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Furtak, Erin Marie Professor

Positions

Research Areas research areas

Research

research overview

  • Erin Marie Furtak is Professor of Education specializing in Science Education. Dr. Furtak's research grew out of her own experiences as a public high school teacher, in which she struggled to enact science teaching reforms in her own classroom. Her work focuses on how to support secondary science teachers in improving their everyday formative assessment practices. With the support of a CAREER grant from the National Science Foundation, Dr. Furtak has been investigating how a long-term professional development program centered on a learning progression for natural selection can support high school teachers in iteratively designing, enacting, and revising formative assessments.

keywords

  • Secondary science education, science teacher education, formative assessment, reform science teaching, life sciences education, science classroom discourse, teacher professional development

Publications

selected publications

Teaching

courses taught

  • EDUC 4060 - Classroom Interactions
    Primary Instructor - Spring 2018 / Fall 2018
    Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 5060.
  • EDUC 5022 - LGBTQ+ Topics in Higher Education
    Primary Instructor - Fall 2018
    Explores the diverse aspects of college and university life for students, staff, and faculty who identify as LGBTQ+. Examines the different higher education supports and challenges for LGBTQ+ student populations.
  • EDUC 5060 - Classroom Interactions
    Primary Instructor - Spring 2018 / Fall 2018
    Students design and implement instructional activities informed by what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of classroom artifacts. Students examine how content and pedagogy combine to make effective teaching. Students are required to work in a classroom 4 hours per week. Same as EDUC 4060.
  • EDUC 8165 - Advanced Topics in Mathematics Education
    Primary Instructor - Spring 2019
    Examines special topics in theory and research related to mathematics education. Topics vary each semester.May be repeated up to 12 total credit hours.
  • EDUC 8175 - Advanced Topics in Science Education
    Primary Instructor - Spring 2019
    Engages participants in the process of curriculum development. Principles that guide the development of curricula and learning environments are discussed as they integrate with learning theory. Participants develop and/or test specific activities in the classroom and modify them as a result. There is a particular focus on incorporating the practices of the discipline into each content-based activity. May be repeated up to 12 total credit hours.
  • EDUC 8730 - Advanced Qualitative Data Analysis
    Primary Instructor - Spring 2018
    Requires students begin semester with qualitative data already collected (from class project, pilot study, dissertation). Instructors present diverse methods of analyzing data and writing about interpretations. Instructors customize part of course to address specific topic of expertise, e.g., discourse analysis, video analysis, textual analysis, ethnographic analysis. May be repeated up to 12 total credit hours.
  • EDUC 8804 - Special Topics
    Primary Instructor - Fall 2019
    Designed to meet needs of graduate students with topics of pertinent interest.

Background

awards and honors

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