STEM enrichment programs and graduate school matriculation: the role of science identity salience.

PubMed

Merolla, David M; Serpe, Richard T

2013-12-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

Cognitive, Socioemotional, and Attitudinal Effects of a Triarchic Enrichment Program for Gifted Children

ERIC Educational Resources Information Center

Gubbels, Joyce; Segers, Eliane; Verhoeven, Ludo

2014-01-01

In most industrialized societies, the regular educational system does not meet the educational needs of gifted pupils, causing a lag in their school achievement. One way in which more challenge can be provided to gifted children is with an enrichment program. In the present study, cognitive, socioemotional, and attitudinal effects of a triarchic…

Parents as Partners in Art Education Enrichment

ERIC Educational Resources Information Center

Hansen, Laurie

2008-01-01

The author describes a parent art program, how it works, and ways to implement it. She emphasizes the strengths of parent programs as a way to support and enrich existing arts education, not as a replacement. Hansen describes the art kit--the adult's teaching resource--and the basic four-part process: presentation, demonstration, an art activity,…

The Importance of School-Wide Enrichment Programs in Elementary School Settings

ERIC Educational Resources Information Center

Burris, Lauren

2011-01-01

Due to the state of California's budget crisis with education, over the last several years, Gifted and Talented education programs have been cut across the state. As a result, students are being simply taught to take a test, and enrichment to students, those considered "gifted" and all others, is not being offered to the extent that is…

Protecting Human Health in a Changing Environment: 2018 Summer Enrichment Program

EPA Pesticide Factsheets

The U.S. Environmental Protection Agency (EPA) in Research Triangle Park, NC is offering a free 1-week Summer Enrichment Program to educate students about how the Agency protects human health and the environment.

Attributions, Influences and Outcomes for Underrepresented and Disadvantaged Participants of a Medical Sciences Enrichment Pipeline Program

ERIC Educational Resources Information Center

Pinckney, Charlyene Carol

2014-01-01

The current study was undertaken to examine the effectiveness of the Rowan University-School of Osteopathic Medicine - Summer Pre-Medical Research and Education Program (Summer PREP), a postsecondary medical sciences enrichment pipeline program for under-represented and disadvantaged students. Thirty-four former program participants were surveyed…

Summer Enrichment Programs to Foster Interest in STEM Education for Students with Blindness or Low Vision

ERIC Educational Resources Information Center

Supalo, Cary A.; Hill, April A.; Larrick, Carleigh G.

2014-01-01

Hands-on science enrichment experiences can be limited for students with blindness or low vision (BLV). This manuscript describes recent hands-on summer enrichment programs held for BLV students. Also presented are innovative technologies that were developed to provide spoken quantitative feedback for BLV students engaged in hands-on science…

ParentSource: A Practice in Enrichment

ERIC Educational Resources Information Center

Blackwell, Patricia

2005-01-01

Community-based parenting education programs have a unique role to play in the promotion of infant mental health. In contrast to classes that seek to accelerate child development, the author describes enrichment programs that promote parent-child bonding and healthy social and emotional development. The ParentSource program was developed on the…

The Impact of Enrichment Activities upon the Self-Concept of Secondary Cooperative Office Education Students.

ERIC Educational Resources Information Center

Davis-Newton, Hazel C.

A study examined the effect of a series of enrichment activities on the self-concept of 34 cooperative office education students in the East Baton Rouge School Parish (Louisiana). The students participated in an enrichment program consisting of 10 55-minute class periods of instruction in human relations and communication skills, ways of coping…

A Modularized Counselor-Education Program.

ERIC Educational Resources Information Center

Miller, Thomas V.; Dimattia, Dominic J.

1978-01-01

Counselor-education programs may be enriched through the use of modularized learning experiences. This article notes several recent articles on competency-based counselor education, the concepts of simulation and modularization, and describes the process of developing a modularized master's program at the University of Bridgeport in Connecticut.…

Instructional Program Planning for Outdoor Education.

ERIC Educational Resources Information Center

Garbutt, Barbara; And Others

A guide on instructional program planning for outdoor education, prepared for Oakland County (Michigan) teachers, contains suggestions for program planning and lists information sources on suitable outdoor activities. The purpose of outdoor education is defined as being: "to enrich, vitalize and complement content areas of the school…

An Enrichment Program for Migrant Students: MENTE/UOP.

ERIC Educational Resources Information Center

Gilbert, Michael B.

The report describes the objectives and accomplishments of a summer enrichment program, Migrantes Envueltos en Nuevos Temas de Educacion/Migrants Engaged in New Themes in Education (MENTE), for promising and talented migrant high schoolers. The program is a cooperative one with a university. Students selected by a review committee are tested for…

Predicting treatment success in social skills training for adolescents with autism spectrum disorders: the UCLA Program for the Education and Enrichment of Relational Skills.

PubMed

Chang, Ya-Chih; Laugeson, Elizabeth A; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R

2014-05-01

This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention.

Broadening Educational Horizons: The National Science Foundation GK-12 Teaching Fellowship Program at the University of Maine, Orono, ME, USA.

NASA Astrophysics Data System (ADS)

Wilson, K. R.; Kelley, J. T.

2005-12-01

The future of meaningful scientific research in the United States depends heavily upon the quality of the science and mathematics education received by students in our grade K-12 education system. The National Science Foundation's GK-12 Teaching Fellowship Program provides opportunities for scientific enrichment for students and their teachers at the K-12 level. Currently in its fifth year at the University of Maine, Orono, the program is one of over 100 such programs in the country. Last year, the program was honored by the New England Board of Higher Education with a Regional Award for Excellence in Project Achievement. The program has three broad goals: to enrich the scientific education of students by providing equipment, role models, and expertise that they may not otherwise be exposed; to provide professional development for teachers through curriculum enrichment and participation at scientific conferences; and to improve the teaching and communication skills of fellows. Fellows represent a broad spectrum of research interests at the University of Maine, including Biology, Chemistry, Engineering, Forestry, Geological Sciences, and Marine Science. This past year, 13 graduate students and 1 undergraduate student worked with 52 teachers and 2300 students in 26 schools across the state of Maine. The benefits of this program are tangible and substantial. New awareness of the innovative ways that K-12 and University education systems can work together to promote hands-on science and the scientific method, is one of the major contributions of the NSF GK-12 Teaching Fellowship Program.

CUE (CULTURE, UNDERSTANDING, ENRICHMENT)--SOCIAL STUDIES.

ERIC Educational Resources Information Center

BROWN, ROBERT M.; AND OTHERS

THIS PUBLICATION IS A TEACHING GUIDE TO PROVIDE GUIDANCE FOR INTEGRATING CAREFULLY SELECTED AUDIOVISUAL ITEMS INTO EXISTING NINTH-GRADE CURRICULUMS IN SOCIAL STUDIES. IT IS ONE OF FIVE GUIDES PREPARED FOR USE IN PROJECT CUE. AN EXPERIMENTAL PROGRAM DESIGNED TO INCREASE CULTURAL UNDERSTANDING AND ENRICHMENT IN THE EDUCATIONAL PROGRAMS OF HIGH…

Parents and Children through the School Years: The Effects of the Home Instruction Program for Preschool Youngsters.

ERIC Educational Resources Information Center

Baker, Amy J. L.; Piotrkowski, Chaya S.

The Home Instruction Program for Preschool Youngsters (HIPPY) is a free 2-year family oriented early childhood education and parent involvement program for parents with limited formal education to help them provide educational enrichment for their 4-year-old and 5-year-old children. As of 1996, HIPPY programs serve over 15,000 economically…

Afternoon Remedial and Enrichment Program, Buffalo, New York. Elementary Program in Compensatory Education, 2.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

This afternoon remedial and enrichment program was offered to inner-city low income children (grades 3-8). About 75 percent of the children were black, 20 percent white and 5 percent Puerto Rican. Remedial instruction was offered in reading and mathematics. Average class size was six pupils; these small groups allowed for better diagnosis of needs…

Long-Term Impact of the Enrichment Experiences in Engineering (E[superscript 3]) Summer Teacher Program

ERIC Educational Resources Information Center

Autenrieth, Robin L.; Lewis, Chance W.; Butler-Purry, Karen L.

2017-01-01

The Enrichment Experiences in Engineering (E[superscript 3] ) summer teacher program is hosted by the Dwight Look College of Engineering at Texas A&M University and is designed to provide engineering research experiences for Texas high school science and mathematics teachers. The mission of the E[superscript 3] program is to educate and excite…

Educating the Gifted: The Independent School Challenge.

ERIC Educational Resources Information Center

Bassett, Patrick F.

1983-01-01

A planned pilot program for gifted students at Stuart Hall College Preparatory School for Girls in Staunton, Virginia, will feature enrichment, mentorship, a mastery testing program, a counselor for the gifted, and inservice staff education. (CL)

A Gifted Child Education Model that Seems to Be Working in South Africa.

ERIC Educational Resources Information Center

Mentz, Hendrik Jeremy

1989-01-01

The coordinator of gifted child education in 200 preprimary, primary, and high schools in South Africa describes parameters of giftedness and the four area enrichment model which offers a continuum of services from enrichment in the regular class to team development of special programing for the potential genius. (DB)

Direction Discovery: A Science Enrichment Program for High School Students

ERIC Educational Resources Information Center

Sikes, Suzanne S.; Schwartz-Bloom, Rochelle D.

2009-01-01

Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to…

Enriched Home Environment Program for Preschool Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Sood, Divya; Szymanski, Monika; Schranz, Caren

2015-01-01

This study discusses the impact of the Enriched Home Environment Program (EHEP) on participation in home activities among two children with ASD using case study methodology. EHEP involves occupational therapists to collaborate with families of children with ASD to educate them about the impact of factors that influence child's participation within…

Water Quality: Water Education for Teachers. A 4-H School Enrichment Program.

ERIC Educational Resources Information Center

Powell, G. Morgan; Kling, Emily B.

This looseleaf notebook is a teacher resource package that is designed for enrichment program use. It contains five units dealing with water quality: (1) The Water Cycle; (2) Our Water Supply; (3) Waste/Water Treatment; (4) Water Conservation; (5) Water Pollution. The units provide background information, experiments, stories, poems, plays, and…

An Afterschool Director's Educational Leadership Strategies: A Case Study

ERIC Educational Resources Information Center

Marino, Tammy

2014-01-01

Afterschool programs linked to schools provide opportunities to keep children safe and engage them in enrichment activities that can support their growth and development. Often, these programs are led by afterschool directors with a background in youth development and no experience or education in leading in educational environments. These…

Sesame Street PEP Handbook. Second Edition.

ERIC Educational Resources Information Center

Children's Television Workshop, New York, NY.

This handbook for early childhood educators describes the Sesame Street PEP, an educational enrichment program for 3- to 5-year-olds that makes learning a fun and challenging adventure by using the educational goals of the Sesame Street show, children's books, and developmentally appropriate activities. This program seeks to: (1) stimulate…

From Inception to Reflection: Ohio's K-4 Content-Enriched Mandarin Chinese Curriculum

ERIC Educational Resources Information Center

Robinson, Deborah W.

2009-01-01

In 2006 the Ohio Department of Education (ODE) submitted and received a three-year Foreign Language Assistance Program grant from the U.S. Department of Education to write and pilot a K-4 content-enriched Mandarin curriculum and to build online professional development modules to support the curriculum. Once funded, ODE formed an advisory…

NASA and the United States educational system - Outreach programs in aeronautics, space science, and technology

NASA Technical Reports Server (NTRS)

Owens, Frank C.

1990-01-01

The role of NASA in developing a well-educated American work force is addressed. NASA educational programs aimed at precollege students are examined, including the NASA Spacemobile, Urban Community Enrichment Program, and Summer High School Apprenticeship Program. NASA workshops and programs aimed at helping teachers develop classroom curriculum materials are described. Programs aimed at college and graduate-level students are considered along with coordination efforts with other federal agencies and with corporations.

Summer Enrichment Workshop (SEW): A Quality Component of the University of Alabama's Gifted Education Preservice Training Program

ERIC Educational Resources Information Center

Newman, Jane L.; Gregg, Madeleine; Dantzler, John

2009-01-01

Summer Enrichment Workshop (SEW) is a clinical experience in the teacher preservice training program for gifted and talented (GT) master's degree interns at the University of Alabama. This mixed design study investigated the effects of the SEW clinical experience on interns' preparation to teach. Quantitative analysis demonstrated a statistically…

An Innovative Program in Social Work Education

ERIC Educational Resources Information Center

Peleg-Oren, Neta; Aran, Ofra; Even-Zahav, Ronit; Macgowan, Mark J.; Stanger, Varda

2007-01-01

This paper is a report of an innovative program in social work education to enrich field supervisors and students with the latest theories and practices related to social work practice in health care settings. This program consists of a study day organized jointly by academic faculty, field supervisors, and students, conducted once a year between…

Comparing Differences in Math Achievement and Attitudes toward Math in a Sixth Grade Mathematics Enrichment Pilot Program

ERIC Educational Resources Information Center

Tow, Tamara

2011-01-01

High-stakes assessments have encouraged educators to ignore the needs of the top performers. Therefore, the Oakwood School District decided to implement a mathematics pilot enrichment program in order to meet the needs of the advanced mathematics students. As a result, this study used quantitative data to determine if there was a significant…

African American perspectives: A qualitative study of an informal science enrichment program

NASA Astrophysics Data System (ADS)

Simpson, Jamila Rashida

The purposes of this study were to determine what program characteristics African American parents consider when they enroll their children into an informal science education enrichment program, the parents' evaluation of a program called Jordan Academy in which they enrolled their children, and the alignment of the parents' perspectives with Black Cultural Ethos (BCE). BCE refers to nine dimensions posited by Wade Boykin, a psychologist, as comprising African American culture. Participants were parents of students that attended Jordan Academy, an informal science enrichment program designed for third through sixth grade students from underserved populations. Qualitative methodologies were utilized to perform a thorough assessment of parents' perspectives. Data sources included classroom observations, student surveys, academy curriculum, photos and video-taped class sessions. Data included teachers and parents' responses to semi-structured, audio recorded interviews and students' written responses to open-ended items on the program's evaluation instrument. The data were analyzed for themes and the findings compared to Black Cultural Ethos. Findings revealed that the participants believed that informal science education offered their children opportunities not realized in the formal school setting - a means of impacting their children holistically. The parents expressed the academic, cultural, and personal development of their children in their characterizations of the ideal informal science education experience and in their evaluations of Jordan Academy. Overall, the parents' views emphasized the BCE values of harmony, affect, verve, movement, orality and communalism. The study has important implications for practices within and research on informal science education.

78 FR 17935 - Proposed Collection; Comment Request: NIH Office of Intramural Training & Education Application

Federal Register 2010, 2011, 2012, 2013, 2014

2013-03-25

... Enrichment Program 100.0 1.0 1.0 100.00 (CCSEP) Technical Training Program (PBT) 115.0 1.0 1.0 115.00... Request: NIH Office of Intramural Training & Education Application SUMMARY: In compliance with the... comment on proposed data collection projects, the Office of Intramural Training & Education/OIR/OD, the...

Working Partnerships: A Joint Venture in Vocational Education.

ERIC Educational Resources Information Center

Campbell, Clifton P.

Joint Ventures in Vocational Education projects link participating businesses with secondary vocational programs in a cooperative relationship. These are voluntary arrangements between vocational programs and a public or private sector agency that combine the energies and resources of the partners to enrich various aspects of the vocational…

Growing Healthy Kids: A School Enrichment Nutrition Education Program to Promote Healthy Behaviors for Children

ERIC Educational Resources Information Center

Vierregger, Alyssa; Hall, Johnna; Sehi, Natalie; Abbott, Mary; Wobig, Karen; Albrecht, Julie A.; Anderson-Knott, Mindy; Koszewski, Wanda

2015-01-01

The Growing Healthy Kids Program is a school-based nutrition education program that teaches students in Kindergarten through 2nd grade about healthy eating, physical activity, and how their body uses food. Pre- and post-knowledge data is collected from the students to measure changes in nutrition knowledge. In the first 2 years of the program,…

FOSTER-Flight Opportunities for Science Teacher EnRichment, A New IDEA Program From NASA Astrophysics

NASA Astrophysics Data System (ADS)

Devore, E.; Gillespie, C.; Hull, G.; Koch, D.

1993-05-01

Flight Opportunities for Science Teacher EnRichment (FOSTER) is a new educational program from the Imitative to Develop Education through Astronomy in the Astrophysics Division at NASA Headquarters. Now in its first year of the pilot program, the FOSTER project brings eleven Bay Area teaaaachers to NASA Ames to participate in a year-long program of workshops, educational programs at their schools and the opportunity to fly aboard the Kuiper Airborne Observatory (KAO) on research missions. As science and math educators, FOSTER teachers get a close-up look at science in action and have the opportunity to interact with the entire team of scientists, aviators and engineers that support the research abord the KAO. In June, a second group of FOSTER teachers will participate in a week-long workshop at ASes to prepare for flights during the 1993-94 school year. In addition, the FOSTER project trains teachers to use e-mail for ongoing communication with scientists and the KAO team, develops educational materials and supports opportunities for scientists to become directly involved in local schools. FOSTER is supported by a NASA grant (NAGW 3291).

UNITE 3D Rover Summer Workshop: An Overview and Assessment

ERIC Educational Resources Information Center

Hsiung, Steve C.; Deal, Walter F.; Tuluri, Francis

2017-01-01

UNITE is a program sponsored by the Army Educational Outreach Program (AEOP, 2015). The STEM Enrichment Activities of AEOP are designed to spark student interest in science, technology, engineering, and mathematics, especially among the underserved and those in earlier grades and educators by providing exciting, engaging, interactive, hands-on…

Enriching the Public History Dialogue: Effective Museum Education Programs for Audiences with Special Needs

ERIC Educational Resources Information Center

Stringer, Mary Kate

2013-01-01

Effective public history dialogue depends on all voices having adequate access to interpretation and experience set in historical and/or cultural environments. The dissertation explores programming developed specifically for secondary education students who have intellectual disabilities and other related cognitive and developmental disabilities.…

Informal Science Education for Girls: Careers in Science and Effective Program Elements

ERIC Educational Resources Information Center

Fadigan, Kathleen A.; Hammrich, Penny L.

2005-01-01

Addressing the need for continued support of after-school and summer science enrichment programs for urban girls and at-risk youth, this paper describes the educational and career paths of a sample of young women who participated in the Women in Natural Sciences (WINS) program during high school. This study also attempts to determine how the…

Always Feed the Clowns and Other Tips for Building Better Partnerships between School Librarians and Providers of Educational Programs

ERIC Educational Resources Information Center

Edwards, Jason

2015-01-01

Jason Edwards travels to schools and libraries across the nation performing educational enrichment programs, such as his Monster Hunt Library Skills-Building Adventure Program, for librarians and students. In this article, he shares tips that he has gleaned that may help librarian/programmer partnerships function more smoothly. Three of the…

The Partnership on Work Enrichment and Readiness

ERIC Educational Resources Information Center

Haar, Diane; Raggi, Mindi

2009-01-01

The Partnership on Work Enrichment and Readiness (POWER's) unique and innovative curriculum recruits and sustains nontraditional students interested in preparing for employment or continued studies in an institution of higher education. The program specifically targets persons in mental health recovery. Students attend college during a regular…

Using Synchronous Technology to Enrich Student Learning

ERIC Educational Resources Information Center

Wang, Charles Xiaoxue; Jaeger, David; Liu, Jinxia; Guo, Xiaoning; Xie, Nan

2013-01-01

To explore the potential applications of synchronous technology to enrich student learning, faculty members from an American regional state university and a Chinese regional university collaborated to find appropriate ways to integrate synchronous technology (e.g., Adobe Connect) into an educational technology program in the American university…

Family Fun Nights: Collaborative Parent Education Accessible for Diverse Learning Abilities

ERIC Educational Resources Information Center

Knowles, Christen; Harris, Anne; Van Norman, Renee

2017-01-01

Quality early childhood education programs have a responsibility to provide enriched educational services to preschool students paired with parent support, education, and outreach. Pearl Buck Preschool, a non-profit organization devoted to the delivery of preschool services for children of parents with intellectual disabilities or learning…

The 1992 catalog of space science and applications education programs and activities

NASA Technical Reports Server (NTRS)

1992-01-01

This catalog provides information on current, ongoing and pilot programs conducted at precollege through postdoctoral levels which are primarily funded or managed by the Office of Space Science Applications (OSSA). The directory of programs section includes teacher and faculty preparation and enhancement, student enrichment opportunities, student research opportunities, postdoctoral and advanced research opportunities, initiatives to strengthen educational institution involvement in research and initiatives to strengthen research community involvement in education. The Educational Products appendices include tabular data of OSSA activities, NASA Spacelink, NASA education satellites videoconferences, the Teacher Resource Center Network, and a form for requesting further information.

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

The Student Educational Enrichment Programs at the Medical College of Georgia in the School of Medicine were created to increase underrepresented minorities in the pipeline to biomedical science careers. Eight-week summer programs are conducted for high school, research apprentice, and intermediate and advanced college students. There is a prematriculation program for accepted medical, dental, and graduate students. Between 1979 and 1990, 245 high school students attended 12 summer programs. Of these, 240 (98%) entered college 1 year later. In 1986, after eight programs, 162 (68%) high school participants graduated from college with a baccalaureate degree, and 127 responded to a follow-up survey. Sixty-two (49%) of the college graduates attended health science schools, and 23 (18%) of these matriculated to medical school. Of college students, 504 participated in 13 summer programs. Four hundred (79%) of these students responded to a questionnaire, which indicated that 348 (87%) of the 400 entered health science occupations and/or professional schools; 179 (45%) of these students matriculated to medical school. Minority students participating in enrichment programs have greater success in gaining acceptance to college and professional school. These data suggest that early enrichment initiatives increase the number of underrepresented minorities in the biomedical science pipeline.

Evaluating a Practicum for Gifted Education Graduate Students

ERIC Educational Resources Information Center

Wood, Betty K.; Kittler-Hunter, Karen; Robinson, Ann E.; Wood, Sarah C.

2005-01-01

Each year for the past 25 years, the Center for Gifted Education at the University of Arkansas at Little Rock conducts a three-week summer enrichment program for gifted and talented students entitled Summer Laureate/University for Youth. The program was developed to provide a practicum experience for teachers seeking either licensure or a master's…

Increasing Access to College: Extending Possibilities for All Students. SUNY Series, Frontiers in Education.

ERIC Educational Resources Information Center

Tierney, William G., Ed.; Hagedorn, Linda Serra, Ed.

This collection of papers examines pre-college enrichment programs that offer a specific remedy to the problem of low income and underrepresented students' access to higher education. The 10 papers are: (1) "Pre-College Outreach Programs: A National Perspective" (Watson Scott Swail and Laura W. Perna); (2) "The Relationship between…

Agua Arriba--Up the Stream.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Migratory Child Div.

Designed for migratory agricultural workers whose children attended Florida schools during the winter, this directory lists and describes summer educational programs outside the state of Florida. The programs are said to provide trained teachers and other personnel, planned recreational and vocational training, and enrichment programs designed for…

Models for Integrated Education: Alternative Programs of Integrated Education in Metropolitan Areas. Contemporary Education Issues Series.

ERIC Educational Resources Information Center

Levine, Daniel U., Ed.

Contents of this book include: (1) "Introduction: race and educational opportunity," Meyer Weinberg; (2) "Project 'Unique' and efforts to eliminate racial imbalance in Rochester, New York," Herman R. Goldberg and Raymond S. Iman; (3) "Project 'Apex': magnet schools for enrichment and exchange in Los Angeles," Albert…

Harvard Education Letter. Volume 27, Number 2, March-April 2011

ERIC Educational Resources Information Center

Walser, Nancy, Ed.

2011-01-01

"Harvard Education Letter" is published bimonthly at the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Hybrid Schools for the iGeneration: New Schools Combine "Bricks" and "Clicks" (Brigid Schulte); (2) Dual Language Programs on the Rise: "Enrichment" Model Puts Content Learning…

The Business of Art Education: Friend or Foe?

ERIC Educational Resources Information Center

Shin, Ryan

2012-01-01

Franchised art instruction businesses are not necessarily the enemy of the art educator, and can even provide a mutually beneficial way to enrich school art education programs. This article explores the status of art education businesses as creative enterprises that offer art curricula for children as clients, beyond the traditional school and…

Keys To The Kansas Environment. 4-H School Enrichment Program.

ERIC Educational Resources Information Center

Kansas State Univ., Manhattan. Extension Service.

The 4-H Club packet for preschool and elementary school children contains nine "keys", or short learning exercises, designed to enrich science and environmental education both in and out of the classroom. Each "key" includes the purpose of the activity, the intended audience, the best time of the year for the activity,…

Adult Enrichment Learners in St. Cloud, Minnesota: Motivational Reasons for Participation

ERIC Educational Resources Information Center

Wallner, Scott David

2012-01-01

The purpose of the study was to identify reasons and motivation of adult stakeholders that influence participation in adult community education enrichment classes in the St. Cloud Public School District, St. Cloud, Minnesota. The study also examined the perceptions about adult learners held by leaders, planners, and facilitators of these programs,…

The Effects of Early Language Enrichment

ERIC Educational Resources Information Center

Fowler, William; Ogston, Karen; Roberts, Gloria; Swenson, Amy

2006-01-01

Over two decades, six studies evaluated the effects of a home-based early language program on the development of 101 infants. Parents engaged in enrichment activities with their infants over a one-year period that began when the infants were between three and 13 months of age. Participants from families with varied levels of education were…

Parental Perceptions of STEM Enrichment for Young Children

ERIC Educational Resources Information Center

Tay, Juliana; Salazar, Alissa; Lee, Hyeseong

2018-01-01

Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception (N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and…

The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program

NASA Technical Reports Server (NTRS)

Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)

1995-01-01

NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.

Community Colleges in an Aging Society.

ERIC Educational Resources Information Center

Ventura-Merkel, Catherine; Doucette, Don

1993-01-01

Describes a survey of 1,200 community colleges, indicating that less than 25 percent currently offer programs designed specifically for older adults. Existing programs stress recreation, cultural enrichment, and financial management, and many lack courses attuned to older adults' educational needs. Includes an agenda for program development. (DMM)

Approaches to Research on Teacher Education and Technology. Society for Technology and Teacher Education Monograph Series. No. 1.

ERIC Educational Resources Information Center

Waxman, Hersholt C., Ed.; Bright, George W., Ed.

This document addresses the use of technology to enrich education. Twelve papers discuss research programs and perspectives and methods of research in technology and teacher education. Titles are: "Research Methods and Paradigms in Technology and Teacher Education" (Hersholt C. Waxman and George W. Bright); "Past and Future Stages in Educational…

Passing It On--Folk Artists and Education in Cumberland County, New Jersey.

ERIC Educational Resources Information Center

Moonsammy, Rita Zorn

This New Jersey Folk Artists in Education program brings community educators together with professional educators to enrich students' appreciation of their own and others' traditional cultures at the same time as they develop basic skills. The life stories of nine folk artists and their communities, as well as the stories of how they work together…

A National State of the Art Study of Curriculum Instructional Materials for Distributive Education. Volume 1.

ERIC Educational Resources Information Center

Hirshfeld, Marvin; Leventhal, Jerome I.

Volume 1 of the two-volume annotated bibliography provides a partial listing of available materials for curriculum and instructional enrichment in distributive education. The grouping of all materials was made according to the U. S. Office of Education Classification of Instructional Programs for Distributive Education. Alphabetized by title under…

Aesthetic Practice and Spirituality: Chi in Traditional East Asian Brushwork

ERIC Educational Resources Information Center

Chung, Sheng Kuan

2006-01-01

The importance of multicultural art education has been addressed by art educators over the past 15 years. Art educators maintain that art is capable of empowering mutual respect and appreciation for people, objects, and ideas among diverse groups. Although many educators/teachers use non-Western artworks or artifacts to enrich their art programs,…

A National State of the Art Study of Curriculum Instructional Materials for Distributive Education. Volume 2.

ERIC Educational Resources Information Center

Hirshfeld, Marvin; Leventhal, Jerome I.

Volume 2 of the two-volume annotated bibliography provides a partial listing of available materials for curriculum and instructional enrichment in distributive education. The grouping of all materials was made according to the U. S. Office of Education Classification of Instructional Programs for Distributive Education. Alphabetized by title under…

The Comprehensive Project for Deprived Communitites in Israel.

ERIC Educational Resources Information Center

Goldstein, Joseph

A large-scale educational program, involving 30 settlements and neighborhoods that had been defined as suffering from deprivation, this project included a variety of reinforcement and enrichment programs. Information for a case study of the program was collected through interviews. Findings indicated that the guiding principles of the program…

Virginia School Health Guidelines.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond.

Virginia's Department of Education and Department of Health are concerned with the health of children and youth, and with the implementation of comprehensive school health programs. These guidelines provide a basis for developing a model school health program or for enriching an existing program, focusing on health services and school environment.…

Evaluation Report for "Operation RISE" (Recreation-Instruction-Service-Enrichment) in the City of Medford, Massachusetts.

ERIC Educational Resources Information Center

Medford Public Schools, MA.

Operation RISE (Recreation-Instruction-Service-Enrichment) was an ESEA Title I Program comprised of services to 660 (from grades 11-12) educationally disadvantaged elementary and secondary school students of Medford, Massachusetts during a six-week period in the summer of 1969. In this period each student was given remedial instruction in the…

Supplementary Activities for Enriching the Teaching of Earth Science: Astronomy, Geology, Meteorology, Oceanography.

ERIC Educational Resources Information Center

Exline, Joseph D., Ed.

This publication is intended to be an aid for secondary school science teachers in providing some additional student-oriented activities to enrich the earth science program. These activities have been classroom tested by teachers and have been considered by these teachers to be educationally successful. This publication is a product of the Earth…

Community Colleges in an Aging Society.

ERIC Educational Resources Information Center

Ventura-Merkel, Catherine; Doucette, Don

1993-01-01

According to survey responses from 388 of 1,288 community and technical colleges, only one-fourth offer programs specifically for older adults. Most programs stress recreation, enrichment, and financial management, which do not necessarily reflect the educational needs of this population. (SK)

Use of the Advanced Communications Technology Satellite to Promote International Distance Education Programs for Georgetown University

NASA Technical Reports Server (NTRS)

Bradley, Harold; Kauffman, Amy

1996-01-01

Georgetown's distance education program is designed to demonstrate to faculty and administrators the feasibility and desirability of using two-way video transmission for international education. These programs will extend the reach of Georgetown's educational offerings; enrich the curriculum and content of Georgetown's offerings by interaction with institutions in other nations; enhance the world view of the School of Business Administration; enable Georgetown to share its resources with other institutions outside of the United States; and promote Commerce within the Americas. The primary reason for this pilot program is to evaluate the effectiveness and economic viability of offering academic courses and Small Business Development training.

Adult Environmental Education: A Workbook To Move from Words to Action.

ERIC Educational Resources Information Center

Camozzi, Anne

This workbook, developed for an international workshop held in the Philippines in 1994, is designed to enrich adult environmental education worldwide and to ensure that the International Treaty on Environmental Education for Sustainable Societies and Global Responsibility is implemented in an action-oriented program. The workbook is organized in…

Organization and management of community-based dental education programs: an overview from the dental Pipeline program.

PubMed

Bailit, Howard L

2010-10-01

Disparities in access to dental care are a major problem in the United States. Effectively run community-based dental education programs can make a significant contribution to reducing access disparities and at the same time enrich the educational experiences of dental students and residents. For complex historical reasons, dental schools did not base their clinical training programs in community hospitals and clinics like the other health professions. Now, because of trends in school finances, changes in societal values, and limitations in current educational experiences, schools are increasing the time students spend in community clinics. This is likely to continue. The chapters in the first section of the report on the Pipeline, Profession, and Practice: Community-Based Dental Education program--for which this chapter serves as an introduction-provide detailed information on the operation of community-based education programs.

Using Mini-Grants as a Resource to Enrich Gifted Programs.

ERIC Educational Resources Information Center

Adderholdt-Elliott, Miriam; And Others

1990-01-01

Guidelines are offered for accessing local grant and foundation monies to fund special and innovative activities in gifted education programs. Descriptions of six projects funded by grants from local foundations demonstrate the variety of projects that can be funded. (JDD)

Food Safety Education Using Music Parodies

ERIC Educational Resources Information Center

Winter, Carl K.; Fraser, Angela M.; Gleason, Jeanne B.; Hovey, Susan K.; McCurdy, Sandra M.; Snider, O. Sue

2009-01-01

Musical parodies of contemporary songs with their lyrics altered to address current food safety issues were incorporated into a variety of food safety educational programs and the effectiveness of the music was evaluated by semiquantitative and qualitative measures. Audiences receiving the music-enriched curricula included school foodservice…

Developing Computer Programming Concepts and Skills via Technology-Enriched Language-Art Projects: A Case Study

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

Teaching computer programming to young children has been considered difficult because of its abstract and complex nature. The objectives of this study are (1) to investigate whether an innovative educational technology tool called Scratch could enable young children to learn abstract knowledge of computer programming while creating multimedia…

Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles

ERIC Educational Resources Information Center

Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan

2015-01-01

Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…

Educational opportunities within the NASA specialized center of research and training in gravitational biology

NASA Technical Reports Server (NTRS)

Guikema, James A.; Spooner, Brian S.

1994-01-01

The NASA Specialized Center of Research and Training (NSCORT) in Gravitational Biology was established at Kansas State University, supported through NASA's Life Science Division, Office of Space Science and Applications. Educational opportunities, associated with each of the research projects which form the nucleus of the Center, are complemented by program enrichments such as scholar exchanges and linkages to other NASA and commercial programs. The focus of this training program, and a preliminary assessment of its successes, are described.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1990

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1990-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are to further the professional knowledge of qualified engineering and science members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center. The study program consists of lectures and seminars on topics of interest or that are directly relevant to the research topics.

Learning Resources and Technology. A Guide to Program Development.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford.

This guide provides a framework to assist all Connecticut school districts in planning effective learning resources centers and educational technology programs capable of providing: a well developed library media component; shared instructional design responsibilities; reading for enrichment; integration of computers into instruction; distance…

Summer Adventure: You Can Make It Happen in Your Community.

ERIC Educational Resources Information Center

Butler, Bill

Summer Adventure, a university-based, full-day, community education program for kindergartners and elementary students is described. The program offers physical and enrichment activities, an "extravaganza," and production and leadership in training activities. The physical activities include golf, swimming, volleyball, and gymnastics. Fitness…

Inciting High-School interest in physics.

NASA Astrophysics Data System (ADS)

Zhang, Jiandi

2008-03-01

We report on our outreach effort on material-physics education program as one part of my NSF Career award project. This is a program incorporated with the NSF funded Physics Learning Center at FIU, focusing on the material physics enrichment both high school students and teachers. We particularly pay attention to minority students by taking the advantage of FIU's composition and location. The program offers a special/session-style workshop, demonstrations, research lab touring, as well as summer research activities. The goal is to enrich teacher's ability of instruction to their students and inspire students to pursue scientific careers. The detailed outreach activities will be discussed.

Camp Thunderbird: Taking Flight with Dance and Physical Education for Special Populations

ERIC Educational Resources Information Center

Keglon, Johnnye

2011-01-01

This article describes the Dallas-based Camp Thunderbird, an enrichment program that brought together minority students in special education and students from general education for a summer of physical activity and the arts. Among the camp participants were students who functioned at a high level in the areas of autism spectrum disorders, mental…

"A Lifelong Classroom": Social Studies Educators' Engagement with Professional Learning Networks on Twitter

ERIC Educational Resources Information Center

Noble, Anna; McQuillan, Patrick; Littenberg-Tobias, Josh

2016-01-01

Growing numbers of educators are using social media platforms to connect with other educators to form professional learning networks. These networks serve as alternative sources of professional development for teachers who seek to enrich their professional growth beyond school-based programs. This study aims to add to the small but growing body of…

Six Powerful Practices for Alternative Education Programs

ERIC Educational Resources Information Center

Maillet, Andre L.

2017-01-01

Alternative schools can provide all students, especially those with challenging behaviors, low motivation, poor attendance, failing grades, or those afraid to even walk into the school building, with an engaging and enriching educational experience. Through designing, leading, and serving students as an administrator of an alternative middle…

Infusing Technology into Education.

ERIC Educational Resources Information Center

Bowen, Raymond C.

At LaGuardia Community College (LCC), technology has become central to the college curriculum, and has enriched the college's cooperative and secondary education programs. In addition to employing technology to accommodate various teaching/learning styles at the college, LaGuardia provides students with as many opportunities as possible to use…

Study of the 1978 Summer STEP. The Summer "Bridge" Program at the Learning Skills Center, University of California, Davis.

ERIC Educational Resources Information Center

Suhr, Jeanne

The summer "bridge" part of the Special Transitional Enrichment Program (STEP) at the University of California (UC), Davis, was evaluated with attention to first-year academic performance and retention. STEP, part of the Educational Opportunity Program (EOP), is an orientation and academic program to help low-income and minority students…

Reflections on the Development and Implementation of an Enrichment Program in Early Childhood: A Metaphorical Representation

ERIC Educational Resources Information Center

Garvis, Susanne; Prendergast, Donna

2015-01-01

The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand…

7 CFR 226.17a - At-risk afterschool care center provisions.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Section 226.17a Agriculture Regulations of the Department of Agriculture (Continued) FOOD AND NUTRITION SERVICE, DEPARTMENT OF AGRICULTURE CHILD NUTRITION PROGRAMS CHILD AND ADULT CARE FOOD PROGRAM Operational... activities (i.e., in a structured and supervised environment); (iii) Include education or enrichment...

Will the Gifted Blossom?

ERIC Educational Resources Information Center

Ellis, Neville

1989-01-01

Describes the fierce competition and the selection process involved in gaining entrance into the Republic of Singapore's Art Elective Program. Discusses this curriculum's enriched and accelerated art program in which students gain a broader education and outlook. Activities include a live-in camp and an overseas trip for secondary students. (KO)

75 FR 37771 - Office of Postsecondary Education; Overview Information; Transition Programs for Students with...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-30

... supports and services for the academic and social inclusion of students with intellectual disabilities in academic courses, extracurricular activities, and other aspects of the IHE's regular postsecondary program; (3) Provides a focus on academic enrichment, socialization, independent living skills, including self...

After-School Programs: A Potential Partner to Support Urban Youth

ERIC Educational Resources Information Center

Evans, Ashley; Leung, Brian P.

2012-01-01

After-school programs (ASPs) are learning centers that provide enrichment opportunities after regular school hours. This article examines the value these programs can add to a child's educational day, especially for urban youth who are vulnerable during after-school hours. Quality ASPs can be part of the solution to help mitigate the effects of…

HANDBOOK ON INTERGROUP EDUCATION.

ERIC Educational Resources Information Center

District of Columbia Public Schools, Washington, DC.

THE AIM OF INTERGROUP EDUCATION IS TO DEVELOP A CONSCIOUSNESS AND APPRECIATION OF THE DIGNITY, CONTRIBUTIONS, AND BASIC UNITY OF ALL ETHNIC, RELIGIOUS, SOCIAL, AND ECONOMIC GROUPS WHICH ENRICH THE AMERICAN WAY OF LIFE. SCHOOL PERSONNEL AT ALL LEVELS HAVE A RESPONSIBILITY TO PROMOTE A PROGRAM OF INTERGROUP RELATIONS. THE CENTRAL ADMINISTRATIVE…

Project Gearing Academics to Individual Needs: Grade Eight.

