Sample records for national assessment program science

  1. National Assessment Program--Science Literacy Year 6 Report, 2006

    ERIC Educational Resources Information Center

    Donovan, Jenny; Lennon, Melissa; O'Connor, Gayl; Morrissey, Noni

    2008-01-01

    In 2003 the first nationally-comparable science assessment was designed, developed and carried out under the auspices of the national council of education ministers, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). In 2006 a second science assessment was conducted and, for the first time nationally, the…

  2. The Regional Integrated Sciences and Assessments (RISA) Program, Climate Services, and Meeting the National Climate Change Adaptation Challenge

    NASA Astrophysics Data System (ADS)

    Overpeck, J. T.; Udall, B.; Miles, E.; Dow, K.; Anderson, C.; Cayan, D.; Dettinger, M.; Hartmann, H.; Jones, J.; Mote, P.; Ray, A.; Shafer, M.; White, D.

    2008-12-01

    The NOAA-led RISA Program has grown steadily to nine regions and a focus that includes both natural climate variability and human-driven climate change. The RISAs are, at their core, university-based and heavily invested in partnerships, particularly with stakeholders, NOAA, and other federal agencies. RISA research, assessment and partnerships have led to new operational climate services within NOAA and other agencies, and have become important foundations in the development of local, state and regional climate change adaptation initiatives. The RISA experience indicates that a national climate service is needed, and must include: (1) services prioritized based on stakeholder needs; (2) sustained, ongoing regional interactions with users, (3) a commitment to improve climate literacy; (4) support for assessment as an ongoing, iterative process; (5) full recognition that stakeholder decisions are seldom made using climate information alone; (6) strong interagency partnership; (7) national implementation and regional in focus; (8) capability spanning local, state, tribal, regional, national and international space scales, and weeks to millennia time scales; and (9) institutional design and scientific support flexible enough to assure the effort is nimble enough to respond to rapidly-changing stakeholder needs. The RISA experience also highlights the central role that universities must play in national climate change adaptation programs. Universities have a tradition of trusted regional stakeholder partnerships, as well as the interdisciplinary expertise - including social science, ecosystem science, law, and economics - required to meet stakeholder climate-related needs; project workforce can also shift rapidly in universities. Universities have a proven ability to build and sustain interagency partnerships. Universities excel in most forms of education and training. And universities often have proven entrepreneurship, technology transfer and private sector

  3. EPA'S NATIONAL COASTAL ASSESSMENT PROGRAM

    EPA Science Inventory

    The National Coastal Assessment (NCA) is an environmental monitoring program initiated by the US Environmental Protection Agency's Office of Research and Development in 2000. The goal is to monitor selected ecological indicators in the nation's estuarine waters and to produce an...

  4. Institutionalization and Sustainability of the National Science Foundation's Advanced Technological Education Program.

    ERIC Educational Resources Information Center

    Bailey, Thomas R.; Matsuzuka, Yukari; Jacobs, James; Morest, Vanessa Smith; Hughes, Katherine L.

    This document reports on a study conducted by the National Science Foundation (NSF) that examines the Advanced Technological Education (ATE) program. ATE aims to promote systemic reform of the nation's science, technology, engineering, and mathematics (STEM) education. The study analyzed the influence of the ATE program on the nature of STEM…

  5. NSF Factbook. Guide to National Science Foundation Programs and Activities.

    ERIC Educational Resources Information Center

    Renetzky, Alvin, Ed.; Flynn, Barbara J., Ed.

    This publication is a thorough guide to National Science Foundation (NSF) programs and activities. Research activities and science education programs supported by NSF during the fiscal year 1970 are reviewed in part one of this volume. Comprehensive listings of NSF grants and awards are presented in the second section which includes a list of…

  6. Induction Programs for the Support and Development of Beginning Teachers of Science. National Science Teachers Association Position Statement

    ERIC Educational Resources Information Center

    National Science Teachers Association (NJ1), 2007

    2007-01-01

    The National Science Teachers Association (NSTA) recommends that schools and teacher preparation programs provide new teachers of science with comprehensive induction programs. Research suggests these programs should address specifics for teachers of science, involve trained mentors, provide adequate time to support continual learning of new…

  7. Introduction to the U.S. Geological Survey National Water-Quality Assessment (NAWQA) of ground-water quality trends and comparison to other national programs

    USGS Publications Warehouse

    Rosen, Michael R.; Lapham, W.W.

    2008-01-01

    Assessment of temporal trends in national ground-water quality networks are rarely published in scientific journals. This is partly due to the fact that long-term data from these types of networks are uncommon and because many national monitoring networks are not driven by hypotheses that can be easily incorporated into scientific research. The U.S. Geological Survey (USGS) National Water-Quality Assessment Program (NAWQA) since 1991 has to date (2006) concentrated on occurrence of contaminants because sufficient data for trend analysis is only just becoming available. This paper introduces the first set of trend assessments from NAWQA and provides an assessment of the success of the program. On a national scale, nitrate concentrations in ground water have generally increased from 1988 to 2004, but trends in pesticide concentrations are less apparent. Regionally, the studies showed high nitrate concentrations and frequent pesticide detections are linked to agricultural use of fertilizers and pesticides. Most of these areas showed increases in nitrate concentration within the last decade, and these increases are associated with oxic-geochemical conditions and well-drained soils. The current NAWQA plan for collecting data to define trends needs to be constantly reevaluated to determine if the approach fulfills the expected outcome. To assist this evaluation, a comparison of NAWQA to other national ground-water quality programs was undertaken. The design and spatial extent of each national program depend on many factors, including current and long-term budgets, purpose of the program, size of the country, and diversity of aquifer types. Comparison of NAWQA to nine other national programs shows a great diversity in program designs, but indicates that different approaches can achieve similar and equally important goals. Copyright ?? 2008 by the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America. All rights reserved.

  8. College Faculty-Oriented Programs of the National Science Foundation.

    ERIC Educational Resources Information Center

    Kormondy, Edward J.

    1979-01-01

    Describes the contributions of the National Science Foundation (NSF) to the development of college faculty in 1958, 1968, and 1978. The described activities are NSF institutes, faculty research participation, and fellowship programs. (HM)

  9. NATIONAL WATER-QUALITY ASSESSMENT (NAWQA) PROGRAM

    EPA Science Inventory

    The National Water-Quality Assessment (NAWQA) Program is designed to describe the status and trends in the quality of the Nations ground- and surface-water resources and to provide a sound understanding of the natural and human factors that affect the quality of these resources. ...

  10. THE ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM: NATIONAL COASTAL ASSESSMENT - LESSONS LEARNED

    EPA Science Inventory

    The purpose of the Environmental Monitoring and Assessment Program's National Coastal Assessment is to estimate the current status, extent, changes, and trends in ecological indicators of the condition of the nation's coastal resources on a state, regional and national basis. Bas...

  11. Advancing Research in the National Science Foundation's Advanced Technological Education Program

    ERIC Educational Resources Information Center

    Wingate, Lori A.

    2017-01-01

    Advanced Technological Education is distinct from typical National Science Foundation programs in that it is essentially a training--not research--program, and most grantees are located at technical and two-year colleges. This article presents empirical data on the status of research in the program, discusses the program's role in supporting NSF's…

  12. National IQs Predict Educational Attainment in Math, Reading and Science across 56 Nations

    ERIC Educational Resources Information Center

    Lynn, Richard; Mikk, Jaan

    2009-01-01

    The results of the 2006 PISA (Program for International Student Assessment) study of reading comprehension, mathematical ability, and science understanding administered to 15 year olds in 56 countries [OECD (2007). PISA 2006: Science Competencies for Tomorrow's World. Paris: OECD.] are examined to assess the predictive validity of the national IQs…

  13. National Aeronautics and Space Administration Science and Engineering Apprentice Program

    NASA Technical Reports Server (NTRS)

    1997-01-01

    The National Aeronautics and Space Administration's Science and Engineering Apprentice Program for high school students is one of NASA's many efforts toward a goal of scientific literacy. It embraces science, mathematics, and technology as keys to purposeful and sustained progress and security for our nation and its people. It serves as a model for helping reform education by striving to address mechanisms to influence the knowledge, skills, and attitudes of our students. It focuses on what to do today to meet the challenges of tomorrow.

  14. A summary of the U.S. Geological Survey National Water-Quality Assessment program

    USGS Publications Warehouse

    Hirsch, R.M.; Alley, W.M.; Wilber, W.G.

    1988-01-01

    Beginning in 1986, the Congress appropriated funds for the U.S. Geological Survey to test and refine concepts for a National Water Quality Assessment Program. At present, the program is in a pilot phase with field studies occurring in seven areas around the Nation. In 1990, a committee of the National Academy of Sciences will complete an evaluation of the design and potential utility of the program. A decision about moving to full-scale implementation will be made upon completion of this evaluation. The program is intended to address a wide range of national water quality issues that include chemical contamination, acidification, eutrophication, salinity, sedimentation, and sanitary quality. The goals of the program are to: (1) provide nationally consistent descriptions of current water quality conditions for a large part of the Nation 's water resources; (2) define long-term trends (or lack of trends) in water quality; and (3) identify and describe the relations of both current conditions and trends in water quality to natural and human factors. This information will be provided to water managers, policy makers, and the public to provide an improved scientific basis for evaluating the effectiveness of water quality management programs and for predicting the likely effects of contemplated changes in land- and water-management practices. (USGS)

  15. Social science in the national park service: an evolving mission and program

    Treesearch

    Richard H. Briceland

    1992-01-01

    In 1988 the director of the National Park Service requested that a social science program be established. Since that time a number of new research initiatives have been developed to address this need. This paper describes seven major steps taken thus far to meet social science needs of park superintendents, program managers, and park planners. Specific examples are...

  16. Oak Ridge National Laboratory`s (ORNL) ecological and physical science study center: A hands-on science program for K-12 students

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

    Bradshaw, S.P.

    1994-12-31

    In our tenth year of educational service and outreach, Oak Ridge National Laboratory`s Ecological and Physical Science Study Center (EPSSC) provides hands-on, inquiry-based science activities for area students and teachers. Established in 1984, the EPSSC now hosts over 20,000 student visits. Designed to foster a positive attitude towards science, each unit includes activities which reinforce the science concept being explored. Outdoor science units provide field experience at the Department of Energy`s Oak Ridge National Environmental Research Park and outreach programs are offered on-site in area schools. Other programs are offered as extensions of the EPSSC core programs, including on-site studentmore » science camps, all-girl programs, outreach science camps, student competitions, teacher in-service presentations and teacher workshops.« less

  17. Science at NASA field centers: Findings and recommendations on the scope, strength and interactions of science and science-related technology programs

    NASA Technical Reports Server (NTRS)

    1988-01-01

    Great achievements by NASA and other space agencies have shown us what opportunities lie in the opening of the space frontier. A broad and vigorous science program in NASA is vital to full U.S. exploitation of these new opportunities. Today, science in NASA Centers is characterized by its breadth, relevance, and excellence. The NASA in-house science program and its links to university programs constitute a vitally important national resource. Maintaining excellence as a foundation for the future is a fundamental responsibility of NASA, one that requires constant attention and effort. This report by the NASA Center Science Assessment Team documents the current state of science within NASA and recommends actions to maintain a healthy program. NASA scientists have always played key roles in planning, guiding, and conducting national programs in space science. The review of Center science programs is intended to ensure that both NASA and the nation can depend on their continuing contribution in these roles.

  18. The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and…

  19. Science and Engineering Technical Assessments (SETA) Program

    NASA Technical Reports Server (NTRS)

    Huy, Frank

    2000-01-01

    This document provides a project plan for the D.N. American response to Modification #1 to Contract Task Order #13 - Program Maintenance and Logistics for the Science and Engineering Technical Assessments (SETA) contract.

  20. National Water-Quality Assessment Program: Central Arizona Basins

    USGS Publications Warehouse

    Cordy, Gail E.

    1994-01-01

    In 1991, the U.S. Geological Survey (USGS) began to implement a full-scale National Water-Quality Assessment (NAWQA) program. The long-term goals of the NAWQA program are to describe the status and trends in the quality of a large, representative part of the Nation's surface-water and ground-water resources and to provide a sound, scientific understanding of the primary natural and human factors affecting the quality of these resources. In meeting these goals, the program will produce a wealth of water-quality information that will be useful to policymakers and managers at the National, State, and local levels. Studies of 60 hydrologic systems that include parts of most major river basins and aquifer systems (study-unit investigations) are the building blocks of the national assessment. The 60 study units range in size from 1,000 to about 60,000 mi2 and represent 60 to 70 percent of the Nation's water use and population served by public water supplies. Twenty study-unit investigations were started in 1991, 20 additional studies started in 1994, and 20 more are planned to start in 1997. The Central Arizona Basins study unit began assessment activities in 1994.

  1. Report of the Defense Science Board Task Force on National Aero-Space Plane (NASP) Program

    NASA Technical Reports Server (NTRS)

    1992-01-01

    Six years ago, the Defense Science Board (DSB) initiated a review of the concept, technical basis, program content, and missions of the National Aerospace Plane (NASP) program. The report was completed in Sep. 1988, and the recommendations contributed to strengthening the technical efforts in the NASP program. Since then, substantial technological progress has been made in the technology development phase (Phase 2) of the program. Phase 2 of the program is currently scheduled to end in late Fiscal Year 1993, with a decision whether to proceed to the experimental flight vehicle phase (Phase 3) to be made at that time. This decision will be a very significant one for the Department of Defense (DoD) and the National Aeronautics and Space Administration (NASA). In February of this year, the DSB was chartered to revisit the NASP program to assess the degree to which the many technical challenges of the program have been resolved, or are likely to be resolved by the end of Phase 2.

  2. NASA and the National Climate Assessment: Promoting awareness of NASA Earth science

    NASA Astrophysics Data System (ADS)

    Leidner, A. K.

    2014-12-01

    NASA Earth science observations, models, analyses, and applications made significant contributions to numerous aspects of the Third National Climate Assessment (NCA) report and are contributing to sustained climate assessment activities. The agency's goal in participating in the NCA was to ensure that NASA scientific resources were made available to understand the current state of climate change science and climate change impacts. By working with federal agency partners and stakeholder communities to develop and write the report, the agency was able to raise awareness of NASA climate science with audiences beyond the traditional NASA community. To support assessment activities within the NASA community, the agency sponsored two competitive programs that not only funded research and tools for current and future assessments, but also increased capacity within our community to conduct assessment-relevant science and to participate in writing assessments. Such activities fostered the ability of graduate students, post-docs, and senior researchers to learn about the science needs of climate assessors and end-users, which can guide future research activities. NASA also contributed to developing the Global Change Information System, which deploys information from the NCA to scientists, decision makers, and the public, and thus contributes to climate literacy. Finally, NASA satellite imagery and animations used in the Third NCA helped the pubic and decision makers visualize climate changes and were frequently used in social media to communicate report key findings. These resources are also key for developing educational materials that help teachers and students explore regional climate change impacts and opportunities for responses.

  3. Engineering Efforts and Opportunities in the National Science Foundation's Math and Science Partnerships (MSP) Program

    ERIC Educational Resources Information Center

    Brown, Pamela; Borrego, Maura

    2013-01-01

    The National Science Foundation's Math and Science Partnership (MSP) program (NSF, 2012) supports partnerships between K-12 school districts and institutions of higher education (IHEs) and has been funding projects to improve STEM education in K-12 since 2002. As of 2011, a total of 178 MSP projects have received support as part of a STEM…

  4. Human exposure assessment and the National Toxicology Program.

    PubMed Central

    Lucier, G W; Schecter, A

    1998-01-01

    The National Institute of Environmental Health Sciences/National Toxicology Program (NIEHS/NTP) is developing a new interagency initiative in exposure assessment. This initiative involves the NIEHS, the Centers for Disease Control and Prevention through its National Center for Environmental Health, the National Institute for Occupational Safety and Health, the EPA, and other participating institutes and agencies of the NTP. This initiative will benefit public health and priority setting in a number of ways. First, as discussed above, it will strengthen the scientific foundation for risk assessments by the development of more credible exposure/response relationships in people by improving cross-species extrapolation, the development of biologically based dose-response models, and the identification of sensitive subpopulations and for "margin of exposure" based estimates of risk. Second, it will provide the kind of information necessary for deciding which chemicals should be studied with the limited resources available for toxicological testing. For example, there are 85,000 chemicals in commerce today, and the NTP can only provide toxicological evaluations on 10-20 per year. Third, we would use the information obtained from the exposure initiative to focus our research on mixtures that are actually present in people's bodies. Fourth, we would obtain information on the kinds and amount of chemicals in children and other potentially sensitive subpopulations. Determinations of whether additional safety factors need to be applied to children must rest, in part, upon comparative exposure analyses between children and adults. Fifth, this initiative, taken together with the environmental genome initiative, will provide the science base essential for meaningful studies on gene/environment interactions, particularly for strengthening the evaluation of epidemiology studies. Sixth, efficacy of public health policies aimed at reducing human exposure to chemical agents could be

  5. Developing an Assessment Program for a University Health Sciences Major.

    ERIC Educational Resources Information Center

    Travis, H. Richard

    1996-01-01

    Reviews the procedures used by James Madison University (Virginia) to develop an assessment plan for the Health Sciences major. The assessment program included cognitive areas, basic competencies of entry-level health educators, student teaching, alumni surveys, and information literacy. The assessment program was reviewed by outside peer…

  6. NASA Applied Sciences' DEVELOP National Program: Training the Next Generation of Remote Sensing Scientists

    NASA Technical Reports Server (NTRS)

    Childs, Lauren; Brozen, Madeline; Hillyer, Nelson

    2010-01-01

    Since its inception over a decade ago, the DEVELOP National Program has provided students with experience in utilizing and integrating satellite remote sensing data into real world-applications. In 1998, DEVELOP began with three students and has evolved into a nationwide internship program with over 200 students participating each year. DEVELOP is a NASA Applied Sciences training and development program extending NASA Earth science research and technology to society. Part of the NASA Science Mission Directorate s Earth Science Division, the Applied Sciences Program focuses on bridging the gap between NASA technology and the public by conducting projects that innovatively use NASA Earth science resources to research environmental issues. Project outcomes focus on assisting communities to better understand environmental change over time. This is accomplished through research with global, national, and regional partners to identify the widest array of practical uses of NASA data. DEVELOP students conduct research in areas that examine how NASA science can better serve society. Projects focus on practical applications of NASA s Earth science research results. Each project is designed to address at least one of the Applied Sciences focus areas, use NASA s Earth observation sources and meet partners needs. DEVELOP research teams partner with end-users and organizations who use project results for policy analysis and decision support, thereby extending the benefits of NASA science and technology to the public.

  7. Science Programs

    Science.gov Websites

    Research Library Science Briefs Science News Science Highlights Lab Organizations Science Programs Applied Innovation Research Capabilities Deploying Innovation Technology Opportunities Innovation in New Mexico Los Laboratory Delivering science and technology to protect our nation and promote world stability Science &

  8. The USA National Phenology Network: A national science and monitoring program for understanding climate change

    NASA Astrophysics Data System (ADS)

    Weltzin, J.

    2009-04-01

    Patterns of phenology for plants and animals control ecosystem processes, determine land surface properties, control biosphere-atmosphere interactions, and affect food production, health, conservation, and recreation. Although phenological data and models have applications related to scientific research, education and outreach, agriculture, tourism and recreation, human health, and natural resource conservation and management, until recently there was no coordinated effort to understand phenology at the national scale in the United States. The USA National Phenology Network (USA-NPN; www.usanpn.org), established in 2007, is an emerging and exciting partnership between federal agencies, the academic community, and the general public to establish a national science and monitoring initiative focused on phenology. The first year of operation of USA-NPN produced many new phenology products and venues for phenology research and citizen involvement. Products include a new web-site (www.usanpn.org) that went live in June 2008; the web-site includes a tool for on-line data entry, and serves as a clearinghouse for products and information to facilitate research and communication related to phenology. The new core Plant Phenology Program includes profiles for 200 vetted local, regional, and national plant species with descriptions and (BBCH-consistent) monitoring protocols, as well as templates for addition of new species. A partnership program describes how other monitoring networks can engage with USA-NPN to collect, manage or disseminate phenological information for science, health, education, management or predictive service applications. Project BudBurst, a USA-NPN field campaign for citizen scientists, went live in February 2008, and now includes over 3000 registered observers monitoring 4000 plants across the nation. For 2009 and beyond, we will initiate a new Wildlife Phenology Program, create an on-line clearing-house for phenology education and outreach, strengthen

  9. National Water-Quality Assessment program: The Trinity River Basin

    USGS Publications Warehouse

    Land, Larry F.

    1991-01-01

    In 1991, the U.S. Geological Survey (USGS) began to implement a full-scale National Water-Quality Assessment (NAWQA) program. The long-term goals of the NAWQA program are to describe the status and trends in the quality of a large, representative part of the Nation's surface- and ground-water resources and to provide a sound, scientific understanding of the primary natural and human factors affecting the quality of these resources. In meeting these goals, the program will produce a wealth of water-quality information that will be useful to policy makers and managers at the national, State, and local levels. A major design feature of the NAWQA program will enable water-quality information at different areal scales to be integrated. A major component of the program is study-unit investigations, which comprise the principal building blocks of the program on which national-level assessment activities will be based. The 60 study-unit investigations that make up the program are hydrologic systems that include parts of most major river basins and aquifer systems. These study units cover areas of 1,200 to more than 65,000 square miles and incorporate about 60 to 70 percent of the Nation's water use and population served by public water supply. In 1991, the Trinity River basin study was among the first 20 NAWQA study units selected for study under the full-scale implementation plan.

  10. Biomedical and environmental sciences programs at the Oak Ridge National Laboratory

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

    Richmond, C.R.; Johnson, C.A.

    1988-02-01

    This progress report summarizes the research and development activities conducted in the Biomedical and Environmental Sciences Programs of Oak Ridge National Laboratory. The report is structured to provide descriptions of current activities and accomplishments in each of the major organizational units. Following the accounts of research programs, is a list of publications and awards to its members. 6 figs., 14 tabs.

  11. Developing an Assessment Process for a Master's of Science Degree in a Pharmaceutical Sciences Program.

    PubMed

    Bloom, Timothy J; Hall, Julie M; Liu, Qinfeng; Stagner, William C; Adams, Michael L

    2016-09-25

    Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.

  12. A standards-based formative evaluation of a national professional development program for science teachers

    NASA Astrophysics Data System (ADS)

    Raphael, Carol Greco

    2002-09-01

    The 1996 National Science Education Standards provided educators and policy makers with a major impetus for constructive change in science education. The Standards not only specified what science content should be taught, but also provided organization for future science curricula. A major theme that pervades the Standards is that the classroom teacher is the most important component of classroom change and that reform efforts should be directed at improving the teaching of science through professional development for science teachers. In response to the National Science Education Standards, the Science Teachers Organization (pseudonym) prepared a professional development program for science teachers that was intended to acquaint teachers with the Standards and bring about reform of science teaching by changing teachers' instructional strategies and procedures. This program, named Preparing Schools for Science (PSS), was designed for use in all of the 50 states, but was first introduced in a southwestern state referred to as Utopia in this dissertation. Using the Provus Method of Discrepancy Evaluation, a design and installation audit of the Preparing Schools for Science Program was performed. Suggestions for program improvement, as well as a complete evaluation design for the PSS Program, were presented. Specific program modifications suggested by the research included an improved organization of personnel to monitor and supervise the program, more sustained professional development workshops, a stronger network of support for teachers. Five major implications for future professional development programs emerge from this research. (1) A needs analysis should be conducted before a program is designed in order to ensure that the program meet the needs of those for whom it is intended. (2) The length and type of training are the most important factors in ensuring that teachers have sufficient time to incorporate and learn how to use new ideas. (3) Additional

  13. National Water-Quality Assessment Program: The Sacramento River Basin

    USGS Publications Warehouse

    Domagalski, Joseph L.; Brown, Larry R.

    1994-01-01

    In 1991, the U.S. Geological Survey (USGS) began to implement a full-scale National Water-Quality Assessment (NAWQA) program. The long-term goals of the NAWQA program are to describe the status of and trends in the quality of a large, representative part of the Nation's surface- and ground-water resources and to identify the major natural and human factors that affect the quality of those resources. In addressing these goals, the program will provide a wealth of water- quality information that will be useful to policy makers and managers at the national, State, and local levels. A major asset of the NAWQA program is that it will allow for the integration of water-quality information collected at several scales. A major component of the program is the study-unit investigation-the foundation of national- level assessment. The 60 study units of the NAWQA program are hydrologic systems that include parts of most major river basins and aquifer systems of the conterminous United States. These study units cover areas of 1,000 to more than 60,000 square miles and represent 60 to 70 percent of the Nation's water use and population served by public water supplies. Investigations of the first 20 study units began in 1991. In 1994, the Sacramento River Basin was among the second set of 20 NAWQA study units selected for investigation.

  14. National Assessment Program--Science Literacy Year 6 Technical Report, 2006

    ERIC Educational Resources Information Center

    Wu, Margaret; Donovan, Jenny; Hutton, Penny; Lennon, Melissa

    2008-01-01

    In July 2001, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) agreed to the development of assessment instruments and key performance measures for reporting on student skills, knowledge and understandings in primary science. It directed the newly established Performance Measurement and Reporting Taskforce…

  15. Los Alamos National Laboratory Science Education Program. Annual progress report, October 1, 1995--September 30, 1996

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

    Gill, D.H.

    1997-01-01

    The National Teacher Enhancement program (NTEP) is a three-year, multi-laboratory effort funded by the National Science Foundation and the Department of Energy to improve elementary school science programs. The Los Alamos National Laboratory targets teachers in northern New Mexico. FY96, the third year of the program, involved 11 teams of elementary school teachers (grades 4-6) in a three-week summer session, four two-day workshops during the school year and an on-going planning and implementation process. The teams included twenty-one teachers from 11 schools. Participants earned a possible six semester hours of graduate credit for the summer institute and two hours formore » the academic year workshops from the University of New Mexico. The Laboratory expertise in the earth and environmental science provided the tie between the Laboratory initiatives and program content, and allowed for the design of real world problems.« less

  16. Science Indicators, 1976: Report of the National Science Board.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC. National Science Board.

    This ninth annual report of the National Science Board presents the third assessment of the state of science in the United States. The assessment includes reports on the status and health of science including national resources and manpower. Indicators reviewed in the report include: international science and technology, resources for research and…

  17. Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program.

    ERIC Educational Resources Information Center

    Mitchell, Julia; Levine, Roger; Gonzalez, Raquel; Bitter, Catherine; Webb, Norman; White, Paul

    The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity…

  18. National Acid Precipitation Assessment Program Report to Congress: An Integrated Assessment

    DTIC Science & Technology

    2005-01-01

    tion, Title IV includes a market-based program that provides economic incentives (CENR) of the National Science and Technology Council. for...Eastern United States Figure 19. Comparison of annual ambient nitrate (NO3 -) concentrations in rural Eastern United States Figure 20. Comparison... nitrate (NO3 -) deposition in the United States Figure 24. Comparison of annual concentrations of nitrate (NO3 -) in wet deposition in the United States

  19. Evaluating a National Science and Technology Program Using the Human Capital and Relational Asset Perspectives

    ERIC Educational Resources Information Center

    Hung, Chia-Liang; Chou, Jerome Chih-Lung; Roan, Hung-Wei

    2010-01-01

    The purpose of this research is to evaluate the performance of the National Science and Technology Program (NSTP) by targeting the Taiwan National Telecommunication Program (NTP) initiated in 1998. The Taiwan telecommunications industry has prospered, currently occupying key positions in global markets even though NTP seldom contributes positively…

  20. Multiple-Methods Needs Assessment of California 4-H Science Education Programming

    ERIC Educational Resources Information Center

    Worker, Steven M.; Schmitt-McQuitty, Lynn; Ambrose, Andrea; Brian, Kelley; Schoenfelder, Emily; Smith, Martin H.

    2017-01-01

    The California 4-H Science Leadership Team conducted a statewide assessment to evaluate the needs of county-based 4-H programs related to the key areas of the 4-H Science Initiative: program development and design, professional development, curricula, evaluation, partnerships, and fund development. The use of multiple qualitative data sources…

  1. Computer Programs in Marine Science

    DTIC Science & Technology

    1976-04-01

    AD-A279 795 U.S. DEPARTMENT OF COMMERCE National Technical Information Service PB-258 082 Computer Programs in Marine Science National Ocearncgraphic...NO. 5 fo r- Computer nPrograms in ’StlrSO " Marine Science U.S. DEPARTMENT OF COMMERCE National Oceanic and AtmosPheric AdmInistration Environmental...N0,AA?76062212 I I 4. TITLE A?.’D.UBTITLE S. REPORT DATE Comnuter Progrims in Marine Science April 1976 Koy tc Oceanographic Records Documentation No

  2. A study of science leadership and science standards in exemplary standards-based science programs

    NASA Astrophysics Data System (ADS)

    Carpenter, Wendy Renae

    The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

  3. Report of the Integrated Program Planning Activity for the DOE Fusion Energy Sciences Program

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

    None

    2000-12-01

    This report of the Integrated Program Planning Activity (IPPA) has been prepared in response to a recommendation by the Secretary of Energy Advisory Board that, ''Given the complex nature of the fusion effort, an integrated program planning process is an absolute necessity.'' We, therefore, undertook this activity in order to integrate the various elements of the program, to improve communication and performance accountability across the program, and to show the inter-connectedness and inter-dependency of the diverse parts of the national fusion energy sciences program. This report is based on the September 1999 Fusion Energy Sciences Advisory Committee's (FESAC) report ''Prioritiesmore » and Balance within the Fusion Energy Sciences Program''. In its December 5,2000, letter to the Director of the Office of Science, the FESAC has reaffirmed the validity of the September 1999 report and stated that the IPPA presents a framework and process to guide the achievement of the 5-year goals listed in the 1999 report. The National Research Council's (NRC) Fusion Assessment Committee draft final report ''An Assessment of the Department of Energy's Office of Fusion Energy Sciences Program'', reviewing the quality of the science in the program, was made available after the IPPA report had been completed. The IPPA report is, nevertheless, consistent with the recommendations in the NRC report. In addition to program goals and the related 5-year, 10-year, and 15-year objectives, this report elaborates on the scientific issues associated with each of these objectives. The report also makes clear the relationships among the various program elements, and cites these relationships as the reason why integrated program planning is essential. In particular, while focusing on the science conducted by the program, the report addresses the important balances between the science and energy goals of the program, between the MFE and IFE approaches, and between the domestic and international

  4. The Workshop Program on Authentic Assessment for Science Teachers

    NASA Astrophysics Data System (ADS)

    Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

    2017-02-01

    A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

  5. The Effective Research-Based Characteristics of Professional Development of the National Science Foundation's GK-12 Program

    ERIC Educational Resources Information Center

    Cormas, Peter C.; Barufaldi, James P.

    2011-01-01

    This study investigates the effective research-based characteristics of professional development (ERBCPD) of the National Science Foundation's GK-12 Program--a program which partners institutions of higher education with local school districts and places science, technology, engineering, and mathematics graduates in the K-12 classroom with…

  6. Research-Doctorate Programs in the Biomedical Sciences: Selected Findings from the NRC Assessment

    ERIC Educational Resources Information Center

    Lorden, Joan F., Ed.; Kuh, Charlotte V., Ed.; Voytuk, James A., Ed.

    2011-01-01

    "Research Doctorate Programs in the Biomedical Sciences: Selected Findings from the NRC Assessment" examines data on the biomedical sciences programs to gather additional insight about the talent, training environment, outcomes, diversity, and international participation in the biomedical sciences workforce. This report supports an…

  7. Performance Assessments in Science: Hands-On Tasks and Scoring Guides.

    ERIC Educational Resources Information Center

    Stecher, Brian M.; Klein, Stephen P.

    In 1992, RAND received a grant from the National Science Foundation to study the technical quality of performance assessments in science and to evaluate their feasibility for use in large-scale testing programs. The specific goals of the project were to assess the reliability and validity of hands-on science testing and to investigate the cost and…

  8. Science Education Programs That work. A Collection of Proven Exemplary Educational Programs and Practices in the National Diffusion Network.

    ERIC Educational Resources Information Center

    Lewis, Mary G., Comp.

    This catalog contains descriptions of the science education programs in the National Diffusion Network (NDN). These programs are available to school systems or other educational institutions for implementation in their classrooms. Some programs may be able to offer consultant services and limited assistance with the training and materials…

  9. Science Education Programs That Work. A Collection of Proven Exemplary Educational Programs and Practices in the National Diffusion Network.

    ERIC Educational Resources Information Center

    Lewis, Mary G., Comp.

    This catalog contains descriptions of the science education programs and materials in the National Diffusion Network (NDN). These programs and materials are available to school systems or other educational institutions for implementation in their classrooms. Some programs may be able to offer consultant services and limited assistance with the…

  10. Science Education Programs That Work. A Collection of Proven Exemplary Educational Programs and Practices in the National Diffusion Network.

    ERIC Educational Resources Information Center

    Office of Educational Research and Improvement (ED), Washington, DC. National Diffusion Network.

    The National Diffusion Network (NDN) is a federally funded system that makes exemplary educational programs available for use by schools, colleges, and other institutions. This publication contains information describing the science education programs currently in the NDN, along with procedural information on how to access these programs. The…

  11. Discussion of the Effectiveness of the National Accreditation Process of Secondary Science Education Programs

    ERIC Educational Resources Information Center

    Bazler, Judith A.; Van Sickle, Meta; Simonis, Doris; Graybill, Letty; Sorenson, Nancy; Brounstein, Erica

    2014-01-01

    This paper reflects upon the development, design, and results of a questionnaire distributed to professors of science education concerning the processes involved in a national accreditation of teacher education programs in science. After a pilot study, five professors/administrators from public and private institutions designed a questionnaire and…

  12. An Assessment of Research-Doctorate Programs in the United States: Social & Behavioral Sciences.

    ERIC Educational Resources Information Center

    Jones, Lyle V., Ed.; And Others

    U.S. research-doctorate programs in the social and behavioral sciences were assessed by a committee of the Conference Board of Associated Research Councils. Attention was focused on 639 research-doctorate programs in seven disciplines in the social and behavioral sciences: anthropology, economics, geography, history, political sciences,…

  13. National Water-Quality Assessment Program; the Allegheny-Monongahela River Basin

    USGS Publications Warehouse

    McAuley, Steven D.

