Vita

Lawrence B. Flick Professor (541) 737-3664 (voice) Science and Mathematics Education (541) 737-1817 (FAX) Oregon State University FlickL@Science.OregonState.EDU Corvallis, OR 97331-6508 B.S. Electrical Engineering, Purdue University, 1968 M.A. Teaching, Northwestern University, 1973 Ph.D. Science Education, Indiana University, 1985 Employment History

o 2011 July: Dean, College of Education o 2011 January-July: Associate Dean, College of Education, Oregon State University o 2005-present: Professor, Oregon State University, Corvallis, OR o 2003-present: Chair of Science & Mathematics Education, Oregon State University o 1999-2005: Associate Professor, Oregon State University, Corvallis, OR o 1994-1999: Assistant Professor, Oregon State University, Corvallis, OR o 1993-1994: Associate Professor, tenured, Washington State University, Tri-Cities, WA o 1991-1993: Assistant Professor, Washington State University, Tri-Cities, WA o 1985-1991: Assistant Professor, University of Oregon, Eugene, OR o 1980-1982: IU Associate Instructor, Bloomington, IN o 1972-1985: Elementary/Middle School Teacher. Chicago, IL and Indianapolis, IN o 1968-1971: Supervising Engineer, Illinois Bell Telephone Company, Chicago, IL

RESEARCH Interests and Areas of Specialization My academic and research interests include the psychology of concept formation in science and mathematics and methods of teaching where teachers attend to student thinking, orient students to each other in structured discussion of big scientific and mathematical ideas, and position students for equal access to worthwhile tasks and classroom discourse. Recently, I have been examining the role of context in establishing purpose for learning and in communicating the kinds of cognitive and social resources afforded by the setting. My current research uses analysis of classroom teaching, structured interviews, structured observation protocols, and quantitative methods for studying learning environments and professional learning communities. Grants Co-PI with Bruce Shafer, Oregon University System. Computational Reasoning in Secondary STEM Education. NSF CE-21 planning grant (preparation).

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Co-PI with Tamara Moore, University of Minnesota, Integrating K-12 Engineering through STEM Integration. NSF (preparation) Co-PI with Rebekah Elliott, OSU. Revealing Mathematical Reasoning in STEM Courses to Impact Students’ Lives. NSF Math and Science Partnership $3,627,223 (preparation). Co-PI with Shane Brown, Washington State University. Collaborative Research: In-Class Peer Tutoring - National Implementation and Mixed Methods Research on Student Achievement. Leading six institutions in NSF/TUES project $600,000. OSU $150,708 (pending). Co-PI with Rebekah Elliott, Algebra in Context. ESEA Title IIB Mathematics Science Partnership 2008-2011. $516,444 PI Science & Engineering in the Lives of Students. NSF ATE Program 2008-2011. $879,993 PI Collaborative Research: In-Class Peer Tutoring: A Model for Engineering Instruction. NSF IEECI January 2009-January 2010, with Washington State University and OSU Engineering, $54,993 Co-PI Preparation for Instruction of Science & Math (PrISM Oregon) US Dept. of Education FIPSE $350,000 Subcontracts being negotiated among a 6-institution consortium. 2007-2010. Co-PI OSU subcontract from Portland Community College, Framing Student Success: Increasing Math and Science Achievement through Construction Technology. Advanced Technological Education, NSF $700,000; OSU subcontract $290,000. 2003-2006. Co-PI, Creating a Synergistic Community Around Innovative Engineering Education Principal Investigator: Terri S. Fiez, Department of Electrical Engineering & Computer Science. NSF $99,576. SED Portion $15,000. 2003-2004. Co-PI Oregon Collaborative for Excellence in Preparation of Teachers II, with Camille Wainwright, Pacific University and Patricia Morrell, University of Portland, NSF $100,000. OSU portion $40,000. 2002-2005. Co-PI Science Education component, PhysTEC Project, lead by the American Physical Society. Principal Investigator: Dr. Kenneth Krane, physics. 2001-2005. Co-PI, TekBots: An Integrated Platform for Learning. Principal Investigator: Terri S. Fiez, Department of Electrical Engineering & Computer Science. NSF $100,000. SED $15,000. 2002-2003. Consultant. Has Inquiry Made a Difference: A Synthesis of Research on the Impact of Inquiry Science on Student Outcome. Principal Investigator: Jeanne Rose Century, Educational Development Center, Newton, MA. NSF $2,000,000. 2001-2004. Principal Investigator, Professional Development in Teaching and Assessing Scientific Inquiry.

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Collaboration with the Oregon Department of Education and Beaverton School District to deliver a year-long professional development program in teaching and assessing scientific inquiry for 450 teachers across the state. Eisenhower Funds $48,000; Local Education Agencies and ODE $127,000. OSU portion $50,000. 2000-2001 Directed collaboration between The Channel at the Harvard-Smithsonian Institute for Astrophysics and the Association of the Education of Teachers in Science (AETS). Production of Video Science Content Course for Elementary Teachers: Shedding Light on Science. funded by the Annenberg/CPB Science and Math Project to the Harvard Center for Astrophysics, $200,000. AETS portion $50,000. Faculty Mentor and Program Evaluation. Oregon Collaborative for Excellence in Teacher Preparation, Principal Investigator: Marj Enniking, Portland State University. 1997-2002. L.L. Stewart grant for instructional improvement, Project Director: L. Flick. Fall 1998, .2 FTE, write proposal for collaboration with Department of Education in design and scoring of student work samples in science. Matching College of Science funds, $3186. External evaluator. Integrated Science Concepts, Principal Investigators: Judith A. Baxter, 4J Schools & Norman G. Lederman, OSU, National Science Foundation. Project Staff. PROJECT CONNECT, U.S. West Foundation, Principal Investigator: Margaret L. Niess. Spring & summer 1995, .25 FTE. participated in $299,572 project developing the use of networked technology in an inquiry-based instructional environment. Developed and delivered example science curricula to protect teachers; designed inquiry teaching model to support lesson design with enhanced technological support. Project Staff. Mid-Level Science, Oregon State System of Higher Education, Dwight D. Eisenhower Science and Mathematics Education Fund, Title II, Principle Investigator: Norman G. Lederman. Spring 1995, .25 FTE, develop and delivered instruction to enhance mid-level teacher knowledge of science and science teaching skills. Program Coordinator. Instructional Improvement, College of Engineering, Kelly Foundation Fund, Project Director: Margaret L. Niess. Winter, 1995, .25 FTE, planned and delivered series of presentations to engineering faculty in support of instructional improvement. Research Development Release Time, Vice Provost for Research, OSU, .5 FTE, winter, 1995. Developed review of research literature on inquiry teaching in preparation for writing an instructional research grant. The project is currently being designed with pilot observations and prototype instruments in use at two middle school sites. L.L. Stewart grant for instructional improvement, Project Director: L. Flick. Fall 1995, .2 FTE, purchased video and image processing equipment and software and designed instructional materials in physics education for middle and high school teachers. Matching College of Science funds, $2186.