ERIC Educational Resources Information Center

Bohler, Ann; And Others

This curriculum guide for an eighth grade civics course in a county in Florida was developed to provide a sequential program geared toward development of a positive self concept, "whole-some attitudes," functional citizenship, and educational enrichment. The guide presents five units--family and community, religion and education,…

Neoliberal Contradictions in Two Private Niches of Educational "Choice"

ERIC Educational Resources Information Center

Wilson, Marguerite Anne Fillion; Scarbrough, Burke

2018-01-01

This article brings together ethnographies of two privileged educational settings in the United States--a private school in California's Central Valley following the progressivist Sudbury model, and an affluent New England boarding school's summer enrichment program. Each of these institutions serves as an alternative to and/or extension of…

An Analysis of Graduates from a Non-Traditional Model of Dental Hygiene Education

ERIC Educational Resources Information Center

Benitez, Hubert

2013-01-01

Prior studies document the need to increase the racial and ethnic diversity of the health care workforce. Different approaches to increase the diversity of the healthcare workforce include implementing bridge, transitional and academic enrichment programs; diversifying college admissions criteria; and developing models of education that enhance…

Academically Creative Education: An Interim Report.

ERIC Educational Resources Information Center

Southwest Virginia Community Coll., Richlands, VA.

An overview is provided of activities undertaken by Southwest Virginia Community College and the Russell County School System to provide a cost-effective delivery system for education/enrichment opportunities for gifted seniors in rural high schools that lack the "critical mass" to sustain individual on-site programs. The delivery system used an…

Presenting Cultural Artifacts in the Art Museum: A University-Museum Collaboration

ERIC Educational Resources Information Center

Chung, Sheng Kuan

2009-01-01

With increasing emphasis on multicultural art education and integrative pedagogy, educators have incorporated community resources, such as cultural artifacts exhibited in art museums, to enrich their programs. Cultural artifacts are human-made objects which generally reveal historic information about cultural values, beliefs, and traditions.…

Counselor Educator Mothers: A Quantitative Analysis of Job Satisfaction

ERIC Educational Resources Information Center

Neale-McFall, Cheryl; Eckart, Emeline; Hermann, Mary; Haskins, Natoya; Ziomek-Daigle, Jolie

2018-01-01

The authors examined the occupational satisfaction of 107 counselor educator mothers and found that work-to-family enrichment, support from colleagues, and number of children under age 6 were significant predictors of occupational satisfaction. These results underscore the importance of policies and programs to increase occupational satisfaction…

Science Laboratory Safety: Findings and Implications for Teacher Education.

ERIC Educational Resources Information Center

Swami, Piyush

1986-01-01

Summarizes a survey of the condition of high school science laboratories in the greater Cincinnati area (N=36). Reports safety measures undertaken for fire and burn and eye and face protection, waste disposal, storage facilities, and ventilation. Offers suggestions and plans for enriching safety education programs for teachers. (ML)

Drug-usage evaluation and the patient-care pharmacist: a synergistic combination.

PubMed

Gayman, J; Tapley, D J

1991-07-01

The Joint Commission requires a continuous monitoring program to assure quality pharmaceutical care. The only way to achieve compliance with this standard is to enlist the help of the patient-care pharmacists. Equally important to the pharmacy manager is the way a DUE program can benefit the patient-care pharmacists. The key to an effective program is to assist the patient-care pharmacists in taking responsibility for the quality of drug therapy provided to their patients. Through education, encouragement, and recognition, the DUE Coordinator can elevate the practice of the patient-care pharmacists. The outcome is a synergistic program that enriches the practice of the patient-care pharmacists who, in turn, enrich the quality of pharmaceutical care received by their patients.

The 1993 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1993-01-01

Since 1964, the National Aeronautics and Space Administration has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA center.

1994 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1994-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1992

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1992-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center.

India: Training Workers to Meet the Challenges of Life.

ERIC Educational Resources Information Center

Fernau, Curt N.

1982-01-01

Discusses the educational program of the Textile Labour Association of Ahmedabad in India, which is designed to cope with the broad cultural, social, and economic problems facing workers and their families. The program focuses upon individual enrichment, cultural participation, and vocational mobility through the improvement of job skills. (JOW)

Enriching the Life of the Community on and off Campus

ERIC Educational Resources Information Center

Heckler, Mark A.

2015-01-01

According to the National Collegiate Honors Council (NCHC), "The value of Honors programs and Honors colleges for students cannot be overemphasized. For high achieving students, Honors programs and colleges offer many opportunities to make the most of their higher education." Many faculty and administrators who have spent their careers…

Annual Report of Indian Education in Montana. Johnson-O'Malley Activities, Fiscal Year 1975.

ERIC Educational Resources Information Center

Montana State Office of the Superintendent of Public Instruction, Helena.

In fiscal year 1975, Montana's Johnson-O'Malley (JOM) funds provided services for 6,869 eligible Indian students. JOM funds provided transportation, boarding homes, home-school coordinators, cultural enrichment programs, nurse coordinators, study centers, consultation service, writing projects, summer programs, special teachers, and workshops for…

A Unique Approach to Programming for the Preschool Child.

ERIC Educational Resources Information Center

Bert, Diane K.; Levenson, Joan

This short paper describes the Parent Readiness Education Project (PREP), a successful innovative effort to ameliorate the deficiencies of preschool children by training parents to enrich their home environment and improve interactions with their children through a specific program of daily home activities. PREP identifies 4-year-old children with…

Gatekeeper or Lynchpin? The Role of the Principal in School-University Partnerships

ERIC Educational Resources Information Center

Nettleton, Kimberely Fletcher; Barnett, David

2016-01-01

Teacher education programs are always evolving. To provide opportunities for pre-service teachers to combine pedagogy with practical experience, many programs are developing school-university partnerships. The pairing of pre-service teachers with experienced mentor teachers offers enriched field experience opportunities. The effect of the…

Curriculum Guidelines: Native Hawaiian Curriculum Development Project.

ERIC Educational Resources Information Center

Kawakami, Alice J.; Aton, Kanani; Glendon, Crystal; Stewart, Roxane

The Na'imiloa (seeker of knowledge) program provides educational enrichment opportunities to gifted underachieving Native Hawaiian high school students. Developed by the University of Hawaii at Hilo and selected high schools, the program was designed to build upon students' talents, develop their self-esteem, and develop an awareness and…

Science Education & Cultural Environments in the Americas. Report of the Inter-American Seminar on Science Education (Panama City, Panama, December 10-14, 1984).

ERIC Educational Resources Information Center

Gallagher, James J., Ed.; Dawson, George, Ed.

The impact of cultural background on science learning is explored in this compilation of papers and reports from an inter-American Seminar on science education. For the purposes of enriching science program planning, teacher education, research, and practice in the schools, varying ideas are offered on the effects of cultural background on science…

Flight Opportunities for Science Teacher EnRichment

NASA Astrophysics Data System (ADS)

Koch, D.; Devore, E.; Gillespie, C., Jr.; Hull, G.

1994-12-01

The Kuiper Airborne Observatory (KAO) is NASA's unique stratospheric infrared observatory. Science on board the KAO involves many disciplines and technologies. NASA Astrophysics Division supports a pre-college teacher program to provide Flight Opportunities for Science Teacher EnRichment (FOSTER). To date, forty-five teachers are participating, and the program is designed to nation-wide to serve fifty teachers per year on board the KAO. FOSTER is a pilot program for K-12 educational outreach for NASA's future Stratospheric Observatory for Infrared Astronomy (SOFIA) which will directly involve more than one-hundred teachers each year in airborne astronomical research missions. FOSTER aims to enrich precollege teachers' experiences and understanding of science, mathematics and technology. Teachers meet at NASA Ames Research Center for summer workshops on astronomy and contemporary astrophysics, and to prepare for flights. Further, teachers receive Internet training and support to create a FOSTER teacher network across the country, and to sustain communication with the airborne astronomy community. Each research flight of the KAO is a microcosm of the scientific method. Flying teachers obtain first-hand, real-time experiences of the scientific process: its excitement, hardships, challenges, discoveries, teamwork, and educational value. The FOSTER experience gives teachers pride and a sense of special achievement. They bring the excitement and adventure of doing first-class science to their students and communities. Flight Opportunities for Science Teacher EnRichment is funded by a NASA's Astrophysics Division grant, NAGW 3291, and supported by the SETI Institute and NASA Ames Research Center.

Final Report of the Evaluation of the Benjamin Franklin Urban League Street Academy, ESEA Title I 1969-1970.

ERIC Educational Resources Information Center

Teaching and Learning Research Corp., New York, NY.

The purpose of the Benjamin Franklin Urban League Street Academy Program is to help students stay in school, help dropouts to return to school, or help students enter the job market. The program was evaluated in three categories: East Side Cluster Service, summer enrichment, and educational programs. The major evaluation objectives were to…

Utilizing Video Conferencing to Introduce an International Perspective to Foundation Practice

ERIC Educational Resources Information Center

Forgey, Mary Ann; Loughran, Hilda; Hansen, Johna

2013-01-01

Video conferencing has much potential to enrich international social work education. In this educational initiative, video conferencing was used to deliver a joint foundation social work practice class to students attending an MSW degree program both in the United States and in Ireland. Student feedback indicated that they gained an appreciation…

Empowering ELLs through Strong Community-School District Partnerships for Enrichment

ERIC Educational Resources Information Center

Rivera, Jessica; Donovan-Pendzic, Esperanza; Marion, Mary Jo

2015-01-01

The English Language Learner (ELL) Summer Camp in Worcester, Massachusetts--an intensive six-week program that served middle school and high school students from Worcester Public Schools (WPS)--was the product of a five-way partnership that included the school district, higher education institutions (Latino Education Institute [LEI] at Worcester…

Recruitment Is Not Enough: Retaining African American Students in Gifted Education

ERIC Educational Resources Information Center

Moore, James L., III; Ford, Donna Y.; Milner, H. Richard

2005-01-01

In public school systems all around the country, educators--teachers, counselors, and administrators--have made significant progress in identifying and recruiting diverse populations in gifted and enrichment programs. Despite the efforts, too many African American students and other students of color (e.g., Hispanic Americans and Native Americans)…

Keepers of the Land. An Agricultural Curriculum for Kindergarten-Sixth Grade.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of General Education.

This agricultural curriculum is designed to supplement and enrich the regular elementary curriculum. The program teaches important agricultural concepts through traditional subject areas. Twelve units are provided for each grade level K-6. Each unit is correlated to one or more instructional areas: art, career education, environmental education,…

Structures of School Systems Worldwide: A Comparative Study

ERIC Educational Resources Information Center

Popov, Nikolay

2012-01-01

In the past 20 years I have been examining the structures of school systems worldwide. This ongoing research has been enriched by the findings obtained from the lecture course on Comparative Education I have been delivering to students in the Bachelor and Master's Education Programs at Sofia University, Bulgaria. This paper presents some results…

Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

ERIC Educational Resources Information Center

Berk, Saban

2018-01-01

Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

Team Teaching in the Saturday Morning Search for Solutions.

ERIC Educational Resources Information Center

Solomon, Pearl G.; And Others

The Marie Curie Mathematics and Science Center at St. Thomas Aquinas College (New York), in a comprehensive effort to improve mathematics and science education, offers the Saturday Morning Search for Solutions enrichment program for area students in grades 7-12. The program is interdisciplinary, connecting technology and the study of societal…

A Broader and Bolder Approach to School Reform: Expanded Partnership Roles for School Counselors

ERIC Educational Resources Information Center

Steen, Sam; Noguera, Pedro A.

2010-01-01

This article describes a broader, bolder approach to education reform aimed at addressing the social and economic disadvantages that hinder student achievement. Central principles of this approach to reform include the provision of supports such as early childhood and preschool programs, after-school and summer enrichment programs, parent…

PEGASUS: Providing Enrichment for the Gifted: Adapting Selected Units of Study.

ERIC Educational Resources Information Center

Lewis, Christine L.; And Others

The document is designed to assist teachers in modifying instruction to meet the special needs of high ability students, to help educators in effective organization of their plans for individualizing instruction, and to provide information on individualizing an educational program for gifted students. The format is set up so that it describes a…

Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

ERIC Educational Resources Information Center

Popescu, Adriana; Morgan, James

2007-01-01

The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

Assessment for Effective Intervention: Enrichment Science Academic Program

ERIC Educational Resources Information Center

Sasson, Irit; Cohen, Donita

2013-01-01

Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to…

Evaluating the Effectiveness of the 2001-2002 NASA "Why?" Files Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Lambert, Matthew A.

2002-01-01

This report contains the results of the evaluation conducted for the 2001-2002 NASA 'Why?' Files program that was conducted in March 2002. The analysis is based on the results of 139 surveys collected from educators registered for the program. Respondents indicated that (1) the programs in the series are aligned with the national mathematics, science, and technology standards; (2) the programs are developmentally (grade level) appropriate; and (3) the programs enhance and enrich the teaching and learning of mathematics, science, and technology.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1991-01-01

In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spent 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. The objects were the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA center.

The scope and variety of combined baccalaureate-MD programs in the United States.

PubMed

Eaglen, Robert H; Arnold, Louise; Girotti, Jorge A; Cosgrove, Ellen M; Green, Marianne M; Kollisch, Donald O; McBeth, Dani L; Penn, Mark A; Tracy, Sarah W

2012-11-01

The landscape of combined baccalaureate-MD programs has changed substantially in the last two decades but has not been documented in detail. The authors review the current state of these programs and discuss opportunities for future study of their evolving role and potential impact.In 2011, using a definition of baccalaureate-MD program built on prior research, the authors reviewed Association of American Medical Colleges sources and medical school Web sites to identify and characterize 81 active programs. In addition, they surveyed the 57 medical schools offering those programs; 31 schools with 39 programs responded. The resulting database inventories the number and distribution of programs; institutional affiliations; missions or goals; length; size; admissions criteria; curricula; and retention requirements.Since the inception of combined programs in 1961, their number and curricular length have increased. Pressures that spurred earlier programs remain evident in the goals of today's programs: attract talented high school or early college students, especially from diverse backgrounds; prepare physicians to meet societal needs; and offer an enriched premedical environment. Baccalaureate educational activities achieve program goals through special courses, medical experiences, community service, and learning communities tailored to students' needs. Admission and retention criteria are comparable to those of traditional medical schools.Combined baccalaureate-MD programs have evolved along several paths during the last half century and have enriched the baccalaureate experiences of medical students. Shifting expectations for the selection and education of future physicians warrant focused research on these programs to document their effectiveness in addressing those expectations.

Township of Ocean School District Contemporary Science. Student Enrichment Materials.

ERIC Educational Resources Information Center

Truex, Ronald T.

Contemporary Science is a program designed to provide non-academic disaffected students as well as college-bound high school students with a meaningful and positive educational experience in science in order to bridge the gap between science and the citizen in a technological world. The program, designed as a full year elective course, involves…

What Difference Does an Hour Make? Examining the Effects of an After School Program

ERIC Educational Resources Information Center

Farmer-Hinton, Raquel L.; Sass, Daniel A.; Schroeder, Mark

2009-01-01

The use and scope of after-school programs (ASPs) have always varied with the local context. Historically, affluent families used ASPs to provide enrichment for their children. During the Civil Rights and Black Nationalist movements, African Americans used ASPs for cultural and educational activities. In recent times, ASPs have been used for…

Using Summer Programs To Explore the Relationship between Time and Learning.

ERIC Educational Resources Information Center

DeBlois, Robert

1997-01-01

Notes that it is not known whether more time spent in school increases children's learning. Suggests that instead of running the "assembly line" for more hours, educators might try a summer program based on enrichment and fun-time activities as an alternative way to discover whether more learning time would be a good investment. An important…

1997 NASA/MSFC Summer Teacher Enrichment Program

NASA Technical Reports Server (NTRS)

1999-01-01

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

Wyoming Community Colleges Annual Partnership Report, 2014

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2014

2014-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2005

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2006

2006-01-01

The "Annual Partnership Report" catalogs all partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These…

Wyoming Community Colleges Annual Partnership Report, 2009

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2009

2009-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2008

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2009

2009-01-01

The "Annual Partnership Report" catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships…

Wyoming Community Colleges Annual Partnership Report, 2007

ERIC Educational Resources Information Center

Wyoming Community College Commission, 2008

2008-01-01

The "Annual Partnership Report" catalogs all partnerships that Wyoming community colleges established and maintained for each fiscal year. Each community college maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These…

Strengthening the Strength of Public-Private Partnership Model in Education: A Case Study of Durbar High School in Nepal

ERIC Educational Resources Information Center

Rajbhandari, Mani Man Singh

2011-01-01

Public-Private Partnership (PPP) model in education is being importantly valuable in developing countries in enriching the strength pf public schools that government appears to be heavy and slow. PPP model however, initiate developmental program that encourage teachers motivation to teach. This further allows private and local community group…

Teachers' Guide for Aviation Education. For Use in Grades Two Through Six. Communication Arts, Science, Social Studies, Health, Career Education.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This teacher's guide provides elementary teachers (grades 2-6) with supplementary learning activities centered around the subject of aviation, which may be used to enrich their regular programs. The guide is divided into the following five subject areas: communication arts, science, social studies, health, and careers in aviation. The guides vary…

Evaluating the Effectiveness of the 2000-2001 NASA CONNECT(TM) Program

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Frank, Kari Lou; Lambert, Matthew A.

2002-01-01

This report contains the results of the evaluation conducted for the 2000-2001 NASA CONNECT(TM) program conducted in March 2001. The analysis is based on the results collected from 154 surveys collected from educators registered for the program. Respondents indicated that the objectives for each program were met; the programs were aligned with the national (mathematics, science, and technology) standards; the programs were developmentally (grade level) appropriate; and the programs in the 2000-2001 NASA CONNECT(TM) series enhanced/enriched the teaching of mathematics, science, and technology.

The Relationship Between Cognitive and Non-Cognitive Variables and Academic Performance of Students in the Science Enrichment Preparation (S.E.P.) Program

NASA Astrophysics Data System (ADS)

Borden, Paula D.

This dissertation study concerned the lack of underrepresented minority students matriculating through the health professions pipeline. The term pipeline is "the educational avenue by which one must travel to successfully enter a profession" (Sullivan Alliance, 2004). There are a significant number of health professional pipeline programs based across the United States and, for the purposes of this study, a focus was placed on the Science Enrichment Preparation (S.E.P.) Program which is based at The University of North Carolina at Chapel Hill. The S.E.P. Program, is an eight-week residential summer experience, designed to support underrepresented minority pre-health students develop the competitive edge for successful admission into health professional school programs. The bedrock of this dissertation study concerned itself with the relationships between cognitive variables and non-cognitive variables and academic performance of students in the S.E.P. Program from 2005-2013. The study was undertaken to provide a clearer understanding for the NC Health Careers Access Program's (NC-HCAP) leadership with regard to variables associated with the students' academic performance in the S.E.P. Program. The data outcomes were informative for NC-HCAP in identifying cognitive and non-cognitive variables associated with student academic performance. Additionally, these findings provided direction as to what infrastructures may be put into place to more effectively support the S.E.P. participants. It is the researcher's hope this study may serve as an educational model and resource to pipeline programs and others with similar educational missions. The consequences and implications of a non-diverse healthcare workforce are high and far reaching. Without parity representation in the healthcare workforce, health disparities between racial and economic groups will likely continue to grow.

Creating Health-Focused Academic Community Partnerships.

ERIC Educational Resources Information Center

Gaines, Sherry K.; Kelley, Susan J.; Spencer, Lorine

1997-01-01

Partnerships with communities help universities respond to contemporary societal issues, enrich educational experiences, and offer opportunities for research and faculty service. At Georgia State University, three health-related programs link campus and community in projects for grandparents raising grandchildren, migrant farm workers, and…

Arts and Crafts of the Mississippi Hills. ESEA, Title IV-C, 1982-83.

ERIC Educational Resources Information Center

Eaton, Barbara; Weatherford, Martha

An overview is presented of a 1982-83 Elementary and Secondary Education Act (ESEA), Title IV-C project, designed for 50 talented high school art students, to preserve the arts and crafts in the Mississippi hills area and to enrich existing arts and crafts curriculum. Steps are listed for implementing such a program, a simple program budget is…

Multilevel Grouping, Grades Preschool-5 Small and Rural Schools. Outstanding Teaching Practices Series, Volume 4.

ERIC Educational Resources Information Center

Regional Laboratory for Educational Improvement of the Northeast & Islands, Andover, MA.

This document reports on the 1991-92 Teacher Recognition Program honoring exceptional teachers from rural and small schools in the New England states, New York, Puerto Rico, and the Virgin Islands. The program was intended to enrich the quality of education in the Northeast United States and its Caribbean jurisdictions by sharing information about…

Using Interdisciplinary research to enrich teachers and classrooms

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Huffman, L. T.; Peart, L. W.; Hammond, J.; McMahon, E.

2011-12-01

Imagine being on the stern of a ship in the Atlantic Ocean off the coast of New England as the crew dumps thousands of scallops on the deck, searching the Greenland ice sheet for a remote weather station, or uncovering secrets to past climates as you join an ocean sediment drilling team in Antarctica. So you ask yourself, what would you be doing in all of these places? What you would be doing is what hundreds of educators from around the world have done for over 20 years, participating in field-based Teacher Research Experience (TRE) programs. Teacher Research Experiences involve educators from varying grade levels and backgrounds in hands-on research as a member of a scientific research team. The teacher works side by side with actual research scientists, often on tasks similar to a field assistant or graduate student. As an important member of the research team teachers learn more about science content and the process of science. Subsequently, the educators play a key role in digesting and communicating the science to their students and the general public. TRE programs vary in many ways. Programs take place in a variety of settings-from laboratories to field camps, and from university campuses to aircraft or ships. The primary commonality of the TRE programs in this presentation-PolarTREC (Teachers and Researchers Exploring and Collaborating), ANDRILL (ANtarctic geological DRILLing) Research Immersion for Science Educators (ARISE); Integrated Ocean Drilling Program (IODP) School of Rock (SOR); and the National Oceanic and Atmospheric Administration Teacher at Sea (TAS) program-is that these programs provide an authentic field-based research experience for teachers outside of a laboratory setting, frequently in harsh, remote, or unusual settings. In addition, each of these programs is federally funded, possess dedicated program management staff, leverage existing scientific and programmatic resources, and are usually national, and sometimes international, in scope. Sharing their unique lessons learned and program results, authors will describe how TRE's improve and enrich interdisciplinary science education by connecting teachers, researchers, students, and the public around the globe for involvement in scientific research and global issues.

Technology in education: A guidebook for developing a science and math education support program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization's strengths and resources with the needs of the school system. Following these getting started'' activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Technology in education: A guidebook for developing a science and math education support program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wagner, C.L.

1992-09-01

Education is vital to survival and success in an increasingly technical world, and the quality of education is the responsibility of everyone students, teachers, parents, industry, and government. Any technical organization wanting to contribute to that success through its local education system can do so easily and effectively through careful planning. This report details that planning process and includes methods to (1) identify the interests, strengths, and resources of the technical organization; (2) identify the needs of the local education system; (3) interface with local school system administration, principals, and teachers; and (4) develop a unique plan to match themore » organization`s strengths and resources with the needs of the school system. Following these ``getting started`` activities is the actual program that the Engineering Technology Division implemented in a local elementary school, including the curriculum, topics, and actual lesson plans used by technical personnel in the classroom. Finally, there are enrichment activities for teachers and students, suggestions for measuring the success of an education support program, and an overview of student responses to questions about the overall program.« less

Ready to Renovate

ERIC Educational Resources Information Center

Kennedy, Mike

2008-01-01

Schools and universities should have a thorough plan that sets priorities for the most pressing facility renovations. With remedial programs, enrichment offerings, recreational activities and extended-year schedules, many school facilities are no longer dormant in the summer months. The increased year-round use of education facilities benefits…

Preparing Twice Exceptional Students for Adult Lives: A Critical Need.

ERIC Educational Resources Information Center

Hua, C. Bruce; Coleman, Mary Ruth

2002-01-01

Six necessary program components to prepare gifted students with disabilities for productive adult lives are identified: provide challenging educational experiences along with supports, facilitate passion learning through enrichment activities, empower students through student-centered planning, develop self-advocacy, enhance positive social…

Educating Young People about Water. A Guide to Goals and Resources with an Emphasis on Nonformal and School Enrichment Settings.

ERIC Educational Resources Information Center

Andrews, Elaine; And Others

Water quality is an environmental issue that has received increased attention in recent years and for which there is now a variety of educational materials. This guide was developed by the Water Curriculum Needs Assessment Project to help curriculum coordinators select and develop water quality training programs and curricula. The initial sections…

[Psychoeducational intervention in high ability: intellectual functioning and extracurricular enrichment].

PubMed

Sastre-Riba, Sylvia

2014-02-24

The 'new paradigm' defines the high intellectual ability as a potential that should crystallize progressively throughout development. Its main feature is a high intellectual initial multidimensional potential, which is transformed so that, being a person with high intellectual ability is the result of a developmental process from a neurobiological substrate and the incidence of variables (psychosocial and education) which determines its manifestation more or less stable and optimal to excellence. It is interesting to know the effectiveness of psychoeducational intervention of the extracurricular enrichment programs and their effects on the expression of differential functioning and the optimization of the management of cognitive resources that lead to excellence. An extracurricular enrichment program is described and evaluated through: 1) the stability of the intellectual measures; 2) the satisfaction level of participants and families. Participants are 58 high ability students on the enrichment program and 25 parents. Intellectual profiles are obtained on T1-T2 and calculated their stability by regression analysis, the CSA and CSA-P questionnaires were applied in order to know the participants and families' satisfaction measure. Results show the basic stability of intellectual profiles with five cases of instability among the 58 profiles obtained, and a high satisfaction with the results obtained in the domain of cognitive and personal management among the participants.

NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Anderson, Loren A (Editor); Valdes, Carol (Editor)

1992-01-01

This document is a collection of technical reports on research conducted by the participants in the 1992 NASA/ASEE Summer Faculty Fellowship Program at Kennedy Space Center (KSC). This was the eighth year that a NASA/ASEE program has been conducted at KSC. The 1992 program was administered by the University of Central Florida in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) with sponsorship and funding from the Office of Educational Affairs, NASA Headquarters, Washington, D.C. The KSC program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 1992. The basic common objectives are to further the professional knowledge, to stimulate an exchange of ideas, to enrich and refresh the research and teaching activities, and to contribute to the research objectives of the NASA centers.

Strategies for Reforming Workforce Preparation Programs in Europe

ERIC Educational Resources Information Center

Stenstrom, Marja-Leena; Lasonen, Johanna

2004-01-01

The Post-16 Strategies project coordinated by Dr. Johanna Lasonen from 1996 to 1998 was chiefly concerned with four post-16 education strategies: (1) "vocational enhancement"; (2) "mutual enrichment"; (3) "linkages;" and (4) "unification." These four strategies to promote parity of esteem between vocational…

Promoting academic and social-emotional school readiness: the head start REDI program.

PubMed

Bierman, Karen L; Domitrovich, Celene E; Nix, Robert L; Gest, Scott D; Welsh, Janet A; Greenberg, Mark T; Blair, Clancy; Nelson, Keith E; Gill, Sukhdeep

2008-01-01

Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to parents to enhance skill development at home. Multimethod assessments of three hundred and fifty-six 4-year-old children tracked their progress over the course of the 1-year program. Results revealed significant differences favoring children in the enriched intervention classrooms on measures of vocabulary, emergent literacy, emotional understanding, social problem solving, social behavior, and learning engagement. Implications are discussed for developmental models of school readiness and for early educational programs and policies.

Assessment for Effective Intervention: Enrichment Science Academic Program

NASA Astrophysics Data System (ADS)

Sasson, Irit; Cohen, Donita

2013-10-01

Israel suffers from a growing problem of socio-economic gaps between those who live in the center of the country and residents of outlying areas. As a result, there is a low level of accessibility to higher education among the peripheral population. The goal of the Sidney Warren Science Education Center for Youth at Tel-Hai College is to strengthen the potential of middle and high school students and encourage them to pursue higher education, with an emphasis on majoring in science and technology. This study investigated the implementation and evaluation of the enrichment science academic program, as an example of informal learning environment, with an emphasis on physics studies. About 500 students conducted feedback survey after participating in science activities in four domains: biology, chemistry, physics, and computer science. Results indicated high level of satisfaction among the students. No differences were found with respect to gender excluding in physics with a positive attitudes advantage among boys. In order to get a deeper understanding of this finding, about 70 additional students conducted special questionnaires, both 1 week before the physics enrichment day and at the end of that day. Questionnaires were intended to assess both their attitudes toward physics and their knowledge and conceptions of the physical concept "pressure." We found that the activity moderately improved boys' attitudes toward physics, but that girls displayed decreased interest in and lower self-efficacy toward physics. Research results were used to the improvement of the instructional design of the physics activity demonstrating internal evaluation process for effective intervention.

SENSE IT: Teaching STEM Principles to Middle and High School Students through the Design, Construction and Deployment of Water Quality Sensors

ERIC Educational Resources Information Center

Hotaling, Liesl; Lowes, Susan; Stolkin, Rustam; Lin, Peiyi; Bonner, James; Kirkey, William; Ojo, Temitope

2012-01-01

This paper describes the structure and impact of an NSF-funded ITEST project designed to enrich science, technology, engineering, and mathematics (STEM) education using educational modules that teach students to construct, program, and test a series of sensors used to monitor water quality. During the two years of the SENSE IT project, over 30…

Chile: perspectives in school health.

PubMed

Langdon, M C; Gazmuri, C; Venegas, L

1990-09-01

The leading health problems of children and adolescents in Chile is reviewed. The Chilean educational system and how the system addresses its principal health problems are described. A school health program is described as well as other educational programs designed and developed by nongovernmental institutions which have a smaller coverage. Current research studies regarding growth and development, child morbidity, nutritional level, and mental health studies are reviewed. In addition, principal challenges that include developing more efficient ways of referring children, enriching the curriculum and teacher training, assigning school hours for health teachers, and enlarging coverage of the health care evaluation programs are outlined. Of special importance is developing prevention programs for parents and children using school and community leaders to prevent health problems in areas such as human sexuality education, decision-making, social abilities, and alcohol and drug abuse. Main efforts should be directed toward low-income families and children to improve life conditions.

Horticulture Therapy Activities for Exceptional Students.

ERIC Educational Resources Information Center

Airhart, Douglas L.; And Others

1988-01-01

The Tennessee Technological University's Program of Special Education sponsors a "Super Saturday" of enrichment activities for gifted and talented students as well as students with learning disabilities. A session on horticulture was planned and arranged by students in a class on horticultural therapy who designed learning activities of…

78 FR 55684 - ConnectED Workshop

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-11

... schools for digital learning. The ConnectED Workshop will discuss the growing bandwidth needs of K-12 schools as more schools use mobile devices to enrich the learning experience; as teachers increasingly... Distance Learning and Telemedicine Program; and the U.S. Department of Education. The meeting will be open...

After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours?

NASA Astrophysics Data System (ADS)

Flowers, Reagan D.

The primary purpose of this study was to investigate how a management service organization can assist schools with reducing the achievement gap between minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours. Developing a strategic plan through creating a program that provides support services for the implementation of hands-on activities in STEM for children during the after-school hours was central to this purpose. This Project Demonstrating Excellence (PDE), a social action project, also presents historical and current after-school program developments in the nation. The study is quantitative and qualitative in nature. Surveys were utilized to quantitatively capture the opinions of participants in the social action project on three specific education related issues: (1) disparity in academic motivation of students to participate in after-school STEM enrichment programs; (2) whether teachers and school administrators saw a need for STEM after-school enrichment; and (3) developing STEM after-school programs that were centered on problem-solving and higher-order thinking skills to develop students' interest in STEM careers. The sample consisted of 50 participants comprised of students, teachers, and administrators. The focus groups and interviews provided the qualitative data for the study. The qualitative sample consisted of 14 participants comprised of students, parents and teachers, administrators, an education consultant, and a corporate sponsor. The empirical data obtained from the study survey, focus groups, and interviews provided a comprehensive profile on the current views and future expectations of STEM after-school enrichment, student and school needs, and community partnerships with STEM companies. Results of the study and review of the implementation of the social action project, C-STEM (communication, science, technology, engineering, and mathematics) Teacher and Student Support Services, Inc., revealed the need and focus for STEM after-school enrichment programs in Houston, Texas. This result, along with requirements of STEM Research and Special Programs Administrations and a multiyear and multilevel strategic plan inspired by this study, led to the conceptualization, development, and implementation of C-STEM Teacher and Student Support Services, Inc. at multiple schools in Houston, Texas. The purpose of C-STEM Teacher and Student Support Services, Inc. is to provide hands-on support services that encourage schools, organizations and families to improve academic achievement and socioemotional development through project-based learning in communication, science, technology, engineering, and mathematics (CSTEM) in grades 4-12.

progressive problemshifts between different research programs in science education: A lakatosian perspective

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

Given the importance of epistemology and philosophy of science, the Lakatos (1970) methodology is particularly suited to evaluate competing research programs in science education. This article has two objectives: (a) to evaluate critically the interpretations of Gilbert and Swift (1985) and Rowell and Dawson (1989), and (b) to postulate a progressive problemshift between Piaget's epistemic subject and Pascual-Leone's metasubject. Regarding the Gilbert and Swift interpretation, it is concluded that the alternative conceptions movement at its present stage of development cannot explain the previous success of its rival (Piagetian school) nor supersede it by a further display of heuristic power as required by Lakatos. If we accept the Rowell and Dawson thesis it would amount to the postulation of Piagetian and integrated (Piagetian and schema) theories as rival research programs. It appears that the Rowell and Dawson approach would enrich Piagetian theory with descriptive content rather than explanatory constructs, and thus would not lead to a progressive problemshift. It is concluded that Pascual-Leone's theory extends Piaget's negative heuristic by introducing antecedent variables, and at the same time enriches the positive heuristic by introducing metasubjective task analysis, which leads to a progressive problemshift.

NASA-ASEE Summer Faculty Fellowship Program at NASA Lewis Research Center

NASA Technical Reports Server (NTRS)

Prahl, Joseph M.; Keith, Theo G., Jr.; Montegani, Francis J.

1996-01-01

During the summer of 1996, a ten-week Summer Faculty Fellowship Program was conducted at the NASA Lewis Research Center (LeRC) in collaboration with Case Western Reserve University (CWRU), and the Ohio Aerospace Institute (OAI). This is the thirty-third summer of this program at Lewis. It was one of nine summer programs sponsored by NASA in 1996, at various field centers under the auspices of the American Society for Engineering Education (ASEE). The objectives of the program are: (1) to further the professional knowledge of qualified engineering and science educators, (2) to stimulate an exchange of ideas between participants and NASA, (3) to enrich and refresh the research activities of participants' institutions. (4) to contribute to the research objectives of LeRC. This report is intended to recapitulate the activities comprising the 1996 Lewis Summer Faculty Fellowship Program, to summarize evaluations by the participants, and to make recommendations regarding future programs.

Quarked! - Adventures in Particle Physics Education

NASA Astrophysics Data System (ADS)

MacDonald, Teresa; Bean, Alice

2009-01-01

Particle physics is a subject that can send shivers down the spines of students and educators alike-with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not introduced until high school or university.1,2 Many of these concepts can be made accessible to younger students when presented in a fun and engaging way. Informal science institutions are in an ideal position to communicate new and challenging science topics in engaging and innovative ways and offer a variety of educational enrichment experiences for students that support and enhance science learning.3 Quarked!™ Adventures in the Subatomic Universe, a National Science Foundation EPSCoR-funded particle physics education program, provides classroom programs and online educational resources.

Art, Chaos, Ethics, and Science (ACES): a doctoring curriculum for emergency medicine.

PubMed

Van Groenou, Aneema A; Bakes, Katherine Mary

2006-11-01

ACES (Art, Chaos, Ethics, and Science) is a curriculum developed by 2 residents and a faculty mentor at the Denver Health Medical Center Emergency Medicine Residency Program. The goal of the ACES curriculum is 2-fold: (1) to discuss areas of clinical consequence typically outside the scope of the regular academic curriculum, such as ethical dilemmas and the challenges of professionalism; and (2) to encourage reflection on our roles as caregivers on a personal, public health, and political level. Each bimonthly "doctoring roundtable" session focuses on one of these goals, bringing local and national leaders in the field to the forum to enrich discussion. Attending physicians from academic and private settings within the residency, residents at all levels, rotating medical students, and, for the past year, emergency department nurses participate in the meetings. Thus far, regular voluntary participation has been the only measure of the ongoing program's success. In this descriptive article, we discuss the aim of the program, the curriculum, and how the ACES program enriches the residency's educational goals. Recent accreditation requirements for residency training programs mandate educational experiences that allow residents to demonstrate competency in professionalism and ethical principles. The ACES curriculum developed a unique niche in our residency, creating an open forum for passionate discussion of challenging clinical encounters, unpressured reflection on ethics and decisionmaking, and constructive personal and professional development.

Going beyond the Basics to Reach All Children

ERIC Educational Resources Information Center

Fisher-Doiron, Norma; Irvine, Susan

2009-01-01

In collaboration with the Neag Center for Gifted Education and Talent Development at the University of Connecticut, and with the guidance of its directors, Joseph Renzulli and Sally Reis, the Southeast Elementary School in Mansfield, Connecticut, has implemented the schoolwide enrichment model (SEM), a program designed to enhance learning and…

The Individual Family Support Plan: A Tool to Assist Special Populations of Gifted Learners.

ERIC Educational Resources Information Center

Damiani, Victoria B.

1996-01-01

This article describes Project Mandela, a federally funded enrichment and family support program for special populations (such as culturally diverse and economically disadvantaged) of gifted learners. Eighty-seven families participated in development of Individual Family Support Plans to enhance children's educational progress. The project found…

Increasing Prosocial Behavior and Academic Achievement among Adolescent African American Males

ERIC Educational Resources Information Center

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding…

Locating Geography on the Curriculum Map.

ERIC Educational Resources Information Center

Pannwitt, Barbara, Ed.

1986-01-01

The document initially describes Part 1 of a two-part National Association of Secondary School Principals article, "Geographic Literacy: Essential in a Global Age," published in September 1986, and written to inform educational decision-makers about the need to institute, update, and enrich geography programs in U.S. schools. The second article,…

In and Out 101 Activities to Enrich the Learning Experience.

ERIC Educational Resources Information Center

Johnson, Patricia; And Others

Activities developed and used with children and adults participating in the program offerings of the Edwin Gould Outdoor Education Centers are presented. Information describing most activities includes name, description of the activity, objectives, supervision or help required, procedures, time involved, size of area required, materials,…

Five Exciting, Enriching Outdoor Study Days in the Life of Delaware Valley Middle School Sixth Graders.

ERIC Educational Resources Information Center

Palermo, Scott D.; Sewall, Susan B.

1988-01-01

Discusses some of the variables involved in the development of five environmental education days by the Delaware Valley (Pennsylvania) Middle School. Recounts some of the ways that support was generated for programs from school administrators and community resources people. (TW)

The Creativity Crusade

ERIC Educational Resources Information Center

Shade, Rick; Shade, Patti Garrett

2015-01-01

Creativity has and always will be at the heart of American culture. It is evidenced in our daily lives thanks to the contributions of society's most revered icons. For decades, creativity has languished in the educational system. Creativity is not the norm in schools, and seems to only survive in classrooms or enrichment programs when highly…

The Value of Fieldwork and Service Learning

ERIC Educational Resources Information Center

Ruppert, Nancy

2013-01-01

Colleges of education must instantiate their candidates' knowledge, skills, and dispositions for accreditation. Professors often have candidates reflect on field experience as a way to enhance their learning. This study examines reflections of 43 candidates over a 2-year period. Candidates engaged in an after-school enrichment program as…

An Early Childhood Curriculum for Multiply Handicapped Children.

