The day began with a special screening of at the nearby . Inspired by the film’s message about close looking and scientific wonder, students returned to campus to build their own wooden “observation frames,” tools they used throughout the day to explore nature the way scientists do, with attention, creativity, and intention.

A highlight of the experience came when the children met CSAM science majors face-to-face.

Ranging from first-semester freshmen to PhD candidates, the CSAM students served as Science Mentors, sharing why they fell in love with science, what they study in their courses and research labs, and how science shapes the way they see the world. Curious elementary students peppered them with questions about animals, space, geology, engineering, the brain, DNA, life in college, and what being a “real scientist” actually means.

For many Hillside students, the visit was powerfully affirming. As part of the day’s activities, the children read , a picture book emphasizing that anyone, regardless of race, ethnicity, language background, or gender, can grow up to be a scientist. Seeing a diverse group of CSAM scientists standing before them, studying subjects from ecology to chemistry to astrophysics, made that message vividly real.

“Representation matters,” said Dr. Scott Kight, Professor of Biology and Director of Professional Resources in Science and Mathematics (PRISM). “Today, our CSAM students weren’t just talking about science, they were real life scientists showing young children that the future of science can look like them.”

The event was organized by Hillside Elementary School science teacher Ms. Susan Bartol. The Hillside faculty and staff transformed every classroom into a mini-lab or maker space for the day. Children explored observation, inquiry, creativity, and problem-solving, culminating in their conversations with CSAM science majors, who encouraged them to stay curious, ask brave questions, and see themselves as part of the scientific community.

For the CSAM mentors, the experience was equally inspiring. Many had never worked with younger students before and left with a renewed sense of purpose, and a reminder of how powerful it can be to share their passion for science.

“This is exactly the type of community-engaged learning experience we want for our CSAM students,” said Kight. “Not only did they serve as role models today, they also grew as communicators, leaders, and ambassadors for science.”

Thanks to the enthusiasm, authenticity, and mentorship of ĚÇĐÄvlog science students, a whole new generation can see the dream of becoming a scientist as something within reach.

About a dozen faculty and staff joined the session, which opened on a humorous note: Josh began his presentation standing in front of a slide featuring an AI-generated image of Josh, created by ChatGPT to promote the event. The real Josh, dressed like his AI-illustrated counterpart, had everyone laughing before diving into an interactive exploration of how authentic connection drives student engagement.

Drawing on his own experiences teaching science at Montclair, Josh shared tested and proven strategies for making classroom interactions more meaningful. He emphasized the power of being authentic, checking in with students regularly, and leaving space for spontaneity – what he called “embracing the unexpected.” Faculty discussed approaches such as snowball exercises, quick reflection prompts, and student-as-partner models that help bridge the gap between teaching goals and the lived experiences of students.

The session was supported by Uma Mistry, an Earth and Environmental Studies major who is certifying to teach science and serves as the CSAM Science Teaching Program intern for the Teaching Commons @ CSAM series. Uma helps organize each workshop, assisting faculty facilitators before and during the sessions and contributing a valuable student perspective to planning discussions. After the event, Uma reflected on the experience:

I had a wonderful time preparing for and participating in the event. As a CSAM student, I really appreciate how much thought and consideration (professors) put into your job. As a future teacher, I gained many tips and tricks for my own classroom, and learned what professional development can look like.

Hosted by PRISM and part of the Teaching Commons @ CSAM monthly series, the workshop exemplified the program’s goal: creating space for faculty to learn from each other’s lived experiences, share practical approaches that work for CSAM students, and strengthen community around teaching excellence. Coffee, tea, and conversation flowed freely, along with ideas for keeping students excited, connected, and ready for whatever unexpected moments come next.

The CSAM Class Assignment Revision (CAR) Workshop, facilitated by Dr. Elliot Hu-Au (School of Computing) and Dr. Nina Bailey (Department of Mathematics), brought faculty and instructional staff from across the College together to reflect on their teaching practices and redesign assignments through the lenses of Universal Design for Learning (UDL) and the National Academies of Sciences, Engineering, and Medicine (NASEM) Principles for Effective and Equitable Teaching in Undergraduate STEM.

The workshop blended theory and practice. Participants explored how assignments can move beyond passive information transfer and instead foster active engagement, learner agency, and a sense of belonging. Faculty reviewed example projects, including a human-centered design project in computing and a TikTok-style math project on fractions, to see how creative, student-centered tasks can increase motivation and achievement. They then applied UDL and NASEM frameworks to their own assignments, revising course activities to become more inclusive, transparent, and responsive to student needs.

Faculty who attended expressed enthusiasm for the opportunity to learn with peers. Many indicated plans to try strategies such as “reflect and revise” activities, alternate grading models, and clearer communication of course goals and expectations. Requests for future sessions included dedicated workshops on un-grading, alternate assessment approaches, and the use of AI in teaching and learning.

Teaching Commons @ CSAM marks a new chapter for PRISM (Professional Resources in Science and Mathematics), which has long been recognized for supporting K-12 teachers across New Jersey. With this initiative, PRISM is expanding its reach to include CSAM’s own faculty and instructional staff, while continuing to serve K-12 educators and pre-service students preparing for teacher certification in science and mathematics.

