Bryan H. Nichols, PhD - Florida Atlantic University

[Pages:37]Bryan H. Nichols, PhD

Curriculum Vitae

Dr. Bryan Nichols Florida Atlantic University 5353 Parkside Drive, SR 231 Jupiter, FL 33458

561-799-8558 bryanhnichols@

Education

PhD Science Education, 2012

Doctor of Philosophy, Curriculum and Instruction, Teaching & Learning in the Sciences

University of South Florida ? Tampa

Dissertation: Defining Earth Smarts: A Construct Analysis for Socioecological Literacy

Based on Justly Maintaining Quality of Life

Advisor:

Dana L. Zeidler

MS Marine Science, 2005

University of South Florida ? St. Petersburg

Thesis:

Sound production in nearshore rockfishes (Sebastes spp.)

MA Journalism, 2005

University of South Florida ? St. Petersburg Focus: Science Journalism

BSc. Honors Marine Biology, 1988 University of Guelph, Canada

Recent Employment

Assistant Professor, Science & Environmental Education Florida Atlantic University; August 2014 to present. Teaching graduate and undergraduate courses in science education and environmental education; coordinator of the Environmental Education Master's degree program.

Project Manager/Instructor ASAP STEM Grant University of South Florida Lakeland; March 2012 ? August 2014 Science education instructor (4000 and 6000 level pedagogical courses) and manager for a $950,000 Accelerated STEM Academic Pipeline grant for inservice middle school teachers, improving and integrating their science/math/literacy content knowledge and pedagogical skills.

Instructor University of South Florida (various campuses); 2007 ? present Highly rated instructor of courses including SCE4310 Elementary Science Methods and SCE4863 Science Technology & Society.

Bryan H. Nichols CV Page 1

Curriculum Editor/Designer Various; 2008-present Edited, formatted, and designed inquiry-based STEM modules for a variety of projects and grants, including the Water Atlas project, the Coalition for Science Literacy, and a Florida PROMISE grant.

See for more details.

Academic Publications

My freelance work is highlighted in my resume. The following are academic publications.

Nichols, B.H. (in press). In it together: Why the community skills of earth smarts are now a critical part of environmental and scientific education. Brazilian Journal of Research in Science Education, Special Issue on Environmental Education.

Mutegi, J., Pitts Bannister, V.R., Nichols, B.H,. Priester, D., Murdoch, Y. & L. Richardson. (accepted for publication). Tales from the mic: A critical analysis of 10 years of hip-hop lyrics. To be published in a Special Issue of African American Learners.

Nichols, B. H. (2013). Teaching earth smarts: Equipping our children with the capacity to adapt. In M. Mueller, D. J. Tippins & A. J. Stewart (Eds.) Assessing Schools for Generation R (Responsibility): A Guide to Legislation and School Policy in Science Education. New York: Springer.

Nichols, B. H. (2012). Green texts? Using earth smarts as a tool to critically examine textbooks for environmental assumptions, distortions and omissions. In Hickman, H. & Porfilio, B. J. (Eds.), The New Politics of the Textbook. Boston: Sense Publishers.

Nichols, B. H. (2010). Introducing essential ecoliteracy, or "earth smarts": Defining and validating a pragmatic educational construct based on quality of life. Journal of Sustainability Education, 1(1).

Dolan, T. J., Nichols, B. H., & Zeidler, D. L. (2009). Using socioscientific issues in primary classrooms. Journal of Elementary Science Education, 21(3), 1-12.

Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education, 21(2), 49-58.

Courses Taught

? SCE4310 Elementary Science Methods (USF, 17+ sections) ? SCE4863 Science, Technology, Society & Environment (USF) ? SCE6347 Science Inquiry: Methods for Interpretive and Transformative Standards-Based

Education (co-taught with Dr. Roderic Brame) ? numerous field courses for grades 4-16 at the Yosemite Institute ? marine science modules in Florida, Belize & British Columbia ? various scuba diving courses (PADI Certified Instructor) ? various sea kayaking courses SKAC Certified Instructor)

My teaching philosophy statement, experience and evidence of successful teaching are included in a separate document; also available at: cv/

Bryan H. Nichols CV Page 2

Curriculum Development

I enjoy designing interactive and engaging courses using principles in Understanding by Design (Wiggins & McTighe, 2005) and Creating Significant Learning Experiences (Fink, 2013).