ERIC Educational Resources Information Center

Schattner, Regina

The guide for understanding the multidimensional educational problems of multiply handicapped children and for developing an appropriate curriculum and setting is addressed to teachers. Methods, materials, and a curriculum for working with young (ages 4-9 years) multiply handicapped children are presented. The program includes an enriched language…

From Skeletons to Bridges & Other STEM Enrichment Exercises for High School Biology

ERIC Educational Resources Information Center

Riechert, Susan E.; Post, Brian K.

2010-01-01

The national Science, Technology, Engineering, and Math (STEM) Education Initiative favors a curriculum shift from the compartmentalization of math and science classes into discrete subject areas to an integrated, multidisciplinary experience. Many states are currently implementing programs in high schools that provide greater integration of math,…

Human Relations Education; A Guidebook to Learning Activities.

ERIC Educational Resources Information Center

Buffalo Public Schools, NY. Human Relations Project of Western New York.

This guidebook is designed to acquaint teachers with human relations classroom materials, extracurricular activities, and an inservice approach to self-evaluation. A product of an ESEA Title III program, it contains human relations-oriented lessons--divided by grade level and subject matter--intended to supplement or enrich existing curricula and…

National Parks as Classrooms. Rural Roots

ERIC Educational Resources Information Center

Rural School and Community Trust, 2004

2004-01-01

The National Park System (NPS) offers a wealth of learning opportunities outside the classroom. The NPS is reaching out to educators nationwide to enrich student learning with the power of place, using public lands as classrooms where students can view historic artifacts and structures and interact with the natural world. Programs at …

Filmmaking for Children.

ERIC Educational Resources Information Center

Rynew, Arden

Filmmaking, when used to structure the activities of an art program, can become a tool to enrich the educational environment, to detect and observe all types of physical phenomena, and to extend the limits of observation. Designed to stimulate filmmaking in the elementary school, this handbook documents an approach to adding filmmaking to a…

Economics/Environment/Educational Outcomes of Site Planning.

ERIC Educational Resources Information Center

Grube, Karl W.; Bewley, Mary

Few school leaders and school architects have recognized or comprehended the potential symbiosis between school site resources and the enrichment of the instructional program, the urgency of repairing and improving the biosphere, the broadening of community life onto school sites, and the recognition of the responsibility role of stewardship of…

AN EARLY SCHOOL ADMISSION PORJECT. PROGRESS REPORT 1962-1963.

ERIC Educational Resources Information Center

Baltimore City Public Schools, MD.

"PROJECT HELP" REPRESENTS AN EDUCATIONAL PROGRAM DESIGNED TO ENRICH THE LIVES OR 4- AND 5-YEAR-OLD CULTURALLY DEPRIVED CHILDREN. IT IS A RESEARCH PROJECT DESIGNED TO DISCOVER WAYS TO ACCELERATE THE ACHIEVEMENT OF CHILDREN LIMITED IN THEIR DEVELOPMENT BY ENVIRONMENTAL FACTORS BEYOND THEIR CONTROL, TO INCREASE PARENTAL UNDERSTANDING AND…

Perspectives on Veterinary Medical Education: The Tuskegee Experience.

ERIC Educational Resources Information Center

Adams, E. W.; Habtemariam, T.

The extent to which Veterinary Aptitude Test (VAT) scores are valid predictors of veterinary student performance and the effect of a summer enrichment program were assessed for Tuskegee Institute and Auburn University students. In addition, attention was directed to predictors of specialty choices and patterns of specialty choices and employment…

Bringing Science Public Outreach to Elementary Schools

NASA Astrophysics Data System (ADS)

Miller, Lucas; Speck, A.; Tinnin, A.

2012-01-01

Many science "museums” already offer fantastic programs for the general public, and even some aimed at elementary school kids. However, these venues are usually located in large cities and are only occasionally used as tools for enriching science education in public schools. Here we present preliminary work to establish exciting educational enrichment environments for public schools that do not easily have access to such facilities. This program is aimed at motivating children's interest in science beyond what they learn in the classroom setting. In this program, we use the experience and experiments/demonstrations developed at a large science museum (in this case, The St. Louis Science Center) and take them into a local elementary school. At the same time, students from the University of Missouri are getting trained on how to present these outreach materials and work with the local elementary schools. Our pilot study has started with implementation of presentations/demonstrations at Benton Elementary School within the Columbia Public School district, Missouri. The school has recently adopted a STEM (Science, Technology, Engineering, and Mathematics) centered learning system throughout all grade levels (K-5), and is therefore receptive to this effort. We have implemented a program in which we have given a series of scientific demonstrations at each grade level's lunch hour. Further enrichment ideas and plans include: addition demonstrations, hands-on experiments, and question and answer sessions. However, the application of these events would be to compliment the curriculum for the appropriate grade level at that time. The focus of this project is to develop public communications which links science museums, college students and local public schools with an emphasis on encouraging college science majors to share their knowledge and to strengthen their ability to work in a public environment.

1998 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The program objectives include: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

2001 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2002-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises these programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4 To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellow's research topics. The lecture and seminar leaders wil be distinguished scientists and engineers from NASA, education and industry.

1996 NASA-Hampton University American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler); Young, Deborah B. (Compiler)

1996-01-01

NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives were: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants institutions; (4) To contribute to the research objectives of the NASA Center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

1999 NASA - ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Murray, Deborah B. (Compiler)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program or summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) To contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Stressors, supports and the social ecology of displacement: psychosocial dimensions of an emergency education program for Chechen adolescents displaced in Ingushetia, Russia.

PubMed

Betancourt, Theresa Stichick

2005-09-01

This study explored the psychosocial benefits of an emergency education intervention serving adolescents displaced by the war in Chechnya. It set out to describe key stressors and sources of social support available to youth served by the International Rescue Committee's (IRC) emergency education program. Interviews were conducted with 57 Chechen adolescents living in spontaneous settlements in Ingushetia, Russia in the fall of 2000. Of particular interest was the degree to which the education program addressed specified psychosocial goals. Findings indicated that young people and their families faced a number of physical and emotional stressors. The data indicated that the emergency education program provided benefits by enriching sources of social support, providing meaningful activity and a sense of hope for the future, and creating a space for young people to spend time and connect to others. However, the contrast between the desire of adolescents "to live like other kids" and the options available to them presented a dilemma for the emergency education program: adolescents craved normalcy, but for any intervention to be delivered, it had to first begin with creative and adaptive strategies that were by no means a complete replacement for formal, mainstream education. The programmatic and policy implications of these findings are presented here.

Implementing a Graduate Certificate Program in Cardiovascular Epidemiology: The Jackson Heart Study

PubMed Central

Campbell Jenkins, Brenda W.; Addison, Clifton; Wilson, Gregory; Young, Lavon; Fields, Regina; Woodberry, Clevette; Payton, Marinelle

2015-01-01

The Jackson Heart Study (JHS) is committed to providing opportunities for expanding the understanding of the epidemiology, diagnosis, prevention, and treatment of cardiovascular diseases. The JHS Graduate Training and Education Center (GTEC) has initiated the Daniel Hale Williams Scholar (DHWS) program where students are afforded the opportunity to interact with epidemiologists and other biomedical scientists to learn to identify, predict, and prevent cardiovascular disease using the Jackson Heart Study data. This study describes the structured programs developed by JHS GTEC seeking to alleviate the shortage of trained professionals in cardiovascular epidemiology by training graduate students while they complete their academic degrees. The DHWS program provides: (1) an enrichment curriculum; (2) a learning community; (3) quarterly seminars; and (4) a Summer Institute. Students attend enrichment activities comprising: (1) Applied Biostatistics; (2) Cardiovascular Disease Epidemiology; (3) Social Epidemiology; (4) Emerging Topics; and (5) Research Writing. Training focuses on developing proficiency in cardiovascular health knowledge. The DHWS program is a unique strategy for incorporating rigorous academic and career-focused training to graduate students and has enabled the acquisition of competencies needed to impact cardiovascular disease management programs. PMID:26703701

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 2

NASA Technical Reports Server (NTRS)

Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

1987-01-01

The 1987 Johnson Space Center (JCS) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of ASEE. The basic objectives of the program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 1987.

1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. Michael; Chappell, Charles R.; Six, Frank; Karr, Gerald R.

1992-01-01

For the 28th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period June 1, 1992 through August 7, 1992. Operated under the auspices of the American Society for Engineering Education, the MSFC program, was well as those at other centers, was sponsored by the Office of Educational Affairs, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are the 29th year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1992, volume 2

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

1992-01-01

The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document contains reports 13 through 24.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1992, volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

1992-01-01

The 1992 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, Washington, DC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers. This document is a compilation of the final reports 1 through 12.

Summer faculty fellowship program, 1984

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1984-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of a qualified between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellow's research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1987

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1987-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university faculty members were appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow devoted approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program consisted of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1988, volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Goldstein, Stanley H. (Editor)

1989-01-01

The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1989, volume 1

NASA Technical Reports Server (NTRS)

Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

1989-01-01

The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1988, volume 2

NASA Technical Reports Server (NTRS)

Bannerot, Richard B.; Goldstein, Stanley H.

1989-01-01

The 1988 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JCS. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and in 1964 nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1989, volume 2

NASA Technical Reports Server (NTRS)

Jones, William B., Jr. (Editor); Goldstein, Stanley H. (Editor)

1989-01-01

The 1989 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by Texas A and M University and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objective of the NASA Centers.

Governance and assessment in a widely distributed medical education program in Australia.

PubMed

Solarsh, Geoff; Lindley, Jennifer; Whyte, Gordon; Fahey, Michael; Walker, Amanda

2012-06-01

The learning objectives, curriculum content, and assessment standards for distributed medical education programs must be aligned across the health care systems and community contexts in which their students train. In this article, the authors describe their experiences at Monash University implementing a distributed medical education program at metropolitan, regional, and rural Australian sites and an offshore Malaysian site, using four different implementation models. Standardizing learning objectives, curriculum content, and assessment standards across all sites while allowing for site-specific implementation models created challenges for educational alignment. At the same time, this diversity created opportunities to customize the curriculum to fit a variety of settings and for innovations that have enriched the educational system as a whole.Developing these distributed medical education programs required a detailed review of Monash's learning objectives and curriculum content and their relevance to the four different sites. It also required a review of assessment methods to ensure an identical and equitable system of assessment for students at all sites. It additionally demanded changes to the systems of governance and the management of the educational program away from a centrally constructed and mandated curriculum to more collaborative approaches to curriculum design and implementation involving discipline leaders at multiple sites.Distributed medical education programs, like that at Monash, in which cohorts of students undertake the same curriculum in different contexts, provide potentially powerful research platforms to compare different pedagogical approaches to medical education and the impact of context on learning outcomes.

NASA's Initiative to Develop Education through Astronomy (IDEA)

NASA Astrophysics Data System (ADS)

Bennett, Jeffrey O.; Morrow, Cherilynn A.

1994-04-01

We describe a progressive program in science education called the Initiative to Develop Education through Astronomy (IDEA). IDEA represents a commitrnent by the Astrophysics Division of NASA Headquarters to pre-collegiate and public learning. The program enlists the full participation of research astronomers in taking advantage of the natural appeal of astronomy and the unique features of space astrophysics missions to generate valuable learning experiences and scientifically accurate and educationally effective products for students, teachers and citizens. One of the premier projects is called Flight Opportunities for Science Teacher EnRichment (FOSTER) — a program to fly teachers aboard the Kuiper Airborne Observatory during actual research missions. IDEA is managed by a visiting scientist with extensive educational background (each of the authors have served in this role), and the program is unique within NASA science divisions for having a full time scientist devoted to education. IDEA recognizes that the rapidly shifting social and political landscape has caused a fundamental change in how science is expected to contribute to society. It is in the enlightened self-interest of all research scientists to respond to the challenge of connecting forefront research to basic educational needs. IDEA is exploring the avenues needed to facilitate these connections, including supplementing research grants for educational purposes.

NASA's initiative to develop education through astronomy (IDEA)

NASA Technical Reports Server (NTRS)

Bennett, Jeffrey O.; Morrow, Cherilynn A.

1994-01-01

We describe a progressive program in science education called the Initiative to Develop Education through Astronomy (IDEA). IDEA represents a commitment by the Astrophysics Division of NASA Headquarters to pre-collegiate and public learning. The program enlists the full participation of research astronomers in taking advantage of the natural appeal of astronomy and the unique features of space astrophysics missions to generate valuable learning experiences and scientifically accurate and educationally effective products for students, teachers and citizens. One of the premier projects is called Flight Opportunities for Science Teacher EnRichment (FOSTER) - a program to fly teachers aboard the Kuiper Airborne Observatory during actual research missions. IDEA is managed by a visiting scientist with extensive educational background (each of the authors have served in this role), and the program is unique within NASA science divisions for having a full time scientist devoted to education. IDEA recognizes that the rapidly shifting social and political landscape has caused a fundamental change in how science is expected to contribute to society. It is in the enlightened self-interest of all research scientists to respond to the challenge of connecting forefront research to basic educational needs. IDEA is exploring the avenues needed to facilitate these connections, including supplementing research grants for educational purposes.

Industry Talks the Talk and Walks the Walk

ERIC Educational Resources Information Center

Lewis, C. Deanna

2008-01-01

Home Builders Institute (HBI), the workforce development arm of the National Association of Home Builders (NAHB), is dedicated to the advancement and enrichment of education and training programs serving the needs of the building industry. For more than 30 years, HBI has trained skilled workers in residential construction, promoted the industry as…

"Unthinkable" Selves: Identity Boundary Work in a Summer Field Ecology Enrichment Program for Diverse Youth

ERIC Educational Resources Information Center

Carlone, Heidi B.; Huffling, Lacey D.; Tomasek, Terry; Hegedus, Tess A.; Matthews, Catherine E.; Allen, Melony H.; Ash, Mary C.

2015-01-01

The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as "unthinkable." This is an ethnographic…

Training for New Trends in Clubs and Centers for Older Persons.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Special Continuing Education.

The proceedings of an inservice leadership training seminar for enriching the education-recreation programs for the elderly in New York State are presented. The following speeches were given: (1) "The Anatomy of Leadership" by Alan F. Klein; (2) "Leadership for What?" by Marvin S. Schreiber; (3) "Operationalizing Your Leadership With Groups" by…

An Unexpected Outcome: Afterschool STEM Enrichment Empowers Facilitators, Too!

ERIC Educational Resources Information Center

Masarik, Michelle

2017-01-01

One of the goals of afterschool programming is to empower students by increasing their sense of autonomy and giving them room to chart their own course of discovery. Long before STEM (science, technology, engineering, and math) became part of the educational vernacular, afterschool practitioners were using science content and scientific practices…

Enriched and Inspired: Service Pathways to College Success

ERIC Educational Resources Information Center

Barnett, Lynn; Jeandron, Carol

2009-01-01

With support from the U.S. Department of Education and advice from an external panel of experts, the American Association of Community Colleges (AACC) published a book that described disability support practices and programs designed to help community college students with disabilities reach their fullest potential. The book was an outgrowth of a…

Granite School District Case Presentation; VIDCA '73.

ERIC Educational Resources Information Center

Hess, Donald C.

An outline of an instructional media project for grades Kindergarten through 12 is presented. The author describes the major steps involved in the program by which educational television (ETV) productions and 16mm films were transferred to videotape cassettes so that they could be used more easily to enrich curriculum and to support library and…

Tapping Community Resources to Enrich Your Schooling: Partners-in-Education.

ERIC Educational Resources Information Center

Walker, Charles R.

The Lancaster (PA) school district is working with the Chamber of Commerce and industry to bring resource persons into classrooms and to provide staff for adult career retraining. Program objectives include identifying areas for school/community interaction and mutual gain. Partnership benefits are shared among business, community and schools: to…

Teaching for Tomorrow: Integrating LRE and the Social Studies. Bar/School Partnership Programs.

ERIC Educational Resources Information Center

Wolowiec, Jack, Ed.

This collection of four short articles presents teaching strategies to enrich the social studies curriculum and promote students' sense of citizenship. Diana Hess outlines how cooperative learning stimulates the skills necessary for effective participation in a democratic society. By taking an active role in their own education and respecting the…

Time-Indexed Effect Size for P-12 Reading and Math Program Evaluation

ERIC Educational Resources Information Center

Lee, Jaekyung; Finn, Jeremy; Liu, Xiaoyan

2012-01-01

This study contextualizes an effect-size-like index of educational treatment effects or any group mean differences in academic achievement by referencing time. The new effect size metric can enrich effect size interpretations while serving as a supplement (but not substitute) for conventional standardized effect size measures. Specifically, the…

Curriculum Diversity through a Core Approach to Ethics.

ERIC Educational Resources Information Center

Englehardt, Elaine Eliason

In 1987, a sophomore level interdisciplinary Ethics and Values (EV) core course was implemented at Utah Valley Community College in Orem, serving as the humanities core among the liberal education requirements, a requirement for business students, a vital force in the nursing program, and a means to enrich the trade and technology courses. The…

Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies

ERIC Educational Resources Information Center

Lewis, Maurica S.; Zhao, Jinhui; Montclare, Jin Kim

2012-01-01

Technology was employed to motivate and captivate students while enriching their in-class education. An outreach program is described that involved college mentors introducing touch-screen technology into a high school chemistry classroom. Three modules were developed, with two of them specifically tailored to encourage comprehension of molecular…

Use a Building Learning Center Enrichment Program to Meet Needs of Gifted/Talented.

ERIC Educational Resources Information Center

Schurr, Sandra

The paper describes the Learning Center Enrichment Program for elementary school gifted and talented children. The nomenclature associated with the program model (learning center, enrichment, and management system) is defined; and it is explained that the program is organized according to the enrichment triad model advocated by J. Renzulli because…

1997 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1998-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. Objectives of the program are as follows: (1) To further the professional knowledge of qualified engineering and science faculty members, (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. Program description is as follows: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry.

Evaluation of the Program in Medical Education for the Urban Underserved (PRIME-US) at the UC Berkeley-UCSF Joint Medical Program (JMP): The First 4 Years.

PubMed

Sokal-Gutierrez, Karen; Ivey, Susan L; Garcia, Roxanna M; Azzam, Amin

2015-01-01

Medical educators, clinicians, and health policy experts widely acknowledge the need to increase the diversity of our healthcare workforce and build our capacity to care for medically underserved populations and reduce health disparities. The Program in Medical Education for the Urban Underserved (PRIME-US) is part of a family of programs across the University of California (UC) medical schools aiming to recruit and train physicians to care for underserved populations, expand the healthcare workforce to serve diverse populations, and promote health equity. PRIME-US selects medical students from diverse backgrounds who are committed to caring for underserved populations and provides a 5-year curriculum including a summer orientation, a longitudinal seminar series with community engagement and leadership-development activities, preclerkship clinical immersion in an underserved setting, a master's degree, and a capstone rotation in the final year of medical school. This is a mixed-methods evaluation of the first 4 years of the PRIME-US at the UC Berkeley-UC San Francisco Joint Medical Program (JMP). From 2006 to 2010, focus groups were conducted each year with classes of JMP PRIME-US students, for a total of 11 focus groups; major themes were identified using content analysis. In addition, 4 yearly anonymous, online surveys of all JMP students, faculty and staff were conducted and analyzed. Most PRIME-US students came from socioeconomically disadvantaged backgrounds and ethnic backgrounds underrepresented in medicine, and all were committed to caring for underserved populations. The PRIME-US students experienced many program benefits including peer support, professional role models and mentorship, and curricular enrichment activities that developed their knowledge, skills, and sustained commitment to care for underserved populations. Non-PRIME students, faculty, and staff also benefited from participating in PRIME-sponsored seminars and community-based activities. Challenges noted by PRIME-US students and non-PRIME students, faculty, and staff included the stress of additional workload, perceived inequities in student educational opportunities, and some negative comments from physicians in other specialties regarding primary care careers. Over the first 4 years of the program, PRIME-US students and non-PRIME students, faculty, and staff experienced educational benefits consistent with the intended program goals. Long-term evaluation is needed to examine the participants' medical careers and impacts on California's healthcare workforce and patient outcomes. Attention should also be paid to the challenges of implementing new medical education enrichment programs.

The 1993 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Chappell, Charles R. (Editor); Six, Frank (Editor); Freeman, L. Michael (Editor)

1993-01-01

For the 29th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period of 6-1-93 through 8-6-93. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Office of Educational Affairs, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are in the 30th year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institution; and (4) to contribute to the research objectives of the NASA centers.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program 1989

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1989-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. The objectives are: to further the professional knowledge of qualified engineering and science faculty; to stimulate and exchange ideas between participants and NASA; to enrich and refresh the research and teachning activities of participants' institutions; and to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lecture and seminars on topics of interest or that are directly relevant to the Fellows' research topic.

Educating K-12 Students about Glacier Dynamics in a Changing Climate

NASA Astrophysics Data System (ADS)

Stearns, L. A.; Hamilton, G. S.

2005-12-01

Public awareness of climate change is growing in the United States. Popular movies, books and magazines are frequently addressing the issue of global warming - some with careful scientific research, but many with unrealistic statements. Early education about the basic principles and processes of climate change is necessary for the general public to distinguish fact from fiction. The U.S. National Science Foundation's GK-12 program (GK-12; grades K to 12) currently in its sixth year, provides an opportunity for scientific enrichment for students and their teachers at the K-12 level through collaborative pairings with science and engineering graduate students (the Fellows). The NSF GK-12 program at the University of Maine has three goals: to enrich the scientific education of the students by providing role models, expertise, and equipment that may not be accessible otherwise; to provide professional development for the teachers through curriculum enrichment and participation at science conferences; and to improve the teaching and communication skills of the Fellows. The University of Maine is one of over 100 U. S. universities participating in this program. During the 2004-05 academic year, 11 graduate and one undergraduate student Fellows, advised by University faculty members, taught at schools across the state of Maine. Fellows from, biology, earth science, ecology, engineering, food science, forestry, and marine science, and taught in their area of expertise. We created a hands-on activity for middle and high school students that describes glacier mass balance in a changing climate. The students make a glacier using glue, water and detergent ('flubber') and construct a glacier valley using plastic sheeting. Flubber behaves in mechanically similar ways to glacier ice, undergoing plastic deformation at low stresses and exhibiting brittle failure at high stresses. Students are encouraged to run several tests with different values for valley slope, glacier mass, 'flubber' temperature and basal conditions. We compare our glacier models to the dynamics of real glaciers and discuss how and why they might be changing over time. Throughout the activities, we stress the use of the scientific method, a fundamental building block in science education.

Music enrichment programs improve the neural encoding of speech in at-risk children.

PubMed

Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

2014-09-03

Musicians are often reported to have enhanced neurophysiological functions, especially in the auditory system. Musical training is thought to improve nervous system function by focusing attention on meaningful acoustic cues, and these improvements in auditory processing cascade to language and cognitive skills. Correlational studies have reported musician enhancements in a variety of populations across the life span. In light of these reports, educators are considering the potential for co-curricular music programs to provide auditory-cognitive enrichment to children during critical developmental years. To date, however, no studies have evaluated biological changes following participation in existing, successful music education programs. We used a randomized control design to investigate whether community music participation induces a tangible change in auditory processing. The community music training was a longstanding and successful program that provides free music instruction to children from underserved backgrounds who stand at high risk for learning and social problems. Children who completed 2 years of music training had a stronger neurophysiological distinction of stop consonants, a neural mechanism linked to reading and language skills. One year of training was insufficient to elicit changes in nervous system function; beyond 1 year, however, greater amounts of instrumental music training were associated with larger gains in neural processing. We therefore provide the first direct evidence that community music programs enhance the neural processing of speech in at-risk children, suggesting that active and repeated engagement with sound changes neural function. Copyright © 2014 the authors 0270-6474/14/3411913-06$15.00/0.

Exercise and nutrition routine improving cancer health (ENRICH): the protocol for a randomized efficacy trial of a nutrition and physical activity program for adult cancer survivors and carers.

PubMed

James, Erica L; Stacey, Fiona; Chapman, Kathy; Lubans, David R; Asprey, Gabrielle; Sundquist, Kendra; Boyes, Allison; Girgis, Afaf

2011-04-15

The Exercise and Nutrition Routine Improving Cancer Health (ENRICH) study is investigating a novel lifestyle intervention aimed at improving the health behaviors of adult cancer survivors and their carers. The main purpose of the study is to determine the efficacy of lifestyle education and skill development delivered via group-based sessions on the physical activity and dietary behaviors of participants. This article describes the intervention development, study design, and participant recruitment. ENRICH is a randomized controlled trial, conducted in Australia, with two arms: an intervention group participating in six, two-hour face-to-face sessions held over eight weeks, and a wait-list control group. Intervention sessions are co-facilitated by an exercise physiologist and dietician. Content includes healthy eating education, and a home-based walking (utilizing a pedometer) and resistance training program (utilizing elastic tubing resistance devices). The program was developed with reference to social cognitive theory and chronic disease self-management models. The study population consists of cancer survivors (post active-treatment) and their carers recruited through community-based advertising and referral from health professionals. The primary outcome is seven-days of sealed pedometry. Secondary outcomes include: self-reported physical activity levels, dietary intake, sedentary behavior, waist circumference, body mass index, quality of life, and perceived social support. The outcomes will be measured at baseline (one week prior to attending the program), eight-weeks (at completion of intervention sessions), and 20-weeks. The intervention group will also be invited to complete 12-month follow-up data collection. Process evaluation data will be obtained from participants by questionnaire and attendance records. No trials are yet available that have evaluated the efficacy of group-based lifestyle education and skill development amongst mixed groups of cancer survivors and their carers. The results will have implications for the planning and provision of health and support services during the cancer survivorship phase. Australian New Zealand Clinical Trials Register identifier: ANZCTRN12609001086257.

Exercise and nutrition routine improving cancer health (ENRICH): The protocol for a randomized efficacy trial of a nutrition and physical activity program for adult cancer survivors and carers

PubMed Central

2011-01-01

Background The Exercise and Nutrition Routine Improving Cancer Health (ENRICH) study is investigating a novel lifestyle intervention aimed at improving the health behaviors of adult cancer survivors and their carers. The main purpose of the study is to determine the efficacy of lifestyle education and skill development delivered via group-based sessions on the physical activity and dietary behaviors of participants. This article describes the intervention development, study design, and participant recruitment. Methods/Design ENRICH is a randomized controlled trial, conducted in Australia, with two arms: an intervention group participating in six, two-hour face-to-face sessions held over eight weeks, and a wait-list control group. Intervention sessions are co-facilitated by an exercise physiologist and dietician. Content includes healthy eating education, and a home-based walking (utilizing a pedometer) and resistance training program (utilizing elastic tubing resistance devices). The program was developed with reference to social cognitive theory and chronic disease self-management models. The study population consists of cancer survivors (post active-treatment) and their carers recruited through community-based advertising and referral from health professionals. The primary outcome is seven-days of sealed pedometry. Secondary outcomes include: self-reported physical activity levels, dietary intake, sedentary behavior, waist circumference, body mass index, quality of life, and perceived social support. The outcomes will be measured at baseline (one week prior to attending the program), eight-weeks (at completion of intervention sessions), and 20-weeks. The intervention group will also be invited to complete 12-month follow-up data collection. Process evaluation data will be obtained from participants by questionnaire and attendance records. Discussion No trials are yet available that have evaluated the efficacy of group-based lifestyle education and skill development amongst mixed groups of cancer survivors and their carers. The results will have implications for the planning and provision of health and support services during the cancer survivorship phase. Clinical Trials Registration Australian New Zealand Clinical Trials Register identifier: ANZCTRN12609001086257. PMID:21496251

Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

PubMed

Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

2006-11-01

The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

Hampton University/American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1986

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 or 11 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society of Engineering Education supervises the programs. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; (4) to contribute to the research objectives of the NASA center. Program Description: College or university will be faculty members appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA-Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the Fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, education or industry.

The 1995 NASA-ODU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler); Young, Deborah B. (Compiler)

1995-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate and exchange ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of participants' institutions; and (4) To contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lectures and seminar leaders will be distinguished scientists and engineers from NASA, education, or industry.

NASA/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1985

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend 10 weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives of this program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to simulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as research fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The fellows will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of general interest or that are directly relevant to the fellows' research project. The lecturers and seminar leaders will be distinguished scientists and engineers from NASA, the educational community, or industry.

STOP for Science! A School-Wide Science Enrichment Program

NASA Astrophysics Data System (ADS)

Slane, P.; Slane, R.; Arcand, K. K.; Lestition, K.; Watzke, M.

2012-08-01

Young students are often natural scientists. They love to poke and prod, and they live to compare and contrast. What is the fastest animal? Where is the tallest mountain on Earth (or in the Solar System)? Where do the colors in a rainbow come from? And why do baseball players choke up on their bats? Educators work hard to harness this energy and enthusiasm in the classroom but, particularly at an early age, science enrichment - exposure outside the formal classroom - is crucial to help expand science awareness and hone science skills. Developed under a grant from NASA's Chandra X-ray Center, "STOP for Science!" is a simple but effective (and extensible) school-wide science enrichment program aimed at raising questions about science topics chosen to capture student interest. Created through the combined efforts of an astrophysicist and an elementary school principal, and strongly recommended by NASA's Earth & Space Science product review, "STOP for Science" combines aesthetic displays of science topics accompanied by level-selected questions and extensive facilitator resources to provide broad exposure to familiar, yet intriguing, science themes.

Enriching Doctoral-Level Preparation Programs through a Nationwide Consortium Model: The National Leadership Consortium in Sensory Disabilities

ERIC Educational Resources Information Center

Kruemmling, Brooke; Hayes, Heather; Smith, Derrick W.

2017-01-01

The National Leadership Consortium in Sensory Disabilities (NLCSD) trained doctoral scholars at universities across the United States to increase the number and quality of professionals specializing in educating children with sensory disabilities. NLCSD produced 40 new doctorates and created a community of learners comprised of scholars, faculty,…

Pre-Service Teachers' Knowledge for Teaching Algebra for Equity in the Middle Grades: A Preliminary Report

ERIC Educational Resources Information Center

Brown, Irving A.; Davis, Trina J.; Kulm, Gerald

2011-01-01

This article presents our plans and initial work to explore how mathematics teacher education programs can prepare teachers for diverse middle grades classrooms. It describes the start-up of a five-year National Science Foundation project to design, develop, and test technology-enriched teacher preparation strategies to address equity in algebra…

Development of the "Indigenous Self" in Indigenous-Centered Student Services: An Examination of the Kokua a Puni Summer Enrichment Program

ERIC Educational Resources Information Center

Frietas, Antoinette; Wright, Erin Kahunawaikaala; Balutski, Brandi Jean Nalani; Wu, Pearl

2013-01-01

Conventional theories of student development are often used to explain student persistence, attrition, amd marticulation in education and thus formulate the basis for student retention models. Student development theories fail to consider the diverse set of socioeconomic cultural and academic experiences of Indigenous peoples, in this case…

Learning Experiences of Young Artists with ASD in a University Enrichment Program

ERIC Educational Resources Information Center

Kuo, Ching-Chih; Lin, Christine Ie-Ting; Kuo, Bor-Jou; Kuang, Ching-Chen; Dai, Ling-Tsai

2016-01-01

Assisting every student with special needs to give scope to their talents and to possess healthy personality and mature social skill that advance their careers at their working places is far from being easy. Within the domains of special education, students are placed in relative disadvantage when they bear cultural differences, and mental or…

Formative Evaluation of an Adaptation of the Feuerstein Instrumental Enrichment Program in the US Army Basic Skills Education Program (BSEP II)

DTIC Science & Technology

1984-10-01

87 ix CONTENTS (Continued) Page APPENDIX D. COGNITIVE SKILLS TEST ....... ................... .. 98 E. CLASSROOM OBSERVATION FORM...You arrzive ac tine, but nobody is at the c2ub. Vhy? (Give a possible explanaztion.) APPENDIX E Classroom Observation Form 106 B.&SIC ERLLS ED-:UCA1O...gains to be expected, researchers observed classroom instruction in each IE BSEP cycle at Fort Knox. (See Appendix E for a copy of the Classroom

Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students.

PubMed

Lane, Tonisha B

2016-01-01

The current study used a case study methodological approach, including document analysis, semistructured interviews, and participant observations, to investigate how a science, technology, engineering, and mathematics (STEM) enrichment program supported retention and degree attainment of underrepresented students at a large, public, predominantly white institution. From this study, a model emerged that encompassed four components: proactive care, holistic support, community building, and catalysts for STEM identity development. These components encompassed a number of strategies and practices that were instrumental in the outcomes of program participants. This paper concludes with implications for practice, such as using models to inform program planning, assessment, and evaluation. © 2016 T. B. Lane. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Evaluation of satisfaction in an extracurricular enrichment program for high-intellectual ability participants.

PubMed

Sastre I Riba, Sylvia; Fonseca-Pedrero, Eduardo; Santarén-Rosell, Marta; Urraca-Martínez, María Luz

2015-01-01

The objective of this study was to evaluate the satisfaction of an extracurricular enrichment program of the cognitive and personal management of participants with high intellectual ability. At the first time point, the sample consisted of n= 38 participants, and n= 20 parents; n= 48 participants at the second time point; and n= 60 participants at the third time point. The Satisfaction Questionnaire (CSA in Spanish), both for students (CSA-S) and for parents (CSA-P), was constructed. The CSA-S scores showed adequate psychometric properties. Exploratory factor analysis yielded a unidimensional structure. Cronbach’s alpha ranged between 85 and .86. Test-retest reliability was 0.45 (p<.05). The generalizability coefficient was .98. A high percentage of the sample was satisfied with the program, perceived improvements in cognitive and emotional management, motivation and interest in learning, and in the frequency and quality of their interpersonal relationships. The evaluation of educational programs is necessary in order to determine the efficacy and the effects of their implementation on the participants’ personal and intellectual management.

Minority Engineering Program Pipeline: A Proposal to Increase Minority Student Enrollment and Retention in Engineering

NASA Technical Reports Server (NTRS)

Charity, Pamela C.; Klein, Paul B.; Wadhwa, Bhushan

1995-01-01

The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

2000 NASA-HU American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Marable, William P. (Compiler); Murray, Deborah B. (Compiler); Hathaway, Roger A. (Technical Monitor)

2000-01-01

Since 1964, the National Aeronautics and Space Administration (NASA) has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering faculty members spend ten weeks working with professional peers on research. The Summer Faculty Program Committee of the American Society for Engineering Education supervises the programs. The objectives are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate and exchange ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA center. College or university faculty members will be appointed as Research Fellows to spend ten weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program. The study program will consist of lectures and seminars on topics of interest or that are directly relevant to the Fellows' research topics. The lecture and seminar leaders will be distinguished scientists and engineers from NASA, education, and industry. A list of the abstracts of the presentations is provided.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 2

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The ten week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the program are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. The final reports on the research projects are presented. This volume, 2, contains sections 15 through 30.

A Summer Prematriculation Program: Bridging the Gap for Disadvantaged Underrepresented Minority Students Interested in a Nursing Career.

PubMed

Norris, Tommie L; Wicks, Mona N; Cowan, Patricia A; Davison, Erwin Story

2016-08-01

The nursing and health care workforce needs diverse clinicians who can provide culturally competent and high-quality care to an increasingly diverse U.S. Achieving this goal requires creating learning environments that foster the success of disadvantaged underrepresented minority (URM) students seeking nursing careers. This 4-week summer prematriculation program introduced 33 URM individuals from disadvantaged backgrounds to nursing as a career through financial support, academic enrichment, and social support to enhance nursing program admission success. Federal guidelines were used to establish URM and economically disadvantaged status. To date, one third of program participants have been admitted to nursing programs. Fundamental reforms in pre-college education systems, such as the evidence-based strategies implemented in our summer prematriculation program, may be needed to achieve a diverse, culturally competent workforce that can help eliminate persistent health and health care disparities. [J Nurs Educ. 2016;55(8):471-475.]. Copyright 2016, SLACK Incorporated.

Enrichment of the educational environment with information and communication technologies: state of art at the Faculty of Pharmacy of Kaunas University of Medicine.

PubMed

Butrimiene, Edita; Stankeviciene, Nida

2008-01-01

Both traditional and new educational environments, the latter enriched with information and communication technologies, coexist in today's university. The goal of this article is to present the concept of educational environment enriched with information and communication technologies, to reveal the main features of such environment, and to present the results of certain investigation on the application of information technologies in teaching/learning processes at the Faculty of Pharmacy of Kaunas University of Medicine. The discussion object of this paper is the educational environment enriched with information and communication technologies. In designing the environments of this type, positive aspects of traditional teaching models are being developed by integrating them into the new educational environment. The concept of educational environment enriched with information and communication technologies is reviewed in the first part of this paper. The structure and main features of educational environments enriched with information and communication technologies are highlighted in the second part. The results of the study on the application of information technologies in teaching/learning processes at the Faculty of Pharmacy of Kaunas University of Medicine are presented in the third part.

Designing a National Longitudinal Faculty Development Curriculum Focused on Educational Scholarship: Process, Outcomes, and Lessons Learned.

PubMed

Chandran, Latha; Gusic, Maryellen E; Lane, J Lindsey; Baldwin, Constance D

2017-01-01

Clinical educators at U.S. academic health centers are frequently disadvantaged in the academic promotion system, lacking needed faculty development, mentoring, and networking support. In 2006, we implemented the national Educational Scholars Program to offer faculty development in educational scholarship for early career educators in pediatrics. We aimed to provide them with skills, experience, and initial success in educational scholarship and dissemination. The 3-year curriculum is delivered in interactive sessions at the annual pediatric academic meetings and online intersession modules. Curriculum content progresses from educational scholarship and implementing scholarly projects to dissemination and professional networking. Intersession modules address project planning, building an educator portfolio, reviewing the literature, using technology, authorship, and peer review. Concurrently, all scholars must complete a mentored educational project and demonstrate national dissemination of a peer-reviewed product to obtain a Certificate of Excellence in Educational Scholarship. The setting of this study was a national, longitudinal, cohort-based faculty development program built within the Academic Pediatric Association, a 2,000-member professional organization. In 10 years, the Educational Scholars Program has enrolled 172 scholars in 8 cohorts; 94 have graduated so far. We describe how formative evaluation guided curriculum refinement and process improvement. Summative evaluations show that faculty and scholars were satisfied with the program. Participant outcomes from Cohort 1, assessed at Kirkpatrick's four levels of evaluation, demonstrate increases in scholarly productivity, leadership activities, and academic promotions. Curriculum building is a dynamic process of ongoing evaluation and modification. Our program benefited from designing an integrated and focused curriculum, developing educational principles to guide program improvements, creating curricular tools to help learners organize and document their efforts, supporting project-based learning with expert mentoring, and facilitating peer and faculty networking and collaboration. A national, longitudinal faculty development program can support growth in academic knowledge and skills, promote professional networking, and thereby enrich educators' career opportunities.

Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Karst, Jeffrey S.; Van Hecke, Amy Vaughan; Carson, Audrey M.; Stevens, Sheryl; Schohl, Kirsten; Dolan, Bridget

2015-01-01

Raising a child with an Autism Spectrum Disorder (ASD) is associated with increased family chaos and parent distress. Successful long-term treatment outcomes are dependent on healthy systemic functioning, but the family impact of treatment is rarely evaluated. The Program for the Education and Enrichment of Relational Skills (PEERS) is a social…

Geometry of Exploration: Eyes over Mars. NASA Connect: Program 4 in the 1999-2000 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 4-8 explore the concepts of geometry and measurement in the context of surveying planets. The units in this series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of a…

Organizational System for the LEGO WeDo 2.0 Robotics System

ERIC Educational Resources Information Center

Dolecheck, Suzann Hagan; Ewers, Timothy

2017-01-01

In this article, we explain an organizational system for the new LEGO Education WeDo 2.0 Core Set used in 4-H robotics; in school enrichment, afterschool, and other youth robotics programs; and by hobbyists. The system presented is for organizing WeDo parts into a translucent parts tray that includes part names and numbers. The article provides…

Enrichment Programs and Professional Development in the Geosciences: Best Practices and Models (OEDG Research Report, Stony Brook University)

ERIC Educational Resources Information Center

Gafney, Leo

2017-01-01

This report is based on several evaluations of NSF-funded geoscience projects at Stony Brook University on Long Island, NY. The report reviews the status of K-12 geoscience education, identifying challenges posed by the Next Generation Science Standards (NGSS), the experiences of university faculty engaged in teacher preparation, state…

Outreach and Engagement Education for Graduate Students in Natural Resources: Developing a Course to Enrich a Graduate Outreach Requirement

ERIC Educational Resources Information Center

Latimore, Jo A.; Dreelin, Erin A.; Burroughs, Jordan Pusateri

2014-01-01

Scientists need to engage stakeholders in natural resource management; however, few graduate programs prepare students to conduct outreach and engagement. Given this need, the authors' goals were to (1) create a one-credit course that introduced outreach and engagement practices and participatory approaches, (2) improve the quality of graduate…

Brief Report: Assessment of Intervention Effects on in Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)

ERIC Educational Resources Information Center

Dolan, Bridget K.; Van Hecke, Amy V.; Carson, Audrey M.; Karst, Jeffrey S.; Stevens, Sheryl; Schohl, Kirsten A.; Potts, Stephanie; Kahne, Jenna; Linneman, Nina; Remmel, Rheanna; Hummel, Emily

2016-01-01

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4): 596-606, 2009), by coding digitally recorded social interactions between adolescent participants with…

Place as Text: Approaches to Active Learning. 2nd Edition. National Collegiate Honors Council Monograph Series

ERIC Educational Resources Information Center

Braid, Bernice, Ed.; Long, Ada, Ed.

2010-01-01

The decade since publication of "Place as Text: Approaches to Active Learning" has seen an explosion of interest and productivity in the field of experiential education. This monograph presents a story of an experiment and a blueprint of sorts for anyone interested in enriching an existing program or willing to experiment with pedagogy…

Patterns, Functions, and Algebra: Wired for Space. NASA Connect: Program 3 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 5 to 8 explore the concepts of patterns, functions, and algebra in the context of propelling spacecraft. The units in the series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit…

Libro de Lectura. Nivel C. (Reading Book. Level C.).

ERIC Educational Resources Information Center

Yeats, Alid

This is the third in a series of four reading books written in Spanish and designed for use in elementary bilingual education programs. The reader contains nine stories, most of which deal with some aspect of nature study, such as plants or insects. Each story is followed by a list of new vocabulary and enrichment exercises and activities in the…

Technical Report of Research Studies Related to the Revolving Door Identification Model. 2nd Edition and Addendum. Research Report Series.

ERIC Educational Resources Information Center

Renzulli, Joseph S., Ed.

Six studies are presented which investigate factors in implementing the Revolving Door Identification Model (RDIM) and the Enrichment Triad Model in gifted education for children in grades 1-8. In "An Analysis of the Productivity of Gifted Students Participating in Programs Using the Revolving Door Identification Model," S. Reis reports,…

Taking Teaching Seriously: How Liberal Arts Colleges Prepare Teachers to Meet Today's Educational Challenges in Schools

ERIC Educational Resources Information Center

Bjork Christopher; Johnston, D. Kay; Ross, Heidi

2007-01-01

Taking Teaching Seriously expands and enriches discussions about teacher preparation in the United States. Its authors describe the unique contexts for teacher preparation offered by liberal arts institutions and analyze the effects of these programs on their graduates and on K-12 schools. They emphasize that the goals and conditions for teacher…

Imi Ho'ola: an educational model for disadvantaged students at the University of Hawai''i School of Medicine.

PubMed

Judd, Nanette L K; Sakamoto, Karen K; Hishinuma, Earl S; DeCambra, Chessa; Malate, Agnes R

2007-03-01

This paper describes an educational model that provides opportunities in medicine to students from disadvantaged backgrounds that have a commitment to serve in areas of need, and it presents guidelines on how this model could be adapted to various settings. From 1973 to 2002, the Imi Ho'ola Program (Hawaiian for "Those Who Seek to Heal") of the University of Hawai'i John A. Burns School of Medicine (JABSOM) has provided opportunities in medicine to 379 students from disadvantaged backgrounds. In 1995-1996, Imi Ho'ola underwent a transformation from a pre-medical enrichment program to a post-baccalaureate program that included provisional acceptance and financial support into JABSOM for students who successfully completed the program. As a result, the acceptance rate increased from 47.6% to 98.0%. In addition to provisional acceptance to JABSOM and financial support, the program's educational model incorporates five components, the key factors of the program's success: 1) JABSOM commitment and the institutionalization of the program; 2) emphasis placed on a comprehensive approach and the implementation of a curriculum and learning process that are aligned with JABSOM curricula; 3) faculty and staff who support the instructional methodology and work as a team to address students' needs; 4) assessment of students and systematic feedback regarding individualized education plans and academic and non-academic progress; and 5) a positive learning environment for students. Guidelines are provided in this article for consideration in adapting this educational model to other academic settings.

Distributional Analysis in Educational Evaluation: A Case Study from the New York City Voucher Program

PubMed Central

Domina, Thurston; Penner, Emily; Hoynes, Hilary

2014-01-01

We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program (NYCSCSP) across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to the literature on school choice, the paper illustrates several ways in which distributional effects estimation can enrich educational research: First, we demonstrate that moving beyond a focus on mean effects estimation makes it possible to generate and test new hypotheses about the heterogeneity of educational treatment effects that speak to the justification for many interventions. Second, we demonstrate that distributional effects can uncover issues even with well-studied datasets by forcing analysts to view their data in new ways. Finally, such estimates highlight where in the overall national achievement distribution test scores of children exposed to particular interventions lie; this is important for exploring the external validity of the intervention’s effects. PMID:26207158

ENRICH: A promising oncology nurse training program to implement ASCO clinical practice guidelines on fertility for AYA cancer patients.

PubMed

Vadaparampil, Susan T; Gwede, Clement K; Meade, Cathy; Kelvin, Joanne; Reich, Richard R; Reinecke, Joyce; Bowman, Meghan; Sehovic, Ivana; Quinn, Gwendolyn P

2016-11-01

We describe the impact of ENRICH (Educating Nurses about Reproductive Issues in Cancer Healthcare), a web-based communication-skill-building curriculum for oncology nurses regarding AYA fertility and other reproductive health issues. Participants completed an 8-week course that incorporated didactic content, case studies, and interactive learning. Each learner completed a pre- and post-test assessing knowledge and a 6-month follow-up survey assessing learner behaviors and institutional changes. Out of 77 participants, the majority (72%) scored higher on the post-test. Fifty-four participants completed the follow-up survey: 41% reviewed current institutional practices, 20% formed a committee, and 37% gathered patient materials or financial resources (22%). Participants also reported new policies (30%), in-service education (37%), new patient education materials (26%), a patient navigator role (28%), and workplace collaborations with reproductive specialists (46%). ENRICH improved nurses' knowledge and involvement in activities addressing fertility needs of oncology patients. Our study provides a readily accessible model to prepare oncology nurses to integrate American Society of Clinical Oncology guidelines and improve Quality Oncology Practice Initiative measures related to fertility. Nurses will be better prepared to discuss important survivorship issues related to fertility and reproductive health, leading to improved quality of life outcomes for AYAs. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Summer High School Apprenticeship Research Program (SHARP)

NASA Technical Reports Server (NTRS)

1997-01-01

The summer of 1997 will not only be noted by NASA for the mission to Mars by the Pathfinder but also for the 179 brilliant apprentices that participated in the SHARP Program. Apprentice participation increased 17% over last year's total of 153 participants. As indicated by the End-of-the-Program Evaluations, 96% of the programs' participants rated the summer experience from very good to excellent. The SHARP Management Team began the year by meeting in Cocoa Beach, Florida for the annual SHARP Planning Conference. Participants strengthened their Education Division Computer Aided Tracking System (EDCATS) skills, toured the world-renowned Kennedy Space Center, and took a journey into space during the Alien Encounter Exercise. The participants returned to their Centers with the same goals and objectives in mind. The 1997 SHARP Program goals were: (1) Utilize NASA's mission, unique facilities and specialized workforce to provide exposure, education, and enrichment experiences to expand participants' career horizons and inspire excellence in formal education and lifelong learning. (2) Develop and implement innovative education reform initiatives which support NASA's Education Strategic Plan and national education goals. (3) Utilize established statistical indicators to measure the effectiveness of SHARP's program goals. (4) Explore new recruiting methods which target the student population for which SHARP was specifically designed. (5) Increase the number of participants in the program. All of the SHARP Coordinators reported that the goals and objectives for the overall program as well as their individual program goals were achieved. Some of the goals and objectives for the Centers were: (1) To increase the students' awareness of science, mathematics, engineering, and computer technology; (2) To provide students with the opportunity to broaden their career objectives; and (3) To expose students to a variety of enrichment activities. Most of the Center goals and objectives were consistent with the overall program goals. Modem Technology Systems, Inc., was able to meet the SHARP Apprentices, Coordinators and Mentors during their site visits to Stennis Space Center, Ames Research Center and Dryden Flight Research Center. All three Centers had very efficient programs and adhered to SHARP's general guidelines and procedures. MTSI was able to meet the apprentices from the other Centers via satellite in July during the SHARP Video-Teleconference(ViTS). The ViTS offered the apprentices and the NASA and SHARP Coordinators the opportunity to introduce themselves. The apprentices from each Center presented topical "Cutting Edge Projects". Some of the accomplishments for the 1997 SHARP Program year included: MTSI hiring apprentices from four of the nine NASA Centers, the full utilization of the EDCATS by apprentices and NASA/SHARP Coordinators, the distribution of the SHARP Apprentice College and Scholarship Directory, a reunion with former apprentices from Langley Research Center and the development of a SHARP Recruitment Poster. MTSI developed another exciting newsletter containing graphics and articles submitted by the apprentices and the SHARP Management Team.

2002 NASA-HU Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

DePriest, Douglas J. (Compiler); Murray, Deborah B. (Compiler); Berg, Jennifer J. (Compiler)

2004-01-01

Since 1964, NASA has supported a program of summer faculty fellowships for engineering and science educators. In a series of collaborations between NASA research and development centers and nearby universities, engineering and science faculty members spend 10 weeks working with professional peers on research. NASA HQs and the American Society for Engineering Education supervise the program. Objectives: (1) To further the professional knowledge of qualified engineering and science faculty members; (2) To stimulate an exchange of ideas between participants and NASA; (3) To enrich and refresh the research and teaching activities of the participants' institutions; (4) To contribute to the research objectives of the NASA Center. Program Description: College or university faculty members will be appointed as Research Fellows to spend 10 weeks in cooperative research and study at the NASA Langley Research Center. The Fellow will devote approximately 90 percent of the time to a research problem and the remaining time to a study program consisting of lectures and seminars relevant to the Fellows' research.

A program to enhance k-12 science education in ten rural New York school districts.

PubMed

Goodell, E; Visco, R; Pollock, P

1999-04-01

The Rural Partnership for Science Education, designed by educators and scientists in 1991 with funding from the National Institutes of Health, works in two rural New York State counties with students and their teachers from kindergarten through grade 12 to improve pre-college science education. The Partnership is an alliance among ten rural New York school districts and several New York State institutions (e.g., a regional academic medical center; the New York Academy of Sciences; and others), and has activities that involve around 4,800 students and 240 teachers each year. The authors describe the program's activities (e.g., summer workshops for teachers; science exploration camps for elementary and middle-school students; enrichment activities for high school students). A certified science education specialist directs classroom demonstrations throughout the academic year to support teachers' efforts to integrate hands-on activities into the science curriculum. A variety of evaluations over the years provides strong evidence of the program's effectiveness in promoting students' and teachers' interest in science. The long-term goal of the Partnership is to inspire more rural students to work hard, learn science, and enter the medical professions.

NASA Langley/CNU Distance Learning Programs

NASA Technical Reports Server (NTRS)

Caton, Randall; Pinelli, Thomas E.

2002-01-01

NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and we currently have a suite of five distance-learning programs. We have around 450,000 registered educators and 12.5 million registered students in 60 countries. Partners and affiliates include the American Institute of Aeronautics and Astronautics (AIAA), the Aerospace Education Coordinating Committee (AECC), the Alliance for Community Media, the National Educational Telecommunications Association, Public Broadcasting System (PBS) affiliates, the NASA Learning Technologies Channel, the National Council of Teachers of Mathematics (NCTM), the Council of the Great City Schools, Hampton City Public Schools, Sea World Adventure Parks, Busch Gardens, ePALS.com, and Riverdeep. Our mission is based on the "Horizon of Learning," a vision for inspiring learning across a continuum of educational experiences. The programs form a continuum of educational experiences for elementary youth through adult learners. The strategic plan for the programs will evolve to reflect evolving national educational needs, changes within NASA, and emerging system initiatives. Plans for each program component include goals, objectives, learning outcomes, and rely on sound business models. It is well documented that if technology is used properly it can be a powerful partner in education. Our programs employ both advances in information technology and in effective pedagogy to produce a broad range of materials to complement and enhance other educational efforts. Collectively, the goals of the five programs are to increase educational excellence; enhance and enrich the teaching of mathematics, science, and technology; increase scientific and technological literacy; and communicate the results of NASA discovery, exploration, innovation and research. All pre-college distance learning programs support the national mathematics, science, and technology standards; support K-12 systemic change; involve educators in their development, implementation, and evaluation; and are based on alliances and partnerships. In addition the programs seek to invoke a sense of geographic, ethnic and cultural diversity by featuring schools from all over the U.S.; schools from urban, suburban, and rural areas; public, private, and religious schools; and schools with large populations of African-American, Asian and Hispanic students.

Project ASTRO-Tucson: An Educational Outreach Program For All Seasons

NASA Astrophysics Data System (ADS)

Walker, C. E.; Pompea, S. M.; Wilson, R.

2002-12-01

Project ASTRO-Tucson represents a flexible program that is broad in content coverage and has utility for a diverse educational audience. As such, Project ASTRO forms the core of the National Optical Astronomy Observatory's successful regional outreach program. The program is aligned with the National Science Education Standards, appeals to different teaching and learning styles and can be adapted for space, staff, and money constraints at individual schools. ASTRO is broad in its astronomy content coverage and also addresses the scientific process, best practices and pedagogy, student misconceptions, and authentic assessment issues. In Tucson it has been used successfully with elementary, middle and high school students of different ethnic backgrounds, as well as with handicap-challenged and under-served students. ASTRO-Tucson is one of 13 sites nationally that have collectively reached over 100,000 students in the last 6 years. The program's core element is the partnering of professional and amateur astronomers with K-12 teachers and community educators who want to enrich their astronomy and science teaching. The partnerships are extended through a training workshop, hands-on activities, effective educational materials, follow-up workshops, continued staff support, and connections to community resources. In turn, the interest generated by Project ASTRO has fostered new programs such as Family ASTRO (just begun in Tucson), which invites families to evening or weekend family events doing fun astronomy activities together. We will describe some of the lessons learned from the Project ASTRO and Family ASTRO programs in Tucson and discuss efforts to jump-start and localize a Project ASTRO-type program in Chile at Cerro Tololo Inter-American Observatory.

Using existing programs as vehicles to disseminate knowledge, provide opportunities for scientists to assist educators, and to engage students in using real data

NASA Astrophysics Data System (ADS)

Smith, S. C.; Wegner, K.; Branch, B. D.; Miller, B.; Schulze, D. G.

2013-12-01

Many national and statewide programs throughout the K-12 science education environment teach students about science in a hands-on format, including programs such as Global Learning and Observations to Benefit the Environment (GLOBE), Project Learning Tree (PLT), Project Wild, Project Wet, and Hoosier River Watch. Partnering with one or more of these well-known programs can provide many benefits to both the scientists involved in disseminating research and the K-12 educators. Scientists potentially benefit by broader dissemination of their research by providing content enrichment for educators. Educators benefit by gaining understanding in content, becoming more confident in teaching the concept, and increasing their enthusiasm in teaching the concepts addressed. This presentation will discuss an innovative framework for professional development that was implemented at Purdue University, Indiana in July 2013. The professional development incorporated GLOBE protocols with iPad app modules and interactive content sessions from faculty and professionals. By collaborating with the GLOBE program and scientists from various content areas, the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University successfully facilitated a content rich learning experience for educators. Such activity is promoted and supported by Purdue University Libraries where activities such as Purdue's GIS Day are efforts of making authentic learning sustainable in the State of Indiana and for national consideration. Using iPads to visualize soil transitions on a field trip. Testing Water quality in the field.

Computational thinking in life science education.

PubMed

Rubinstein, Amir; Chor, Benny

2014-11-01

We join the increasing call to take computational education of life science students a step further, beyond teaching mere programming and employing existing software tools. We describe a new course, focusing on enriching the curriculum of life science students with abstract, algorithmic, and logical thinking, and exposing them to the computational "culture." The design, structure, and content of our course are influenced by recent efforts in this area, collaborations with life scientists, and our own instructional experience. Specifically, we suggest that an effective course of this nature should: (1) devote time to explicitly reflect upon computational thinking processes, resisting the temptation to drift to purely practical instruction, (2) focus on discrete notions, rather than on continuous ones, and (3) have basic programming as a prerequisite, so students need not be preoccupied with elementary programming issues. We strongly recommend that the mere use of existing bioinformatics tools and packages should not replace hands-on programming. Yet, we suggest that programming will mostly serve as a means to practice computational thinking processes. This paper deals with the challenges and considerations of such computational education for life science students. It also describes a concrete implementation of the course and encourages its use by others.

Educational program for middle-level public health nurses to develop new health services regarding community health needs: protocol for a randomized controlled trial.

PubMed

Yoshioka-Maeda, Kyoko; Katayama, Takafumi; Shiomi, Misa; Hosoya, Noriko

2018-01-01

Developing health services is a key strategy for improving the community health provided by public health nurses. However, an effective educational program for improving their skills in planning such services has not been developed. To describe our program and its evaluation protocol for the education of middle-level public health nurses to improve their skills in developing new health services to fulfil community health needs in Japan. In this randomized control trial, eligible participants in Japan will be randomly allocated to an intervention group and a control wait-list group. We will provide 8 modules of web-based learning for public health nurses from July to October 2018. To ensure fairness of educational opportunity, the wait-list group will participate in the same program as the intervention group after collection of follow-up data of the intervention group. The primary outcomes will be evaluated using the scale of competency measurement of creativity for public health nurses at baseline, immediately after the intervention. Secondary outcomes will be knowledge and performance regarding program development of public health nurses. This study will enable the analysis of the effects of the educational program on public health nurses for improving their competency to develop new health services for fulfilling community health needs and enriching health care systems. We registered our study protocol to the University hospital Medical Information Network- Clinical Trials Registry approved by International Committee of Medical Journal Editors (No. UMIN000032176, April, 2018).

Geometry and Algebra: Glow with the Flow. NASA Connect: Program 2 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 5 to 8 explore the concepts of geometry and algebra in the context of the force of drag. The units in the series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of…

Measurement, Ratios, and Graphing: 3...2...1...Crash! NASA Connect: Program 1 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 5 to 8 explore the concepts of measurement, ratios, and graphing in the context of designing a dragster. The units in the series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit…

Geometry of Exploration: Water below the Surface of Mars? NASA Connect: Program 3 in the 1999-2000 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 4-8 explore the concepts of geometry in the context of space navigation. The units in this series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each unit consists of a storyline presenting…

Factors That Contributed to Gifted Students' Success on STEM Pathways: The Role of Race, Personal Interests, and Aspects of High School Experience

ERIC Educational Resources Information Center

Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula

2017-01-01

In this study, we conducted binary logistic regression on survey data collected from 244 past participants of a Talent Search program who attended regular high schools but supplemented their regular high school education with enriched or accelerated math and science learning activities. The participants completed an online survey 4 to 6 years…

Exploring Our Horizons. National Conference on Alternative and External Degree Programs for Adults (12th, Evanston, Illinois, October 8-10, 1992).

ERIC Educational Resources Information Center

Alliance, an Association for Alternative Degree Programs.

This report of a workshop on various aspects of adult learning and education contains the following papers: "Take This Job And Shape It: Using Journal Writing to Enrich Your Professional Life" (David Shallenberger, Phyllis Walden); "Assessing Math Skills of Adult Learners" (Betty Hurley Lawrence); "Using Visual Arts for Cultural Analysis: Adult…

Functions and Statistics: International Space Station: Up to Us. NASA Connect: Program 5 in the 2000-2001 Series.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Hampton, VA. Langley Research Center.

This teaching unit is designed to help students in grades 5 to 8 explore the concepts of functions and statistics in the context of the International Space Station (ISS). The units in the series have been developed to enhance and enrich mathematics, science, and technology education and to accommodate different teaching and learning styles. Each…

Measuring the Plasticity of Social Approach: A Randomized Controlled Trial of the Effects of the PEERS Intervention on EEG Asymmetry in Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Van Hecke, Amy Vaughan; Stevens, Sheryl; Carson, Audrey M.; Karst, Jeffrey S.; Dolan, Bridget; Schohl, Kirsten; McKindles, Ryan J.; Remmel, Rheanna; Brockman, Scott

2015-01-01

This study examined whether the Program for the Education and Enrichment of Relational Skills ("PEERS: Social skills for teenagers with developmental and autism spectrum disorders: The PEERS treatment manual," Routledge, New York, 2010a) affected neural function, via EEG asymmetry, in a randomized controlled trial of adolescents with…

Acceleration, Enrichment, or Internal Differentiation--Consequences of Measures to Promote Gifted Students Anticipated by German Secondary School Teachers

ERIC Educational Resources Information Center

Endepohls-Ulpe, Martina

2017-01-01

Introduction: In the last decades numerous measures and programs to promote gifted students have been developed worldwide. But in spite of these enhanced scientific and public efforts to improve gifted education, there are still a lot of difficulties to implement some of these measures in the daily routine of schools. The presented study examines…

Competency-based education and training in internal medicine.

PubMed

Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

2010-12-07

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

Amateur Radio On The International Space Station (ARISS) - The First Educational Outreach Program On ISS

NASA Technical Reports Server (NTRS)

Conley, Carolynn Lee; Bauer, Frank H.; Brown, Deborah A.; White, Rosalie

2002-01-01

Amateur Radio on the International Space Station (ARISS) represents the first educational outreach program that is flying on the International Space Station (ISS). The astronauts and cosmonauts will work hard on the International Space Station, but they plan to take some time off for educational activities with schools. The National Aeronautics and Space Administration s (NASA s) Education Division is a major supporter and sponsor of this student outreach activity on the ISS. This meets NASA s educational mission objective: To inspire the next generation of explorers.. .as only NASA can. The amateur radio community is helping to enrich the experience of those visiting and living on the station as well as the students on Earth. Through ARISS sponsored hardware and activities, students on Earth get a first-hand feel of what it is like to live and work in space. This paper will discuss the educational outreach accomplishments of ARISS, the school contact process, the ARISS international cooperation and volunteers, and ISS Ham radio plans for the future.

The effect of the Nature's Classroom environmental education program on middle school student performance

NASA Astrophysics Data System (ADS)

Nava-Whitehead, Susan M.

This study examine the educative aspects of environmental education and the dynamics of innovation initiation in schools. Environmental education is an approach to learning that includes teaching methods which education reformers are currently advocating: interdisciplinary, relevant context; child-centered constructivist approach; inquiry, problem-solving based; cooperative learning and team teaching. The program under study is the comprehensive environmental education program, Nature's Classroom. Nature's Classroom is a veteran in the field of environmental education and covers a broad geographic base and diverse community. An earlier qualitative examination of the program (Whitehead, 1999) indicated that the affective aspects of the environmental education approach are a pivotal element of the program. This study attempts to define and quantify this phenomenon. It is hypothesized that a student's disposition to learn, and inter alia academic success, is enriched through the affective-cognitive synergy enhanced by the environmental education approach. Using quantitative methodology, the School Attitude Measurement (SAM) was used to capture the concept of Disposition to learn. SAM is a self-report instrument and provides scores on five sub-scales as well as a total score. The sample understudy is composed of 110 participants in of two groups of intact sixth grade public school classrooms. The treatment imposed was participation in a five-day residential Nature's Classroom program. Results from SAM were examined for statistical difference pre- and post-treatment. Findings indicate that the environmental education program, Nature's Classroom positively affects a student's disposition to learn. In particular, a student's sense of control is strongly impacted by the program. This study also examined the social-psychological underpinnings of school culture and structure with respect to innovation initiation. Specifically, it considers the dynamics and difficulties of instituting educational change and the role that assessment plays in that process. It was determined that a collaborative effort that effectively balances stakeholder needs is the most probable approach in which an innovation can progress successfully from initiation to institutionalization. The results of this study are instrumental for educators seeking to utilize environmental education innovations in their practice.

Summer residential program: a university model for recruiting high school students to nursing.

PubMed

Cluskey, Maureen; Jackson, Janet E; Brubaker, Cindy L; Cram, Elizabeth M; Awl, Charlotte Pate

2006-01-01

As the nursing shortage continues, nurse educators must develop creative strategies to recruit high school students. A midsize university in the Mid-west has found a one-week summer residential enrichment program, offered annually since 1990, to be a successful tool for introducing students to the wide variety of nursing roles and career opportunities. Participants tour various clinical settings and have hands-on clinical experiences in the nursing laboratory. Housed in dormitories with peers who are interested in other fields, they have the opportunity to experience university life. Nurse faculty, alumni, local nursing organizations, and university staff collaborate in offering this program.

Enriching the Web of Data with Educational Information Using We-Share

ERIC Educational Resources Information Center

Ruiz-Calleja, Adolfo; Asensio-Pérez, Juan I.; Vega-Gorgojo, Guillermo; Gómez-Sánchez, Eduardo; Bote-Lorenzo, Miguel L.; Alario-Hoyos, Carlos

2017-01-01

This paper presents We-Share, a social annotation application that enables educators to publish and retrieve information about educational ICT tools. As a distinctive characteristic, We-Share provides educators data about educational tools already available on the Web of Data while allowing them to enrich such data with their experience using…

Building Learning Communities for Research Collaboration and Cross-Cultural Enrichment in Science Education

NASA Astrophysics Data System (ADS)

Sparrow, E. B.

2003-12-01

The GLOBE program has provided opportunities for environmental science research and education collaborations among scientists, teachers and K-12 students, and for cross-cultural enrichment nationally and abroad. In Alaska, GLOBE has also provided funding leverage in some cases, and a base for several other science education programs that share a common goal of increasing student interest, understanding, process skills and achievement in science, through involvement in ongoing research investigations. These programs that use GLOBE methodologies (standardized scientific measurements and learning activities developed by scientists and educators) are: Global Change Education Using Western Science and Native Knowledge also known as "Observing Locally, Connecting Globally" (OLCG); Alaska Earth System Science Education Alliance: Improving Understanding of Climate Variability and Its Relevance to Rural Alaska; Schoolyard Long Term Ecological Research; Alaska Rural Research Partnership; Alaska Partnership for Teacher Enhancement; Alaska Lake Ice and Snow Observatory Network; Alaska Boreal Forest Council Education Outreach; Calypso Farm and Ecology Center; Environmental Education Outreach; and also GLOBE Arctic POPs (persistent organic pollutants) a program that involves countries in the circumpolar North. The University of Alaska GLOBE Partnership has collaborated with the BLM Campbell Creek Science Center Globe Partnership in facilitating GLOBE Training Workshops and providing teacher support. GLOBE's extensive website including data entry, archive, analysis and visualization capabilities; GLOBE Teacher Guide, videos and other materials provided; excellent GLOBE science research and education staff, training support office, GLOBE help desk, alignment of GLOBE curriculum with national science education standards and GLOBE certification of teachers trained on even just one GLOBE investigation, have made it easier to implement GLOBE in the classroom. Using GLOBE, whole classes of students have engaged in and contributed data to science investigations. In Alaska, classes and individual students have conducted their own inquiry studies and have successfully presented their investigations and competed at science fairs and statewide high school science symposium and international conferences. Two students presented their research investigations at the GLOBE Learning Expedition in Croatia and four students presented their study at the GLOBE Arctic POPs Conference in Sweden. These students increased not only their understanding and knowledge of science but also in appreciation of people in other countries and their cultures. Friendships have also bloomed. The learning community in Alaska has expanded to include family and community members including Native elders (using OLCG), teachers, scientists and students from other countries. The following challenges remain: 1) getting funds to be able to provide GLOBE equipment and continuous support to GLOBE teachers and students throughout the year, 2) reaching teachers and students in remote areas, 3) rapid teacher turn-over rate in rural areas, 4) using inquiry-based pedagogies during GLOBE professional development workshops including the opportunity for teacher participants to conduct their own inquiries during the workshop, 5) time, school curriculum and national education requirement constraints, 6) involving school administrators, and more local scientists and community members, and 7) providing culturally relevant and responsive science education programs and life-long learning communities.

A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students

ERIC Educational Resources Information Center

Kim, Mihyeon

2016-01-01

Although descriptions of enrichment programs are valuable for practitioners, practices, and services for gifted students, they must be backed by evidence, derived through a synthesis of research. This study examined research on enrichment programs serving gifted students and synthesized the current studies between 1985 and 2014 on the effects of…

Behavioral Effects of an Enhanced Enrichment Program for Group-Housed Sooty Mangabeys (Cercocebus atys)

PubMed Central

Crast, Jessica; Bloomsmith, Mollie A; Jonesteller, Trina J

2016-01-01

Evaluating the behavioral effects of enrichment on animals housed in biomedical facilities is necessary to effectively support their care and wellbeing. We tested the cumulative effects of an enhanced enrichment program on sooty mangabey behavior: locomotion, feeding and foraging, manipulating items in the enclosure, social affiliation, aggression, and abnormal behavior. The enhanced enrichment program included the addition of a substrate (timothy hay), widely distributing small pieces of produce and a forage mixture in the hay, adding structures and perching, and increasing the variety of food items, foraging devices, and other manipulable items. We tested 10 groups living in runs (n = 54) by using an ABA experimental design (phase A, standard enrichment; phase B, enhanced enrichment) and Wilcoxon signed-rank tests to compare behavior across phases. During phase B, subjects significantly increased feeding, foraging, and manipulation of items, and they decreased self-grooming, social affiliation, and aggression. Combined enrichment use increased from approximately 10% to 21% of the mangabeys’ time. Enhanced enrichment did not affect locomotion or abnormal behavior. The increases in feeding, foraging, and manipulation during enhanced enrichment were driven primarily by the subjects’ preference for foraging in the hay: it was the most effective component of the program in promoting feeding and foraging behavior, which comprises the majority of wild sooty mangabeys’ daily activity. Developing an effective, species-appropriate, and comprehensive enrichment program is essential to successfully promote the health and wellbeing of captive NHP. PMID:27931313

Behavioral Effects of an Enhanced Enrichment Program for Group-Housed Sooty Mangabeys (Cercocebus atys).

PubMed

Crast, Jessica; Bloomsmith, Mollie A; Jonesteller, Trina J

2016-11-01

Evaluating the behavioral effects of enrichment on animals housed in biomedical facilities is necessary to effectively support their care and wellbeing. We tested the cumulative effects of an enhanced enrichment program on sooty mangabey behavior: locomotion, feeding and foraging, manipulating items in the enclosure, social affiliation, aggression, and abnormal behavior. The enhanced enrichment program included the addition of a substrate (timothy hay), widely distributing small pieces of produce and a forage mixture in the hay, adding structures and perching, and increasing the variety of food items, foraging devices, and other manipulable items. We tested 10 groups living in runs (n = 54) by using an ABA experimental design (phase A, standard enrichment; phase B, enhanced enrichment) and Wilcoxon signed-rank tests to compare behavior across phases. During phase B, subjects significantly increased feeding, foraging, and manipulation of items, and they decreased self-grooming, social affiliation, and aggression. Combined enrichment use increased from approximately 10% to 21% of the mangabeys' time. Enhanced enrichment did not affect locomotion or abnormal behavior. The increases in feeding, foraging, and manipulation during enhanced enrichment were driven primarily by the subjects' preference for foraging in the hay: it was the most effective component of the program in promoting feeding and foraging behavior, which comprises the majority of wild sooty mangabeys' daily activity. Developing an effective, species-appropriate, and comprehensive enrichment program is essential to successfully promote the health and wellbeing of captive NHP.

Research Reports: 1995 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. R. (Editor); Chappell, C. R. (Editor); Six, F. (Editor); Freeman, L. M. (Editor)

1996-01-01

For the 31st consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 15 May 1995 - 4 Aug. 1995. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 32nd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1995. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. R. (Editor); Dowdy, J. (Editor); Freeman, L. M. (Editor)

1998-01-01

For the 33rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period June 2, 1997 through August 8, 1997. Operated under the auspices of the American Society for Engineering Education, the MSFC program was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the program, which are in the 34th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1997. The University of Alabama in Huntsville presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

Research Reports: 1996 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, M. (Editor); Chappell, C. R. (Editor); Six, F. (Editor); Karr, G. R. (Editor)

1996-01-01

For the 32nd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama and MSFC during the period May 28, 1996 through August 2, 1996. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA centers, was sponsored by the Higher Education Branch, Education Division, NASA Headquarters, Washington, D.C. The basic objectives of the programs, which are in the 33rd year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1996. The University of Alabama presents the Co-Directors' report on the administrative operations of the program. Further information can be obtained by contacting any of the editors.

A Replication and Extension of the PEERS Intervention: Examining Effects on Social Skills and Social Anxiety in Adolescents with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Schohl, Kirsten A.; Van Hecke, Amy V.; Carson, Audrey Meyer; Dolan, Bridget; Karst, Jeffrey; Stevens, Sheryl

2014-01-01

This study aimed to evaluate the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in "J Autism Dev Disord" 39(4):596-606, 2009). PEERS focuses on improving friendship quality and social skills among adolescents with higher-functioning ASD. 58 participants aged 11-16 years-old were randomly assigned to…

Improvement in Context: Exploring Aims, Improvement Priorities, and Environmental Considerations in a National Sample of Programs Using "Small Data".

PubMed

Philibert, Ingrid; Beernink, John H; Bush, Barbara H; Caniano, Donna A; Chow, Andrea; Coyle, John J; Gilhooly, Joseph; Kraybill, Donald E; Larson, David; Moran, Sarah; Nace, Mary Catherine; Robertson, William W; Rubin, Judith D; Sanford, Theodore

2017-12-01

In 2013, the Accreditation Council for Graduate Medical Education (ACGME) transitioned into a new accreditation system to reduce burden, focus on outcomes, and promote innovation and improvement. One component is a self-study that includes aims, an environmental assessment, and setting improvement priorities. The ACGME initiated voluntary site visits following the self-study. We explored common themes in program aims and assessment of their environment. Using grounded theory, inductive and deductive qualitative methods, and truth grounding, we analyzed data from voluntary site visits of 396 core and subspecialty programs between June 2015 and September 2017, with a focus on common themes. We report common themes for aims and the dimensions of the environmental assessment. Themes for strengths include a collegial, supportive learning environment; responsive leaders; and experiences that prepare residents for unsupervised practice. Improvement priorities encompass low learner engagement and "content mismatch" in didactic education, balancing education and service at a time of growing clinical volumes, and improving the utility of assessment systems. Common opportunities encompass collaborations that improve education, involving alumni and harnessing technology to enrich education, while threats include an unsustainable effort for many program leaders, clinical pressures on faculty, and loss of external sites important for education. Linked dimensions of the environmental assessment suggest benefit in a growing focus on learners, and approaches to ensure a humanistic learning environment that allows for growth, self-determination, and inclusion. The findings highlight actionable themes for the environmental assessment. We discuss implications for programs, institutions, and the ACGME.

Re-engineering the process of medical imaging physics and technology education and training.

PubMed

Sprawls, Perry

2005-09-01

The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

In the past 15 years, the Department of Physics at the University of Virginia in collaboration with the Curry School of Education has supported numerous summer high school physics and physical science teacher enrichment programs through the School of Continuing and Professional Studies. As a result of this accumulated experience in working with teachers, we created the Master of Arts in Physics Education (MAPE) program to address the needs of the high school physics teacher of the present and future. Through distance learning and summer study at UVa, participants earn the 30 hours needed for the Masters degree within 2 1/2 years while maintaining their current teaching position. Summer study includes the calculus based primary physics courses 631, 632, and 633 and associated laboratory courses. Summer physics course assignments and responsibilities do not terminate until late in the fall. Distance learning during the academic year is accomplished via the Internet using WebAssign, chat rooms, email, videotapes, and streamline video. Although recently approved in the spring 2000, 12 teachers have already graduated with the MAPE degree.

Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program

NASA Astrophysics Data System (ADS)

Hong, Ji; Greene, Barbara

2011-10-01

Given the high attrition rate of beginning science teachers, it is imperative to better prepare science preservice teachers, so that they can be successful during the early years of their teaching. The purpose of this study was to explore science preservice teachers' views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Employed were qualitative methods, which included open-ended surveys and face-to-face interviews. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching. When their hoped-for and feared selves were not balanced, participants articulated more fears. Regarding the primary influence in shaping their hopes and fears, diverse past experiences related to teaching and learning appeared to be more salient factors than science teacher education program. Given the enriched understanding of the science preservice teachers' perceptions, we provided suggestions for science teacher educators.

Essentials of Pediatric Emergency Medicine Fellowship Part 7: Careers in PEM.

PubMed

Allen, Coburn H; Anders, Jennifer; Ishimine, Paul; Roskind, Cindy; Shook, Joan

2016-11-01

This article is the last in a 7-part series that aims to comprehensively describe the current state and future directions of pediatric emergency medicine fellowship training from the essential requirements to considerations for successfully administering and managing a program to the careers that may be anticipated on program completion. This article focuses on the many career paths as educators, researchers, advocates, innovators, consultants, administrators, and leaders available to pediatric emergency medicine physicians, in both clinical and nonclinical realms, and how fellows and junior faculty can enrich and prolong their careers through diversification.

Literacy Enrichment and Technology Integration in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Keengwe, Jared, Ed.; Onchwari, Grace, Ed.; Hucks, Darrell, Ed.

2014-01-01

With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. "Literacy Enrichment and Technology Integration in Pre-Service Teacher Education" examines the various…

Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (75th, Montreal, Quebec, Canada, August 5-8, 1992). Part IX: Media and Technology.

ERIC Educational Resources Information Center

Association for Education in Journalism and Mass Communication.

The Media and Technology section of these proceedings contains the following six papers: "The Effects of Tabular and Graphical Display Formats on Time Spent Processing Statistics" (James D. Kelly); "Program Choice in a Broadband Environment" (Steven S. Wildman and Nancy Y. Lee); "Visual Crosstabs: A Technique for Enriching Information Graphics"…

Publication Bias Currently Makes an Accurate Estimate of the Benefits of Enrichment Programs Difficult: A Postmortem of Two Meta-Analyses Using Statistical Power Analysis

ERIC Educational Resources Information Center

Warne, Russell T.

