Brunswick, CA Clinton Whitmer, Poplar, MT

2015 Graduates Kellen Alger, Cut Bank, MT Jeremy Barcus, Corvallis, MT Carli Barnes, Vancouver, WA Daniel Betts, Bankok, Thailand Patricia Brandenburger, Walden, CO Jerald Brunt, Bozeman, MT Kyle Casper, New Stuyahok, AK Pamela Christianson, Great Falls, MT Kellie Clinger, Freedom, WY Kristin Combs, Victor, ID Michelle Davis, Saratoga Springs, UT Kisha Delain, Fridley, MN Alyx Demers, Idaho Falls, ID Emily Diaz-Chard, Vineland, NJ Gregory Dyk, Edgerton, MN Jennifer Edwards, Casper, WY Ritu Gandhi, Houston, TX Shifra Gassner, Bettendorf, IA Tassay Gillespie, Lebanon, OR Kelly Goodpaster, Fayetteville, AR

Stephanie Guilmet, Blairstown, NJ Matthew Haack, Bear, DE Michael Haiderer, Saginaw, MI Lindsay Hall, San Francisco, CA Andrew Heller, Wautoma, WI Sharon Heyer, Forest Lake, MN Jennifer Hood, Dayton, TN Carrie Howell, Chattanooga, TN Jason Hults, Villisca, IA William Iliff, Sacramento, CA Thomas Jurczak, Claremont, CA Kendra Kanduch, Phillipsburg, MT Jolene Kayser, Black Hawk, SD Leah Anne Key, Huntersville, NC Timothy Klavon, Pennsburg, PA Joshua Koo, Mount Prospect, IL Brooke Laundon, Brooklyn, NY Martha Lindemann, Manassas, VA Jennifer Markham, Franklin, MA Liane McGillen, Washington, DC Janine Melillo, Cortlandt manor, NY Stacey Mowchan, Newington, CT Joseph Muise, New Westminster, Canada Chrispus Mwapea, Houston, TX Carol Myers, Pensacola, FL Spencer Nedved, Vancouver, WA Thomas O’Leary, Eureka, MO Jake Otto, Colorado Springs, CO Dawn Peterson, Gricignano di Aversa, CE, Italy Mark Pfeifer, North Battlefield, SK, Canada Caryn Purcell, Ridgefield, CT Annie Reichelt, Idaho Falls, ID Heather Renyck, Olean, NY Brian Staggs, East Grand Rapids, MI Andrew Stattel, Chestnut Hill, MA Stephanie Stender, Sheridan, WY Jennifer Temple, Glendive, MT Johannes Thum, Ketchum, ID Jerald Touchstone, Eagle, ID Amelia Vandehey, Hillsboro, OR Adam VanZee, Bozeman, MT D. Matthew White, Cookeville, TN Lisa Williams, Faifax, VA Stacey Zaback, Corvallis, OR

2016 Graduates Anthony Altiere, Duluth, MN Shauna Baron, Gardner, MT Sarah Bauer, Moses Lake, WA Tracey Bidwell, Valley Springs, CA Nathan Boegler, Naples, Italy Megan Burgess, Alexandria, VA Martha Byrd, Atlanta, GA Ryan Call, Olathe, KS Stephen Cannici, Narragansett, RI Amy Chase, Lewiston, ID Samuel Cohen, Dallastown, PA Alyson Darconte, Milesburg, PA

