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Jen Hamel and Mark Enfield's grant from the Burroughs Wellcome Fund provides support for monthly science cafe's for Alamance Burlington School System middle school students and their families.

ºÚÁϲ»´òìÈ Teacher Education students co-lead a week-long STEM enrichment program at a local elementary school during the school system's spring break.

Enfield, associate professor of education worked with Rosenthal to write “Taking science home: Reflexivity on becoming a teacher insider in an afterschool science program,” a book about their efforts to bring science learning to local children in an informal after-school program. The book narrates their efforts to become insiders in the social and cultural context, their learning as teachers, and the ways that science learning mediated between the children, teachers, context and content through the after-school program.

Students from Mark Enfield’s COR110 class hosted fifth-grade students from a local elementary school for a day at ºÚÁϲ»´òìÈ.  

The assistant professor of education recently published an article in the Journal for Science Teacher Education.

The article, published in the Journal of Science Teacher Education, focuses on teachers' actions during read aloud events in elementary science lessons.  The research was supported by the Hultquist Award through ºÚÁϲ»´òìÈ's Faculty Research and Development committee.

Mark Enfield, Assistant Professor of Education, and Bird Stasz, Associate Professor of Education, had an article published in the January edition of the Journal of Scholarship of Teaching and Learning.

Mark Enfield, an assistant professor in the School of Education, presented findings from research supported by the Hultquist Award.

Mark Enfield, assistant professor of education, coordinated a session at the 2010 National Science Teachers Association Research Dissemination Conference in Philadelphia. Melony Allen, adjunct instructor in the School of Education, co-presented in the session.