Curriculum Vitae Lawrence c scharmann March 27, 2014 General Information



Download 250.15 Kb.
Page1/3
Date conversion29.04.2016
Size250.15 Kb.
  1   2   3


Curriculum Vitae
Lawrence C Scharmann
March 27, 2014

General Information
University address: School of Teacher Education
College of Education
Stone Building G115
Florida State University
Tallahassee, Florida 32306-4459
Phone: 850-645-9567

E-mail address: lscharmann@fsu.edu



Professional Preparation
1985 Ph.D., Indiana University. Major: Education. Science Education. Supervisor: Hans O. Andersen and Harold Harty.
1980 M.Ed., University of Nebraska. Major: Education. Science.
1978 B.S., University of Nebraska. Major: Secondary Education. Biology.

Professional Experience
2010–present Anne and John Daves Professor of Education, School of Teacher Education, Florida State University.
2010–present Assistant Dean & Director, School of Teacher Education, Florida State University.
2010 Adjunct Professor, Special Education & Rehabilitative Counseling Services, Florida State University.
1996–2010 Professor, Department of Secondary Education, Kansas State University.
1995–2010 Chair, Department of Secondary Education, Kansas State University.
1991–1996 Editor, NARST News, National Association for Research in Science Teaching.
1991–1996 Associate Professor, Department of Secondary Education, Kansas State University.
1988–1991 Assistant Professor, Division of Teacher Education (Departments of Secondary & Elementary Education), Kansas State University.
1985–1988 Assistant Professor, Department of Biology, Indiana University of Pennsylvania.
1982–1985 Instructor, School of Education, Indiana University.
1980–1982 Education Coordinator/K-12 Inservice Director, Nebraska State Energy Office.
1979–1980 Research Assistant, Department of Curriculum and Instruction, University of Nebraska.
1978–1979 Teaching Assistant, University of Nebraska, School of Life Sciences.

Honors, Awards, and Prizes
Outstanding Paper Award, National Association for Research in Science Teaching (2010).

Assessment Award, Kansas State University Office of Assessment (2009).

"Making a Difference" Award, Kansas State University Women in Engineering and Science Program (2009).

Assessment Award, Kansas State University Office of Assessment (2008).

Professorial Sustained Performance Award, Kansas State University (2007).

College of Education Excellence in Advising Award, Kansas State University (2002).

Award of Excellence, University of Nebraska-Lincoln Teachers College Alumni Association (2000).

Full Member - Sigma Xi, Scientific Research Society of North America (1997).

"Implications of Research for Educational Practice", Association for the Education of Teachers of Science (1996).

Presidential Award for Distinguished Undergraduate Teaching, Kansas State University (1995).

Distinguished Research in Teacher Education, Association of Teacher Educators - Kansas (1994).

"Implications of Research for Educational Practice", Association for the Education of Teachers of Science (1994).

Outstanding Contributed Manuscript for 1989, Helen Dwight Reid Educational Foundation (1989).

Lieber Memorial Teaching Associate Award, Indiana University (1985).



Current Membership in Professional Organizations
American Educational Research Association (AERA), 2011-present

Association of Science Teacher Educators (ASTE), 1988-present

National Association for Research in Science Teaching (NARST), 1984-present

National Association of Biology Teachers (NABT), 1984-present

National Science Teachers Association (NSTA), 1979-present

Phi Delta Kappa (PDK), 1978-present

Sigma Xi, the Scientific Research Society of North America, 1997-present

University of Nebraska Alumni Association (Life Member), 1978-present



Teaching
Courses Taught
C&I DOCTRL SEMNR 2 (EEX6935)

FIRST YEAR C&I DOCTORAL SEMNR (EEX6935)

C&I Doctoral ProSeminar (EEX6935)

Directed Individual Study (SCE5905)

Secondary science teaching methods/lab (EDSEC 500)

Elementary biological sciences teaching methods (EDEL 502)

History & philosophy of science education (EDSEC 886)

The science curriculum (EDCI 873)

Laboratory techniques in teaching science (EDSEC 614)

Advanced science teaching methods (EDSEC786)

Advanced science teaching methods (EDSEC886)

Supervision & staff development (EDCI 886)

Honors research (DED 520)

Science methods for elementary schools (EDCI 470)

