Course Description
Course Description: This course focuses on situating learning science and mathematics within other disciplines, cultures, and historical contexts. Participants design equity-minded instruction for student collaboration, communication, and multiple means of representation and expression.
Audience: Educators with an earned bachelor’s degree seeking endorsement in middle or high school mathematics or science.
Session Information
• Synchronous Meetings on 10/1/26, 10/15/26 5 PM – 8 PM
• Optional Meeting 10/23/26 and 10/29/26 from 5 PM – 8 PM
Instructors
Jennifer Settle, Ed.D.
Jennifer Settle, Ed.D.
Dr. Jennifer Settle is currently the Director of Curriculum, Instruction, and Assessment at Mountain Views Supervisory Union. She graduated with a B.S. in Biology from The University of Richmond, a M.Ed. Secondary Science Education from George Mason University, and a Doctorate in Education Leadership and Policy Studies from The University of Vermont. Jennifer’s professional and research interests in education include personalization, proficiency, project-based learning, experiential learning, science, and professional development. Jennifer received the Outstanding Dissertation Award in Educational Leadership from the University of Vermont in 2018, the Teacher of the Year award at Woodstock Union High School in 2017, the Edith D. Hendley Award for demonstrated excellence in research, scholarship, teaching, and dedicated service to women from the Women’s Resource Center at the University of Vermont in 2016, and the Vermont Outstanding Biology Teacher Award from the National Association of Biology Teachers in 2013. She lives in Vermont with her twin daughters, two cats, and everyone’s favorite Golden Retriever, Sibley.
Additional Content Area
Course Goals: By the end of the course, participants will:
1. Design inclusive mathematics and science learning experiences using UDL to provide multiple ways for students to engage, access information, and demonstrate their learning.
2. Plan rigorous instruction that responds to the learners in my classroom, drawing on students’ individual differences, cultures, communities, and experiences.
3. Analyze and select instructional strategies and routines that promote equitable engagement, collaboration, communication, and opportunities for students to share their thinking.
4. Examine mathematics and science instruction through historical, cultural, and disciplinary lenses and consider how these contexts shape teaching and learning.
5. Use reflection and feedback instructional practice, revising plans and strategies based on what I learn from colleagues in this course.