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.

Uma led faculty through a series of active learning techniques, including quick writes, analogy reasoning, ranking tasks, and networking strategies, modeling the very Total Participation Techniques (TPTs) she has been learning in her teacher education courses. In a rare and empowering role reversal, Uma guided her own professors through evidence-based engagement strategies, demonstrating the remarkable strength and confidence of CSAM’s future science educators. The faculty praised her poise, clarity, and expertise, noting how powerful it was to learn from one of our soon-to-be teachers.

Scott then introduced a set of AI creativity heuristics designed to help faculty harness generative AI to spark curiosity, deepen conceptual understanding, and inspire student voice in the CSAM classroom. Participants learned prompting techniques that use AI to generate curiosity hooks, cross-concept analogies, emotional framing, and reflective student-voice storytelling, approaches that transform AI from a shortcut tool into a partner for critical and creative thinking.

Participating faculty left with class-ready engagement strategies, AI-enhanced activity ideas, and a new sense of possibility for designing learning experiences that students find irresistible. PRISM celebrates the incredible work of Uma Mistry and the faculty who embraced the Mashup spirit. Stay tuned for our next Teaching Commons session!

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.

Students learned about the critical STEM teacher shortage, which is particularly severe in science and mathematics classrooms, and had the chance to debunk common misconceptions about the teaching profession. As highlighted during the session, science teachers enjoy competitive salaries, strong job satisfaction, flexible summers, and pathways into other careers, including medical school and graduate study.

The program offers hands-on opportunities such as working with children in schools, tutoring, after-school activities, and internships, while also providing paid internships, tuition scholarships, peer-mentoring jobs, and extensive academic and career support. With flexible entry points for freshmen, transfer students, graduate students, and alternate-route professionals, the program is designed to welcome participants at many stages of their academic and career journeys.

Being part of this program has shown me how powerful it is when students come together to support one another not just academically, but personally. Events like this remind me why building a community matters.

That community spirit was evident throughout the event, as students engaged in interactive “Science Teaching Bingo,” conversations with peers, and reflections on what they hoped to gain from the program. Faculty also joined the event, underscoring the long tradition of teacher preparation at ĚÇĐÄvlog and its continuing commitment to addressing the teacher shortage crisis.

Biology professor and program director Scott Kight shared, “I was amazed by the energy and excitement generated by students at the kick-off meeting. The STEM teacher shortage is a crisis in every sense of the word, but our students have it within them to change not just the crisis, but the very world we live in.”

The CSAM Science Teaching Program currently has 15 active members and aims to double that number by the end of the Fall 2025 semester. Students at the kickoff were encouraged to serve as ambassadors and invite friends to join the community and explore science teaching as a career option.

The next meeting will be held on , where students will discuss the kinds of internships and community service activities they would like to pursue this academic year. As always, all are welcome.

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 New Jersey STEM Innovation Fellowship, offered by PRISM (Professional Resources in Science and Mathematics) at ĚÇĐÄvlog, held the Balancing Acts Summer Institute this August. The Balancing Acts program, created and co-led by Montclair mathematics professors Dr. Steven Greenstein and Dr. Nicole Panorkou, engages teachers in exploring the powerful connections between mathematics and science through the concept of balance. Using hands-on activities and carefully designed classroom models, teachers learn to help their students deepen conceptual understanding of equality, equations, and scientific reasoning.

 

During the summer institute, teachers in their second year of the program collaborated with Montclair doctoral students and faculty mentors to design and refine lesson plans that integrate the Balancing Acts pedagogy into real classroom practice. They engaged in interdisciplinary teamwork, tested activities, and shared strategies for making abstract ideas accessible and engaging for their students.

The institute also serves as the launch of a yearlong Community of Practice. Throughout the school year, participating teachers will meet monthly to continue developing, implementing, and refining Balancing Acts lessons. These ongoing collaborations ensure that the professional learning begun in the summer translates into lasting change in classrooms across New Jersey.

Offered through the New Jersey STEM Innovation Fellowship under PRISM, the Balancing Acts program represents the commitment of ĚÇĐÄvlog to advancing STEM education by supporting teacher leadership, strengthening instructional practices, and building a statewide network of educators dedicated to innovation.

Each year, TII selects around 30 educators nationwide, where they collaborate with peers and explore cutting-edge teaching practices, particularly in STEAM education. The program spans two years: in the first year, educators engage in learning within their cohort, and in the second year, they mentor and collaborate with the incoming cohort. Beyond these two years, alumni gain access to additional opportunities, including a teacher exchange program, which Wardell is currently participating in.

As part of this exchange, Wardell is participating with Fernando, a Biology and STEM teacher based in Florida. The pair put in their applications this past summer and are focusing their exchange on migratory birds between New Jersey and Florida.

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.

I love seeking out ways to learn new things and improve my teaching. This STEM fellowship looks like a great opportunity for me to continue my pursuit of learning, which is why I applied.

After the New York City-based program partnered with ĚÇĐÄvlog, Princeton University and Rowan University to launch the , Safier, a current graduate student at Montclair, said she has been excelling through the fellowship once she applied to it to learn more about math instruction.

What I like about the fellowship is that I get to collaborate with teachers all across the state with teachers who teach different grade levels than me, so I get a glimpse into other people’s classrooms. I get to see what’s working for them and their students, and things that I can try that might be successful for my math students as well.

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