Teacher expectations and student achievement (EDCI 886)

Developing science leadership in the elementary school (EDCI 886)

Honors seminar (DED 320)

Biology education majors seminar (BI 480)

General biology II (BI 104)

Secondary science teaching methods/lab (EDSEC 520)

Secondary student teacher supervision (EDSEC 586)

Secondary student teacher supervision (ED 44l)

Teaching of science in the secondary school (ED 45l)

Elementary student teacher supervision (EL 312)

General biology I (BI 103)

Pre-student teaching II [seminar] (ED 342)

Teaching of science in the elementary school (EL 312)

Environmental biology (BI 311)

Pre-student teaching I [seminar] (ED 242)

Doctoral Committee Chair
Barboza, A. L., graduate. (2010). Perceptions and practices in integrating technology in Spanish language instruction. [Kansas State University]

Herrera, J. C., graduate. (2010). Teacher Beliefs and Practices: Their Effects on Student Achievement in the Urban School Setting. [Kansas State University]

Griffith, G. W., graduate. (2009). The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, mathematics, and reading. [Kansas State University]

Winslow, M. W., graduate. (2008). Evolution and Personal Religious Belief: Christian Biology-Related Majors' Search for Reconciliation at a Christian University. [Kansas State University]

James, M. C., graduate. (2003). The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers. [Kansas State University]

Lee, C. A., graduate. (1997). A qualitative characterization of an introductory college non-majors biology laboratory. [Kansas State University]

Stallings, M. A., graduate. (1996). Enhancing an understanding of evolution: The influence of a diversified instructional strategy on high school biology students. [Kansas State University]

Noh, T., graduate. (1995). The instructional influence of pictorial presentation of matter at the molecular level on students' conceptions and problem solving ability. [Kansas State University]

Woods, C. S., graduate. (1995). The influence of race, ethnicity, gender, and grade level on an acceptance of evolutionary theory among secondary science students. [Kansas State University]

Cannon, J. R., graduate. (1992). Influence of cooperative early field experience on preservice teachers' science self-efficacy. [Kansas State University]



Doctoral Committee Cochair
Grauer, B., doctoral student. (2014). Secondary Science Teachers' Use of the Affective Domain in Science Education. [Kansas State University]

Doctoral Committee Member
Dentzau, M. W., graduate. (2013).

Morales, M., graduate. (2011).

Callihan, L. A., graduate. (2011).

McLarnon, T., doctoral candidate.

Ramos Sollai, S. R., doctoral candidate.

Turk, R. R., doctoral candidate.

Clark, A. N., doctoral candidate. (2013).

Roseler, K. L., doctoral candidate. (2013).

Thayer, K. M., doctoral candidate. (2013).

Rose, K. A., doctoral candidate. (2012).

Wawire, B. A., doctoral student.

Doctoral Committee University Representative
Brown, C. M., doctoral candidate.

Brinkerhoff, E. H., doctoral candidate. (2014).

Frazier, D. E., doctoral candidate. (2013).

Master's Committee Chair
Humphreys, J., graduate. (2011).

Krehbiel, M. D., graduate. (2006). Science is as Science Does: Aligning Teaching, Philosophy, Objectives, and Assessment.

Nelson, F. L., graduate. (2003). Implementing portfolio assessment in a high school physics class.

Barnes, K. A., graduate. (1997). First radio, then television, now computers and the internet: Waves in technology.

Johnson, L. A., graduate. (1997). Influence of cooperative learning on 9th grade physical science students.

Hampton, C. M., graduate. (1991). Science teaching self-efficacy of preservice elementary teachers as influenced by heterogeneous grouping.

Deidesheimer, A. E., student. (2013).

Master's Committee Member
Hubbard, M. K., graduate. (2013).

Varol, M., graduate. (2012).

Miller, J. T., graduate. (2011).

Ollis, J. C., graduate. (2011).

Clark, A. N., graduate. (2008).

Borkowski, M. E., student.

Ganuza, M., student.

Hong, L., student.

Olwi, A., student.

Wu, S., student.

Harper, E., student. (2013).

Kung, Jiunn-Ying, student. (2013).



