This project will develop and study a curriculum and app that support computational thinking (CT) in a high school biology unit. The project will engage students in rich data practices by gathering, manipulating, analyzing, simulating, and visualizing data of bioelectrical signals from neural sensors, and in so doing give the students opportunities to apply CT principles.
Assistant Professor of Measurement, Evaluation, & Assessment
About Me (Bio)
Dr. Bianca Montrosse-Moorhead, Measurement, Evaluation, and Assessment program, joined the University of Connecticut in 2013. At the university, she also serves as the program coordinator for the Graduate Certificate Program in Program Evaluation, a research scientist with the newly formed cross-departmental Collaborative on Strategic Education Reform, and teaches coursework in evaluation, research methods, and classroom assessment. Motivated by a desire to bridge gaps between the academic and practical domains of Evaluation and to contribute evaluative knowledge that promotes program and policy reform, her scholarship is guided by three primary goals: (i) to develop stronger evidence-based evaluation practices, models, and theories; (ii) to advance valid and actionable evaluative knowledge to the policy community; and (iii) to examine the inputs, process, and impact of preK-12 policies, practices, and programs designed to promote social betterment and educational equity. Dr. Montrosse-Moorhead is the 2014 recipient of the American Evaluation Association (AEA) Marcia Guttentag Award, the association’s only early career award which recognizes evaluation scholars who demonstrate early career promise (within 5 years of earning their graduate degree), and whose work is consistent with the AEA Guiding Principles for Evaluators.
Fostering Computational Thinking through Neural Engineering Activities in High School Biology Classes
University of Connecticut (UConn)
Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model
American Museum of Natural History (AMNH)
Schools and teachers face unprecedented challenges in meeting the ambitious goals of integrating core interdisciplinary science ideas with science and engineering practices as described in new standards. This project developed a middle school ecology unit and related teacher professional development to help high-need and urban middle school students, including English Language Learners, understand these ideas and related practices.