? Substantially revised and continually updated Elementary Science Methods (SCE4310). ? Transformed and updated a Science, Technology and Society course (SCE4936) to incorporate

socioscientific issues and environmental literacy for teachers. ? Designed and co-taught a graduate course on incorporating field experiences into STEM

education. ? 2013: Integrating science, math, & literacy graduate courses for STEM education certificate. ? Winter 2010/11: Designed inquiry-based environmental science modules (). ? Summer 2010: Edited and formatted multiweek modules in a variety of STEM related subjects

for grades 6-12 (Coalition for Science Literacy NASA-Polk Project). ? Fall 2008: Part of expert committees to help validate questions for Florida Teacher Certification

Exams (general science 6-9 and biological science 6-12). ? Summer 2008: Worked on teacher materials based on the Next Generation Sunshine State

Science Standards (Florida PROMISE grant). ? Developed scientific materials for citizen science marine field surveys. ? Developed natural history materials for tropical & temperate sea kayak guides.

National & International Conference Presentations

My conference presentations represent the interdisciplinary nature of my experience and research.

Nichols, B.H. (2014). Science tao: An open framework to guide teachers and learners towards an increasingly sophisticated understanding of science. Session at the 2014 National Conference of the National Science Teachers Association, Boston, MA.

Nichols, B.H., Priester, D. (2014). Only math can save the world: Integrating key math skills into middle grades environmental science. Session at the 2014 National Conference of the National Science Teachers Association, Boston, MA.

Brame, R., Nichols, B.H., & Pitts Bannister, V. (2013). Accelerated Stem Academic Pipeline (ASAP) builds teacher quality in earth systems science and mathematics. Poster paper presented at the 125th Anniversary Annual Meeting & Exposition of the Geological Society of America, Denver, CO.

Nichols, B.H. (2013). Is Science inherently green? Improving preservice teacher attitudes towards science doesn't change their environmental worldview. Paper presented at the annual international conference of the National Association for Research in Science Teaching, Puerto Rico.

Nichols, B.H. & Zeidler, D.L. (2012). Teaching earth smarts: A pragmatic, nonpartisan educational construct for socioecological literacy. Paper presented at the annual international conference of the National Association for Research in Science Teaching, Indianapolis, Indiana.

Nichols, B.H. (2012). Partners in denial? A link found between ecological worldview and attitudes toward teaching evolution. Paper presented at the annual international conference of the National Association for Research in Science Teaching, Indianapolis, Indiana.

Nichols, B.H. (2012). Green science teachers: Earth smarts as a tool for teacher education. Presented at the annual international conference of the Association for Science Teacher Education, Clearwater Beach, FL.

Bryan H. Nichols CV Page 3

Nichols, B.H. (2011). Earth smarts: An educational framework linking classrooms to the world. Presented at the North American Association for Environmental Education Annual Conference, October, Raleigh, NC.

Nichols, B.H. (2011). Evolution in elementary methods: A practical instrument shows affective change is possible (but tricky). Presented at the annual international conference of the National Association for Research in Science Teaching, Orlando, FL.

Callahan, B.E., Zeidler, D.L., Orasky, J.O., Nichols, B.H. & Burek, K. (2011). Using socioscientific issues to enhance reflective judgement in high school students. Presented at the annual international conference of the National Association for Research in Science Teaching, Orlando, FL.

Nichols, B.H. (2010). Earth Smarts: A theoretically robust, education-friendly framework for essential ecoliteracy. Presented poster at the Ecology and Education Summit: Environmental Literacy for a Sustainable World, October, Washington DC.

Nichols, B.H. (2010). Evolving attitudes: Can a science methods course change preservice elementary teachers' views on teaching evolution? Presented at the Association for Science Teacher Education Annual Conference, January, Sacramento, CA.

Nichols, B.H., Pinzino, D. & Navratil, G. (2010). Teaching evolution for all the right reasons: Motivation and support for a controversial subject. Led a workshop at the Association for Science Teacher Education Annual Conference, January, Sacramento, CA.

Nichols, B.H. (2009). Introducing Essential Ecoliteracy: A transdisciplinary construct based on improving quality of life. Presented at the North American Association for Environmental Education Annual Conference, October, Portland, OR.

Nichols, B.H. (2009). Introducing essential ecoliteracy: A transdisciplinary construct analysis based on quality of life. Ecological Society of America Annual Conference, August, Albuquerque, NM.

Nichols, B.H. (2008). A dangerous deficiency: Why journalists are morally required to learn the essentials of ecology. Association for Education in Journalism and Mass Communication, August, Chicago, IL.

Nichols, B.H. (2008). Sound production in nearshore rockfishes (Sebastes spp.). Western Groundfish Conference, March, Santa Cruz, CA.

