Julie Saam

• Indiana University, Bloomington, IN. Ph.D. in Curriculum and Instruction, Science Education. Advisor: Dr. Hans O. Andersen. Dissertation Research: The Integration of Mathematics and Science. 1995 - 1999.
• Indiana University Southeast, New Albany, IN. M.S. in Secondary Education State of Indiana Certification: Physics. 1989 - 1995.
• Indiana University Southeast, New Albany, IN. B.S. in Secondary Education. State of Indiana Certification: Mathematics and General Science. 1985 - 1989.

Professional Conference Paper Presentations

• Saam, J. Using a Learning Management System (LMS) to Differentiate Instruction. The Teaching Professor Technology Conference, October 2-4, 2015, New Orleans, LA
• Saam, J. Designing Instruction using Differentiated Instruction Models from P-12 Schools. International Lilly Conference, November 21, 2014, Oxford, OH
• Saam, J. (May 30-June 1, 2014) Learning from Sustainability Principles to Sustain your Excellence in Teaching. The Teaching Professor Conference, May 30-June 1, 2014, Boston, MA
• Saam, J. Molding and Growing: How to be a better teacher through professional development opportunities. IU FALCON Conference, November 8-10, 2013 and November 8, 2014, Indianapolis, IN
• Glick, M. Grabner-Hagen, M. & Saam, J. Comparing P-12 Teachers' and Higher Education Faculty's Technology. Annual Meeting of the Mid-Western Educational Research Association (MWERA), November 6-9, 2013, Evanston, Illinois
• Glick, M. & Saam, J. Planning Inquiry Activities to Enhance Process Skills Understanding. Hoosier Association of Science Teachers, Inc., February 6-8, 2013, Indianapolis, IN
• Saam, J. Using OnCourse to Enhance Student Learning through Differentiated Instruction. FACET Adjunct Faculty and Lecturers Conference, November 9-10, 2012, Indianapolis, IN.
• Nur, Y., Grabner-Hagen, M., & Saam, J. Teaching Goes On: Assessment Models and the Case of an Internally Displaced Higher Education Institution in the Somali Republic. International Conference on Learning and Administration in Higher Education 2012, May 23-25, Nashville, TN.
• Saam, J. College Faculty Learning from the Differentiated Instruction Model used in P-12 Classrooms. School Science and Mathematics Annual Conference, November 10-12, 2011, Colorado Springs, CO.
• Saam, J. & Jeong, T.K. In Search of the Epiphany of Homework Assignments: The Source of Friction between School and Home. Mid-Western Educational Research Association Annual Meeting, October 14 – 17, 2009, St. Louis, MO.
• Ogawa, M. & Saam, J. Integration of Social Studies and Science: What we can learn from Life Environment Studies in Japan, Annual Meeting of the International Assembly of Social Educators, November 14, 2008, Houston, TX.
• Sigler, E. & Saam, J. Evaluation of the Reciprocal Nature of Mentoring, Assessment Institute, October 27, 2008, Indianapolis, IN.
• Sigler, E. & Saam, J. Faculty Conceptualization of the Scholarship of Teaching and Learning, Mid-Western Educational Research Association Annual Meeting, October 16, 2008, Columbus, OH.
• Sigler, E. & Saam, J. Andragogy: It’s Not Just for Breakfast Anymore. FACET Retreat, May 16, 2008, French Lick, IN.
• Saam, J. & Sorgman, M. >Modeling: A Strategy for Integration in Science and Social Studies Methods School Science and Mathematics Association Annual Convention, November 16, 2007, Indianapolis, IN.
• Saam, J. & Sorgman, M. >Modeling: A Strategy for Integration in Science and Social Studies Methods> Mid-Western Educational Research Association Annual Meeting, October 27, 2007, St. Louis, MO.
• Sigler, E. & Saam, J. Constructivist or Expository Instructional Approaches: Does Instruction have an Effect on the Accuracy of Judgment of Learning (JOL) for pre-service teachers? American Educational Research Association Annual Meeting, April 9-13, Chicago, IL.
• Saam, J & Sorgman, M. Searching for evidence of integration. Association for Science Teacher Education International Conference, January 6, 2007, Clearwater Beach, FL
• Sorgman, M. & Saam, J. (2006 March) Celebrating our students: Exemplars from an integrated social studies and science methods course.Presentation at the 2006 Indiana Council for the Social Studies Annual Convention, Indianapolis, Indiana.
• Sorgman, M. & Saam, J. (2005 April) Resolving the time commitment of performance-based assessments Paper presented at the 2005 Annual Midwest Conference on the Scholarship of Teaching and Learning, South Bend, Indiana.
• Sigler, E., & Saam, J. (2005 February) Teacher candidates conceptual understanding of conceptual learning: From theory to practice. Paper presented at the 2005 American Association of Colleges for Teacher Education Annual Meeting, Washington DC.