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Principal Investigator (Washington State University): Attracting Students and Professionals into Math, Science, and Technology Education at the Elementary and Middle Grades. Department of Energy, Pre-Service Teacher Enhancement Program, DE-FG06-92ER75776, $40,000. Funded 1992-94. Principal Investigator (University of Oregon): Christopher Columbus Consortium. Apple Corporation, initial equipment grant $40,000. Funded 1990-91. Principal Investigator (University of Oregon): Teacher Networking in Math and Science Education. Oregon State System of Higher Education, Dwight D. Eisenhower Science and Mathematics Education Fund, Title II, $29,771. Funded 1990-91. Principal Investigator (University of Oregon): "A Program of Staff Development for Implementing the Oregon Common Curriculum Goals in Science and Mathematics." Oregon State System of Higher Education, Dwight D. Eisenhower Science and Mathematics Education Fund, Title II, $28,136. Funded 1989-90. Principal Investigator (University of Oregon): Infusion of technology into teacher education. Oregon State System of Higher Education, Title II, $7500. Funded 1988-89. Principal Investigator (University of Oregon): Improving science teaching through the integration of preservice and in-service teacher training. Oregon State System of Higher Education, Title II, $13,254. Funded 1988-89. Refereed Journals and Chapters Collins, T & Flick, L. B. (in preparation). Science inquiry as knowledge transformation: Investigating metacognative and self-regulation strategies to assist students in writing about scientific inquiry tasks. Bledsoe, K. E. & Flick, L. B. (in preparation). Cognition in problem-based curricula: What kinds of conceptual formations are realized when students reason in unstructured formats? Melendy, R., Flick, L. B., & Rowe, S. (submitted). Collegiate students’ epistemologies of the role of models in precalculus mathematics: A focus on the exponential and the logarithmic functions. International Journal of Mathematical Education in Science and Technology Flick, L. B., Brown, S. Schulz, N., & Poor, C. (submitted). Extending Peer Tutoring to Large Engineering Lecture Courses. Journal of College Science Teaching Bledsoe, K. E. & Flick, L. B. (2011). Concept development and meaningful learning among electrical engineering students engaged in a problem-based laboratory experience, Journal of Science Education & Technology, Available online http://www.springerlink.com/content/a8423209t4782842/

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Flick, L. B., Sadri, P., Morrell, P. D., Wainwright, C., Schepige, A. (April 2009). Analysis of university teaching in science and mathematics undergraduate courses. School Science and Mathematics 109 (4), 197-211. Brown, S., Flick, L., & Fiez, T. (January, 2009). An investigation of the presence and development of social capital in an electrical engineering laboratory, Journal of Engineering Education, 98 (1), 93-102. Flick, L. B. & Tomlinson, M. (2006). Helping students understand the minds-on side of learning science. In M. McMahon, P. Simmons, R. Sommers, D. DeBaets, & F. Crawley (Eds. National Association for Research in Science Teaching). Assessment in science: Practical experiences and education research (pp. 183-196). Arlington, VA: NSTA Press. Flick, L. B. (2005). Being An Elementary Science Teacher Educator. In K. Appleton (Ed.) Contemporary Issues In Elementary Science Teacher Education. Lawrence Erlbaum Associates, Inc., Publishers. Morrell, P.D., Wainwright, C., & Flick, L. (2004). Reform teaching strategies used by student teachers. School, Science, and Mathematics. 104, 199-213. Bell, R.L., & Flick, L. (2004). Science and technology (K-12 education). In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia (pp. 503-508). Santa Barbara, CA: ABC-CLIO. Flick, L. B. (2004). Developing understanding of scientific inquiry in secondary students. In L. B. Flick & N. G. Lederman (Eds.). Scientific inquiry and nature of science: Implications teaching, learning, and teacher education (pp. 157-172). The Netherlands: Kluwer Academic Publishers. Flick, L. B. & Lederman, N. G. (2004). Introduction. In L. B. Flick & N. G. Lederman (Eds.). Scientific inquiry and nature of science: Implications teaching, learning, and teacher education. The Netherlands: Kluwer Academic Publishers. Wainwright, C. L., Morrell, P., & Flick, L. B. (2004). Observation of reform teaching in undergraduate level mathematics and science courses. School Science and Mathematics 104, 322-335. Park, Y-S, Flick, L. B., Morrell, P. D., & Wainwright, C. (2004), Student teachers and beginning teachers' understandings of scientific inquiry. Journal of Korean Earth Science Society, 25, 160-175. Park, Y-S. & Flick, L. B. (2004). Students' opportunity to develop scientific argumentation in the context of scientific inquiry: A review of Literature. Journal of Korean Earth Science Society, 25, 194-204. Wainwright, C. L., Flick, L. B., Morrell, P. (Fall 2003). Development of instruments for

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assessment of instructional practices in standards-based teaching. Journal of Mathematics and Science: Collaborative Explorations, 6(1), 21-46. Flick, L. B. (2003, May). Teaching science as inquiry by scaffolding student thinking. Science Scope, 26, 34-38. Flick, L. B. (2003). Teaching math, science, and technology by constructing investigations. The Technology Teacher. Reston, VA: International Technology Education Association. [On line] Available: http://www.iteawww.org/F1.html Flick, L. B. (2002). Technology and a course for those thinking about teaching: A response to Henriques. Contemporary Issues in Technology and Science Education, [Online], Available: Hostname: www.citejournal.org Directory: /vol2/iss2/science/article1.cfm. Flick, L. (2000). Cognitive scaffolding that fosters inquiry in middle level science. Journal of Science Teacher Education, 11, 109-129. Flick, L. & Bell, R. (2000). Preparing tomorrow’s teachers to use technology: Guidelines for Science Educators. Contemporary Issues in Technology and Science Education, 1, 45-67, [Online],1, Available: Hostname: www.citejournal.org Directory: vol1/iss1/currentissues/science/article1.html. Also reprinted in School Science and Mathematics, 100, 346-348. Bulgarian translation on http://www.fatcow.com/edu/article1-citejournal-bl/ Akerson, V. L., Flick, L. B., & Lederman, N. G. (2000). The influence of primary children’s ideas in science on teaching practice. Journal of Research in Science Teaching, 37, 363-385. Akerson, V. L., & Flick, L. B. (1999). Teacher and student perspectives about the importance of primary children's ideas in science, Journal of Elementary Science Education, 11, 31-55. Dickinson, V. L. & Flick, L. B. (1998). Beating the system: Course structure and student strategies in a traditional introductory undergraduate physics course for non-majors. School Science and Mathematics, 98, 238-246. Kamen, M., Roth, W-M, Flick, L. B., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: To build a tower. Electronic Journal of Science Education [On-line serial], 2(1). Available World Wide Web: http://unr.edu/homepage/jcannon/archive.html Abell, S. K. & Flick, L. B. (1997). Who do we think we are anyway? guest editorial. Journal of Research in Science Teaching, 34, 425-427. Flick, L. B. (1996). Understanding Generative Learning Models of Instruction by Elementary Teachers Trained in a Linear Instructional Process. Journal of Science Teacher Education, 7, 95-122.

