Ellen Meier

Organization/Institution
Columbia University
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Meier, E. (2018). The Collaboration Imperative. In L. Lin & J.M. Spector (Eds.), Constructive Articulation Between the Sciences of Learning and the Instructional Design and Technology Communities. New York: Routledge.*
  • Meier, E. (2015). Beyond a digital status quo: re-conceptualizing online learning opportunities. Bank Street Occasional Paper Series, 34. Retrieved from https://www.bankstreet.edu/occasional-paper-series/.*

Systemic Transformation for Inquiry Learning Environments (STILE) for Science, Technology, Engineering and Mathematics

Columbia University
10/01/2012

The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to content, pedagogy, and leadership.

Systemic Transformation of Inquiry Learning Environments for STEM

Teachers College, Columbia University
07/01/2020

This project will help teachers design and facilitate high-quality, real world STEM experiences for students, as teachers move from traditional approaches to organizing their teaching around interdisciplinary questions or problems. The project will work with building administrators to make the structural changes needed for interdisciplinary STEM instruction.

Systemic Transformation of Inquiry Learning Environments for STEM (STILE 2.0)

Columbia University
09/01/2016

The project is a four-year, early-stage design and development project aimed to refine a state-of-the-art professional development model to prepare K-8 teachers and instructional leaders in urban schools to facilitate and support successful K-8 STEM Education. The project will specifically explore which components of the program promote teacher change, which aspects of the program support structural changes for STEM teaching in schools, and what holds promise for interdisciplinary STEM teacher development.