• Saam, J. & Reiff, R. (2005 January) Constructing a Definition of Inquiry with Teacher Candidates in Elementary Science Methods Paper presented at the 2005 Association for the Education of Teachers of Science Annual International Conference, Colorado Springs, CO
• Sorgman, M., Saam, J. & Calhoon, S. (2004 April) Rubrics: A multi-purpose approach to enhance teaching and learning. Paper presented the Annual Midwest Conference on the Scholarship of Teaching and Learning, South Bend, IN
• Sorgman, M., Saam, J. & Calhoon, S. (2004 March) Rubrics: A multi-purpose approach to enhance teaching and learning. Paper presented the Edward C. Moore Symposium, Indianapolis, IN
• Saam, J. (2004 February) Helping students generate testable questions. Paper presented at the Hoosier Association of Science Teachers, Inc Annual Convention, Indianapolis, IN
• Saam, J. & Sorgman, M. (2004 February) Enhancing Integrated Social Studies/Science Standards-based Teaching: A Model of Collaboration between University Faculty, Classroom Teachers and Administrators. Paper presented at the American Association of Colleges for Teacher Education Annual Meeting, Chicago, Illinois.
• Sigler, E., Saam, J., Aamidor, S., & Reed, A. (2004 February) The START model: Placing Students with Disabilities in Student Teaching. Paper presented at the American Association of Colleges for Teacher Education Annual Meeting, Chicago, Illinois.
• Saam, J. & Kamen, M. (2004 January) Emergent KWL Impacts Critical Thinking in Elementary and Middle School Students. Paper presented at the Association for the Education of Teachers of Science Annual International Conference, Nashville, Tennessee.
• Saam, J. & Sorgman, M. (2004 January) Improving Integrated Social Studies/Science Standards-based Teaching: A Professional Development Model.Paper presented at the Association for the Education of Teachers of Science Annual International Conference, Nashville, Tennessee.
• Saam, J. (2003 February). Moving from Activities to Inquiry. Paper presented at the annual HASTI convention, Indianapolis, Indiana.
• Saam, J. & Sorgman, M. (2003, January). The Development of an Integrated Science and Social Studies Methods Course. Paper presented at the annual Association for the Education of Teachers of Science International Conference, St Louis, MO.
• Harwood, B., Saam, J., Barnett, M., & Keating, T. (2003, January). Using Emerging Technologies to Help Bridge the Gap between University Theory & Classroom Practice: Challenges and Successes. Paper presented at the annual Association for the Education of Teachers of Science International Conference, St Louis, MO.
• Sigler, E. & Saam, J. (2002, April). Students’ Conceptual Understanding and Connections between Educational Psychology and Methods. Paper presented at the annual Midwest Conference on the Scholarship of Teaching and Learning, South Bend, Indiana.
• Saam, J. & Bell, B. (2002, February). Paper Chromatography and Prime Factorization: Hand in Hand. Paper presented at the annual HASTI convention, Indianapolis, Indiana.
• Saam, J. (2001, November). Integrating in Middle School Science: Not Just Content Connections. Paper presented at the annual SSMA National Conference, Downers Grove, Illinois.
• Saam, J. & Brabson, B. (2000, April). Wind energy exploration. Paper presented at the annual NSTA National Convention, Orlando, Florida.
• Saam, J. (2000, January). Teachers’ wisdom bringing perspective to the integrating of middle level mathematics and science. Paper presented at the AETS annual meeting, Akron, Ohio.
• Saam, J. (1999, September). A case study of a middle school mathematics teacher and a science teacher implementing integrated curriculum. Paper presented at the annual SSMA conference, Greensboro, North Carolina.
• Saam, J. & Brabson, B. (1999, February). Wind energy exploration. Paper presented at the annual HASTI convention, Indianapolis, Indiana.
• Saam, J., Boone, W. J., & Chase, V. (1999, January). A snapshot of upper elementary and middle school teachers’ self-efficacy and outcome expectancy. Paper presented at the AETS annual meeting, Austin, Texas.
• Keating, T., Talbot, R., Petty, M., & Saam, J. (1997, November). A report on the current status of science content in secondary school world-wide-web pages. Paper presented at the annual SSMA conference, Milwaukee, Wisconsin.
• Saam, J. (1997, November). Team teaching blocks assist teachers to coordinate mathematics and science. Paper presented at the annual SSMA conference, Milwaukee, Wisconsin.
• Rajnowski, G. & Saam, J. (1997, February). Environmental accounting: Conducting a waste audit in your school. Paper presented at the annual HASTI convention, Indianapolis, Indiana.