    1995-01-01

    In 1991, the U.S. Geological Survey (USGS) began a National Water-Quality Assessment (NAWQA) program. The three major objectives of the NAWQA program are to provide a consistent description of current water-quality conditions for a large part of the Nation's water resources, define long-term trends in water quality, and identify, describe, and explain the major factors that affect water-quality conditions and trends. The program produces water-quality information that is useful to policy makers and managers at the National, State, and local levels.The program will be implemented through 60 separate investigations of river basins and aquifer systems called study units. These study-unit investigations will be conducted at the State and local level and will form the foundation on which national- and regional-level assessments are based. The 60 study units are hydrologic systems that include parts of most major river basins and aquifer systems. The study-unit areas range from 1,000 to more than 60,000 square miles and include about 60 to 70 percent of the Nation's water use and population served by public water supplies. Twenty studyunit investigations were started in 1991, 20 started in 1994, and 20 more are planned to start in 1997. The Allegheny-Monongahela River Basin was selected to begin assessment activities as a NAWQA study unit in 1994. The study team will work from the office of the USGS in Pittsburgh, Pa.

  14. The Climate Science Special Report (CSSR) of the Fourth National Climate Assessment (NCA4)

    NASA Astrophysics Data System (ADS)

    Wuebbles, D. J.; Fahey, D. W.; Hibbard, K. A.

    2016-12-01

    The Climate Science Special Report (CSSR) will provide key input into the Fourth National Climate Assessment (NCA4). The report was initiated in 2016 under the guidance of the U.S. Global Change Research Program (USGCRP) as a new, stand-alone report of the state-of-science relating to climate change and its physical impacts. The report is undergoing peer and public review in late 2016 with the aim for final publication in the fourth quarter of 2017. CSSR will provide a comprehensive assessment of the science underlying the changes occurring in the Earth's climate system, with a special focus on the United States. CSSR will serve several purposes for NCA4, including 1) providing an updated detailed analysis of the findings of how climate change is affecting weather and climate across the United States, 2) providing an executive summary that will be used as the basis for the climate science discussion in NCA4, and 3) providing foundational information and projections for climate change, including extremes, to improve "end-to-end" consistency in sectoral, regional, and resilience analyses for NCA4. We will present a summary of the origins and development of CSSR, the writing team, the chapter topics and the relation of CSSR content to NCA4, other assessments and relevance to policy and research communities.

  15. National Water-Quality Assessment Program - Red River of the North

    USGS Publications Warehouse

    Stoner, J.D.

    1991-01-01

    In 1991, the U.S. Geological Survey (USGS) began to implement a full-scale National Water-Quality Assessment (NAWQA) program. The long-term goals of the NAWQA program are to describe the status and trends in the quality of a large, representative part of the Nation's surface- and ground-water resources, and to provide a sound scientific understanding of the primary natural and human factors affecting the quality of these resources. The program will produce a wealth of water-quality information that will be useful to policy makers and managers at the national, State, and local levels.

  16. [The undergraduate program in forensic science: a national challenge].

    PubMed

    García Castillo, Zoraida; Graue Wiechers, Enrique; Durante Montiel, Irene; Herrera Saint Leu, Patricia

    2014-01-01

    The challenge in achieving an ideal state of justice is that each "proof" has the highest degree of reliability. This is the main responsibility of the forensic scientist. Up to now, criminal investigations in Mexico have been supported by forensic work from a wide variety of disciplinary backgrounds that give testimony in a particular area, even though they may have become forensic witnesses in a complementary and experiential manner. In January 2013, the Universidad Nacional Autónoma de México (UNAM) approved the "Forensic Science" undergraduate program that, in collaboration with various academic entities and government institutions, will develop forensic scientists trained in science, law, and criminology. This is focused on contributing to the national demand that the justice system has more elements to procure and administer justice in dealing with crime.

  17. National Assessment Program--Science Literacy Year 6 School Release Materials, 2006

    ERIC Educational Resources Information Center

    Donovan, Jenny; Hutton, Penny; Lennon, Melissa; O'Connor, Gayl; Morrissey, Noni

    2008-01-01

    In July 2001, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) agreed to the development of assessment instruments and key performance measures for reporting on student skills, knowledge and understandings in primary science. It directed the newly established Performance Measurement and Reporting Taskforce…

  18. Assessing Students' Conceptual Understanding in Science: An Introduction about a National Project in Taiwan

    ERIC Educational Resources Information Center

    Chiu, Mei-Hung; Guo, Chorng-Jee; Treagust, David F.

    2007-01-01

    In this article, we discuss several aspects of the national project, the National Science Concept Learning Study, designed to assess elementary, middle, and secondary students' conceptual understanding in science. After a short introduction to provide some history of the project, we describe the processes used in the integrative study, the…

  19. Design of Cycle 3 of the National Water-Quality Assessment Program, 2013-23: Part 2: Science plan for improved water-quality information and management

    USGS Publications Warehouse

    Rowe, Gary L.; Belitz, Kenneth; Demas, Charlie R.; Essaid, Hedeff I.; Gilliom, Robert J.; Hamilton, Pixie A.; Hoos, Anne B.; Lee, Casey J.; Munn, Mark D.; Wolock, David W.

    2013-01-01

    This report presents a science strategy for the third decade of the National Water-Quality Assessment (NAWQA) Program, which since 1991, has been responsible for providing nationally consistent information on the quality of the Nation's streams and groundwater; how water quality is changing over time; and the major natural and human factors that affect current water quality conditions and trends. The strategy is based on an extensive evaluation of the accomplishments of NAWQA over its first two decades, the current status of water-quality monitoring activities by USGS and its partners, and an updated analysis of stakeholder priorities. The plan is designed to address priority issues and national needs identified by NAWQA stakeholders and the National Research Council (2012) irrespective of budget constraints. This plan describes four major goals for the third decade (Cycle 3), the approaches for monitoring, modeling, and scientific studies, key partnerships required to achieve these goals, and products and outcomes that will result from planned assessment activities. The science plan for 2013–2023 is a comprehensive approach to meet stakeholder priorities for: (1) rebuilding NAWQA monitoring networks for streams, rivers, and groundwater, and (2) upgrading models used to extrapolate and forecast changes in water-quality and stream ecosystem condition in response to changing climate and land use. The Cycle 3 plan continues approaches that have been central to the Program’s long-term success, but adjusts monitoring intensities and study designs to address critical information needs and identified data gaps. Restoration of diminished monitoring networks and new directions in modeling and interpretative studies address growing and evolving public and stakeholder needs for water-quality information and improved management, particularly in the face of increasing challenges related to population growth, increasing demands for water, and changing land use and climate

  20. Redesigning and aligning assessment and evaluation for a federally funded math and science teacher educational program.

    PubMed

    Hardré, Patricia L; Slater, Janis; Nanny, Mark

    2010-11-01

    This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1) program evaluation design and implementation, develops strategies and tracks changes for year 2 implementation, and then reports enhancement of findings and recommendations for year 3. It includes lessons learned about assessment and evaluation over the project lifespan, with implications for research and evaluation of a range of related programs. This study functions as a classic illustration of how critical it is to observe first principles of assessment and evaluation for funded programs, the risks that arise when they are ignored, and the benefits that accrue when they are systematically observed. Copyright (c) 2009. Published by Elsevier Ltd.

  1. Massachusetts Educational Assessment Program. Science and Ecology 1976-1977.

    ERIC Educational Resources Information Center

    Massachusetts State Dept. of Education, Boston.

    Biology, Chemistry, Earth Science, Physics, and Ecology assessment instruments were administered to approximately 1,800 nine year old and 1,800 seventeen year old Massachusetts students. The 9 year old students exceeded the performance of a national and international sampling of students. They equaled the performance of a sampling of students from…

  2. The Upper Colorado River; National Water-Quality Assessment Program; surface-water-monitoring network

    USGS Publications Warehouse

    Spahr, Norman E.; Driver, Nancy E.; Stephens, Verlin C.

    1996-01-01

    The U.S. Geological Survey began full implementation of the National Water-Quality Assessment (NAWQA) program in 1991. The long-term goals of the NAWQA program are to (1) describe current water-quality conditions for a large part of the Nation's freshwater streams, rivers, and aquifers; (2) describe how water quality is changing over time; and (3) improve understanding of the primary natural and human factors that affect water-quality conditions (Leahy and others, 1990). To meet these goals, 60 study units representing the Nation's most important river basins and aquifers are being investigated. The program design balances the unique assessment requirements of individual study units with a nationally consistent design structure that incorporates a multiscale, interdisciplinary approach for assessment of surface and ground water.

  3. Science Indicators, 1978: Report of the National Science Board.

    ERIC Educational Resources Information Center

    Buzzelli, Donald E.; And Others

    This eleventh annual report of the National Science Board presents the fourth assessment of the state of science in the United States. The assessment includes reports on the status of science, with the following indicators reviewed within the report: international science and technology, resources for research and development, resources for basic…

  4. The Nation's Report Card: Science in Action--Hands-On and Interactive Computer Tasks from the 2009 Science Assessment. NCES 2012-468

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    Science education is not just about learning facts in a classroom--it's about doing activities where students put their understanding of science principles into action. That's why two unique types of activity-based tasks were administered as part of the 2009 National Assessment of Educational Progress (NAEP) science assessment. In addition to the…

  5. The DEVELOP National Program's Strategy for Communicating Applied Science Outcomes

    NASA Astrophysics Data System (ADS)

    Childs-Gleason, L. M.; Ross, K. W.; Crepps, G.; Favors, J.; Kelley, C.; Miller, T. N.; Allsbrook, K. N.; Rogers, L.; Ruiz, M. L.

    2016-12-01

    NASA's DEVELOP National Program conducts rapid feasibility projects that enable the future workforce and current decision makers to collaborate and build capacity to use Earth science data to enhance environmental management and policy. The program communicates its results and applications to a broad spectrum of audiences through a variety of methods: "virtual poster sessions" that engage the general public through short project videos and interactive dialogue periods, a "Campus Ambassador Corps" that communicates about the program and its projects to academia, scientific and policy conference presentations, community engagement activities and end-of-project presentations, project "hand-offs" providing results and tools to project partners, traditional publications (both gray literature and peer-reviewed), an interactive website project gallery, targeted brochures, and through multiple social media venues and campaigns. This presentation will describe the various methods employed by DEVELOP to communicate the program's scientific outputs, target audiences, general statistics, community response and best practices.

  6. National water-quality assessment program : the Albemarle- Pamlico drainage

    USGS Publications Warehouse

    Lloyd, O.B.; Barnes, C.R.; Woodside, M.D.

    1991-01-01

    In 1991, the U.S. Geological Survey (USGS) began to implement a full-scale National Water-Quality Assessment (NAWQA) program. Long-term goals of the NAWQA program are to describe the status and trends in the quality of a large, representative part of the Nation's surface- and ground-water resources and to provide a sound, scientific understanding of the primary natural and human factors affecting the quality of these resources. In meeting these goals, the program will produce a wealth of water quality information that will be useful to policy makers and managers at the national, State, and local levels. Study-unit investigations constitute a major component of the NAWQA program, forming the principal building blocks on which national-level assessment activities are based. The 60 study-unit investigations that make up the program are hydrologic systems that include parts of most major river basins and aquifer systems. These study units cover areas of 1,200 to more than 65,000 square miles and incorporate about 60 to 70 percent of the Nation's water use and population served by public water supply. In 1991, the Albemarle-Pamlico drainage was among the first 20 NAWQA study units selected for study under the full-scale implementation plan. The Albemarle-Pamlico drainage study will examine the physical, chemical, and biological aspects of water quality issues in a coordinated investigation of surface water and ground water in the Albemarle-Pamlico drainage basin. The quantity and quality of discharge from the Albemarle-Pamlico drainage basin contribute to some water quality problems in the biologically sensitive waters of Albemarle and Pamlico Sounds. A retrospective analysis of existing water quality data will precede a 3-year period of intensive data-collection and analysis activities. The data resulting from this study and the improved understanding of important processes and issues in the upstream part of the study unit will enhance understanding of the quality of

  7. National Water-Quality Assessment Program--Southern High Plains, Texas and New Mexico

    USGS Publications Warehouse

    Woodward, Dennis G.; Diniz, Cecilia G.

    1994-01-01

    BACKGROUND In 1991, the U.S. Geological Survey (USGS) began a National Water-Quality Assessment (NAWQA) program. The long-term goals of the NAWQA program are to describe the status of, and trends in, the quality of a large, representative part of the Nation's surface- and ground-water resources and to identify the major natural and human factors that affect the quality of these resources. In addressing these goals, the program will produce a wealth of water-quality information that will be useful to policy makers and managers at the National, State, and local levels. The NAWQA program emphasis is on regional water-quality problems. The program will not diminish the need for smaller studies and monitoring designed and currently being conducted by Federal, State, and local agencies to meet their individual needs. The NAWQA program, however, will provide a large-scale framework for conducting many of these activities and an understanding about National and regional water-quality conditions that cannot be acquired from individual, small-scale programs and studies. Studies of 60 hydrologic systems that include parts of most major river basins and aquifer systems (study-unit investigations) are the building blocks of the National assessment. The 60 study units range in size from 1,000 mi 2 (square miles) to more than 60,000 mi 2 and represent 60 to 70 percent of the Nation's water use and population served by public water supplies. Twenty study-unit investigations were started in 1991, 20 additional are starting in 1994, and 20 more are planned to start in 1997. The Southern High Plains study unit was selected as one of 20 study units to begin assessment activities in 1994. This study will be run from the New Mexico District office of the USGS in Albuquerque, New Mexico.

  8. 76 FR 6829 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-08

    ... the National Science Board website www.nsf.gov/nsb for additional information and schedule updates... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Programs and Plans, pursuant to NSF regulations (45 CFR part 614), the...

  9. People and the Arctic: A Prospectus for Research on the Human Dimensions of the Arctic System (HARC) for the National Science Foundation Arctic System Science Program.

    ERIC Educational Resources Information Center

    Arctic Research Consortium of the United States, Fairbanks, AK.

    The U.S. Global Change Research Program was established in 1990 to develop scientific projections of anticipated impacts of the changing biosphere on humans and social systems. As part of this program, the National Science Foundation created the Arctic System Science Program (ARCSS). This document describes the ARCSS Human Dimensions of the Arctic…

  10. NASA Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Frederick, Martin

    2006-01-01

    This presentation highlights the NASA Applied Sciences Program. The goal of the program is to extend the results of scientific research and knowledge beyond the science community to contribute to NASA's partners' applications of national priority, such as agricultural efficiency, energy management and Homeland Security. Another purpose of the program's scientific research is to increase knowledge of the Earth-Sun system to enable improved predictions of climate, weather, and natural hazards. The program primarily optimizes benefits for citizens by contributing to partnering on applications that are used by state, local and tribal governments.

  11. Toward the Assessment of Scientific and Public Health Impacts of the National Institute of Environmental Health Sciences Extramural Asthma Research Program Using Available Data

    PubMed Central

    Liebow, Edward; Phelps, Jerry; Van Houten, Bennett; Rose, Shyanika; Orians, Carlyn; Cohen, Jennifer; Monroe, Philip; Drew, Christina H.

    2009-01-01

    Background In the past 15 years, asthma prevalence has increased and is disproportionately distributed among children, minorities, and low-income persons. The National Institute of Environmental Health Sciences (NIEHS) Division of Extramural Research and Training developed a framework to measure the scientific and health impacts of its extramural asthma research to improve the scientific basis for reducing the health effects of asthma. Objectives Here we apply the framework to characterize the NIEHS asthma portfolio’s impact in terms of publications, clinical applications of findings, community interventions, and technology developments. Methods A logic model was tailored to inputs, outputs, and outcomes of the NIEHS asthma portfolio. Data from existing National Institutes of Health (NIH) databases are used, along with publicly available bibliometric data and structured elicitation of expert judgment. Results NIEHS is the third largest source of asthma-related research grant funding within the NIH between 1975 and 2005, after the National Heart, Lung, and Blood Institute and the National Institute of Allergy and Infectious Diseases. Much of NIEHS-funded asthma research focuses on basic research, but results are often published in journals focused on clinical investigation, increasing the likelihood that the work is moved into practice along the “bench to bedside” continuum. NIEHS support has led to key breakthroughs in scientific research concerning susceptibility to asthma, environmental conditions that heighten asthma symptoms, and cellular mechanisms that may be involved in treating asthma. Conclusions If gaps and limitations in publicly available data receive adequate attention, further linkages can be demonstrated between research activities and public health improvements. This logic model approach to research impact assessment demonstrates that it is possible to conceptualize program components, mine existing databases, and begin to show longer

  12. Efficacy of a post-secondary environmental science education program on the attitude toward science of a group of Mississippi National Guard Youth ChalleNGe Program students

    NASA Astrophysics Data System (ADS)

    Smith, William Bradford, Jr.

    The National Guard Youth ChalleNGe Program (ChalleNGe) is a 17 month quasi-military training program authorized by Congress in the 1993 Defense Authorization Bill designed to improve life skills, education levels, and employment potential of 16--18 year old youth who drop out of high school. ChalleNGe is currently operational in 27 states/territories with the focus of this study on the Mississippi National Guard Program operated at Camp Shelby, Mississippi. During the five month residential portion of the program students are guided through an eight step process designed to meet the goals of improving life skills, education levels, and employment potential while ultimately leading to completion of high school equivalency credentials followed by a 12 month mentoring phase to encourage and track progress toward goals. The purpose of this study was to investigate the attitude toward science of a group of students enrolled in the ChalleNGe Program at Camp Shelby (ChalleNGe). The GED test is administered approximately two months into the residential phase of the program. While the program boasts an overall GED pass rate of nearly 80%, approximately 30--35% of students successfully complete the initial offering of the GED. As high school graduates, these students are offered college courses through William Carey College in Hattiesburg, Mississippi. Twenty four students elected to take the Introduction to Environmental Science course and formed the experimental group while 24 other students who passed the GED comprised the control group. Each group was administered the Scientific Attitude Inventory II, a 40 statement instrument with Likert Scale responses, as a pretest. Paired samples t-tests indicated no significant difference in attitude toward science between the experimental and control groups on the pretest. Following the two week Introduction to Environmental Science course for the experimental group, both groups were post tested. As predicted, the attitude toward

  13. 76 FR 20720 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-04-13

    ... AND POINT OF CONTACT: Please refer to the National Science Board website http://www.nsf.gov/nsb for... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board's Committee on Programs and Plans (CPP) Task Force on Unsolicited Mid-Scale Research (MS...

  14. National Program for e-Learning in Taiwan

    ERIC Educational Resources Information Center

    Chang, Maiga; Wang, Chin-Yeh; Chen, Gwo-Dong

    2009-01-01

    Taiwan government has initiated a five-year program since 2002: the National Science and Technology Program for e-Learning. The national program started from 2003 and was completed at the end of year 2007, involving thirteen government agencies. This paper describes the results that the national program has accomplished at its first phase, 2003 to…

  15. The National Water-Quality Assessment (NAWQA) Program planned monitoring and modeling activities for Texas, 2013–23

    USGS Publications Warehouse

    Ging, Patricia

    2013-01-01

    The U.S. Geological Survey’s (USGS) National Water-Quality Assessment (NAWQA) Program was established by Congress in 1992 to answer the following question: What is the status of the Nation’s water quality and is it getting better or worse? Since 1992, NAWQA has been a primary source of nationally consistent data and information on the quality of the Nation’s streams and groundwater. Data and information obtained from objective and nationally consistent water-quality monitoring and modeling activities provide answers to where, when, and why the Nation’s water quality is degraded and what can be done to improve and protect it for human and ecosystem needs. For NAWQA’s third decade (2013–23), a new strategic Science Plan has been developed that describes a strategy for building upon and enhancing the USGS’s ongoing assessment of the Nation’s freshwater quality and aquatic ecosystems.

  16. Valid and Reliable Science Content Assessments for Science Teachers

    ERIC Educational Resources Information Center

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-01-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…

  17. Mentoring Faculty: Results from National Science Foundation's ADVANCE Program

    NASA Astrophysics Data System (ADS)

    Holmes, M. A.

    2015-12-01

    Faculty mentoring programs are common components of National Science Foundation ADVANCE awards. The ADVANCE program aims to increase the number of women on the faculty in science, technology, engineering and mathematics (STEM) departments through grants to individuals and to entire institutions. These grants target a change in institutional culture so that faculty from non-majority groups will succeed and thrive. Mentoring programs are generally designed to fit the particular institution(s) or target population (e.g., meteorologists at the beginning of their careers). A successful mentoring program makes the implicit knowledge necessary for faculty success explicit: policies and practices are made transparent; routes for finding answers are clarified or generated with faculty input; faculty overcome a sense of isolation and develop a community. Mentoring programs may be formal, with assigned mentors and mentees, or informal, with opportunities for beginning, middle and advanced career STEM faculty to mingle, generally over food and sometimes with a formal speaker. The programs are formally evaluated; in general, attention to mentoring generates better outcomes for all faculty. Research indicates that most successful scientists have a network of mentors rather than relying on one person to help navigate department, institution, and profession. The University of Nebraska-Lincoln's (UNL) award, ADVANCE-Nebraska, offered opportunities for faculty to informally network over luncheons with women speakers, advanced in their careers. We also offered after-hours networking receptions. In response to faculty feedback, we shifted to a series of panel discussions entitled "Conversations". Most panels were conducted by successful UNL faculty; about one-third had an outside expert on a given topic. Topics were chosen based on faculty feedback and targeted specifically to beginning faculty (How to Start Up a Lab; How to Balance Teaching and Writing), mid-career faculty (Putting

  18. Social assessment for the Colville National Forest CROP program.

    Treesearch

    Angela J. Findley; Matthew S. Carroll; Keith A. Blatner

    2000-01-01

    A qualitative social assessment targeted salient issues connected to the Colville National Forest creating opportunities (CROP) research program that examines forest management alternatives for small-diameter stands in northeastern Washington. Research spanned various communities in three counties and investigated the diversity of fundamental values people attach to...

  19. Overview of the National Water-Quality Assessment Program

    USGS Publications Warehouse

    Leahy, P.P.; Thompson, T.H.

    1994-01-01

    The Nation's water resources are the basis for life and our economic vitality. These resources support a complex web of human activities and fishery and wildlife needs that depend upon clean water. Demands for good-quality water for drinking, recreation, farming, and industry are rising, and as a result, the American public is concerned about the condition and sustainability of our water resources. The American public is asking: Is it safe to swim in and drink water from our rivers or lakes? Can we eat the fish that come from them? Is our ground water polluted? Is water quality degrading with time, and if so, why? Has all the money we've spent to clean up our waters, done any good? The U.S. Geological Survey's National Water-Quality Assessment (NAWQA) Program was designed to provide information that will help answer these questions. NAWQA is designed to assess historical, current, and future water-quality conditions in representative river basins and aquifers nationwide. One of the primary objectives of the program is to describe relations between natural factors, human activities, and water-quality conditions and to define those factors that most affect water quality in different parts of the Nation. The linkage of water quality to environmental processes is of fundamental importance to water-resource managers, planners, and policy makers. It provides a strong and unbiased basis for better decisionmaking by those responsible for making decisions that affect our water resources, including the United States Congress, Federal, State, and local agencies, environmental groups, and industry. Information from the NAWQA Program also will be useful for guiding research, monitoring, and regulatory activities in cost effective ways.

  20. Microbiological monitoring for the US Geological Survey National Water-Quality Assessment Program

    USGS Publications Warehouse

    Francy, Donna S.; Myers, Donna N.; Helsel, Dennis R.

    2000-01-01

    Data to characterize the microbiological quality of the Nation?s fresh, marine, and estuarine waters are usually collected for local purposes, most often to judge compliance with standards for protection of public health in swimmable or drinkable waters. Methods and procedures vary with the objectives and practices of the parties collecting data and are continuously being developed or modified. Therefore, it is difficult to provide a nationally consistent picture of the microbial quality of the Nation?s waters. Study objectives and guidelines for a national microbiological monitoring program are outlined in this report, using the framework of the U.S. Geological Survey (USGS) National Water-Quality Assessment (NAWQA) program. A national program is designed to provide long-term data on the presence of microbiological pathogens and indicators in ground water and surface water to support effective water policy and management. Three major groups of waterborne pathogens affect the public health acceptability of waters in the United States?bacteria, protozoa, and viruses. Microbiological monitoring in NAWQA would be designed to assess the occurrence, distribution, and trends of pathogenic organisms and indicators in surface waters and ground waters; relate the patterns discerned to factors that help explain them; and improve our understanding of the processes that control microbiological water quality.

  1. National Assessment of Educational Progress, Report 1--Science: National Results. Observations and Commentary of a Panel of Reviewers.

    ERIC Educational Resources Information Center

    National Assessment of Educational Progress, Ann Arbor, MI.

    Presented are five reviews of the National Assessment of Educational Progress results in science. Dr. Mildred Ballou discusses the objectives of the assessment by age level with concern over explanations for responses, social implications, and validity of testing exercises. Wilmer Cooksey comments on the results as viewed by the classroom teacher…

  2. National Assessment Program--Civics and Citizenship Years 6 & 10 Report, 2004

    ERIC Educational Resources Information Center

    Mellor, Suzanne; Ainley, John; Fraillon, Julian; Wernert, Nicole

    2006-01-01

    The National Assessment Program--Civics and Citizenship assessment measures the civic knowledge and understanding and the citizenship participation skills and civic values of Year 6 and Year 10 students in schools across Australia. It reports on student achievement using proficiency levels on a common civics and citizenship assessment scale, and…

  3. Integrated Science Assessments

    EPA Pesticide Factsheets

    Integrated Science Assessments are reports that represent a concise evaluation and synthesis of the most policy-relevant science for reviewing the National Ambient Air Quality Standards for the six principal pollutants.

  4. National and Legislative News. The National Science Foundation Program for 1973

    ERIC Educational Resources Information Center

    Strassenburg, A. A., Ed.

    1973-01-01

    Presents an outline of the 1973 program and a summary of science education issues including curriculum developments at the graduate level. Discusses the controversy existing during hearings between the Foundation and the Committee on Science and Astronautics and between Congress and the Administration. (CC)

  5. Valid and reliable authentic assessment of culminating student performance in the biomedical sciences.

    PubMed

    Oh, Deborah M; Kim, Joshua M; Garcia, Raymond E; Krilowicz, Beverly L

    2005-06-01

    There is increasing pressure, both from institutions central to the national scientific mission and from regional and national accrediting agencies, on natural sciences faculty to move beyond course examinations as measures of student performance and to instead develop and use reliable and valid authentic assessment measures for both individual courses and for degree-granting programs. We report here on a capstone course developed by two natural sciences departments, Biological Sciences and Chemistry/Biochemistry, which engages students in an important culminating experience, requiring synthesis of skills and knowledge developed throughout the program while providing the departments with important assessment information for use in program improvement. The student work products produced in the course, a written grant proposal, and an oral summary of the proposal, provide a rich source of data regarding student performance on an authentic assessment task. The validity and reliability of the instruments and the resulting student performance data were demonstrated by collaborative review by content experts and a variety of statistical measures of interrater reliability, including percentage agreement, intraclass correlations, and generalizability coefficients. The high interrater reliability reported when the assessment instruments were used for the first time by a group of external evaluators suggests that the assessment process and instruments reported here will be easily adopted by other natural science faculty.

  6. USRA's NCSEFSE: a new National Center for Space, Earth, and Flight Sciences Education

    NASA Astrophysics Data System (ADS)

    Livengood, T. A.; Goldstein, J.; Vanhala, H.; Hamel, J.; Miller, E. A.; Pulkkinen, K.; Richards, S.

    2005-08-01

    A new National Center for Space, Earth, and Flight Sciences Education (NCSEFSE) has been created in the Washington, DC metropolitan area under the auspices of the Universities Space Research Association. The NCSEFSE provides education and public outreach services in the areas of NASA's research foci in programs of both national and local scope. Present NCSEFSE programs include: Journey through the Universe, which unites formal and informal education within communities and connects a nationally-distributed network of communities from Hilo, HI to Washington, DC with volunteer Visiting Researchers and thematic education modules; the Voyage Scale Model Solar System exhibition on the National Mall, a showcase for planetary science placed directly outside the National Air and Space Museum; educational module development and distribution for the MESSENGER mission to Mercury through a national cadre of MESSENGER Educator Fellows; Teachable Moments in the News, which capitalizes on current events in space, Earth, and flight sciences to teach the science that underlies students' natural interests; the Voyages Across the Universe Speakers' Bureau; and Family Science Night at the National Air and Space Museum, which reaches audiences of 2000--3000 each year, drawn from the Washington metropolitan area. Staff scientists of NCSEFSE maintain active research programs, presently in the areas of planetary atmospheric composition, structure, and dynamics, and in solar system formation. NCSEFSE scientists thus are able to act as authentic representatives of frontier scientific research, and ensure accuracy, relevance, and significance in educational products. NCSEFSE instructional designers and educators ensure pedagogic clarity and effectiveness, through a commitment to quantitative assessment.

  7. Evaluation of the Initial Impacts of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program: Final Report

    ERIC Educational Resources Information Center

    Carney, Jennifer; Chawla, Deepika; Wiley, Autumn; Young, Denise

    2006-01-01

    This report summarizes findings from an evaluation of the impacts of the National Science Foundation's (NSF) Integrative Graduate Education and Research Traineeships (IGERT) program. Through support of interdisciplinary graduate education programs in Science, Technology, Engineering, and Mathematics, the IGERT program aims to educate U.S.…

  8. THE ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM: THE NATIONAL COASTAL ASSESSMENT ERF 2001, ST. PETE BEACH, NOV 4-8, 2001

    EPA Science Inventory

    The purpose of the Environmental Monitoring and Assessment Program's National Coastal Assessment (NCA) is to estimate the current status, extent, changes, and trends in ecological indicators of the condition of the nation's coastal resources on a state, regional and national basi...

  9. 77 FR 5282 - National Science and Technology Council

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-02

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY National Science and Technology Council ACTION: Notice of... Nanoscale Science, Engineering, and Technology (NSET) Subcommittee of the Committee on Technology, National Science and Technology Council (NSTC), will hold an ``International Symposium on Assessing the Economic...

  10. The National Science Foundation and the History of Science

    NASA Astrophysics Data System (ADS)

    Rothenberg, Marc

    2014-01-01

    The National Science Foundation (NSF) is the major funder of the history of science in the United States. Between 1958 and 2010, the NSF program for the history of science has given 89 awards in the history of astronomy. This paper analyzes the award recipients and subject areas of the awards and notes significant shifts in the concentration of award recipients and the chronological focus of the research being funded.

  11. 78 FR 26646 - Office of Health Assessment and Translation Evaluation of the State of the Science for...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-07

    ... and Translation Evaluation of the State of the Science for Transgenerational Inheritance of Health Effects; Request for Information SUMMARY: The Office of Health Assessment and Translation (OHAT) of the Division of the National Toxicology Program (DNTP), National Institute of Environmental Health Sciences...

  12. Harvard, Wisconsin Programs Aim to Improve Science Education.

    ERIC Educational Resources Information Center

    Krieger, James

    1983-01-01

    Describes two programs to improve science education. Harvard University will provide a teacher training program for mid- to late-career mathematicians/scientists in industry and will provide inservice programs for current science/mathematics teachers. University of Wisconsin's program involves a national institute to foster research in chemical…

  13. Valid and Reliable Science Content Assessments for Science Teachers

    NASA Astrophysics Data System (ADS)

    Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

    2013-03-01

    Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.

  14. An Assessment of the Computer Science Activities of the Office of Naval Research

    DTIC Science & Technology

    1986-01-01

    A Panel of the Naval Studies Board of the National Research Council met for two days in October 1985 to assess the computer science programs of the ... Office of Naval (ONR). These programs are supported by the Contract Research Program (CRP) as well as the Naval Research Laboratory (NRL), the Naval

  15. An Assessment of Research-Doctorate Programs in the United States: Mathematical & Physical Sciences.

    ERIC Educational Resources Information Center

    Jones, Lyle V., Ed.; And Others

    The quality of doctoral-level chemistry (N=145), computer science (N=58), geoscience (N=91), mathematics (N=115), physics (N=123), and statistics/biostatistics (N=64) programs at United States universities was assessed, using 16 measures. These measures focused on variables related to: program size; characteristics of graduates; reputational…

  16. Teaching implementation science in a new Master of Science Program in Germany: a survey of stakeholder expectations.

    PubMed

    Ullrich, Charlotte; Mahler, Cornelia; Forstner, Johanna; Szecsenyi, Joachim; Wensing, Michel

    2017-04-27

    Implementation science in healthcare is an evolving discipline in German-speaking countries. In 2015, the Medical Faculty of the University of Heidelberg, Germany, implemented a two-year full-time Master of Science program Health Services Research and Implementation Science. The curriculum introduces implementation science in the context of a broader program that also covers health services research, healthcare systems, research methods, and generic academic skills. Our aim was to assess the expectations of different stakeholder groups regarding the master's program. An online survey listing desired competencies of prospective graduates was developed and administered to four groups: national experts in the field (including potential employers of graduates), teaching staff, enrolled students, and prospective students (N = 169). Competencies were extracted from the curriculum's module handbook. A five-point Likert scale was used for the assessment of 42 specific items. Data were analyzed descriptively. A total of 83 people participated in the survey (response rate 49%). The online survey showed a strong agreement across the groups concerning the desired competencies of graduates. About two-thirds of the listed competencies (27 items) were felt to be crucial or very important by 80% or more of participants, with little difference between stakeholder groups. Of the eight items specifically related to implementation in practice, six were in this category. Knowledge of implementation strategies (90% very important), knowledge of barriers and enablers of implementation (89%), and knowledge of evidence-based practice (89%) were the top priorities. The master's program is largely orientated towards the desired competencies of graduates according to students, teaching staff, and national experts.

  17. General Atomics Sciences Education Foundation Outreach Programs

    NASA Astrophysics Data System (ADS)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  18. The National Climate Assessment as a Resource for Science Communication

    NASA Astrophysics Data System (ADS)

    Somerville, R. C. J.

    2014-12-01

    The 2014 Third National Climate Assessment (NCA3) is scientifically authoritative and features major advances, relative to other assessments produced by several organizations. NCA3 is a valuable resource for communicating climate science to a wide variety of audiences. Other assessments were often overly detailed and laden with scientific jargon that made them appear too complex and technical to many in their intended audiences, especially policymakers, the media, and the broad public. Some other assessments emphasized extensive scientific caveats, quantitative uncertainty estimates and broad consensus support. All these attributes, while valuable in research, carry the risk of impeding science communication to non-specialists. Without compromising scientific accuracy and integrity, NCA3 is written in exceptionally clear and vivid English. It includes outstanding graphics and employs powerful techniques aimed at conveying key results unambiguously to a wide range of audiences. I have used NCA3 as a resource in speaking about climate change in three very different settings: classroom teaching for undergraduate university students, presenting in academia to historians and other non-scientists, and briefing corporate executives working on renewable energy. NCA3 proved the value of developing a climate assessment with communication goals and strategies given a high priority throughout the process, not added on as an afterthought. I draw several lessons. First, producing an outstanding scientific assessment is too complex and demanding a task to be carried out by scientists alone. Many types of specialized expertise are also needed. Second, speaking about science to a variety of audiences requires an assortment of communication skills and tools, all tailored to specific groups of listeners. Third, NCA3 is scientifically impeccable and is also an outstanding example of effective communication as well as a valuable resource for communicators.