Regional, Invited & Online Presentations

Nichols, B.H. and Pitts Bannister, V. (upcoming). Math in the Wild: Integrating Math and Science Standards with Adolescent Passion for Wildlife and Nature. To be presented at the 34th League of Environmental Educators in Florida annual conference. March, Altoona, FL.

Nichols, B.H. (2013). The Seven Qualities of Great Science Teachers. Presented to a meeting of pre and inservice Project Pride minority and male elementary teachers. February, Lakeland, FL.

Nichols, B.H. (2012). Environmental education and the earth smarts framework. Presented at the 32nd League of Environmental Educators in Florida annual conference. March, Apopka, FL.

Nichols, B.H. (2011). Learn about earth smarts: A freely available educational construct for socioecological literacy. Presented online at the 2011 Global Educational Conference. Nov., .

Nichols, B.H. (2009). Functional ecoliteracy: A transdisciplinary construct analysis based on quality of life.

Bryan H. Nichols CV Page 4

Presented at the University of South Florida Emerging Paradigms Conference. April, Tampa, FL.

Nichols, B.H. (2005). Media convergence and science journalism for researchers. Spoke for the University of South Florida College of Marine Science Seminar Series. February, St. Petersburg, FL.

Gore, J., Hastings, D., Nichols, B.H., & Ogden, J. (2004). Scientific integrity in policymaking? One of four panelists for A Roundtable Discussion of the Use and Abuse of Science in Policy, hosted by the University of South Florida, October, St. Petersburg, FL.

Nichols, B.H. (2003). Bioterrorism & the media: Lessons of the anthrax scare. Presented content analysis results as part of the Hidden Curriculum luncheon series of the Program for Ethics in Education and Community (PEEC), April, University of South Florida St. Petersburg.

Nichols, B.H. (2002). Developing a marine species list for identification by volunteers: Experiences of the Georgia Strait Alliance intertidal quadrat studies. Presented at the North American Practitioners Workshop on Research and Monitoring of Marine Reefs using Volunteer Divers, Institute of Ocean Sciences, June, Sidney, British Columbia, Canada.

Grants & Fellowships

In addition to my own grants, I have worked directly with a number of educational research and curriculum development grants including Florida PROMiSE and the Coalition for Science Literacy.

ASAP Helios Grant ? University of South Florida in Lakeland 2012-2014 Project Manager for this $950,000 STEM education grant, including co-writing a resubmission and preparing ongoing reports.

Institute for the Study of Latin America and the Caribbean 2009 PI: Bryan H. Nichols Awarded: $1,000 Investigating the environmental attitudes of pre and inservice teachers in Dominica: How does education contribute to the Caribbean's most natural island?

University Graduate Fellowship ? College of Education 2006 Bryan Nichols Awarded: $10,000

First Year Fellowship ? College of Marine Science 2003 Bryan Nichols Awarded: $14,000

Service

NARST Publications Advisory Committee

2012 - 2014

An appointment that includes recommending policy concerning the Association's publications as well as

developing/disseminating additional specifically targeted publications for media, policy-makers,

education officials, teachers, and other professional organizations.

Faculty Mentor

2012-2013

Mentor for Project Pride minority and male preservice elementary teachers in Polk County, FL.

Journal Of Sustainability Education Reviewer Reviewer for open-access journal.

2010 - ongoing

Bryan H. Nichols CV Page 5

NARST Reviewer

2008 - ongoing

Reviewer for the National Research in Science Teaching (NARST) Annual Conference.

NAAEE Reviewer

2009 - ongoing

Reviewed papers for the North American Association of Environmental Educators Annual Conference.

Committee Member

2008

Worked on question and test validation for the Florida middle school science and high school biology

teacher examination tests.

Editor & Manager

2005 July

Managed a team of reporters, edited and produced The Daily DLESE , a newsletter for the Digital Library

for Earth Systems Educators conference.

Contributor

2004 Spring

Working with law students and one of the 12 Commissioners, provided fisheries-related comments and

input to the U.S. Commission on Ocean Policy.

Assistant Coordinator

2003 April

Helped organize Talking to the Media: A Workshop for Researchers , a three-panel workshop for about 60

researchers.

Assistant Coordinator

2003 Spring

Helped organize the Science Communication Initiative (SCI) Series for the Science Journalism Center, USF

St. Petersburg. Lecture topics included: science literacy, media framing of social sciences, science vs.

journalism methods.