Professional Development Presentations

• Working Towards an Integrated Curriculum presented for VISION II, Indiana University Kokomo, July 16, 2002 and June 10, 2003
• Introduction of the Indiana Academic Science Standards and Curriculum Frameworks presented for Indianapolis Public Schools, October 30 and 31, 2002.
• Computation, Professional Development for St. Joan of Arc and St Patrick School, Kokomo, IN. April 17, 2003.
• Curriculum Integration Serves Transition, Professional Development for Maple Crest Middle School, Kokomo, IN. March 26, 2003.
• Using Cooperative Groups and Writing to Enhance Learning, Presentation at the Future Faculty Teaching Fellows Summer Institute, Bloomington, IN. July 19, 2003
• The First Years on the Job, Presentation at the Future Faculty Teaching Fellows Summer Institute, Bloomington, IN. July 19, 2003; July 17, 2005; July 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015
• Project Wild Workshop, Presentation at IUKokomo, sponsored by EdSAC. July 22, 2003;  September 5, 2003; and September 24, 2004; Spring Semester 2009; February 2010, March 2011, March 2012, December 2014
• A Rubric for Developing and Assessing an Integrated Social Studies and Science Methods Course, Presentation at IUKokomo SOTL Monthly Meeting, November 7, 2003
• Computation and Applied Skills, Professional Development for All Saints School, Logansport, IN. January 29, 2004.
• Rubrics, Professional Development for Galveston Elementary, Galveston, IN. September 15, 2004.
• Cooperative Learning and Discovery Learning, Presentation at the Future Faculty Teaching Fellows Summer Institute, Bloomington, IN. July 16, 2005.
• E-portfolios, meshEd sponsored pre-service teacher workshop, Presentation at IU Kokomo, December 5, 2005
• E-portfolios, Assessment Town Hall Meeting IU Kokomo, sponsored by the Center for Teaching, Learning and Assessment, the Assessment Committee and Assessment Council, March 6, 2006
• Cooperative Learning, Presentation at the Future Faculty Teaching Fellows Summer Institute, Bloomington, IN. July 15, 2006; July 14, 2007; July 12, 2008, July 2009, July 2010, July 2011, July 2012, July 2013, July 2014, May 2015
• Getting Interpersonal – It’s not just Peanuts^TM! Presentation at the FACET Retreat 2006, with Dr. Ellen Sigler, May 20, 2006.
• Cooperative Learning, Presentation at the Associate Faculty and Lecturers Conference, 2006, Indianapolis, IN
• Developing an Integrated Thematic Course, Presentation at the Annual Faculty Fall Conference, 2010, IU Kokomo.
• Learner-Centered Teaching, Presentation at the IU Kokomo New Faculty Orientation session, April 2012, April 2013, April 2014 IU Kokomo
• FACET Coaching Initiative, Presentation at the FACET Annual Faculty Retreat, May 2012, Angola, IN
• Using Oncourse to Enhance Student Learning through Differentiated Instruction, Presentation at the IU Kokomo CTLA Brown Bag, March 4, 2013
• Sustain Our Excellence in Teaching, Presentation at IU Kokomo CTLA Sustainability Brown Bag, October 30, 2013
• SoTL Methods I and SoTL Methods II within the Full Day SoTL Workshop presented by FACET’s Mack Center for Inquiry on Teaching and Learning with Dixson, M., Mallin, I., Mettetal, G. May 17, 2014  in Indianapolis, IN
• Scholarship of Teaching and Learning Panel at the Regional Campus Research/Creative Activity Workshop with Kern, B., Dixson, M., and Morgan, R. August 15, 2014 in Kokomo, IN.