  19. National Medal of Science nominations sought

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2013-03-01

    The U.S. National Science Foundation (NSF) is accepting nominations for the 2013 National Medal of Science until 1 April 2013. Congress established the medal in 1959 as a presidential award for individuals "deserving of special recognition by reason of their outstanding contributions to knowledge in the physical, biological, mathematical, or engineering sciences." Later, Congress expanded the recognition to include the social and behavioral sciences. NSF notes, "We are especially interested in identifying women, members of minority groups, and persons with disabilities for consideration." More information is available at http://www.nsf.gov/od/nms/medal.jsp and http://www.nsf.gov/od/nms/nsf_2013nationalmedalofscience_callfornominations.pdf. For more details, contact the Medal of Science program manager at nms@nsf.gov or 703-292-8040.

  20. 78 FR 17219 - National Institute of Environmental Health Sciences; Notice of Closed Meeting Pursuant to section...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-20

    ... Health Sciences Special Emphasis Panel, Assessment of Adverse Genetic Effects From Exposure to Compounds... Program Nos. 93.115, Biometry and Risk Estimation--Health Risks from Environmental Exposures; 93.142... Research and Testing, National Institutes of Health, HHS) Dated: March 14, 2013. Carolyn Baum, Program...

  1. Sex Differences in Mathematics and Science Achievement: A Meta-Analysis of National Assessment of Educational Progress Assessments

    ERIC Educational Resources Information Center

    Reilly, David; Neumann, David L.; Andrews, Glenda

    2015-01-01

    Gender gaps in the development of mathematical and scientific literacy have important implications for the general public's understanding of scientific issues and for the underrepresentation of women in science, technology, engineering, and math. We subjected data from the National Assessment of Educational Progress to a meta-analysis to examine…

  2. Math and Science Are America's Future. National Math and Science Initiative Annual Report, 2008

    ERIC Educational Resources Information Center

    National Math and Science Initiative, 2008

    2008-01-01

    This paper presents the annual report of the National Math and Science Initiative (NMSI) for 2008. Eighteen months ago, the National Math and Science Initiative did not exist. Today NMSI is helping lead the country forward in math and science. In just 18 months, NMSI has rolled out the first round of grants and has implemented programs in 14…

  3. Redesigning and Aligning Assessment and Evaluation for a Federally Funded Math and Science Teacher Educational Program

    ERIC Educational Resources Information Center

    Hardre, Patricia L.; Slater, Janis; Nanny, Mark

    2010-01-01

    This paper examines the redesign of evaluation components for a teacher professional development project funded by the National Science Foundation. It focuses on aligning evaluation instrumentation and strategies with program goals, research goals and program evaluation best practices. The study identifies weaknesses in the original (year 1)…

  4. NASA Applied Sciences Program

    NASA Technical Reports Server (NTRS)

    Estes, Sue M.; Haynes, J. A.

    2009-01-01

    NASA's strategic Goals: a) Develop a balanced overall program of science, exploration, and aeronautics consistent with the redirection of human spaceflight program to focus on exploration. b) Study Earth from space to advance scientific understanding and meet societal needs. NASA's partnership efforts in global modeling and data assimilation over the next decade will shorten the distance from observations to answers for important, leading-edge science questions. NASA's Applied Sciences program will continue the Agency's efforts in benchmarking the assimilation of NASA research results into policy and management decision-support tools that are vital for the Nation's environment, economy, safety, and security. NASA also is working with NOAH and inter-agency forums to transition mature research capabilities to operational systems, primarily the polar and geostationary operational environmental satellites, and to utilize fully those assets for research purposes.

  5. The science experience: The relationship between an inquiry-based science program and student outcomes

    NASA Astrophysics Data System (ADS)

    Poderoso, Charie

    Science education reforms in U.S. schools emphasize the importance of students' construction of knowledge through inquiry. Organizations such as the National Science Foundation (NSF), the National Research Council (NRC), and the American Association for the Advancement of Science (AAAS) have demonstrated a commitment to searching for solutions and renewed efforts to improve science education. One suggestion for science education reform in U.S. schools was a transition from traditional didactic, textbook-based to inquiry-based instructional programs. While inquiry has shown evidence for improved student learning in science, what is needed is empirical evidence of those inquiry-based practices that affect student outcomes in a local context. This study explores the relationship between instructional programs and curricular changes affecting student outcomes in the Santa Ana Unified District (SAUSD): It provides evidence related to achievement and attitudes. SAUSD employs two approaches to teaching in the middle school science classrooms: traditional and inquiry-based approaches. The Leadership and Assistance for Science Education Reform (LASER) program is an inquiry-based science program that utilizes resources for implementation of the University of California Berkeley's Lawrence Hall of Science Education for Public Understanding Program (SEPUP) to support inquiry-based teaching and learning. Findings in this study provide empirical support related to outcomes of seventh-grade students, N = 328, in the LASER and traditional science programs in SAUSD.

  6. National Assessment of Educational Progress. 1969-1970 Writing: National Results.

    ERIC Educational Resources Information Center

    Norris, Eleanor L.; And Others

    National results for writing, one of the three subject areas assessed during the first year of data collection by National Assessment, are presented in this volume. National results for the other two subjects, science and citizenship, are presented in separate volumes. The purpose of this project is to explore whether an assessment of educational…

  7. National Science Foundation Grants and Awards for Fiscal Year 1982.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    Provided is a listing of all National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1982. The listing is organized by specific NSF programs within these areas: (1) mathematical and physical sciences; (2) engineering; (3) biological, behavioral, and social sciences; (4) astronomical, earth, and ocean sciences…

  8. National Science Foundation. Grants and Awards for Fiscal Year 1981.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    Provided is a listing of all National Science Foundation (NSF) program grants and contracts awarded in Fiscal Year 1981. The listing is organized by specific NSF programs within these areas: (1) mathematical and physical sciences; (2) engineering; (3) biological, behavioral, and social sciences; (4) astronomical, atmospheric, earth, and ocean…

  9. National Assessment of School Resource Officer Programs. Final Project Report. Document Number 209273

    ERIC Educational Resources Information Center

    Finn, Peter; McDevitt, Jack

    2005-01-01

    There has been a growing interest in placing sworn police officers in schools as SROs to improve school safety. The purpose of the National Assessment was to identify what program "models" have been implemented, how programs have been implemented, and what the programs' possible effects may be. To obtain this information, Abt Associates conducted…

  10. Comparison of national mental health quality assessment programs across the globe.

    PubMed

    Parameswaran, Sharat; Spaeth-Rublee, Brigitta; Huynh, Phuong Trang; Pincus, Harold Alan

    2012-10-01

    This study by the International Initiative for Mental Health Leadership Clinical Leaders Project sought to describe ongoing or soon-to-be-established national-level mental health quality measurement programs in 12 participating countries, in order to understand the nature and structure of these programs. A survey was distributed to representatives from the participating countries (Australia, Canada, England, Germany, Ireland, Japan, the Netherlands, New Zealand, Norway, Scotland, Taiwan, and the United States). Data included descriptions of qualifying programs and the organizations responsible for them, quality indicators used, entities assessed, sources and means of the programs' data collection, the level at which data are reported, and how the data are used. Participants were asked to identify which quality domains and subdomains were represented by indicators in each program. Results were analyzed with descriptive statistics. Thirty-eight programs were identified. Most programs were administered by governmental organizations, focused on hospital care, and used encounter or utilization databases as sources of information. Programs used different methods to identify indicators. Program data were used for various purposes. A wide range of domains of quality were represented in the programs reported, although most commonality was seen in domains associated with high-acuity care, with fewer programs assessing recovery-related domains. This study found wide variation among established quality assessment programs, which may reflect a focus on local priorities. The goal of this project is to work toward establishing an international framework for mental health quality assessment and thus a means to compare key measures of performance across countries.

  11. Materials sciences programs: Fiscal year 1994

    NASA Astrophysics Data System (ADS)

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance and other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects.

  12. Materials sciences programs, fiscal year 1994

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

    NONE

    1995-04-01

    The Division of Materials Sciences is located within the DOE in the Office of Basic Energy Sciences. The Division of Materials Sciences is responsible for basic research and research facilities in strategic materials science topics of critical importance to the mission of the Department and its Strategic Plan. Materials Science is an enabling technology. The performance parameters, economics, environmental acceptability and safety of all energy generation, conversion, transmission and conservation technologies are limited by the properties and behavior of materials. The Materials Sciences programs develop scientific understanding of the synergistic relationship amongst the synthesis, processing, structure, properties, behavior, performance andmore » other characteristics of materials. Emphasis is placed on the development of the capability to discover technologically, economically, and environmentally desirable new materials and processes, and the instruments and national user facilities necessary for achieving such progress. Materials Sciences sub-fields include physical metallurgy, ceramics, polymers, solid state and condensed matter physics, materials chemistry, surface science and related disciplines where the emphasis is on the science of materials. This report includes program descriptions for 458 research programs including 216 at 14 DOE National Laboratories, 242 research grants (233 for universities), and 9 Small Business Innovation Research (SBIR) Grants. The report is divided into eight sections. Section A contains all Laboratory projects, Section B has all contract research projects, Section C has projects funded under the SBIR Program, Section D describes the Center of Excellence for the Synthesis and Processing of Advanced Materials and E has information on major user facilities. F contains descriptions of other user facilities; G, a summary of funding levels; and H, indices characterizing research projects.« less

  13. The Howard University Program in Atmospheric Sciences: A Program Exemplifying Diversity and Excellence

    NASA Astrophysics Data System (ADS)

    Morria, V. R.; Demoz, B.; Joseph, E.

    2017-12-01

    The Howard University Graduate Program in Atmospheric Sciences (HUPAS) is the first advanced degree program in the atmospheric sciences instituted at a Historically Black College/University (HBCU) or at a Minority-Serving Institution (MSI). MSI in this context refers to academic institutions whose histories are grounded in serving minority students from their inception, rather than institutions whose student body demographics have evolved along with the "browning of America" and now meet recent Federal criteria for "minority-serving". HUPAS began in 1996 when initiatives within the Howard University Graduate School overlapped with the motivations of investigators within a NASA-funded University research center for starting a sustainable interdisciplinary program. After twenty years, the results have been the production of greater institutional depth and breadth of research in the geosciences and significant production of minority scientists contributing to the atmospheric sciences enterprise in various sectors. This presentation will highlight the development of the Howard University graduate program in atmospheric sciences, its impact on the national statistics for the production of underrepresented minority (URM) advanced degree holders in the atmospheric sciences, and some of the program's contributions to the diversity in geosciences and the National pipeline of talent from underrepresented groups. Over the past decade, Howard University is leading producer of African American and Hispanic female doctorates in atmospheric sciences - producing nearly half of all degree holders in the Nation. Specific examples of successful partnerships between this program and federal funding agencies such as NASA and NOAA which have been critical in the development process will also be highlighted. Finally, some of the student recruitment and retention strategies that have enabled the success of this program and statistics of student graduation will also be shared and

  14. The Assessment of Hands-On Elementary Science Programs.

    ERIC Educational Resources Information Center

    Hein, George, Ed.

    This document contains 15 chapters on various topics related to elementary science assessment. A comprehensive description of efforts to introduce alternatives to multiple-choice, paper and pencil tests to assess science learning is provided. The monograph includes an analysis of assessment issues, descriptions of current practice, and suggestions…

  15. Gender differences in national assessment of educational progress science items: What does i don't know really mean?

    NASA Astrophysics Data System (ADS)

    Linn, Marcia C.; de Benedictis, Tina; Delucchi, Kevin; Harris, Abigail; Stage, Elizabeth

    The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose I don't know rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the I don't know response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the I don't know response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender-neutral assessment items.

  16. Ceramic R and D Programs. Part III. NASA, ARPA, AEC, NBS, Bureau of Mines, and National Science Foundation.

    DTIC Science & Technology

    The report is a DCIC compilation of current R and D programs that are supported by NASA, ARPA, AEC, NBS, Bureau of Mines, and National Science Foundation in the field of ceramics and related materials. (Author)

  17. Science and engineering research opportunities at the National Science Foundation.

    PubMed

    Demir, Semahat S

    2004-01-01

    Research at the interface of the physical sciences and life sciences has produced remarkable advances and understanding in biology and medicine over the past fifty years. These bases for many of these healthcare and research advances have been discoveries in the quantitative sciences and engineering approaches to applying them. The National Science Foundation supports research and development in the physical sciences which underpins multi-disciplinary approaches to addressing problems in biology and medicine. This presentation will cover research opportunities offered by the NSF and collaborative programs with the NIH to transfer the resulting advances and technologies.

  18. Designing and implementing an authentic science research program

    NASA Astrophysics Data System (ADS)

    Rosvally, Harry Edward, Jr.

    Science research programs have become a popular elective course in high schools around the country. As the popularity of these programs grows, school districts need a guide by which to implement science research in their own schools. This study sought to provide this information by answering the following questions: (1) What are the most important features in existing research program models? (2) How do schools that have an existing research program define "success"? (3) How do different factors (i.e., budget, professional development, scheduling, recruitment effort, curriculum, and mentors) affect the scope and implementation of a research program? (4) Which features and factors support inclusiveness as a goal for a research program? (5) What kinds of indicators are appropriate for assessing the progress toward an inclusive science research program? After reviewing the literature, six sites with existing research programs were selected for participation in the study. Interviews with teachers and students were conducted during site visits. Interviews with mentors were conducted by telephone. Although the six models in this study were different from one another, there were common characteristics. Students conducted their own review of the literature. Upon completion of the actual research, students published or otherwise communicated their findings to the larger scientific community through regional and national competitions and non-competitive science symposia. This study was also able to identify significant elements that contribute to successful programs. These included: teacher selection; budget requirements; mentor qualities; recruitment and retention practices; and overall structure. As a result of the findings during the research, this study makes recommendations for the successful implementation of a research program.

  19. 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.

  20. National Park Service vegetation inventory program: Mississippi National River and Recreation Area, Minnesota

    USGS Publications Warehouse

    Hop, Kevin D.; Drake, Jim; Strassman, Andrew C.; Hoy, Erin E.; Jakusz, Joseph; Menard, Shannon; Dieck, Jennifer

    2015-01-01

    The Mississippi National River and Recreation Area (MISS) vegetation mapping project is an initiative of the National Park Service (NPS) Vegetation Inventory Program (VIP) to classify and map vegetation types of MISS. (Note: “MISS” is also referred to as “park” throughout this report.) The goals of the project are to adequately describe and map vegetation types of the park and to provide the NPS Natural Resource Inventory and Monitoring (I&M) Program, resource managers, and biological researchers with useful baseline vegetation information.The MISS vegetation mapping project was officially started in spring 2012, with a scoping meeting wherein partners discussed project objectives, goals, and methods. Major collaborators at this meeting included staff from the NPS MISS, the NPS Great Lakes Network (GLKN), NatureServe, and the USGS Upper Midwest Environmental Sciences Center. The Minnesota Department of Natural Resources (DNR) was also in attendance. Common to all NPS VIP projects, the three main components of the MISS vegetation mapping project are as follows: (1) vegetation classification, (2) vegetation mapping, and (3) map accuracy assessment (AA). In this report, each of these fundamental components is discussed in detail.With the completion of the MISS vegetation mapping project, all nine park units within the NPS GLKN have received vegetation classification and mapping products from the NPS and USGS vegetation programs. Voyageurs National Park and Isle Royale National Park were completed during 1996–2001 (as program pilot projects) and another six park units were completed during 2004–11, including the Apostle Islands National Lakeshore, Grand Portage National Monument, Indiana Dunes National Lakeshore, Pictured Rocks National Lakeshore, Saint Croix National Scenic Riverway, and Sleeping Bear Dunes National Lakeshore.

  1. The AGI-ASU-NASA Triad Program for K-12 Earth and Space Science Education

    NASA Astrophysics Data System (ADS)

    Pacheco, H. A.; Semken, S. C.; Taylor, W.; Benbow, A. E.

    2011-12-01

    The NASA Triad program of the American Geological Institute (AGI) and Arizona State University School of Earth and Space Exploration (ASU SESE) is a three-part effort to promote Earth and space science literacy and STEM education at the national level, funded by NASA through a cooperative agreement starting in 2010. NASA Triad comprises (1) infusion of NASA STEM content into AGI's secondary Earth science curricula; (2) national lead teacher professional development workshops; and (3) an online professional development guide for teachers running NASA STEM workshops. The Triad collaboration draws on AGI's inquiry-based curriculum and teacher professional-development resources and workforce-building programs; ASU SESE's spectrum of research in Mars and Moon exploration, astrobiology, meteoritics, Earth systems, and cyberlearning; and direct access to NASA facilities and dynamic education resources. Triad milestones to date include integration of NASA resources into AGI's print and online curricula and two week-long, national-scale, teacher-leader professional development academies in Earth and space sciences presented at ASU Dietz Museum in Tempe and NASA Johnson Space Flight Center in Houston. Robust front-end and formative assessments of these program components, including content gains, teacher-perceived classroom relevance, teacher-cohort lesson development, and teacher workshop design, have been conducted. Quantitative and qualitative findings from these assessment activities have been applied to identify best and most effective practices, which will be disseminated nationally and globally through AGI and NASA channels.

  2. NASA's Microgravity Science Research Program

    NASA Technical Reports Server (NTRS)

    1996-01-01

    The ongoing challenge faced by NASA's Microgravity Science Research Program is to work with the scientific and engineering communities to secure the maximum return from our Nation's investments by: assuring that the best possible science emerges from the science community for microgravity investigations; ensuring the maximum scientific return from each investigation in the most timely and cost-effective manner; and enhancing the distribution of data and applications of results acquired through completed investigations to maximize their benefits.

  3. Ocean Drilling Program: Science Operator

    Science.gov Websites

    : www.odplegacy.org Integrated Ocean Drilling Program (IODP): www.iodp.org IODP U.S. Implementing Organization (IODP -USIO): www.iodp-usio.org The Ocean Drilling Program (ODP) was funded by the U.S. National Science Foundation and 22 international partners (JOIDES) to conduct basic research into the history of the ocean

  4. NASA Space Science Days: An Out of School Program Using National Partnerships to Further Influence Future Scientists and Engineers.

    NASA Technical Reports Server (NTRS)

    Galindo, Charles; Allen, Jaclyn; Garcia, Javier; Hrrera, Stephanie

    2012-01-01

    The National Math and Science Initiative states that American students are falling behind in the essential subjects of math and science, putting our position in the global economy at risk a foreboding statement that has caused the U.S. to re-evaluate how we view STEM education. Developing science and engineering related out of school programs that expose middle school students to math and science in a nontraditional university environment has the potential to motivate young students to look at the physical sciences in an exciting out of the norm environment.

  5. The National Aeronautics and Space Administration's Earth Science Applications Program: Exploring Partnerships to Enhance Decision Making in Public Health Practice

    NASA Technical Reports Server (NTRS)

    Vann, Timi S.; Venezia, Robert A.

    2002-01-01

    The National Aeronautics and Space Administration (NASA), Earth Science Enterprise is engaged in applications of NASA Earth science and remote sensing technologies for public health. Efforts are focused on establishing partnerships with those agencies and organizations that have responsibility for protecting the Nation's Health. The program's goal is the integration of NASA's advanced data and technology for enhanced decision support in the areas of disease surveillance and environmental health. A focused applications program, based on understanding partner issues and requirements, has the potential to significantly contribute to more informed decision making in public health practice. This paper intends to provide background information on NASA's investment in public health and is a call for partnership with the larger practice community.

  6. Response to science education reforms: The case of three science education doctoral programs in the United States

    NASA Astrophysics Data System (ADS)

    Gwekwerere, Yovita Netsai

    Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question

  7. The National Space Science and Technology Center's Education and Public Outreach Program

    NASA Astrophysics Data System (ADS)

    Cox, G. N.; Denson, R. L.

    2004-12-01

    The objective of the National Space Science and Technology Center's (NSSTC) Education and Public Outreach program (EPO) is to support K-20 education by coalescing academic, government, and business constituents awareness, implementing best business/education practices, and providing stewardship over funds and programs that promote a symbiotic relationship among these entities, specifically in the area of K-20 Science, Technology, Engineering, and Mathematics (STEM) education. NSSTC EPO Program's long-term objective is to showcase its effective community-based integrated stakeholder model in support of STEM education and to expand its influence across the Southeast region for scaling ultimately across the United States. The Education and Public Outreach program (EPO) is coordinated by a supporting arm of the NSSTC Administrative Council called the EPO Council (EPOC). The EPOC is funded through federal, state, and private grants, donations, and in-kind contributions. It is comprised of representatives of NSSTC Research Centers, both educators and scientists from the Alabama Space Science and Technology Alliance (SSTA) member institutions, the Alabama Space Grant Consortium and the NASA Marshall Space Flight Center's (MSFC) Education Office. Through its affiliation with MSFC and the SSTA - a consortium of Alabama's research universities that comprise the NSSTC, EPO fosters the education and development of the next generation of Alabama scientists and engineers by coordinating activities at the K-20 level in cooperation with the Alabama Department of Education, the Alabama Commission on Higher Education, and Alabama's businesses and industries. The EPO program's primary objective is to be Alabama's premiere organization in uniting academia, government, and private industry by way of providing its support to the State and Federal Departments of Education involved in systemic STEM education reform, workforce development, and innovative uses of technology. The NSSTC EPO

  8. Math and Science Model Programs Manual.

    ERIC Educational Resources Information Center

    Sawyer, Donna, Comp.; And Others

    This implementation manual has been developed to describe four model mathematics and science programs designed to increase African-American students' interest in mathematics and science. The manual will help affiliates of the Urban League to mobilize existing community resources to achieve the goals of the national education initiative. The four…

  9. National Acid Precipitation Assessment Program Report to Congress: An Integrated Assessment

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

    Uhart, M.; et al,

    2005-08-01

    Under Title IX of the 1990 Clean Air Act Amendments, Congress reauthorized the National Acid Precipitation Assessment Program (NAPAP) to continue coordinating acid rain research and monitoring, as it had done during the previous decade, and to provide Congress with periodic reports. In particular, Congress asked NAPAP to assess all available data and information to answer two questions: (1) What are the costs, benefits, and effectiveness of Title IV? This question addresses the costs and economic impacts of complying with the Acid Rain Program as well as benefit analyses associated with the various human health and welfare effects, including reducedmore » visibility, damages to materials and cultural resources, and effects on ecosystems. (2) What reductions in deposition rates are needed to prevent adverse ecological effects? This complex questions addresses ecological systems and the deposition levels at which they experience harmful effects. The results of the assessment of the effects of Title IV and of the relationship between acid deposition rates and ecological effects were to be reported to Congress quadrennially, beginning with the 1996 report to Congress. The objective of this Report is to address the two main questions posed by Congress and fully communicate the results of the assessment to decision-makers. Given the primary audience, most of this report is not written as a technical document, although information supporting the conclusions is provided along with references.« less

  10. 78 FR 9071 - Comment Request: National Science Foundation Proposal/Award Information-Grant Proposal Guide

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-07

    ... research potential; Science and engineering education programs at all levels and in all the various fields... science and engineering and enhancing the potential for research and education to contribute to the Nation... NATIONAL SCIENCE FOUNDATION Comment Request: National Science Foundation Proposal/Award...

  11. [Environmental Hazards Assessment Program annual report, June 1992--June 1993]. Proposal for a new program leading to the Master of Science degree in environmental studies to be offered jointly by the Medical University of South Carolina and the University of Charleston, South Carolina

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

    Not Available

    1993-12-01

    The Medical University of South Carolina (MUSC) and the University of Charleston, South Carolina (UCSC) propose to offer the degree of Master of Science in Environmental Studies. The proposed starting date is August 1994. The purpose of this interdisciplinary program is to offer nationally and internationally recognized graduate level training in the areas of environmental policy, science, and health risk assessment. Special emphasis will be placed on human health. Included in this proposal are a needs assessment for environmental science professionals along with employment projections and salary expectations. The Environmental Science program is described and its relationship to other programsmore » within MUSC and UCSC, as well as its relation to similar programs at other institutions are examined. Enrollment is discussed, admission requirements and standards outlined, and the curriculum is described. Academic and physical resources are examined and estimated costs are given.« less

  12. Science Framework for the 2009 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2008

    2008-01-01

    This document sets forth recommendations for the design of a new science assessment. The assessment resulting from this framework will start a new NAEP science trend (i.e., measure of student progress in science) beginning in 2009. This framework represents a unique opportunity to build on previous NAEP science work as well as key developments in…

  13. Mapping Out-of-School-Time Youth Science Programs: Organizational Patterns and Possibilities

    NASA Astrophysics Data System (ADS)

    Laursen, S. L.; Archie, T.; Thiry, H.

    2012-12-01

    Out-of-school-time (OST) experiences promise to enrich young (K-12) people's experience of science, technology and engineering. Belief is widespread that OST programs are ideal locations to learn science, and that youth participation may enhance the science workforce and increase access to science for girls and minorities. Yet we know little about the scope or nature of science-focused OST youth programming. Variety poses a challenge for researchers, with OST sites in schools, museums, zoos, science and nature centers, aquariums, planetariums, and community centers; and formats including after-school clubs, camps, workshops, festivals, research apprenticeships, and more. Moreover, there is no single national network through which researchers might reach and recruit nationally representative samples of programs. Thus, to date there has been no systematic study of the broader national landscape of OST STEM programming. Our national study, Mapping Out-of-School-Time Science (MOST-Science), examines a national sample of OST programs focused on science, engineering, and/or technology. Here we describe first findings about the characteristics of these programs and their home organizations, including aspects of program design, structure, funding, staffing, and youth audience. Using an electronic survey, we collected data from 417 programs and classified their host institutions into eight organizational types: aquariums and zoos, museums, non-profits, national youth organizations, K-12 school districts, colleges and universities, government labs, and private sector organizations. We then examine key attributes of the youth programs hosted by these institution and discuss differences based on organizational types, including scientific organizations that are especially well equipped to offer research and field experiences. Programs engaging youth in research and field experiences are offered across all organizational types. Yet they vary notably in the size and demographics

  14. Nominations sought for U.S. National Medal of Science

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-01-01

    Nominations are now being accepted for the 2012 U.S. National Medal of Science, which is the nation's highest honor for American scientists and engineers, presented annually by the president. The award is given to individuals “deserving of special recognition by reason of their outstanding cumulative contributions to knowledge” in the physical, biological, chemical, mathematical, engineering, or behavioral or social sciences, in combination with exemplary service to the nation, according to the program, which is administered by the National Science Foundation (NSF) on behalf of the White House Office of Science and Technology Policy. A note in NSF's call for nominations states, “We are especially interested in identifying women, members of minority groups, and persons with disabilities for consideration.”

  15. An assessment of standards-based reform in Florida's middle school science programs

    NASA Astrophysics Data System (ADS)

    Stuart Hammer, Kathryn Elizabeth

    The era of school accountability and standards based reform (SBR) has brought many challenges and changes to Florida's public schools. It is important to understand any shifts in teachers' attitudes and to identify the changes teachers are making as they implement SBR. The study was designed to assess teachers' attitudes and perceptions of changes related to SBR and the Florida Comprehensive Assessment Test (FCAT) in middle school science programs in Florida. Survey questions sought to identify teacher perceptions of changes in curriculum, instruction and daily practice as schools documented and incorporated the Sunshine State Standards (SSS) for science and began focusing on preparing students for the science FCAT. The survey was distributed to 265 randomly selected middle school science teachers throughout the State of Florida. Seventy-six and ninety-two percent of teachers reported increased levels of stress as a result of SBR and the science FCAT, respectively. Eighty-six percent of teachers reported loss of autonomy and control over what goes on in their classrooms, and fifty-four percent of teachers reported loss of freedom and creativity regarding curriculum and lessons. Eighty-three percent of teachers believe that increased time spent on test preparation has come at the expense of other important curricular items. By contrast, only nineteen percent of teachers believe that the science FCAT has brought about improvement in curriculum, instruction and student learning in science. Yet, twenty-five percent of teachers believe that reform efforts will improve their school. An important finding is that teachers' attitudes toward reform efforts are strongly influenced by their attitudes toward the administration at their school. Teachers who receive more support from administrators have more positive attitudes toward all aspects of SBR and the science FCAT measured in this study. Although the majority of teachers reported negative attitudes toward the reform

  16. The National Space Grant College and Fellowship Program

    NASA Technical Reports Server (NTRS)

    Schwartz, Elaine T.; Keffer, Lynne

    1991-01-01

    This paper outlines the development of NASA's National Space Grant College and Fellowship Program. The program was introduced by Senator Bentsen (D-TX) and passed into law on October 30, 1987. NASA consulted with professional higher education associations in translating the law's provisions into program objectives. The objectives include the establishment of a national network of universities with interests and capabilities in aeronautics, space and related fields; the formation of cooperative programs among universities, aerospace industry, and federal, state and local governments; the broadening of interdisciplinary training, research and public-service programs related to aerospace; the recruiting and training of professionals, especially women and underrepresented minorities, for careers in aerospace science, and technology and allied fields; and, the development of a strong science, mathematics and technology base from elementary school through university levels.

  17. U.S. Global Change Research Program National Climate Assessment Global Change Information System

    NASA Technical Reports Server (NTRS)

    Tilmes, Curt

    2012-01-01

    The program: a) Coordinates Federal research to better understand and prepare the nation for global change. b) Priori4zes and supports cutting edge scientific work in global change. c) Assesses the state of scientific knowledge and the Nation s readiness to respond to global change. d) Communicates research findings to inform, educate, and engage the global community.

  18. Master's Degree Programs for the Preparation of Secondary Earth Science Teachers.

    ERIC Educational Resources Information Center

    Passero, Richard Nicholas

    Investigated were master's degree programs for the preparation of secondary school earth science teachers. Programs studied were classified as: (1) noninstitute college programs, and (2) National Science Foundation (NSF) institute programs. A total of 289 students enrolled in noninstitute programs contributed data by personal visits and…

  19. Performance Assessment Links in Science.

    ERIC Educational Resources Information Center

    Quellmalz, Edys; Schank, Patricia; Hinojosa, Thomas; Padilla, Christine

    1999-01-01

    Describes work in progress at SRI International in the Performance Assessment Links in Science (PALS) project, which is developing an online, standards-based, interactive resource bank of science performance assessments. Coupled with the development of the resource bank is a program of research on effective use of these resources. (SLD)

  20. Environmental Management Science Program Workshop. Proceedings

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

    None

    1998-07-01

    The Department of Energy Office of Environmental Management (EM), in partnership with the Office of Energy Research (ER), designed, developed, and implemented the Environmental Management Science Program as a basic research effort to fund the scientific and engineering understanding required to solve the most challenging technical problems facing the government's largest, most complex environmental cleanup program. The intent of the Environmental Management Science Program is to: (1) Provide scientific knowledge that will revolutionize technologies and cleanup approaches to significantly reduce future costs, schedules, and risks. (2) Bridge the gap between broad fundamental research that has wide-ranging applications such as thatmore » performed in the Department's Office of Energy Research and needs-driven applied technology development that is conducted in Environmental Management's Office of Science and Technology. (3) Focus the nation's science infrastructure on critical Department of Energy environmental problems. In an effort to share information regarding basic research efforts being funded by the Environmental Management Science Program and the Environmental Management/Energy Research Pilot Collaborative Research Program (Wolf-Broido Program), this CD includes summaries for each project. These project summaries, available in portable document format (PDF), were prepared in the spring of 1998 by the principal investigators and provide information about their most recent project activities and accomplishments.« less

  1. Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 1: Final Report

    ERIC Educational Resources Information Center

    Martinez, Alina; Epstein, Carter; Parsad, Amanda

    2015-01-01

    The National Science Foundation contracted with Abt Associates to conduct an evaluation of its Partnerships for International Research and Education (PIRE) program, which supports intellectually substantive collaborations between U.S. and foreign researchers in which the international partnership is essential to the research effort. The evaluation…

  2. FWP executive summaries: basic energy sciences materials sciences and engineering program (SNL/NM).

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

    Samara, George A.; Simmons, Jerry A.

    2006-07-01

    This report presents an Executive Summary of the various elements of the Materials Sciences and Engineering Program which is funded by the Division of Materials Sciences and Engineering, Office of Basic Energy Sciences, U.S. Department of Energy at Sandia National Laboratories, New Mexico. A general programmatic overview is also presented.

  3. National Science Board: 2020 Vision for the National Science Foundation. NSB-05-142

    ERIC Educational Resources Information Center

    National Science Foundation, 2005

    2005-01-01

    History suggests that a nation that relinquishes the torch of science puts its future prosperity at risk and jeopardizes its place in the history of civilization. The National Science Board believes this fate must not be allowed to befall the country. The National Science Board 2020 Vision for the National Science Foundation (NSF) provides a…

  4. NASA's computer science research program

    NASA Technical Reports Server (NTRS)

    Larsen, R. L.

    1983-01-01

    Following a major assessment of NASA's computing technology needs, a new program of computer science research has been initiated by the Agency. The program includes work in concurrent processing, management of large scale scientific databases, software engineering, reliable computing, and artificial intelligence. The program is driven by applications requirements in computational fluid dynamics, image processing, sensor data management, real-time mission control and autonomous systems. It consists of university research, in-house NASA research, and NASA's Research Institute for Advanced Computer Science (RIACS) and Institute for Computer Applications in Science and Engineering (ICASE). The overall goal is to provide the technical foundation within NASA to exploit advancing computing technology in aerospace applications.

  5. Findings from a national needs assessment of American Indian/Alaska native child welfare programs.

    PubMed

    Leake, Robin; Potter, Cathryn; Lucero, Nancy; Gardner, Jerry; Deserly, Kathy

    2012-01-01

    The National Child Welfare Resource Center for Tribes, a member of the Children's Bureau Child Welfare Training and Technical Assistance Network, conducted a national needs assessment of tribal child welfare. This assessment explored current practices in tribal child welfare to identify unique systemic strengths and challenges. A culturally based, multi-method design yielded findings in five areas: tribal child welfare practice, foster care and adoption, the Indian Child Welfare Act, legal and judicial, and program operations.

