Math Science Partnership Grant Update

Bonnie Maur (foreground right) and Mark Beekey (far right) with grant participants
Bonnie Maur (foreground right) and Mark Beekey (far right)
with grant participants

Professor Bonnie Maur, who has been awarded multiple grants in the area of STEM education, has been asked to speak on several occasions regarding STEM and these grant opportunities.  In the fall of 2014, Bonnie presented in Washington, DC at the National Math Science Partnership meeting, during which her innovative New Terrain grant was presented to government officials and educators from across the United States. In January, Bonnie presented to educators from the tri-state area at the Connecticut STEM conference in Hartford, describing her unique approach to working with professors in a unified manner from multiple universities and assisting them in preparing pre-service teachers to utilize new practices described in the National Research Council's framework and the concepts described in the Next Generation Science Standards.  In March, Bonnie presented to international educators in Chicago at the National Science Teachers Association conference regarding innovative features in STEM and practices in science education and utilizing them to prepare teachers to use them in their classrooms. In May Bonnie attended the NSTA National STEM conference to speak about current practices in STEM. All of these opportunities allowed Bonnie to represent SHU and bring back current information for the Isabelle Farrington College of Education to improve programming in math, science and STEM for all of our candidates today and in the future.

Some of these opportunities were available due to the New Terrain Math Science Partnership grant Bonnie wrote and received in conjunction with Mark Beekey for $379,207 for this academic year. The grant enabled Bonnie to work with STEM specialists from around the country to prepare professors from around the state and prepare their pre -service students to utilize the practices outlined in the NRC framework. Additionally, teachers from around the state have been trained not only on how to use these practices in their classrooms but also to write new units of learning using these practices and the information set forth in the NGSS. In phase 2 of this grant, additional educators have been trained as specialists to continue this training well past the grant’s lifetime thereby guaranteeing that this training continues for people across the state for years to come.