Professional Publications

• Saam, J., Balmer, L., & Servizzi, K. (scheduled for press in 2017) Development and Usability of a Pre-service Field and Clinical Evaluation System Aligned with an In-Service Evaluation System. Teaching Education & Practice.  
• Saam, J. (in press later 2016) Differentiating Instruction in an Online Classroom. Online Classroom: Magna Publications.
• Saam, J. (2015). Sustainability Principles used to Sustain the Drive towards Teaching Excellence. Transformative Dialogues: Teaching & Learning Journal, 8 (2), 1-12. https://www.kpu.ca/td/.
• Dixson, M. & Saam, J. (2015). Enhancing Professional Development. In R. K. Morgan, K. T. Olivares, and J. Becker (Eds), Quick Hits: Teaching Tips for Adjunct Faculty and Lecturers (p. 81-82). Bloomington, IN: Indiana University Press.
• Saam, J. & Dixson, M. (2015). Compartmentalizing, Prioritizing, Personalizing: Balancing Competing Demands. In R. K. Morgan, K. T. Olivares, and J. Becker (Eds), Quick Hits: Teaching Tips for Adjunct Faculty and Lecturers (p. 9-10). Bloomington, IN: Indiana University Press.
• Saam, J. & Jeong, T.K. (2013) In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools’ Homework Practices, Universal Journal of Educational Research 1(2): 119-127.
• Nur, Y., Grabner-Hagen, M., & Saam, J. (2013). Teaching goes on: Assessment Models and the Case of an Internally Displaced Higher Education Institution in the Somali Republic. Journal of Academic Administration in Higher Education 9(1):65-75. 
• Sigler, E. & Saam, J. (2007) Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL) for pre-service teachers? Journal of the Scholarship of Teaching and Learning, 7(2), p. 22 – 31.
• Saam, J., Sorgman, M., & Calhoon, S. K. (2007) Uncovering student perceptions of rubrics. Journal on Excellence in College Teaching, 18(3), 39-54.
• Sigler, E. & Saam, J. (2006) Theory to Practice: Teacher Candidates’ Conceptual Understanding & Connections Between Educational Psychology and Mathematics Methods. Journal of Scholarship of Teaching and Learning, 6 (1).
• Saam, J &. Nowak, J. A. (2005) The Effects of Full-day Versus Half-day Kindergarten on the Achievement of  Students with Low/Moderate Income Status. Journal of Research in Childhood Education, 20 (1).
• Saam, J., & Bell, B. (2003) Science and mathematics integration takes an analogous turn for the better. The Hoosier Science Teacher, XXVIII (4).
• Barnett, M. Harwood, W., Keating, T., & Saam, J. (2002). Using emerging technologies to help bridge the gap between university theory and classroom practice: Challenges and successes. School Science and Mathematics, 102(6), 1- 15.
• Saam, J., Boone, W. J., & Chase, V. (2000). Self-efficacy and outcome expectancy of selected upper elementary and middle school science teachers’-Surprises and Lessons. Science Educator, 10(1), 43-49.
• Saam, J., Boone, W. J., & Chase, V. (2000). A snapshot of upper elementary and middle school science teachers’ self-efficacy and outcome expectancy. (ERIC Document Reproduction Service No. ED 443 685).
• Saam, J. & Brabson, B. (2000). Wind: A resource for learning. Connect, 13(5), 13-16.
• Chase, V. & Saam, J. (2000).   Evaluating for outcomes: Teacher institute evaluation for changes in attitudes.> The Informal Learning Review, (40), 1, 4-5.
• Saam, J., Boone, W. J., & Chase, V. (1999). A snapshot of upper elementary and middle school science teachers’ self-efficacy and outcome expectancy. In Keig, (Ed.), 1999 AETS Conference Proceedings. (https://edrs.com/).
• Saam, J. (1996). A new twist on amusement park physics. The Hoosier Science Teacher, XXI, 87-90.