2016-01-01

Recently Kim (2016) published a meta-analysis on the effects of enrichment programs for gifted students. She found that these programs produced substantial effects for academic achievement (g = 0.96) and socioemotional outcomes (g = 0.55). However, given current theory and empirical research these estimates of the benefits of enrichment programs…

Support programs for minority students at Ohio University College of Osteopathic Medicine.

PubMed

Thompson, H C; Weiser, M A

1999-04-01

The Ohio University College of Osteopathic Medicine ranks high among the nation's 19 osteopathic medical schools with respect to the percentage of underrepresented minorities (URMs) in the entering class. The college has strong recruitment and retention programs for URM and disadvantaged students. URM enrollment rose steadily from 11% in 1982-83 to 22% in 1997-98, despite the school's location in a rural, residential public university with few minorities as students or town residents. The college has six programs to support minority students through both undergraduate and medical school: the Summer Scholars Program (1983 to present), an intensive six-week summer program to prepare rising under-graduate seniors and recent graduates to apply to medical school; Academic Enrichment (1987 to present), to support first- and second-year medical students; the Prematriculation Program (1988 to present), an intensive six-week summer program for students who will matriculate in the college; Program ExCEL (1993 to present), a four-year program for undergraduates at Ohio University; the Summer Enrichment Program (1993 to present), an optional six-week program for students who will enter the premedical course at Ohio University; and the Post-baccalaureate Program (1993 to present), a year-long, individually tailored program for URM students who have applied to the medical college but have been rejected. The medical college first focused on supporting students already in the medical school curriculum, then expanded logically back through the undergraduate premedical programs, always targeting learning strategies and survival strategies, peer and faculty support, and mastery of the basic science content. The college plans to create an on-site MCAT preparation program and perhaps expand into secondary education.

An Overview of contributions of NASA Space Shuttle to Space Science and Engineering education

NASA Astrophysics Data System (ADS)

Lulla, Kamlesh

2012-07-01

This paper provides an indepth overview of the enormous contrbutions made by the NASA Space Shuttle Program to Space science and engineering education over the past thirty years. The author has served as one of the major contributors and editors of NASA book "Wings In Orbit: Scientific and Engineering Legacies of the Space Shuttle program" (NASA SP-2010-3409). Every Space Shuttle mission was an education mission: student involvement programs such as Get Away Specials housed in Shuttle payload allowed students to propose research and thus enrich their university education experience. School students were able to operate "EarthKAM" to learn the intricacies of orbital mechanics, earth viewing opportunities and were able to master the science and art of proposal writing and scientific collaboration. The purpose of this presentation is to introduce the global student and teaching community in space sciences and engineering to the plethora of educational resources available to them for engaging a wide variety of students (from early school to the undergraduate and graduate level and to inspire them towards careers in Space sciences and technologies. The volume "Wings In Orbit" book is one example of these ready to use in classroom materials. This paper will highlight the educational payloads, experiments and on-orbit classroom activities conducted for space science and engineering students, teachers and non-traditional educators. The presentation will include discussions on the science content and its educational relevance in all major disiciplines in which the research was conducted on-board the Space Shuttle.

Feuerstein Instrumental Enrichment: From Theory to Practice in the Early Grades: The Effects of Feuerstein Instrumental Enrichment on Mathematics Achievement

ERIC Educational Resources Information Center

Schmidt, Elise A.

2014-01-01

Following identification as the school district with the highest special education population in Midwest County, the Midwest School District took bold measures to address the issue. In partnership with the Midwest Intermediate School District, educators trained all kindergarten and first grade teachers in Feuerstein Instrumental Enrichment (FIE)…

Behavioral responses of three armadillo species (Mammalia: Xenarthra) to an environmental enrichment program in Villavicencio, Colombia.

PubMed

Cortés Duarte, Alexandra; Trujillo, Fernando; Superina, Mariella

2016-07-01

Enrichment is a powerful tool to improve the welfare of animals under human care. Stress-related health and behavioral problems, as well as reproductive failure, are frequent in armadillos (Xenarthra, Cingulata, Dasypodidae) under human care, which hinders the development of successful ex situ conservation programs. Nevertheless, scientific studies on the effect of enrichment programs on armadillos are virtually non-existent. The objective of this study was to assess the impact of an enrichment program on the behavior of armadillos under human care. The behavior of 12 individuals of three species (Dasypus novemcinctus, D. sabanicola, and Cabassous unicinctus) maintained at Finca El Turpial, Villavicencio, Colombia, was recorded using scan sampling during three daily time blocks of 2 hr each before (4 weeks) and after (4 weeks) implementing an enrichment program. Enrichment did not stimulate the armadillos to change or extend their activity period. In general, activity levels were low during the entire study, and virtually no activity was recorded in the morning in any species, neither without nor with enrichment. The latter did, however, improve welfare by reducing abnormal and increasing natural foraging behaviors. All species were attracted by artificial termite mounds. Dasypus spp. showed special interest in cardboard boxes with food, while Cabassous was mainly attracted to hollow plastic balls filled with food. Our results suggest that separate enrichment programs need to be developed for different armadillo species, and that they should be applied during the time of day at which they are most active. Zoo Biol. 35:304-312, 2016. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Gifted Programs.

ERIC Educational Resources Information Center

Luehning, Barbara

1979-01-01

Describes programs for the gifted: visual and performing arts for secondary students, enrichment for rural elementary students, and a learning center elementary enrichment program. NOTE: includes "INTERARTS: The High School Program for the Talented in the Arts" by Barbara Luehning, "Spice" by Jane V. Salisbury, and "Learning Center Enrichment…

Twelve Years of Education and Public Outreach with the Fermi Gamma-ray Space Telescope

NASA Astrophysics Data System (ADS)

Cominsky, Lynn R.; McLin, K. M.; Simonnet, A.; Fermi E/PO Team

2013-04-01

During the past twelve years, NASA's Fermi Gamma-ray Space Telescope has supported a wide range of Education and Public Outreach (E/PO) activities, targeting K-14 students and the general public. The purpose of the Fermi E/PO program is to increase student and public understanding of the science of the high-energy Universe, through inspiring, engaging and educational activities linked to the mission’s science objectives. The E/PO program has additional more general goals, including increasing the diversity of students in the Science, Technology, Engineering and Mathematics (STEM) pipeline, and increasing public awareness and understanding of Fermi science and technology. Fermi's multi-faceted E/PO program includes elements in each major outcome category: ● Higher Education: Fermi E/PO promotes STEM careers through the use of NASA data including research experiences for students and teachers (Global Telescope Network), education through STEM curriculum development projects (Cosmology curriculum) and through enrichment activities (Large Area Telescope simulator). ● Elementary and Secondary education: Fermi E/PO links the science objectives of the Fermi mission to well-tested, customer-focused and NASA-approved standards-aligned classroom materials (Black Hole Resources, Active Galaxy Education Unit and Pop-up book, TOPS guides, Supernova Education Unit). These materials have been distributed through (Educator Ambassador and on-line) teacher training workshops and through programs involving under-represented students (after-school clubs and Astro 4 Girls). ● Informal education and public outreach: Fermi E/PO engages the public in sharing the experience of exploration and discovery through high-leverage multi-media experiences (Black Holes planetarium and PBS NOVA shows), through popular websites (Gamma-ray Burst Skymap, Epo's Chronicles), social media (Facebook, MySpace), interactive web-based activities (Space Mysteries, Einstein@Home) and activities by amateur astronomers nation-wide (Supernova! Toolkit). This poster highlights various facets of the Fermi E/PO program.

The Proliferation Security Initiative: A Means to an End for the Operational Commander

DTIC Science & Technology

2009-05-04

The Reduced Enrichment for Research and Test Reactors ( RERTR ) Program develops technology necessary to enable the conversion of civilian...facilities using high enriched uranium (HEU) to low enriched uranium (LEU) fuels and targets. The RERTR Program was initiated by the U.S. Department of...processes have been developed for producing radioisotopes with LEU targets. The RERTR Program is managed by the Office of Nuclear Material Threat

The 2003 NASA Faculty Fellowship Program Research Reports

NASA Technical Reports Server (NTRS)

Nash-Stevenson, S. K.; Karr, G.; Freeman, L. M.; Bland, J. (Editor)

2004-01-01

For the 39th consecutive year, the NASA Faculty Fellowship Program (NFFP) was conducted at Marshall Space Flight Center. The program was sponsored by NASA Headquarters, Washington, DC, and operated under contract by The University of Alabama in Huntsville. In addition, promotion and applications are managed by the American Society for Engineering Education (ASEE) and assessment is completed by Universities Space Research Association (USRA). The nominal starting and finishing dates for the 10-week program were May 27 through August 1, 2003. The primary objectives of the NASA Faculty Fellowship Program are to: (1) Increase the quality and quantity of research collaborations between NASA and the academic community that contribute to NASA s research objectives; (2) provide research opportunities for college and university faculty that serve to enrich their knowledge base; (3) involve students in cutting-edge science and engineering challenges related to NASA s strategic enterprises, while providing exposure to the methods and practices of real-world research; (4) enhance faculty pedagogy and facilitate interdisciplinary networking; (5) encourage collaborative research and technology transfer with other Government agencies and the private sector; and (6) establish an effective education and outreach activity to foster greater awareness of this program.

National Aeronautics and Space Administration (NASA)/American Society of Engineering Education (ASEE) Summer Faculty Fellowship Program - 2000

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

2003-01-01

The 2000 Johnson Space Center (JSC) National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The 10-week program was operated under the auspices of the ASEE. The program at JSC, as well as the programs at other NASA Centers, was funded by the Office of University Affairs, NASA Headquarters, Washington, D.C. The objectives of the program, which began in 1965 at JSC and 1964 nationally, are to (1) further the professional knowledge of qualified engineering and science faculty, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with her/his interests and background, and worked in collabroation with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects done by the faculty fellows during the summer of 2000.

Enrichment of Teacher and Counselor Competencies in Career Education: K-6. Final Report.

ERIC Educational Resources Information Center

Peterson, Marla; And Others

The purpose of the Enrichment of Teacher and Counselor Competencies in Career Education Project (ETC Project) was to develop, evaluate, and disseminate: (1) Career Education Curriculum guides which result in the integration of positive values and attitudes toward work, self-awareness, and development of decision making skills; and awareness of…

The Military Significance of Small Uranium Enrichment Facilities Fed with Low-Enrichment Uranium (Redacted)

DTIC Science & Technology

1969-12-01

a five-year supply of enriched uranium for reactor fuel . Nevertheless, it seems clear that some foreign enrichment developments are approaching a...produc- tion of fissile material could powerfully influence the assessment of risks and benefits of a nuclear weapons development program . Since... program is likely to include the production of its own relatively pure fissile plutonium. This would involve more rapid cycling and reprocessing of fuel

Musicals Enrich Middle School Programs

ERIC Educational Resources Information Center

Thomas, Douglas D.; North, Rita

2005-01-01

An enriching fine arts program has long been advocated as an essential element of an effective middle school program. The vocal music program at Pleasant Hill (Missouri) Middle School supports student growth and development beyond the regular classroom. It supports students' existing skills and talents and provides opportunities for them to…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) summer faculty fellowship program, 1986, volume 1

NASA Technical Reports Server (NTRS)

Mcinnis, Bayliss (Editor); Goldstein, Stanley (Editor)

1987-01-01

The Johnson Space Center (JSC) NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching objectives of participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. Each faculty fellow spent ten weeks at JSC engaged in a research project commensurate with his interests and background and worked in collaboration with a NASA/JSC colleague. Volume 1 contains sections 1 through 14.

Preparing future faculty and professionals for public health careers.

PubMed

Koblinsky, Sally A; Hrapczynski, Katie M; Clark, Jane E

2015-03-01

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland's School of Public Health developed a "Preparing Future Faculty and Professionals" program to enrich the graduate education and professional development of its doctoral students. We describe the program's key elements, including foundational seminars to enhance students' knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation.

School and community relations in North America: Creative tensions

NASA Astrophysics Data System (ADS)

Loughran, E.; Reed, H. B.

1980-09-01

School and community relations in North America reflect creative tensions between the conserving forces of schooling and the changing forces of community. During crisis periods community development needs may modify the school's focus on individual learner growth, but generally schools use the community to extend and enrich the traditional modes. School and community interactions are chiefly characterized by such settings as community schools, community education, adult education, home and school (PTA) associations, work-study programs, curriculum-community resource programs. Recent social forces are creating heightened tensions: cultural pluralism, reduced resources, Third World influences, international conflicts, personal alienation, population concerns, energy problems, community power issues. These forces are gradually shifting school and community concepts towards ones of education and community. Education goes well beyond schooling, including all agencies having an organized influence on community development: libraries, voluntary groups, unions, business, human service agencies, government units, as well as schools. This shift requires research to develop nonformal concepts and practices, along with formal pedagogy, to increase the positive impacts of educational networks on community, as well as individual, development. These new directions have not yet significantly modified the traditional meaning of school and community relations.

Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses

PubMed Central

Verkuilen, Jay; Shnitzer-Meirovich, Shlomit; Altman, Carmit

2018-01-01

Background Inclusion of people with intellectual disability (ID) in higher postsecondary academic education is on the rise. However, there are no scientific criteria for determining the eligibility for full inclusion of students with ID in university courses. This study focuses on two models of academic inclusion for students with ID: (a) separate adapted enrichment model: students with ID study in separate enrichment courses adapted to their level; (b) full inclusion model: students with ID are included in undergraduate courses, receive academic credits and are expected to accumulate the amount of credits for a B.A. Aim (a) To examine whether crystallized and fluid intelligence and cognitive tests can serve as screening tests for determining the appropriate placement of students with ID for the adapted enrichment model versus the full inclusion model. (b) To examine the attitudes towards the program of students with ID in the inclusion model. Method/Procedure The sample included 31 adults with ID: students with ID who were fully included (N = 10) and students with ID who participated in the adapted enrichment model (N = 21). Crystallized and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine the attitudes of students in the inclusion model towards the program. Outcomes and results The ANOVAs indicate that the most prominent difference between the groups was in vocabulary, knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test evaluation, was used to determine the students’ eligibility for appropriate placement in the two models. Seven tests distinguished between the groups in terms of sensitivity and specificity. The interviews were analyzed according to three phases. Conclusions/Implications The results indicate that students with ID are able to participate in undergraduate courses and achieve academic goals. The general IQ and idioms test seem to be best determiners for appropriate placement of students with ID to one of the two models. The included students with ID are motivated and self-determined in continuing in the program. PMID:29684024

Crystallized and fluid intelligence of university students with intellectual disability who are fully integrated versus those who studied in adapted enrichment courses.

PubMed

Lifshitz, Hefziba; Verkuilen, Jay; Shnitzer-Meirovich, Shlomit; Altman, Carmit

2018-01-01

Inclusion of people with intellectual disability (ID) in higher postsecondary academic education is on the rise. However, there are no scientific criteria for determining the eligibility for full inclusion of students with ID in university courses. This study focuses on two models of academic inclusion for students with ID: (a) separate adapted enrichment model: students with ID study in separate enrichment courses adapted to their level; (b) full inclusion model: students with ID are included in undergraduate courses, receive academic credits and are expected to accumulate the amount of credits for a B.A. (a) To examine whether crystallized and fluid intelligence and cognitive tests can serve as screening tests for determining the appropriate placement of students with ID for the adapted enrichment model versus the full inclusion model. (b) To examine the attitudes towards the program of students with ID in the inclusion model. The sample included 31 adults with ID: students with ID who were fully included (N = 10) and students with ID who participated in the adapted enrichment model (N = 21). Crystallized and fluid intelligence were examined (WAIS-III, Wechsler, 1997) and Hebrew abstract verbal tests (Glanz, 1989). Semi-structured interviews were conducted in order to examine the attitudes of students in the inclusion model towards the program. The ANOVAs indicate that the most prominent difference between the groups was in vocabulary, knowledge and working memory. ROC analysis, a fundamental tool for diagnostic test evaluation, was used to determine the students' eligibility for appropriate placement in the two models. Seven tests distinguished between the groups in terms of sensitivity and specificity. The interviews were analyzed according to three phases. The results indicate that students with ID are able to participate in undergraduate courses and achieve academic goals. The general IQ and idioms test seem to be best determiners for appropriate placement of students with ID to one of the two models. The included students with ID are motivated and self-determined in continuing in the program.

The current state of the Russian reduced enrichment research reactors program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aden, V.G.; Kartashov, E.F.; Lukichev, V.A.

1997-08-01

During the last year after the 16-th International Conference on Reducing Fuel Enrichment in Research Reactors held in October, 1993 in Oarai, Japan, the conclusive stage of the Program on reducing fuel enrichment (to 20% in U-235) in research reactors was finally made up in Russia. The Program was started late in 70th and the first stage of the Program was completed by 1986 which allowed to reduce fuel enrichment from 80-90% to 36%. The completion of the Program current stage, which is counted for 5-6 years, will exclude the use of the fuel enriched by more than 20% frommore » RF to other countries such as: Poland, Czeck Republick, Hungary, Roumania, Bulgaria, Libya, Viet-Nam, North Korea, Egypt, Latvia, Ukraine, Uzbekistan and Kazakhstan. In 1994 the Program, approved by RF Minatom authorities, has received the status of an inter-branch program since it was admitted by the RF Ministry for Science and Technical Policy. The Head of RF Minatom central administrative division N.I.Ermakov was nominated as the Head of the Russian Program, V.G.Aden, RDIPE Deputy Director, was nominated as the scientific leader. The Program was submitted to the Commission for Scientific, Technical and Economical Cooperation between USA and Russia headed by Vice-President A. Gore and Prime Minister V. Chemomyrdin and was given support also.« less

Processes and Procedures of the Higher Education Programs at Marshall Space Flight Center

NASA Technical Reports Server (NTRS)

Heard, Pamala D.

2002-01-01

The purpose of my research was to investigate the policies, processes, procedures and timelines for the higher education programs at Marshall Space Flight Center. The three higher education programs that comprised this research included: the Graduate Student Researchers Program (GSRP), the National Research Council/Resident Research Associateships Program (NRC/RRA) and the Summer Faculty Fellowship Program (SFFP). The GSRP award fellowships each year to promising U.S. graduate students whose research interest coincides with NASA's mission. Fellowships are awarded for one year and are renewable for up to three years to competitively selected students. Each year, the award provides students the opportunity to spend a period in residence at a NASA center using that installation's unique facilities. This program is renewable for three years, students must reapply. The National Research Council conducts the Resident Research Associateships Program (NRC/RRA), a national competition to identify outstanding recent postdoctoral scientists and engineers and experience senior scientists and engineers, for tenure as guest researchers at NASA centers. The Resident Research Associateship Program provides an opportunity for recipients of doctoral degrees to concentrate their research in association with NASA personnel, often as a culmination to formal career preparation. The program also affords established scientists and engineers an opportunity for research without any interruptions and distracting assignments generated from permanent career positions. All opportunities for research at NASA Centers are open to citizens of the U.S. and to legal permanent residents. The Summer Faculty Fellowship Program (SFFP) is conducted each summer. NASA awards research fellowships to university faculty through the NASA/American Society for Engineering Education. The program is designed to promote an exchange of ideas between university faculties, NASA scientists and engineers. Selected participants in fields of science, engineering, math, and other disciplines spend approximately 10 weeks working with their professional peers on research projects at NASA facilities. Workshops and seminars further enrich the experience. This program is only for U.S. citizens.

Institutional, Material and Economic Constraints in Languages Education: Unequal Provision of Linguistic Resources in Early Childhood and Primary Settings in Australia

ERIC Educational Resources Information Center

Jones Díaz, Criss

2014-01-01

In Australia, languages education in early childhood and primary education includes three main approaches: transitional, enrichment and full bilingual programmes. This article proposes that transitional and enrichment programmes in Australia are constituted and shaped by competing and contested institutional, material, discursive and economic…

The Effect of Grouping and Program Type on Scholastic and Affective Outcomes in the Mawhiba Schools Partnership Initiative

ERIC Educational Resources Information Center

Batterjee, Adel A.

2016-01-01

Researchers have struggled for decades to determine whether ability grouping is helpful or harmful; however, study findings have been inconsistent. To assess the effect of grouping and program type on scholastic and affective outcomes, three grouping types (gifted separate-class enrichment, pull-out gifted enrichment, and no enrichment), three…

Enrichment 2.0 Gifted and Talented Education for the 21st Century

ERIC Educational Resources Information Center

Eckstein, Michelle

2009-01-01

Enrichment clusters, a component of the Schoolwide Enrichment Model, are multigrade investigative groups based on constructivist learning methodology. Enrichment clusters are organized around major disciplines, interdisciplinary themes, or cross-disciplinary topics. Within clusters, students are grouped across grade levels by interests and focused…

Center of Microbial Oceanography Research and Education (C-MORE) Initiatives Toward Promoting Diversity in the Ocean Sciences

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2007-05-01

The ocean sciences suffer from a lack of diversity, particularly among indigenous peoples, despite the fact that indigenous peoples often have deep, cultural knowledge about the marine environment. Nowhere is this inequity more glaring than in Hawaii. Traditional knowledge in marine science enabled Native Hawaiians and Pacific Islanders (NHPI) to become world leaders in transpacific canoe voyaging, aquaculture, and fisheries. Yet today, NHPI are severely underrepresented in the ocean sciences (and in STEM fields in general) at all levels of education and employment. When compared to other ethnic and racial groups in Hawaii, NHPI students as a group have among the poorest educational performance, indicated in part by underrepresentation in college enrolment and pre-college gifted and talented programs, as well as overrepresentation in eligibility for special education and free and reduced lunch programs. The Center of Microbial Oceanography Research and Education (C-MORE), a NSF-funded, multi-institutional Science and Technology Center based at the University of Hawai (UH), is determined to address this inequity. C- MORE is committed to increasing diversity in the ocean sciences, particularly among NHPI, at all levels of education and research. Our approach is to work with existing programs with a track record of increasing diversity among NHPI. We are currently developing culturally relevant materials including educational games for K-12 students, mentorships for high school and community college students, and laboratory and shipboard experiences for teachers and undergraduates in partnership with minority-serving organizations. Some of our main partners are EPSCoR (Experimental Program to Stimulate Competitive Research), Ka `Imi `Ike (an NSF- funded program to recruit and retain NHPI undergraduates in geosciences), Upward Bound (an enrichment program for economically disadvantaged high school students which includes intensive summer courses), the UH Center on Disability Studies (which is developing culturally relevant curriculum to address the overrepresentation of NHPI in special education classes) and the UH Louis Stokes Program (which we plan to use as a model). For more information, please refer to: http:cmore.soest.hawaii.edu

Research Reports: 2001 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, G. (Editor); Pruitt, J. (Editor); Nash-Stevenson, S. (Editor); Freeman, L. M. (Editor); Karr, C. L. (Editor)

2002-01-01

For the thirty-seventh consecutive year, a NASA/ASEE (American Society for Engineering Education) Summer Faculty Fellowship Program was conducted at Marshall Space Flight Center (MSFC). The program was conducted by The University of Alabama in Huntsville and MSFC during the period May 29 - August 3, 2001. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the University Affairs Office, NASA Headquarters, Washington, DC. The basic objectives of the programs, which are in the thirty-seventh year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 2001.

Infusing and sustaining aging content in social work education: findings from GeroRich projects.

PubMed

Hash, Kristina M; Gottlieb, Jody; Harper-Dorton, Karen V; Crawley-Woods, Geraldine; Shelek-Furbee, Katherine; Smith, John David; Brown, Rita

2007-01-01

This article presents findings from experiences of 67 projects involved in GeroRich, an initiative funded by the John A. Hartford Foundation designed to infuse, enrich and sustain aging content in BSW and MSW curricula. Thematic qualitative analysis was used to uncover themes in answers to open-ended questions contained in End-of-Year 2 project reports. Content areas addressed by open-ended answers were: (1) successes and innovations, and (2) challenges requiring responses. Primary successes and innovations identified were as follows: curriculum enrichment, faculty and student involvement, student-learning activities and community. Challenges to be responded to were identified as lack of faculty involvement, competing demands on faculty and programs, and sustainability of project efforts. Examples of strategies implemented to overcome these obstacles include providing teaching resources, instituting financial and other supports, and developing strategic plans for sustaining content infusion post-funding. Experiences of the GeroRich projects offer practical considerations for other social work programs that accept the challenge of attracting and preparing students to work with the increasing population of older adults.

Snacks, beverages, and physical activity during volunteer-led out-of-school-time programs: a cross-sectional analysis.

PubMed

Economos, Christina D; Anzman-Frasca, Stephanie; Koomas, Alyssa H; Chan, Grace; Folta, Sara C; Heck, Julianne; Newman, Molly; Sacheck, Jennifer M

2017-01-27

Tens of millions of children regularly participate in out-of-school-time (OST) programs, providing an opportunity for child health promotion. Most research on OST has focused on structured, staff-led after-school programs, as opposed to volunteer-led programs such as enrichment programs and youth sports. The aim of this study was to describe snacks, beverages, and physical activity (PA) practices in volunteer-led OST programs across five organizations in three states. An online survey including the Out-of-School-Time Snacks, Beverages, and Physical Activity Questionnaire was distributed to 1,695 adult leaders of enrichment and youth sports programs serving 5-12 year-old children in Maine, Massachusetts, and New Hampshire, USA. The response rate was 57.8%, with 980 leaders participating and 698 (136 youth sports, 562 enrichment) remaining after data cleaning procedures. Frequencies were calculated to describe snack, beverage, and PA offerings during typical meetings and whether healthy snack, beverage, and PA criteria were met. Criteria were developed a priori with the intent to capture co-occurring practices that together indicate healthy snack (fruits and vegetables or no snack over salty/sweet snacks); beverage (water over sugar-sweetened beverages); and PA environments (regular opportunities for >15 or 45 min of PA in enrichment and sports programs, respectively). About half of enrichment leaders reported that snacks and beverages were provided during typical meetings vs. one-fifth of sports leaders. In 28.4% of enrichment programs, PA was offered at every meeting vs. 98.5% of sports programs. Among enrichment programs, 50.4 and 25.8% met healthy snack and beverage criteria, respectively, and 29.4% met PA criteria, with 27.6% meeting criteria in two or more areas, and 5.0% in all three. Among sports programs, 72.8 and 78.7% met healthy snack and beverage criteria, respectively, and 71.3% met PA criteria. Eighty-two percent met criteria in two or more areas, and 46.3% met criteria in all three. Most programs did not meet criteria for healthier snacks and beverages and opportunities for PA during typical meetings, indicating room for improvement in encouraging widespread adoption of these practices. Efforts to improve the healthfulness of snacks and beverages and increase opportunities for PA during volunteer-led OST programs are warranted.

Education attenuates the negative impact of traumatic brain injury on cognitive status.

PubMed

Sumowski, James F; Chiaravalloti, Nancy; Krch, Denise; Paxton, Jessica; Deluca, John

2013-12-01

To investigate whether the cognitive reserve hypothesis helps to explain differential cognitive impairment among survivors of traumatic brain injury (TBI), whereby survivors with greater intellectual enrichment (estimated with education) are less vulnerable to cognitive impairment. Cross-sectional study. Medical rehabilitation research center. Survivors of moderate or severe TBI (n=44) and healthy controls (n=36). Not applicable. Intellectual enrichment was estimated with educational attainment. Group was defined as TBI or healthy control. Current cognitive status (processing speed, working memory, episodic memory) was evaluated with neuropsychological tasks. TBI survivors exhibited worse cognitive status than healthy persons (P<.001), and education was positively correlated with cognitive status in TBI survivors (r=.54, P<.001). Most importantly, regression analysis revealed an interaction between group and education (R(2) change=.036, P=.004), whereas higher education attenuated the negative impact of TBI on cognitive status. TBI survivors with lower education performed much worse than matched healthy persons, but this TBI-related performance discrepancy was attenuated at higher levels of education. Higher intellectual enrichment (estimated with education) reduces the negative effect of TBI on cognitive outcomes, thereby supporting the cognitive reserve hypothesis in persons with TBI. Future work is necessary to investigate whether intellectual enrichment can build cognitive reserve as a rehabilitative intervention in survivors of TBI. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

A Technology-Enriched Active Learning Space for a New Gateway Education Programme in Hong Kong: A Platform for Nurturing Student Innovations

ERIC Educational Resources Information Center

Chiu, Pit Ho Patrio

2016-01-01

A Gateway Education Programme is established in Hong Kong that aims to broaden students' interdisciplinary knowledge and nurture student innovations under the Discovery-enriched Curriculum. To support the initiative, a novel idea was proposed for the creation of a Gateway Education Laboratory (GE Lab) with a highly configurable layout equipped…

Research reports: 1987 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Karr, Gerald R. (Editor); Cothran, Ernestine K. (Editor); Freeman, L. Michael (Editor)

1987-01-01

For the 23rd consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The program was conducted by the University of Alabama in Huntsville and MSFC during the period 1 June to 7 August 1987. Operated under the auspices of the American Society for Engineering Education, the MSFC program, as well as those at other NASA Centers, was sponsored by the Office of University Affairs, NASA Headquarters, Washington, D.C. The basic objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. This document is a compilation of Fellow's reports on their research during the Summer of 1987.

Turning the table on advice programs for parents: Using placemats to enhance family interaction at restaurants

PubMed Central

Green, Richard B.; Hardison, William L.; Greene, Brandon F.

1984-01-01

There are many opportunities in a family's daily routine to enrich the interactions among its members. One such opportunity arises at family restaurants. Surveys of restaurant personnel and customers suggested the possibility of enriching family interactions by redesigning indigenous materials such as table placemats. Accordingly, we developed Table-Talk placemats that provided conversational topics and illustrated games in which the entire family could participate. After some testing of these placemats in a preschool, a field experiment was conducted with families dining in restaurants. Table-Talk placements occasioned more social and educational dialogue among family members than either traditional-placemat or no-material conditions. Social validation ratings provided by mental health counselors and the parents suggested that Table-Talk placemats occasioned healthy and enjoyable interactions among family members. PMID:16795680

ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW INCOME FAMILIES.

ERIC Educational Resources Information Center

PRESSMAN, HARVEY

A PROPOSAL FOR AN ENRICHMENT PROGRAM FOR ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS FROM LOW-INCOME FAMILIES IN CERTAIN AREAS OF BOSTON IS PRESENTED. BASIC ASSUMPTIONS ARE THAT THERE IS AND OBVIOUS AND PRESSING NEED TO GIVE EXTRA HELP TO THE ABLE STUDENT FROM A DISADVANTAGED BACKGROUND, AND THAT A RELATIVELY BRIEF ENRICHMENT EXPERIENCE FOR…

To what extent are Canadian second language policies evidence-based? Reflections on the intersections of research and policy

PubMed Central

Cummins, Jim

2014-01-01

The paper addresses the intersections between research findings and Canadian educational policies focusing on four major areas: (a) core and immersion programs for the teaching of French to Anglophone students, (b) policies concerning the learning of English and French by students from immigrant backgrounds, (c) heritage language teaching, and (d) the education of Deaf and hard-of hearing students. With respect to the teaching of French, policy-makers have largely ignored the fact that most core French programs produce meager results for the vast majority of students. Only a small proportion of students (<10%) attend more effective alternatives (e.g., French immersion and Intensive French programs). With respect to immigrant-background students, a large majority of teachers and administrators have not had opportunities to access the knowledge base regarding effective instruction for these students nor have they had opportunities for pre-service or in-service professional development regarding effective instructional practices. Educational policies in most jurisdictions have also treated the linguistic resources that children bring to school with, at best, benign neglect. In some cases (e.g., Ontario) school systems have been explicitly prohibited from instituting enrichment bilingual programs that would promote students’ bilingualism and biliteracy. Finally, with respect to Deaf students, policy-makers have ignored overwhelming research on the positive relationship between academic success and the development of proficiency in natural sign languages, preferring instead to leave uncorrected the proposition that acquisition of languages such as American Sign Language by young children (with or without cochlear implants) will impede children’s language and academic development. The paper reviews the kinds of policies, programs, and practices that could be implemented (at no additional cost) if policy-makers and educators pursued evidence-based educational policies. PMID:24847289

Enrichment Strategies in Pediatric Drug Development: An Analysis of Trials Submitted to the US Food and Drug Administration.

PubMed

Green, Dionna J; Liu, Xiaomei I; Hua, Tianyi; Burnham, Janelle M; Schuck, Robert; Pacanowski, Michael; Yao, Lynne; McCune, Susan K; Burckart, Gilbert J; Zineh, Issam

2017-12-08

Clinical trial enrichment involves prospectively incorporating trial design elements that increase the probability of detecting a treatment effect. The use of enrichment strategies in pediatric drug development has not been systematically assessed. We analyzed the use of enrichment strategies in pediatric trials submitted to the US Food and Drug Administration from 2012-2016. In all, 112 efficacy studies associated with 76 drug development programs were assessed and their overall success rates were 78% and 75%, respectively. Eighty-eight trials (76.8%) employed at least one enrichment strategy; of these, 66.3% employed multiple enrichment strategies. The highest trial success rates were achieved when all three enrichment strategies (practical, predictive, and prognostic) were used together within a single trial (87.5%), while the lowest success rate was observed when no enrichment strategy was used (65.4%). The use of enrichment strategies in pediatric trials was found to be associated with trial and program success in our analysis. © 2017 American Society for Clinical Pharmacology and Therapeutics.

Identity and science learning in African American students in informal science education contexts

NASA Astrophysics Data System (ADS)

James, Sylvia M.

2007-12-01

Science education researchers are recognizing the need to consider identity and other sociocultural factors when examining causes of the science achievement gap for African American students. Non-school settings may hold greater promise than formal schooling to promote identities that are conductive to science learning in African Americans. This mixed-methods study explored the relationship between participation in out-of-school-time (OST) science enrichment programs and African American middle and high school students' racial and ethnic identity (RED, social identity as science learners, and achievement. Pre-post questionnaires used a previously validated model of REI combined with an original subscale that was developed to measure social identity as science learners. Case studies of two programs allowed for an analysis of the informal learning setting. The treatment group (N = 36) consisted of African American middle and high school students in five OST science programs, while the control group (N = 54) students were enrolled in science classes in public schools in the mid-Atlantic region. Results of a t-test of independent means indicated that there was no significant difference between the treatment and control group on measures of REI or science identity. However, the treatment group earned significantly higher science grades compared to the control group, and an ANOVA revealed a significant relationship between science identity and the intention to pursue post-secondary science studies. Although not significant, MANOVA results indicated that students who participated in OST programs exhibited gradual increases in RD and science identity over time according to grade level and gender. Follow-up analysis revealed significant relationships between awareness of racism, gender, and length of time in OST programs. The case studies illustrated that a unique community of practice exists within the OST programs. Access to authentic science learning experiences, youth development, social interactions, and relationships with staff emerged as key elements of successful science enrichment programs, Collectively, the results suggest that informal learning settings are supportive environments for science learning. Further study is needed to examine the pattern of increasing REI and science identity over time, the impact of youth development and agency, and potential implications for science in school and informal learning contexts.

Teaching and learning in an 80-hour work week: a novel day-float rotation for medical residents.

PubMed

Wong, Jeffrey G; Holmboe, Eric S; Huot, Stephen J

2004-05-01

The 80-hour workweek limit for residents provides an opportunity for residency directors to creatively innovate their programs. Our novel day-float rotation augmented both the educational structure within the inpatient team setting and the ability for house staff to complete their work within the mandated limits. Descriptive evaluation of the rotation was performed through an end-of-rotation questionnaire. The average length of the ward residents' work week was quantified before and after the rotation's implementation. Educational portfolios and mentored peer-teaching opportunities enriched the rotation. As measured by our evaluation, this new rotation enhanced learning and patient care while reducing work hours for inpatient ward residents.

A Summary of Actinide Enrichment Technologies and Capability Gaps

DOE Office of Scientific and Technical Information (OSTI.GOV)

Patton, Bradley D.; Robinson, Sharon M.

2017-01-01

The evaluation performed in this study indicates that a new program is needed to efficiently provide a national actinide radioisotope enrichment capability to produce milligram-to-gram quantities of unique materials for user communities. This program should leverage past actinide enrichment, the recent advances in stable isotope enrichment, and assessments of the future requirements to cost effectively develop this capability while establishing an experience base for a new generation of researchers in this vital area. Preliminary evaluations indicate that an electromagnetic isotope separation (EMIS) device would have the capability to meet the future needs of the user community for enriched actinides. Themore » EMIS technology could be potentially coupled with other enrichment technologies, such as irradiation, as pre-enrichment and/or post-enrichment systems to increase the throughput, reduce losses of material, and/or reduce operational costs of the base EMIS system. Past actinide enrichment experience and advances in the EMIS technology applied in stable isotope separations should be leveraged with this new evaluation information to assist in the establishment of a domestic actinide radioisotope enrichment capability.« less

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1994, volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to: (1) further the professional knowledge of qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) enrich and refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1994.

STEM Outreach to the African Canadian Community - The Imhotep Legacy Academy

NASA Astrophysics Data System (ADS)

Hewitt, Kevin

2012-02-01

Like the African American community in the US, the African Canadian community is underrepresented in the Science Technology Engineering and Mathematics (STEM) fields. To serve these communities two outreach organizations emerged in Canadian cities where there is a critical mass of learners of African Descent - Toronto and Halifax. I will describe the Imhotep's Legacy Academy, which began in the Physics labs of Dalhousie University in Halifax, Nova Scotia and has grown to a province-wide program serving three-quarters of the school boards in the province with an annual budget that has grown to 400,000 in 2011-12. It follows the learner from the time they enter grade 7 to the time they graduate from university, through three programs: (a) Weekly After-School science enrichment for junior high learners, (b) Virtual High school tutoring program and (c) Summer student internships and research scholarships for post-secondary students. This year, the program was the beneficiary of funding from TD Bank to establish scholarships for program participants to enter Dalhousie university. Modeled on the Meyerhoff scholarships the program participants are identified at an early stage and are promised a subset of funding as they meet selected criteria during participation in the program. The program enjoys support from the Department of Education and the highest levels of government. A tri-mentoring system exists where faculty of African descent train mentors, who are science students of African descent at associated universities, to deliver hands-on enrichment activities to learners of African Descent. Evidence supporting the success of the program will be highlighted. Project outcomes measured include (i) recruitment; (ii) attendance; (iii) stakeholder relationships; (iv) programming; (v) staff training; (vi) perception of ILASP's value; (vii) academic performance. The end results are new lessons and best practices that are incorporated into a strategic plan for the new project year. Teachers perceived that ILASP had a positive ripple effect on the entire academic and non-academic educational experience of the learners, crediting the project with (i) encouraging self-learning; (ii) assisting in honing learners' science and math skills; (iii) developing core skills that were applicable in learners' schoolwork; (iv) boosting learners' self-esteem; (v) improving school attendance; (vi) boosting learners' motivation to be engaged participants in all other classes.

Evaluating an Enrichment Program in Early Childhood: A Multi-Methods Approach

ERIC Educational Resources Information Center

van Aswegen, Christa; Pendergast, Donna

2015-01-01

This article reports on the evaluation of one topic in an enrichment program designed for children in their early years of learning. The program is responsive to an increased understanding of the benefits for very young children of programs that not only take advantage of the sensitive periods for learning but that also assist parents to a take a…

Clinical nurse leaders' and academics' perspectives in clinical assessment of final-year nursing students: A qualitative study.