  6. Assessment of the CATTS Students Across Borders Program: Implications for other GK-12 Programs

    NASA Astrophysics Data System (ADS)

    Reynolds, A. C.; Regens, N. L.; Gray, F.; Hartstone, L. C.; Donovan, C.

    2005-12-01

    science fair projects have directly resulted from the CATTS/SAB presence in the classroom. However, maintaining links between goals of the summer workshop and the goals in the classroom continues to be a challenge. This poster examines the design and implementation of the SAB program, including fellows' transition from workshop to classroom, and attempts to identify areas where the linkages between the two components of the program can be strengthened. In addition, the strengths and weaknesses of the SAB program are assessed using follow-up interviews with participants and past Fellows and educators. These assessments strengthen the SAB project and the CATTS program, in general. These assessment findings have wide applicability to other educational GK-12 preparation workshops. This program is sponsored by the National Science Foundations 's Track 2 GK-12 program under grant DGE0228247.

  7. Benefits of a strategic national forest inventory to science and society: the USDA Forest Service Forest Inventory and Analysis program

    Treesearch

    J. D. Shaw

    2006-01-01

    Benefits of a strategic national forest inventory to science and society: the USDA Forest Service Forest Inventory and Analysis program. Forest Inventory and Analysis, previously known as Forest Survey, is one of the oldest research and development programs in the USDA Forest Service. Statistically-based inventory efforts that started in Scandinavian countries in the...

  8. National Institute of Environmental Health Sciences: 50 Years of Advancing Science and Improving Lung Health.

    PubMed

    Antony, Veena B; Redlich, Carrie A; Pinkerton, Kent E; Balmes, John; Harkema, Jack R

    2016-11-15

    The American Thoracic Society celebrates the 50th anniversary of the National Institute of Environmental Health Sciences (NIEHS). The NIEHS has had enormous impact through its focus on research, training, and translational science on lung health. It has been an advocate for clean air both in the United States and across the world. The cutting-edge science funded by the NIEHS has led to major discoveries that have broadened our understanding of the pathogenesis and treatment for lung disease. Importantly, the NIEHS has developed and fostered mechanisms that require cross-cutting science across the spectrum of areas of inquiry, bringing together environmental and social scientists with clinicians to bring their expertise on specific areas of investigation. The intramural program of the NIEHS nurtures cutting-edge science, and the extramural program encourages investigator-initiated research while at the same time providing broader direction through important initiatives. Under the umbrella of the NIEHS and guided by Dr. Linda Birnbaum, the director of the NIEHS, important collaborative programs, such as the Superfund Program and the National Toxicology Program, work to discover mechanisms to protect from environmental toxins. The American Thoracic Society has overlapping goals with the NIEHS, and the strategic plans of both august bodies converge to synergize on population lung health. These bonds must be tightened and highlighted as we work toward our common goals.

  9. Myths in funding ocean research at the National Science Foundation

    NASA Astrophysics Data System (ADS)

    Duce, Robert A.; Benoit-Bird, Kelly J.; Ortiz, Joseph; Woodgate, Rebecca A.; Bontempi, Paula; Delaney, Margaret; Gaines, Steven D.; Harper, Scott; Jones, Brandon; White, Lisa D.

    2012-12-01

    Every 3 years the U.S. National Science Foundation (NSF), through its Advisory Committee on Geosciences, forms a Committee of Visitors (COV) to review different aspects of the Directorate for Geosciences (GEO). This year a COV was formed to review the Biological Oceanography (BO), Chemical Oceanography (CO), and Physical Oceanography (PO) programs in the Ocean Section; the Marine Geology and Geophysics (MGG) and Integrated Ocean Drilling Program (IODP) science programs in the Marine Geosciences Section; and the Ocean Education and Ocean Technology and Interdisciplinary Coordination (OTIC) programs in the Integrative Programs Section of the Ocean Sciences Division (OCE). The 2012 COV assessed the proposal review process for fiscal year (FY) 2009-2011, when 3843 proposal actions were considered, resulting in 1141 awards. To do this, COV evaluated the documents associated with 206 projects that were randomly selected from the following categories: low-rated proposals that were funded, high-rated proposals that were funded, low-rated proposals that were declined, high-rated proposals that were declined, some in the middle (53 awarded, 106 declined), and all (47) proposals submitted to the Rapid Response Research (RAPID) funding mechanism. NSF provided additional data as requested by the COV in the form of graphs and tables. The full COV report, including graphs and tables, is available at http://www.nsf.gov/geo/acgeo_cov.jsp.

  10. 75 FR 9000 - Comment Request: National Science Foundation Proposal/Award Information-Grant Proposal Guide

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-26

    ... process; Programs to strengthen scientific and engineering research potential; Science and engineering..., authority to support applied research was added to the Organic Act. In 1980, The Science and Engineering... NATIONAL SCIENCE FOUNDATION Comment Request: National Science Foundation Proposal/Award...

  11. An evaluation of pharmacology curricula in Australian science and health-related degree programs.

    PubMed

    Lloyd, Hilary; Hinton, Tina; Bullock, Shane; Babey, Anna-Marie; Davis, Elizabeth; Fernandes, Lynette; Hart, Joanne; Musgrave, Ian; Ziogas, James

    2013-11-19

    Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning

  12. Biology as an integrated component of the U.S. Geological Survey's National Water-Quality Assessment Program

    USGS Publications Warehouse

    Meador, Michael R.; Gurtz, Martin E.

    1994-01-01

    The U.S. Geological Survey?s (USGS) National Water-Quality Assessment (NAWQA) Program is designed to integrate chemical, physical, and biological data to assess the status of and trends in the Nation?s water quality at local, regional, and national levels. The Program consists of 60 study units (major river basins and large parts of aquifers) located throughout the Nation (fig. 1). Data are collected at stream, river, and ground-water sites that represent the Nation?s mix of major natural and human factors that influence water quality. Biological data are collected from streams and rivers, and include (1) fish and other aquatic organisms whose tissues are analyzed for a wide array of chemical contaminants; (2) characterizations of algal, benthic invertebrate, and fish communities; and (3) characterizations of vegetation growing in streams and along streambanks. These biological data are collected in conjunction with physical (streamflow, characterizations of instream, bank, and flood-plain habitats) and chemical data.

  13. Final Report of the Impacts of the National Math + Science Initiative's (NMSI's) College Readiness Program on High School Students' Outcomes

    ERIC Educational Resources Information Center

    Sherman, Dan; Li, Yibing; Darwin, Marlene; Taylor, Suzanne; Song, Mengli

    2017-01-01

    The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…

  14. Mexico's Program for Science and Technology, 1978 to 1982.

    ERIC Educational Resources Information Center

    Flores, Edmundo

    1979-01-01

    Describes briefly the National Council for Science and Technology (CONACYT) of Mexico, and outlines Mexico's Program for Science and Technology which includes 2,489 projects in basic and applied sciences at a cost of $260 million from 1978 to 1982. (HM)

  15. 76 FR 4947 - Comment Request: National Science Foundation Proposal & Award Policies and Procedures Guide

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-01-27

    ... process; Programs to strengthen scientific and engineering research potential; Science and engineering..., authority to support applied research was added to the Organic Act. In 1980, The Science and Engineering... NATIONAL SCIENCE FOUNDATION Comment Request: National Science Foundation Proposal & Award Policies...

  16. Recommendations for Cycle II of National Water-Quality Assessment (NAWQA) Program

    USGS Publications Warehouse

    ,; Mallard, Gail E.; Armbruster, Jeffrey T.; Broshears, Robert E.; Evenson, Eric J.; Luoma, Samuel N.; Phillips, Patrick J.; Prince, Keith R.

    1999-01-01

    The Planning Team for the U.S. Geological Survey (USGS) National Water-Quality Assessment (NAWQA) Program defines a successful NAWQA Program as one that makes a balanced contribution to study-unit issues, national issues, and to the pursuit of scientific knowledge. Using this criterion, NAWQA has been a success. The program has provided important new knowledge and understanding of scientific processes, and insights into the occurrence and distribution of contaminants that have been key to local and national policy decisions. Most of the basic design characteristics of NAWQA's first decade (1991-2000), hereafter called cycle I) remain appropriate as the program enters its second decade (cycle II) in 2001. In cycle II, the program has the opportunity to build on its successful base and to evolve to take advantage of the knowledge generated in cycle I. In addition to this expected evolution, NAWQA must also make some changes to compensate for the fact that program funding has not kept pace with inflation. An important theme for the second cycle of NAWQA will be the integration of knowledge across scales and across disciplines. The question that drove the NAWQA design in the first cycle was "How is water quality related to land use?" Cycle II will build upon what was learned in cycle I and use land-use and water-quality gradients to identify and understand potential sources of various constituents and the processes affecting transport and fate of those constituents and their effects on receptors. The understanding we gain from applying this approach will be relevant to the interests of policymakers, regulatory agencies, and resource managers.

  17. EarthLabs: A National Model for Earth Science Lab Courses

    NASA Astrophysics Data System (ADS)

    McDaris, J. R.; Dahlman, L.; Barstow, D.

    2008-12-01

    As a response to the need for more rigorous, inquiry-based high school Earth science courses, a coalition of scientists, educators, and five states have created EarthLabs, a set of pilot modules that can serve as a national model for lab-based science courses. The content of EarthLabs chapters focuses on Earth system science and environmental literacy and conforms to the National Science Education Standards as well as the states' curriculum frameworks. The effort is funded by NOAA's Environmental Literacy program. The pilot modules present activities on Corals, Drought, Fisheries, and Hurricanes. The Fisheries and Hurricanes units were reviewed and field-tested by educators in Texas and Arizona. The feedback from this evaluation led to revisions of these units and guided development of the Corals and Drought chapters. Each module consists of activities that use online data sets, satellite imagery, web-based readings, and hands-on laboratory experiments. The project comprises two separate websites, one for the instructor and one for students. The instructor's site contains the pedagogical underpinnings for each lab including teaching materials, assessment strategies, and the alignment of activities with state and national science standards. The student site provides access to all materials that students need to complete the activities or, in the case of the hands-on labs, where they access additional information to help extend their learning. There are also formative and summative questions embedded in the student webpages to help scaffold learning through the activities.

  18. 2015 Stewardship Science Academic Programs Annual

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

    Stone, Terri; Mischo, Millicent

    The Stockpile Stewardship Academic Programs (SSAP) are essential to maintaining a pipeline of professionals to support the technical capabilities that reside at the National Nuclear Security Administration (NNSA) national laboratories, sites, and plants. Since 1992, the United States has observed the moratorium on nuclear testing while significantly decreasing the nuclear arsenal. To accomplish this without nuclear testing, NNSA and its laboratories developed a science-based Stockpile Stewardship Program to maintain and enhance the experimental and computational tools required to ensure the continued safety, security, and reliability of the stockpile. NNSA launched its academic program portfolio more than a decade ago tomore » engage students skilled in specific technical areas of relevance to stockpile stewardship. The success of this program is reflected by the large number of SSAP students choosing to begin their careers at NNSA national laboratories.« less

  19. Research training among pediatric residency programs: a national assessment.

    PubMed

    Abramson, Erika L; Naifeh, Monique M; Stevenson, Michelle D; Todd, Christopher; Henry, Emilie D; Chiu, Ya-Lin; Gerber, Linda M; Li, Su-Ting T

    2014-12-01

    The Accreditation Council for Graduate Medical Education (ACGME) states that "residents should participate in scholarly activity." However, there is little guidance for effectively integrating scholarly activity into residency. This study was conducted to understand how pediatric residency programs meet ACGME requirements and to identify characteristics of successful programs. The authors conducted an online cross-sectional survey of all pediatric residency program directors in October 2012, assessing program characteristics, resident participation in scholarly activity, program infrastructure, barriers, and outcomes. Multivariate logistic regression was used to identify characteristics of programs in the top quartile for resident scholarly activity participation. The response rate was 52.8% (105/199 programs). Seventy-seven (78.6%) programs required scholarly activity, although definitions were variable. When including only original research, systematic reviews or meta-analyses, and case reports or series with references, resident participation averaged 56% (range 0%-100%). Characteristics associated with high-participation programs included a scholarly activity requirement (odds ratio [OR] = 5.5, 95% confidence interval [CI] = 1.03-30.0); program director belief that all residents should present work regionally or nationally (OR = 4.7, 95% CI = 1.5-15.1); and mentorship by >25% of faculty (OR = 3.6, CI = 1.2-11.4). Only 47.1% (41) of program directors were satisfied with resident participation, and only 30.7% (27) were satisfied with the quality of research training provided. The findings suggest that resident scholarly activity experience is highly variable and suboptimal. Identifying characteristics of successful programs can improve the resident research training experience.

  20. Climate Dynamics and Experimental Prediction (CDEP) and Regional Integrated Science Assessments (RISA) Programs at NOAA Office of Global Programs

    NASA Astrophysics Data System (ADS)

    Bamzai, A.

    2003-04-01

    This talk will highlight science and application activities of the CDEP and RISA programs at NOAA OGP. CDEP, through a set of Applied Research Centers (ARCs), supports NOAA's program of quantitative assessments and predictions of global climate variability and its regional implications on time scales of seasons to centuries. The RISA program consolidates results from ongoing disciplinary process research under an integrative framework. Examples of joint CDEP-RISA activities will be presented. Future directions and programmatic challenges will also be discussed.

  1. Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

    PubMed Central

    Wright, Nicholas J.D.; Alston, Gregory L.

    2015-01-01

    Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

  2. 77 FR 19678 - National Institute of General Medical Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-02

    ... General Medical Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Sciences Special Emphasis Panel; NIH Loan Repayment Program for Clinical and Pediatric Research. Date... Scientific Review, National Institute of General Medical Sciences, National Institutes of Health, 45 Center...

  3. Space Life Sciences Research and Education Program

    NASA Technical Reports Server (NTRS)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  4. Defining a Mechanism of Educational Interface Between NASA Life Sciences the Nation's Students

    NASA Technical Reports Server (NTRS)

    Chamberland, D.; Dreschel, T.; Coulter, G.

    1995-01-01

    Harnessing our greatest national resource, as represented by the nation's students, will require a thoughtful, well developed and administered program that includes precise, executable strategies and valid evaluation tools. Responding to a national education outreach priority, the National Aeronautics and Space Administration's Life and Biomedical Sciences and Applications Division has initiated a process or organizing and implementing various strategies through a steering committee that includes representatives from Headquarters and three field centers with major Life Sciences programs. The mandate of the Life Sciences Education Outreach Steering Committee is to develop ways of communicating space life science issues to America's students through the nation's teachers by curriculum enhancement and direct participation in the education process with an emphasis in the primary and secondary schools. Metrics are also developed for each individually defined process so that the mechanis can be continuously refined and improved.

  5. 76 FR 8381 - National Science Board; Sunshine Act Meetings; Impromptu Notice of Time & Location Change

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-02-14

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Impromptu Notice of Time & Location Change The National Science Board's Committee on Program and Plans, pursuant to NSF regulations (45 CFR Part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5 U.S.C. 552...

  6. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 15 2014-01-01 2014-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  7. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 15 2013-01-01 2013-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  8. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 15 2011-01-01 2011-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  9. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 15 2012-01-01 2012-01-01 false Food and agricultural sciences areas targeted for... AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description § 3402.4 Food and agricultural sciences areas targeted for National Needs Graduate and...

  10. Bradbury science museum: your window to Los Alamos National Laboratory

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

    Deck, Linda Theresa

    The Bradbury Science Museum is the public's window to Los Alamos National Laboratory and supports the Community Program Office's mission to develop community support to accomplish LANL's national security and science mission. It does this by stimulating interest in and increasing basic knowledge of science and technology in northern New Mexico audiences, and increasing public understanding and appreciation of how LANL science and technology solve our global problems. In performing these prime functions, the Museum also preserves the history of scientific accomplishment at the Lab by collecting and preserving artifacts of scientific and historical importance.

  11. NASA Applied Sciences' DEVELOP National Program: Success Stories and Feedback from Former Participants

    NASA Astrophysics Data System (ADS)

    Ross, K. W.; Orne, T. N.; Brumbaugh, E. J.; Childs-Gleason, L. M.; Favors, J. E.; Rogers, L.; Ruiz, M. L.; Allsbrook, K. N.; Bender, M. R.

    2014-12-01

    The NASA DEVELOP National Program builds capacity to use Earth observations in decision making in both participating individuals and in partnering institutions. In accomplishing this dual capacity building model, NASA DEVELOP invests ownership of project objectives fully in participants working with them to propose, implement and lead ambitious projects with aggressive schedules and a strong emphasis on partner engagement. DEVELOP offers over 350 participant opportunities a year to accomplish between 70 and 80 projects with around 160 partners. In the over 15 years since its inception, DEVELOP has worked with over 2000 participants, immersing them an environment rich in STEM tools, skills and networking. This presentation summarizes a recent survey capturing trends in outcomes and impressions among DEVELOP alumni and follows up with success stories for select individuals who have gone on to careers in Earth science, geoinformation technologies, science and engineering fields more generally and even outside of STEM. The presentation concludes with common themes that can be drawn from both survey measures and participant narratives.

  12. A Study of the FEPAC Accredited Graduate Forensic Science Programs' Curricula

    ERIC Educational Resources Information Center

    Rushton, Catherine Genice

    2016-01-01

    The National Institute of Justice (1999) and the National Academy of Sciences (2009) recommended that forensic science training shift from on-the-job training to formal education; however, the reports cited inconsistencies in the curricula of the forensic science degree programs as an impediment to this. The Forensic Science Education Programs…

  13. Food, Environment, Engineering and Life Sciences Program (Invited)

    NASA Astrophysics Data System (ADS)

    Mohtar, R. H.; Whittaker, A.; Amar, N.; Burgess, W.

    2009-12-01

    Food, Environment, Engineering and Life Sciences Program Nadia Amar, Wiella Burgess, Rabi H. Mohtar, and Dale Whitaker Purdue University Correspondence: mohtar@purdue.edu FEELS, the Food, Environment, Engineering and Life Sciences Program is a grant of the National Science Foundation for the College of Agriculture at Purdue University. FEELS’ mission is to recruit, retain, and prepare high-achieving students with financial difficulties to pursue STEM (Science, Technology, Engineering, and Mathematics) careers. FEELS achieves its goals offering a scholarship of up to 10,000 per student each year, academic, research and industrial mentors, seminars, study tables, social and cultural activities, study abroad and community service projects. In year one, nine low-income, first generation and/or ethnic minority students joined the FEELS program. All 9 FEELS fellows were retained in Purdue’s College of Agriculture (100%) with 7 of 9 (77.7%) continuing to pursue STEM majors. FEELS fellows achieved an average GPA in their first year of 3.05, compared to the average GPA of 2.54 for low-income non- FEELS students in the College of Agriculture. A new cohort of 10 students joined the program in August 2009. FEELS fellows received total scholarships of nearly 50,000 for the 2008-2009 academic year. These scholarships were combined with a holistic program that included the following key elements: FEELS Freshman Seminars I and II, 2 study tables per week, integration activities and frequent meetings with FEELS academic mentors and directors. Formative assessments of all FEELS activities were used to enhance the first year curriculum for the second cohort. Cohort 1 will continue into their second year where the focus will be on undergraduate research. More on FEELS programs and activities: www.purdue.edu/feels.

  14. Primary Students' Attitudes Towards Science. Paper Presented at the Annual Meeting of the National Science Teachers Association (Cincinnati, Ohio, March 27, 1977).

    ERIC Educational Resources Information Center

    Hofman, Helenmarie Herbert

    Comparison of the attitudinal responses of eight-year-old children who studied science in a National Science Foundation sponsored program, "Science Curriculum Improvement Study," with responses of eight-year-old children who studied science using a textbook series, "Concepts in Science," showed no differences. However, both programs did appear to…

  15. Brazilian science communication research: national and international contributions.

    PubMed

    Barata, Germana; Caldas, Graça; Gascoigne, Toss

    2017-08-31

    Science communication has emerged as a new field over the last 50 years, and its progress has been marked by a rise in jobs, training courses, research, associations, conferences and publications. This paper describes science communication internationally and the trends and challenges it faces, before looking at the national level. We have documented science communication activities in Brazil, the training courses, research, financial support and associations/societies. By analyzing the publication of papers, dissertations and theses we have tracked the growth of this field, and compared the level of activity in Brazil with other countries. Brazil has boosted its national research publications since 2002, with a bigger contribution from postgraduate programs in education and communication, but compared to its national research activity Brazil has only a small international presence in science communication. The language barrier, the tradition of publishing in national journals and the solid roots in education are some of the reasons for that. Brazil could improve its international participation, first by considering collaborations within Latin America. International publication is dominated by the USA and the UK. There is a need to take science communication to the next level by developing more sophisticated tools for conceptualizing and analyzing science communication, and Brazil can be part of that.

  16. National Climate Assessment

    NASA Image and Video Library

    2014-05-06

    NASA Earth Science Division Director Michael Freilich shows meteorologists a model of the Global Precipitation Measurement (GPM) Core Observatory during a media event for the release of the Third U.S. National Climate Assessment, South Lawn of the White House in Washington, Tuesday, May 6, 2014. NASA Earth-observing satellite observations and analysis by the NASA-supported research community underlie many of the findings in the new climate change assessment. Photo Credit: (NASA/Bill Ingalls)

  17. Hurricanes and anchors: preliminary results from the National Park Service regional reef assessment program

    USGS Publications Warehouse

    Rogers, Caroline S.

    1994-01-01

    The U .S . National Park Service NPS began a Regional Assessment Program for coral reefs in the U.S. Virgin Islands and Florida in 1988. Scientists from NPS and six other institutions have now established longterm monitoring sites at Virgin Islands National Park St. John, USVI, Buck Island Reef National Monument St. Croix, USVI, Biscayne National Park Florida and Fort Jefferson National Monument Florida. Hurricane Hugo passed through the USVI in 1989, causing severe destruction in some reef areas while leaving others untouched. Patchy damage to reefs in Florida was also noted after Hurricane Andrew; damage from this August 1992 storm is still being assessed. Fort Jefferson National Monument escaped the onslaught of Andrew. No significant recovery in live coral cover has been evident at the Buck Island or Virgin Islands National Park VINP study sites 3.5 years after Hurricane Hugo. Similarly, no recovery was evident at another site in St. John which was destroyed by a large anchor 4.5 years ago.

  18. Psychological Assessment Training in Clinical Psychology Doctoral Programs.

    PubMed

    Mihura, Joni L; Roy, Manali; Graceffo, Robert A

    2017-01-01

    We surveyed American Psychological Association-accredited clinical psychology doctoral programs' (n = 83) training in psychological assessment-specifically, their coverage of various assessment topics and tests in courses and practica, and whether the training was optional or required. We report results overall and separately per training model (clinical science, scientist-practitioner, and practitioner-focused). Overall, our results suggest that psychological assessment training is as active, or even more active, than in previous years. Areas of increased emphasis include clinical interviewing and psychometrics; multimethod, outcomes, health, and collaborative or therapeutic assessment; and different types of cognitive and self-report personality tests. All or almost all practice-focused programs offered training with the Thematic Apperception Test and Rorschach compared to about half of the scientist-practitioner programs and a third of the clinical science programs. Although almost all programs reported teaching multimethod assessment, what constitutes different methods of assessing psychopathology should be clarified in future studies because many programs appear to rely on one method-self-report (especially clinical science programs). Although doctoral programs covered many assessment topics and tests in didactic courses, there appears to be a shortage of program-run opportunities for students to obtain applied assessment training. Finally, we encourage doctoral programs to be familiar with (a) internships' assessment expectations and opportunities, (b) the professional guidelines for assessment training, and (c) the American Psychological Association's requirements for preinternship assessment competencies.

  19. The Assessment of Performance in Science Project.

    ERIC Educational Resources Information Center

    Driver, Rosalind; Worsley, Christopher

    1979-01-01

    Described are national methods of assessing and monitoring the achievement in science of students of 11, 13, and 16 years old in England and Wales. The tasks of the Assessment of Performance Unit (APU), a unit within the Department of Education and Science, are also described. (HM)

  20. NASA's Earth science flight program status

    NASA Astrophysics Data System (ADS)

    Neeck, Steven P.; Volz, Stephen M.

    2010-10-01

    NASA's strategic goal to "advance scientific understanding of the changing Earth system to meet societal needs" continues the agency's legacy of expanding human knowledge of the Earth through space activities, as mandated by the National Aeronautics and Space Act of 1958. Over the past 50 years, NASA has been the world leader in developing space-based Earth observing systems and capabilities that have fundamentally changed our view of our planet and have defined Earth system science. The U.S. National Research Council report "Earth Observations from Space: The First 50 Years of Scientific Achievements" published in 2008 by the National Academy of Sciences articulates those key achievements and the evolution of the space observing capabilities, looking forward to growing potential to address Earth science questions and enable an abundance of practical applications. NASA's Earth science program is an end-to-end one that encompasses the development of observational techniques and the instrument technology needed to implement them. This includes laboratory testing and demonstration from surface, airborne, or space-based platforms; research to increase basic process knowledge; incorporation of results into complex computational models to more fully characterize the present state and future evolution of the Earth system; and development of partnerships with national and international organizations that can use the generated information in environmental forecasting and in policy, business, and management decisions. Currently, NASA's Earth Science Division (ESD) has 14 operating Earth science space missions with 6 in development and 18 under study or in technology risk reduction. Two Tier 2 Decadal Survey climate-focused missions, Active Sensing of CO2 Emissions over Nights, Days and Seasons (ASCENDS) and Surface Water and Ocean Topography (SWOT), have been identified in conjunction with the U.S. Global Change Research Program and initiated for launch in the 2019

  1. Biological assessment for the effluent reduction program, Los Alamos National Laboratory, Los Alamos, New Mexico

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

    Cross, S.P.

    1996-08-01

    This report describes the biological assessment for the effluent recution program proposed to occur within the boundaries of Los Alamos National Laboratory. Potential effects on wetland plants and on threatened and endangered species are discussed, along with a detailed description of the individual outfalls resulting from the effluent reduction program.

  2. 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.

  3. Student Assistance General Provisions; Federal Pell Grant Program; Academic Competitiveness Grant Program; and National Science and Mathematics Access to Retain Talent Grant Program. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Parts 668, 690, and 691

    ERIC Educational Resources Information Center

    National Archives and Records Administration, 2006

    2006-01-01

    The Secretary is adopting as final, with changes, interim final regulations in: 34 CFR part 691 for the Academic Competitiveness Grant (ACG) and National Science and Mathematics Access to Retain Talent Grant (National SMART Grant) programs; 34 CFR part 668 (Student Assistance General Provisions); and 34 CFR part 690 (Federal Pell Grant Program).…

  4. Applying Technology to Enhance STEM Achievement for Students with Disabilities: The Blending Assessment with Instruction Program

    ERIC Educational Resources Information Center

    Meyen, Edward L.; Greer, Diana L.

    2010-01-01

    This article discusses the theoretical framework, instructional design, formative assessment results, capacity for national distribution, and generalization of the Blending Assessment with Instruction Program (BAIP) model to other content areas such as science. The BAIP, developed and validated at the University of Kansas, employs technology to…

  5. The Role of the National Laboratory in Improving Secondary Science Education

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

    White,K.; Morris, M.; Stegman, M.

    While the role of science, technology, engineering, and mathematics (STEM) teachers in our education system is obvious, their role in our economic and national security system is less so. Our nation relies upon innovation and creativity applied in a way that generates new technologies for industry, health care, and the protection of our national assets and citizens. Often, it is our science teachers who generate the excitement that leads students to pursue science careers. While academia provides these teachers with the tools to educate, the rigors of a science and technology curriculum, coupled with the requisite teaching courses, often limitmore » teacher exposure to an authentic research environment. As the single largest funding agency for the physical sciences, the US Department of Energy's (DOE) Office of Science plays an important role in filling this void. For STEM teachers, the DOE Academies Creating Teacher Scientists program (ACTS) bridges the worlds of research and education. The ACTS program at Brookhaven National Laboratory (BNL), one of several across the country, exemplifies the value of this program for participating teachers. Outcomes of the work at BNL as evidenced by the balance of this report, include the following: (1) Teachers have developed long-term relationships with the Laboratory through participation in ongoing research, and this experience has both built enthusiasm for and enriched the content knowledge of the participants. (2) Teachers have modified the way they teach and are more likely to engage students in authentic research and include more inquiry-based activities. (3) Teachers have reported their students are more interested in becoming involved in science through classes, extra-curricular clubs, and community involvement. (4) Teachers have established leadership roles within their peer groups, both in their own districts and in the broader teaching community. National laboratories are making an important contribution to the

  6. 78 FR 68480 - National Science Board

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-14

    ... NATIONAL SCIENCE FOUNDATION National Science Board The National Science Board's ad hoc Committee on Honorary Awards, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation... gives notice in regard to the scheduling of a meeting for the transaction of National Science Board...

  7. Classroom Assessment in Mathematics: Views from a National Science Foundation Working Conference (Greensboro, North Carolina, May 16-18, 1997).

    ERIC Educational Resources Information Center

    Bright, George W., Ed.; Joyner, Jeane M., Ed.

    This document presents papers from a National Science Foundation (NSF) working conference to identify research issues and implementation strategies that support quality classroom assessment. Papers include: (1) "Understanding and Improving Classroom Assessment: Summary of Issues Raised" (George W. Bright and Jeane M. Joyner); (2) "Recommendations…

  8. Evaluating the Effectiveness of the 2002-2003 NASA SCIence Files(TM) Program

    NASA Technical Reports Server (NTRS)

    Pinelli, Thomas E.; Lambert, Matthew A.; Williams, Amy C.

    2004-01-01

    NASA SCIence Files (tm) is a research-, inquiry-, and standards-based, integrated mathematics, science, and technology series of 60-minute instructional distance learning (television and web-based) programs for students in grades 3-5. Respondents who evaluated the programs in the 2002-2003 NASA SCIence Files (tm) series reported that (1) they used the programs in the series; (2) the goals and objectives for the series were met; (3) the programs were aligned with the national mathematics, science, and technology standards; (4) the program content was developmentally appropriate for grade level; and (5) the programs in the series enhanced and enriched the teaching of mathematics, science, and technology.

  9. A PHOENIX RISING: ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM AND THE COASTAL 2000 NATIONAL SURVEY

    EPA Science Inventory

    The purpose of the Environmental Monitoring and Assessment Program-Coastal Resources is to estimate the current status, extent, changes, and trends in ecological indicators of the condition of the nation's coastal resources (intertidal, subtidal, and offshore) on a regional and n...

  10. 77 FR 1956 - National Science Board; Notice of Opportunity for Public Comment on the National Science Board...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-12

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Notice of Opportunity for Public Comment on the National Science Board Data Policies Report AGENCY: National Science Board (NSB), NSF. ACTION: Request for public comments. SUMMARY: The National Science Board seeks comments from the public on the...

  11. FWP executive summaries, Basic Energy Sciences Materials Sciences Programs (SNL/NM)

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

    Samara, G.A.

    1997-05-01

    The BES Materials Sciences Program has the central theme of Scientifically Tailored Materials. The major objective of this program is to combine Sandia`s expertise and capabilities in the areas of solid state sciences, advanced atomic-level diagnostics and materials synthesis and processing science to produce new classes of tailored materials as well as to enhance the properties of existing materials for US energy applications and for critical defense needs. Current core research in this program includes the physics and chemistry of ceramics synthesis and processing, the use of energetic particles for the synthesis and study of materials, tailored surfaces and interfacesmore » for materials applications, chemical vapor deposition sciences, artificially-structured semiconductor materials science, advanced growth techniques for improved semiconductor structures, transport in unconventional solids, atomic-level science of interfacial adhesion, high-temperature superconductors, and the synthesis and processing of nano-size clusters for energy applications. In addition, the program includes the following three smaller efforts initiated in the past two years: (1) Wetting and Flow of Liquid Metals and Amorphous Ceramics at Solid Interfaces, (2) Field-Structured Anisotropic Composites, and (3) Composition-Modulated Semiconductor Structures for Photovoltaic and Optical Technologies. The latter is a joint effort with the National Renewable Energy Laboratory. Separate summaries are given of individual research areas.« less

  12. The national science agenda as a ritual of modern nation-statehood: The consequences of national "Science for National Development" projects

    NASA Astrophysics Data System (ADS)

    Drori, Gili S.

    This study is a comparative investigation of the ways by which the globalization of modern science affects the characteristics of different nation-states. Whereas much research and policy discussion focuses on science as an instrumental, or technical, system with immediate consequences for national conditions, such as economic development, science should also be regarded as a general cultural framework, which is highly institutionalized at the global level. As such, the institutionalization of science at both the global and national levels affects a wide variety of national properties. Following this line of reasoning, this dissertation study employs cross-national and longitudinal data and multiple-indicator methods to show national-level consequences of scientific expansion on the processes of rationalization and modernization of social and political life. It appears that the cross-national expansion of science practice results in, or is associated with, a variety of measures of (a) the standardization of civil and governmental procedures and (b) the expansion of the political rights and political engagement. I conclude from these empirical findings that scientization encourages (a) greater general societal rationalization and (b) expanded notions of social actorhood and agency. This evidence demonstrates how the globalization of science alters local conditions, both civil and political, by supporting the institutionalization of bureaucratic practices and participatory politics. Thus, the expansion of science--clearly affected by global processes--carries a general secularized faith in a rationalized world and in human agency. In this sense, the practice of science is a national ritual, whose social role is as a legitimacy-providing institution, rather then a technically functional institution. On a broader level, the study emphasizes the relations between globalization processes and the sovereignty of the nation-state. I conclude that science carries modernist

  13. Evaluation of the National Science Foundation's Integrative Graduate Education and Research Traineeship Program (IGERT): Follow-Up Study of IGERT Graduates. Final Report

    ERIC Educational Resources Information Center

    Carney, Jennifer; Martinez, Alina; Dreier, John; Neishi, Kristen; Parsad, Amanda

    2011-01-01

    The National Science Foundation's Integrative Graduate Education and Research Traineeship (IGERT) program supports students in science, technology, engineering, and mathematics (STEM) fields who participate in university-developed interdisciplinary graduate training experiences. Faculty members at each IGERT site develop a series of education…

  14. The aurora, Mars, and more! Increasing science content in elementary grades through art and literacy programs in earth and space science

    NASA Astrophysics Data System (ADS)

    Renfrow, S.; Wood, E. L.

