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To expand our reach helping teachers develop computational literacies — from coding to physical computing and data crunching — we have begun partnering with organizations that provide high quality K-12 curriculum in Computer Science (CS) fields.
Teachers can learn curriculum designed in a partnership between the Computer Science Teachers’ Association (CSTA) and Zulama by EMC School, and earn a graduate credit through St.Kate’s. The course is aligned with student curriculum, and could be taken as part of a more in-depth dive into CS education with additional courses offered online at St.Kate’s.
Together, we can better help students get the knowledge and skills they need to be citizens and creators in this new economy.
Many thanks to the team at Zulama and CSTA for creating this partnership for the greater good!
Contact Dr. Anderson to learn more about how you or your organization can join in this expanding network of organizations committed to building the common good and sharing the power of computational literacies with all.
The weather is warming up and that means summer reading list time is coming! Why not add these excellent book recommendations for students in STEM and children and girls in STEM + C to your reading list? Courtesy of ReigningIt! There are also a few resources for teachers listed. Please share!
Hey Education Students! Registration for Fall 2018 is fast approaching. Check out this course opportunity offered through the St. Kate’s English Department. This is a tremendous opportunity to gain experience in teaching ESL.
Congratulations to Dr. Kate Kelly who’s recent article, “Data is Extremely Useful!” Preservice Teachers Growth in Literacy Assessment and Instruction, has been published in the Journal of Scholastic Inquiry: Special Edition Fall 2017, Volume 8, Issue 1 (link opens article).
Using a case study framework, Dr. Kelly studied the confidence and proficiency of preservice teachers (PTs) in the area of literacy assessment and instruction. The mixed methods study was conducted in a U.S. university literacy methods course, taught both on campus and at a partner K-6 elementary school. Through the Case Study Report, the culminating signature assignment of the course, PTs develop and use assessment tools to measure student learning, organize literacy instruction with attention to the diverse strengths, needs, and interests of students, and work collaboratively and productively in an elementary school setting. Analysis of survey and assessment results indicate that preservice teachers feel more prepared for the realities of assessment and instruction in their future teaching, they better understand literacy development in the context of classroom instruction, and they are more confident in their teaching of literacy as a result of the field-based case study assignment, though they need additional support developing expertise in assessment knowledge.
Thank you Dr. Kelly for your scholarship!