PubMed

Wu, Xi Vivien; Enskär, Karin; Pua, Lay Hoon; Heng, Doreen Gek Noi; Wang, Wenru

2017-09-01

The nature of nursing practice is diverse; therefore, clinical assessment is a complex process. This study explores the perceptions of clinical nurse leaders and academics on clinical assessment for undergraduate nursing education during transition to practice. An explorative qualitative approach was applied. Eight nurse managers, six clinical nurse educators, and eight academics from two tertiary hospitals and a university in Singapore participated in four focus group discussions. Thematic analysis was conducted. Four overriding themes were revealed: the need for a valid and reliable clinical assessment tool, preceptors' competency in clinical assessment, challenges encountered by the students in clinical assessment, and the need for close academic and clinical collaboration to support preceptors and students. Closer academic-clinical partnership is recommended to review the clinical education curriculum. Clinical and educational institutions need to work closely to design a learning program to enhance preceptors' competence in clinical pedagogy and assessment. Furthermore, a stress management program could build students' resiliency in coping with unfamiliar clinical environments. Ongoing support needs to be provided for both preceptors and students to enrich the preceptorship and learning experiences. © 2017 John Wiley & Sons Australia, Ltd.

Location priority for non-formal early childhood education school based on promethee method and map visualization

NASA Astrophysics Data System (ADS)

Ayu Nurul Handayani, Hemas; Waspada, Indra

2018-05-01

Non-formal Early Childhood Education (non-formal ECE) is an education that is held for children under 4 years old. The implementation in District of Banyumas, Non-formal ECE is monitored by The District Government of Banyumas and helped by Sanggar Kegiatan Belajar (SKB) Purwokerto as one of the organizer of Non-formal Education. The government itself has a program for distributing ECE to all villages in Indonesia. However, The location to construct the ECE school in several years ahead is not arranged yet. Therefore, for supporting that program, a decision support system is made to give some recommendation villages for constructing The ECE building. The data are projected based on Brown’s Double Exponential Smoothing Method and utilizing Preference Ranking Organization Method for Enrichment Evaluation (Promethee) to generate priority order. As the recommendations system, it generates map visualization which is colored according to the priority level of sub-district and village area. The system was tested with black box testing, Promethee testing, and usability testing. The results showed that the system functionality and Promethee algorithm were working properly, and the user was satisfied.

Strategic innovation between PhD and DNP programs: Collaboration, collegiality, and shared resources.

PubMed

Edwards, Joellen; Rayman, Kathleen; Diffenderfer, Sandra; Stidham, April

2016-01-01

At least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. The purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting. Faculty set strategic goals to maximize the effectiveness and efficiency of both new DNP and existing PhD programs. The goals were to promote collaboration and complementarity between the programs through careful capstone and dissertation differentiation, complementary residency activities, joint courses and inter-professional experiences; promote collegiality in a blended on-line learning environment through shared orientation and intensive on-campus sessions; and maximize resources in program delivery through a supportive organizational structure, equal access to technology support, and shared faculty responsibilities as appropriate to terminal degrees. Successes such as student and faculty accomplishments, and challenges such as managing class size and workload, are described. Collaboration, collegiality and the sharing of resources have strengthened and enriched both programs and contributed to the success of students, faculty. These innovative program strategies can provide a solid foundation for DNP and PhD collaboration. Copyright © 2016 Elsevier Inc. All rights reserved.

Social and Collaborative Interactions for Educational Content Enrichment in ULEs

ERIC Educational Resources Information Center

Araújo, Rafael D.; Brant-Ribeiro, Taffarel; Mendonça, Igor E. S.; Mendes, Miller M.; Dorça, Fabiano A.; Cattelan, Renan G.

2017-01-01

This article presents a social and collaborative model for content enrichment in Ubiquitous Learning Environments. Designed as a loosely coupled software architecture, the proposed model was implemented and integrated into the Classroom eXperience, a multimedia capture platform for educational environments. After automatically recording a lecture…

Interdisciplinary Instruction in the Humanities Enrichment Program: Alignment of Programmatic, Pedagogic, and Learner Goals.

ERIC Educational Resources Information Center

Gudipati, Lakshmi

This paper details the benefits of interdisciplinary studies, with particular focus on the Humanities Enrichment Program at the Community College of Philadelphia. The program uses a team-teaching, linked-course paradigm. Two courses from different disciplines are aligned, and faculty from each discipline teach the linked courses as humanities…

An Effectiveness Study of a Culturally Enriched School-Based CBT Anxiety Prevention Program

ERIC Educational Resources Information Center

Miller, Lynn D.; Laye-Gindhu, Aviva; Bennett, Joanna L.; Liu, Yan; Gold, Stephenie; March, John S.; Olson, Brent F.; Waechtler, Vanessa E.

2011-01-01

Anxiety disorders are prevalent in the school-aged population and are present across cultural groups. Scant research exists on culturally relevant prevention and intervention programs for mental health problems in the Aboriginal populations. An established cognitive behavioral program, FRIENDS for Life, was enriched to include content that was…

Expanding Learning, Enriching Learning: Portraits of Five Programs. Stories from the Field

ERIC Educational Resources Information Center

Browne, Daniel; Syed, Sarosh; Mendels, Pamela

2013-01-01

These "Stories From the Field" describe five Wallace-funded programs working to expand learning and enrichment for disadvantaged children, so they can benefit from the types of opportunities their wealthier counterparts have access to, from homework help to swimming classes. The report details each program's approach, successes and…

The 1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1992-01-01

This is the administrative report for the 1992 NASA/ASEE Summer Faculty Fellowship Program which was held at the George C. Marshall Space Flight Center (MSFC) for the 28th consecutive year. The nominal starting and finishing dates for the ten week program were June 1, 1992 through August 7, 1992. The program was sponsored by NASA Headquarters, Washington, D.C., and operated under the auspices of the American Society for Engineering Education (ASEE). The program was one of eight such programs at eight NASA centers sponsored and funded by NASA Headquarters. The basic objectives of the program are the following: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities at the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The major activities of the 1992 program were the following: (1) recruitment, selection, and assignment of faculty fellows; (2) research performed by the participants in collaboration with the MSFC colleague; (3) a seminar and tour program aimed at providing information concerning activities at MSFC; (4) an activities program of a social/non-technical nature aimed at providing the fellows and their families a means of learning about the MSFC/Huntsville area; and (5) preparation of a volume containing the written reports of the details of the research performed by each of the summer faculty. The success of the 1992 program activities in meeting the stated objectives was measured through questionnaires, which were filled out by participants and their MSFC colleagues. The following sections describe the major activities in more detail and the results of the questionnaires are summarized showing that the 1992 program was highly successful. This year's program also included 19 participants in the Summer Teacher Enrichment Program (STEP) which is comprised of middle school and high school math and science teachers.

What Works in Gifted Education Mathematics Study: Impact of Pre-Differentiated and Enriched Curricula on General Education Teachers and Their Students. Research Monograph Series. RM13242

ERIC Educational Resources Information Center

Gubbins, E. Jean; McCoach, D. Betsy; Foreman, Jennifer L.; Gilson, Cindy M.; Bruce-Davis, Micah N.; Rubenstein, Lisa DaVia; Savino, Jennifer; Rambo, Karen; Waterman, Craig

2013-01-01

The present study seeks to determine how exposure to pre-differentiated and enriched curricula incorporating educative curriculum materials affects students' achievement as well as teacher and administrator responses to the intervention. A 2-year multi-site cluster randomized control trial study recruited a national sample of 4,530 grade 3…

Building an academic-community partnership for increasing representation of minorities in the health professions.

PubMed

Erwin, Katherine; Blumenthal, Daniel S; Chapel, Thomas; Allwood, L Vernon

2004-11-01

We evaluated collaboration among academic and community partners in a program to recruit African American youth into the health professions. Six institutions of higher education, an urban school system, two community organizations, and two private enterprises became partners to create a health career pipeline for this population. The pipeline consisted of 14 subprograms designed to enrich academic science curricula, stimulate the interest of students in health careers, and facilitate entry into professional schools and other graduate-level educational programs. Subprogram directors completed questionnaires regarding a sense of common mission/vision and coordination/collaboration three times during the 3-year project. The partners strongly shared a common mission and vision throughout the duration of the program, although there was some weakening in the last phase. Subprogram directors initially viewed coordination/collaboration as weak, but by midway through the project period viewed it as stronger. Feared loss of autonomy was foremost among several factors that threatened collaboration among the partners. Collaboration was improved largely through a process of building trust among the partners.

Combining participatory action research and appreciative inquiry to design, deliver and evaluate an interdisciplinary continuing education program for a regional health workforce.

PubMed

Martyn, Julie-Anne; Scott, Jackie; van der Westhuyzen, Jasper H; Spanhake, Dale; Zanella, Sally; Martin, April; Newby, Ruth

2018-06-12

Objective. Continuing education (CE) is essential for a healthcare workforce, but in regional areas of Australia there are challenges to providing and accessing relevant, reliable and low-cost opportunities. The aim of the present study was to collaborate with the local regional healthcare workforce to design, deliver and evaluate an interdisciplinary CE (ICE) program. Methods. A participatory action research (PAR) model combined with an appreciative inquiry (AI) framework was used to design, deliver and evaluate an ICE program. A focus group of 11 health professionals developed an initial program. Evaluation data from 410 program participants were analysed using AI. Results. The ICE program addressed the CE barriers for the regional healthcare workforce because the locally derived content was delivered at a reasonable cost and in a convenient location. Program participants identified that they most valued shared experiences and opportunities enabling them to acquire and confirm relevant knowledge. Conclusion. ICE programs enhance interdisciplinary collaboration. However, attendance constraints for regional healthcare workforce include location, cost, workplace and personal factors. Through community engagement, resource sharing and cooperation, a local university and the interdisciplinary focus group members successfully designed and delivered the local education and research nexus program to address a CE problem for a regional healthcare workforce. What is known about the topic? Participation in CE is mandatory for most health professionals. However, various barriers exist for regional health workers to attending CE. Innovative programs, such as webinars and travelling workshops, address some of the issues but create others. Bringing various health workers together for the simultaneous education of multiple disciplines is beneficial. Collectively, this is called ICE. What does this paper add? Using PAR combined with AI to design an ICE program will focus attention on the enablers of the program and meet the diverse educational needs of the healthcare workforce in regional areas. Engaging regional health professionals with a local university to design and deliver CE is one way to increase access to quality, cost-effective education. What are the implications for practitioners? Regional healthcare workers' CE needs are more likely to be met when education programs are designed by them and developed for them. ICE raises awareness of the roles of multiple healthcare disciplines. Learning together strengthens healthcare networks by bolstering relationships through a greater understanding of each other's roles. Enriching communication between local health workers has the potential to enhance patient care.

Metropolis revisited: the evolving role of librarians in informatics education for the health professions

PubMed Central

King, Samuel B.; Lapidus, Mariana

2015-01-01

Objective: The authors' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to “Metropolis Redux: The Unique Importance of Library Skills in Informatics,” a 2004 survey of informatics programs. Methods: An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country. Results: Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved. Conclusions: Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs. Implications: Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself. PMID:25552939

Metropolis revisited: the evolving role of librarians in informatics education for the health professions.

PubMed

King, Samuel B; Lapidus, Mariana

2015-01-01

The authors' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to "Metropolis Redux: The Unique Importance of Library Skills in Informatics," a 2004 survey of informatics programs. An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country. Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved. Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs. Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself.

The 1983 NASA/ASEE Summer Faculty Fellowship Research Program research reports

NASA Technical Reports Server (NTRS)

Horn, W. J. (Editor); Duke, M. B. (Editor)

1983-01-01

The 1983 NASA/ASEE Summary Faculty Fellowship Research Program was conducted by Texas A&M University and the Lyndon B. Johnson Space Center (JSC). The 10-week program was operated under the auspices of the American Society for Engineering Education (ASEE). The basic objectives of the programs, which began in 1965 at JSC and in 1964 nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members, (2) to stimulate an exchange of ideas between participants and NASA, (3) to enrich and refresh the research and teaching activities of participants' institutions, and (4) to contribute to the research objectives of the NASA Centers. The faculty fellows spent 10 weeks at JSC engaged in a research project commensurate with their interests and background. They worked in collaboration with a NASA/JSC colleague. This document is a compilation of final reports on their research during the summer of 1983.

Student Views on Learning Environments Enriched by Video Clips

ERIC Educational Resources Information Center

Kosterelioglu, Ilker

2016-01-01

This study intended to identify student views regarding the enrichment of instructional process via video clips based on the goals of the class. The study was conducted in Educational Psychology classes at Amasya University Faculty of Education during the 2012-2013 academic year. The study was implemented on students in the Classroom Teaching and…

Implementing the Schoolwide Enrichment Model in Brazil

ERIC Educational Resources Information Center

de Souza Fleith, Denise; Soriano de Alencar, Eunice M. L.

2010-01-01

The Schoolwide Enrichment Model (SEM) has been one of the most widely used models in the education of the gifted in Brazil. It has inspired the political and pedagogical project of the Centers of Activities of High Abilities/Giftedness recently implemented in 27 Brazilian states by the Ministry of Education. In this article, our experience in…

From Graduate Employability to Employment: Policy and Practice in UK Higher Education

ERIC Educational Resources Information Center

Minocha, Sonal; Hristov, Dean; Reynolds, Martin

2017-01-01

The purpose of this paper is to enrich the current conceptualization of graduate employability and employment through the lens of policy, academia and practice in UK higher education. We examine the UK policy context that is shaping graduate employability and employment debates before enriching this conceptualization through a discussion of key…

Enriching Preservice Teachers' Critical Reflection through an International Videoconference Discussion

ERIC Educational Resources Information Center

Clark, J. Spencer; Brown, James Scott; Jandildinov, Medet

2016-01-01

The concepts of reflection and reflective practice have become the core of many teacher education programmes, with critical reflection as the goal for many teacher educators. This study examined the use of a videoconference discussion in an instructional methodology course as a means to enrich the process of reflection and encourage critical…

Evaluation of the Science Enrichment Activities (SEA) Program: A Decision Oriented Model.

ERIC Educational Resources Information Center

Linn, Marcia C.

1978-01-01

Three questions guided an evaluation of sixth and eighth grade science enrichment activities: (1) Does a free choice interactive program affect cognitive abilities? (2) Do students in a free choice program make predictable selections of activities based on their age, sex, or ability level? and (3) Are specific student choices associated with…

College for Kids, An Innovative Enrichment Program for Gifted Elementary Children.

ERIC Educational Resources Information Center

Clasen, Donna Rae; Subkoviak, Michael J.

One hundred fifty-six gifted elementary students (grades 3 through 6) responded to the Coopersmith Self Esteem Inventory on a pre- and posttest basis during a 3 week, 45 hour College for Kids program, designed as an enrichment program with focus on critical thinking, problem solving, inquiry, research, and questioning. Thirty students responded to…

Louis D. Brandeis High School. Demonstration Bilingual Enrichment College Preparatory Program. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Cochran, Effie Papatzikou; Cotayo, Armando

The Demonstration Bilingual Enrichment College Preparatory Program at Louis D. Brandeis High School in New York City is designed to address the needs of the "academically more able" student with limited English proficiency. The program supplements the school's existing services for 120 Spanish-dominant students, and offers instructional…

Analysis of Tank 38H (HTF-38-15-47, 49) and Tank 43H (HTF-43-15-51, 53) surface and subsurface supernatant samples in support of enrichment and corrosion control programs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oji, L. N.

This report provides the results of analyses on Tanks 38H and 43H surface and subsurface supernatant liquid samples in support of the Enrichment Control Program (ECP) and the Corrosion Control Program (CCP).

Promoting First-Generation College Students' Mental Well-Being: Student Perceptions of an Academic Enrichment Program

ERIC Educational Resources Information Center

Swanbrow Becker, Martin A.; Schelbe, Lisa; Romano, Kelly; Spinelli, Carmella

2017-01-01

Academic enrichment programs seek to address the challenges first-generation students face, but research tends to focus on academic outcomes. In this study we investigated first-generation students' perceptions of how a program addresses their mental well-being. A total of 25 undergraduate students who were enrolled in an academic enrichment…

Critical Components of a Summer Enrichment Program for Urban Low-Income Gifted Students

ERIC Educational Resources Information Center

Kaul, Corina R.; Johnsen, Susan K.; Witte, Mary M.; Saxon, Terrill F.

2015-01-01

Effective program models are needed for low-income youth. This article describes one successful summer enrichment program, University for Young People's Project Promise, and outlines three key components of a Partnership for Promoting Potential in Low-Income Gifted Students (Partnership Model), which is based on Lee, Olszewski-Kubilius, and…

Parent Perceptions of the Effects of the Saturday Enrichment Program on Gifted Students' Talent Development

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Lee, Seon-Young

2004-01-01

Based on survey responses from 187 parents of students who attended the Saturday Enrichment Program (SEP) at the Center for Talent Development (CTD) of Northwestern University, this study showed that overall, parents perceived favorable effects of the program on their children's talent development, especially academic talent development. As a…

The Learning Enrichment Service: A Triad-Based Secondary School Model for Enrichment Programming.

ERIC Educational Resources Information Center

Smyth, Elizabeth; And Others

1983-01-01

Three secondary teachers describe a school-wide support system for meeting the needs of gifted students in and beyond the regular classroom. A management team coordinates enrichment within the school and community while a computerized data bank of enrichment resources is accessible to all learners. (CL)

Incorporating resident research into the dermatology residency program.

PubMed

Wagner, Richard F; Raimer, Sharon S; Kelly, Brent C

2013-01-01

Programmatic changes for the dermatology residency program at The University of Texas Medical Branch were first introduced in 2005, with the faculty goal incorporating formal dermatology research projects into the 3-year postgraduate training period. This curriculum initially developed as a recommendation for voluntary scholarly project activity by residents, but it evolved into a program requirement for all residents in 2009. Departmental support for this activity includes assignment of a faculty mentor with similar interest about the research topic, financial support from the department for needed supplies, materials, and statistical consultation with the Office of Biostatistics for study design and data analysis, a 2-week elective that provides protected time from clinical activities for the purpose of preparing research for publication and submission to a peer-reviewed medical journal, and a departmental award in recognition for the best resident scholarly project each year. Since the inception of this program, five classes have graduated a total of 16 residents. Ten residents submitted their research studies for peer review and published their scholarly projects in seven dermatology journals through the current academic year. These articles included three prospective investigations, three surveys, one article related to dermatology education, one retrospective chart review, one case series, and one article about dermatopathology. An additional article from a 2012 graduate about dermatology education has also been submitted to a journal. This new program for residents was adapted from our historically successful Dermatology Honors Research Program for medical students at The University of Texas Medical Branch. Our experience with this academic initiative to promote dermatology research by residents is outlined. It is recommended that additional residency programs should consider adopting similar research programs to enrich resident education.

Incorporating resident research into the dermatology residency program

PubMed Central

Wagner, Richard F; Raimer, Sharon S; Kelly, Brent C

2013-01-01

Programmatic changes for the dermatology residency program at The University of Texas Medical Branch were first introduced in 2005, with the faculty goal incorporating formal dermatology research projects into the 3-year postgraduate training period. This curriculum initially developed as a recommendation for voluntary scholarly project activity by residents, but it evolved into a program requirement for all residents in 2009. Departmental support for this activity includes assignment of a faculty mentor with similar interest about the research topic, financial support from the department for needed supplies, materials, and statistical consultation with the Office of Biostatistics for study design and data analysis, a 2-week elective that provides protected time from clinical activities for the purpose of preparing research for publication and submission to a peer-reviewed medical journal, and a departmental award in recognition for the best resident scholarly project each year. Since the inception of this program, five classes have graduated a total of 16 residents. Ten residents submitted their research studies for peer review and published their scholarly projects in seven dermatology journals through the current academic year. These articles included three prospective investigations, three surveys, one article related to dermatology education, one retrospective chart review, one case series, and one article about dermatopathology. An additional article from a 2012 graduate about dermatology education has also been submitted to a journal. This new program for residents was adapted from our historically successful Dermatology Honors Research Program for medical students at The University of Texas Medical Branch. Our experience with this academic initiative to promote dermatology research by residents is outlined. It is recommended that additional residency programs should consider adopting similar research programs to enrich resident education. PMID:23901305

Increasing prosocial behavior and academic achievement among adolescent African American males.

PubMed

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding their behavioral changes using attendance, discipline referrals, suspensions, and expulsions reports. The Kaufman Brief Intelligence Test (KBIT) and the Kaufman Test of Educational Achievement (KTEA) were used to assess the adolescents' improvement in their skills in reading and mathematics. After the end of the two-year program, initial results showed that the adolescents had increased their daily attendance, decreased discipline referrals, and had no suspensions or expulsions. These results also indicated that although the students entered the program at different skill levels, they were assessed to have the ability to function at their appropriate grade level. Their average improvement in basic skills was at least two grade levels. Implications drawn from the findings include: (a) there is a need to emphasize appropriate assessment prior to beginning a skill improvement program; (b) a need to emphasize the use of individualized learning plans and tutors; and (c) a need to further investigate the role of assessment and intervention in after-school programming in order to close the achievement gap.

An Amazing Medical Discovery! A Comprehensive Neighborhood Quality of Life Enrichment Program. An Intensive Prevention Program To Address the Social Causes of Individual and Community Pathology in an Inner-City Neighborhood. Revised.

ERIC Educational Resources Information Center

Miami-Dade Community Coll., FL. Medical Center Campus.

In 1991, Miami-Dade Community College (MDCC) developed a proposal for the Comprehensive Neighborhood Quality of Life Enrichment Program, a program to be based on the principles of holism, prevention, and community synergy, focusing on the treatment of individuals with many, complex, and "all-at-once" needs. The program will operate in a poor…

The librarian's role in an enrichment program for high school students interested in the health professions.

PubMed

Rossini, Beverly; Burnham, Judy; Wright, Andrea

2013-01-01

Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians.

Exploring Astrobiology: Future and In-Service Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Cola, J.; Williams, L. D.; Snell, T.; Gaucher, E.; Harris, B.; Usselman, M. C.; Millman, R. S.

2009-12-01

The Georgia Tech Center for Ribosome Adaptation and Evolution, a center funded by the NASA Astrobiology Institute, developed an educational Astrobiology program titled, “Life on the Edge: Astrobiology.” The purpose of the program was to provide educators with the materials, exposure, and skills necessary to prepare our future workforce and to foster student interest in scientific discovery on Earth and throughout the universe. A one-week, non-residential summer enrichment program for high school students was conducted and tested by two high school educators, an undergraduate student, and faculty in the Schools of Biology, and Chemistry and Biochemistry at Georgia Tech. In an effort to promote and encourage entry into teaching careers, Georgia Tech paired in-service teachers in the Georgia Intern-Fellowship for Teachers (GIFT) program with an undergraduate student interested in becoming a teacher through the Tech to Teaching program. The GIFT and Tech to Teaching fellows investigated extremophiles which have adapted to life under extreme environmental conditions. As a result, extremophiles became the focus of a week-long, “Life on the Edge: Astrobiology” curriculum aligned with the Georgia Performance Standards in Biology. Twenty-five high school students explored the adaptation and survival rates for various types of extremophiles exposed to UV radiation and desiccation; students were also introduced to hands-on activities and techniques such as genomic DNA purification, gel electrophoresis, and Polymerase Chain Reaction (PCR). The impact on everyone invested and involved in the Astrobiology program including the GIFT and Tech to Teaching fellows, high school students, and faculty are discussed.

The Role of Students and Content in Teacher Effectiveness

PubMed Central

Ennis, Catherine D.

2015-01-01

The process of effective teaching—teaching that directly leads to student learning of standards-based content—is tenuous at best and easily disrupted by contextual and behavioral factors. In this commentary, I discuss the role of student support and mediation in teacher effectiveness and curricular reform. The most vocal students in physical education classes appear to thrive in the current multiactivity, recreation-oriented sport culture that dominates many U.S. physical education programs. They expect lessons with minimal skill and tactical instruction and with maximum opportunities to play ball. I also comment on Ward’s emphasis on the value of content-rich definitions of teaching effectiveness and argue for additional disciplinary-based, concept-rich cognitive outcomes for physical education to complement and enrich skill, sport, and physical activity performance. I lend my voice to Rink’s call for comprehensive measures of teacher accountability as the most critical next step in physical education reform. I conclude by contesting McKenzie and Lounsbery’s accusation of “muddled goals” in physical education. Although physical education advocates may present diverse content perspectives, student learning is the primary goal of physical education. PMID:24749230

The Gender Differences: Hispanic Females and Males Majoring in Science or Engineering

NASA Astrophysics Data System (ADS)

Brown, Susan Wightman

Documented by national statistics, female Hispanic students are not eagerly rushing to major in science or engineering. Using Seidman's in-depth interviewing method, 22 Hispanic students, 12 female and 10 male, majoring in science or engineering were interviewed. Besides the themes that emerged with all 22 Hispanic students, there were definite differences between the female and male Hispanic students: role and ethnic identity confusion, greater college preparation, mentoring needed, and the increased participation in enriched additional education programs by the female Hispanic students. Listening to these stories from successful female Hispanic students majoring in science and engineering, educators can make changes in our school learning environments that will encourage and enable more female Hispanic students to choose science or engineering careers.

Podcasting in undergraduate nursing programs.

PubMed

Burke, Sharon; Cody, William

2014-01-01

Little information is available regarding the value of podcasting in nursing education. This mixed-methods study described nursing students' (n=101) perceptions of podcasted materials, the benefits of podcasting, and when and where students used podcasted materials. Students (86%) believed podcasts enriched their learning, and 95% reported podcasts as valuable tools in the learning environment. Most students (94%) would recommend podcasting in other courses and accessed podcast materials 3 times per week. More than half of the students (55%) accessed podcast materials in multiple places (ie, in the car, in the home, and at school).

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. A compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993 is presented.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1998. Volume 1

NASA Technical Reports Server (NTRS)

Bannerot, Richard B. (Editor); Sickorez, Donn G. (Editor)

1999-01-01

JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC, under ASEE. The objectives of the program are to further the professional knowledge of qualified engineering and science members; stimulate an exchange of ideas between participants and NASA; enrich and refresh the research and teaching activities of participants; and contribute to the research objectives of the NASA Centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the fellows' research projects performed during the summer of 1998. Volume 1, current volume, contains the first reports, and volume 2 contains the remaining reports.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1993, volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1993-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are as follows: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1993.

Education and Outreach Programs Offered by the Center for High Pressure Research and the Consortium for Materials Properties Research in Earth Sciences

NASA Astrophysics Data System (ADS)

Richard, G. A.

2003-12-01

Major research facilities and organizations provide an effective venue for developing partnerships with educational organizations in order to offer a wide variety of educational programs, because they constitute a base where the culture of scientific investigation can flourish. The Consortium for Materials Properties Research in Earth Sciences (COMPRES) conducts education and outreach programs through the Earth Science Educational Resource Center (ESERC), in partnership with other groups that offer research and education programs. ESERC initiated its development of education programs in 1994 under the administration of the Center for High Pressure Research (CHiPR), which was funded as a National Science Foundation Science and Technology Center from 1991 to 2002. Programs developed during ESERC's association with CHiPR and COMPRES have targeted a wide range of audiences, including pre-K, K-12 students and teachers, undergraduates, and graduate students. Since 1995, ESERC has offered inquiry-based programs to Project WISE (Women in Science and Engineering) students at a high school and undergraduate level. Activities have included projects that investigated earthquakes, high pressure mineral physics, and local geology. Through a practicum known as Project Java, undergraduate computer science students have developed interactive instructional tools for several of these activities. For K-12 teachers, a course on Long Island geology is offered each fall, which includes an examination of the role that processes in the Earth's interior have played in the geologic history of the region. ESERC has worked with Stony Brook's Department of Geosciences faculty to offer courses on natural hazards, computer modeling, and field geology to undergraduate students, and on computer programming for graduate students. Each summer, a four-week residential college-level environmental geology course is offered to rising tenth graders from the Brentwood, New York schools in partnership with Stony Brook's Department of Technology and Society. During the academic year, a college-level Earth science course is offered to tenth graders from Sayville, New York. In both programs, students conduct research projects as one of their primary responsibilities. In collaboration with the Museum of Long Island Natural Sciences on the Stony Brook campus, two programs have been developed that enable visiting K-12 school classes to investigate earthquakes and phenomena that operate in the Earth's deep interior. From 1997 to 1999, the weekly activity-based Science Enrichment for the Early Years (SEEY) program, focusing on common Earth materials and fundamental Earth processes, was conducted at a local pre-K school. Since 2002, ESERC has worked with the Digital Library for Earth System Education (DLESE) to organize the Skills Workshops for their Annual Meeting and with EarthScope for the development of their Education and Outreach Program Plan. Future education programs and tools developed through COMPRES partnerships will place an increased emphasis on deep Earth materials and phenomena.

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

PubMed Central

Godin, Elizabeth A.; Wormington, Stephanie V.; Perez, Tony; Barger, Michael M.; Snyder, Kate E.; Richman, Laura Smart; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa

2015-01-01

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the “fuel” that will power a science and technology–driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers. PMID:26538389

Program to enrich science and mathematics experiences of high school students through interactive museum internships

DOE Office of Scientific and Technical Information (OSTI.GOV)

Reif, R.J.; Lock, C.R.

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers.more » In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.« less

Cognitive modifiability of children with developmental disabilities: a multicentre study using Feuerstein's Instrumental Enrichment--Basic program.

PubMed

Kozulin, A; Lebeer, J; Madella-Noja, A; Gonzalez, F; Jeffrey, I; Rosenthal, N; Koslowsky, M

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic progam is aimed at enhancing domain-general cognitive functioning in a number of areas (systematic perception, self-regulation abilities, conceptual vocabulary, planning, decoding emotions and social relations) as well as transferring learnt principles to daily life domains. Participants were children with DCD, CP, intellectual impairment of genetic origin, autistic spectrum disorder, ADHD or other learning disorders, with a mental age of 5-7 years, from Canada, Chile, Belgium, Italy and Israel. Children in the experimental groups (N=104) received 27-90 h of the program during 30-45 weeks; the comparison groups (N=72) received general occupational and sensory-motor therapy. Analysis of the pre- to post-test gain scores demonstrated significant (p<0.05) advantage of experimental over comparison groups in three WISC-R subtests ("Similarities", "Picture Completion", "Picture Arrangement") and Raven Coloured Matrices. Effect sizes ranged from 0.3 to 0.52. Results suggest that it is possible to improve cognitive functioning of children with developmental disability. No advantage was found for children with specific aetiology. Greater cognitive gains were demonstrated by children who received the program in an educational context where all teachers were committed to the principles of mediated learning. Copyright 2009 Elsevier Ltd. All rights reserved.

Programme for Learning Enrichment. A Van Leer Project: An Evaluation.

ERIC Educational Resources Information Center

Ghani, Zainal

This paper reports the evaluation of a project undertaken by the Sarawak Education Department to improve the quality of education in upper primary classes in rural Sarawak, Malaysia. The project is known officially as the Programme for Learning Enrichment, and commonly as the Van Leer Project, after the international agency which provides the main…

Enriching the Historiography of Religious Education: Insights from Oral Life History

ERIC Educational Resources Information Center

Doney, Jonathan; Parker, Stephen G.; Freathy, Rob

2017-01-01

This article seeks to exemplify the extent to which oral life history research can enrich existing historiographies of English Religious Education (RE). Findings are reported from interviews undertaken with a sample of key informants involved in designing and/or implementing significant curriculum changes in RE in the 1960s and 1970s. The…

Long-Term Macroevaluation of Environmental Enrichment in Three Brown Bears (Ursus arctos) at Barcelona Zoo.

PubMed

Soriano, Ana I; Vinyoles, Dolors; Maté, Carmen

2016-01-01

The evaluation of enrichment programs is important to determine their effect on nonhuman animal welfare. The daily activity pattern and use of space of 3 brown bears (Ursus arctos) were used for long-term macroevaluation of enrichment to compare the baseline and enrichment phases. Focal sampling methods were used for data collection, and instantaneous scans were made at 2-min intervals during 15 sessions of 1 hr for each animal during the 2 study periods. The enrichment devices were categorized as feeding, occupational, and sensorial. The long-term macroevaluation in 3 bears showed statistically significant differences in some types of activity but not in others. There were also statistically significant differences for the use of space in 4 of the 8 zones in which the enclosures were divided. A more homogenous pattern in the use of space was only observed during the enrichment phase in the old female. The 3 brown bears followed different patterns concerning the enrichment program.

Special Competition Bilingual Enrichment Academic Russian Program. Final Evaluation Report, 1992-93. OREA Report.

ERIC Educational Resources Information Center

Seiman, Florence

Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL),…

The Splashdown Effect: Measuring the Effect of Science Enrichment Programs on Science Attitudes of Gifted High School Girls and Boys

ERIC Educational Resources Information Center

Stake, Jayne E.; Mares, Kenneth R.

2005-01-01

The benefits of enrichment programs for the enhancement of students' science achievement are well established. However, little evidence is available on the value of these programs for increasing students' confidence and motivation for science. One problem in measuring changes in students' science attitudes is that students may suffer from a…

Acceleration and Enrichment in the Junior High School; A Follow-up Study.

ERIC Educational Resources Information Center

Arends, Richard; Ford, Paul M.

To test the effectiveness of a program of acceleration and enrichment, five ninth grade classes of students (25 in each class, IQ's 120 or above) who had been in this program for 2 years were compared to two control (C) classes of academically talented students who had not had the program. All students were given a series of standardized…

Pre-freshman enrichment program [University of New Haven

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1997-06-01

The Connecticut Pre-Engineering Program, Inc. (CPEP), is a collaboration of school districts, businesses, colleges, universities, government and community organizations whose mission and program efforts are aimed at increasing the pool of African-American, Hispanic, Native-American Indian, Asian American, Women and other under-represented minority students who pursue mathematics, science, engineering and other technological based college study and careers. CPEP provides enrichment programs and activities throughout the year in New Haven. Since 1987, CPEP has sponsored summer enrichment programs designed to motivate and stimulate middle school and high school students to pursue careers in mathematics, science, engineering and other technology related fields. Throughmore » the Summer Enrichment Program, CPEP has been able to better prepare under-represented and urban students with skills that will facilitate their accessing colleges and professionals careers. The essential premise of the program design and academic content is that targeted students must be taught and nurtured as to develop their self-confidence and personal ambitions so that they can seriously plan for and commit to college-level studies. The program stresses multi-disciplinary hands-on science and mathematics experience, group learning and research, and career exploration and academic guidance. Students study under the direction of school teachers and role model undergraduate students. Weekly field trips to industrial sites, science centers and the shoreline are included in this program.« less

UCSF partnership to enrich science teaching for sixth graders in San Francisco's schools.

PubMed

Doyle, H J

1999-04-01

Increasing the diversity of students entering the health professions is a challenging goal for medical schools. One approach to this goal is to share the enthusiasm and energy of medical students with younger students, who may pursue medical education in the future. The MedTeach program, established in 1989 and coordinated by the Science & Health Education Partnership of the University of California, San Francisco (UCSF), does so by partnering volunteer medical students from UCSF with sixth-grade classes studying the human body. In 1997-98, around 350 sixth-graders in the San Francisco Schools benefitted from the program. Each team of medical student's visits its class ten to 12 times a year to present engaging, hands-on lessons on body systems and health. The medical students are also role models for the middle-school students. In addition, the diverse student population of San Francisco public schools provides a rich environment for the medical students to improve their communication and teaching skills.

Analysis of Tank 38H (HTF-38-15-119, 127) Surface, Subsurface and Tank 43H (HTF-43-15-116, 117 and 118) Surface, Feed Pump Suction and Jet Suction Subsurface Supernatant Samples in Support of Enrichment, Corrosion Control and Salt Batch Planning Programs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oji, L.

Compositional feed limits have been established to ensure that a nuclear criticality event for the 2H and 3H Evaporators is not possible. The Enrichment Control Program (ECP) requires feed sampling to determine the equivalent enriched uranium content prior to transfer of waste other than recycle transfers (requires sampling to determine the equivalent enriched uranium at two locations in Tanks 38H and 43H every 26 weeks) The Corrosion Control Program (CCP) establishes concentration and temperature limits for key constituents and periodic sampling and analysis to confirm that waste supernate is within these limits. This report provides the results of analyses onmore » Tanks 38H and 43H surface and subsurface supernatant liquid samples in support of the ECP, the CCP, and the Salt Batch 10 Planning Program.« less

Stepfamily Enrichment Program: A Preventive Intervention for Remarried Couples

ERIC Educational Resources Information Center

Michaels, Marcia L.

2006-01-01

The Stepfamily Enrichment Program is a multi-couple group intervention intended to help stepfamilies successfully negotiate the early stages of family formation. Theory, research, and clinical findings were integrated in this intervention designed specifically for remarried couples. Emphasis is placed on strengthening and improving family…

Ph.D. shortage

NASA Astrophysics Data System (ADS)

The late 1990s will see a shortage of Ph.D. graduates, according to the Association of American Universities, Washington, D.C. AAU's new comprehensive study, “The Ph.D. Shortage: The Federal Role,” reports that competition for new Ph.D.s is already intense and can only intensify because demand is greater than supply in both academic and nonacademic markets.Doctoral education plays an increasingly important role in U.S. research and development programs. Students have a pivotal part in doing research and enriching it with new ideas. The AAU report says that graduate students are “major determinants of the creativity and productivity of U.S. academic research, the source of more than 50% of the nation's basic research.’ The market for doctoral education extends beyond the university. In 1985, about 43% of all Ph.D.s employed in this country were working outside higher education; the demand for doctorate recipients in nonacademic sectors continues to grow.

Undergraduate Education with the WIYN 0.9-m Telescope

NASA Astrophysics Data System (ADS)

Pilachowski, Catherine A.

2017-01-01

Several models have been explored at Indiana University Bloomington for undergraduate student engagement in astronomy using the WIYN 0.9-m telescope at Kitt Peak. These models include individual student research projects using the telescope, student observations as part of an observational techniques course for majors, and enrichment activities for non-science majors in general education courses. Where possible, we arrange for students to travel to the telescope. More often, we are able to use simple online tools such as Skype and VNC viewers to give students an authentic observing experience. Experiences with the telescope motivate students to learn basic content in astronomy, including the celestial sphere, the electromagnetic spectrum, telescopes and detectors, the variety of astronomical objects, date reduction processes, image analysis, and color image creation and appreciation. The WIYN 0.9-m telescope is an essential tool for our program at all levels of undergraduate education

Lessons Learned from My Students: The Impact of SEM Teaching and Learning on Affective Development

ERIC Educational Resources Information Center

Hebert, Thomas P.