    2011-12-01

    Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. One unintended result is that teachers in grades where science is tested must play catch-up with students for them to be successful on the assessment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy, social studies, and math into an integrated science program, thereby increasing the number of science contact hours. The Dancing Lights program, developed at the Laboratory for Atmospheric and Space Physics, is a science, art, and literacy program about the aurora designed to easily fit into a typical 3rd-5th grade instructional day. It mirrors other successful literacy programs and will provide a basis for the literacy program being developed for the upcoming MAVEN mission to Mars. We will present early findings, as well as "lessons learned" during our development and implementation of the Dancing Lights program and will highlight our goals for the MAVEN mission literacy program.

  15. Programs of the Office of the Science Advisor (OSA)

    EPA Pesticide Factsheets

    Office of the Science Advisor provides leadership in cross-Agency science and science policy. Program areas: Risk Assessment, Science and Technology Policy, Human Subjects Research, Environmental Measurement and Modeling, Scientific Integrity.

  16. Revised Methods for Characterizing Stream Habitat in the National Water-Quality Assessment Program

    USGS Publications Warehouse

    Fitzpatrick, Faith A.; Waite, Ian R.; D'Arconte, Patricia J.; Meador, Michael R.; Maupin, Molly A.; Gurtz, Martin E.

    1998-01-01

    Stream habitat is characterized in the U.S. Geological Survey's National Water-Quality Assessment (NAWQA) Program as part of an integrated physical, chemical, and biological assessment of the Nation's water quality. The goal of stream habitat characterization is to relate habitat to other physical, chemical, and biological factors that describe water-quality conditions. To accomplish this goal, environmental settings are described at sites selected for water-quality assessment. In addition, spatial and temporal patterns in habitat are examined at local, regional, and national scales. This habitat protocol contains updated methods for evaluating habitat in NAWQA Study Units. Revisions are based on lessons learned after 6 years of applying the original NAWQA habitat protocol to NAWQA Study Unit ecological surveys. Similar to the original protocol, these revised methods for evaluating stream habitat are based on a spatially hierarchical framework that incorporates habitat data at basin, segment, reach, and microhabitat scales. This framework provides a basis for national consistency in collection techniques while allowing flexibility in habitat assessment within individual Study Units. Procedures are described for collecting habitat data at basin and segment scales; these procedures include use of geographic information system data bases, topographic maps, and aerial photographs. Data collected at the reach scale include channel, bank, and riparian characteristics.

  17. Pre-College Science Curriculum Activities of the National Science Foundation. Report of Science Curriculum Review Team, Volume II-Appendix.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    Presented is a detailed study of National Science Foundation (NSF) programs in pre-college science education. The development of policies and operational procedures are traced over the past quarter century and their impact on management practice analyzed. The report is presented in two parts: Volume 1, the findings and recommendations, and Volume…

  18. Youth Engagement through Science (YES!) - Engaging Underrepresented Minorities in Science through High School Internships at the National Museum of Natural History

    NASA Astrophysics Data System (ADS)

    Robertson, G.; Cruz, E.; Selvans, M. M.

    2014-12-01

    The Smithsonian's Youth Engagement through Science (YES!) program at the National Museum of Natural History gives young people from the Washington, D.C. area the opportunity to engage in science out of school through 16-week internships. We will present the program's successful strategies and lessons learned around recruiting and engaging young people from underserved communities, and maintaining relationships that help to support their pursuit of STEM and other career paths. The YES! program connects Smithsonian collections, experts, and training with local DC youth from communities traditionally underrepresented in science careers. YES! is now in its fifth year and has directly served 122 students; demographics of alumni are 67% female, and 51% Latino, 31% African-American, 7% Asian, 5% Caucasian and 6% other. The program immerses students in science research by giving them the opportunity to work side-by-side with scientists and staff from the Smithsonian's National Museum of Natural History, Air and Space Museum, Smithsonian Gardens, and National Zoo. In addition to working on a research project, students have college preparatory courses, are trained in science communication, and apply their skills by interacting with the public on the exhibit floor.

  19. Science and Science Education Go Hand-in-Hand: The Impact of the NASA Science Mission Directorate Education and Public Outreach Program

    NASA Astrophysics Data System (ADS)

    Smith, D. A.; Peticolas, L.; Schwerin, T.; Shipp, S.; Manning, J. G.

    2014-07-01

    For nearly two decades, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The NASA SMD EPO program evaluates EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advances STEM education and literacy, and enables students and educators to participate in the practice of science as embodied in the 2013 Next Generation Science Standards. Leads of the four NASA SMD Science EPO Forums provided big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting examples of program effectiveness and impact. Attendees gained an increased awareness of the depth and breadth of NASA SMD's EPO programs and achievements, the magnitude of its impacts through representative examples, and the ways current and future EPO programs can build upon the work being done.

  20. National Water-Quality Assessment (NAWQA) Program, Long Island-New Jersey (LINJ) Coastal Drainages Study Unit

    USGS Publications Warehouse

    Stackelberg, Paul E.; Ayers, Mark A.

    1994-01-01

    In 1991, the U.S. Geological Survey (USGS) began its National Water-Quality Assessment (NAWQA ) program to (1) document the quality of a large, representative part of the Nation's water resources; (2) define water-quality trends; and (3) identify major factors that affect water quality. In addressing these goals, the program will produce information that will be useful to water policy makers and managers at National, State, and local levels.Studies of 60 hydrologic systems that include parts of most major river and aquifer systems form the building blocks of the NAWQA program. Study units range in size from about 1,000 mi ² (square miles) to more than 60,000 mi² and represent 60 to 70 percent of the Nation's water use and population served by public water supply. The first 20 studies were begun in 1991; 20 more were begun in 1994, and the remaining 20 are to begin in 1997.

  1. Assessing the quality of the nation's water resources

    USGS Publications Warehouse

    Hamilton, Pixie A.

    2002-01-01

    This issue of IMPACT highlights findings from the first decade of studies (1991 to 2001) by the National Water-Quality Assessment (NAWQA) Program of the U.S. Geological Survey (USGS). The articles also discuss the Program’s approaches and models designed to help understand and estimate the fate and transport of contaminants in different geographic areas and environmental settings and over different time frames. NAWQA was established by Congress in 1991 with a goal of developing long-term, consistent, and comparable science-based information on nationwide water-quality conditions. This information is used to support sound management and policy decisions by decision makers at all levels – local, state, and national – who, every day, face complex regulations and management issues related to water resources.

  2. Evaluation of the National Science Foundation's Partnerships for International Research and Education (PIRE) Program, Volume 2: Supplementary Materials. Final Report

    ERIC Educational Resources Information Center

    Martinez, Alina; Epstein, Carter; Parsad, Amanda

    2015-01-01

    The National Science Foundation contracted with Abt Associates to conduct an evaluation of its Partnerships for International Research and Education (PIRE) program, which supports intellectually substantive collaborations between U.S. and foreign researchers in which the international partnership is essential to the research effort. The evaluation…

  3. An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

    NASA Astrophysics Data System (ADS)

    McWaters, Kathy Jean

    2001-07-01

    Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach

  4. NASA Applied Sciences' DEVELOP National Program: a unique model cultivating capacity in the geosciences

    NASA Astrophysics Data System (ADS)

    Ross, K. W.; Favors, J. E.; Childs-Gleason, L. M.; Ruiz, M. L.; Rogers, L.; Allsbrook, K. N.

    2013-12-01

    The NASA DEVELOP National Program takes a unique approach to cultivating the next generation of geoscientists through interdisciplinary research projects that address environmental and public policy issues through the application of NASA Earth observations. Competitively selected teams of students, recent graduates, and early career professionals take ownership of project proposals outlining basic application concepts and have ten weeks to research core scientific challenges, engage partners and end-users, demonstrate prototypical solutions, and finalize and document their results and outcomes. In this high pressure, results-driven environment emerging geoscience professionals build strong networks, hone effective communication skills, and learn how to call on the varied strengths of a multidisciplinary team to achieve difficult objectives. The DEVELOP approach to workforce development has a variety of advantages over classic apprenticeship-style internship systems. Foremost is the experiential learning of grappling with real-world applied science challenges as a primary actor instead of as an observer or minor player. DEVELOP participants gain experience that fosters personal strengths and service to others, promoting a balance of leadership and teamwork in order to successfully address community needs. The program also advances understanding of Earth science data and technology amongst participants and partner organizations to cultivate skills in managing schedules, risks and resources to best optimize outcomes. Individuals who come through the program gain experience and networking opportunities working within NASA and partner organizations that other internship and academic activities cannot replicate providing not only skill development but an introduction to future STEM-related career paths. With the competitive nature and growing societal role of science and technology in today's global community, DEVELOP fosters collaboration and advances environmental

  5. Methods for collecting algal samples as part of the National Water-Quality Assessment Program

    USGS Publications Warehouse

    Porter, Stephen D.; Cuffney, Thomas F.; Gurtz, Martin E.; Meador, Michael R.

    1993-01-01

    Benthic algae (periphyton) and phytoplankton communities are characterized in the U.S. Geological Survey's National Water-Quality Assessment Program as part of an integrated physical, chemical, and biological assessment of the Nation's water quality. This multidisciplinary approach provides multiple lines of evidence for evaluating water-quality status and trends, and for refining an understanding of the factors that affect water-quality conditions locally, regionally, and nationally. Water quality can be characterized by evaluating the results of qualitative and quantitative measurements of the algal community. Qualitative periphyton samples are collected to develop of list of taxa present in the sampling reach. Quantitative periphyton samples are collected to measure algal community structure within selected habitats. These samples of benthic algal communities are collected from natural substrates, using the sampling methods that are most appropriate for the habitat conditions. Phytoplankton samples may be collected in large nonwadeable streams and rivers to meet specific program objectives. Estimates of algal biomass (chlorophyll content and ash-free dry mass) also are optional measures that may be useful for interpreting water-quality conditions. A nationally consistent approach provides guidance on site, reach, and habitat selection, as well as information on methods and equipment for qualitative and quantitative sampling. Appropriate quality-assurance and quality-control guidelines are used to maximize the ability to analyze data locally, regionally, and nationally.

  6. Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations

    ERIC Educational Resources Information Center

    Miller, David I.; Eagly, Alice H.; Linn, Marcia C.

    2015-01-01

    In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66…

  7. Natural resource assessment: an approach to science based planning in national parks

    USGS Publications Warehouse

    Mahan, C.G.; Vanderhorst, J.P.; Young, J.A.

    2009-01-01

    We conducted a natural resource assessment at two national parks, New River Gorge National River and Shenandoah National Park, to help meet the goals of the Natural Resource Challenge-a program to help strengthen natural resource management at national parks. We met this challenge by synthesizing and interpreting natural resource information for planning purposes and we identified information gaps and natural significance of resources. We identified a variety of natural resources at both parks as being globally and/or nationally significant, including large expanses of unfragmented, mixed-mesophytic forests that qualify for wilderness protection, rare plant communities, diverse assemblages of neotropical migratory birds and salamanders, and outstanding aquatic recreational resources. In addition, these parks function, in part, as ecological reserves for plants in and wildlife. With these significant natural resources in mind, we also developed a suite of natural resource management recommendations in light of increasing threats from within and outside park boundaries. We hope that our approach can provide a blueprint for natural resource conservation at publically owned lands.

  8. Natural resource assessment: an approach to science based planning in national parks.

    PubMed

    Mahan, Carolyn G; Vanderhorst, James P; Young, John A

    2009-06-01

    We conducted a natural resource assessment at two national parks, New River Gorge National River and Shenandoah National Park, to help meet the goals of the Natural Resource Challenge--a program to help strengthen natural resource management at national parks. We met this challenge by synthesizing and interpreting natural resource information for planning purposes and we identified information gaps and natural significance of resources. We identified a variety of natural resources at both parks as being globally and/or nationally significant, including large expanses of unfragmented, mixed-mesophytic forests that qualify for wilderness protection, rare plant communities, diverse assemblages of neotropical migratory birds and salamanders, and outstanding aquatic recreational resources. In addition, these parks function, in part, as ecological reserves for plants in and wildlife. With these significant natural resources in mind, we also developed a suite of natural resource management recommendations in light of increasing threats from within and outside park boundaries. We hope that our approach can provide a blueprint for natural resource conservation at publically owned lands.

  9. National Climate Assessment

    NASA Image and Video Library

    2014-05-06

    NASA Earth Science Division Director Michael Freilich shows meteorologists an AERONET sun photometer, right, and a model of the Global Precipitation Measurement (GPM) Core Observatory during a media event for the release of the Third U.S. National Climate Assessment, South Lawn of the White House in Washington, Tuesday, May 6, 2014. NASA Earth-observing satellite observations and analysis by the NASA-supported research community underlie many of the findings in the new climate change assessment. Photo Credit: (NASA/Bill Ingalls)

  10. Assessing the Nation's Coastal Waters....Better

    EPA Science Inventory

    The USEPA has been assessing estuarine and coastal condition in the United States since 1999 via the National Coastal Assessment (NCA) and National Aquatic Resources Surveys (NARS) programs. Approximately 1500 randomly selected coastal sites were surveyed annually during summers ...

  11. Plasma Physics at the National Science Foundation

    NASA Astrophysics Data System (ADS)

    Lukin, Vyacheslav

    2017-10-01

    The Town Meeting on Plasma Physics at the National Science Foundation will provide an opportunity for Q&A about the variety of NSF programs and solicitations relevant to a broad cross-section of the academic plasma science community, from graduating college seniors to senior leaders in the field, and from plasma astrophysics to basic physics to plasma engineering communities. We will discuss recent NSF-hosted events, research awards, and multi-agency partnerships aimed at enabling the progress of science in plasma science and engineering. Future outlook for plasma physics and broader plasma science support at NSF, with an emphasis on how you can help NSF to help the community, will be speculated upon within the uncertainty of the federal budgeting process.

  12. 78 FR 58548 - Request for Information: The National Toxicology Program Requests Information on Use, Human...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-24

    ... validate new and better testing methods. Other activities of the program focus on strengthening the science... National Toxicology Program (NTP) at the National Institute of Environmental Health Sciences (NIEHS... FURTHER INFORMATION CONTACT: Dr. Inok Surh, Research Fellow, Toxicology Branch, Division of the NTP, NIH...

  13. National Water Quality Assessment Program; the Santee Basin and coastal drainage, North Carolina and South Carolina

    USGS Publications Warehouse

    Hughes, W. Brian

    1994-01-01

    In 1991, the U.S. Geological Survey (USGS), U.S. Department of the Interior, began a National Water-Quality Assessment Program (NAWQA). The long-term goals of NAWQA are to describe the status of and trends in the quality of a large representative part of the Nation's surface- and ground-water resources and to identify all the major factors that affect the quality of these resources. In addressing these goals, NAWQA produces water-quality information that is useful to policymakers and managers at State, Federal, and local levels.NAWQA emphasis is on regional scale water-quality problems. The program does not diminish the need for smaller scale studies and monitoring designed and conducted by State, Federal, and local agencies. NAWQA, however, provides a large-scale framework for conducting many of these activities and an understanding about regional and national water-quality conditions that cannot be acquired from these other programs and studies.Studies of 60 hydrologic systems that include parts of most major river basins and aquifer systems are the building blocks of the national assessment. The areas of the 60 study units range in size from 1,000 to more than 60,000 square miles (mi2) and represent 60 to 70 percent of the Nation's water use and population served by public water supplies. Twenty investigations were begun in 1991, 20 investigations began in 1994, and 20 are planned to begin in 1997. The assessment activities in the Santee River Basin and Coastal Drainage began in 1994.

  14. Trends of Science Ability in the National Assessment of Educational Achievement (NAEA) of Korean Ninth Graders

    ERIC Educational Resources Information Center

    Kim, Hyun-Kyung; Lee, Dong-Heon; Kim, Soojin

    2016-01-01

    The results of the National Assessment of Educational Achievement from 2010 to 2013 have shown a downward trend in ninth graders' science average achievement scores from 2011 to 2013. The percentage of students in the Advanced level decreased dramatically from 19.95% in 2010 to 11.48% in 2013, while the percentage of students in the Basic level…

  15. The National Science Foundation and the philosophy of chemistry.

    PubMed

    Seely, Bruce E

    2003-05-01

    Since its founding in 1950, the National Science Foundation has provided support for a variety of studies in history, philosophy, and social studies of science. The fact that a relatively small number of projects dealing with the philosophy of chemistry have received NSF support is due to the small number of such proposals that have been submitted. The NSF Science and Technology Studies Program (STS) welcomes proposals dealing with philosophy of chemistry.

  16. Effects of a National Indicated Preventive Intervention Program

    ERIC Educational Resources Information Center

    Husler, Gebhard; Werlen, Egon; Blakeney, Ronny

    2005-01-01

    As there have been few science-based evaluations of secondary prevention programs, the Federal Office of Public Health in Switzerland carried out a national program evaluation at 12 sites in the French- and German-speaking parts of Switzerland to study the question, "What works in secondary prevention?" These 12 centers offer different…

  17. Comparing Apples and Oranges: Using the National Science Education Standards as a Tool When Assessing Scientific Understandings.

    ERIC Educational Resources Information Center

    Talsma, Valerie L.; Krajcik, Joseph S.

    The National Science Education Standards (NRC 1996) present a vision where students are active learners who use inquiry and who create products to represent their emergent understandings. However, educators may find it challenging both to assess student achievement and to communicate students achievement effectively to educational stakeholders.…

  18. The Fourth National Climate Assessment: Progress and Next Steps

    NASA Astrophysics Data System (ADS)

    Reidmiller, D.; Lewis, K.; Reeves, K.

    2017-12-01

    The Global Change Research Act of 1990 mandates the production of a quadrennial National Climate Assessment (NCA) that integrates, evaluates, and interprets global change science. The NCA analyzes observed and projected trends in global change and evaluates related impacts across a range of sectors and regions in the United States. The fourth assessment, NCA4, is currently under development by nearly 300 Federal and non-Federal experts and is expected to be available for public comment in Fall 2017 and released in late 2018. NCA4 is a key component of the US Global Change Research Program's Sustained Assessment process, which aims to advance the science of global change and provide authoritative, relevant information for decision makers. This talk will highlight the progress of NCA4, including an overview of the current draft of the assessment and advances since the third NCA, released in 2014. It will highlight the Climate Science Special Report, an essential component of NCA4, as well as provide insight into the public engagement process-including opportunities to participate-and identify scientific inputs and tools critical to its development, such as the 2nd State of the Carbon Cycle Report and USGCRP's new scenario products website.

  19. Social Science at the Center for Adaptive Optics: Synergistic Systems of Program Evaluation, Applied Research, Educational Assessment, and Pedagogy

    NASA Astrophysics Data System (ADS)

    Goza, B. K.; Hunter, L.; Shaw, J. M.; Metevier, A. J.; Raschke, L.; Espinoza, E.; Geaney, E. R.; Reyes, G.; Rothman, D. L.

    2010-12-01

    This paper describes the interaction of four elements of social science as they have evolved in concert with the Center for Adaptive Optics Professional Development Program (CfAO PDP). We hope these examples persuade early-career scientists and engineers to include social science activities as they develop grant proposals and carry out their research. To frame our discussion we use a metaphor from astronomy. At the University of California Santa Cruz (UCSC), the CfAO PDP and the Educational Partnership Center (EPC) are two young stars in the process of forming a solar system. Together, they are surrounded by a disk of gas and dust made up of program evaluation, applied research, educational assessment, and pedagogy. An idea from the 2001 PDP intensive workshops program evaluation developed into the Assessing Scientific Inquiry and Leadership Skills (AScILS) applied research project. In iterative cycles, AScILS researchers participated in subsequent PDP intensive workshops, teaching social science while piloting AScILS measurement strategies. Subsequent "orbits" of the PDP program evaluation gathered ideas from the applied research and pedagogy. The denser regions of this disk of social science are in the process of forming new protoplanets as tools for research and teaching are developed. These tools include problem-solving exercises or simulations of adaptive optics explanations and scientific reasoning; rubrics to evaluate the scientific reasoning simulation responses, knowledge regarding inclusive science education, and student explanations of science/engineering inquiry investigations; and a scientific reasoning curriculum. Another applied research project is forming with the design of a study regarding how to assess engineering explanations. To illustrate the mutual shaping of the cross-disciplinary, intergenerational group of educational researchers and their projects, the paper ends with a description of the professional trajectories of some of the

  20. National Ice Center Visiting Scientist Program

    NASA Technical Reports Server (NTRS)

    Austin, Meg

    2002-01-01

    The long-term goal of the University Corporation for Atmospheric Research (UCAR) Visiting Scientist Program at the National Ice Center (NIC) is to recruit the highest quality visiting scientists in the ice research community for the broad purpose of strengthening the relationship between the operational and research communities in the atmospheric and oceanic sciences. The University Corporation for Atmospheric Research supports the scientific community by creating, conducting, and coordinating projects that strengthen education and research in the atmospheric, oceanic and earth sciences. UCAR accomplishes this mission by building partnerships that are national or global in scope. The goal of UCAR is to enable researchers and educators to take on issues and activities that require the combined and collaborative capabilities of a broadly engaged scientific community.

  1. National GDP, Science Interest and Science Achievement: A Person-by-Nation Interaction

    PubMed Central

    Drob, Elliot M. Tucker; Cheung, Amanda K.; Briley, Daniel A.

    2014-01-01

    Maximizing science achievement is a critical target of educational policy, with important implications for national and international economic and technological competitiveness. Previous research has identified both science interest and socioeconomic status (SES) as robust predictors of science achievement, but little research has examined their joint effects. In a dataset drawn from approximately 400,000 high school students from 57 countries, we document large interest by SES and interest by per capita gross domestic product (GDP) interactions in the prediction of science achievement. Student interest in science is a substantially stronger predictor of science achievement in higher socioeconomic contexts and in higher GDP nations. Our results are consistent with the hypothesis that, in higher opportunity contexts, motivational factors play larger roles in learning and achievement. They add to the growing body of evidence indicating that substantial cross national differences in psychological effect sizes are not simply a logical possibility, but in many cases, an empirical reality. PMID:25304883

  2. 50 CFR 86.123 - Comprehensive National Assessment schedule.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Comprehensive National Assessment schedule... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.123 Comprehensive... results and produce the Comprehensive National Assessment by September 30, 2003. ...

  3. Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments

    ERIC Educational Resources Information Center

    Kind, Per Morten

    2013-01-01

    The paper analyzes conceptualizations in the science frameworks in three large-scale assessments, Trends in Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP). The assessments have a shared history, but have developed different conceptualizations. The…

  4. Basic science conferences in residency training: a national survey.

    PubMed

    Cruz, P D; Charley, M R; Bergstresser, P R

    1987-02-01

    Basic science teaching is an important component of dermatology residency training, and the basic science conference is the major tool utilized by departments of dermatology for its implementation. To characterize the role of basic science conferences in dermatology training, a national survey of chief residents was conducted. Although the survey confirmed that a high value is placed on basic science conferences, a surprising finding was a significant level of dissatisfaction among chief residents, particularly those from university-based programs. Results of the survey have been used to redefine our own objectives in basic science teaching and to propose elements of methodology and curriculum.

  5. A Space Science Teacher Professional Development Program

    NASA Astrophysics Data System (ADS)

    Limaye, Sanjay S.; Pertzborn, Rosalyn A.

    Recent adoption of state/national science education standards by school districts in the US has created a need for effective teacher professional development in space science at elementary middle and high school level. Particularly at the elementary and middle school levels majority of teachers teaching the Astronomy/Space Science content have had little education in the area regardless of when they obtained their certification. To meet this growing need the Office of Space Science Education has developed a program to offer teachers background content knowledge through summer workshops and periodic school year meetings for a small number of teachers from Wisconsin and Illinois. The program has included lectures by experts tours of observatories (professional and amateur) science museums and planetariums and on-line learning. A highlight of the program has been introducing teachers to hands-on observing through remotely accessible telescopes. Another aspect has been to make them aware of the many resources available to them through NASA missions. The most significant benefit for the teachers however has been the creation of a peer group and the support it offers in sharing curriculum and lesson plans. This effort has been supported by a NASA/IDEAS grant

  6. Student Science Training Program in Mathematics, Physics and Computer Science. Final Report to the National Science Foundation. Artificial Intelligence Memo No. 393.

    ERIC Educational Resources Information Center

    Abelson, Harold; diSessa, Andy

    During the summer of 1976, the MIT Artificial Intelligence Laboratory sponsored a Student Science Training Program in Mathematics, Physics, and Computer Science for high ability secondary school students. This report describes, in some detail, the style of the program, the curriculum and the projects the students under-took. It is hoped that this…

  7. California Community College Family and Consumer Sciences Program Plan, 1996. Including: Directory of Professional and Trade Organizations, Directory of Family and Consumer Sciences and Related Program Areas and Program Coordinators.

    ERIC Educational Resources Information Center

    California Community Colleges, Sacramento. Office of the Chancellor.

    Intended as a resource for California community colleges and districts in assessing and improving family and consumer science (FCS) programs, this program plan provides information on current trends affecting the delivery of FCS programs and guidelines for assessing and developing new comprehensive or specialized programs. Following letters of…

  8. 7 CFR 3402.4 - Food and agricultural sciences areas targeted for National Needs Graduate and Postdoctoral...

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 15 2010-01-01 2010-01-01 false Food and agricultural sciences areas targeted for..., AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS... sciences areas targeted for National Needs Graduate and Postdoctoral Fellowship Grants Program support...

  9. 78 FR 14562 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-03-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Studies on Environmental Health Concerns from Superstorm Sandy... Administrator, National Institute of Environmental Health Sciences, Office of Program Operations, Scientific...

  10. Argonne National Laboratory Annual Report of Laboratory Directed Research and Development program activities FY 2011.

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

    Office of The Director)

    As a national laboratory Argonne concentrates on scientific and technological challenges that can only be addressed through a sustained, interdisciplinary focus at a national scale. Argonne's eight major initiatives, as enumerated in its strategic plan, are Hard X-ray Sciences, Leadership Computing, Materials and Molecular Design and Discovery, Energy Storage, Alternative Energy and Efficiency, Nuclear Energy, Biological and Environmental Systems, and National Security. The purposes of Argonne's Laboratory Directed Research and Development (LDRD) Program are to encourage the development of novel technical concepts, enhance the Laboratory's research and development (R and D) capabilities, and pursue its strategic goals. projects are selectedmore » from proposals for creative and innovative R and D studies that require advance exploration before they are considered to be sufficiently developed to obtain support through normal programmatic channels. Among the aims of the projects supported by the LDRD Program are the following: establishment of engineering proof of principle, assessment of design feasibility for prospective facilities, development of instrumentation or computational methods or systems, and discoveries in fundamental science and exploratory development.« less

  11. Social Media Programs at the National Optical Astronomy Observatory

    NASA Astrophysics Data System (ADS)

    Sparks, Robert T.; Walker, Constance Elaine; Pompea, Stephen M.

    2015-08-01

    Observatories and other science research organizations want to share their research and activities with the public. The last several years, social media has become and increasingly important venue for communicating information about observatory activities, research and education and public outreach.The National Optical Astronomy Observatory (NOAO) uses a wide variety of social media to communicate with different audiences. NOAO is active on social media platforms including Facebook, Twitter, Google+ and Pinterest. Our social media accounts include those for the National Optical Astronomy Observatory, Cerro Tololo Inter-American Observatory, Kitt Peak National Observatory and our dark skies conservation program Globe at Night.Our social media programs have a variety of audiences. NOAO uses social media to announce and promote NOAO sponsored meetings, observatory news and proposal deadlines to the professional astronomical community. Social media accounts are used to disseminate NOAO press releases, images from the observatory and other science using data from NOAO telescopes.Social media is important in our Education and Public Outreach programs (EPO). Globe at Night has very active facebook and twitter accounts encouraging people to become involved in preserving dark skies. Social media plays a role in recruiting teachers for professional development workshops such as Project Astro.NOAO produces monthly podcasts for the 365 Days of Astronomy podcast featuring interviews with NOAO astronomers. Each podcast highlights the science of an NOAO astronomer, an NOAO operated telescope or instrument, or an NOAO program. A separate series of podcasts is produced for NOAO’s Dark Skies Education programs. All the podcasts are archived at 365daysofastronomy.org.

  12. Clementine, Deep Space Program Science Experiment

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Clementine, also called the Deep Space Program Science Experiment, is a joint Department of Defense (DoD)/National Aeronautics and Space Administration (NASA) mission with the dual goal of testing small spacecraft, subsystems, and sensors in the deep space environment and also providing a nominal science return. The Clementine mission will provide technical demonstrations of innovative lightweight spacecraft components and sensors, will be launced on a spacecraft developed within 2 years of program start, and will point a way for new planetary mission options under consideration by NASA. This booklet gives the background of the Clementine mission (including the agencies involved), the mission objectives, the mission scenario, the instruments that the mission will carry, and how the data will be analyzed and made accessible.

  13. U.S. Climate Change Science Program. Vision for the Program and Highlights of the Scientific Strategic Plan

    NASA Technical Reports Server (NTRS)

    2003-01-01

    The vision document provides an overview of the Climate Change Science Program (CCSP) long-term strategic plan to enhance scientific understanding of global climate change.This document is a companion to the comprehensive Strategic Plan for the Climate Change Science Program. The report responds to the Presidents direction that climate change research activities be accelerated to provide the best possible scientific information to support public discussion and decisionmaking on climate-related issues.The plan also responds to Section 104 of the Global Change Research Act of 1990, which mandates the development and periodic updating of a long-term national global change research plan coordinated through the National Science and Technology Council.This is the first comprehensive update of a strategic plan for U.S. global change and climate change research since the origal plan for the U.S. Global Change Research Program was adopted at the inception of the program in 1989.

  14. The Ridge 2000 Program: Promoting Earth Systems Science Literacy Through Science Education Partnerships

    NASA Astrophysics Data System (ADS)

    Simms, E.; Goehring, E.; Larsen, J.; Kusek, K.

    2007-12-01

    Sponsored by the National Science Foundation, Ridge 2000 (R2K) is a mid-ocean ridge and hydrothermal vent research program with a history of successful education and public outreach (EPO) programs and products. This presentation will share general science and education partnership strategies and best practices employed by the R2K program, with a particular emphasis on the innovative R2K project From Local to EXtreme Environments (FLEXE). As a new project of the international NSF and NASA sponsored GLOBE earth science education program, FLEXE involves middle and high school students in structured, guided analyses and comparisons of real environmental data. The science and education partnership model employed by FLEXE relies on experienced education coordinators within the R2K and international InterRidge and ChEss science research programs, who directly solicit and facilitate the involvement of an interdisciplinary community of scientists in the project based on their needs and interests. Concurrently, the model also relies on the GLOBE program to facilitate awareness and access to a large, established network of international educators who are interested in the process of science and interacting with the scientific community. The predominantly web-based interfaces that serve to effectively link together the FLEXE science and education communities have been developed by the Center for Science and the Schools at Penn State University, and are based on researched educational pedagogy, tools and techniques. The FLEXE partnership model will be discussed in the context of both broad and specific considerations of audience needs, scientist and educator recruitment, and the costs and benefits for those involved in the project.

  15. STEM Enrichment Programs and Graduate School Matriculation: The Role of Science Identity Salience

    ERIC Educational Resources Information Center

    Merolla, David M.; Serpe, Richard T.

    2013-01-01

    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…

  16. The NASA computer science research program plan

    NASA Technical Reports Server (NTRS)

    1983-01-01

    A taxonomy of computer science is included, one state of the art of each of the major computer science categories is summarized. A functional breakdown of NASA programs under Aeronautics R and D, space R and T, and institutional support is also included. These areas were assessed against the computer science categories. Concurrent processing, highly reliable computing, and information management are identified.

  17. 75 FR 47030 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-04

    ... Committee on Programs and Plans. STATUS: Open. LOCATION: This meeting will be held by teleconference... Programs and Plans, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as... business and other matters specified, as follows: DATE AND TIME: August 12, 2010 at 3 p.m. EDT. SUBJECT...

  18. Instituting a standards-based K--12 science curriculum supplement program at the National Institutes of Health: A case study

    NASA Astrophysics Data System (ADS)

    Witherly, Jeffre

    Research on student achievement indicates the U.S. K-12 education system is not adequately preparing American students to compete in the 21st century global economy in the areas of science and mathematics. Congress has asked the scientific entities of the federal government to help increase K-12 science learning by creating standards-based learning tools for science classrooms as part of a "voluntary curriculum." One problem facing federal entities, such as the National Institutes of Health (NIH), is the need to create science-learning tools that conform to the National Science Education Standards (NSES) for curriculum materials and, therefore, are standards-based and applicable to the K-12 curriculum. This case study sought to better understand the change process at one federal agency as it went from producing K-12 learning tools that were educational in nature to a program that produced K-12 standards-based learning tools: the NIH Science Curriculum Supplement Program (NIH SCSP). The NIH SCSP was studied to gain insight into how this change in educational approach occurred, what factors enabled or inhibited the change process, and what the long-term benefits of the NIH SCSP are to the NIH. Kurt Lewin's three-step theory of change guided data gathering and data analysis. Semi-structured interviews and programmatic document review served as the major data gathering sources. Details describing the process of organizational change at the NIH were revealed during analysis of these data following the coding of interview transcripts and written record documents. The study found the process of change at the NIH proceeded in a manner generally predicted by the Lewinian change model. Enablers to the change were cost-sharing with individual institutes, support of senior leadership, and crediting the role of individual institutes prominently in each supplement. The cost of creating a supplement was reported as the single inhibitor to the program. This case study yielded a

  19. The Stanford Medical Youth Science Program: educational and science-related outcomes.

    PubMed

    Crump, Casey; Ned, Judith; Winkleby, Marilyn A

    2015-05-01

    Biomedical preparatory programs (pipeline programs) have been developed at colleges and universities to better prepare youth for entering science- and health-related careers, but outcomes of such programs have seldom been rigorously evaluated. We conducted a matched cohort study to evaluate the Stanford Medical Youth Science Program's Summer Residential Program (SRP), a 25-year-old university-based biomedical pipeline program that reaches out to low-income and underrepresented ethnic minority high school students. Five annual surveys were used to assess educational outcomes and science-related experience among 96 SRP participants and a comparison group of 192 youth who applied but were not selected to participate in the SRP, using ~2:1 matching on sociodemographic and academic background to control for potential confounders. SRP participants were more likely than the comparison group to enter college (100.0 vs. 84.4 %, p = 0.002), and both of these matriculation rates were more than double the statewide average (40.8 %). In most areas of science-related experience, SRP participants reported significantly more experience (>twofold odds) than the comparison group at 1 year of follow-up, but these differences did not persist after 2-4 years. The comparison group reported substantially more participation in science or college preparatory programs, more academic role models, and less personal adversity than SRP participants, which likely influenced these findings toward the null hypothesis. SRP applicants, irrespective of whether selected for participation, had significantly better educational outcomes than population averages. Short-term science-related experience was better among SRP participants, although longer-term outcomes were similar, most likely due to college and science-related opportunities among the comparison group. We discuss implications for future evaluations of other biomedical pipeline programs.