Additional Teaching Not Reported Elsewhere
Scharmann, L. C. (2012). External reviewer for promotion and tenure consideration. Kent State University.
Scharmann, L. C. (1983). Private Tutor.
Scharmann, L. C. (1982). Inservice Instructor. Nebraska State Energy Office.
Scharmann, L. C. (1978). Student Teaching. Southeast High School-Lincoln, Nebraska.
Scharmann, L. C. (1977). Licensed Substitute Teacher. Ocean County, New Jersey public schools.

Research and Original Creative Work
Publications
Refereed Journal Articles
Noh, T., Yang, C., Scharmann, L. C., & Kang, S. (submitted). A Study of Elementary School Teachers' Alternative Conceptions about Change of States and Dissolution. The Asia-Pacific Education Researcher. Manuscript submitted for publication, 40 pages.
Southerland, S., & Scharmann, L. C. (2013). Acknowledging the Religious Beliefs Students Bring into the Science Classroom: Using the Bounded Nature of Science. Theory Into Practice, 52(1), 59-65.
Winslow, M., Staver, J., & Scharmann, L. C. (2011). Evolution and Personal Religious Belief: Christian University Biology-Related Majors' Search for Reconciliation. Journal of Research in Science Teaching, 48 (9), 1026-1049.
Scharmann, L. C., Kang, H., Kang, S., & Noh, T. (2010). Cognitive conflict and situational interest as factors influencing conceptual change. International Journal of Science and Environmental Education, 5, 383-405.
Scharmann, L. C., & Smith, M. U. (2008). A multi-year program developing an explicit reflective pedagogy for teaching preservice teachers the nature of science by ostention. Science and Education, 17 (2-3), 219-248.
Scharmann, L. C., & Griffith, G. (2008). Initial impacts of No Child Left Behind on elementary science education. Journal of Elementary Science Education, 20(3), 35-48.
Scharmann, L. C., Garrett, K. A., Esker, P. D., & Sparks, A. H. (2007). Writing teaching documents as a class project. The Plant Health Instructor, 1-5.
Scharmann, L. C. (2007). A dynamic professional development school partnership in science education. The Journal of Educational Research, 100(4), 235-242.
Scharmann, L. C., & James, M. C. (2007). Using analogies to improve the teaching performance of preservice teachers. Journal of Research in Science Teaching, 44, 565-585.
Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89, 314-334.
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005). The influence of students' cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education, 27, 1037-1058.
Scharmann, L. C. (2005). A proactive strategy for teaching evolution. American Biology Teacher, 67, 12-16.
Scharmann, L. C., Smith, M. U., James, M. C., & Jensen, M. (2005). Explicit reflective nature of science instruction: Evolution, intelligent design, & umbrellaology. Journal of Science Teacher Education, 16, 27-41.
Kang, S., Scharmann, L. C., & Noh, T. (2004). Re-examining the role of cognitive conflict in science concept learning. Research in Science Education, 34, 71-96.
Noh, T., Cha, J., Kang, S., & Scharmann, L. C. (2004). Perceived professional needs of Korean science teachers majoring in chemical education and their preferences for online and on-site training. International Journal of Science Education, 26, 1269-1289.
Niaz, M., Abd-El-Khalick, F., Bennarroch, A., Cardellini, L., Laburu, C. E., Marin, N., Montes, L. A., Nola, R., Orlik, Y., Scharmann, L. C., Tsai, C., & Tsaparlis, G. (2003). Constructivism: Defense or a continual critical appraisal - A response to Gil-Perez et al. Science & Education, 12, 787-797.
Scharmann, L. C. (2003). The risk of intelligent design. The Science Teacher, 70(8), 12.
Scharmann, L. C., & Smith, M. U. (2001). Further thoughts on defining versus describing the nature of science: A response to Niaz. Science Education, 85(6), 691-693.
Woods, C. S., & Scharmann, L. C. (2001). High school students' perceptions of evolutionary theory. Electronic Journal of Science Education, 6(2), 1-9.
Smith, M. U., & Scharmann, L. C. (1999). Defining vs. describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493-509.
Noh, T., & Scharmann, L. C. (1997). Instructional influence of a molecular-level pictorial presentation of matter on students' conceptions and problem solving ability. Journal of Research in Science Teaching, 34(2), 199-217.