2010-01-01

Through reflection on his years as an enrichment teacher in Schoolwide Enrichment Model (SEM) programs, the author describes significant ways the social and emotional development of his students was shaped by their involvement in enriched teaching and learning. Through portraits of his students engaged in Type II and Type III enrichment, the…

Building a Team of Passionate Callers to Enrich Education in Croatia

ERIC Educational Resources Information Center

Gojsic, Jasenka; Magzan, Masa

2010-01-01

This article is about a group of eight people joined by a common idea--a strong call to enrich education in Croatia so that it motivates leadership and empowers children. Through use of philosophy and methodology of Appreciative Inquiry, this informal group of people has gradually developed into the core team of a potential national movement.…

How Home Enrichment Mediates the Relationship between Maternal Education and Children's Achievement in Reading and Math

ERIC Educational Resources Information Center

Zadeh, Zohreh Yaghoub; Farnia, Fataneh; Ungerleider, Charles

2010-01-01

Research Findings: This article addresses the mediating role of early childhood home enrichment in the association between maternal education and academic achievement in the reading and math of 1,093 children aged 7 (Grade 1). Data were extracted from the National Institute of Child Health and Human Development database. We used the bootstrapping…

Fostering a culture of interprofessional education for radiation therapy and medical dosimetry students

DOE Office of Scientific and Technical Information (OSTI.GOV)

Lavender, Charlotte, E-mail: charlavender@gmail.com; Miller, Seth; Church, Jessica

A less-studied aspect of radiation therapy and medical dosimetry education is experiential learning through attendance at interprofessional conferences. University of North Carolina radiation therapy and medical dosimetry students regularly attended morning conferences and daily pretreatment peer review, including approximately 145 hours of direct interaction with medical attending physicians and residents, medical physicists, and other faculty. We herein assessed the effect of their participation in these interprofessional conferences on knowledge and communication. The students who graduated from our radiation therapy and medical dosimetry programs who were exposed to the interprofessional education initiative were compared with those who graduated in the previousmore » years. The groups were compared with regard to their knowledge (as assessed by grades on end-of-training examinations) and team communication (assessed via survey). The results for the 2 groups were compared via exact tests. There was a trend for the examination scores for the 2012 cohort to be higher than for the 2007 to 2011 groups. Survey results suggested that students who attended the interprofessional education sessions were more comfortable speaking with attending physicians, residents, physicists, and faculty compared with earlier students who did not attend these educational sessions. Interprofessional education, particularly vertical integration, appears to provide an enhanced educational experience both in regard to knowledge (per the examination scores) and in building a sense of communication (via the survey results). Integration of interprofessional education into radiation therapy and medical dosimetry educational programs may represent an opportunity to enrich the learning experience in multiple ways and merits further study.« less

The Galileo Teacher Training Programme

NASA Astrophysics Data System (ADS)

Doran, Rosa

The Galileo Teacher Training Program is a global effort to empower teachers all over the world to embark on a new trend in science teaching, using new technologies and real research meth-ods to teach curriculum content. The GTTP goal is to create a worldwide network of "Galileo Ambassadors", promoters of GTTP training session, and a legion of "Galileo Teachers", edu-cators engaged on the use of innovative resources and sharing experiences and supporting its pears worldwide. Through workshops, online training tools and resources, the products and techniques promoted by this program can be adapted to reach locations with few resources of their own, as well as network-connected areas that can take advantage of access to robotic, optical and radio telescopes, webcams, astronomy exercises, cross-disciplinary resources, image processing and digital universes (web and desktop planetariums). Promoters of GTTP are expert astronomy educators connected to Universities or EPO institutions that facilitate the consolidation of an active support to newcomers and act as a 24 hour helpdesk to teachers all over the world. GTTP will also engage in the creation of a repository of astronomy education resources and science research projects, ViRoS (Virtual Repository of resources and Science Projects), in order to simplify the task of educators willing to enrich classroom activities.

Reading Enrichment Art Development.

ERIC Educational Resources Information Center

Sholler, Ruth; And Others

1983-01-01

A unit on Afro-American art was developed as part of the Reading Enrichment Art Development program. Elementary students from the program were concentrating on the concept of pattern in language. The unit was designed to reinforce this understanding via the reverse-fold pleating process used in a Nigerian tie-dye project. (AM)

The School and Home Enrichment Program for Severely Handicapped Children.

ERIC Educational Resources Information Center

Gleason, Joni J.

1987-01-01

The School and Home Enrichment Program for Severely Handicapped Children includes 332 activities. Focus is on the development of sensory responsiveness, eating skills, fine motor skills, gross motor skills, expressive language, receptive language, personal hygiene, dressing, and social interaction that can be used by parents or teachers as a…

Increasing Opportunities and Success in Science, Math, Engineering and Technology Through Partnerships and Resource Convergence

NASA Astrophysics Data System (ADS)

Huebner, P.

2003-12-01

Bridging the geographic boundaries and providing educational opportunities is the goal of American Indian Programs at Arizona State University East. Since its inception in 1997, American Indian Programs has established programs and partnerships to provide opportunities and resources to Tribal communities throughout Arizona. From educational programs to enhance student achievement at the K-12 level to recruitment and retention of American Indian students at the post secondary level, American Indian Programs provides the resources to further the success of students in science, math, engineering and technology. Resource convergence is critical in providing opportunities to ensure the success of Indian students in science, math, engineering and technology. American Indian Programs has built successful programs based on partnerships between federal grant programs, corporate, federal and state agencies. Providing professional development for teachers, school assessment, science and math curriculum and data collection are the primary efforts at the K-12 level to increase student achievement. Enrichment programs to enhance K-12 activities include the development of the Arizona American Indian Science and Engineering Fair (the only State fair for American Indiana's in the country) supported entirely through corporate support, summer residential programs, after school activities and dual enrollment programs for high school students. ASU East's retention rate for first year students is 92 percent and 1in 6 graduating students enter graduate programs. American Indian Programs strives to build student relationships with federal, state and corporate agencies through internships and coops. This effort has led to the development of an E-mentoring program that allows students (and K-12 teachers) to work directly with practicing scientists, and engineers in research activities. New programs look to increase technology not only in Tribal schools but increase technology in the homes of students as well.

Effectiveness of an intergenerational approach for enhancing knowledge and improving attitudes toward the environment

NASA Astrophysics Data System (ADS)

Liu, Shih-Tsen

One area in which many environmental education programs are deficient is in reaching and involving the adult population. For senior adults in particular, the disconnect from environmental centers and other settings represents a missed opportunity for strengthening relationships, utilizing community resources and promoting civic engagement. In this sense, "intergenerational programming" could serve as an effective strategy for broadening the public's awareness and participation in environmental activities. Although the concept of involving older adults and young people in joint environmental education experiences is compelling on several fronts, there is no body of evidence to draw upon; nor is there a blueprint to guide efforts to translate this general goal into practice. This research was therefore designed to: (1) assess the effectiveness of an intergeneration outdoor education program in enhancing participants' environmental knowledge and positive attitudes, (2) explore other program impacts on the participants and the environmental centers, and (3) learn about environmental educators' experiences and opinions in regard to utilizing senior adults in their programs. This study was conducted in two phases in order to address the research purposes: (1) a nonequivalent-control-group quasi-experimental research incorporated with the Outdoor School program at the Shaver's Creek Environmental Center, and (2) a statewide mail-in survey with environmental educators in Pennsylvania. According to the quantitative data, both intergenerational groups obtained higher mean scores for environmental attitudes than the monogenerational groups, although the difference in scores was not statistically significant than one of the two monogenerational groups. The qualitative data showed that senior adults have certain characteristics that allowed them to make a substantial contribution toward enriching children's awareness and appreciation of the natural environment. Although the environmental knowledge level held by students in the intergenerational groups was not tested to be significantly higher than that of the monogenerational groups, this may due to the test itself. Qualitative data suggested that senior adults did indeed make a contribution. Both the quantitative and qualitative data of the experimental research indicated that the inclusion of senior volunteers in an environmental education program has positive impacts on children's attitudes toward older adults. The results also showed many positive program impacts on participating senior adults. The survey of Pennsylvania environmental educators revealed the educators' affirmation of the need to utilize senior volunteers in environmental centers. The recommendations for further research are to (1) assess the correlations between program effectiveness and facilitation styles, (2) assess the correlations between program effectiveness and roles of senior volunteers, (3) determine whether actively involving adult volunteers in environmental centers or classrooms will facilitate greater learning about the environment and other generations than using students to educate adults at home, and (4) to evaluate the impacts of an intergenerational environmental education program on multiple levels, including impact on the participating organizations, and the surrounding community. (Abstract shortened by UMI.)

North American Pediatric Gastroenterology Fellowship Needs Assessment in Inflammatory Bowel Disease: Trainee and Program Director Perspectives.

PubMed

Dotson, Jennifer L; Falaiye, Tolulope; Bricker, Josh B; Strople, Jennifer; Rosh, Joel

2016-07-01

Pediatric inflammatory bowel disease (IBD) care is complex and rapidly evolving. The Crohn's and Colitis Foundation of America and North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition cosponsored a needs assessment survey of pediatric gastroenterology trainees and program directors (PDs) to inform on educational programming. A Web-based, self-completed survey was provided to North American trainees and PDs during the 2013-2014 academic year. Standard descriptive statistics summarized demographics and responses. One hundred sixty-six of 326 (51%) trainees (62% female) and 37 of 74 (50%) PDs responded. Median trainees per program = 5 and median total faculty = 10 (3 IBD experts); 15% of programs did not have a self-identified "IBD expert" faculty member. Sixty-nine percent of trainees were confident/somewhat confident in their IBD inpatient training, whereas 54% were confident/somewhat confident in their outpatient training. Trainees identified activities that would most improve their education, including didactics (55%), interaction with national experts (50%), trainee-centered IBD Web resources (42%), and increased patient exposure (42%). Trainees were most confident in managing inpatient active Crohn's disease/ulcerative colitis, phenotype classification, managing biological therapies, and using clinical disease activity indices. They were least confident in managing J-pouch complications, performing pouchoscopy, managing extraintestinal manifestations, and ostomy-related complications. Eighty-five percent would like an IBD-focused training elective. Most directors (86%) would allow trainees to do electives at other institutions. This IBD needs assessment survey of pediatric gastroenterology trainees and PDs demonstrated a strong resource commitment to IBD training and clinical care. Areas for educational enrichment emerged, including pouch and ostomy complications.

Beyond survival: fostering growth and innovation in doctoral study--a concept analysis of the Ba space.

PubMed

Krahe, J A E; Lalley, Cathy; Solomons, Nan M

2014-01-25

This concept analysis examines the Ba space in the context of interdisciplinary doctoral study in nursing and healthcare innovation in a minimal residency program. The authors identified Ba in their small, highly diverse, self-selected doctoral study group and believe Ba is an educational innovation that will prove useful to nursing and healthcare educators. Ba originates from Japanese philosophy and is foundational to the birth and sustainment of environments fostering knowledge creation. Ba manifests in complex environments where participants are emotionally invested and relies on the tacit knowledge of each participant, allowing for synthesis of rationality and intuition. Walker and Avant's concept analysis methodology will explore Ba's centrality to interdisciplinary education. Ba's utility and application in fostering innovation in doctoral study will be illustrated. Ba is a true educational innovation, enriching learning environments promoting interdisciplinary collaboration. Ba permits each member a voice and fosters a safe environment where relationships are created and sustained.

Getting the Word Out: Teaching Middle-School Children about Cardiovascular Disease

PubMed Central

Toepperwein, Mary Anne; Pruski, Linda A.; Blalock, Cheryl L.; Lemelle, Olivia R.; Lichtenstein, Michael J.

2008-01-01

Cardiovascular disease (CVD) has roots in childhood; since CVD begins early, a clear strong case for early education focused on CVD primary prevention exists. Scientists are not traditionally involved in disseminating health knowledge into public education. Similarly, public school teachers typically do not have access to biomedical research that may increase their students’ health science literacy. One way to bridge the ‘cultural’ gap between researchers and school teachers is to form science education partnerships. In order for such partnerships to be successful, teams of scientists and teachers must ‘translate’ biomedical research into plain language appropriate for students. In this article, we briefly review the need for improving health literacy, especially through school-based programs, and describe work with one model scientist/teacher partnership, the Teacher Enrichment Initiatives. Examples of cardiovascular research ‘translated’ into plain language lessons for middle school students are provided and practical considerations for researchers pursuing a science education partnership are delineated. PMID:19122871

Innovative Use of Service-Learning to Enhance Baccalaureate Nursing Education.

PubMed

Taylor, Wanda; Pruitt, Rosanne; Fasolino, Tracy

2017-09-01

Service-learning is an established pedagogical approach to nursing education found primarily in community nursing. With changing health care landscapes, the expansion of service-learning projects throughout the nursing program provides opportunities to enrich assessment and critical thinking and amplify exposure to determinants of health. Implementing service-learning in foundational nursing courses allows students to be challenged with the application of complex care management within a context of caring, cultural competence, social responsibility, and self-care initiatives. Integrating service-learning throughout the nursing curriculum has the potential to make positive, sustainable changes within a community, while simultaneously preparing students to view clients holistically, think critically, and develop cultural competence. Enhancing nursing curriculum by integrating service-learning opportunities can strengthen the learning experience and foster concepts of caring, social responsibility, cultural competence, and self-care. Working with community leaders from diverse groups can lead to sustainable projects that simultaneously benefit the community and nursing education. [J Nurs Educ. 2017;56(9):560-563.]. Copyright 2017, SLACK Incorporated.

To catch a childs's imagination: Educational overview of CAN DO G-324

NASA Technical Reports Server (NTRS)

Nicholson, J. H.

1986-01-01

The experience has shown that a GAS experiment can be a valuable education tool. It can return results far in excess of the resources invested. The best estimate on the financial investment per student indicates that it is somewhat less than the cost of a school lunch. That's a bargain in a time when educational bargains are hard to come by. To reach this goal means reaching far beyond the students who could possibly design or fly experiments in a single canister. The greatest value of CAN DO is that it serves as a catalyst and inspiration for other activities. To not reach out would have turned it into an overblown, expensive science fair project for a few exceptional students. To fully exploit the benefit of a GAS canister, you should build on a well established science enrichment program. As part of a comprehensive plan, a GAS can be one of the most motivating educational tools available.

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Area Health Education Center (AHEC) programs for rural and underrepresented minority students in the Alabama Black Belt.

PubMed

Patel, Ashruta; Knox, Regina J; Logan, Alicia; Summerville, Katie

2017-01-01

This paper evaluated the implementation West Central Alabama Area Health Education Center programs for high school students in grades 9-12 through participant-reported evaluations and feedback during the  September 1st, 2013 to August 31st, 2014 fiscal year. The programs targeted racial/ethnic minorities and/or rural individuals interested in pursuing a career as a healthcare provider in medically underserved counties of Alabama. Students participated in enrichment activities related to prospective health careers that included: successful college preparedness, knowledge about health careers, and the types of primary care health professions that are needed in underserved Alabama communities. The curriculum studied 593 (ACT preparation: n  = 172, AHEC 101: n  = 56, FAFSA: n  = 109, Health Career Exploration: n  = 159, College Career Readiness: n  = 67, Dixie Scholars NERD: n  = 30) baseline measures for the programs to evaluate effectiveness when rated by participants both quantitatively and qualitatively. Interactive activities with video incorporation, hands-on experiences, and group discussions paired with student motivation and interest in specific health career-related activities provided the highest program ratings. It is important to use a variety of successful program strategies when forming healthcare workforce development interventions. Student evaluations can help adapt methods for future program implementation to ultimately achieve strategies for health professional recruitment, training, and retention in areas that lack access to quality healthcare.

Mars Rover Model Celebration: Using Planetary Exploration To Enrich STEM Teaching In Elementary And Middle School

NASA Astrophysics Data System (ADS)

Bering, E. A.; Ramsey, J.; Dominey, W.; Kapral, A.; Carlson, C.; Konstantinidis, I.; James, J.; Sweaney, S.; Mendez, R.

2011-12-01

The present aerospace engineering and science workforce is ageing. It is not clear that the US education system will produce enough qualified replacements to meet the need in the near future. Unfortunately, by the time many students get to high school, it is often too late to get them pointed toward an engineering or science career. Since some college programs require 6 units of high school mathematics for admission, students need to begin consciously preparing for a science or engineering curriculum as early as 6th or 7th grade. The challenge for educators is to convince elementary school students that science and engineering are both exciting, relevant and accessible career paths. The recent NASA Mars Rover missions capture the imagination of children, as NASA missions have done for decades. The University of Houston is in the process of developing a prototype of a flexible program that offers children an in-depth educational experience culminating in the design and construction of their own model rover. The existing prototype program is called the Mars Rover Model Celebration. It focuses on students, teachers and parents in grades 3-8. Students will design and build a model of a Mars rover to carry out a student selected science mission on the surface of Mars. The model will be a mock-up, constructed at a minimal cost from art supplies. The students will build the models as part of a project on Mars. The students will be given design criteria for a rover and will do basic research on Mars that will determine the objectives and features of their rover. This project may be used either informally as an after school club or youth group activity or formally as part of a class studying general science, earth science, solar system astronomy or robotics, or as a multi-disciplinary unit for a gifted and talented program. The program culminates in a capstone event held at the University of Houston (or other central location in the other communities that will be involved) where the best models from each school or group are brought together for a celebratory showcase exhibit and judging. The project's unique strength lies in engaging students in the process of spacecraft design and interesting them in aerospace engineering careers. The project is aimed at elementary and secondary education. Not only will these students learn about scientific fields relevant to the mission (space science, physics, geology, robotics, and more), they will gain an appreciation for how this knowledge is used to tackle complex problems. The low cost of the event makes it an ideal enrichment vehicle for low income schools. It provides activities that provide professional development to educators, curricular support resources using NASA Science Mission Directorate (SMD) content, and provides family opportunities for involvement in K-12 student learning.

Using the Assessment Model for Developing Learning Managements in Enrichment Science Classrooms of Upper Secondary Educational Students' Outcomes in Thailand

ERIC Educational Resources Information Center

Athan, Athit; Srisa-ard, Boonchom; Suikraduang, Arun

2015-01-01

The aim of this work is to develop and investigate the model for assessing learning management on the enrichment science classrooms in the upper secondary education of the Development and Promotion of Science and Technology Talents Project in Thailand. Using the research methodologies with the four phases: to investigate the background of the…

From coach to colleague: adjusting pedagogical approaches and attitudes in accelerated nursing programs.

PubMed

Bowie, Bonnie H; Carr, Katherine Camacho

2013-01-01

Accelerated nursing programs are an innovative approach to training nurses and advanced practice nurses that are growing steadily in number and popularity. Although there is ample evidence to show that these programs have good outcomes, acceptance by both faculty and nurses in the community remains low. This article gives a description of the accelerated nursing student, which provides some insight as to why this student is both a challenge and a joy to mentor. In addition, an overview of pedagogical approaches that may be helpful in teaching this bright group of accelerated nursing students is provided. Accelerated nursing students enrich the nursing profession with the myriad of skills and varied backgrounds they bring to nursing. As professionals, mentors, and educators, we need to not only embrace accelerated students but also be advocates and mentors for them as they assimilate into our profession. Copyright © 2013 Elsevier Inc. All rights reserved.

Optics education for machine operators in the semiconductor industry: moving beyond button pushing

NASA Astrophysics Data System (ADS)

Karakekes, Meg; Currier, Deborah

1995-10-01

In the competitive semiconductor manufacturing industry, employees who operate equipment are able to make greater contributions if they understand how the equipment works. By understanding the 'why' behind the 'what', the equipment operators can better partner with other technical staff to produce quality integrated circuits efficiently and effectively. This additional knowledge also opens equipment operators to job enrichment and enlargement opportunities. Advanced Micro Devices (AMD) is in the process of upgrading the skills of its equipment operators. This paper is an overview of a pilot program that employs optics education to upgrade stepper operators' skills. The paper starts with stepper tasks that require optics knowledge, examines teaching methods, reports both end-of-course and three months post-training knowledge retention, and summarizes how the training has impacted the production floor.

Strengthening STEM Education through Community Partnerships

PubMed Central

Lopez, Colleen A.; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R.; Mothé, Bianca R.

2017-01-01

California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest. PMID:28725512

Strengthening STEM Education through Community Partnerships.

PubMed

Lopez, Colleen A; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R; Mothé, Bianca R

2016-01-01

California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest.

Using Long-Distance Scientist Involvement to Enhance NASA Volunteer Network Educational Activities

NASA Astrophysics Data System (ADS)

Ferrari, K.

2012-12-01

Since 1999, the NASA/JPL Solar System Ambassadors (SSA) and Solar System Educators (SSEP) programs have used specially-trained volunteers to expand education and public outreach beyond the immediate NASA center regions. Integrating nationwide volunteers in these highly effective programs has helped optimize agency funding set aside for education. Since these volunteers were trained by NASA scientists and engineers, they acted as "stand-ins" for the mission team members in communities across the country. Through the efforts of these enthusiastic volunteers, students gained an increased awareness of NASA's space exploration missions through Solar System Ambassador classroom visits, and teachers across the country became familiarized with NASA's STEM (Science, Technology, Engineering and Mathematics) educational materials through Solar System Educator workshops; however the scientist was still distant. In 2003, NASA started the Digital Learning Network (DLN) to bring scientists into the classroom via videoconferencing. The first equipment was expensive and only schools that could afford the expenditure were able to benefit; however, recent advancements in software allow classrooms to connect to the DLN via personal computers and an internet connection. Through collaboration with the DLN at NASA's Jet Propulsion Laboratory and the Goddard Spaceflight Center, Solar System Ambassadors and Solar System Educators in remote parts of the country are able to bring scientists into their classroom visits or workshops as guest speakers. The goals of this collaboration are to provide special elements to the volunteers' event, allow scientists opportunities for education involvement with minimal effort, acquaint teachers with DLN services and enrich student's classroom learning experience.;

Gifted Elementary Students' Interactions with Female and Male Scientists in a Biochemistry Enrichment Program.

ERIC Educational Resources Information Center

She, Candace Hsiao-Ching; Barrow, Lloyd H.

1997-01-01

Examines how gender and self-concept relate to gifted elementary students' participation in a biochemistry enrichment program taught by female and male scientists. Students with low self-concepts asked more questions and received more feedback than students with high self-concepts. Student-initiated questions and gender differences in interaction…

Cognitive Modifiability of Children with Developmental Disabilities: A Multicentre Study Using Feuerstein's Instrumental Enrichment-Basic Program

ERIC Educational Resources Information Center

Kozulin, A.; Lebeer, J.; Madella-Noja, A.; Gonzalez, F.; Jeffrey, I.; Rosenthal, N.; Koslowsky, M.

2010-01-01

The study aimed at exploring the effectiveness of cognitive intervention with the new "Instrumental Enrichment Basic" program (IE-basic), based on Feuerstein's theory of structural cognitive modifiability that contends that a child's cognitive functioning can be significantly modified through mediated learning intervention. The IE-basic…

An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

ERIC Educational Resources Information Center

Central Arkansas Education Center, Little Rock.

An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

The undergraduate research fellows program: a unique model to promote engagement in research.

PubMed

Vessey, Judith A; DeMarco, Rosanna F

2008-01-01

Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners.

A program to prepare minority students for careers in medicine, science, and other high-level professions.

PubMed

Slater, M; Iler, E

1991-04-01

The Gateway to Higher Education program is a comprehensive four-year high school program with specially designed enrichments and supports. Its principal goal is to increase the number of minority students who will be prepared to enter training for high-level professional careers, especially in medicine and science. The program was established in September 1986 to demonstrate that minority students who perform at least at grade level can begin a rigorous curriculum in the ninth grade and achieve outstanding results, provided that the necessary support systems are in place. For 1990-91, 750 students are enrolled in Gateway programs at five New York City public high schools, and the first 119 students graduated in June 1990. The graduates have demonstrated significant achievement compared with that of their peers, as measured by standardized tests and the graduates' participation in research mentorships and college acceptances. In order to expand on its initial success, the program has increased its scope of activity to include over 400 students at the junior high school level.

Community Education--Where to Now?

ERIC Educational Resources Information Center

Minzey, Jack D.; LeTarte, Clyde E.

1977-01-01

Community education has the potential for a major impact upon the entire society, providing broadened opportunities for pursuing an enriched life through educational, cultural, and recreational pursuits. (JD)

Hot spots enriched plasmonic nanostructure-induced random lasing of quantum dots thin film

NASA Astrophysics Data System (ADS)

Shan, Feng; Zhang, Xiao-Yang; Wu, Jing-Yuan; Zhang, Tong

2018-04-01

Not Available Project supported by the National Key Research and Development Program of China (Grant No. 2017YFA0205800), the National Natural Science Foundation of China (Grant Nos. 11734005, 61307066, and 61450110442), the Natural Science Foundation of Jiangsu Province, China (Grant No. BK20130630), the Doctoral Fund of Ministry of Education of China (Grant No. 20130092120024), the Innovation Fund of School of Electronic Science and Engineering, Southeast University, China (Grant No. 2242015KD006), and the Scientific Research Foundation of Graduate School of Southeast University, China (Grant Nos. YBJJ1513 and YBJJ1613).

Queensborough Community College of the City University of New York (CUNY) Solar and Atmospheric Research and Education Program

NASA Astrophysics Data System (ADS)

Chantale Damas, M.

2015-08-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar, geospace and atmospheric physics. Proposed is a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. Specific objectives include: 1) provide QCC students with research opportunities in solar and atmospheric physics as early as their first year; 2) develop educational materials in solar and atmospheric physics; 3) increase the number of students, especially underrepresented minorities, that transfer to 4-year STEM programs. A modular, interdisciplinary concept approach is used to integrate educational materials into the research experience. The project also uses evidence-based best practices (i.e., Research experience, Mentoring, Outreach, Recruitment, Enrichment and Partnership with 4-year colleges and institutions) that have proven successful at increasing the retention, transfer and graduation rates of community college students. Through a strong collaboration with CUNY’s 4-year colleges (Medgar Evers College and the City College of New York’s NOAA CREST program); Colorado Center for Astrodynamics Research (CCAR) at the University of Colorado, Boulder; and NASA Goddard Space Flight Center’s Community Coordinated Modeling Center (CCMC), the project trains and retains underrepresented community college students in geosciences-related STEM fields. Preliminary results will be presented at this meeting.*This project is supported by the National Science Foundation Geosciences Directorate under NSF Award Number DES-1446704

Worldwide Report, Nuclear Development and Proliferation

DTIC Science & Technology

1984-12-19

Growth 29 Atucha Employees Issue Demands 20 BRAZIL Uranium Enrichment Program To Begin Feb 1985 (0 ESTADO DE SAO PAULO, 6 Nov 84) 31 Nuclear...Program in ’Decisive Period’ (Jose Roberto Arruda; 0 ESTADO DE SAO PAULO, 18 Nov 84) 33 Future Enrichment Plant Construction in Ceara Announced (0...ESTADO DE SAO PAULO, 20 Oct 84) 35 - b PERU Editorial Questions Status of Several IPEN Programs (FOLHA DE SAO PAULO, 14 Oct 84) 36 Briefs

A social and academic enrichment program promotes medical school matriculation and graduation for disadvantaged students.

PubMed

Keith, L; Hollar, D

2012-07-01

This study assessed the impact of a pre-medical pipeline program on successful completion of medical school and the capacity of this program to address achievement gaps experienced by disadvantaged students. The University of North Carolina (USA) Medical Education Development (MED) program provides intensive academic and test skills preparation for admission to medical, dental, and other allied health professions schools. This retrospective study evaluated the academic progress of a longitudinal sample of 1738 disadvantaged college students who completed MED between 1974 and 2001. Data sources included MED participant data, medical school admissions data for the host school, aggregate data from the Association of American Medical Colleges (AAMC), and individual MED participant data from AAMC. Methods of analysis utilized Chi-square, independent samples t test, and logistic regression to examine associations between factors. Of the 935 students in MED from 1974 to 2001, who had indicated an interest in medical school, 887 (94.9%) successfully matriculated and 801 (85.7%) successfully earned the MD degree. Using logistic regression, factors that were significantly correlated with earning the medical degree included the student's race, college undergraduate total and science grade point averages, with Hispanic, African American, and Native American participants earning the medical degree at rates comparable to Caucasian participants. MED students successfully earned the MD degree despite having significantly lower Medical College Admissions Test (MCAT) scores and undergraduate grade point averages compared to all United States medical school applicants: MCAT scores had little relationship with student's success. These findings suggest that an intensive, nine-week, pre-medical academic enrichment program that incorporates confidence-building and small-group tutoring and peer support activities can build a foundation on which disadvantaged students can successfully earn matriculation to and graduation from medical school.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 1

NASA Technical Reports Server (NTRS)

Jones, William B. (Editor); Goldstein, Stanley H. (Editor)

1987-01-01

The objective of the NASA/ASEE program were: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent 10 weeks at Johnson Space Center engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. A compilation is presented of the final reports on the research projects done by the fellows during the summer of 1987. This is volume 1 of a 2 volume report.

Preparing Future Faculty and Professionals for Public Health Careers

PubMed Central

Hrapczynski, Katie M.; Clark, Jane E.

2015-01-01

Recent years have brought rapid growth in schools of public health and an increasing demand for public health practitioners. These trends highlight the need for innovative approaches to prepare doctoral graduates for academic and high-level practice positions. The University of Maryland’s School of Public Health developed a “Preparing Future Faculty and Professionals” program to enrich the graduate education and professional development of its doctoral students. We describe the program’s key elements, including foundational seminars to enhance students’ knowledge and skills related to teaching, research, and service; activities designed to foster career exploration and increase competitiveness in the job market; and independent, faculty-mentored teaching and research experiences. We present a model for replicating the program and share student outcomes of participation. PMID:25706007

`Unthinkable' Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

NASA Astrophysics Data System (ADS)

Carlone, Heidi B.; Huffling, Lacey D.; Tomasek, Terry; Hegedus, Tess A.; Matthews, Catherine E.; Allen, Melony H.; Ash, Mary C.

2015-07-01

The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as 'unthinkable'. This is an ethnographic study of 16 diverse high school youths' participation, none of who initially fashioned themselves as 'outdoorsy' or 'animal people', in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as 'good' participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths' identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths' engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths' connections to animals, nature, and science. Finally, we propose that youths' situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.

Association between educational attainment and amyloid deposition across the spectrum from normal cognition to dementia: neuroimaging evidence for protection and compensation.

PubMed

Arenaza-Urquijo, Eider M; Bejanin, Alexandre; Gonneaud, Julie; Wirth, Miranka; La Joie, Renaud; Mutlu, Justine; Gaubert, Malo; Landeau, Brigitte; de la Sayette, Vincent; Eustache, Francis; Chételat, Gaël

2017-11-01

The brain mechanisms underlying the effect of intellectual enrichment may evolve along the normal aging Alzheimer's disease (AD) cognitive spectrum and may include both protective and compensatory mechanisms. We assessed the association between early intellectual enrichment (education, years) and average cortical florbetapir standardized uptake value ratio as well as performed voxel-wise analyses in a total of 140 participants, including cognitively normal older adults, mild cognitive impairment (MCI), and AD patients. Higher education was associated with lower cortical florbetapir positron emission tomography (florbetapir-PET) uptake, notably in the frontal lobe in normal older adults, but with higher uptake in frontal, temporal, and parietal regions in MCI after controlling for global cognitive status. No association was found in AD. In MCI, we observed an increased fluorodeoxyglucose positron emission tomography (FDG-PET) uptake with education within the regions of higher florbetapir-PET uptake, suggesting a compensatory increase. Early intellectual enrichment may be associated with protection and compensation for amyloid beta (Aβ) deposition later in life, before the onset of dementia. Previous investigations have been controversial as regard to the effects of intellectual enrichment variables on Aβ deposition; the present findings call for approaches aiming to evaluate mechanisms of resilience across disease stages. Copyright © 2017 Elsevier Inc. All rights reserved.

The effect of a combination of plant sterol-enriched foods in mildly hypercholesterolemic subjects.

PubMed

Madsen, Martin B; Jensen, Anne-Mette; Schmidt, Erik B

2007-12-01

The purpose of this study was to evaluate the effect of low-fat products enriched with plant sterols in addition to a National Cholesterol Education Program step 1 diet on serum lipids and lipoproteins. This study was a double-blind, randomised, placebo-controlled cross-over design with a run-in period and 2 intervention periods, each lasting 4 weeks. A total of 46 mildly hypercholesterolemic subjects (age 50.6+/-9.8) completed the trial. The study products consisted of 20 g low-fat margarine (35% fat) and 250 ml low-fat milk (0.7% fat), in total delivering 2.3g plant sterols/d. Serum total and low-density lipoprotein cholesterol were significantly reduced by 5.5% (p<0.001, 95% CI: 2.5; 8.3) and 7.7% (p=0.001, 95% CI: 3.4; 11.9), respectively, by plant sterol-enriched products compared to placebo. Serum apolipoprotein B was significantly reduced by 4.6% (p<0.05, 95% CI: 1.7; 7.5), and apolipoprotein B/apolipoprotein A-I by 3.4% (p<0.05, 95% CI: 0.1; 6.6) after plant sterol intake compared to the placebo supplement. A combination of low-fat margarine and milk enriched with plant sterols significantly reduced low-density lipoprotein cholesterol, apolipoprotein B and the ratio of apolipoprotein B to apolipoprotein A-I in mildly hypercholesterolemic subjects, but had no effect on C-reactive protein and lipoprotein (a) concentrations. Unilever Denmark A/S.

DOE Office of Scientific and Technical Information (OSTI.GOV)

BEHAR, Christophe; GUIBERTEAU, Philippe; DUPERRET, Bernard

This paper describes the D&D program that is being implemented at France's High Enrichment Gaseous Diffusion Plant, which was designed to supply France's Military with Highly Enriched Uranium. This plant was definitively shut down in June 1996, following French President Jacques Chirac's decision to end production of Highly Enriched Uranium and dismantle the corresponding facilities.

NASA/ASEE Faculty Fellowship Program: 2003 Research Reports

NASA Technical Reports Server (NTRS)

Kotnour, Tim (Editor); LopezdeCastillo, Eduardo (Editor)

2003-01-01

This document is a collection of technical reports on research conducted by the participants in the 2003 NASA/ASEE Faculty Fellowship Program at the John F. Kennedy Space Center (KSC). This was the nineteenth year that a NASA/ASEE program has been conducted at KSC. The 2003 program was administered by the University of Central Florida (UCF) in cooperation with KSC. The program was operated under the auspices of the American Society for Engineering Education (ASEE) and the Education Division, NASA Headquarters, Washington, D.C. The KSC program was one of nine such Aeronautics and Space Research Programs funded by NASA Headquarters in 2003. The basic common objectives of the NASA/ASEE Faculty Fellowship Program are: A) To further the professional knowledge of qualified engineering and science faculty members; B) To stimulate an exchange of ideas between teaching participants and employees of NASA; C) To enrich and refresh the research and teaching activities of participants institutions; D) To contribute to the research objectives of the NASA center. The KSC Faculty Fellows spent ten weeks (May 19 through July 25, 2003) working with NASA scientists and engineers on research of mutual interest to the university faculty member and the NASA colleague. The editors of this document were responsible for selecting appropriately qualified faculty to address some of the many research areas of current interest to NASA/KSC. A separate document reports on the administrative aspects of the 2003 program. The NASA/ASEE program is intended to be a two-year program to allow in-depth research by the university faculty member. In many cases a faculty member has developed a close working relationship with a particular NASA group that had provided funding beyond the two-year limit.

Beyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented Students

ERIC Educational Resources Information Center

Lane, Tonisha B.

2016-01-01

The current study used a case study methodological approach, including document analysis, semistructured interviews, and participant observations, to investigate how a science, technology, engineering, and mathematics (STEM) enrichment program supported retention and degree attainment of underrepresented students at a large, public, predominantly…

High-Ability Students' Perspectives on an Affective Curriculum in a Diverse, University-Based Summer Residential Enrichment Program

ERIC Educational Resources Information Center

Jen, Enyi; Gentry, Marcia; Moon, Sidney M.

2017-01-01

The purpose of this study was to investigate how high-ability students experienced their participation in an affective curriculum through small-group discussions in a diverse, university-based, summer enrichment program for talented youth. The investigation included two closely related studies. The first study included 77 high-ability students…

Summer Enrichment Programs: Providing Agricultural Literacy and Career Exploration to Gifted and Talented Students

ERIC Educational Resources Information Center

Cannon, John G.; Broyles, Thomas W.; Seibel, G. Andrew; Anderson, Ryan

2009-01-01

As agriculture continues to evolve and become more complex, the demand for qualified college graduates to fill agricultural careers exceeds supply. This study focused on a summer enrichment program that strives to expose gifted and talented students to the diverse nature of agricultural careers through the integration of agriculture and science.…

Meeting the Need to Belong: Predicting Effects of a Friendship Enrichment Program for Older Women

ERIC Educational Resources Information Center

Stevens, Nan L.; Martina, Camille M. S.; Westerhof, Gerben J.

2006-01-01

Purpose: This study explores the effects of participation in a program designed to enrich friendship and reduce loneliness among women in later life. Several hypotheses based on the need to belong, socioemotional selectivity theory, and the social compensation model were tested. Design and Methods: Study 1 involved two measurement points, one at…

Shaping Aspirations, Awareness, Academics, and Action: Outcomes of Summer Enrichment Programs for English-Learning Secondary Students

ERIC Educational Resources Information Center

Matthews, Paul H.; Mellom, Paula J.

2012-01-01

Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in…

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

ERIC Educational Resources Information Center

Kim, Hanna

2016-01-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at…

Using Creative Dramatics to Foster Conceptual Learning in a Science Enrichment Program

ERIC Educational Resources Information Center

Hendrix, Rebecca Compton

2011-01-01

This study made analysis of how the integration of creative drama into a science enrichment program enhanced the learning of elementary school students' understanding of sound physics and solar energy. The study also sought to determine if student attitudes toward science could be improved with the inclusion of creative drama as an extension…

The Effects of a Premarital Relationship Enrichment Program on Relationship Satisfaction

ERIC Educational Resources Information Center

Yilmaz, Tugba; Kalkan, Melek

2010-01-01

The aim of this study is to investigate the effects of a premarital relationship enrichment program on relationship satisfaction among couples. The experimental and control groups were totally composed of 20 individuals. In order to test whether there are any significant differences between the scores of pre-test and post-test within the control…

Mississippi Curriculum Framework for Family and Consumer Sciences and Related Technology (Enrichment) (CIP: 20.0101--Comprehensive Consumer & Homemkg. Ed.). Secondary Programs.

ERIC Educational Resources Information Center

Mississippi Research and Curriculum Unit for Vocational and Technical Education, State College.

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for family and consumer sciences and related technology (enrichment).…

Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

ERIC Educational Resources Information Center

Hsu, Pei-Ling

2016-01-01

The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into…

Direction discovery: A science enrichment program for high school students.

PubMed

Sikes, Suzanne S; Schwartz-Bloom, Rochelle D

2009-03-01

Launch into education about pharmacology (LEAP) is an inquiry-based science enrichment program designed to enhance competence in biology and chemistry and foster interest in science careers especially among under-represented minorities. The study of how drugs work, how they enter cells, alter body chemistry, and exit the body engages students to conceptualize fundamental precepts in biology, chemistry, and math. Students complete an intensive three-week course in the fundamentals of pharmacology during the summer followed by a mentored research component during the school year. Following a 5E learning paradigm, the summer course captures student interest by introducing controversial topics in pharmacology and provides a framework that guides them to explore topics in greater detail. The 5E learning cycle is recapitulated as students extend their knowledge to design and to test an original research question in pharmacology. LEAP students demonstrated significant gains in biology and chemistry knowledge and interests in pursuing science. Several students earned honors for the presentation of their research in regional and state science fairs. Success of the LEAP model in its initial 2 years argues that coupling college-level coursework of interest to teens with an authentic research experience enhances high school student success in and enthusiasm for science. Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc.

Encouraging minority undergraduates to choose science careers: career paths survey results.

PubMed

Villarejo, Merna; Barlow, Amy E L; Kogan, Deborah; Veazey, Brian D; Sweeney, Jennifer K

2008-01-01

To explore the reasons for the dearth of minorities in Ph.D.-level biomedical research and identify opportunities to increase minority participation, we surveyed high-achieving alumni of an undergraduate biology enrichment program for underrepresented minorities. Respondents were asked to describe their career paths and to reflect on the influences that guided their career choices. We particularly probed for attitudes and experiences that influenced students to pursue a research career, as well as factors relevant to their choice between medicine (the dominant career choice) and basic science. In agreement with earlier studies, alumni strongly endorsed supplemental instruction as a mechanism for achieving excellence in basic science courses. Undergraduate research was seen as broadening by many and was transformative for half of the alumni who ultimately decided to pursue Ph.D.s in biomedical research. That group had expressed no interest in research careers at college entry and credits their undergraduate research experience with putting them on track toward a research career. A policy implication of these results is that making undergraduate research opportunities widely available to biology students (including "premed" students) in the context of a structured educational enrichment program should increase the number of minority students who choose to pursue biomedical Ph.D.s.

