Summary
Mandi Collins is a Science Master Teacher for ÁùºÏ±¦µäTeach. Among the many facets of her role, Mandi’s position as an undergraduate instructor fulfills her desire to support the development and success of future educators in STEM. After teaching science in the secondary classroom for more than 13 years, she joined the ÁùºÏ±¦µäTeach team. She teaches ÁùºÏ±¦µäTeach courses, organizes and coordinates field experiences, supervises apprentice teachers, and supports ÁùºÏ±¦µäTeach induction with recent graduates. Along with the other ÁùºÏ±¦µäTeach faculty, Mandi ensures that the successes of ÁùºÏ±¦µäTeach continue as a quality teacher preparation program for STEM education. Mandi strives to model a safe, respectful and productive classroom environment to support the academic and personal development of her students.
Mandi is also the Director of the Raggio Center for Advancement in (STEM)2. This administrative component of her role is focused on promoting the Center by building synergistic partnerships that will advance teaching and learning through educational research and maximized engagement and outreach in STEM education.
Education
Ph.D., STEM Education, University of ÁùºÏ±¦µä, Reno, 2021
M.Ed., Educational Leadership, University of ÁùºÏ±¦µä, Reno, 2007
B.S., Secondary Education- Biological Science, University of ÁùºÏ±¦µä, Reno, 2002
Professional Experience
2022-present Teaching Associate Professor/Master Teacher, ÁùºÏ±¦µäTeach
2022-present Director, Raggio Center for Advancement in (STEM)2
2021-2022 Teaching Assistant Professor/Master Teacher, ÁùºÏ±¦µäTeach
2016-2021 Lecturer II/Master Teacher, ÁùºÏ±¦µäTeach
2009-2016 7th-8th grade Science Teacher/Department Lead, Washoe County School District
2007-2009 Instructional Coach, Washoe County School District
2003-2007 7th-12th grade Science Teacher, Washoe County School District
Presentations on scholarship of teaching and learning
Collins, M., de los Santos E. X. (2022). Developing scientifically literate citizenship: Self-efficacy beliefs of an interdisciplinary community of practice. A paper presented at the annual conference o the National Association for Research in Science Teaching (NARST). Vancouver, BC, Canada.
de los Santos, E. X., Beckam, M., Collins, M. (2022). Understanding program retention and career decision-making of undergraduate pre-service teachers. A paper presented at the annual conference of the American Educational Research Association (AERA). San Diego, CA.
Beckam, M., Collins, M., de los Santos E. X. (2020). Undergraduate mathematics and science students’ decision making and motivations in choosing a major and career. A poster presented at the annual conference of the American Educational Research Association (AERA). San Francisco, CA. (Conference Canceled)
Collins, M., Beckam, M., de los Santos E. X. (2020). Student voices: The role of program resources in retaining future mathematics and science educators. A round table discussion presented at the annual conference of the American Educational Research Association (AERA). San Francisco, CA. (Conference Canceled)
Beckam, M., Collins, M., de los Santos E. X. (2020). Exploring how early classroom experiences help develop a teacher identity in undergraduate science students. A paper presented at the annual conference of the National Association for Research in Science Teaching (NARST). Portland, OR. (Conference Canceled)
Carey, K. & Collins, M. (2019). Incorporating agricultural sciences into UTeach step courses. Presented at National UTeach Conference. Austin, TX.
Beckam, M., Collins, M. (2018). Empowering the Novice: Supporting the Next Generation of STEM Teachers. Presented at National Science Teachers Association Regional Conference. Reno, NV.
Collins, M. & Phillips, S. (2018). The role of argumentation in project-based learning. Presented at National Science
Publication
Collins, M. M. (2021). Teachers’ knowledge, beliefs, and experiences in supporting students to become scientifically literate citizens: A community of practice perspective. [Ph.D., University of ÁùºÏ±¦µä, Reno].
Honors and Awards
University of ÁùºÏ±¦µä, Reno Honor the Best, ASUN Service Learning Award, 2022
University of ÁùºÏ±¦µä, Reno Community Engaged Teaching Fellowship, 2022
Courses
NVTC 101: Step 1: Inquiry Approaches to Teaching
NVTC 102: Step 2: Inquiry Based Lesson Design
NVTC 401: Project Based Instruction
NVTC 491: Apprentice Teaching A
NVTC 492: Apprentice Teaching B
Other Teaching
Fulbright Teaching Excellence and Achievement Program: Science Methods