Scharmann, L. C., Shroyer, M. G., & Lee, C. (1997). Preservice science teacher orientations toward science-technology-society (STS) instruction. Electronic Journal of Science Education, 1(3), 1-13.
Cannon, J. R., & Scharmann, L. C. (1996). Influence of a cooperative early field experience on preservice elementary teachers' science self-efficacy. Science Education, 80(4), 419-436.
Stalheim-Smith, A., & Scharmann, L. C. (1996). General biology: Creating a positive learning environment for elementary education majors. Journal of Science Teacher Education, 7(3), 169-178.
Enochs, L., Scharmann, L. C., & Riggs, I. (1995). The relationship of pupil control to science teacher self-efficacy and outcome expectancy. Science Education, 79(1), 63-75.
Scharmann, L. C., & Hampton, C. M. (1995). Cooperative learning and preservice elementary teacher science self efficacy. Journal of Science Teacher Education, 6(3), 125-133.
Mead, J., & Scharmann, L. C. (1994). Enhancing critical thinking through structured academic controversy. American Biology Teacher, 56(7), 416-419.
Scharmann, L. C. (1994). Teaching evolution: The influence of peer instructional modeling. Journal of Science Teacher Education, 5(2), 66-76.
Stalheim-Smith, A., & Scharmann, L. C. (1994). General biology: Creating a positive learning environment for elementary education majors. American Biology Teacher, 56(4), 216-220.
Scharmann, L. C. (1993). Teaching evolution: Designing successful instruction. American Biology Teacher, 55(8), 481-486.
Scharmann, L. C., & Block, T. (1992). Teaching evolution: Understanding, concerns, and instructional approach alternatives. Kansas Biology Teacher, 2(1), 13-15.
Scharmann, L. C., & Harris, W. H., Jr. (1992). Teaching evolution: Understanding and applying the nature of science. Journal of Research in Science Teaching, 29(4), 375-388.
Lumpe, A. T., & Scharmann, L. C. (1991). Meeting contemporary goals for lab instruction: A content analysis of two secondary biology textbooks. School Science and Mathematics, 91(6), 231-235.
Nastase, A. J., & Scharmann, L. C. (1991). Nonmajors' biology: Enhanced curricular considerations. American Biology Teacher, 53(1), 31-36.
Scharmann, L. C. (1991). Teaching angiosperm reproduction by means of the learning cycle. School Science and Mathematics, 91(3), 100-104.
Scharmann, L. C. (1990). Enhancing an understanding of the premises of evolutionary theory: The influence of a diversified instructional strategy. School Science and Mathematics, 90(2), 91-100.
Scharmann, L. C. (1989). Developmental influences of science process skill instruction. Journal of Research in Science Teaching, 26(8), 715-726.
Scharmann, L. C. (1989). Energy conservation: A project for grades 5-7. Science Activities, 26(4), 8-13.
Staver, J. R., Enochs, L. G., Koeppe, O. J., McGrath, D., McLellan, H., Oliver, J. S., Scharmann, L., & Wright, E. L. (1989). A summary of research in science education -1987. Science Education, 73(3), 243-389.
Scharmann, L. C. (1988). Locus of control: A discriminator of the ability to foster an understanding of the nature of science among preservice elementary teachers. Science Education, 72(4), 453-465.
Scharmann, L. C. (1988). The influences of sequenced instructional strategy and locus of control on preservice elementary teachers' understanding of the nature of science. Journal of Research in Science Teaching, 25(7), 589-604.
Scharmann, L., & Harty, H. (1986). Shaping the nonmajor general biology course. American Biology Teacher, 48(3), 166-169.
Scharmann, L., Harty, H., & Holland, J. (1986). Development and partial validation of an instrument to examine preservice elementary teachers' process orientation to science. Science Education, 70(4), 375-387.
Harty, H., Beall, D., & Scharmann, L. (1985). Relationships between elementary school students' science achievement and their attitudes toward science, interest in science, reactive curiosity, and scholastic aptitude. School Science and Mathematics, 85(6), 472-479.
Scharmann, L., & Harty, H. (1985). Role expectations of the two-year college biology instructor. Community College Journal of Research and Practice, 9(2), 111-118.
Scharmann, L. C. (1984). Autumn leaf chromatography. Science and Children, 22(1), 11-13.