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Dickinson, V. & Flick, L. B. (May, 1996). How to succeed in physics without really crying. Science and Children, 33, 37-38. Flick, L. B., Lederman, N. G., & Lambert, E. A. (1996). Enhancing the value of business and education partnerships: Setting and meeting higher science education standards. In J. Rhoton & P. Bowers (Eds.), Issues in science education. (pp. 208-213). Arlington, VA: National Science Teachers Association. Flick, L. B. (1995). Navigating a Sea Of Ideas: Teacher and Students Negotiate a Course Toward Mutual Relevance. Journal of Research in Science Teaching, 32, 1065-1082. Flick, L. B., Fekete, D., Hawkins, B. H., & Stone, R. H. (1995). Teacher Use of Community Resources in the Development of Business, Industry, and Education Partnerships. Science Educator, 4, (1), 12-17. Flick, L. B. (1993b). The Meanings of Hands-On Science. Journal of Science Teacher Education, 4(1), 1-8. Also reprinted in Rezba, R. (1994). Readings for teaching science in elementary and middle schools. Dubuque, IA: Kendall/Hunt Publishing Company. Flick, L. B. (1991). Analogy and metaphor: Tools for understanding inquiry science methods. Journal of Science Teacher Education, 2(3), 61-66. Flick, L. B. (1991). Where concept meets percept: Stimulating analogical thought in children. Science Education. 75(2), 215-230. Flick, L. B. (1990). Scientist in residence program: Improving children's image of science and scientists. School Science and Mathematics, 90(3), 204-214. Flick, L. B. (1990). Interaction of intuitive physics with computer-simulated physics. Journal for Research in Science Teaching, 27(3), 219-231. Flick, L. B. (1989). Low-Overhead Logo for teaching math to children. Journal of Computing in Childhood Education, 1(2), 19-29. Flick, L. B. (1989). Developing an "ear" for inquiry in preservice elementary teachers through "discussions in science." School Science and Mathematics, 89(8), 640-645. Flick, L. B. (1989). How can a square look like a circle? The Computing Teacher, 17(3) 33-35. Flick, L. B. (1989). "Probing" temperature and heat. The Computing Teacher, 17(2), 15-19. Reprinted in the Fourth Annual Conference Issue 1990-1991. Flick, L. B. (1989). Sixth grade aeronauts. Science and Children, 27(1), 51-53. Flick, L. B. (1989). Will the real scientist please stand up! Science Scope, 13(3), 6-7.

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Invited and Keynote Presentations Rethinking Mathematics and Science Education in High School. STEM Education Conference Engineering Education, University of Minnesota, August 15-17, 2011. Teaching Students to Talk Science. Ewah Women’s University, Seoul, Korea, January 26, 2010. Cognitive Consequences of Changes in Contexts for Learning. Seoul National University, Seoul, Korea, January 28, 2010. Do Students Understand Sophisticated Learning Environments Generated by Research-Based Instruction? Presented at the Korean Association for Science Education, Seoul, Korea, January 28 – 30. Re-Thinking ‘Integration’ in Science and Mathematics Education. Crossroads in Science Education Conference Alta, Utah; October 2-4, 2008. Reexamining ‘Hands-On Science’ as a Tool for Learning, Crossroads in Science Education Conference Amherst, MA; 23-25 September 2007. The Development and Implementation of a Standards-Based Classroom Observation Instrument: Preliminary Results. Presented with Wainwright, C., Pacific University, Morrell, P., University of Portland, Schepige, A., Western Oregon University. Scientific Reasoning Research Institute, University of Massachusetts; Amherst, MA. March 2005 Preparing Tomorrow's Science Teachers to Use Technology, Presentation with Randy Bell, University of Virginia. At the annual meeting of the Society for Information Technology and Teacher Education, San Diego, CA February 7-12, 2000. Preparing Tomorrow's Science Teachers to Use Technology in Core Subject Areas, Keynote Panel. At the annual meeting of the Society for Information Technology and Teacher Education, San Diego, CA February 7-12, 2000. Books Flick, L. B. & Lederman, N. G. (2004). Scientific Inquiry and Nature of Science: Implications Teaching, Learning, and Teacher Education. Dordrecht, The Netherlands: Kluwer Academic Publishers. Monographs and Essays Flick, L. B. (2009). An investigation of the presence and development of social capital in an electrical engineering laboratory, Annals of Research on Engineering Education, www.areeonline.org Flick, L. B. (2005). Editorial: The undiscovered country. School Science and Mathematics, 105, 221-225.

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Flick, L. B. (2005). Editorial: (Un)Covering curriculum. School Science and Mathematics, 105, 113-117. Wainwright, C. L., Flick, L. B., Morrell, P. (Fall 2004). Developing an Instrument for Assessment of Instructional Practices in Standards-Based Teaching. Montana State University Monograph, Collaborative for Excellence in the Preparation of Teachers. Flick, L. B. (May 2004). Editorial: Rewriting for School Science and Mathematics. School Science and Mathematics, 104, 193-197. Flick, L. B. (2004). Editorial: School and the world of work. School Science and Mathematics, 104, 101-105. Flick, L. B. (2004). Editorial: Publishing in School Science and Mathematics. School Science and Mathematics, 104, 1-4. Flick, L. B. (2003). Editorial: Scientific Principle 6. School Science and Mathematics, 103, 217-220. Flick, L. B. (2003). Editorial: Popular Theories – Unpopular Research. School Science and Mathematics, 103, 117-120. Flick, L. B. (2003). Editorial: Technology: What does it mean to you?. School Science and Mathematics, 103, 313-316. Flick, L. B. (2002). Editorial: Finding Opportunity to Learn. School Science and Mathematics, 103, 377-379. Flick, L. B. (2002). Editorial: School Science and Mathematics 101, School Science and Mathematics, 102, 177-201. Flick, L. B. (2002). Editorial: The Value of Teaching Reading in the Context of Science and Mathematics, School Science and Mathematics, 102, 107-106. Flick, L. B. (2002). Editorial: Science and math for all? School Science and Mathematics, 102, 1-3. Flick, L. B. (2001). Editorial: The role of practice in developing expertise in teaching. School Science and Mathematics, 101, 345-347. Flick, L. B. (Spring, 1998). Words, Jargon, and Stereotypes. President's Message, AETS Newsletter 3, 1-3. Flick, L. B. (Summer, 1998). A Dialogue on Educational Standards. President's Message, AETS Newsletter 3, 1-3 Flick, L. B. (Fall, 1998). The Psychology of Subject Matter. President's Message, AETS Newsletter 3, 1-3

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Flick, L. B. (Winter, 1998). New Tokens. President's Message, AETS Newsletter 3, 1-3 Flick, L. B. (1993). Understanding and assessing hands-on science. Monograph of the Council for Elementary Science International #5. Technical Reports Hinkle, S. & Flick, L. B. (March 2004; 2005; 2006). Framing Student Success Annual Report, Award #0302945. National Science Foundation, Advanced Technological Education Flick, L. (2002). Professional development in teaching and assessing scientific inquiry. Evaluation Report Dwight D. Eisenhower Professional Development Program. Oregon University System. Flick, L. B & Dickinson, V. L. (1996). Student Knowledge of Teacher-Selected Topics and the Nature of Science. Evaluation Report Year 2: Integrating Science Concepts Teacher Enhancement Project. NSF Grant 93-555-32, Principal Investigators: Norman G. Lederman, OSU & Judith A. Baxter, 4J Schools. Flick, L. B. (1995). Student Perspectives on Learning Inquiry-Oriented Science: Science Knowledge and Nature of Science. Evaluation Report Year 1: Integrating Science Concepts Teacher Enhancement Project. NSF Grant 93-555-32, Principal Investigators: Norman G. Lederman, OSU & Judith A. Baxter, 4J Schools. Teacher Networking in Math and Science Education: Final Report to Oregon State System of Higher Education, 1991. A Program of Staff Development for Implementing the Oregon Common Curriculum Goals in Science and Mathematics: Final Report to Oregon State System of Higher Education, 1990. Infusion of technology into teacher education: Final Report to Oregon State System of Higher Education, 1989. Peer-Reviewed Conference Presentations Melendy, R., Flick, L. B., & Rowe, S. (2011). Collegiate students’ epistemologies of the role of models in precalculus mathematics: A focus on the exponential and the logarithmic functions. Paper presented at the meeting of National Association for Research in Science Teaching, Orlando, FL, April 3-6. Elliott, R. L. & Flick, L. B. (2011). Innovating mathematics and career & technical education projects in detracked algebra through teacher collaborations. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 8-12. Flick, L. B. & DeChenne, S. E. (2011). The engineered environment versus the natural environment as a context for teaching science in the lives of students. International Conference