The CAR Workshop is the first in a monthly series that will continue throughout the academic year, each session focusing on a different dimension of teaching and learning. Upcoming workshops will address topics such as fostering identity and belonging, meaningful approaches to assessment and grading, and data-informed instructional practices aligned with new Faculty Roles and Expectations for teaching at ĚÇĐÄvlog.

By creating space for faculty to share ideas, experiment with innovative strategies, and build community, Teaching Commons @ CSAM – Hosted by PRISM is setting the stage for a new culture of teaching excellence that will ripple outward, benefiting Montclair students today and the future STEM educators we train here.

The Balancing Acts routine is an approach to teaching the concepts of equality and equivalence, which span K-16 education and are fundamental to mathematics and the sciences. Without a solid grounding in these foundational concepts, students will find themselves unprepared for college-level coursework in mathematics and the natural sciences. This can be especially detrimental to STEM students, because without that foundation, they will be less likely to persist in a STEM major and enter the STEM workforce. It is in this regard that in response to an identified need in the math and science knowledge of incoming STEM students at Montclair, Dean Kight called on math education faculty to develop learning experiences to address this critical issue.

The Balancing Acts approach leverages a familiar and ancient technology – the balance scale – as a tool for embodied learning that teachers can use to teach the relational sense of the equal sign. The relational sense of the equal sign promotes a view of an equation as a comparison of two equivalent quantities, as in the equation “8 + 5 = x + 7,” which means that 8 + 5 is the same as an unknown number added to 7. While a variety of tools can and should be used to support students’ learning of equivalence, Dr. Panorkou and Dr. Greenstein hypothesized that the singular use of the balance model across multiple instances of equivalence in the curriculum gives students an “object to think with” that they can rely on to recognize equivalence as a big idea of math and science throughout their K-12 coursework. Here are screenshots of a few activities:

The Summer Institute was held at PRISM, the University’s STEM professional development provider. Its goals were to introduce the Balancing Acts approach to teachers, collaborate with them to design new activities that are tailored to their curriculum, and test and refine pedagogical practices for implementing them in their classrooms. Here’s some of the feedback the teachers shared with us:

I was very honored to be chosen to be a part of this fellowship and proud to share my ideas. The collaboration amongst teachers is inspiring.

I thought the activities were excellent – very engaging and fun. I think students would love them. I thought the sequential way the activities were ordered led to deeper and deeper understanding of the concepts.

The workshop was highly engaging, especially with the focus on hands-on activities, like the Balancing Acts. I found the practical approach and digital resources particularly valuable, as I believe these tools will be incredibly beneficial for the students. I’m looking forward to more interactive learning opportunities!

Dr. Greenstein, Dr. Panorkou, and their doctoral research assistants will continue their professional learning with teachers in monthly meetings throughout the year to further refine the Balancing Acts approach.

• Applicants for AY 2022/2023 must be working in a NJ public school with at least 75% of their classes taught during the fellowship year as science content for grades 6, 7 and/or 8.
• Teachers participating in the science fellowship will apply to work as part of a 3-teacher team from their school/district.
• Educators accepted to the fellowship will receive a $5,000 stipend and join a supportive learning community where they will learn about an innovative, research-based science teaching practice alongside talented science educators from other New Jersey districts and schools.
• This year’s fellows will engage in , an innovative approach to science teaching grounded in eliciting students’ ideas and supporting student sense-making with NGSS three-dimensional science.

Questions about the program can be sent to apply@innovatestemnj.org.

The faculty team includes Dr. Mika MunakataĚý(Mathematics Department),ĚýDr. Emily KleinĚý(Teaching and Learning), and Dr. Monica Taylor (Educational Foundations), with Colette Killian as project manager.

The ĚÇĐÄvlog Wipro Science Education Fellowship (SEF) is a professional development program designed to support experienced K–12 science teachers as teacher leaders within their districts.ĚýThe program was originally developed by UMass Boston and was implemented in similar ways across seven universities. The program works with teachers of various disciplines and grade levels from five high-need school districts. It is funded by Wipro Limited, a global information technology and consulting corporation with a vested interest in public education in both India and the US. The  $561,630 funded for Phase 3 will allow the program to expand its reach to more teachers, additional disciplines, and new districts, all with the goal of creating sustainable structures for teacher leadership within districts.

“This fellowship is about creating the New Jersey where opportunities and innovation blossom for all of our residents,” Murphy told the teachers. “It’s about creating an educational culture that will continue to draw educators who want to work in an innovative and supportive atmosphere. It’s about creating a workforce that will be a draw for innovative companies. It’s about creating a state that will draw folks from around the world to live and work and where our young people will want to stay to build their careers and their families. This is what you are all a part of. We cannot build this future without you.”

“Why do I love mathematics? Because it is a language,” said ĚÇĐÄvlog President Susan A. Cole. “It is a way of thinking about the world. It is a way of articulating the world, and if young students can understand it as that kind of language, as a way in which they think about things differently, and are able to approach problems differently, they will love it in the same way they love the written and spoken language that they use every day. We just have to make sure that everyone has access to this language.”

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