More Information

For more information, please see the following documents: Research Interests, Teaching Philosophy, Experience & Evidence of Successful Teaching, Full Resume If print copies are not available, the online versions are at: cv/

Bryan H. Nichols CV Page 6

Teaching Philosophy, Experience, & Evidence of Success

Bryan H. Nichols, PhD

bryanhnichols@

I believe good teachers are effective because they genuinely care about their students' learning, and are constantly working on expanding and improving their teaching techniques. Perhaps the most important challenge in any discipline is to make a topic interesting and relevant; devising creative ways to do that, for different subjects, diverse classrooms, and changing times, is what makes teaching constantly engaging.

I am a firm believer in significant learning experiences1, and always strive to include the bigger picture in any teaching I do. I encountered plenty of content without useful context during my own undergraduate degree, and am well aware of how quickly I forgot it afterward. I think content should be set in an interdisciplinary, socially-embedded context that includes affective and ethical considerations. I also think students get the most out of a topic when they are given a sense of the historical and philosophical underpinnings; knowing how others have struggled with big ideas and knowledge engages students and helps them form their own views. Good courses should provide ah hah moments that change the way that students experience the world.

I believe active learning is important, even in a traditional lecture setting, and I am always looking for new ways to incorporate it into my teaching repertoire. In large classes, quick think and short writing activities can improve student engagement, as can interactive technology like clickers if used thoughtfully. In smaller classes, I use a variety of teaching strategies, including group work, discussions, activities and mini-lectures, all designed to help achieve specific cognitive and behavioral goals. I have been involved in a wide range of curriculum development, and believe in clear learning objectives and a backwards learning (understanding by design2) approach.

Although I don't believe technology is a panacea for educational challenges, I do stay current, and have had considerable success teaching blended courses that incorporate the best of online and classroom learning. I keep up with a variety of teaching and technology newsletters including Tomorrow's Professor Today from Stanford, Profhacker, and academic journals in science and environmental education. I think in-class technology such as interactive whiteboards, adaptive learning software, and audience response systems can all be useful as long as they are incorporated thoughtfully and with clear pedagogical goals. I also believe open-source software can play an important role in diverse education and social justice, and whenever I can I use free options such as LibreOffice, Zotero, and the R Statistical Environment, so I can better interact with students and colleagues who don't have the software budgets a large university or school system provides.

1. Fink, L.D. (2013). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

2. Wiggins & McTighe. (2005). Understanding by Design. Alexandria, VA: ASCD.

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Teaching Experience

Higher Education Teaching Experience: ? University of South Florida Instructor: Top rated instructor of 4000 level science education courses, 17+ sections taught. ? Polk State College Instructor: I will be teaching an Environmental Science or Biology course (EVR1001C), and possibly others, in summer 2014. ? Undergraduate Mentor: science mentor for Project Pride male and minority preservice elementary education undergraduates. ? Intern Supervisor: Supervised teaching interns at a Florida middle school (6-8). ? Classroom Observer: Involved in a variety of classroom observations at different schools including the Reformed Teaching Observation Protocol (RTOP). ? Curriculum Research Assistant, Florida PROMISE Grant: Designed and edited teacher training materials based on the new Sunshine State Standards for science and mathematics. ? Biological Oceanography Teaching Assistant: TA for graduate level marine science course

Other Teaching Experience ? 2013 Regular substitute (STEM courses Grades 8-12); All Saints Academy, Lakeland, FL ? Communications Contractor, Southwest Florida Water Management District - Designed and delivered water-related education to a wide range of district schools. ? Marine Science Instructor Oceanography Camp for Girls - Ran sea canoeing expeditions and beach exploration for middle schoolers. ? Field Instructor, The Yosemite Institute, CA - Designed curricula and taught visiting classes (Grades 4-12) for this respected educational institution. ? Intertidal Quadrat Studies Biologist, British Columbia, Canada ? Sea Kayak Instructor, British Columbia, Canada & Belize ? Scuba Instructor, British Columbia, Canada & Belize ? Science Officer, Coral Cay Conservation, Belize ? Marine Science Instructor, Island Institute, WA

Evidence of Successful Teaching

Bryan... also has the highest evaluations (top 5%) in his teaching. Other graduate students use many of the materials and modules he has developed for his courses and he is often invited to deliver guest presentations within the college of education. Dana L. Zeidler, Professor & Program Coordinator of Science Education, University of South Florida Past President, National Association for Research in Science Teaching

A sampling of university level student comments follows:

Teaching Elementary Science has been, by far, the most enjoyable and worthwhile course I have encountered since enrolling in the College of Education. (K. Castner)

I can HONESTLY say that out of all my classes this semester, this is the only class that has actually made me feel more prepared to teach! (M. Ward)

The teaching demo classes were my favorite part of my college career... This career choice would not have

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