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of the Association of Science Teacher Education. Retrieved from http://theaste.org/meetings/2011conference/2011proceedings.pl Flick, L. B. & DeChenne, S. E. (2010). Teachers understanding of context in teaching thermodynamics with a construction context. Paper presented at the P-12 Engineering and Design Education Research Summit, Seaside, OR, August 11-13. Flick, M. J. & Flick, L. B. (2010). Algebra in context: Math-science partnership. Paper presented at the NewTechNetwork Annual Conference, Chicago, IL, July 27-29. Flick, L. B., Elliott, R. L., & Bachman, J. (2010). Multidisciplinary Focus on Algebraic Reasoning with HS Freshman from Diverse SES School Population. Paper presented at the Math and Science Partnership Conference, San Diego, CA, February 21-24. Flick, L. B. & DeChenne, S. E. (2010). Teachers’ understanding of context in teaching thermodynamics within a construction context. Paper presented at the meeting of National Association for Research in Science Teaching, Philadelphia, PA, March 20-24. Retrieved from http://www.narst.org/annualconference/NARST2010_abstracts.pdf Brown, S. & Flick, L. B. (2010). In-Class Peer Tutoring and the Development of Social Capital in Engineering Lecture Courses Proceedings from ASTE 2010 International Conference of the Association of Science Teacher Education, Sacramento, CA, January 13-16. Retrieved from http://theaste.org/cgi-bin/2010conference/2010proceedings.pl Flick, L. B., Elliott, R. L., & DeChenne, S. E. (2010). Do students understand sophisticated learning environments generated by research-based instruction? Proceedings from ASTE 2010 International Conference of the Association of Science Teacher Education, Sacramento, CA, January 13-16. Retrieved from http://theaste.org/cgi-bin/2010conference/2010proceedings.pl Meyers, S., Russ-Eft, D., Elliott, R. L., and Flick. L. B. (2010). Evaluation of teacher development in mathematics as innovation, for the 8th Annual Conference of the Asian Chapter of AHRD Flick, L. B. (2009). Influence and interpretation of context in complex learning environments. Crossroads in Science Education, Portland, Oregon; September 20-22. Melendy, R. & Flick, L. B. (2009, April). Collegiate Student’s Epistemologies and Conceptual Understanding of the role of Models in Precalculus Mathematics: A Focus on the Exponential and Logarithmic Functions. Paper session presented at the annual meeting of the American Educational Research Association, San Diego, CA. DeChenne, S.E., Anderson, S., Lesseig, K., Li, S., Staus, N., Barthel, C., Amatore, D., Flick, L. (2009, April). Graduate student teaching training: Differences in graduate students’ training needs. Poster session presented at the annual meeting of the American Educational Research Association, San Diego, CA.

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Flick, L., Elliott, R., Bachman, J., Rebar, B., & DeChenne, S. E. (2009). Recontextualizing science and mathematics in partnership with career technical education. ASTE 2009 International Conference Proceedings, Retrieved January 18, 2009, from http://theaste.org/cgi-bin/2009conference/2009proceedings.pl Flick, L. B. & Flick, M. J. (2008). Re-thinking ‘integration’ in science and mathematics education. Science Education at the Crossroads Conference, Alta, Utah; October 2-4. Flick, L. B. Teaching cognitive strategies to students: A missing element in policy and practice. Paper presented at the meeting of Association of Science Teacher Education, St. Louis, MO, January 10-12, 2008. Flick, L. B. An Essential Tension Between Student-Centered and Teacher-Centered Instruction, School Science & Mathematics Association, Indianapolis, IN, November 14-18, 2007. Flick, L. B., Bledsoe, K., Pegg, J., & Cerny, L. (2007). Reasoning with the Knowledge at Hand: Student Reasoning in Context Rich Settings. Paper Set presented at the meeting of Association of Science Teacher Education, Portland, OR, January 3-6. Flick, L. B., Cerny, L., Hinkle, S., & Collins, T. (2007). Increasing High School Student Understanding of the Role of Science and Mathematics for Pursuing Career Goals, Paper presented at the meeting of National Association for Research in Science Teaching, New Orleans, LA,. April 14-17. Flick, L., Sadri, P., Wainwright, C., Morrell, P. & van Zee, E. (2006). Analysis of University Teaching in Science and Mathematics Undergraduate Courses. Paper presented at the meeting of American Association for Educational Research, San Francisco, CA, April 7-11. Flick, L., Cerny, L., Collins, T. & Hinkle, S. (2006). Increasing the use of science and mathematics knowledge: Student views on technical careers and the role of academics. Paper presented at the meeting of National Association for Research in Science Teaching, San Francisco, CA, April 3-6. Flick, L., Sadri, P., Wainwright, C., Morrell, P. & van Zee, E. (2006). Reforming college teaching in science and mathematics. Paper presented at the meeting of Association of Science Teacher Education, Portland, OR, January 11-14. Morrell, P., Flick, L. (2006). A Longitudinal Examination of Reform-Based Science Teaching in Preservice to Beginning Teachers. Paper presented at the meeting of American Association for Educational Research, San Francisco, CA, April 7-11. Morrell, T., Flick, L., Wainwright, C., & Shepige, A. (2006). Reform-Based Teaching Practices Employed by Student Teachers. Paper presented at the meeting of Association of Science Teacher Education, Portland, OR, January 11-14.

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Flick, L., Cerny, L., Hinkle, S., & Collins, T. (2005). Making Science and Mathematics Meaningful in Career Technical Education. Ft. Worth, TX, School Science & Mathematics Association, November 10-12. Brown, S., Flick, L., & Williamson, K. (2005). Social capital in engineering education Frontiers in Education Conference, Indianapolis, IN October, 19-22. Brown, S., Flick, L., & Williamson, K. (2005). Student social capital and retention in the college of engineering. Portland, OR: National Association for Research in Science Teaching Annual Meeting. Flick, L. B., Cerny, L., Collins, T., & Hinkle, S. (2005). Increasing the use of science and mathematics knowledge: Student views on technical careers and the role of academics, National Association for Research in Science Teaching Annual Meeting. Flick, L., Collins, T. & Hinkle, S. (2005). Conceiving Life After High School An Evaluation Study of Teacher Perspectives on an Intervention. Paper presented at the meeting of Association for the Education of Teachers in Science, Colorado Springs, CO. Flick, L., Park, Y-S, Wainwright, C., & Morrell, P. (2005). Teaching Practices of Science and Mathematics Faculty Reflecting Standards-based Reform. Paper presented at the meeting of Association for the Education of Teachers in Science, Colorado Springs, CO. Park, Y-S, Flick, L., Wainwright, C., & Morrell, P. (2005). Student Teachers and Beginning Teachers' understandings of scientific inquiry. Paper presented at the meeting of Association for the Education of Teachers in Science, Colorado Springs, CO. Fiez, T., Flick, L, Gummer, E., & Thompson, T. (2004). Enhancing Campus Collaborations Through Design Research in Engineering Education Reform. Salt Lake City, UT: American Association for Engineering Education. Thompson, T., Flick, L., Gummer, E. (2004). Managing curriculum reform: Connecting the familiar with the unfamiliar through design research. Vancouver, BC: National Association for Research in Science Teaching Annual Meeting. Park, Y-S, Flick, L., Wainwright, C., & Morrell, P. (2004, August). Analyzing student teachers and beginning teachers' understandings and teaching strategies about scientific inquiry, The Annual Meeting of Korean Association for Research in Science Education, Chin-Choo, Korea. Park, Y-S & Flick, L. (2004, August). Analzying teachers' explicit teaching strategies for students' scientific argumentation, The Annual Meeting of Korean Association for Research in Science Education, Chin-Choo,Korea. Park, Y-S, Flick, L., Wainwright, C., & Morrell, P. (2004, August). Student teachers and beginning teachers' understandings about scientific inquiry, The Annual Meeting of the Korean Earth Science Sciety, Seoul, Korea.

