Higher education faculty benefit from participating in communities of practice focused on developing and improving their own instruction. However, collaborators with common interests are not always located at the same physical location. In this article, we share how participation in a technology-facilitated lesson study provided the means for five higher education faculty across the U.S. to engage in professional development and evolve into a virtual community of practice. Through the use of synchronous and asynchronous communication technology, we formulated goals, planned a common lesson, conducted research on our students’ learning, and reflected on our own teaching practice. For this paper, we share how the process of technology-facilitated lesson study provided professional learning for us as individuals.

With newer, more environmentally friendly and, subsequently less lethal, pesticides in use, evaluating efficacy of a pesticide now requires more than simply counting deaths after treatment. A discrete, age-structured matrix model that incorporates a species' life history traits (such as birth rate, death rate and fecundity) has previously been used by ecologists. This model will be presented and discussed along with an alternative continuous, age-structured model which offers significant advantage in considering sublethal damage. We use this continuous model to estimate time-dependent mortality parameters in an ordinary least-squares technique. Confidence intervals are given and results from tests for statistical significance of added parameters are presented.

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Part of the Science and Mathematics Education Commons This Contribution to Book is brought to you for free and open access by the Faculty Scholarship at Bucknell Digital Commons. It has been accepted for inclusion in Faculty Contributions to Books by an authorized administrator of Bucknell Digital Commons. For more information, please contact dcadmin@bucknell.edu. Recommended Citation Dick, Lara, "Investigating the relationship between professional noticing and specialized content knowledge" (2017). Faculty Contributions to Books.

Background The advent of new and emerging technologies and industries has highlighted the need to equip youth with a unique skillset necessary to cope with a rapidly changing and complex digital era and adapt to modern societies' demands. This need has led to the development of teaching approaches to equip students with creative and innovative skills to help prevent any future skills gap. This shift has fuelled the growth of STEAM (Science, Technology, Engineering, Arts and Mathematics) Education worldwide. Objectives Our goal was to engage in a systematic review of the literature to identify the application and prevalence of emerging technologies within the landscape of STEAM Education. Methods We engaged in a systematic review of the literature. Following the application of exclusion criteria to 461 studies, 43 studies were extracted and analysed. Findings and Conclusions Analysis of these studies provides evidence of the fast‐growing use of innovative emerging technologies within the STEAM landscape across all levels of education, from early childhood to college‐level settings. Our analysis reveals an emphasis on developing STEAM‐related disciplinary knowledge and the desire to develop students' 21st‐century skills with a notable lack of targeted emphasis on developing understandings in the arts disciplines. We identify the need for carefully designed intervention studies involving collaboration between multidisciplinary STEAM experts that use high‐quality measures which support the development of inferences relating to learning outcomes arising from such interventions.