Allan Dinglasan, Markham, ON Alexandra Disney, Holderness, NH Dana Donlon, Blairstown, NJ Robert Ellenbecker, Missoula, MT Ana Elliott, Mesa, AZ Andrew Fiala, Downers Grove, IL Matthew Fisher, Great Falls, MT Kimberly Forsythe, Centre Hall, PA Justine Fox, Madison, WI Andrew Friedlund, Lancaster, PA Kathryn Gangel, Jacobstown, NJ Jason Garver, Bozeman, MT Richard Good, Leola, PA Jacqueline Hall, Olympia, WA Ryan Harvey, Kelowna, BC Ruth Hutson, Westmoreland, KS Bryan Idleman, Gilbert, AZ Ange Jones, Saint George,KS Patsy Jones, Chandler, AZ Ann Knight, Katy, TX Jennifer Konopacki, Twin Bridges, MT Henry Lacey, Littleton, CO Renee Lauterbach, New Berlin, WI Daniel Leavell, San Diego, CA Joseph Levitt, Newton, NH Amy Listenik, Jeffersonville, VT Amber Lloyd, Great Falls, MT Margaret Lowry-Brock, Russellville, AR Deborah Mansour, Indianapolis, IN Angela Marshall, Washington, DC Allison McClain, Philadelphia, PA Keith McKinniss, Vinton, OH Steven Merriman, Chicago Ridge, IL Leslie Moncur, Atlanta, GA Mary Noel, Colstrip, MT Steven O'Neill, Huntingtown, MD Laura Ouborg, Yosemite, CA Christina Pavlovich, Livingston, MT JoAnne Phillips, Stoughton, WI Jordan Robinson, Victor, ID Alison Rockwell, Boulder, CO Tina Rogers, Woodward, OK Lisa Rossana, Downingtown, PA Jessica Rowell, Houston, TX Todd Samet, Petaluma, CA Rebecca Schumacher, Bourbonnais, IL Andrew Senkowski, Portland, OR Christopher Shaw, Sheridan, WY Anna Shearer, Townsend, MT Bridget Sparks, Cincinnati, OH William Sparks, Sylva, NC William Stockton, Lolo, MT Taryn Surabian, Foxboro, MA Charles Swafford, Cleveland, TN Heather Swanson, Austin, TX Martin Tawil, Cape Coral, FL Kristin Tesiny, Valencia, CA

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2016 Graduates - Continued Annie Tete, New Orleans, LA Alex Tisch, Woodberry Forrest, VA Jared Torgerson, Duchesne, UT Linda Townley, Annapolis, MD Sarah Venturi, Wawaka, IN Emily Vercoe, Laramie, WY Kristin Waverka, Flower Mound, TX Julie Welde (Soulliard), Mount Holly, NJ John Wilkie, Anchorage, AK David Wilson, Wibraham, MA Lynda Wright, Smiths Station, AL Melissa Yourey, Pottsville, PA

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2017 Science Education Symposium Notes

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Peggy Sue Taylor

MSSE Director December 2007 – December 2016

Peggy Taylor was a true educator. She possessed a broad knowledge of subject matter, curriculum, and standards. More importantly, she was filled with an enthusiasm for life, a caring attitude, and a love of learning. She was our friend. As the MSSE director for ten years she devoted her time and energy to achieve the ultimate goal of the MSSE Program: To make every teacher a better teacher. We dedicate this year’s Capstone Symposium to her memory. Peggy passed away peacefully with her family by her side, after a battle with cancer, on December 2, 2016. Her favorite poem, read at her funeral, was The Dash.

The Dash by Linda Ellis

I read of a man who stood to speak at the funeral of a friend. He referred to the dates on her tombstone from the beginning to the end. He noted that first came the date of her birth and spoke the following date with tears, but he said what mattered most of all was the dash between those years. For that dash represents all the time that she spent alive on earth. And now only those who loved her know what that little line is worth. For it matters not how much we own; the cars…, the house…, the cash….What matters is how we live and love and how we spend our dash. So think about this long and hard. Are there things you’d like to change? For you never know how much time is left, that can still be rearranged. If we could just slow down enough to consider what’s true and real and always try to understand the way other people feel. And be less quick to anger, and show appreciation more and love the people in our lives like we’ve never loved before. If we treat each other with respect, and more often wear a smile, remembering that this special dash might only last a little while. So, when your eulogy is being read with your life’s actions to rehash, would you be proud of the things they say about how you spent your dash?

www.montana.edu/msseMSU - Bozeman

451 Reid HallBozeman, MT 59718

2017

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Master of Science in Science Education

July 5th - 8th, 2017Reid Hall 101, 102, & 103

*Cover photo credit to Peggy and Gurney Taylor

M S S ENinteenth Annual Symposium in

Science Education