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Park, Y-S & Flick, L. (2004, August). Teachers' role of scaffolding to provide students with opportunities of developing reasoning skills through scientific argumentation, The Annual Meeting of the Korean Earth Science Sciety, Seoul, Korea. Wainwright, C., Morrell, P. D., & Flick, L. B. (2004). Do Standards-Based Teaching Practices of Preservice Teachers Change as They Move into their First Year of Teaching? Paper presented at the meeting of Association for the Education of Teachers in Science, Nashville, TN. Flick, L. (2003). Teaching 4th Grade Students the Meaning and Use of Cognitive Strategies for Learning in Science. Philadelphia, PA: National Association for Research in Science Teaching Annual Meeting. Morrell, T., Flick, L., Park, Y-S, Perkins, C., & Wainwright, C. (2003 March). Reform teaching strategies used by student teachers: A study of 20 preservice teachers. Philadelphia, PA: National Association for Research in Science Teaching Annual Meeting. Abrams, E., Anderson, A., Flick, L. Evans, C., Lederman, N., Lee, O. Meadows, Moss, D., & L., Yore, L., (2003). Symposium: Inquiry in the classroom. Philadelphia, PA: National Association for Research in Science Teaching Annual Meeting. Wainwright, C., Flick, L., & Morrell, T. (2003). Development of instruments for measuring reform teaching in today’s classrooms. St. Louis, MO: Association for the Education of Teachers in Science. Flick, L., Bell, R. L., et al. (2002). Technological literacy or technological infatuation: Examining appropriate roles of technology in science education. A symposium presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA. Wainwright, C., Flick, L., & Morrell, T. (2002). Assessing the impact of undergraduate mathematics and science instruction on beginning teachers’ instructional practices. Charlotte, NC: Association for the Education of Teachers in Science. Flick, L. B., Vanderwall, K., Hamilton, D. J., & Wainwright, C. L. (2001). Understanding and Teaching Scientific Inquiry: An Evaluation Study of a Statewide Professional Development Program. Paper presented at the National Association for Research in Science Teaching Annual Meeting. St. Louis, MO. Flick, L. B., Gamble, W. & O'Connor, R. (2001) Constructing investigations: Collaborative professional development in technology and science education. In P. Rubba, J. Rye, & P. Keig (Ed.), Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science. (pp. 1157-1181) Greenville, NC: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 453083.)

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Abell, S., Finkelstein, N., Flick, L., Greenwood, A., and Wainwright, C. (2000). Designing Video-Based Science Content Instruction for Elementary Teachers. In P. Rubba, J. Rye, & P. Keig (Ed.), Proceedings of the 2000 Annual International Conference of the Association for the Education of Teachers in Science. Greenville, NC: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED438191) Flick, L., & Bell, R. L. (2000). Preparing tomorrow’s science teachers to use technology. An invited presentation at the annual meeting of the Society for Information Technology and Teacher Education, San Diego, CA. Flick, L., & Bell, R. L. (2000). Technology principles for science education. A paper presented at the Preparing Tomorrow’s Teachers to Use Technology Catalyst Workshop, San Diego, CA. Flick, L. B. (1999). Assessing students' knowledge and skills in scientific inquiry. In D. Canoy (Ed.), Proceedings of the Oregon Academy of Science, 35. (pp. 71-72). Corvallis, OR: Oregon State University. Flick, L. B. (1999). Teaching Cognitive Strategies that Support Student Use of Inquiry in Learning Science. Paper presented at the National Association for Research in Science Teaching Annual Meeting. Boston, MA. Flick, L. B. (1999). The role of teacher-researcher collaboration in research on inquiry-based instruction. In P. Rubba, J. Rye, & P. Keig (Ed.), Proceedings of the 1999 Annual International Conference of the Association for the Education of Teachers in Science (pp. 167-157) Greenville, NC: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 442 643) Flick, L. B. (1998). Integrating Elements of Inquiry into the Flow of Middle Level Teaching. Paper presented at the National Association for Research in Science Teaching Annual Meeting. San Diego, CA. (ERIC Document Reproduction Service No. ED 446 926) Flick, L. B. (1998). Teaching practices that provide cognitive scaffolding for classroom inquiry. In P. Rubba, & J. Rye (Ed.), Proceedings of the 1998 Annual International Conference of the Association for the Education of Teachers in Science (pp. 421-439). Pensacola, FL: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED 442 640) Dickinson, V. L., Flick, L. B., & Lederman, N. G. (1998). Student and Teacher Conceptions about Astronomy: Influences on Changes in their Ideas. In P. Rubba, & J. Rye (Ed.), Proceedings of the 1998 Annual International Conference of the Association for the Education of Teachers in Science (pp. 120-146). Pensacola, FL: Association for the Education of Teachers in Science. (ERIC Document Reproduction Service No. ED421363) Dickinson, V. L. & Flick, L. B. (1998). The Role of Children's Ideas in Science in Teaching the Primary (K-3) Grades. Paper presented at the National Association for Research in Science Teaching Annual Meeting. San Diego, CA.

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Flick, L. B. (1997) Panel organizer. Perspectives on Inquiry-Oriented Teaching Practice: Conflict and Clarification. Paper presented at the National Association for Research in Science Teaching Annual Meeting. (ERIC Document Reproduction Service No. SE 060 187) Flick, L.B. & Dickinson, V. L. (1997). Teacher intentions, teaching practice, and student perceptions of inquiry-oriented teaching. Paper presented at the National Association for Research in Science Teaching Annual Meeting. (ERIC Document Reproduction Service No. SE 060 186). Flick, L., Dickinson, V, & Lederman, N. (1997). Comparing teaching practice with student outcome knowledge: An assessment of mid-level constructivist learning environments. In P. Rubba, P. Keig, & J. Rye (Eds.), Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (pp. 298-325). (ERIC Document Reproduction Service No. ED 405 220) Dickinson, V. L. & Flick, L. B. (1997). Children's ideas in science: How do student and teacher perspectives coincide. Paper presented at the National Association for Research in Science Teaching Annual Meeting. (ERIC Document Reproduction Service No. SE 059 804) Flick, L., & Bell, R. L. (2000). Technology principles for science education. A paper presented at the Preparing Tomorrow’s Teachers to Use Technology Catalyst Workshop, San Diego, CA. Flick, L. B., Lederman, N. G., & Enochs, L. G. (1996). Relationship Between Student Perspectives on Inquiry-Oriented Teaching Practice and the Nature of Science. Final program and abstracts: 1996 National Association for Research in Science Teaching Annual Meeting, p. 110. (ERIC Document Reproduction Service No. SE 058 312) Flick, L. B. & Ault, C. R. (1996). Student Perspectives on Learning Integrated Science Concepts. Paper presented at the annual meeting of the Association for the Education of Teachers in Science, Seattle, WA, January 11-13, 1996. Flick, L. B. (1996) Panel: An Analysis of the Role of Language in Science Learning: Issues Related to Learning Science in a Second Language. Annual meeting of National Association for Research in Science Teaching, St. Louis, MO, March 31-April 3. Flick, L. B. (1995, April). Complex Instruction in Complex Classrooms: A Synthesis of Research on Inquiry Teaching Methods and Explicit Teaching Strategies. National Association for Research in Science Teaching: Final program and abstracts. Available: ERIC Document Reproduction Service No. SE 056 387. Dickinson, V. L. & Flick, L. B. (1995, April). Beating the System: Confronting Student Behaviors That Inhibit Conceptual Understanding of Introductory College Physics. National Association for Research in Science Teaching: Final program and abstracts. Available: ERIC Document Reproduction Service No. SE 382 471.