Invited Book Chapters
Scharmann, L. C. (2004). Teaching evolution: Debate versus discussion. In T. Koballa, & D. Tippins (Eds.), Cases in middle and secondary science education (pp. 199-200). Saddle River, NJ: Pearson/Merrill/Prentice Hall Publishers.
Scharmann, L. C. (2002). Enhancing instructional success in teaching evolution. In D. Tippins, & T. Koballa (Eds.), Unraveling the complexities of elementary science teaching (pp. 123-127). Upper Saddle River, NJ: Merrill/Prentice Hall Publishers.
Scharmann, L. C. (2000). Teaching evolution: Debate vs. discussion. In T. Koballa, & D. Tippins (Eds.), Cases in middle and secondary science education (pp. 172-173). Upper Saddle River, NJ: Merrill/Prentice Hall Publishers.

Refereed Book Chapters
Noh, T., Scharmann, L. C., & Kang, S. (2013). The Influences of Students' Cognitive and Motivational Characteristics in Conceptual Change Using Discrepant Events. In C.B. Lee, & D. Johassen (Eds.), Fostering Conceptual Change with Technology. Singapore: Cengage Learning (Asia) Publishers.
Scharmann, L. C. (2005). The instructional role of scientific theory. In J. Cracraft, & R. Bybee (Eds.), Evolutionary science and society: Educating a new generation (pp. 83-86). Colorado Springs, CO Biological Sciences Curriculum Study.
Scharmann, L. C., James, M. C., & Stalheim-Smith, A. (2004). Assessment in college science courses. In D. W. Sunal, E. L. Wright, & J. Bland (Eds.), Reform in undergraduate science teaching for the 21st century. Greenwich, CN: Information Age Publishing, Inc.
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1998). A NSTA position statement on the teaching of evolution. In Evolution and the nature of science (pp. 124-126). Washington, DC: National Academy Press.
Scharmann, L. C. (1994). Teaching evolution: Past and present. In J. S. Simmons (Ed.), Censorship - a threat to reading, learning, thinking (pp. 148-165). Newark, DE: International Reading Association.

Refereed Proceedings
James, M. C., & Scharmann, L. C. (2004). The influence of analogy-based pedagogy on pedagogical reasoning ability. In Proceedings of the NARST international conference. National Association for Research in Science Teaching. Retrieved from www.narst.org
Smith, M. U., & Scharmann, L. C. (2001). Kuhn's ducks, geese, and swans: Teaching and learning the nature of science by ostension. In Proceedings of the 6th international meeting (pp. 9). International History, Philosophy and Science Teaching Group. Retrieved from www.ihpst.org
Scharmann, L. C., & Harty, H. (1985). Two-year college biology instructors' perceptions about their role expectations. In Proceedings of the Indiana Academy of Science (pp. 509-515). Indiana Academy of Science.

Refereed Reviews
Scharmann, L. C. (1993). Teaching science-A guide for college and professional school instructors. Journal of Natural Resources and Life Science Education, 22(2), 193-194.
Scharmann, L. C. (1991). From the beginning (David Peters, 1991). School Science and Mathematics, 91(7), 333.

Nonrefereed Journal Articles
Scharmann, L. C. (1988). Process orientation to science scale: Author response. Investigations in Science Education, 14(3), 77-80.

Nonrefereed Reports
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1997). NSTA position statement on the teaching of evolution. Journal of College Science Teaching.
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1997). NSTA position statement on the teaching of evolution. Science & Children.
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1997). NSTA position statement on the teaching of evolution. The Science Teacher.
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1997). NSTA position statement on the teaching of evolution. NSTA Reports.
Skoog, G., Cielen, R., Jordan, L., Lariviere, J., Scharmann, L., & Scott, E. (1997). NSTA position statement on the teaching of evolution. Science Scope.

Nonrefereed Newsletter Articles
Scharmann, L. C. (1999, October). Evolution does have its place. The Chalkboard, 6-7.
Scharmann, L. C. (1999). Teaching evolution. Swap Session Newsletter, 1(10), 2-3.
Scharmann, L. C. (1995). Assessing and enhancing student performance. The Master Teacher, 26(20), 1-6.
Scharmann, L. C. (1994). Understanding Students Who Hurt. The Master Teacher, 25(9), 1-6.
Scharmann, L. C. (1993). Chronic and acute worry: Much ado about nothing? The Master Teacher, 24(30), 1-6.
  1   2   3


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page