  20. 75 FR 7487 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-02-19

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel, Worker Education and Training Review Meeting. Date: February 24..., Scientific Review Administrator, National Inst. of Environmental Health Sciences, Office of Program...

  1. Sandia National Laboratories performance assessment methodology for long-term environmental programs : the history of nuclear waste management.

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

    Marietta, Melvin Gary; Anderson, D. Richard; Bonano, Evaristo J.

    2011-11-01

    Sandia National Laboratories (SNL) is the world leader in the development of the detailed science underpinning the application of a probabilistic risk assessment methodology, referred to in this report as performance assessment (PA), for (1) understanding and forecasting the long-term behavior of a radioactive waste disposal system, (2) estimating the ability of the disposal system and its various components to isolate the waste, (3) developing regulations, (4) implementing programs to estimate the safety that the system can afford to individuals and to the environment, and (5) demonstrating compliance with the attendant regulatory requirements. This report documents the evolution of themore » SNL PA methodology from inception in the mid-1970s, summarizing major SNL PA applications including: the Subseabed Disposal Project PAs for high-level radioactive waste; the Waste Isolation Pilot Plant PAs for disposal of defense transuranic waste; the Yucca Mountain Project total system PAs for deep geologic disposal of spent nuclear fuel and high-level radioactive waste; PAs for the Greater Confinement Borehole Disposal boreholes at the Nevada National Security Site; and PA evaluations for disposal of high-level wastes and Department of Energy spent nuclear fuels stored at Idaho National Laboratory. In addition, the report summarizes smaller PA programs for long-term cover systems implemented for the Monticello, Utah, mill-tailings repository; a PA for the SNL Mixed Waste Landfill in support of environmental restoration; PA support for radioactive waste management efforts in Egypt, Iraq, and Taiwan; and, most recently, PAs for analysis of alternative high-level radioactive waste disposal strategies including repositories deep borehole disposal and geologic repositories in shale and granite. Finally, this report summarizes the extension of the PA methodology for radioactive waste disposal toward development of an enhanced PA system for carbon sequestration and storage

  2. Science Educational Outreach Programs That Benefit Students and Scientists

    PubMed Central

    Enyeart, Peter; Gracia, Brant; Wessel, Aimee; Jarmoskaite, Inga; Polioudakis, Damon; Stuart, Yoel; Gonzalez, Tony; MacKrell, Al; Rodenbusch, Stacia; Stovall, Gwendolyn M.; Beckham, Josh T.; Montgomery, Michael; Tasneem, Tania; Jones, Jack; Simmons, Sarah; Roux, Stanley

    2016-01-01

    Both scientists and the public would benefit from improved communication of basic scientific research and from integrating scientists into education outreach, but opportunities to support these efforts are limited. We have developed two low-cost programs—"Present Your PhD Thesis to a 12-Year-Old" and "Shadow a Scientist”—that combine training in science communication with outreach to area middle schools. We assessed the outcomes of these programs and found a 2-fold benefit: scientists improve their communication skills by explaining basic science research to a general audience, and students' enthusiasm for science and their scientific knowledge are increased. Here we present details about both programs, along with our assessment of them, and discuss the feasibility of exporting these programs to other universities. PMID:26844991

  3. A Curriculum for a Three Year High School Science Research Program

    NASA Astrophysics Data System (ADS)

    Darytichen, F.; Danch, J.

    2003-12-01

    A three-year high school science research program has been taught in Woodbridge Township School District - Woodbridge, New Jersey, since 1987. The program's focus is to foster originial science research projects for high school students that have shown an aptitude and an interest in science. Students are instructed in basic research skills, including developing and conducting original research projects, statistical analysis, scientific writing, and presentation of research at local and national symposia, and science fairs. Upon completion of the third year all students are required to submit a paper, suitable for journal publication, detailing their research. Participating students have gone on to win awards with Westinghouse, Intel, The National Junior Science and Humanities Symposium, the International Science and Engineering Fair, New Jersey Academy of Sciences, and local and regional science fairs and symposia. Participating teachers have been recoginized by the Sigma Xi Research Society of Rutgers University for excellence in science teaching. New Jersey awarded the curriulum a Best Practice Award for 2003. Goals and strategies of the curriculum are detailed in a guide written for the courses. Professional development for the courses and resources for mentoring programs are the responsibility of the District Science Supervisor, and have been fostered over the years with the assistance of local colleges and universities including Rutgers Univesity, Monmouth University, University of Medicine and Dentistry of New Jersey, Liberty Science Center of New Jersey's Partners in Science Program, as well as local industries including Hatco Corporation, Merck Corporation, Englehard Corporation, and Lucent Technologies. Science Research teachers have conducted developmental workshops for school districts interested in implementing similar curricula.

  4. The science achievement of various subgroups on alternative assessment formats

    NASA Astrophysics Data System (ADS)

    Lawrenz, Frances; Huffman, Douglas; Welch, Wayne

    2001-05-01

    The purpose of this study was to examine the science achievement outcomes for different subgroups of students using different assessment formats. A nationally representative sample of approximately 3,500 ninth grade science students from 13 high schools throughout the United States completed a series of science assessments designed to measure their level of achievement on the national science education standards. All of the schools were using a curriculum designed to meet the standards. The assessments included a multiple-choice test, a written open-ended test, a hands-on lab skills test, and a hands-on full investigation. The results show that the student outcomes on the different assessment formats are more highly correlated for higher achieving students than for lower achieving students. Patterns for different cultural groups also vary by assessment format. There were no differences found for sex. The results support the notion that different assessment formats assess different competencies and that the achievement of students from different subgroups varies by assessment format.

  5. A Needs Assessment for the Introduction of a Food Science Program at the Univ. of Guyana

    ERIC Educational Resources Information Center

    Morrison, Donna

    2012-01-01

    This research describes the outcome of a needs assessment to determine whether the Univ. of Guyana should introduce a Food Science program. The research design utilized interviews and questionnaires to large manufacturing organizations and agroprocessors to determine if the required skills are available for the manufacturing process. Results…

  6. Program and plans of the U.S. Geological Survey for producing information needed in National Seismic hazards and risk assessment, fiscal years 1980-84

    USGS Publications Warehouse

    Hays, Walter W.

    1979-01-01

    In accordance with the provisions of the Earthquake Hazards Reduction Act of 1977 (Public Law 95-124), the U.S. Geological Survey has developed comprehensive plans for producing information needed to assess seismic hazards and risk on a national scale in fiscal years 1980-84. These plans are based on a review of the needs of Federal Government agencies, State and local government agencies, engineers and scientists engaged in consulting and research, professional organizations and societies, model code groups, and others. The Earthquake Hazards Reduction Act provided an unprecedented opportunity for participation in a national program by representatives of State and local governments, business and industry, the design professions, and the research community. The USGS and the NSF (National Science Foundation) have major roles in the national program. The ultimate goal of the program is to reduce losses from earthquakes. Implementation of USGS research in the Earthquake Hazards Reduction Program requires the close coordination of responsibility between Federal, State and local governments. The projected research plan in national seismic hazards and risk for fiscal years 1980-84 will be accomplished by USGS and non-USGS scientists and engineers. The latter group will participate through grants and contracts. The research plan calls for (1) national maps based on existing methods, (2) improved definition of earthquake source zones nationwide, (3) development of improved methodology, (4) regional maps based on the improved methodology, and (5) post-earthquake investigations. Maps and reports designed to meet the needs, priorities, concerns, and recommendations of various user groups will be the products of this research and provide the technical basis for improved implementation.

  7. Cooperative Science: A National Study of University and Industry Researchers. Assessment of the Industry/University Cooperative Research Projects Program (IUCR). Volume I.

    ERIC Educational Resources Information Center

    Johnson, Elmima C.; Tornatzky, Louis G.

    This report presents data from a national study of 118 Industry/University Cooperative Research (IUCR) projects supported by the National Science Foundation. Questionnaire responses were gathered from 226 industry and university scientists working on these projects. The purpose of the study was to describe how IUCR projects develop, how they are…

  8. Science-based Framework for Environmental Benefits Assessment

    DTIC Science & Technology

    2013-03-01

    ER D C/ EL T R -1 3 -4 Environmental Benefits Analysis Program Science-based Framework for Environmental Benefits Assessment E nv ir...acwc.sdp.sirsi.net/client/default. Environmental Benefits Analysis Program ERDC/EL TR-13-4 March 2013 Science-based Framework for Environmental Benefits ...evaluating ecosystem restoration benefits within the context of USACE Civil Works planning process. An emphasis is placed on knowledge gained from

  9. An After School Education Program on the Tohono O'odham Nation

    NASA Astrophysics Data System (ADS)

    Sparks, R. T.; Garmany, K.; Siquieros, J. M.; Austin, C. L.; Pompea, S. M.; Walker, C. E.

    2013-04-01

    The Education and Public Outreach Group (EPO) group of the National Optical Astronomy Observatory has started a partnership with Indian Oasis Baboquivari Unified School District (IOBUSD) on the Tohono O'odham Nation to participate in after school science education programs. IOBUSD has started an after school program for K-5 students as part of their state mandated school improvement program. The first semester has approximately 50 students in K-5 participating in the after school program from Monday through Thursday. Several organizations are working with IOBUSD to provide after school educational programs focusing on a variety of topics including study skills, art, nutrition, bullying, study skills and science. NOAO has been working primarily with the fourth and fifth grade students during the spring of 2012 once a week providing science programs in optics, dark skies and astronomy. We are currently planning to continue this partnership in the fall of 2012 when the school district is planning to invite more students to join the program. We will discuss many the challenges of working with a school district in a remote location as well as the activities we have been using with the students. We will also outline plans for future directions in the program.

  10. A Program to Prepare Graduate Students for Careers in Climate Adaptation Science

    NASA Astrophysics Data System (ADS)

    Huntly, N.; Belmont, P.; Flint, C.; Gordillo, L.; Howe, P. D.; Lutz, J. A.; Null, S. E.; Reed, S.; Rosenberg, D. E.; Wang, S. Y.

    2017-12-01

    We describe our experiences creating a graduate program that addresses the need for a next generation of scientists who can produce, communicate, and help implement actionable science. The Climate Adaptation Science (CAS) graduate program, funded by the National Science Foundation Research Traineeship (NRT) program, prepares graduate students for careers at the interfaces of science with policy and management in the field of climate adaptation, which is a major 21st-century challenge for science and society. The program is interdisciplinary, with students and faculty from natural, social, and physical sciences, engineering, and mathematics, and is based around interdisciplinary team research in collaboration with partners from outside of academia who have climate adaptation science needs. The program embeds students in a cycle of creating and implementing actionable science through a two-part internship, with partners from government, non-governmental organizations, and industry, that brackets and informs a year of interdisciplinary team research. The program is communication-rich, with events that foster information exchange and understanding across disciplines and workplaces. We describe the CAS program, our experiences in developing it, the research and internship experiences of students in the program, and initial metrics and feedback on the effectiveness of the program.

  11. The effects of national cash awards for science teaching on recipients and their peers

    NASA Astrophysics Data System (ADS)

    Weld, Jeffrey Donn

    Cash teaching awards available to science teachers in the U.S. have goals to improve science teaching. This study assessed the effectiveness of five national cash award programs at identifying exemplars and inspiring better science teaching. Award winning secondary science teachers provided their perceptions of the effects of an award on their own teaching and on the profession as a whole. Randomly selected secondary science teachers across the U.S. reported their perceptions of the effects of the existence of awards on their own teaching and on the profession. Program directors for the five national cash awards were interviewed to determine the intentions and strategies of their award programs. The criteria that guide the selection of award winners were found to align with research-supported exemplar characteristics, but the methods used for identifying outstanding teachers were found to be inadequate for that purpose. Award winning science teachers perceive awards to result from, rather than to inspire, good teaching. Their motivation derives from student achievement and a job well done. The valued effects of winning an award are the recognition and increased respect that follow. Award winners perceive awards as difficult to win, minimally motivating, and frequently causing of dissension among peers. In most respects award winners perceive increased intrinsic rewards to accompany recognition through cash awards. Randomly selected U.S. science teachers who have not won cash awards perceive them as poor motivational incentives because too few awards exist, the basis for recognition is unclear, and the award itself is not a valued outcome. Most science teachers consider themselves good teachers and would apply for an award despite doubts that they would win. Direct comparisons reveal that winners and nonwinners have widely divergent opinions of awards. Winners of lesser cash amounts have the same perceptions of awards as winners of greater cash amounts. Effective

  12. NASA Applied Sciences Program Rapid Prototyping Results and Conclusions

    NASA Astrophysics Data System (ADS)

    Cox, E. L.

    2007-12-01

    NASA's Applied Sciences Program seeks to expand the use of Earth science research results to benefit current and future operational systems tasked with making policy and management decisions. The Earth Science Division within the Science Mission Directorate sponsors over 1000 research projects annually to answer the fundamental research question: How is the Earth changing and what are the consequences for life on Earth? As research results become available, largely from satellite observations and Earth system model outputs, the Applied Sciences Program works diligently with scientists and researchers (internal and external to NASA) , and other government agency officials (USDA, EPA, CDC, DOE, US Forest Service, US Fish and Wildlife Service, DHS, USAID) to determine useful applications for these results in decision-making, ultimately benefiting society. The complexity of Earth science research results and the breadth of the Applied Sciences Program national priority areas dictate a broad scope and multiple approaches available to implement their use in decision-making. Over the past five years, the Applied Sciences Program has examined scientific and engineering practices and solicited the community for methods and steps that can lead to the enhancement of operational systems (Decision Support Systems - DSS) required for decision-making. In November 2006, the Applied Sciences Program launched an initiative aimed at demonstrating the applicability of NASA data (satellite observations, models, geophysical parameters from data archive centers) being incorporated into decision support systems and their related environments at a low cost and quick turnaround of results., i.e. designed rapid prototyping. Conceptually, an understanding of Earth science research (and results) coupled with decision-making requirements and needs leads to a demonstration (experiment) depicting enhancements or improvements to an operational decisions process through the use of NASA data. Five

  13. NATIONAL-SCALE ASSESSMENT OF AIR TOXICS RISKS ...

    EPA Pesticide Factsheets

    The national-scale assessment of air toxics risks is a modeling assessment which combines emission inventory development, atmospheric fate and transport modeling, exposure modeling, and risk assessment to characterize the risk associated with inhaling air toxics from outdoor sources. This national-scale effort will be initiated for the base year 1996 and repeated every three years thereafter to track trends and inform program development. Provide broad-scale understanding of inhalation risks for a subset of atmospherically-emitted air toxics to inform further data-gathering efforts and priority-setting for the EPA's Air Toxics Programs.

  14. Visiting Scholars Program Application | Frederick National Laboratory for Cancer Research

    Cancer.gov

    Below are scientific areas and programs that the Frederick National Labisactively seeking scholars to participate: Data Science and Information Technology (including Bioinformatics, Visualization, etc) Advanced Preclinical Researc

  15. A NATIONAL COASTAL ASSESSMENT OF COASTAL SEDIMENT CONDITION

    EPA Science Inventory

    One element of the Environmental Monitoring and Assessment Program's National Coastal Assessment is to estimate the current status, extent, changes and trends in the condition of the Nation's coastal sediments on a national basis. Based on NCA monitoring activities from 1999-2001...

  16. National Ice Center Visiting Scientist Program

    NASA Technical Reports Server (NTRS)

    Austin, Meg

    2001-01-01

    The objectives of the work done by Dr. Kim Partington were to manage NASA's polar research program, including its strategic direction, research funding and interagency and international collaborations. The objectives of the UCAR Visiting Scientist Program at the National Ice Center (NIC) are to: (1) Manage a visiting scientist program for the NIC Science Center in support of the mission of the NIC; (2) Provide a pool of researchers who will share expertise with the NIC and the science community; (3) Facilitate communications between the research and operational communities for the purpose of identifying work ready for validation and transition to an operational environment; and (4) Act as a focus for interagency cooperation. The NIC mission is to provide worldwide operational sea ice analyses and forecasts for the armed forces of the US and allied nations, the Departments of Commerce and Transportation, and other US Government and international agencies, and the civil sector. The NIC produces these analyses and forecasts of Arctic, Antarctic, Great Lakes, and Chesapeake Bay ice conditions to support customers with global, regional, and tactical scale interests. The NIC regularly deploys Naval Ice Center NAVICECEN Ice Reconnaissance personnel to the Arctic and Antarctica in order to perform aerial ice observation and analysis in support of NIC customers. NIC ice data are a key part of the US contribution to international global climate and ocean observing systems.

  17. Partner-built ecosystem science - The National Ocean Partnership Program as a builder of EBM Tools and Data

    NASA Astrophysics Data System (ADS)

    Hoffman, P. L.; Green, R. E.; Kohanowich, K. M.

    2016-02-01

    The National Ocean Partnership Program (NOPP) was created in 1997 by federal public law to identify "and carry out partnerships among federal agencies, academia, industry, and other members of the oceanographic scientific community in the areas of data, resources, education, and communications." Since that time, numerous federal agencies have pooled talent, funding, and scientific resources (e.g. ships, aircraft, remote sensors and computing capability) to address pressing ocean science needs which no one entity can manage alone. In this presentation, we will address the ways the National Ocean Policy identifies ecosystem-based management (EBM) as a foundation for providing sound science-based and adaptable management to maintain the health, productivity, and resilience of U.S. ocean, coastal, and Great Lakes ecosystems. Because EBM is an important approach for efficient and effective interagency, multi-jurisdictional, and cross-sectoral marine planning and management, ocean science partnerships such as those provided by NOPP create a pool of regionally-pertinent, nationally-available data from which EBM decision makers can draw to address critical management issues. Specifically, we will provide examples drawn from the last five years of funding to illustrate how the NOPP process works, how it is managed by a federal Interagency Working Group (IWG-OP), and how EBM practitioners can both partner with others through the NOPP and offer guidance on the implementation of projects beneficial to the regional needs of the EBM community. Projects to be discussed have been carried out under the following themes: Arctic Cumulative Impacts: Marine Arctic Ecosystem Study (MARES) - Ecosystem Dynamics and Monitoring of the Beaufort Sea: An Integrated Science Approach. Biodiversity Indicators: Demonstration of a U.S. Marine Biodiversity Observation Network (Marine BON) Long-Term Observations: Coordinated Regional Efforts That Further the U.S. Integrated Ocean Observing System

  18. Partner-built ecosystem science - The National Ocean Partnership Program as a builder of EBM Tools and Data

    NASA Astrophysics Data System (ADS)

    Hoffman, P. L.; Green, R. E.; Kohanowich, K. M.

    2016-12-01

    The National Ocean Partnership Program (NOPP) was created in 1997 by federal public law to identify "and carry out partnerships among federal agencies, academia, industry, and other members of the oceanographic scientific community in the areas of data, resources, education, and communications." Since that time, numerous federal agencies have pooled talent, funding, and scientific resources (e.g. ships, aircraft, remote sensors and computing capability) to address pressing ocean science needs which no one entity can manage alone. In this presentation, we will address the ways the National Ocean Policy identifies ecosystem-based management (EBM) as a foundation for providing sound science-based and adaptable management to maintain the health, productivity, and resilience of U.S. ocean, coastal, and Great Lakes ecosystems. Because EBM is an important approach for efficient and effective interagency, multi-jurisdictional, and cross-sectoral marine planning and management, ocean science partnerships such as those provided by NOPP create a pool of regionally-pertinent, nationally-available data from which EBM decision makers can draw to address critical management issues. Specifically, we will provide examples drawn from the last five years of funding to illustrate how the NOPP process works, how it is managed by a federal Interagency Working Group (IWG-OP), and how EBM practitioners can both partner with others through the NOPP and offer guidance on the implementation of projects beneficial to the regional needs of the EBM community. Projects to be discussed have been carried out under the following themes: Arctic Cumulative Impacts: Marine Arctic Ecosystem Study (MARES) - Ecosystem Dynamics and Monitoring of the Beaufort Sea: An Integrated Science Approach. Biodiversity Indicators: Demonstration of a U.S. Marine Biodiversity Observation Network (Marine BON) Long-Term Observations: Coordinated Regional Efforts That Further the U.S. Integrated Ocean Observing System

  19. A quantitative analysis of whether elementary teachers' science kit usage and beliefs can predict state science assessment scores

    NASA Astrophysics Data System (ADS)

    Rice, Tony E.

    The purpose of this survey was to describe and analyze the perceptions of elementary school teachers' in a Midwestern state concerning their use of a science kit program, including to what extent a school's state science assessment scores can be predicated from the level of science kit usage. Prior research indicates that elementary school teachers lack the confidence in teaching science primarily because of their weak undergraduate training in inquiry-based instruction and the lack of a strong science background. Authors such as Dickerson et al. (2006) and Riggs and Enochs (2006) argued that science kits and the materials included in them are valuable in increasing teacher confidence. The teacher perceptions I collected matched the literature quite closely as far as what the teachers found to be of the most value and use. Teachers perceptions of the science kits were positive including: (a) student engagement in using the science kits, (b) use of most of the instructional items included in the kits, (c) the amount of teacher confidence in using them, (d) the support from the math and science center for using them, (e) and the professional development provided. Teachers liked using many components of the kits, especially the experiments. Their main complaint concerned time: time to teach science and time to complete the kit lessons. I used multiple regression to understand the components of the kit program that had a significant correlation to the state test scores. The following variables could explain a high proportion of the variance (.796): (a) teacher confidence, (b) student science learning success, (c) teacher beliefs about science education and (d) the percentage of students eligible for the National School Lunch Program. These findings might lead to school principals and teachers increasing their 5th grade state science exam scores by using the findings to identify which components of the kit program are most important in this endeavor.

  20. Riccardo Giacconi to Receive National Medal of Science

    NASA Astrophysics Data System (ADS)

    2005-02-01

    Riccardo Giacconi, very recently retired President of Associated Universities, Inc. (AUI), will be awarded the National Medal of Science by President George W. Bush on March 14, according to the White House. Giacconi, who received the Nobel Prize in Physics in 2002, will be honored for his pioneering research in X-ray astronomy and for his visionary leadership of major astronomy facilities. Established by Congress in 1959, the National Medal of Science is the Nation's highest honor for American scientists and is awarded annually by the President of the United States to individuals "deserving of special recognition for their outstanding contributions to knowledge." "We are extremely proud that Riccardo Giacconi has been selected to receive the nation's highest award for scientific achievement," said current AUI President Ethan J. Schreier, a long-term colleague of Dr. Giacconi. "It is another fitting recognition for an outstanding scientific career that has enhanced our basic understanding of the universe," Schreier added. Giacconi, known as the father of X-ray astronomy, used X-ray detectors launched on rockets to discover the first cosmic X-ray source in 1962. Because X-ray radiation is absorbed in Earth's atmosphere, space-based instruments are necessary to study it. Giacconi outlined a methodical program to investigate this new X-ray universe and, working with his research group at American Science and Engineering, Inc. in Cambridge, Massachusetts, developed the first space satellite dedicated to the new field of X-ray astronomy. Named Uhuru, this X-ray satellite observatory was launched in 1970 and subsequently discovered hundreds of X-ray sources. The ground-breaking work of Giacconi and his group led to the discovery of black holes, which to that point had been hypothesized but never seen. Giacconi was also the first to prove that the universe contains background radiation of X-ray light. Riccardo Giacconi has played a key role in many other landmark

  1. 78 FR 56866 - National Climate Assessment and Development Advisory Committee (NCADAC)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-16

    ... DEPARTMENT OF COMMERCE National Oceanic and Atmospheric Administration National Climate Assessment... open meeting. SUMMARY: The National Climate Assessment and Development Advisory Committee (NCADAC) was... synthesize and summarize the science and information pertaining to current and future impacts of climate...

  2. National Water-Quality Assessment Program - South-Central Texas

    USGS Publications Warehouse

    ,

    1994-01-01

    Studies of 60 hydrologic systems that include parts of most major river basins and aquifer systems (study-unit investigations) are the building blocks of the national assessment. Areas of the 60 study units range in size from less than 1,000 to more than 60,000 square miles (mi2) and represent 60 to 70 percent of the Nation's water use and population served by public water supplies. Twenty study-unit investigations were started in 1991, 20 additional started in 1994, and 20 are planned to start in 1997. Assessment activities in the South-Central Texas study area (see fig.) began in 1994.

  3. National Science Bowl | NREL

    Science.gov Websites

    and high school student teams on science and math topics. The National Science Bowl provides an opportunity for students to develop science, technology, engineering, and math (STEM) skills in a non tournament challenges students' knowledge of science. Student teams are questioned on life science, math

  4. Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

    NASA Astrophysics Data System (ADS)

    Akcay, Hakan; Yager, Robert

    2010-10-01

    The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

  5. The National Science Education Standards.

    ERIC Educational Resources Information Center

    Bybee, Rodger W.; Champagne, Audrey B.

    2000-01-01

    Describes efforts under the sponsorship of the National Research Council (NRC) to improve science education. Provides an overview of the National Science Education Standards. First published in 1995. (YDS)

  6. National Assessment Program--Civics and Citizenship Year 10 School Assessment, 2007

    ERIC Educational Resources Information Center

    Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2007

    2007-01-01

    In 2007, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted an assessment of a sample of Year 6 and Year 10 students across Australia to assess their proficiency in civics and citizenship. The assessment of civics and citizenship is part of a national plan that has been put in place to monitor and…

  7. Organizational and training factors that promote team science: A qualitative analysis and application of theory to the National Institutes of Health's BIRCWH career development program.

    PubMed

    Guise, Jeanne-Marie; Winter, Susan; Fiore, Stephen M; Regensteiner, Judith G; Nagel, Joan

    2017-04-01

    Research organizations face challenges in creating infrastructures that cultivates and sustains interdisciplinary team science. The objective of this paper is to identify structural elements of organizations and training that promote team science. We qualitatively analyzed the National Institutes of Health's Building Interdisciplinary Research Careers in Women's Health, K12 using organizational psychology and team science theories to identify organizational design factors for successful team science and training. Seven key design elements support team science: (1) semiformal meta-organizational structure, (2) shared context and goals, (3) formal evaluation processes, (4) meetings to promote communication, (5) role clarity in mentoring, (6) building interpersonal competencies among faculty and trainees, and (7) designing promotion and tenure and other organizational processes to support interdisciplinary team science. This application of theory to a long-standing and successful program provides important foundational elements for programs and institutions to consider in promoting team science.

  8. Activities of the National Water-Quality Assessment Program in the upper Snake River Basin, Idaho and western Wyoming, 1991-2001

    USGS Publications Warehouse

    Low, Walton H.

    1997-01-01

    In 1991, the U.S. Geological Survey (USGS) began a full-scale National Water-Quality Assessment (NAWQA) Program. The long-term goals of the NAWQA Program are to describe the status and trends in the water quality of a large part of the Nation's rivers and aquifers and to improve understanding of the primary natural and human factors that affect water-quality conditions. In meeting these goals, the program will produce water-quality, ecological, and geographic information that will be useful to policy makers and managers at the national, State, and local levels. A major component of the program is study-unit investigations, upon which national-level assessment activities are based. The program's 60 study-unit investigations are associated with principal river basins and aquifer systems throughout the Nation. Study units encompass areas from 1,200 to more than 65,000 mi2 (square miles) and incorporate about 60 to 70 percent of the Nation's water use and population served by public water supply. In 1991, the upper Snake River Basin was among the first 20 NAWQA study units selected for implementation. From 1991 to 1995, a high-intensity data-collection phase of the upper Snake River Basin study unit (fig. 1) was implemented and completed. Components of this phase are described in a report by Gilliom and others (1995). In 1997, a low-intensity phase of data collection began, and work continued on data analysis, report writing, and data documentation and archiving activities that began in 1996. Principal data-collection activities during the low-intensity phase will include monitoring of surface-water and ground-water quality, assessment of aquatic biological conditions, and continued compilation of environmental setting information.

  9. 50 CFR 86.120 - What is the Comprehensive National Assessment?

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

  10. 50 CFR 86.120 - What is the Comprehensive National Assessment?

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

  11. 50 CFR 86.120 - What is the Comprehensive National Assessment?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... Assessment? 86.120 Section 86.120 Wildlife and Fisheries UNITED STATES FISH AND WILDLIFE SERVICE, DEPARTMENT... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.120 What is the Comprehensive National Assessment? The Comprehensive National Assessment is a national report integrating the...

  12. Internships in Public Science Education program: a model for informal science education

    NASA Astrophysics Data System (ADS)

    Zenner, Greta

    2005-03-01

    The NSF-funded Internships in Public Science Education (IPSE) program provides a unique opportunity for undergraduate and graduate students with varied academic background to experience learning and teaching science--specifically nanotechnology--to the general public and middle-school students. The program is in collaboration with Discovery World Museum of Milwaukee, Wisconsin. IPSE interns have created a number of classroom activities ranging from understanding the scale of a nanometer to experimenting with liquid crystal sensors to critically examining the societal implications of nanotechnology. In a new phase of the program, the interns are developing a museum exhibit on nanotechnology to be housed at the Discovery World Museum. Through this experience, intern teams learn about nanotechnology, brainstorm ideas, present and receive feedback on their ideas, and create an exhibit prototype to explain nanotechnology and related science concepts. The program also focuses on professional development, during which interns learn techniques for presenting to non-technical audiences, strategies for assessing their materials, and work on their skills in teamwork, project design, leadership, and science communication.

  13. Southeast Regional Assessment Project for the National Climate Change and Wildlife Science Center, U.S. Geological Survey

    USGS Publications Warehouse

    Dalton, Melinda S.; Jones, Sonya A.

    2010-01-01

    expanded to address climate change-related impacts on all Department of the Interior (DOI) resources. The NCCWSC will establish a network of eight DOI Regional Climate Science Centers (RCSCs) that will work with a variety of partners to provide natural resource managers with tools and information that will help them anticipate and adapt conservation planning and design for projected climate change. The forecasting products produced by the RCSCs will aid fish, wildlife, and land managers in designing suitable adaptive management approaches for their programs. The DOI also is developing Landscape Conservation Cooperatives (LCCs) as science and conservation action partnerships at subregional scales. The USGS is working with the Southeast Region of the U.S. Fish and Wildlife Service (FWS) to develop science collaboration between the future Southeast RCSC and future LCCs. The NCCWSC Southeast Regional Assessment Project (SERAP) will begin to develop regional downscaled climate models, land cover change models, regional ecological models, regional watershed models, and other science tools. Models and data produced by SERAP will be used in a collaborative process between the USGS, the FWS (LCCs), State and federal partners, nongovernmental organizations, and academia to produce science at appropriate scales to answer resource management questions. The SERAP will produce an assessment of climate change, and impacts on land cover, ecosystems, and priority species in the region. The predictive tools developed by the SERAP project team will allow end users to better understand potential impacts of climate change and sea level rise on terrestrial and aquatic populations in the Southeastern United States. The SERAP capitalizes on the integration of five existing projects: (1) the Multi-State Conservation Grants Program project "Designing Sustainable Landscapes," (2) the USGS multidisciplinary Science Thrust project "Water Availability for Ecological Needs," (3) the USGS Southeast Pilot

  14. Sciences Humaines Assessment, Manitoba 1991. Final Report: French Immersion Program = Evaluation en sciences humaines, Manitoba 1991. Rapport finale: Programme d'immersion francaise.

    ERIC Educational Resources Information Center

    Manitoba Dept. of Education and Training, Winnipeg. Curriculum Services Branch.

    This document is the second of two reports of the findings of the 1991 "Sciences...humaines" Assessment for grades 8 and 10 conducted in Franco-Manitoban schools and in French immersion programs in Manitoba, Canada. The report on the French immersion course is presented in parallel French and English versions, and a separate report, in…

  15. Assessment of programs in space biology and medicine

    NASA Technical Reports Server (NTRS)

    1991-01-01

    Over the past 30 or more years, the National Research Council Space Studies Board and its various committees have published hundreds of recommendations concerning life sciences research. Several particularly noteworthy themes appear consistently: (1) Balance - the need for a well-balanced research program in terms of ground versus flight, basic versus clinical, and internal versus extramural; (2) Excellence - because of the extremely limited number of flight opportunities (as well as their associated relative costs), the need for absolute excellence in the research that is conducted, in terms of topic, protocol, and investigator, and (3) Facilities - the single most important facility for life sciences research in space, an on-board, variable force centrifuge. In this first assessment report, the Committee on Space Biology and Medicine emphasizes that these long-standing themes remain as essential today as when first articulated. On the brink of the twenty-first century, the nation is contemplating the goal of human space exploration; consequently, the themes bear repeating. Each is a critical component of what will be necessary to successfully achieve such a goal.

  16. Assessing the Life Science Knowledge of Students and Teachers Represented by the K-8 National Science Standards

    ERIC Educational Resources Information Center

    Sadler, Philip M.; Coyle, Harold; Cook Smith, Nancy; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test…

  17. National Geospatial-Intelligence Agency Academic Research Program

    NASA Astrophysics Data System (ADS)

    Loomer, S. A.