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Flick, L. B. (1995) Panel: An Analysis of the Role of Language in Inquiry Science Learning Parts 1 & 2. National Association for Research in Science Teaching: Final program and abstracts, San Francisco, CA, April 22-25. Flick, L. B. (1995). Productivity of Inquiry-Oriented Instruction, Paper presented at the Annual Meeting of the Association for the Education of Teachers in Science Charleston, WV January 6-8, 1995. Flick, L. B. & Lederman, N. G. (1995). Use of business, industry, and education partnerships to improve the education of teachers in science. Proceedings of the Oregon academy of science, Vol. 31. (p. 68). Corvallis, OR: Oregon State University. Flick, L. B. (1994). Understanding generative learning models of instruction by elementary teachers trained in a linear instructional process (ERIC Document ED 372 939). Abstracts of Presented Papers: National Association for Research in Science Teaching, Anaheim, CA, March 26-29. Flick, L. B. (1994) Panel: An Analysis of the Role of Language in Science Learning. Abstracts of Presented Papers: National Association for Research in Science Teaching, Anaheim, CA, March 26-29. Flick, L. B. (1993). Navigating in a sea of ideas: Teacher and students negotiate a course toward mutual relevance. Abstracts of contributed papers at the annual meeting of the National Association for Research in Science Teaching. Atlanta, GA, April 15-18. Flick, L. B. (1990). Affecting preservice elementary teachers' attitudes toward inquiry teaching in science through projects with individual children. Abstracts of contributed papers at the annual meeting of the National Association for Research in Science Teaching. Atlanta, GA, April 8-11. Flick, L. B. (1989). Teaching Elementary Children an analogy operationalizes their descriptions of the state transitions in water. Abstracts of contributed papers at the annual meeting of the National Association for Research in Science Teaching. San Francisco, CA, March 30-April 1, p. 125. Flick, L. B. (1988). Scientists and Children. Proceedings of the area meeting of the American Association for the Advancement of Science. Corvallis, OR. Flick, L. B. (1987). Using clinical interviews with pre-service elementary teachers. Proceeding of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Ithaca, NY: Cornell University Press. Cohen, M. & Flick, L. B. (1987). A spectrum of student's science concepts and the relationship to understanding environmental ideas. In J. M. Stone (Ed.), Environmental education: Transition to an information age, 1986 Conference Proceedings (pp. 90-96). Troy, Ohio: The North American Association for Environmental Education.

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Flick, L. B. (1986). Children's natural inference rules during computer-simulated problem-solving task. Abstracts of contributed papers at the annual meeting of the National Association for Research in Science Teaching. San Francisco, CA, March 28-31, p. 144. Flick, L. B. (1986). Using Logo to explore implicit meaning with students. Proceedings of the Fifth Annual Summer Conference on Computers in Education: Extending the Human Mind. University of Oregon. Flick, L. B. (1984). Using interactive Logo procedures to enhance clinical interviews with children. Abstracts of contributed papers at the annual meeting of the National Association for Research in Science Teaching. New Orleans, LO, April 28-30, p. 71. Flick, L. B. (1984). Enhancing clinical interview with children through interactive Logo procedures. Proceedings of the Association for the Development of Computer Based Instructional Systems. Dissertation Flick, L. B. (1985). Natural reasoning in children: An analysis of interviews and keyboard behavior in computer-simulated force and motion problems. Dissertation Abstracts International, 46(6), A, p.1582. (University Microfilms No. ADG85-16624).

TEACHING Software Reviews Flick, L. B. (1990). Conquering ratios and proportions. School Science and Mathematics, 90(5), 440-441. Flick, L. B. (1987). Dinosaur Construction Kit: Tyrannosaurus Rex. The Computing Teacher, 15(3), 52-55. Curriculum Materials & Teaching Publications Cerny, L. & Flick, L. (2006). Is Science Really Useful in Construction? What Some Students Discovered. Building Futures, 8 (1), 37-38. Collins, T. & Flick, L. (2004). Teachers Plan Lessons that Link Students to Careers, Building Futures, 6 (2), 32-33. Flick, L. (2001). A professor looks at the Science Summer Workshop. Building Futures, 2 (2), 31. Flick, L. & O’Connor, R. (2001). Engineering problems avenues to learning science and math. The Oregon Science Teacher, 43, 29-30.

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Flick, L. & Tomlinson, M. (2001). The role of reading in teaching scientific inquiry. The Oregon Science Teacher, 42, 9-12. Flick, L. (1999). Sun and seasons. One hour video program, print guide, and web site. In Science Media Group (Producers). Shedding Light on Science. Cambridge, MA: Center for Astrophysics, Harvard University. Flick, L. (1999). Wind and weather. One hour video program, print guide, and web site. In Science Media Group (Producers). Shedding Light on Science. Cambridge, MA: Center for Astrophysics, Harvard University. Dickinson, V. & Flick, L. B. (September, 1996). How to succeed in physics without really crying. Washington Science Teachers’ Journal. Reprinted from Science and Children, 33, 37-38, May, 1996. Flick, L. B. (1993). Hands-On science: Its not all that meets the eye. CESI Science, Newsletter of the Council for Elementary Science International. Flick, L. B. (1991). How much is a million? and Double-time, clean up! in K. K. Lind (Ed.), CESI Sourcebook VI: Earth Science Activities for the Elementary and Middle School. Washington D.C.: National Science Teachers Association. Flick, L. B. (1990, March). A tribute to the science teaching of the elementary teacher. The Oregon Science Teacher, pp. 17-18. Flick, L. B. (1988, September). Make and Take Workshop for Elementary Teachers, The Oregon Science Teacher, pp. 30-31. Flick, L. B. (1983). You be the coach and Heart of clay. CESI Sourcebook IV: Understanding the Healthy Body. Columbus, OH: Ohio State University, ERIC. Cohen, M. R. & Flick, L. B. (Eds.). (1980). CESI sourcebook II: Expanding children's thinking through science. Columbus, OH: Ohio State University, ERIC. Flick, L., Johnson, J. S., Rowley, B., Smith G. R., & Wu, B. (1980). Solar Energy. Project for an energy enriched curriculum, National Science Teachers Association. (Funded by U.S. Department of Energy, contract: AC05-761RO3841). Flick, L., Johnson, J. S., Rowley, B., Smith G. R., & Wu, B. (1980). The exponential century. Project for an energy enriched curriculum, National Science Teachers Association. (Funded by U.S. Department of Energy, contract: AC05-761RO3841). Flick, L. B. (1979). Watching yourself learn. TCS Newsletter, National Association of Independent Schools.