Teaching Awards

• The Mack Center exists to stimulate inquiry in the Scholarship of Teaching and Learning, to recognize, honor, and increase the influence of that scholarly inquiry, and to foster change with the underlying goal of promoting excellence in education at Indiana University, in the United States, and internationally.
• IU Faculty Colloquium on Excellence in Teaching (FACET) Award 2006:FACET, an IU Presidential initiative, is designed both to recognize and enhance outstanding teaching throughout the IU system and to promote continued development of teaching excellence among colleagues at IU and beyond. FACET awards are presented to IU faculty members who have demonstrated their exceptional commitment to teaching and learning through areas of self-evaluation, course preparation, research, instructional skills, and student impact.
• Trustees Teaching Award 2006 and 2013:The Board of Trustees of Indiana University established the Trustees' Teaching Award beginning with the 2000-2001 academic year. The intent of the award is to recognize the best teachers. Teaching is broadly construed and may be indicated by high student evaluations, colleague evaluations/observations, innovations in teaching, service related to teaching and teaching publications. Each spring Trustee Awards are made to honor outstanding teaching during the previous calendar year.
• Claude Rich Excellence in Teaching Award (2008):This is the highest teaching award given to a professor on our campus, again selected by peers after careful evaluation of a dossier of a career’s worth of work related to teaching and learning.
• P.A. Mack Distinguished Service to Teaching Award (2014):This award is an Indiana University award given through Indiana University FACET (Faculty Academy for the Excellence of Teaching), chosen by a group of FACET members, my peers, by evaluating the accomplishments of the applicant as outlined in the extensive nomination letter.
• FACET Bender Faculty Fellowship (2012):An opportunity to work closely with FACET leadership to spearhead a project to benefit the FACET organization. My project is to develop a one-stop repository for Indiana University resources for new faculty no matter which campus one resides (currently in progress).

Courses Taught - Undergraduate

• E328 Science in the Elementary School (3 cr.)
• E343 Mathematics in the Elementary School (3 cr.)
• Q200 Introduction to Scientific Inquiry (3 cr.)
• M312 Middle School Methods (3 cr.)
• M311/M313 Lesson and Unit Planning (1 cr.)
• S487 Secondary Curriculum (3 cr.)
• M446 Secondary Science Methods (3 cr.)
• M457 Secondary Mathematics Methods (3 cr.)

Courses Taught - Graduate

• W505 VISION I (3 cr.)
• J500 Instruction in the Context of Curriculum (3 cr.)
• W505 Electronic Portfolio Part 1 (1 cr.)