    2004-12-01

    "Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

  18. The Nation's Report Card Science 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  19. The Nation's Report Card Science 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  20. The Nation's Report Card Science 2011 State Snapshot Report. Hawaii. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  1. The Nation's Report Card Science 2011 State Snapshot Report. Idaho. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  2. The Nation's Report Card Science 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  3. The Nation's Report Card Science 2011 State Snapshot Report. Ohio. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  4. The Nation's Report Card Science 2011 State Snapshot Report. Iowa. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  5. The Nation's Report Card Science 2011 State Snapshot Report. Maryland. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  6. The Nation's Report Card Science 2011 State Snapshot Report. Georgia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  7. The Nation's Report Card Science 2011 State Snapshot Report. Delaware. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  8. The Nation's Report Card Science 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  9. The Nation's Report Card Science 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  10. The Nation's Report Card Science 2011 State Snapshot Report. Kentucky. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  11. The Nation's Report Card Science 2011 State Snapshot Report. Alabama. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  12. The Nation's Report Card Science 2011 State Snapshot Report. Nevada. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  13. The Nation's Report Card Science 2011 State Snapshot Report. Alaska. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  14. The Nation's Report Card Science 2011 State Snapshot Report. Arizona. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  15. The Nation's Report Card Science 2011 State Snapshot Report. Vermont. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  16. The Nation's Report Card Science 2011 State Snapshot Report. Michigan. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  17. The Nation's Report Card Science 2011 State Snapshot Report. Montana. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  18. The Nation's Report Card Science 2011 State Snapshot Report. Nebraska. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  19. The Nation's Report Card Science 2011 State Snapshot Report. Colorado. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  20. The Nation's Report Card Science 2011 State Snapshot Report. California. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  1. The Nation's Report Card Science 2011 State Snapshot Report. Missouri. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  2. The Nation's Report Card Science 2011 State Snapshot Report. Indiana. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  3. The Nation's Report Card Science 2011 State Snapshot Report. Oregon. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  4. The Nation's Report Card Science 2011 State Snapshot Report. Kansas. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  5. The Nation's Report Card Science 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  6. The Nation's Report Card Science 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  7. The Nation's Report Card Science 2011 State Snapshot Report. Washington. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  8. The Nation's Report Card Science 2011 State Snapshot Report. Illinois. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  9. The Nation's Report Card Science 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  10. The Nation's Report Card Science 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  11. The Nation's Report Card Science 2011 State Snapshot Report. Mississippi. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  12. The Nation's Report Card Science 2011 State Snapshot Report. Maine. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  13. The Nation's Report Card Science 2011 State Snapshot Report. Florida. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  14. Laboratory Directed Research and Development Program Assessment for FY 2008

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

    Looney, J P; Fox, K J

    2008-03-31

    Brookhaven National Laboratory (BNL) is a multidisciplinary Laboratory that carries out basic and applied research in the physical, biomedical, and environmental sciences, and in selected energy technologies. It is managed by Brookhaven Science Associates, LLC, (BSA) under contract with the U. S. Department of Energy (DOE). BNL's Fiscal Year 2008 spending was $531.6 million. There are approximately 2,800 employees, and another 4,300 guest scientists and students who come each year to use the Laboratory's facilities and work with the staff. The BNL Laboratory Directed Research and Development (LDRD) Program reports its status to the U.S. Department of Energy (DOE) annuallymore » in March, as required by DOE Order 413.2B, 'Laboratory Directed Research and Development,' April 19, 2006, and the Roles, Responsibilities, and Guidelines for Laboratory Directed Research and Development at the Department of Energy/National Nuclear Security Administration Laboratories dated June 13, 2006. The goals and objectives of BNL's LDRD Program can be inferred from the Program's stated purposes. These are to (1) encourage and support the development of new ideas and technology, (2) promote the early exploration and exploitation of creative and innovative concepts, and (3) develop new 'fundable' R&D projects and programs. The emphasis is clearly articulated by BNL to be on supporting exploratory research 'which could lead to new programs, projects, and directions' for the Laboratory. To be a premier scientific Laboratory, BNL must continuously foster groundbreaking scientific research and renew its research agenda. The competition for LDRD funds stimulates Laboratory scientists to think in new and creative ways, which becomes a major factor in achieving and maintaining research excellence and a means to address National needs within the overall mission of the DOE and BNL. By fostering high-risk, exploratory research, the LDRD program helps BNL to respond new scientific opportunities

  15. The Catalyst Scholarship Program at Hunter College. A Partnership among Earth Science, Physics, Computer Science and Mathematics

    ERIC Educational Resources Information Center

    Salmun, Haydee; Buonaiuto, Frank

    2016-01-01

    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 to 40 academically talented but financially disadvantaged students majoring in four disciplines of science, technology, engineering and mathematics…

  16. National Medal of Science

    NASA Image and Video Library

    2014-11-20

    President Barack Obama delivers remarks at the National Medals of Science and National Medals of Technology and Innovation Awards Ceremony, Thursday, Nov. 20, 2014 in the East Room of the White House in Washington. MESSENGER Principal Investigator, director of Columbia University's Lamont-Doherty Earth Observatory, Sean Solomon, was awarded the National Medal of Science, the nation's top scientific honor, at the ceremony. MESSENGER (MErcury Surface, Space ENvironment, GEochemistry, and Ranging) is a NASA-sponsored scientific investigation of the planet Mercury and the first space mission designed to orbit the planet closest to the Sun. Photo Credit: (NASA/Bill Ingalls)

  17. Department of Energy - Office of Science Early Career Research Program

    NASA Astrophysics Data System (ADS)

    Horwitz, James

    The Department of Energy (DOE) Office of Science Early Career Program began in FY 2010. The program objectives are to support the development of individual research programs of outstanding scientists early in their careers and to stimulate research careers in the disciplines supported by the DOE Office of Science. Both university and DOE national laboratory early career scientists are eligible. Applicants must be within 10 years of receiving their PhD. For universities, the PI must be an untenured Assistant Professor or Associate Professor on the tenure track. DOE laboratory applicants must be full time, non-postdoctoral employee. University awards are at least 150,000 per year for 5 years for summer salary and expenses. DOE laboratory awards are at least 500,000 per year for 5 years for full annual salary and expenses. The Program is managed by the Office of the Deputy Director for Science Programs and supports research in the following Offices: Advanced Scientific and Computing Research, Biological and Environmental Research, Basic Energy Sciences, Fusion Energy Sciences, High Energy Physics, and Nuclear Physics. A new Funding Opportunity Announcement is issued each year with detailed description on the topical areas encouraged for early career proposals. Preproposals are required. This talk will introduce the DOE Office of Science Early Career Research program and describe opportunities for research relevant to the condensed matter physics community. http://science.energy.gov/early-career/

  18. Enabling Research Tools for Sustained Climate Assessment

    NASA Technical Reports Server (NTRS)

    Leidner, Allison K.; Bosilovich, Michael G.; Jasinski, Michael F.; Nemani, Ramakrishna R.; Waliser, Duane Edward; Lee, Tsengdar J.

    2016-01-01

    The U.S. Global Change Research Program Sustained Assessment process benefits from long-term investments in Earth science research that enable the scientific community to conduct assessment-relevant science. To this end, NASA initiated several research programs over the past five years to support the Earth observation community in developing indicators, datasets, research products, and tools to support ongoing and future National Climate Assessments. These activities complement NASA's ongoing Earth science research programs. One aspect of the assessment portfolio funds four "enabling tools" projects at NASA research centers. Each tool leverages existing capacity within the center, but has developed tailored applications and products for National Climate Assessments. The four projects build on the capabilities of a global atmospheric reanalysis (MERRA-2), a continental U.S. land surface reanalysis (NCA-LDAS), the NASA Earth Exchange (NEX), and a Regional Climate Model Evaluation System (RCMES). Here, we provide a brief overview of each enabling tool, highlighting the ways in which it has advanced assessment science to date. We also discuss how the assessment community can access and utilize these tools for National Climate Assessments and other sustained assessment activities.

  19. Need Assessment of Computer Science and Engineering Graduates

    ERIC Educational Resources Information Center

    Surakka, Sami; Malmi, Lauri

    2005-01-01

    This case study considered the syllabus of the first and second year studies in computer science. The aim of the study was to reveal which topics covered in the syllabi were really needed during the following years of study or in working life. The program that was assessed in the study was a Masters program in computer science and engineering at a…

  20. Science in action: An interdisciplinary science education program

    NASA Technical Reports Server (NTRS)

    Horton, Linda L.

    1992-01-01

    Science in Action is an education outreach program for pre-collegiate students. It is based on the concept that, in order to interest students in science, they must see science and scientists at work. The program encompasses the full range of scientific disciplines - the core sciences, engineering, and mathematics. A unique aspect of the program is the involvement and support of scientists and engineers representing local professional societies, industries, business, and academic institutions. An outline of the program is given.

  1. Learnings and Recommendations to Advance 4-H Science Readiness

    ERIC Educational Resources Information Center

    Schmitt-McQuitty, Lynn; Carlos, Ramona; Smith, Martin H.

    2014-01-01

    The case study investigation reported here assessed California 4-H professionals' understanding of the essential components of effective 4-H Science programming as established by the National 4-H Science Mission Mandate. Using the 4-H Science Checklist as the basis for defining 4-H Science Readiness, academic and program staff were surveyed and…

  2. National Water-Quality Assessment Program - Western Lake Michigan Drainage Basin

    USGS Publications Warehouse

    Setmire, J.O.

    1991-01-01

    A major component of the program is study-unit investigations, which comprise the princ ipal bui lding blocks of the program on which national-level asses ment activities a re based . The 60 study-unit in vestigations that make up the program are hydrologic systems that include parts of most major river bas ins and a qui fer systems. These study units cover areas of I ,200 to more than 65 ,000 square mi les and incorporate about 60 to 70 percent of the Nation's water use and popul ation e rved by public water supply. In 1991 , the Western Lake Michigan drainage basin was among the fir st 20 NA WQA study unit selected for study under the full -scale implementation plan.

  3. How to implement the Science Fair Self-Help Development Program in schools

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

    Menicucci, D.

    1994-01-01

    This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it freesmore » the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.« less

  4. Toward an objective assessment of technical skills: a national survey of surgical program directors in Saudi Arabia.

    PubMed

    Alkhayal, Abdullah; Aldhukair, Shahla; Alselaim, Nahar; Aldekhayel, Salah; Alhabdan, Sultan; Altaweel, Waleed; Magzoub, Mohi Elden; Zamakhshary, Mohammed

    2012-01-01

    After almost a decade of implementing competency-based programs in postgraduate training programs, the assessment of technical skills remains more subjective than objective. National data on the assessment of technical skills during surgical training are lacking. We conducted this study to document the assessment tools for technical skills currently used in different surgical specialties, their relationship with remediation, the recommended tools from the program directors' perspective, and program directors' attitudes toward the available objective tools to assess technical skills. This study was a cross-sectional survey of surgical program directors (PDs). The survey was initially developed using a focus group and was then sent to 116 PDs. The survey contains demographic information about the program, the objective assessment tools used, and the reason for not using assessment tools. The last section discusses the recommended tools to be used from the PDs' perspective and the PDs' attitude and motivation to apply these tools in each program. The associations between the responses to the assessment questions and remediation were statistically evaluated. Seventy-one (61%) participants responded. Of the respondents, 59% mentioned using only nonstandardized, subjective, direct observation for technical skills assessment. Sixty percent use only summative evaluation, whereas 15% perform only formative evaluations of their residents, and the remaining 22% conduct both summative and formative evaluations of their residents' technical skills. Operative portfolios are kept by 53% of programs. The percentage of programs with mechanisms for remediation is 29% (19 of 65). The survey showed that surgical training programs use different tools to assess surgical skills competency. Having a clear remediation mechanism was highly associated with reporting remediation, which reflects the capability to detect struggling residents. Surgical training leadership should invest more in

  5. Suborbital Science Program: Dryden Flight Research Center

    NASA Technical Reports Server (NTRS)

    DelFrate, John

    2008-01-01

    This viewgraph presentation reviews the suborbital science program at NASA Dryden Flight Research Center. The Program Objectives are given in various areas: (1) Satellite Calibration and Validation (Cal/val)--Provide methods to perform the cal/val requirements for Earth Observing System satellites; (2) New Sensor Development -- Provide methods to reduce risk for new sensor concepts and algorithm development prior to committing sensors to operations; (3) Process Studies -- Facilitate the acquisition of high spatial/temporal resolution focused measurements that are required to understand small atmospheric and surface structures which generate powerful Earth system effects; and (4) Airborne Networking -- Develop disruption-tolerant networking to enable integrated multiple scale measurements of critical environmental features. Dryden supports the NASA Airborne Science Program and the nation in several elements: ER-2, G-3, DC-8, Ikhana (Predator B) & Global Hawk and Reveal. These are reviewed in detail in the presentation.

  6. Functional Programming in Computer Science

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

    Anderson, Loren James; Davis, Marion Kei

    We explore functional programming through a 16-week internship at Los Alamos National Laboratory. Functional programming is a branch of computer science that has exploded in popularity over the past decade due to its high-level syntax, ease of parallelization, and abundant applications. First, we summarize functional programming by listing the advantages of functional programming languages over the usual imperative languages, and we introduce the concept of parsing. Second, we discuss the importance of lambda calculus in the theory of functional programming. Lambda calculus was invented by Alonzo Church in the 1930s to formalize the concept of effective computability, and every functionalmore » language is essentially some implementation of lambda calculus. Finally, we display the lasting products of the internship: additions to a compiler and runtime system for the pure functional language STG, including both a set of tests that indicate the validity of updates to the compiler and a compiler pass that checks for illegal instances of duplicate names.« less

  7. 77 FR 40076 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-06

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel, Immunotoxicity Studies for the National Toxicology Program. Date... Officer, Scientific Review Branch, Division of Extramural Research and Training, Nat. Institute of...

  8. Offering a Geoscience Professional Development Program to Promote Science Education and Provide Hands-on Experiences for K-12 Science Educators

    ERIC Educational Resources Information Center

    Fakayode, Sayo O.; Pollard, David A.; Snipes, Vincent T.; Atkinson, Alvin

    2014-01-01

    Development of an effective strategy for promoting science education and professional development of K-12 science educators is a national priority to strengthen the quality of science, technology, engineering, and mathematics (STEM) education. This article reports the outcomes of a Geoscience Professional Development Program (GPDP) workshop…

  9. Fermilab Friends for Science Education | Programs | Past Donors

    Science.gov Websites

    to support science education in this way. Here are their thoughts: I have attended many programs for teachers around the country. Sometimes just attending, sometimes presenting. Most programs were top down assessments WITH teachers, and trusted teachers to set up and run the programs. In other words, it was

  10. Methods for collecting benthic invertebrate samples as part of the National Water-Quality Assessment Program

    USGS Publications Warehouse

    Cuffney, Thomas F.; Gurtz, Martin E.; Meador, Michael R.

    1993-01-01

    Benthic invertebrate communities are evaluated as part of the ecological survey component of the U.S. Geological Survey's National Water-Quality Assessment Program. These biological data are collected along with physical and chemical data to assess water-quality conditions and to develop an understanding of the factors that affect water-quality conditions locally, regionally, and nationally. The objectives of benthic invertebrate community characterizations are to (1) develop for each site a list of tax a within the associated stream reach and (2) determine the structure of benthic invertebrate communities within selected habitats of that reach. A nationally consistent approach is used to achieve these objectives. This approach provides guidance on site, reach, and habitat selection and methods and equipment for qualitative multihabitat sampling and semi-quantitative single habitat sampling. Appropriate quality-assurance and quality-control guidelines are used to maximize the ability to analyze data within and among study units.

  11. Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review.

    PubMed

    Robinson, Georgeanna F W B; Moore, Charity G; McTigue, Kathleen M; Rubio, Doris M; Kapoor, Wishwa N

    2015-12-01

    Competencies in Master of Science Clinical Research programs are becoming increasingly common. However, students and programs can only benefit fully from competency-based education if students' competence is formally assessed. Prior to a summative assessment, students must have at least one formative, formal assessment to be sure they are developing competence appropriate for their stage of training. This paper describes the comprehensive competency review (CCR), a milestone for MS students in Clinical Research at the University of Pittsburgh's Institute for Clinical Research Education. The CCR involves metacognitive reflection of the student's learning as a whole, written evidence of each competency, a narrative explaining the choice of evidence for demonstrating competencies, and a meeting in which two faculty members review the evidence and solicit further oral evidence of competence. CCRs allow for individualized feedback at the midpoint in degree programs, providing students with confidence that they will have the means and strategies to develop competence in all areas by the summative assessment of competence at their thesis defense. CCRs have also provided programmatic insight on the need for curricular revisions and additions. These benefits outweigh the time cost on the part of students and faculty in the CCR process. © 2015 Wiley Periodicals, Inc.

  12. Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review

    PubMed Central

    Moore, Charity G.; McTigue, Kathleen M.; Rubio, Doris M.; Kapoor, Wishwa N.

    2015-01-01

    Abstract Competencies in Master of Science Clinical Research programs are becoming increasingly common. However, students and programs can only benefit fully from competency‐based education if students’ competence is formally assessed. Prior to a summative assessment, students must have at least one formative, formal assessment to be sure they are developing competence appropriate for their stage of training. This paper describes the comprehensive competency review (CCR), a milestone for MS students in Clinical Research at the University of Pittsburgh's Institute for Clinical Research Education. The CCR involves metacognitive reflection of the student's learning as a whole, written evidence of each competency, a narrative explaining the choice of evidence for demonstrating competencies, and a meeting in which two faculty members review the evidence and solicit further oral evidence of competence. CCRs allow for individualized feedback at the midpoint in degree programs, providing students with confidence that they will have the means and strategies to develop competence in all areas by the summative assessment of competence at their thesis defense. CCRs have also provided programmatic insight on the need for curricular revisions and additions. These benefits outweigh the time cost on the part of students and faculty in the CCR process. PMID:26332763

  13. The Effects of Earth Science Programs on Student Knowledge and Interest in Earth Science

    NASA Astrophysics Data System (ADS)

    Wilson, A.

    2016-12-01

    Ariana Wilson, Chris Skinner, Chris Poulsen Abstract For many years, academic programs have been in place for the instruction of young students in the earth sciences before they undergo formal training in high school or college. However, there has been little formal assessment of the impacts of these programs on student knowledge of the earth sciences and their interest in continuing with earth science. On August 6th-12th 2016 I will attend the University of Michigan's annual Earth Camp, where I will 1) ascertain high school students' knowledge of earth science-specifically atmospheric structure and wind patterns- before and after Earth Camp, 2) record their opinions about earth science before and after Earth Camp, and 3) record how the students feel about how the camp was run and what could be improved. I will accomplish these things through the use of surveys asking the students questions about these subjects. I expect my results will show that earth science programs like Earth Camp deepen students' knowledge of and interest in earth science and encourage them to continue their study of earth science in the future. I hope these results will give guidance on how to conduct future learning programs and how to recruit more students to become earth scientists in the future.

  14. The Role of a Museum-Based Science Education Program in Promoting Content Knowledge and Science Motivation

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul

    2016-01-01

    Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students'…

  15. 75 FR 10845 - Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-03-09

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Subcommittee on Forensic Science; Committee on Science; National Science and Technology Council ACTION: General Notice. Nominations for Interagency Working Group participants. SUMMARY: The Subcommittee on Forensic Science of the National Science and Technology Council's...

  16. Examination of Attitude and Interest Measures for 4-H Science Evaluation

    ERIC Educational Resources Information Center

    Lewis, Kendra M.; Worker, Steven M.

    2015-01-01

    Science education research has demonstrated the influence of affect on learning. The National 4-H Science Logic Model outlines outcomes from youth participation in 4-H science programs, which includes attitude and interest outcomes. The associated measure, the National 4-H Science Common Measure, assesses these attitude constructs and not other…

  17. Assessment of factors influencing retention in the Philippine National Rural Physician Deployment Program

    PubMed Central

    2012-01-01

    Background The ‘Doctors to the Barrios’ (DTTB) Program was launched in 1993 in response to the shortage of doctors in remote communities in the Philippines. While the Program has attracted physicians to work in such areas for the prescribed 2-year period, ongoing monitoring shows that very few chose to remain there for longer and be absorbed by their Local Government Unit (LGU). This assessment was carried out to explore the reasons for the low retention rates and to propose possible strategies to reverse the trend. Methods A mixed methods approach was used comprising a self-administered questionnaire for members of the current cohort of DTTBs, and oral interviews with former DTTBs. Results Among former DTTBs, the wish to serve rural populations was the most widely cited motivation. By comparison, among the current cohort of DTTBs, more than half joined the Program due to return of service obligations; a quarter to help rural populations, and some out of an interest in public health. Those who joined the Program to return service experienced significantly less satisfaction, whilst those who joined out of an interest in public health were significantly more satisfied with their rural work. Those who graduated from medical schools in the National Capital Region were significantly more critical about their compensation and perceived there to be fewer options for leisure in rural areas. With regard to the factors impeding retention, lack of support from the LGU was most frequently mentioned, followed by concerns about changes in compensation upon absorption by the LGU, family issues and career advancement. Conclusions Through improved collaboration with the Department of Health, LGUs need to strengthen the support provided to DTTBs. Priority could be given to those acting out of a desire to help rural populations or having an interest in public health, and those who have trained outside of the National Capital Region. Whether physicians should be able to use the

  18. Ocean Science for Decision-Making: Current Activities of the National Research Council's Ocean Studies Board

    NASA Astrophysics Data System (ADS)

    Roberts, S.; Glickson, D.; Mengelt, C.; Forrest, S.; Waddell, K.

    2012-12-01

    The National Research Council is a private, nonprofit organization chartered by Congress in 1916 as an expansion of the U.S. National Academy of Sciences. Its mission is to improve the use of science in government decision making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. Within the National Research Council, the Ocean Studies Board (OSB) mission is to explore the science, policies, and infrastructure needed to understand, manage, and conserve coastal and marine environments and resources. OSB undertakes studies and workshops on emerging scientific and policy issues at the request of federal agencies, Congress, and others; provides program reviews and guidance; and facilitates communication on oceanographic issues among different sectors. OSB also serves as the U.S. National Committee to the international, nongovernmental Scientific Committee on Oceanic Research (SCOR). OSB has produced reports on a wide range of topics of interest to researchers and educators, the federal government, the non-profit sector, and industry. Recent reports have focused on ecosystem services in the Gulf of Mexico after the Deepwater Horizon oil spill, sea level rise on the U.S. west coast, scientific ocean drilling needs and accomplishments, requirements for sustained ocean color measurements, critical infrastructure for ocean research, tsunami warning and preparedness, ocean acidification, and marine and hydrokinetic power resource assessments. Studies that are currently underway include responding to oil spills in the Arctic, evaluating the effectiveness of fishery stock rebuilding plans, and reviewing the National Ocean Acidification Research Plan. OSB plays an important role in helping create policy decisions and disseminating important information regarding various aspects of ocean science.

  19. 78 FR 59944 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-30

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Programs in Superfund and Related Sites. Date: October 23-25...., Scientific Review Officer, Scientific Review Branch, Division of Extramural Research and Training, National...

  20. Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers

    ERIC Educational Resources Information Center

    Scott, Timothy P.; Milam, Jennifer L.; Stuessy, Carol L.; Blount, Kit Price; Bentz, Adrienne

    2006-01-01

    The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national tends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999).…

  1. 77 FR 41205 - Sunshine Act Meetings; National Science Board

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-12

    ... NATIONAL SCIENCE FOUNDATION Sunshine Act Meetings; National Science Board The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended... National Science Board business and other matters specified, as follows: AGENCY: National Science Board...

  2. National Space Weather Program Releases Strategy for the New Decade

    NASA Astrophysics Data System (ADS)

    Williamson, Samuel P.; Babcock, Michael R.; Bonadonna, Michael F.

    2010-12-01

    The National Space Weather Program (NSWP; http://www.nswp.gov) is a U.S. federal government interagency program established by the Office of the Federal Coordinator for Meteorology (OFCM) in 1995 to coordinate, collaborate, and leverage capabilities across stakeholder agencies, including space weather researchers, service providers, users, policy makers, and funding agencies, to improve the performance of the space weather enterprise for the United States and its international partners. Two important documents released in recent months have established a framework and the vision, goals, and strategy to move the enterprise forward in the next decade. The U.S. federal agency members of the NSWP include the departments of Commerce, Defense, Energy, Interior, State, and Transportation, plus NASA, the National Science Foundation, and observers from the White House Office of Science and Technology Policy (OSTP) and the Office of Management and Budget (OMB). The OFCM is also working with the Department of Homeland Security's Federal Emergency Management Agency to formally join the program.

  3. A Survey of Automated Assessment Approaches for Programming Assignments

    ERIC Educational Resources Information Center

    Ala-Mutka, Kirsti M.

    2005-01-01

    Practical programming is one of the basic skills pursued in computer science education. On programming courses, the coursework consists of programming assignments that need to be assessed from different points of view. Since the submitted assignments are executable programs with a formal structure, some features can be assessed automatically. The…

  4. The Nation's Report Card Science 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  5. The Nation's Report Card Science 2011 State Snapshot Report. Rhode Island. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  6. The Nation's Report Card Science 2011 State Snapshot Report. North Dakota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  7. The Nation's Report Card Science 2011 State Snapshot Report. South Dakota. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  8. The Nation's Report Card Science 2011 State Snapshot Report. South Carolina. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  9. The Nation's Report Card Science 2011 State Snapshot Report. New Jersey. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  10. The Nation's Report Card Science 2011 State Snapshot Report. New York. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  11. The Nation's Report Card Science 2011 State Snapshot Report. North Carolina. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  12. The Nation's Report Card Science 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  13. The Nation's Report Card Science 2011 State Snapshot Report. DoDEA. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  14. Information science and technology developments within the National Biological Information Infrastructure

    USGS Publications Warehouse

    Frame, M.T.; Cotter, G.; Zolly, L.; Little, J.

    2002-01-01

    Whether your vantage point is that of an office window or a national park, your view undoubtedly encompasses a rich diversity of life forms, all carefully studied or managed by some scientist, resource manager, or planner. A few simple calculations - the number of species, their interrelationships, and the many researchers studying them - and you can easily see the tremendous challenges that the resulting biological data presents to the information and computer science communities. Biological information varies in format and content: it may pertain to a particular species or an entire ecosystem; it can contain land use characteristics, and geospatially referenced information. The complexity and uniqueness of each individual species or ecosystem do not easily lend themselves to today's computer science tools and applications. To address the challenges that the biological enterprise presents, the National Biological Information Infrastructure (NBII) (http://www.nbii.gov) was established in 1993 on the recommendation of the National Research Council (National Research Council 1993). The NBII is designed to address these issues on a national scale, and through international partnerships. This paper discusses current information and computer science efforts within the National Biological Information Infrastructure Program, and future computer science research endeavors that are needed to address the ever-growing issues related to our nation's biological concerns. ?? 2003 by The Haworth Press, Inc. All rights reserved.

  15. Citizen Scientists Contribute National-Scale Phenology Data for Science, Conservation and Resource Management

    NASA Astrophysics Data System (ADS)

    Weltzin, J. F.; Rosemartin, A.; Crimmins, T. M.; Posthumus, E.

    2015-12-01

    The USA National Phenology Network (USA-NPN; www.usanpn.org) serves science and society by promoting a broad understanding of plant and animal phenology and the relationships among phenological patterns and all aspects of environmental change. Data maintained by USA-NPN is being used for applications related to science, conservation and resource management. The majority of the data have been provided by "citizen scientists" participating in a national-scale, multi-taxa phenology observation program, Nature's Notebook. Since 2008, more than 5,500 active participants registered with Nature's Notebook have contributed over 5.5 million observation records for plants and animals. This presentation will demonstrate several types of questions that can be addressed by engaging citizen scientists in a standardized national monitoring system focused on field observations of biodiversity. Because the proof is often in the pudding, we will feature a diversity of recently published studies, but will also highlight several new and ongoing local- to continental-scale projects. Projects include continental bioclimatic indices, regional assessments of historical and potential future trends in phenology, sub-regional assessments of temperate deciduous forest response to recent variability in spring-time heat accumulation, state- and management unit- level foci on spatio-temporal variation in organismal activity at both the population and community level, and local monitoring for invasive species detection across platforms from ground to satellite. Additional data-mining and exploration by interested researchers and/or resource managers will likely further demonstrate the value of these data. The bottom line is that "citizen science" represents a viable approach to collect data across spatiotemporal scales often unattainable to research scientists under typical resource constraints.

  16. STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

    NASA Astrophysics Data System (ADS)

    Keller, John; Rebar, Bryan

    2012-11-01

    The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

  17. Civics Framework for the 2010 National Assessment of Educational Progress

    ERIC Educational Resources Information Center

    National Assessment Governing Board, 2009

    2009-01-01

    The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions…

  18. Introductory Statistics Education and the National Science Foundation

    ERIC Educational Resources Information Center

    Hall, Megan R.; Rowell, Ginger Holmes

    2008-01-01

    This paper describes 27 National Science Foundation supported grant projects that have innovations designed to improve teaching and learning in introductory statistics courses. The characteristics of these projects are compared with the six recommendations given in the "Guidelines for Assessment and Instruction in Statistics Education (GAISE)…

  19. External quality-assurance programs managed by the U.S. Geological Survey in support of the National Atmospheric Deposition Program/National Trends Network

    USGS Publications Warehouse

    Latysh, Natalie E.; Wetherbee, Gregory A.

    2005-01-01

    The U.S. Geological Survey, Branch of Quality Systems, operates the external quality-assurance programs for the National Atmospheric Deposition Program/National Trends Network (NADP/NTN). Beginning in 1978, six different programs have been implemented?the intersite-comparison program, the blind-audit program, the sample-handling evaluation program, the field-audit program, the interlaboratory-comparison program, and the collocated-sampler program. Each program was designed to measure error contributed by specific components in the data-collection process. The intersite-comparison program, which was discontinued in 2004, was designed to assess the accuracy and reliability of field pH and specific-conductance measurements made by site operators. The blind-audit and sample-handling evaluation programs, which also were discontinued in 2002 and 2004, respectively, assessed contamination that may result from sampling equipment and routine handling and processing of the wet-deposition samples. The field-audit program assesses the effects of sample handling, processing, and field exposure. The interlaboratory-comparison program evaluates bias and precision of analytical results produced by the contract laboratory for NADP, the Illinois State Water Survey, Central Analytical Laboratory, and compares its performance with the performance of international laboratories. The collocated-sampler program assesses the overall precision of wet-deposition data collected by NADP/NTN. This report documents historical operations and the operating procedures for each of these external quality-assurance programs. USGS quality-assurance information allows NADP/NTN data users to discern between actual environmental trends and inherent measurement variability.

  20. Los Alamos National Lab: National Security Science

    Science.gov Websites

    SKIP TO PAGE CONTENT Los Alamos National Laboratory Delivering science and technology to protect Permit for Storm Water Public Reading Room Environment Home News Los Alamos National Lab: National deposition operations for the Center for Integrated Nanotechnologies at Los Alamos. Innovation drives his

  1. Environmental Hazards Assessment Program. Quarterly report, January 1994--March 1994

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

    Not Available

    1994-05-04

    The objectives of the EHAP program are to: Develop a holistic, national basis for risk assessment, risk management and risk communication; Develop a pool of talented scientists and experts in cleanup activities, especially in human health aspects, and; Identify needs and develop programs addressing the critical shortage of well-educated, highly-skilled technical and scientific personnel to address the health oriented aspects of environmental restoration and waste management. This report describes activities and reports on progress for the third quarter of year two (January-March, 1994) of the grant. To better accomplish objectives, grant efforts are organized into three major elements: The Crossroadsmore » of Humanity Series; Research, Science and Education Programs; and Program Management. The Crossroads of Humanity Series charted a new course, incorporating lessons learned during previous quarters into a series of programs designed to address environmental issues in a real world setting. Reports are included on the various research programs with milestones and deliverables from the third quarter.« less

  2. Improving Science Assessments by Situating Them in a Virtual Environment

    ERIC Educational Resources Information Center

    Ketelhut, Diane Jass; Nelson, Brian; Schifter, Catherine; Kim, Younsu

    2013-01-01

    Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments…

  3. 50 CFR 86.122 - Who completes the Comprehensive National Assessment?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Who completes the Comprehensive National... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.122 Who completes the Comprehensive National Assessment? The Service completes the Assessment. We will develop standards in...

  4. The EPA's human exposure research program for assessing cumulative risk in communities.

    PubMed

    Zartarian, Valerie G; Schultz, Bradley D

    2010-06-01

    Communities are faced with challenges in identifying and prioritizing environmental issues, taking actions to reduce their exposures, and determining their effectiveness for reducing human health risks. Additional challenges include determining what scientific tools are available and most relevant, and understanding how to use those tools; given these barriers, community groups tend to rely more on risk perception than science. The U.S. Environmental Protection Agency's Office of Research and Development, National Exposure Research Laboratory (NERL) and collaborators are developing and applying tools (models, data, methods) for enhancing cumulative risk assessments. The NERL's "Cumulative Communities Research Program" focuses on key science questions: (1) How to systematically identify and prioritize key chemical stressors within a given community?; (2) How to develop estimates of exposure to multiple stressors for individuals in epidemiologic studies?; and (3) What tools can be used to assess community-level distributions of exposures for the development and evaluation of the effectiveness of risk reduction strategies? This paper provides community partners and scientific researchers with an understanding of the NERL research program and other efforts to address cumulative community risks; and key research needs and opportunities. Some initial findings include the following: (1) Many useful tools exist for components of risk assessment, but need to be developed collaboratively with end users and made more comprehensive and user-friendly for practical application; (2) Tools for quantifying cumulative risks and impact of community risk reduction activities are also needed; (3) More data are needed to assess community- and individual-level exposures, and to link exposure-related information with health effects; and (4) Additional research is needed to incorporate risk-modifying factors ("non-chemical stressors") into cumulative risk assessments. The products of this

  5. School Effects on Educational Achievement in Mathematics and Science: 1985-86. National Assessment of Educational Progress. Research and Development Report.

    ERIC Educational Resources Information Center

    Arnold, Carolyn L.; Kaufman, Phillip D.

    This report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that…

  6. Evaluating a national science and technology program using the human capital and relational asset perspectives.

    PubMed

    Hung, Chia-Liang; Chou, Jerome Chih-Lung; Roan, Hung-Wei

    2010-11-01

    The purpose of this research is to evaluate the performance of the National Science and Technology Program (NSTP) by targeting the Taiwan National Telecommunication Program (NTP) initiated in 1998. The Taiwan telecommunications industry has prospered, currently occupying key positions in global markets even though NTP seldom contributes positively to patent citation performance. Hence, the authors of this study investigate the qualitative perspective of intellectual capital rather than quantitative technological indices. The current study focuses on both human capital and relational assets through surveys of 53 principal investigators of NTP projects and 63 industrial R&D managers of telecommunications corporations in the Taiwan market. Results show that NSTP member quality and the flow of employment are good indicators of human capital and that both perform better than the middle value in the case of Taiwan NTP. In addition, we find that industrial participants are more likely to share R&D resources than other academic researchers with higher intention of co-publishing, co-funding, and sharing equipment and facilities. The industrial NTP participants also have higher expectations regarding achieving advanced technology breakthroughs in contrast to non-NTP industrial interviewees. Moreover, industrial participants with greater industry-university cooperation intensity indeed obtain a particular advantage, that is, greater knowledge acquisition from other fields related to the effect of knowledge spillovers through the particular NSTP linkage. Accordingly, from the perspectives of human capital and relational assets, the authors conclude by articulating the importance of absorptive capacity resulting from good human capital and knowledge spillover contributed by relational assets within governmental technology policy and NSTP programming. Copyright (c) 2010 Elsevier Ltd. All rights reserved.