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SERVICE

University Service Chair of College of Education Reorganization Committee, 2010-2011 Chair of Geoscience Department Chair Search Committee, 2009 College of Science Curriculum Committee, 2007-present Committee on Committees, 2003-2005, chair 2005-2006 School of Education Community Consortium, 2002-2005 University Curriculum Council, 2001-2003 University Academic Requirements Committee 1997-98, chair 1999 School of Education Teacher Education Committee OCEPT Leadership Team State of Oregon Oregon’s Science, Technology, Engineering and Math (STEM) Planning Group to coordinate

a statewide STEM Call to Action Summit, to be held in April 2011 O-STEM: Making STEM Collaborations Stick: Growing effective In-school and Out-of-

School-Time Partnerships 2010 Oregon Pre-Engineering & Applied Sciences Initiative (OPAS) 2007-present Setting TSPC Science Teacher Education Standards Work Group, Oregon Teachers of

Teachers of Science, 2002-2005. Science Teacher Leaders 1998-2002 Summer Instate Planning Team; Project Evaluator OCEPT Summer Institute 1999-2001 Summer Institute Planning Team State Selection Committee: Presidential Awards for Excellence in Mathematics and Science

Teaching 1998 OCEPT Teacher Education Mentor Team 1997-2001 OCEPT Evaluation Team 1997-2001 Co-Editor In Chief (with Norman G. Lederman). School Science and Mathematics, 2001-2006. Editorial Reviewing Journal for Research in Mathematics Education, ad hoc reviewer Journal of Science Teacher Education, Associate Editor, 1999-2002. School Science and Mathematics, Associate Editor, 1996-2002. Science Education, Science Teacher Education Section, Editorial Review Board, 1999-2002. Journal of Elementary Science Education, AETS section editorial board 1997-2000. Journal of Research in Science Teaching, Editorial Review Board 1993-96. Horizon Research, Inc. book evaluation Elementary Science for the ‘90s. PBS SCIENCELINE Writer/Reviewer of Print Guide. WGBH, Boston "Teaching High School Science: A Video Library, 9-12" Writer/Reviewer

of print guide and video tape programs, 1999-2000. ChemMatters, American Chemical Society, Editorial Board, 1999-2002. Science Scope, ad hoc reviewer. Science and Children, column reviewer "Teaching Teachers", 1989-present. Journal of Computing in Childhood Education, Editorial Review Board 1992-95.

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American Telephone and Telegraph Company, Distance Learning Network Curriculum Guides, 1989.

Merrill Publishing Company, Science Connections, Book 2, middle level, 1988. Harcourt Brace, Science in the Elementary and Middle School, 1997-present Review conference proposals annually Association for the Education of Teachers of Science National Association for Research in Science Teaching American Educational Research Association National Science Teachers Association Conference Presentations and Workshops Graham, K., Flick, M. J., & Flick, L. B. (2009). Improving performance in algebraic reasoning. Superintendent's Summer Institute. August 3-5, Eugene, OR. Flick, L. B. (2009). Applied mathematics. Oregon Department of Education Math Webinar, March 4. Cerny, L., Hinkle, S., Francisconi, T. & Flick, L. Connecting Science & Mathematics to Construction Career Pathways through Construction Problems. Oregon Association of Career & Technical Education, Sun River, OR April 6, 2006. Flick, L. B. (2005). Framing student success: Summer workshop for teachers. Portland Community College, Rock Creek, June 20-24; August 25-26. Flick, L. B. (2004). Framing student success: Summer workshop for teachers. Portland Community College, Rock Creek, June 14-15. Flick, L. B., Wainwright, C., Morrell, P. D., Park, Y-S, & Pejmon Sadri, P. (2005). Standards-based reform in college-level science and mathematics teaching. Paper presented at the annual meeting of the Oregon Academy of Science, Corvallis, OR. February 26. Collins, T., Flick, L., & Hinkle, S. (2004). Concrete modeling – Ideas from the NSF project Framing Student Succcess. Paper presented at the annual meeting of the Oregon Science Teachers Association, Salem, OR. Flick, L. & Tomlinson, M. (2003). Relationship of Science inquiry skills and reading comprehension skills in the elementary classroom. Oregon Science Teachers Association. Tomlinson, M. & Flick, L. (2002). Reading Comprehension and Learning Science as Inquiry: Lessons from Research and the Classroom. National Science Teachers Association Regional Meeting, Portland, OR Flick, L. & Tomlinson, M. (2002). Developing Inquiry Skills in 4th Graders. Paper presented at the Oregon Academy of Science.

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An evaluation study of statewide professional development in teaching and assessing inquiry. At the annual meeting of the Oregon Academy of Sciences, Forest Grove, OR, February 22, 2002. OCEPT Teacher Observation Protocol: Practice and Applications in a Classroom Setting. At the Showcase 2002 Conference, Oregon Collaborative for Excellence in the Preparation of Teachers, Forest Grove, OR, February 21, 2002. Developing Thinking Skills for Science Inquiry, with Mike Tomlinson, Tigart-Tualitin Schools. At the annual meeting of the Oregon Science Teachers Association, Portland, OR, October 12, 2001. Technology Principles for Science Education, with Randy Bell, University of Virginia. At the annual meeting of the Society for Information Technology and Teacher Education, San Diego, CA February 7-12, 2000. Teacher Education in Oregon. Workshop for college and university math/science faculty at the Oregon Collaborative for Excellence for the Preparation of Teachers, University of Portland, July 19-30, 1999. Performance Assessment: Science Inquiry in K-12 Classrooms. Workshop for college and university math/science faculty at the Oregon Collaborative for Excellence for the Preparation of Teachers, University of Portland, July 19-30, 1999. Minds of Their Own: Implications of Research for College Math and Science Teaching. Workshop for college and university math/science faculty at the Oregon Collaborative for Excellence for the Preparation of Teachers, University of Portland, July 19-30, 1999. Excellence in Mathematics and Science Teaching. Paper presented with C. Wainwright at the annual meeting of the Oregon Association of Teacher Education, Portland, OR, March 5, 1999. Student Perceptions of Inquiry-Oriented Teaching. Paper presented with V. Dickinson at the annual meeting of the National Science Teachers Association, Boston, MA, March 25-27, 1999. Scoring Classroom Assessments of Scientific Inquiry. Paper presented with D. Hamilton at the annual meeting of the National Science Teachers Association, Boston, MA, March 25-27, 1999. Talking about teaching: Student perspectives of science K-8. Paper presented with V. Dickinson at the northwest meeting of the National Science Teachers Association, Seattle, WA, October 29-30, 1998. Analyzing Classroom Assessments of Scientific Inquiry. Paper presented with D. Hamilton at the annual meeting of the Oregon Science Teachers Association, Hillsboro, OR, October 9, 1998. Developing Science Work samples. Paper presented with D. Hamilton at the annual meeting of the Oregon Science Teachers Association, Hillsboro, OR, October 9, 1998.

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More On Conducting and Assessing Hands-On, Inquiry-Oriented Science Instruction. Workshop present with doctoral student Valarie Dickinson at the annual meeting of the National Science Teachers Association, New Orleans, LA, April 3-7, 1997. Inquiry Teaching in K-12 Classrooms. Workshop present with doctoral students Valarie Dickinson and Randy Bell at the annual meeting of the National Science Teachers Association, St. Louis, MO, March 28-31, 1996. Conducting and Assessing Hands-On, Inquiry-Oriented Science Instruction for Grades 5-10. Workshop present with doctoral student Valarie Dickinson at the annual meeting of the National Science Teachers Association, St. Louis, MO, March 28-31, 1996. Classroom-Video Analysis Protocol. Workshop presented at the annual meeting of the Association for the Education of Teachers in Science, Seattle, WA, January 11-13, 1996. Integrating Science Concepts: A Collaborative Effort to Improve Elementary Science Teaching and Learning. Panel member at the annual meeting of the Association for the Education of Teachers in Science, Seattle, WA, January 11-13, 1996. Use of Business, Industry, and Education Partnerships to Improve the Education of Teachers in Science, Paper presented at the National Science Teachers Regional meeting in Salt Lake City, UT, October 19-22, 1995. Unexamined Elements of Inquiry-Oriented Instruction, Paper presented at the annual meeting of the Oregon Educational Research Association, Corvallis, OR, October 16, 1995. Instructional Integrity and Dynamic Adaptation of Teaching Strategies, Paper presented at the Annual Meeting of the Oregon Educational Research Association, Portland, OR, November 3, 1994. Understanding Generative Learning Models of Teaching, Paper presented at the Area Meeting of the National Science Teachers Association, Portland, OR, October 13-16, 1994. Getting Down, Dirty, and Wet with Math and Science, Paper presented at the Area Meeting of the National Science Teachers Association, Portland, OR, October 13-16, 1994. Learning Physics: View from the Second Tier, Paper presented at the Area Meeting of the National Science Teachers Association, Portland, OR, October 13-16, 1994. Is the Earth Flat? The Significance of Language in Science Activities, Paper presented at the annual meeting of the National Science Teachers Association, Kansas City, MO, April 1-4, 1993. Promoting the Use of Community Resources in Business, Industry, and Education Partnerships, Paper presented at the annual meeting of the Association for the Education of Teachers of Science, Kansas City, MO, April 1-4, 1993.

