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