Join us for GeauxTeach Colloquium with Julie Luft!

October 24, 2023

BATON ROUGE, LA - Join us for a talk from Julie Luft, PhD! Sandwiches and snacks will be available for the audience after the talk. The GeauxTeach Colloquium is sponsored by the GeauxTeach Endowment in cooperation with the LSU College of Science and the LSU College of Human Sciences & Education.


Julie Luft, PhD
University of Georgia Distinguished Research Professor and the Athletic Association Professor of Mathematics and Science Education
Mary Frances Early College of Education

Julie A. Luft is a University of Georgia Distinguished Research Professor and the Athletic Association Professor of Mathematics and Science Education in the Mary Frances Early College of Education. Her long standing research interest is the professional learning of secondary science teachers, which has resulted in over 160 peer-reviewed articles and book chapters. She has six edited books, including the recently published Handbook of Research on Science Teaching. State and federal grants have funded this research for the last 25 years. She currently teaches in the initial teacher preparation program and graduate science education program at the University of Georgia. Working with graduate students is a passion of hers, and several of her students are in academic positions. Outside of her university, she works with early career scholars in different settings including international research schools. Her commitment to various organizations is significant, she is currently the President of NSTA, and she has been an Associate Editor of several journals including the Journal of Research in Science Teaching, president of the Association of Science Teacher Education, and a NSTA scholar-in-residence. She is also a Fellow of the National Science Teaching Association (NSTA), American Association for the Advancement of Science (AAAS), American Educational Research Association (AERA) and the Owens Institute of Behavioral Research at the University of Georgia.


Becoming a STEM Teacher: What we have learned from research focused on newly hired science teachers

It is important to understand how newly hired science teachers build their teaching ability. What newly hired teachers do in the classroom is a result of their knowledge and abilities, as well as the context in which they work. Studies that focus on this important group can reveal the adequacy of our preparation programs, and the importance of specific forms of support in their early years of teaching. Furthermore, the accumulation of research pertaining to this group depicts the many dimensions of becoming a teacher, including the challenges they face and the potential they hold as newly hired teachers. During this hour, I will highlight studies pertaining to this group, and contemplate what these findings may mean for those of us involved in STEM teacher education.


Peabody Hall, Room 225


Monday, November 13 at 11 AM