Curriculum Vitae of Darren Mattone
EDUCATION:
Teachers College, Columbia University, New York, NY
Candidate, Doctor of Philosophy in Science Education
Research Interests: Problem-Based Learning, Cooperative Learning in Education
Advisor: O. Roger Anderson, Ph.D.
Aquinas College, Grand Rapids, MI
Master of Education, May 1999
Research: This research was based on a survey of teachers at Byron Center High School. The purpose was to gather data reflecting views and attitudes on the practicality and importance of a novel computerized teaching system introduced at BCHS in the fall of 1998.
Aquinas College, Grand Rapids, MI
Bachelor of Science, Biology, May 1994
RESEARCH EXPERIENCE:
Teachers College, Columbia University, New York, NY
Doctoral Research, Department of Mathematics, Science, and Technology, Fall 2004 – Present
- A comparison of a freshwater marsh and tidal estuary during consecutive autumn and spring seasons (in progress)
• Analysis includes density, species richness, diversity and production potential of Kingdom Protista, and potential moneran prey of field-collected samples and laboratory-based microcosms
• Determination of how well the laboratory-based cultures of the autumn and early spring samples predict the composition of spring blooms in freshwater marsh and tidal estuary (as determined by field-based samples in early April)• Assay levels of cellular-free acid and alkaline phosphatases in the water column
• Utilization of electron microscopy as a means of calculating approximate organic carbon content in the ecosystem
- Learning Environmental Science in a Problem-Based Learning Environment
• Overview of the history of PBL in education and science education
• Analysis of the cognitive aspects and reasoning in problem-based learning as it relates to science and environmental education
• Critical analysis of knowledge, reasoning, and problem solving in experts and novices
• Primary research question: Will environmental science, learned through a problem-based environment, show a positive effect on student achievement as compared to a course taught in a traditional lecture and laboratory format?
• Secondary research question: Do students in this PBL environment begin to develop skills and characteristics similar to those of experts in the field of environmental science?
Coursework Research
• Cognitive Aspects and Reasoning in Problem-Based Learning – Spring 2005, Psychology of Thinking (HUDK 4015)
• Sources, Transformation, Uptake, and Metabolic Fate of Nutrient Biomolecules – Spring 2005, Biochemistry and Cell Biology (MSTC 5052)
• A History of Problem-Based Learning: The Early Years – Fall 2004, History of Science Education (MSTC 6502)
• The Prion Diseases – Fall 2004, Concepts in Biology (MSTC 4055)
Personal Research
• Peer Teaching and Reciprocal Peer Teaching: This research will examine the effectiveness selft-selected study groups on student understanding of course concepts vs. randomly-selected study groups. The Study will also examine the study and group strategies used. Implementation: Fall 2006
TEACHING EXPERIENCE:
Muskegon Community College, Muskegon, MI
Instructor of Biology, Department of Life Sciences
Fall 2005 - Present
• Instruct students in the first and second semester of Anatomy and Physiology; lecture and laboratory settings
• Delivery of concepts through lecture presentation interspersed with computerized visuals and electronic demonstrations
• Development of an Internet database of learning resources and study aids
• Preparation of lecture exams and weekly laboratory quizzes
• Application of physiological concepts to nursing and health related fields
Adjunct instructor of Biology, Department of Life Sciences
Winter 2004 – Summer 2005
• Instruct students in the second semester of Anatomy and Physiology; lecture and laboratory settings
Adjunct Instructor of Chemistry, Department of Mathematics/Physical Science
Fall Semester 2003, Summer, 2005
• Facilitation and monitoring of entry-level chemistry students during bi-weekly laboratory sessions
• Instruction of chemical concepts and calculations as related to laboratory chemistry
• Oversee proper laboratory safety and chemical-handling protocols
Aquinas College, Grand Rapids, MI
Adjunct Instructor of Chemistry, Department of Chemistry
Fall Semester 1995
• Instructed first-year chemistry students in laboratory techniques and procedures
• Monitored students for use of appropriate safety protocol and procedures
• Provided guidance pertaining to chemical calculations, problem solving, and laboratory reports
Laboratory Assistant, Department of Biology
Winter Semesters 1991, 1992
• Assisted the Biology instructor during the laboratory sessions
• Instructed non-major science students in the techniques and procedures involved in the current laboratory activity
• Helped in the identification of anatomical structures of frogs and fetal pigs and the identification of histological structures of various organisms
• Prepared the laboratory for each week’s session
Byron Center Public Schools, Byron Center, MI
Teacher, 8th Grade Science
August 1997 – June 2004
• Developed units on the Scientific Method, Ecology, Electricity and Magnetism, Genetics, and Human Anatomy
• Used the Byron Center Middle School Nature Area to teach the concepts of ecology
• Enhanced the study of human anatomy through the dissection of fetal pigs, cow hearts and cow lungs
• Infused learning-style strategies into the curriculum as a way to individualize teaching for all students
• Heightened student interest in Ecology through a 12-week ecosystem project, in which students created a balanced ecosystem in a 1-gallon jar
• Incorporated hands-on learning into the curriculum through meaningful lab exercises, demonstrations, and computer simulations
PROFESSIONAL MEMBERSHIPS:
• Human Anatomy and Physiology Society
• National Science Teachers Association
• National Association of Biology Teachers
SKILLS:
• Highly proficient in using the Microsoft Office suite of applications
• Experienced in Web publishing, Web site design and administration
• Familiar and experienced with school improvement and the accreditation process
• Effective planning and organizational skills
• Trained in a team-teaching approach to instruction
• Adept at teaching using a learning-styles approach