Analysis of tank 4 (FTF-4-15-22, 23) surface and subsurface supernatant samples in support of enrichment control, corrosion control and evaporator feed qualification programs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oji, L. N.

This report provides the results of analyses on Savannah River Site Tank 4 surface and subsurface supernatant liquid samples in support of the Enrichment Control Program (ECP), the Corrosion Control Program (CCP) and the Evaporator Feed Qualification (EFQ) Program. The purpose of the ECP sample taken from Tank 4 in August 2015 was to determine if the supernatant liquid would be “acceptable feed” to the 2H and 3H evaporator systems.

Fostering a culture of interprofessional education for radiation therapy and medical dosimetry students.

PubMed

Lavender, Charlotte; Miller, Seth; Church, Jessica; Chen, Ronald C; Muresan, Petronella A; Adams, Robert D

2014-01-01

A less-studied aspect of radiation therapy and medical dosimetry education is experiential learning through attendance at interprofessional conferences. University of North Carolina radiation therapy and medical dosimetry students regularly attended morning conferences and daily pretreatment peer review, including approximately 145 hours of direct interaction with medical attending physicians and residents, medical physicists, and other faculty. We herein assessed the effect of their participation in these interprofessional conferences on knowledge and communication. The students who graduated from our radiation therapy and medical dosimetry programs who were exposed to the interprofessional education initiative were compared with those who graduated in the previous years. The groups were compared with regard to their knowledge (as assessed by grades on end-of-training examinations) and team communication (assessed via survey). The results for the 2 groups were compared via exact tests. There was a trend for the examination scores for the 2012 cohort to be higher than for the 2007 to 2011 groups. Survey results suggested that students who attended the interprofessional education sessions were more comfortable speaking with attending physicians, residents, physicists, and faculty compared with earlier students who did not attend these educational sessions. Interprofessional education, particularly vertical integration, appears to provide an enhanced educational experience both in regard to knowledge (per the examination scores) and in building a sense of communication (via the survey results). Integration of interprofessional education into radiation therapy and medical dosimetry educational programs may represent an opportunity to enrich the learning experience in multiple ways and merits further study. © 2013 Published by American Association of Medical Dosimetrists on behalf of American Association of Medical Dosimetrists.

Status of stable isotope enrichment, products, and services at the Oak Ridge National Laboratory

NASA Astrophysics Data System (ADS)

Scott Aaron, W.; Tracy, Joe G.; Collins, Emory D.

1997-02-01

The Oak Ridge National Laboratory (ORNL) has been supplying enriched stable and radioactive isotopes to the research, medical, and industrial communities for over 50 y. Very significant changes have occurred in this effort over the past several years, and, while many of these changes have had a negative impact on the availability of enriched isotopes, more recent developments are actually improving the situation for both the users and the producers of enriched isotopes. ORNL is still a major producer and distributor of radioisotopes, but future isotope enrichment operations to be conducted at the Isotope Enrichment Facility (IEF) will be limited to stable isotopes. Among the positive changes in the enriched stable isotope area are a well-functioning, long-term contract program, which offers stability and pricing advantages; the resumption of calutron operations; the adoption of prorated conversion charges, which greatly improves the pricing of isotopes to small users; ISO 9002 registration of the IEF's quality management system; and a much more customer-oriented business philosophy. Efforts are also being made to restore and improve upon the extensive chemical and physical form processing capablities that once existed in the enriched stable isotope program. Innovative ideas are being pursued in both technical and administrative areas to encourage the beneficial use of enriched stable isotopes and the development of related technologies.

The 2004 Transit of Venus as a Space Science Education Opportunity

NASA Astrophysics Data System (ADS)

Odenwald, S.; Mayo, L.; Vondrak, R.; Thieman, J.; Hawkins, I.; Schultz, G.

2003-12-01

We will present some of the programs and activities that NASA and its missions are preparing in order to support public and K12 education in space science and astronomy using the 2004 transit of Venus as a focal event. The upcoming transit of Venus on June 8 offers a unique opportunity to educate students and the general public about the scale of the solar system and the universe, as well as basic issues in comparative planetology. NASA's Sun-Earth Connection Education Forum is offering a number of programs to take advantage of this rare event. Among these are a live web cast from Spain of the entire transit, a series of radio and TV programs directed at students and the general public, a web cast describing extra-solar planet searches using the transit geometry, and archived observations produced by public observatories and student-operated solar viewers. The NASA/OSS Education Forums will also partner with science museums, planetaria and teachers across the country to bring the transit of Venus 'down to Earth'. In addition to offering enrichment activities in mathematics and space science, we also describe collaborations that have yielded unique historical resources including online archives of newspaper articles from the 1874 and 1882 transits. In addition, in collaboration with the Library of Congress Music Division, we have supported a modern re-orchestration of John Philip Sousa's Transit of Venus March which has not been performed since 1883. We anticipate that the transit of Venus will be a significant event of considerable public interest and curiosity, if the newspaper headlines from the transit seen in 1882 are any indication.

Long-term treatment with antioxidants and a program of behavioral enrichment reduces age-dependent impairment in discrimination and reversal learning in beagle dogs.

PubMed

Milgram, Norton W; Head, Elizabeth; Zicker, Steven C; Ikeda-Douglas, Candace; Murphey, Heather; Muggenberg, Bruce A; Siwak, Christina T; Tapp, P Dwight; Lowry, Stephen R; Cotman, Carl W

2004-05-01

The effects of long-term treatment with both antioxidants and a program of behavioral enrichment were studied as part of a longitudinal investigation of cognitive aging in beagle dogs. Baseline performance on a battery of cognitive tests was used to assign 48 aged dogs (9-12 years) into four cognitively equivalent groups, of 12 animals per group: Group CC (control food-control environment), group CE (control food-enriched environment); Group AC (antioxidant fortified food-control environment); Group AE (fortified food-enriched environment). We also tested a group of young dogs fed the control food and a second group fed the fortified food. Both groups of young dogs received a program of behavioral enrichment. To evaluate the effects of the interventions on cognition after 1 year, the dogs were tested on a size discrimination learning task and subsequently on a size discrimination reversal learning task. Both tasks showed age-sensitivity, with old dogs performing more poorly than young dogs. Both tasks were also improved by both the fortified food and the behavioral enrichment. However, in both instances the treatment effects largely reflected improved performance in the combined treatment group. These results suggest that the effectiveness of antioxidants in attenuating age-dependent cognitive decline is dependent on behavioral and environmental experience.

Building on the Success of Increasing Diversity in the Geosciences: A Bridging Program From Middle School to College

NASA Astrophysics Data System (ADS)

Kovacs, T.; Robinson, D.; Suleiman, A.; Maggi, B.

2004-12-01

A bridging program to increase the diversity in the geosciences was created at Hampton University (HU) to inspire underrepresented minorities to pursue an educational path that advances them towards careers in the geosciences. Three objectives were met to achieve this goal. First, we inspired a diverse population of middle and high school students outside of the classroom by providing an after school geoscience club, a middle school geoscience summer enrichment camp, and a research/mentorship program for high school students. Second, we helped fill the need for geoscience curriculum content requested of science teachers who work primarily with underrepresented middle school populations by providing a professional development workshop at HU led by geoscience professors, teachers, and science educators. Third, we built on the successful atmospheric sciences research and active Ph.D. program by developing our geoscience curriculum including the formation of a new space, earth, and atmospheric sciences minor. All workshops, camps, and clubs have been full or nearly full each year despite restrictions on participants repeating any of the programs. The new minor has 11 registered undergraduates and the total number of students in these classes has been increasing. Participants of all programs gave the quality of the program good ratings and participant perceptions and knowledge improved throughout the programs based on pre-, formative, and summative assessments. The ultimate goal is to increase the number of degrees granted to underrepresented minorities in the geosciences. We have built a solid foundation with our minor that prepares students for graduate degrees in the geosciences and offer a graduate degree in physics with a concentration in the atmospheric sciences. However, it's from the geoscience pipeline that students will come into our academic programs. We expect to continue to develop these formal and informal education programs to increase our reputation and utilize the network of schools with which we have built relationships to recruit underrepresented minority students into our academic programs. We also plan to continue to enhance our undergraduate minor and graduate degree programs to build a self-sustaining graduate degree-granting program in the geosciences.

Curriculum enrichment with self-testing activities in development of fundamental movement skills of first-grade children in Greece.

PubMed

Karabourniotis, Dimitrios; Evaggelinou, Christina; Tzetzis, George; Kourtessis, Thomas

2002-06-01

The purpose of this study was to investigate the effect of self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 x 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

Credentialed Chefs as Certified Wellness Coaches: Call for Action.

PubMed

Polak, Rani; Sforzo, Gary A; Dill, Diana; Phillips, Edward M; Moore, Margaret

2015-12-01

Beneficial relationships exist between food preparation skills and improved dietary quality, and between times spent preparing food and mortality. Food shopping, meal planning, preparation and cooking skills are valuable in supporting good health. Thus experts are proposing nutritional counseling be expanded to include these beneficial behavioral skills. Educational programs delivered by chefs have recently emerged as a way to improve engagement with nutritional guidelines. It is reasonable to assume that a chef with behavior change knowledge and skills, such as coaching, may be more effective in facilitating behavior change. We encourage chefs who wish to be involved in promoting health-related behavior change to consider continuing education in coaching knowledge and skills. We also recommend culinary schools to consider offering these courses, to aspiring chefs. Such programming will not only benefit future clients but also offers a career- enriching professional opportunity to chefs. Credentialed chefs can make a positive health impact and should be included as professionals who are eligible for the impending national certification of health and wellness coaches. Copyright © 2015. Published by Elsevier Ltd.

A Balanced Approach to Building STEM College and Career Readiness in High School: Combining STEM Intervention and Enrichment Programs

ERIC Educational Resources Information Center

Rakich, Sladjana S.; Tran, Vinh

2016-01-01

Often STEM schools and STEM enrichment programs attract primarily high achieving students or those with strong motivation or interest. However, to ensure that more students pursue interest in STEM, steps must be taken to provide access for all students. For a balanced and integrated career development focus, schools must provide learning…

Proceedings of the 1994 international meeting on reduced enrichment for research and test reactors

DOE Office of Scientific and Technical Information (OSTI.GOV)

NONE

1997-08-01

This meeting brought together participants in the international effort to minimize and eventually eliminate the use of highly enriched uranium in civilian nuclear programs. Papers cover the following topics: National programs; fuel cycle; nuclear fuels; analyses; advanced reactors; and reactor conversions. Selected papers have been indexed separately for inclusion to the Energy Science and Technology Database.

Faculty Use of Culturally Mediated Instruction in a Community College Academic Enrichment Program

ERIC Educational Resources Information Center

Lacey, Charna L.

2009-01-01

The purpose of this study was to examine faculty use of Culturally Mediated Instructional (CMI) practices in a community college-based academic enrichment program. The intent of the study was two-fold: (a) to search for evidence that instructional practices were reflective of Hollins' (1996) theory of CMI, and (b) to explore faculty perceptions of…

Delgado Community College/Sears-Roebuck Keeping America Working. Math, Science and Technology Summer Youth Enrichment Program. Final Report.

ERIC Educational Resources Information Center

Delgado Community Coll., New Orleans, LA.

Recognizing the need for better preparation of high school students in mathematics, science, and technology, Delgado Community College and the Orleans Parish School System entered into an agreement for the provision of a summer enrichment program for minority students in grades 7 through 9 who had exhibited average or above average abilities in…

The Effect of an Out-of-School Enrichment Program on the Academic Achievement of High-Potential Students from Low-Income Families

ERIC Educational Resources Information Center

Hodges, Jaret; McIntosh, Jason; Gentry, Marcia

2017-01-01

High-potential students from low-income families are at an academic disadvantage compared with their more affluent peers. To address this issue, researchers have suggested novel approaches to mitigate gaps in student performance, including out-of-school enrichment programs. Longitudinal mixed effects modeling was used to analyze the growth of…

Strategies to overcome size and mechanical disadvantages in manual therapy

PubMed Central

Hazle, Charles R.; Lee, Matthew

2016-01-01

The practice of manual therapy (MT) is often difficult when providing care for large patients and for practitioners small in stature or with other physical limitations. Many MT techniques can be modified using simple principles to require less exertion, permitting consistency with standards of practice even in the presence of physical challenges. Commonly used MT techniques are herein described and demonstrated with alternative preparatory and movement methods, which can also be adopted for use in other techniques. These alternative techniques and the procedures used to adapt them warrant discussion among practitioners and educators in order to implement care, consistent with the best treatment evidence for many common musculoskeletal (MSK) conditions. The inclusion in educational curricula and MT training programs is recommended to enrich skill development in physical therapists (PTs), spanning entry-level practitioners to those pursuing advanced manual skills. PMID:27559282

International academic mobility in nursing education: an experience report.

PubMed

Guskuma, Erica Mayumi; Dullius, Aline Alves Dos Santos; Godinho, Mônica La Salette da Costa; Costa, Maria Silvana Totti; Terra, Fábio de Souza

2016-01-01

report the experience of international academic mobility in Ireland through the program Science Without Borders during undergraduate education in nursing. a report of experience presented in chronological order, with a descriptive nature. the opportunity to know and be able to discuss questions regarding health and nursing in Ireland allowed the review of concepts and a more reflective perspective regarding nursing practices. Additionally, the exchange promoted personal strengthening regarding the confrontation and solution of problems, development of technical and scientific abilities, improvement of linguistic competences and construction of personality, independence and maturity. regarding such constructive and enriching experience that this mobility provides to students, to the governing authorities, to the population and to Brazilian nursing, sharing this experience is expected to serve as encouragement for those who search for new horizons, with the objective of adding knowledge for their personal and professional life.

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Effects of Enrichment Presentation and Other Factors on Behavioral Welfare of Pantropical Spotted Dolphin (Stenella attenuata).

PubMed

Perez, Barbara C; Mehrkam, Lindsay R; Foltz, Amanda R; Dorey, Nicole R

2018-01-01

Environmental enrichment is a crucial element of promoting welfare for animals in captivity. However, enrichment programs are not always formally evaluated for their efficacy. Furthermore, there is little empirical evidence of enrichment evaluation for species of small cetaceans in zoological settings. A wide range of variables may potentially influence enrichment efficacy and how it in turn affects behavior. The purpose of this study was to determine the most preferred environmental enrichment, and method of presentation, for a species that has not been well studied in captivity, the pantropical spotted dolphin (Stenella attenuata). In order to determine which enrichment items and method of presentation were most effective at eliciting enrichment interaction, we systematically examined how several variables of enrichment influenced enrichment interaction. The results suggested that presenting enrichment after training sessions influenced interaction with the enrichment. The results also indicated preference for enrichment type and a specific enrichment device. Finally, factors that influenced interaction were also found to influence aberrant behavior. The results support the premise that enrichment be "redefined" for each species and each individual.

Enrichment Zoning Options for the Small Nuclear Rocket Engine (SNRE)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bruce G. Schnitzler; Stanley K. Borowski

2010-07-01

Advancement of U.S. scientific, security, and economic interests through a robust space exploration program requires high performance propulsion systems to support a variety of robotic and crewed missions beyond low Earth orbit. In NASA’s recent Mars Design Reference Architecture (DRA) 5.0 study (NASA-SP-2009-566, July 2009), nuclear thermal propulsion (NTP) was again selected over chemical propulsion as the preferred in-space transportation system option because of its high thrust and high specific impulse (-900 s) capability, increased tolerance to payload mass growth and architecture changes, and lower total initial mass in low Earth orbit. An extensive nuclear thermal rocket technology development effortmore » was conducted from 1955-1973 under the Rover/NERVA Program. The Small Nuclear Rocket Engine (SNRE) was the last engine design studied by the Los Alamos National Laboratory during the program. At the time, this engine was a state-of-the-art design incorporating lessons learned from the very successful technology development program. Past activities at the NASA Glenn Research Center have included development of highly detailed MCNP Monte Carlo transport models of the SNRE and other small engine designs. Preliminary core configurations typically employ fuel elements with fixed fuel composition and fissile material enrichment. Uniform fuel loadings result in undesirable radial power and temperature profiles in the engines. Engine performance can be improved by some combination of propellant flow control at the fuel element level and by varying the fuel composition. Enrichment zoning at the fuel element level with lower enrichments in the higher power elements at the core center and on the core periphery is particularly effective. Power flattening by enrichment zoning typically results in more uniform propellant exit temperatures and improved engine performance. For the SNRE, element enrichment zoning provided very flat radial power profiles with 551 of the 564 fuel elements within 1% of the average element power. Results for this and alternate enrichment zoning options for the SNRE are compared.« less

Construyendo un Puente entre la Educacion del Dotado y el Mejoramiento Escolar Integral. Resumen. La Serie de Decision Basada en la Investigacion (Building a Bridge between Gifted Education and Total School Improvement. Summary. Talent Development Research-Based Decision Making Series).

ERIC Educational Resources Information Center

Renzulli, Joseph S.

This monograph addresses the role of gifted education in total school improvement by describing three service delivery components (the Total Talent Portfolio, Curriculum Modification Techniques, and Enrichment Learning and Teaching) and several organizational components of the Schoolwide Enrichment Model (SEM). The report describes how the SEM can…

Trenholm State (AL) Technical College High School Science Enrichment Program 1996-1997 Evaluation Report

NASA Technical Reports Server (NTRS)

Ross, Elizabeth G.

1997-01-01

This document presents findings based on a third-year evaluation of Trenholm State (AL) Technical College's National Aeronautics and Space Administration (NASA) - supported High School Science Enrichment Program (HSSEP). HSSEP is an external (to school) program for area students from groups that are underrepresented in the mathematics, science, engineering and technology (MSET) professions. In addition to gaining insight into scientific careers, HSSEP participants learn about and deliver presentations that focus on mathematics applications, scientific problem-solving and computer programming during a seven-week summer or 10-week Academic-Year Saturday session.

Preceptor/mentor education: a world of possibilities through e-learning technology.

PubMed

Myrick, Florence; Caplan, Wendy; Smitten, Jayne; Rusk, Kerry

2011-04-01

Preceptorship/mentorship is designed to socialize students into the nursing profession, promote their confidence/competence and foster their critical thinking ability. In today's global context, opportunities exist for local, rural, national and international student placements which provide exciting and mutually rewarding preceptorship experiences. Despite the recognized value of those involved in preceptorship/mentorship, however, little progress has been made regarding the development of an infrastructure that effectively supports their ongoing education. This project, piloted from October 2008 to February 2009, leveraged our established research and teaching experience in preceptorship with technologies that allowed us to create an accessible and engaging e-learning space designed to support preceptors in a seamless fashion, improve the quality of the student preceptorship and enhance professional teaching capacity. A purposive sample of 25 preceptors was selected with a total of 18 preceptors successfully completing the five month program. Upon completion, participants were surveyed and individually interviewed. Data analysis revealed the program to be informative, supportive and highly valued. Knowledge derived from this study can: a) further enrich the substantive nature and infrastructure of online preceptor education; and b) contribute to clarifying best practices for preceptor support, facilitation, and ongoing professional development with a view to enhancing the preceptorship experience. Copyright © 2010 Elsevier Ltd. All rights reserved.

Tox21 Enricher: Web-based Chemical/Biological Functional Annotation Analysis Tool Based on Tox21 Toxicity Screening Platform.

PubMed

Hur, Junguk; Danes, Larson; Hsieh, Jui-Hua; McGregor, Brett; Krout, Dakota; Auerbach, Scott

2018-05-01

The US Toxicology Testing in the 21st Century (Tox21) program was established to develop more efficient and human-relevant toxicity assessment methods. The Tox21 program screens >10,000 chemicals using quantitative high-throughput screening (qHTS) of assays that measure effects on toxicity pathways. To date, more than 70 assays have yielded >12 million concentration-response curves. The patterns of activity across assays can be used to define similarity between chemicals. Assuming chemicals with similar activity profiles have similar toxicological properties, we may infer toxicological properties based on its neighbourhood. One approach to inference is chemical/biological annotation enrichment analysis. Here, we present Tox21 Enricher, a web-based chemical annotation enrichment tool for the Tox21 toxicity screening platform. Tox21 Enricher identifies over-represented chemical/biological annotations among lists of chemicals (neighbourhoods), facilitating the identification of the toxicological properties and mechanisms in the chemical set. © 2018 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

National Aeronautics and Space Administration (NASA)/american Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991, Volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Goldstein, Stanley H. (Editor)

1991-01-01

The objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. A compilation of the final reports on the research projects done by the faculty fellows during the summer of 1991 are presented. Some of the topics covered include: collision avoidance for rover vehicles, bioinstrumentation, neural nets, total quality management of flexible space structures, project scheduling, nondestructive tests, orthostatic intolerance to bedrest, hypersonic reentry simulation, measuring human energy expenditure, tribological models, trace element movement in Anarctic ice, gastrointestinal function, and computer assisted instruction.

A Virtual Learning Application of the Schoolwide Enrichment Model and High-End Learning Theory

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Reis, Sally M.

2012-01-01

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge…

The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

ERIC Educational Resources Information Center

Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu

2011-01-01

This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…

The Effect of an Enrichment Program on Developing Analytical, Creative, and Practical Abilities of Elementary Gifted Students

ERIC Educational Resources Information Center

Aljughaiman, Abdullah M.; Ayoub, Alaa Eldin A.

2012-01-01

The current study investigated the effects of a school enrichment program on the analytical, creative, and practical abilities of elementary gifted students. Forty-two students (N = 42) from the fifth and sixth grade of the Al-Shawkany School in Saudi Arabia were randomly chosen to participate in the study according to two criteria: (a) being…

Choices of Students, Parents, and Teachers and Their Effects on Schools and Communities: A Case Study of a New Enriched High School Program

ERIC Educational Resources Information Center

DiGiorgio, Carla

2010-01-01

This study is an ethnographic case study of two schools as they implemented an enrichment program. The sample included students, parents, teachers, school administrators, and board and government personnel. Data was drawn from interviews and observations of participants, curriculum analysis, and communication between school, home, and the public.…

The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties

ERIC Educational Resources Information Center

Kuruyer, Hayriye Gül; Akyol, Hayati; Karli Oguz, Kader; Has, Arzu Ceylan

2017-01-01

The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…

The Effects of the Marriage Enrichment Program Based on the Cognitive-Behavioral Approach on the Marital Adjustment of Couples

ERIC Educational Resources Information Center

Kalkan, Melek; Ersanli, Ercumend

2008-01-01

The aim of this study is to investigate the effects of the marriage enrichment program based on the cognitive-behavioral approach on levels of marital adjustment of individuals. The experimental and control group of this research was totally composed of 30 individuals. A pre-test post-test research model with control group was used in this…

A synergistic effort among geoscience, physics, computer science and mathematics at Hunter College of CUNY as a Catalyst for educating Earth scientists.

NASA Astrophysics Data System (ADS)

Salmun, H.; Buonaiuto, F. S.

2016-12-01

The Catalyst Scholarship Program at Hunter College of The City University of New York (CUNY) was established with a four-year award from the National Science Foundation (NSF) to fund scholarships for academically talented but financially disadvantaged students majoring in four disciplines of science, technology, engineering and mathematics (STEM). Led by Earth scientists the Program awarded scholarships to students in their junior or senior years majoring in computer science, geosciences, mathematics and physics to create two cohorts of students that spent a total of four semesters in an interdisciplinary community. The program included mentoring of undergraduate students by faculty and graduate students (peer-mentoring), a sequence of three semesters of a one-credit seminar course and opportunities to engage in research activities, research seminars and other enriching academic experiences. Faculty and peer-mentoring were integrated into all parts of the scholarship activities. The one-credit seminar course, although designed to expose scholars to the diversity STEM disciplines and to highlight research options and careers in these disciplines, was thematically focused on geoscience, specifically on ocean and atmospheric science. The program resulted in increased retention rates relative to institutional averages. In this presentation we will discuss the process of establishing the program, from the original plans to its implementation, as well as the impact of this multidisciplinary approach to geoscience education at our institution and beyond. An overview of accomplishments, lessons learned and potential for best practices will be presented.

Genetics objective structured clinical exams at the Maimonides Infants & Children's Hospital of Brooklyn, New York.

PubMed

Altshuler, Lisa; Kachur, Elizabeth; Krinshpun, Shifra; Sullivan, Deborah

2008-11-01

In 2003, the Maimonides Infants & Children's Hospital received a Title VII Residency Training in Primary Care grant to integrate genetic-specific competencies into postgraduate pediatrics education. As part of that endeavor, mandatory yearly genetics objective structured clinical exams (OSCEs) were instituted for third-year residents. This article reports on the first three years of experience with this innovative educational tool.After an overview of genetic concepts, dysmorphology, and communication styles, residents complete a five-station OSCE and receive feedback from standardized patients and from the faculty who observe them. After this clinical exercise, the residents participate in a small-group debriefing session to share strategies for effective communication and clinical case management and to discuss the ethical issues that arise with these genetic cases.In three years, 60 residents have completed the genetics OSCE program. Evaluation data demonstrate that the program has been effective in both introducing genetic-specific challenges and assessing residents' clinical skills. It has helped trainees self-identify both strengths and further training needs. Pre- and postsurveys among the trainees show increased comfort levels in performing 5 of 12 genetic-related clinical tasks.We conclude that genetics OSCEs are an enriching educational tool. Merely providing trainees and practicing physicians with the latest scientific information is unlikely to prepare them for counseling patients about complex genetic issues. Developing proficiency requires focused practice and effective feedback.This article is part of a theme issue of Academic Medicine on the Title VII health professions training programs.

Theorizing Education and Educational Research

ERIC Educational Resources Information Center

Thompson, Christiane

2012-01-01

In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on "philosophical method" in the educational-philosophical discourse. These discussions point toward the importance of analyzing the…

AUVA - Augmented Reality Empowers Visual Analytics to explore Medical Curriculum Data.

PubMed

Nifakos, Sokratis; Vaitsis, Christos; Zary, Nabil

2015-01-01

Medical curriculum data play a key role in the structure and the organization of medical programs in Universities around the world. The effective processing and usage of these data may improve the educational environment of medical students. As a consequence, the new generation of health professionals would have improved skills from the previous ones. This study introduces the process of enhancing curriculum data by the use of augmented reality technology as a management and presentation tool. The final goal is to enrich the information presented from a visual analytics approach applied on medical curriculum data and to sustain low levels of complexity of understanding these data.

Environmental enrichment affects adrenocortical stress responses in the endangered black-footed ferret

USGS Publications Warehouse

Poessel, S.A.; Biggins, D.E.; Santymire, R.M.; Livieri, T.M.; Crooks, K.R.; Angeloni, L.

2011-01-01

Potential stressors of wildlife living in captivity, such as artificial living conditions and frequent human contact, may lead to a higher occurrence of disease and reduced reproductive function. One successful method used by wildlife managers to improve general well-being is the provision of environmental enrichment, which is the practice of providing animals under managed care with environmental stimuli. The black-footed ferret (Mustela nigripes) is a highly-endangered carnivore species that was rescued from extinction by removal of the last remaining individuals from the wild to begin an ex situ breeding program. Our goal was to examine the effect of environmental enrichment on adrenocortical activity in ferrets by monitoring fecal glucocorticoid metabolites (FGM). Results demonstrated that enrichment lowered FGM in juvenile male ferrets, while increasing it in adult females; enrichment had no effect on FGM in juvenile females and adult males. These results correspond with our findings that juvenile males interacted more with the enrichment items than did adult females. However, we did not detect an impact of FGM on the incidence of disease or on the ability of ferrets to become reproductive during the following breeding season. We conclude that an environmental enrichment program could benefit captive juvenile male ferrets by reducing adrenocortical activity. ?? 2011 Elsevier Inc.

Environmental enrichment affects adrenocortical stress responses in the endangered black-footed ferret.

PubMed

Poessel, Sharon A; Biggins, Dean E; Santymire, Rachel M; Livieri, Travis M; Crooks, Kevin R; Angeloni, Lisa

2011-07-01

Potential stressors of wildlife living in captivity, such as artificial living conditions and frequent human contact, may lead to a higher occurrence of disease and reduced reproductive function. One successful method used by wildlife managers to improve general well-being is the provision of environmental enrichment, which is the practice of providing animals under managed care with environmental stimuli. The black-footed ferret (Mustela nigripes) is a highly-endangered carnivore species that was rescued from extinction by removal of the last remaining individuals from the wild to begin an ex situ breeding program. Our goal was to examine the effect of environmental enrichment on adrenocortical activity in ferrets by monitoring fecal glucocorticoid metabolites (FGM). Results demonstrated that enrichment lowered FGM in juvenile male ferrets, while increasing it in adult females; enrichment had no effect on FGM in juvenile females and adult males. These results correspond with our findings that juvenile males interacted more with the enrichment items than did adult females. However, we did not detect an impact of FGM on the incidence of disease or on the ability of ferrets to become reproductive during the following breeding season. We conclude that an environmental enrichment program could benefit captive juvenile male ferrets by reducing adrenocortical activity. Copyright © 2011 Elsevier Inc. All rights reserved.

A preschool program for safety and injury prevention delivered by home visitors

PubMed Central

Johnston, B; Britt, J; D'Ambrosio, L; Mueller, B; Rivara, F

2000-01-01

Objective—To evaluate the feasibility, acceptability, and effectiveness of an injury prevention program delivered by school based home visitors to the families of low income children attending preschool enrichment programs in Washington State. Study sample—The families of children attending preschool Head Start programs in two regions were eligible. A total of 213 families (77.8% of those eligible) from intervention sites, and 149 families (71.9% of those eligible) from concurrent comparison sites, agreed to participate and completed the trial. Intervention—Trained school personnel conducted home safety inspections as part of a planned home visit. Intervention families were offered educational materials as well as smoke detectors, batteries, ipecac, and age appropriate car safety restraints based on results of the home inspection. Evaluation methods—At a repeat home visit three months later, the proportion of families with a positive change in injury prevention knowledge or behavior among those in the intervention group was compared with the proportion in the comparison group. Smoke detector presence and function were observed. Results—Among families without a working smoke detector at baseline, the intervention was associated with an increased probability of having a working detector at follow up (relative risk (RR) 3.3, 95% confidence interval (CI) 1.3 to 8.6). Intervention families were also more likely to report the presence of ipecac in the home (RR 4.7, 95% CI 3.0 to 7.3) at follow up and to have obtained an age appropriate booster seat (RR 4.1, 95% CI 1.9 to 8.8). The program was acceptable to client families and to the home visitors who conducted the intervention. Conclusions—Among the families of low income children enrolled in preschool enrichment programs, home safety inspections and the distribution of safety supplies by school based home visitors appears to improve knowledge and behavior related to poisoning, smoke detector installation, and car safety seat use over three months of follow up. PMID:11144634

Economic and Non-proliferation Policy Considerations of Uranium Enrichment in Brazil and Argentina

DOE Office of Scientific and Technical Information (OSTI.GOV)

Short, Steven M.; Phillips, Jon R.; Weimar, Mark R.

2008-09-01

The nuclear development programs of both Argentina and Brazil have, since the 1970s, been premised on the desire for self-sufficiency and assurance of nuclear fuel supply. While military rivalry and mutual distrust led to nuclear weapons related development programs in the 1970s and 1980s, both countries have since terminated these programs. Furthermore, the governments of both countries have pledged their commitment to exclusively non-explosive use of nuclear energy and have signed the Non Proliferation Treaty (NPT). Utilizing rights provided for under the NPT, both Argentina and Brazil have nuclear fuel production facilities, with the notable exception of enrichment plants, thatmore » provide much of the current indigenous fuel requirements for their nuclear power plants. However, both countries are actively developing enrichment capability to fill this gap. The purpose of this report is to assess the economic basis and non-proliferation policy considerations for indigenous enrichment capability within the context of their desired self-sufficiency and to evaluate possible United States Government policy options.« less

Experiential Education: The Main Dish, Not Just a Side Course.

ERIC Educational Resources Information Center

Jacobs, Jeff

This paper advocates experiential education to help students actively engage in learning and transfer learning beyond the classroom. The characteristics and advantages of experiential education also provide educators with a more rewarding and enriching teaching experience. Typically, experiential education is viewed as an enhancement to more…

FACE: Free-Air CO{sub 2} Enrichment for plant research in the field

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hendrey, G.R.

1992-08-01

Research programs concerning the effects of Carbon Dioxide(CO){sub 2} on cotton plants are described. Biological responses studied include foliage response to CO{sub 2} fluctuations; yield of cotton exposed to CO{sub 2} enrichment; responses of photosynthesis and stomatal conductance to elevated CO{sub 2} in field-grown cotton; cotton leaf and boll temperatures; root response to CO{sub 2} enrichment; and evaluations of cotton response to CO{sub 2} enrichment with canopy reflectance observations.

FACE: Free-Air CO[sub 2] Enrichment for plant research in the field

DOE Office of Scientific and Technical Information (OSTI.GOV)

Hendrey, G.R.

1992-08-01

Research programs concerning the effects of Carbon Dioxide(CO)[sub 2] on cotton plants are described. Biological responses studied include foliage response to CO[sub 2] fluctuations; yield of cotton exposed to CO[sub 2] enrichment; responses of photosynthesis and stomatal conductance to elevated CO[sub 2] in field-grown cotton; cotton leaf and boll temperatures; root response to CO[sub 2] enrichment; and evaluations of cotton response to CO[sub 2] enrichment with canopy reflectance observations.

Bottling Proliferation of the Uranium Genie: Identifying and Monitoring Clandestine Enrichment Programs

DTIC Science & Technology

2007-04-01

Separation The first method used to enrich uranium on a significant scale was developed by the United States as part of the Manhattan Project during...there does not seem to be a easy way to enrich uranium. It has been over 60 years since the 33 Manhattan Project successfully enriched U-235 to...Proliferation, 91-3. 14 The cost of $5B dollars is adjusted to FY96 dollars. Brookings Institution, “The Costs of the Manhattan Project ,” Global Politics

Non-Traditional Organizational Design Concepts

DTIC Science & Technology

1982-05-01

specialists benefit, for recognition ave. to ave. have associatelon with project; resembles job enrichment. 9 12 . Structure/concept Yes Synonym for program...provisions Little Wall (1980): Form of recognition is per- for recognition ceived by functional specialists ; resem- bles job enrichment. 12 ...Indirect reward to functional recognition specialists ; resembles job enrichment. 12 . Structure/concept No • S applied in the pub- lic sector 108 U

Creating REAL MEN: description of an intervention to reduce drug use, HIV risk, and rearrest among young men returning to urban communities from jail.

PubMed

Daniels, Jessie; Crum, Martha; Ramaswamy, Megha; Freudenberg, Nicholas

2011-01-01

This article describes the life circumstances and risk behaviors of 552 adolescent males returning home from jail. Most young men reported several sources of support in their lives and many had more tolerant views toward women and intimate relationships than portrayed in mainstream media. They also reported high levels of marijuana and alcohol use, risky sexual behavior, and prior arrests. Investigators designed the Returning Educated African American and Latino Men to Enriched Neighborhoods (REAL MEN) program, a jail and community program to reduce drug use, HIV risk, and rearrest. By helping participants examine alternative paths to manhood and consider racial/ethnic pride as a source of strength, REAL MEN addressed the assets of these young men as well as their challenges. Our findings suggest that interventions that emphasize the assets of these young men may be better able to engage them than programs that seek to impose adult values.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995. Volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The objectives of the JSC NASA/ASEE Summer Faculty Fellowship Program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the first fifteen of twenty-seven final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports included in Volume 2.

Education

DTIC Science & Technology

2004-01-01

education industry is preeminent. Conversely, limited international testing data points to an American system that might be lagging. Secretary Paige...applications of e- education include: - Enriching education opportunities for students who do not have access to quality teachers or facilities . - E...Center for Education Statistics , Mini-Digest of Education Statistics 2002 (Washington DC: US Department of Education , June 2003), p. 49. viiiNational

Citizen Participation in Education: School Volunteers Broaden the Definition.

ERIC Educational Resources Information Center

Alden, John W.

1980-01-01

Most citizen participation in schools involves direct service that helps to enrich the educational opportunities of children. Public policy has erred in recent years by channeling parents' interest in education solely into advisory roles. (Author/MLF)

The Effect of Participation in a Resource Room Enrichment Program on the Cognition Skills of Fourth Through Sixth Graders of High Academic Standing or Potential.

ERIC Educational Resources Information Center

Lym, C. LaVor; Rick, Pamela J.

A study of the effects of a resource room enrichment program was field tested on academically gifted fourth, fifth, and sixth grade students in 65 elementary schools. The Ss were pre- and posttested on the Cognitive Abilities Test. A norm referenced research design was used to control for normal development. Findings indicated that participation…

The 2015 Transition of Wartime Operational Control: A Threat or Opportunity for the ROK /US Alliance

DTIC Science & Technology

2014-06-13

effects in regional stability. In other words, as Matthew J. Jordan pointed out, multilateral efforts will complement and not supplant established...operations. 46Matthew J. Jordan , “Multilateralism in North East Asia” (Master’s Naval War College...dismantling DPRK’s nuclear program. The impetus for these talks emerged in 2003 when the DPRK revealed its uranium enrichment program. This enrichment

Teaching Outside the Box: Challenging Gifted Students with Polar Sciences Without Benefit of a Science Classroom

NASA Astrophysics Data System (ADS)

Dooley, J.

2013-12-01

In the high-stakes-testing world of one-size-fits-most educational practices, it is often the needs of the most able students that are unmet, yet these high ability learners can benefit greatly from exploration in the area of polar science. With school schedules and budgets already stretched to the breaking point and Common Core (CCSS) subjects are the focus, very few resources remain for topics considered by some as unimportant. Polar and climate science are prime examples. Here, a council member of Polar Educators International and Gifted Education Teacher, shares resources and ideas to engage this unique group of students and others. She draws from experiences and knowledge gained through ANDRILL's Arise Educator program, IPY Oslo and Montreal PolarEDUCATOR workshops, and Consortium for Ocean Leadership's Deep Earth Academy. Topics include School-wide Enrichment through use of ANDRILL's Flexhibit material and participation in Antarctica Day, afterschool Deep Freeze clubs that presented in public outreach venues for polar science events at the Maryland Science Center in Baltimore and NYC's Museum of Natural History, group project work using IODP core data from Antarctica, interaction with polar scientists via Skype, and other projects.

Computer Enrichment Handbook [and] Supplement A.

ERIC Educational Resources Information Center

White, Bonnie Roe, Ed.; And Others

This handbook contains computer-related, classroom-tested ideas that were contributed by business education teachers and administrators to fuse computer information into computer and noncomputer courses. An alphabetical listing of contributors identifies the category/categories in which their enrichment idea can be found. The contributions are…

Theme: Agricultural Education and Distance Education.

ERIC Educational Resources Information Center

Murphy, Tim H.; And Others

1996-01-01

Includes "The Time Is Now" (Murphy); "Technological Solution in Search of an Instructional Problem" (Willis, Touchstone); "'Principles' of Distance Education" (Peasley); "A Star Is Born!" (Swan); "Enrichment in the Classroom" (Blume, Talbert); "Practical Applications for Distance Education Technologies in Remote and Rural Areas" (Davis, Frick);…