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Community Classroom Partnerships, Paper presented at the annual meeting of the Council for Elementary Science International, Kansas City, MO, April 1-4, 1993. Cross Cultural Science Education, Workshop presented at the annual meeting of the International Council for Associations for Science Education, Kansas City, MO, April 1-4, 1993. Co-chair of the annual meeting of the Washington Science Teachers Association, Richland, WA, November 6-7, 1992. What Research Says about Hands-On Science. Paper presented at the annual meeting of the National Science Teachers Association, Boston, MA, March 27, 1992. From Misconceptions to Emerging Conceptions: New Content for Science Education. Panel presentation at the National Science Teachers Association, Boston, MA, March 27, 1992. Integrating Math and Science in High School. Mathematics, Engineering, and Science Achievement Teacher Workshops in Yakima, Washington, November 1991. Networking Teachers in Math and Science Education. Center for Advanced Technology in Education Colloquium Series in Eugene, Oregon, Summer 1991. Make, Take, & Thinking About It. Program coordinator for CESI at the National Science Teachers Association meeting in Vancouver, B. C. November 22-23, 1991. In Search of the Proper Misconceptions. Panel presentation at the National Science Teachers Association, chaired by Joseph Stepans, Houston, TX, March 27-30, 1991. Facilitating Conceptual Change. Panel presentation at the National Science Teachers Association, chaired by Joseph Stepans, Houston, TX, March 27-30, 1991. Alarm, Dismay, or Delight: Responding to Science Misconceptions. Panel presentation at the National Science Teachers Association, chaired by Michael R. Cohen, Atlanta, GA, March, 1990. Theory, Romance, or Error: Interpreting Science Misconceptions. Panel presentation at the National Science Teachers Association, chaired by Michael R. Cohen, Atlanta, GA, March, 1990. Science Toolkit for Elementary/Middle School Teachers. Workshop presented at the Eighth Annual Summer Conference on Technology in Education, Eugene, OR, July 6-9, 1989. Teaching Science the "Write" Way. Paper presented at the annual meeting of the Oregon Science Teachers Association meeting, Salem, OR, October 13-14, 1989.

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Does teaching an analogy make and abstract idea more concrete? Paper presented at the annual meeting of the National Science Teachers Association, Seattle, WA, April 6-9, 1989. Dealing with children's science misconceptions. Panel presentation at the National Science Teachers Association, organized by Michael R. Cohen in Seattle, WA, 1989. States of matter and the concept of transformation in early childhood. Workshop presented at the annual meeting of the Oregon Association for the Education of Young Children, Eugene, OR, November 10-11, 1989. Make and take workshop for elementary science. Coordinator for 20 presenters at the annual meeting of the Oregon Science Teachers Association, Beaverton, OR, October 14-15, 1988. Science across the elementary curriculum. Paper presented at the annual meeting of the Oregon Science Teachers Association, Beaverton, OR, October 14-15, 1988. Concepts gone astray: Why did the wind stop breathing? Panel presentation at the National Science Teachers Association organized by Michael R. Cohen in St. Louis, MO, 1988. What children don't say! What teachers don't hear! Panel presentation at the National Science Teachers Association organized by Michael R. Cohen in St. Louis, MO, 1988. The Flip-Side of Logo: LogoWriter and Science. Presented at the annual meeting of the Oregon Science Teachers Association, Eugene, OR, 1987. Logo across the curriculum. Presented at the Sixth Annual Summer Conference on Computers in Education, University of Oregon, 1987. Student-Teacher dialogue with/in computer simulations. Presented at the Center for Advanced Technology in Education, Colloquium Series, University of Oregon, 1986. Language explorations with Logo. Presented at the Fifth Annual Summer Conference on Computers in Education, University of Oregon, 1986. Math and science in elementary school. Presented at the Summer PRIME TIME Workshops sponsored by Indiana University, Indianapolis, IN, 1985. Using interactive procedures to investigate children's knowledge of force and motion. Presented at the annual meeting of the Hoosier Association of Science Teachers, Indianapolis, IN, 1984. Ault, C. & Flick, L. Teaching science in the elementary grades. Workshop for Eagle-Union School Corporation, Zionsville, IN, 1984. Community Service Willamette Science & Technology Education Center, board of directors

Lawrence B. Flick Vita 26

Friendship Family Program, International Services, UO. Facilities Management Committee, First Congregational Church of Eugene. Board of Trustees, First Congregational Church of Eugene. YMCA Campaign for Kids Fund Drive. Computer Task Force: First Congregational Church of Eugene. Consulting Interactive Educational Systems Design, Inc. New York, Inquiry and Elementary Science

Education 2006-2008 Oregon Department of Education - Evaluator for Science Leaders Professional Development. WGBH Teaching High School Science: A Video Library, 9-12 PBS SCIENCELINE World Wide Web service Tigard-Tualitin School District 23J, Tigard, OR Lawrence Livermore National Laboratories, Livermore, CA McGee Elementary School, Pasco, WA, Science and Mathematics Curriculum Kennewick, WA Schools Advisory Committee on Technology Prosser, WA School District, Partnerships between Scientists and Schools Jason Lee Elementary School, Computer Networking, Richland, WA Westinghouse Hanford Company, Environmental Education, Richland, WA American Telephone and Telegraph Company, Distance Learning Network Scientist in Residence Program, Edison Elementary School, 4J Schools, Eugene, OR. Springfield School District, K-3 science program. Eagle-Union School Corporation, Zionsville, IN, elementary science. Involvement in Professional Organizations National Association for Research in Science Teaching Early Career Research Award

Committee 2006-07; Chair 2008-09 School Science and Mathematics (journal), Co-Editor 2001-2006 National Technology Leadership Initiative, Advisory Board 1999-2004 American Chemical Society, ChemMatters Advisory Board 1998-2002 Journal of Science Teacher Education, Associate Editor 1999-2003 Association for the Education of Teachers of Science, President 1998 National Association for Research in Science Teaching, Equity Committee 1997-1999;

Finance 2001-2003, Technology Strand Coordinator 2001-2003. Journal of Research in Science Teaching, Editorial Board 1997-1999 National Science Teachers Association, Board Member 1998-2000 Council for Elementary Science International, Board Member 1988-1990 School Science and Mathematics Association Board Member 2001-2006 American Educational Research Association Awards Fred Fox Distinguished Service to Science Education Award, Oregon Science Teachers

Association, 2007

Lawrence B. Flick Vita 27

Appointed Visiting Fellow, University of Virginia’s Curry Center for Technology and Teacher Education Fall 1999.

Elected national president of the Association for the Education of Teachers in Science by the national membership 1997-1999.

Outstanding paper on the Implications of Research for Educational Practice, Association for the Education of Teachers of Science, April 1993, Understanding and assessing hands-on science. Monograph of the Council for Elementary Science International #5.

Pasco Partners in Education, Pasco School District, 1992 Outstanding Dissertation in Curriculum and Instruction, IU, 1985 E. Wayne Gross Research Scholarship, IU, 1984