  7. Best Practices in Physics Program Assessment: Should APS Provide Accreditation Standards for Physics?

    NASA Astrophysics Data System (ADS)

    Hodapp, Theodore

    The Phys21 report, ``Preparing Physics Students for 21st Century Careers,'' provides guidance for physics programs to improve their degree programs to make them more relevant for student career choices. Undertaking such changes and assessing impact varies widely by institution, with many departments inventing assessments with each periodic departmental or programmatic review. American Physical Society has embarked on a process to integrate information from Phys21, the results of other national studies, and educational research outcomes to generate a best-practices guide to help physics departments conduct program review, assessment, and improvement. It is anticipated that departments will be able to use this document to help with their role in university-level accreditation, and in making the case for improvements to departmental programs. Accreditation of physics programs could stem from such a document, and I will discuss some of the thinking of the APS Committee on Education in creating this guide, and how they are advising APS to move forward in the higher education landscape that is increasingly subject to standards-based evaluations. I will describe plans for the design, review, and dissemination of this guide, and how faculty can provide input into its development. This material is based upon work supported by the National Science Foundation under Grant No. 1540570. Opinions expressed do not necessarily reflect those of the NSF.

  8. Fidelity of test development process within a national science grant

    NASA Astrophysics Data System (ADS)

    Brumfield, Teresa E.

    no control---and by time. The purpose for studying the case was to gain a more in-depth, holistic understanding of the real-life test development task that took place within a project evaluation context. In particular, this case study investigated how the actual test development process was affected by: (1) the national and state (i.e., NC) science standards, (2) the NSF's definition of "evidence" in a project evaluation, (3) the MSP project's understanding of the role of the to-be-developed tests in their project evaluation, (4) the MSP project's understanding of the test development process, and (5) the MSP project's participants (e.g., teacher item-writers and scientists). From an investigation of this case, it was concluded that: (a) constructing psychometrically sound tests within an evaluation is not easy, (b) sufficient time and resources to construct such measures properly are seldom provided, and (c) test construction---at least within an evaluation---is not routine and unproblematic. Based upon the results from this case study, it was recommended that stakeholders (i.e., program managers, project directors, and evaluators) be familiar with the steps and standards used to develop psychometrically sound tests. Additionally, it was recommended that, for future research, a meta-analysis that examines only the test development process be conducted of all other MSP projects. A second suggested future research area was to establish a protocol that provides a systematic means by which to examine an existing or proposed MSP project for alignment with state science standards. Such a protocol would be cost-effective in that demonstrated alignment with state science standards would enable projects to use existing state science assessments, which must be in place, according to NCLB, by the 2007-2008 school year, to demonstrate student achievement. In this way, project directors and evaluators, typically with limited familiarity with the steps and standards by which

  9. Educational Programs for Graduate Level Learners and Professionals - National Radio Astronomy Observatory National and International Non-Traditional Exchange Program

    NASA Astrophysics Data System (ADS)

    Wingate, Lory Mitchell

    2017-01-01

    The National Radio Astronomy Observatory’s (NRAO) National and International Non-Traditional Exchange (NINE) Program teaches concepts of project management and systems engineering to chosen participants within a nine-week program held at NRAO in New Mexico. Participants are typically graduate level students or professionals. Participation in the NINE Program is through a competitive process. The program includes a hands-on service project designed to increase the participants knowledge of radio astronomy. The approach demonstrate clearly to the learner the positive net effects of following methodical approaches to achieving optimal science results.The NINE teaches participants important sustainable skills associated with constructing, operating and maintaining radio astronomy observatories. NINE Program learners are expected to return to their host sites and implement the program in their own location as a NINE Hub. This requires forming a committed relationship (through a formal Letter of Agreement), establishing a site location, and developing a program that takes into consideration the needs of the community they represent. The anticipated outcome of this program is worldwide partnerships with fast growing radio astronomy communities designed to facilitate the exchange of staff and the mentoring of under-represented groups of learners, thereby developing a strong pipeline of global talent to construct, operate and maintain radio astronomy observatories.

  10. Improving the Nation's Climate Literacy through the Next Generation Science Standards

    NASA Astrophysics Data System (ADS)

    Grogan, M.; Niepold, F.; Ledley, T. S.; Gold, A. U.; Breslyn, W. G.; Carley, S.

    2013-12-01

    Climate Literacy: The Essential Principles of Climate Science (2009) presented the information that is deemed important for individuals and communities to know and understand about Earth's climate, impacts of climate change, and approaches to adaptation or mitigation by a group of federal agencies, science and educational partners. These principles guided the development of the NRC Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) and the Next Generation Science Standards (NGSS, 2013). National Science Foundation recently funded two partnership projects which support the implementation of the climate component of the NGSS using the Climate Literacy framework. The first project, the Climate Literacy and Energy Awareness Network (CLEAN), was launched in 2010 as a National Science Digital Library (NSDL) Pathways project. CLEAN's primary effort is to steward a collection of educational resources around energy and climate topics and foster a community that supports learning about climate and energy topics. CLEAN's focus has been to integrate the effective use of the educational resources across all grade levels - with a particular focus on the middle-school through undergraduate levels (grades 6-16) and align the resources with educational standards. The second project, the Maryland and Delaware Climate Change Education, Assessment and Research (MADE-CLEAR) program is supported by a Phase II Climate Change Education Partnership (CCEP) grant awarded to the University System of Maryland (USM) by the National Science Foundation. The MADE-CLEAR project's related goals are to support innovations in interdisciplinary P-20 (preschool through graduate school) climate change education, and develop new pathways for teacher education and professional development leading to expertise in climate change content and pedagogy. Work in Maryland, Delaware (MADE-CLEAR) and other states on the implementation of the NGSS, that will utilize the

  11. Enhancing fire science exchange: The Joint Fire Science Program's National Network of Knowledge Exchange Consortia

    Treesearch

    Vita Wright; Crystal Kolden; Todd Kipfer; Kristine Lee; Adrian Leighton; Jim Riddering; Leana Schelvan

    2011-01-01

    The Northern Rocky Mountain region is one of the most fire-prone regions in the United States. With a history of large fires that have shaped national policy, including the fires of 1910 and 2000 in Idaho and Montana and the Yellowstone fires of 1988, this region is projected to have many large severe fires in the future. Communication about fire science needs and...

  12. Patching the Pipeline: Reducing Educational Disparities in the Sciences Through Minority Training Programs

    PubMed Central

    Schultz, P. Wesley; Hernandez, Paul R.; Woodcock, Anna; Estrada, Mica; Chance, Randie C.; Aguilar, Maria; Serpe, Richard T.

    2013-01-01

    For more than 40 years, there has been a concerted national effort to promote diversity among the scientific research community. Yet given the persistent national-level disparity in educational achievements of students from various ethnic and racial groups, the efficacy of these programs has come into question. The current study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control. Growth curve analyses using Hierarchical Linear Modeling show that students supported by Research Initiative for Science Excellence were more likely to persist in their intentions to pursue a scientific research career. In addition, growth curve analyses indicate that undergraduate research experience, but not having a mentor, predicted student persistence in science. PMID:24285910

  13. EarthScope National Office Education and Outreach Program: 2013 Update on Activities and Outcomes

    NASA Astrophysics Data System (ADS)

    Semken, S. C.; Robinson, S.; Bohon, W.; Schwab, P.; Arrowsmith, R.; Garnero, E. J.; Fouch, M. J.; Pettis, L.; Baumback, D.; Dick, C.

    2013-12-01

    The EarthScope Program (www.earthscope.org) funded by the National Science Foundation, fosters interdisciplinary exploration of the geologic structure and evolution of the North American continent by means of seismology, geodesy, magnetotellurics, in-situ fault-zone sampling, geochronology, and high-resolution topographic measurements. Data and findings from EarthScope continue to transform geoscientific studies throughout the Earth, enhance understanding and mitigation of hazards, and inform applications of geoscience toward environmental sustainability. The EarthScope Program also marshals significant resources and opportunities for education and outreach (E&O) in the Earth system sciences. The EarthScope National Office (ESNO) at Arizona State University serves all EarthScope stakeholders, including the EarthScope Steering Committee, researchers, educators, students, and the general public. ESNO supports and promotes E&O through social media and web-hosted resources, newsletters and published articles, E&O workshops for informal educators (interpreters), assistance to grassroots K-12 STEM teacher professional development projects (typically led by EarthScope researchers), continuing education for researchers, collaborations with other Earth-science E&O providers, and biannual national conferences. The EarthScope E&O program at ESNO leads and supports wide dissemination of the data, findings, and legacy of EarthScope. Notable activities in 2013 include expansion of social-media and web-based content, two Interpretive Workshops in the eastern United States, the Great ShakeOut, the EarthScope National Meeting in Raleigh, and continuing partnerships with affiliated E&O providers. The EarthScope National Office is supported by the National Science Foundation under grants EAR-1101100 and EAR-1216301. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National

  14. UNESCO Science Programs: Impacts of U.S. Withdrawal and Suggestions for Alternative Interim Arrangements. A Preliminary Assessment.

    ERIC Educational Resources Information Center

    National Academy of Sciences - National Research Council, Washington, DC. Office of International Affairs.

    This study was conducted to provide the U.S. Department of State with an assessment of the potential impacts on science of a United States withdrawal from UNESCO and to suggest possible alternative arrangements to maintain essential U.S. scientific contacts with UNESCO-sponsored programs in case the United States were no longer a member of UNESCO…

  15. National Enhanced Elevation Assessment at a glance

    USGS Publications Warehouse

    Snyder, Gregory I.

    2012-01-01

    Elevation data are essential for hazards mitigation, conservation, infrastructure development, national security, and many other applications. Under the leadership of the U.S. Geological Survey and the member States of the National Digital Elevation Program (NDEP), Federal agencies, State agencies, and others work together to acquire high-quality elevation data for the United States and its territories. New elevation data are acquired using modern technology to replace elevation data that are, on average, more than 30 years old. Through the efforts of the NDEP, a project-by-project data acquisition approach resulted in improved, publicly available data for 28 percent of the conterminous United States and 15 percent of Alaska over the past 15 years. Although the program operates efficiently, the rate of data collection and the typical project specifications are currently insufficient to address the needs of government, the private sector, and other organizations. The National Enhanced Elevation Assessment was conducted to (1) document national-level requirements for improved elevation data, (2) estimate the benefits and costs of meeting those requirements, and (3) evaluate multiple national-level program-implementation scenarios. The assessment was sponsored by the NDEP's member agencies. The study participants came from 34 Federal agencies, agencies from all 50 States, selected local government and Tribal offices, and private and not-for-profit organizations. A total of 602 mission-critical activities were identified that need significantly more accurate data than are currently available. The results of the assessment indicate that a national-level enhanced-elevation-data program has the potential to generate from $1.2 billion to $13 billion in new benefits annually.

  16. Colorado Student Assessment Program Technical Report, 2000.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This report presents the results of the statewide spring 2000 administration of the Colorado Student Assessment Program (CSAP). Third-grade students were assessed in Reading; fourth- and seventh-grade students were assessed in Reading and Writing; and eighth-grade students were assessed in Mathematics and Science. The assessments were developed by…

  17. National differences in gender–science stereotypes predict national sex differences in science and math achievement

    PubMed Central

    Nosek, Brian A.; Smyth, Frederick L.; Sriram, N.; Lindner, Nicole M.; Devos, Thierry; Ayala, Alfonso; Bar-Anan, Yoav; Bergh, Robin; Cai, Huajian; Gonsalkorale, Karen; Kesebir, Selin; Maliszewski, Norbert; Neto, Félix; Olli, Eero; Park, Jaihyun; Schnabel, Konrad; Shiomura, Kimihiro; Tulbure, Bogdan Tudor; Wiers, Reinout W.; Somogyi, Mónika; Akrami, Nazar; Ekehammar, Bo; Vianello, Michelangelo; Banaji, Mahzarin R.; Greenwald, Anthony G.

    2009-01-01

    About 70% of more than half a million Implicit Association Tests completed by citizens of 34 countries revealed expected implicit stereotypes associating science with males more than with females. We discovered that nation-level implicit stereotypes predicted nation-level sex differences in 8th-grade science and mathematics achievement. Self-reported stereotypes did not provide additional predictive validity of the achievement gap. We suggest that implicit stereotypes and sex differences in science participation and performance are mutually reinforcing, contributing to the persistent gender gap in science engagement. PMID:19549876

  18. Toward a national, sustained U.S. ecosystem assessment

    USGS Publications Warehouse

    Jackson, Stephen T.; Duke, Clifford S.; Hampton, Stephanie E.; Jacobs, Katharine L.; Joppa, Lucas N.; Kassam, Karim-Aly S. K.; Mooney, Harold A.; Ogden, Laura A.; Ruckelshaus, Mary; Shogren, Jason F.

    2016-01-01

    The massive investment of resources devoted to monitoring and assessment of economic and societal indicators in the United States is neither matched by nor linked to efforts to monitor and assess the ecosystem services and biodiversity that support economic and social well-being. Although national-scale assessments of biodiversity (1) and ecosystem indicators (2) have been undertaken, nearly a decade has elapsed since the last systematic assessment (2). A 2011 White House report called for a national biodiversity and ecosystem services assessment (3), but the initiative has stalled. Our aim here is to stimulate the process and outline a credible framework and pathway for an ongoing assessment of ecosystem functioning (see the photo). A national assessment should engage diverse stakeholders from multiple sectors of society and should focus on metrics and analyses of direct relevance to policy decisions, from local to national levels. Although many technical or science-focused components are in place, they need to be articulated, distilled, and organized to address policy issues.

  19. In-Depth Science Research Experiences for Teens: The AMNH-ITEST High School Science Research Program. Summative Evaluation Report

    ERIC Educational Resources Information Center

    Smith, Anita

    2008-01-01

    In January 2005, the American Museum of Natural History (AMNH) was awarded a three-year ITEST grant (Innovative Technology Experiences for Students and Teachers) through the National Science Foundation (award #04-23417). This "AMNH-ITEST High School Science Research Program" aimed to target 120 urban high school youth, grades 10-12, from…

  20. A Study of the Alignment of National Standards, State Standards, and Science Assessment.

    ERIC Educational Resources Information Center

    Burry-Stock, Judith A.; Casebeer, Cindy M.

    Educational reform efforts are currently at the top of the nation's agenda. Policymakers are hearing increasing calls from members of the public to improve standardized test scores. These reform calls are a response to the perceived inadequacy of science teaching in our nation. Data were collected from participating states regarding the status of…

  1. Adapting postdoctoral training to interdisciplinary science in the 21st century: the Cancer Prevention Fellowship Program at the National Cancer Institute.

    PubMed

    Chang, Shine; Hursting, Stephen D; Perkins, Susan N; Dores, Graça M; Weed, Douglas L

    2005-03-01

    Preparing junior scientists for careers in the health sciences has become an immense challenge for many reasons, including the emerging demand for multidisciplinary approaches to solving problems in the health sciences. For those choosing careers in hybrid and interdisciplinary fields, the "traditional" postdoctoral training model may not perform well, particularly in light of other problems that plague postdoctoral success. New approaches are required. Using the interdisciplinary field of cancer prevention as an example, the authors describe the Cancer Prevention Fellowship Program (CPFP) of the National Cancer Institute, a three-year postdoctoral program of which the goal is to provide its fellows with a strong foundation in cancer prevention through education, mentored research, and structured professional development training activities that emphasize multidisciplinary approaches and leadership skills. Over time, the CPFP has incorporated the best aspects of the traditional postdoctoral training model with newer training approaches in an effort to overcome existing problems in postdoctoral training and to address the additional complexities inherent in training those who seek careers in interdisciplinary science. Many aspects of the CPFP, including an efficient infrastructure, a dedicated staff, a capacity to provide educational activities, and the provision of rich research opportunities, may translate well to other postdoctoral programs that face similar issues.

  2. 78 FR 69138 - Sunshine Act Meeting; National Science Board

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-18

    ... NATIONAL SCIENCE FOUNDATION Sunshine Act Meeting; National Science Board The National Science Board, pursuant to NSF regulations (45 CFR Part 614), the National Science Foundation Act, as amended... the scheduling of meetings for the transaction of National Science Board business and other matters...

  3. Vision for the Future of the US National Strong-Motion Program

    USGS Publications Warehouse

    ,

    1997-01-01

    This document provides the requested vision for the future of the National Strong-Motion Program operated by the US Geological Survey. Options for operation of the program are presented in a companion document. Each of the three major charges of the EHRP, program council pertaining to the vision document is addressed here. The 'Vision Summary' through a series of answers to specific questions is intended to provide a complete synopsis of the committees response to program council charges. The Vision for the Future of the NSMP is presented as section III of the Summary. Analysis and detailed discussion supporting the answers in the summary are presented as sections organized according to the charges of the program council. The mission for the program is adopted from that developed at the national workshop entitled 'Research Needs for Strong Motion Data to Support Earthquake Engineering' sponsored by the National Science Foundation.

  4. In Brief: Climate Change Science Program comment period; Ocean Commission comment period; Fine-tuning particulate matter research

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2004-04-01

    Public comments on the draft guidelines for the synthesis and assessment products being prepared by the U.S. Climate Change Science Program are being accepted through 7 May; The long-anticipated preliminary report of the U.S. Commission on Ocean Policy is being released on 20 April. The comment period extends through 21 May; Determining the most hazardous chemical components and other characteristics of aerosol particulate matter should be a focus of research by the U.S. Environmental Protection Agency, according to a 24 March report by the National Academies' National Research Council.

  5. ICASE Computer Science Program

    NASA Technical Reports Server (NTRS)

    1985-01-01

    The Institute for Computer Applications in Science and Engineering computer science program is discussed in outline form. Information is given on such topics as problem decomposition, algorithm development, programming languages, and parallel architectures.

  6. National Academy of Sciences

    MedlinePlus

    ... special activities. Through the National Academies of Sciences, Engineering, and Medicine, the NAS provides objective, science-based ... YouTube Instagram Resources Member Directory Meetings & Events Locations Careers Newsroom | Directory | Meetings & Events | Support the NAS Copyright © ...

  7. 50 CFR 86.121 - What does the Comprehensive National Assessment do?

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false What does the Comprehensive National... INFRASTRUCTURE GRANT (BIG) PROGRAM Completing the Comprehensive National Assessment § 86.121 What does the Comprehensive National Assessment do? The Comprehensive National Assessment determines nationwide the adequacy...

  8. A concept for performance management for Federal science programs

    USGS Publications Warehouse

    Whalen, Kevin G.

    2017-11-06

    The demonstration of clear linkages between planning, funding, outcomes, and performance management has created unique challenges for U.S. Federal science programs. An approach is presented here that characterizes science program strategic objectives by one of five “activity types”: (1) knowledge discovery, (2) knowledge development and delivery, (3) science support, (4) inventory and monitoring, and (5) knowledge synthesis and assessment. The activity types relate to performance measurement tools for tracking outcomes of research funded under the objective. The result is a multi-time scale, integrated performance measure that tracks individual performance metrics synthetically while also measuring progress toward long-term outcomes. Tracking performance on individual metrics provides explicit linkages to root causes of potentially suboptimal performance and captures both internal and external program drivers, such as customer relations and science support for managers. Functionally connecting strategic planning objectives with performance measurement tools is a practical approach for publicly funded science agencies that links planning, outcomes, and performance management—an enterprise that has created unique challenges for public-sector research and development programs.

  9. The effects of a science intervention program on the attitudes and achievement of high school girls in science

    NASA Astrophysics Data System (ADS)

    Steakley, Carrie Capers

    This study investigated the effects of a high school science intervention program that included hands-on activities, science-related career information and exposure, and real-world experiences on girls' attitudes and achievement in science. Eighty-four girls, 44 ninth-graders and 40 tenth-graders, and 105 parents participated in the study. Survey data was collected to assess the girls' attitudes toward science in seven distinct areas: social implications of science, normality of scientists, attitude toward scientific inquiry, adoption of scientific attitudes, enjoyment of science lessons, leisure interest in science, and career interest in science. Additional questionnaires were used to determine the extent of the girls' participation in sports and the attitudes of their parents toward science. The girls' cumulative science semester grade point averages since the seventh grade were used to assess academic science achievement. This study found no evidence that participation in the program improved the girls' attitudes or achievement in science. Parent attitudes and years of participation in sports were not accurate predictors of science achievement. Additionally, no significant relationship was detected between the girls' and their parents' perceptions of science. However, the study did suggest that extended participation in sports may positively affect science achievement for girls. This study holds implications for educational stakeholders who seek to implement intervention methods and programs that may improve student attitudes and achievement in science and attract more youth to future science-related careers.

  10. Science Assessments for All: Integrating Science Simulations into Balanced State Science Assessment Systems

    ERIC Educational Resources Information Center

    Quellmalz, Edys S.; Timms, Michael J.; Silberglitt, Matt D.; Buckley, Barbara C.

    2012-01-01

    This article reports on the collaboration of six states to study how simulation-based science assessments can become transformative components of multi-level, balanced state science assessment systems. The project studied the psychometric quality, feasibility, and utility of simulation-based science assessments designed to serve formative purposes…

  11. Effective Secondary Science Programs: A Best-Evidence Synthesis

    ERIC Educational Resources Information Center

    Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia

    2015-01-01

    This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four…

  12. Effective Secondary Science Programs: A Best-Evidence Synthesis

    ERIC Educational Resources Information Center

    Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia

    2017-01-01

    This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or quasi-experimental assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into…

  13. National Institutes of Health addresses the science of diversity.

    PubMed

    Valantine, Hannah A; Collins, Francis S

    2015-10-06

    The US biomedical research workforce does not currently mirror the nation's population demographically, despite numerous attempts to increase diversity. This imbalance is limiting the promise of our biomedical enterprise for building knowledge and improving the nation's health. Beyond ensuring fairness in scientific workforce representation, recruiting and retaining a diverse set of minds and approaches is vital to harnessing the complete intellectual capital of the nation. The complexity inherent in diversifying the research workforce underscores the need for a rigorous scientific approach, consistent with the ways we address the challenges of science discovery and translation to human health. Herein, we identify four cross-cutting diversity challenges ripe for scientific exploration and opportunity: research evidence for diversity's impact on the quality and outputs of science; evidence-based approaches to recruitment and training; individual and institutional barriers to workforce diversity; and a national strategy for eliminating barriers to career transition, with scientifically based approaches for scaling and dissemination. Evidence-based data for each of these challenges should provide an integrated, stepwise approach to programs that enhance diversity rapidly within the biomedical research workforce.

  14. Science to Support DOE Site Cleanup: The Pacific Northwest National Laboratory Environmental Management Science Program Awards-Fiscal Year 1999 Mid-Year Progress Report

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

    Peurrung, L.M.

    1999-06-30

    Pacific Northwest National Laboratory was awarded ten Environmental Management Science Program (EMSP) research grants in fiscal year 1996, six in fiscal year 1997, and eight in fiscal year 1998. This section summarizes how each grant addresses significant U.S. Department of Energy (DOE) cleanup issues, including those at the Hanford Site. The technical progress made to date in each of these research projects is addressed in more detail in the individual progress reports contained in this document. This research is focused primarily in five areas: Tank Waste Remediation, Decontamination and Decommissioning, Spent Nuclear Fuel and Nuclear Materials, Soil and Groundwater Cleanmore » Up, and Health Effects.« less

  15. Need Assessment of Computer Science and Engineering Graduates

    NASA Astrophysics Data System (ADS)

    Surakka, Sami; Malmi, Lauri

    2005-06-01

    This case study considered the syllabus of the first and second year studies in computer science. The aim of the study was to reveal which topics covered in the syllabi were really needed during the following years of study or in working life. The program that was assessed in the study was a Masters program in computer science and engineering at a university of technology in Finland. The necessity of different subjects for the advanced studies (years 3? ?5) and for working life was assessed using four content analyses: (a) the course catalog of the institution where this study was carried out, (b) employment reports that were attached to the applications for internship credits, (c) masters theses, and (d) job advertisements in a newspaper. The results of the study imply that the necessity of physics for the advanced study and work was very low compared to the extent to which it was studied. On the other hand, the necessity for mathematics was moderate, and it had remained quite steady during the period 1989? ?2002. The most necessary computer science topic was programming. Also telecommunications and networking was needed often, whereas theoretical computer science was needed quite rarely.

  16. 78 FR 51752 - Sunshine Act Meetings; National Science Board

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-21

    ... NATIONAL SCIENCE FOUNDATION Sunshine Act Meetings; National Science Board The National Science... CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n- 5), and the... for the transaction of National Science Board business, as follows: DATE AND TIME: Monday, August 26...

  17. 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.

  18. 78 FR 2451 - National Science Board; Sunshine Act Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-01-11

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings The National Science... National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5... transaction of National Science Board business and other matters specified, as follows: DATE AND TIME...

  19. Design of Cycle 3 of the National Water-Quality Assessment Program, 2013-2022: Part 1: Framework of Water-Quality Issues and Potential Approaches

    USGS Publications Warehouse

    Rowe, Gary L.; Belitz, Kenneth; Essaid, Hedeff I.; Gilliom, Robert J.; Hamilton, Pixie A.; Hoos, Anne B.; Lynch, Dennis D.; Munn, Mark D.; Wolock, David W.

    2010-01-01

    In 1991, the U.S. Congress established the U.S. Geological Survey (USGS) National Water-Quality Assessment (NAWQA) Program to develop long-term, nationally consistent information on the quality of the Nation's streams and groundwater. Congress recognized the critical need for this information to support scientifically sound management, regulatory, and policy decisions concerning the increasingly stressed water resources of the Nation. The long-term goals of NAWQA are to: (1) assess the status of water-quality conditions in the United States, (2) evaluate long-term trends in water-quality conditions, and (3) link status and trends with an understanding of the natural and human factors that affect water quality. These goals are national in scale, include both surface water and groundwater, and include consideration of water quality in relation to both human uses and aquatic ecosystems. Since 1991, NAWQA assessments and findings have fostered and supported major improvements in the availability and use of unbiased scientific information for decisionmaking, resource management, and planning at all levels of government. These improvements have enabled agencies and stakeholders to cost-effectively address a wide range of water-quality issues related to natural and human influences on the quality of water and potential effects on aquatic ecosystems and human health (http://water.usgs.gov/nawqa/xrel.pdf). NAWQA, like all USGS programs, provides policy relevant information that serves as a scientific basis for decisionmaking related to resource management, protection, and restoration. The information is freely available to all levels of government, nongovernmental organizations, industry, academia, and the public, and is readily accessible on the NAWQA Web site and other diverse formats to serve the needs of the water-resource community at different technical levels. Water-quality conditions in streams and groundwater are described in more than 1,700 publications (available

  20. An Assessment of Factors Relating to High School Students' Science Self-Efficacy

    NASA Astrophysics Data System (ADS)

    Gibson, Jakeisha Jamice

    This mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students' Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child's interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura's Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student's Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more

  1. An Assessment of the Impact of a Science Outreach Program, Science In Motion, on Student Achievement, Teacher Efficacy, and Teacher Perception

    ERIC Educational Resources Information Center

    Herring, Phillip Allen

    2009-01-01

    The purpose of the study was to analyze the science outreach program, Science In Motion (SIM), located in Mobile, Alabama. This research investigated what impact the SIM program has on student cognitive functioning and teacher efficacy and also investigated teacher perceptions and attitudes regarding the program. To investigate student…

  2. Student Performance on Argumentation Task in the Swedish National Assessment in Science

    ERIC Educational Resources Information Center

    Jönsson, Anders

    2016-01-01

    The aim of this study is to investigate the influence of content knowledge on students' socio-scientific argumentation in the Swedish National Assessment in biology, chemistry and physics for 12-year-olds. In Sweden, the assessment of socio-scientific argumentation has been a major part of the National Assessment during three consecutive years and…

  3. Assessment of a Library Science Program Specializing in Chemical Information.

    ERIC Educational Resources Information Center

    Wiggins, Gary; Monnier, Cynthia

    1994-01-01

    Reports on a survey of Indiana University Master in Library Science (M.L.S.)-Chemical Information Specialist program graduates. Information includes graduates' educational background; the nature of first jobs and current positions held; and databases most frequently used. Graduates generally favored more training in computer skills, patent…

  4. The Nation's Report Card Science 2011 State Snapshot Report. District of Columbia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2012

    2012-01-01

    A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…

  5. National Transportation Science and Technology Strategy.

    DOT National Transportation Integrated Search

    1999-04-01

    The National Science and Technology Council (NSTC) Committee on Technology, Subcommittee on Transportation Research and Development (R&D), has created a National Transportation Science and Technology Strategy that builds on the earlier strategy publi...

  6. Estimation of Agricultural Pesticide Use in Drainage Basins Using Land Cover Maps and County Pesticide Data. National Water-Quality Assessment Program

    DTIC Science & Technology

    2005-01-01

    National Water-Quality Assessment Program NCFAP National Center for Food and Agricultural Policy NLCD 92 National Land Cover Data 1992 NLCDe 92 enhanced...cropland acreage and state agricultural pesticide use in the early to mid-1990s reported by the National Center for Food and Agricultural Policy (NCFAP...Department of Agriculture’s National Agricultural Statistics Service (NASS). [17]. The National Center for Food and Agricultural Policy (NCFAP) is a

  7. Earthscope National Office Education and Outreach Program: 2014 Update on Broader-Impacts Activities and Outcomes

    NASA Astrophysics Data System (ADS)

    Semken, S. C.; Robinson, S.; Bohon, W.; Schwab, P.; Arrowsmith, R.; Garnero, E.; Pettis, L.; Baumback, D.; Dick, C.

    2014-12-01

    The EarthScope Program (www.earthscope.org), funded by the National Science Foundation, fosters interdisciplinary exploration of the geologic structure and evolution of the North American continent by means of geodesy, seismology, magnetotellurics, in-situ fault-zone sampling, geochronology, and high-resolution topographic measurements. EarthScope data, and the scientific findings they underpin, continue to revolutionize geoscientific research, enhance understanding and mitigation of geologic hazards, and bolster applications of geoscience in environmental management and sustainability. The EarthScope Program also produces and shares a wide range of resources and opportunities for education and outreach (E&O) in the Earth system sciences. The EarthScope National Office (ESNO) at Arizona State University serves all EarthScope stakeholders, including researchers, educators, students, and the general public. ESNO supports and promotes E&O through social media and the web, inSights newsletters and published articles, E&O workshops for informal educators (interpreters), an annual Speaker Series, assistance to grassroots K-12 STEM teacher professional development projects (typically led by EarthScope researchers), continuing education for researchers, collaborations with other Earth-science E&O providers, and biennial National Conferences. The EarthScope E&O program at ESNO, now in its final year at Arizona State University, leads and supports wide dissemination of the data, findings, and legacy of EarthScope. Significant activities in 2014 include an Interpretive Workshop in Alaska; the US Science and Engineering Festival; the Decade Symposium in Washington, DC; the Great ShakeOut; local and regional outreach; and a continued strong and exemplary E&O presence online. The EarthScope National Office is supported by the National Science Foundation under grants EAR-1101100 and EAR-1216301. Any opinions, findings, and conclusions or recommendations expressed in this material

  8. Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

    NASA Astrophysics Data System (ADS)

    Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

    2012-02-01

    Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

  9. Accomplishments of the Oak Ridge National Laboratory Seed Money program

    DOE R&D Accomplishments Database

    1986-09-01

    In 1974, a modest program for funding new, innovative research was initiated at ORNL. It was called the "Seed Money" program and has become part of a larger program, called Exploratory R and D, which is being carried out at all DOE national laboratories. This report highlights 12 accomplishments of the Seed Money Program: nickel aluminide, ion implantation, laser annealing, burn meter, Legionnaires' disease, whole-body radiation counter, the ANFLOW system, genetics and molecular biology, high-voltage equipment, microcalorimeter, positron probe, and atom science. (DLC)

  10. National Medal of Science

    NASA Astrophysics Data System (ADS)

    Wendel, JoAnna

    2014-04-01

    The nation's highest honor for American scientists and engineers, the National Medal of Science is awarded annually by the president of the United States to individuals who have made outstanding contributions to or for the total impact of their work on the current state of chemical, physical, biological, social or behavioral sciences; mathematics; or engineering. Anyone can submit a nomination. Submit a short description of the nominee's contribution and three letters of support to http://www.nsf.gov/od/nms/medal.jsp by 1 May 2014.

  11. External Quality Assurance Programs Managed by the U.S. Geological Survey in Support of the National Atmospheric Deposition Program/Mercury Deposition Network

    USGS Publications Warehouse

    Latysh, Natalie E.; Wetherbee, Gregory A.

    2007-01-01

    The U.S. Geological Survey (USGS) Branch of Quality Systems operates external quality assurance programs for the National Atmospheric Deposition Program/Mercury Deposition Network (NADP/MDN). Beginning in 2004, three programs have been implemented: the system blank program, the interlaboratory comparison program, and the blind audit program. Each program was designed to measure error contributed by specific components in the data-collection process. The system blank program assesses contamination that may result from sampling equipment, field exposure, and routine handling and processing of the wet-deposition samples. The interlaboratory comparison program evaluates bias and precision of analytical results produced by the Mercury Analytical Laboratory (HAL) for the NADP/MDN, operated by Frontier GeoSciences, Inc. The HAL's performance is compared with the performance of five other laboratories. The blind audit program assesses bias and variability of MDN data produced by the HAL using solutions disguised as environmental samples to ascertain true laboratory performance. This report documents the implementation of quality assurance procedures for the NADP/MDN and the operating procedures for each of the external quality assurance programs conducted by the USGS. The USGS quality assurance information provides a measure of confidence to NADP/MDN data users that measurement variability is distinguished from environmental signals.

  12. OVERVIEW OF EPA'S LANDSCAPE SCIENCE PROGRAM

    EPA Science Inventory

    Over the past 10 years, the U.S. Environmental Protection Agency's Office of Research and Development's National Exposure Research Laboratory has expanded it's ecological research program to include the development of landscape metrics and indicators to assess ecological risk and...

  13. OVERVIEW OF EPA'S LANDSCAPE SCIENCES PROGRAM

    EPA Science Inventory

    Over the past 10 years, the U.S. Environmental Protection Agency's Office of Research and Development's National Exposure Research Laboratory has expanded it's ecological research program to include the development of landscape metrics and indicators to assess ecological risk and...

  14. Alabama's Education Coalition Focuses on Supporting the State's Math, Science and Technology Initiative and on Building Distance Learning Programs

    NASA Astrophysics Data System (ADS)

    Denson, R. L.

    2003-12-01

    The Alabama Math Science Technology Educational Coalition (AMSTEC) was formed as a non-profit after a 1998 NASA Linking Leaders program brought in education and corporate leaders to address systemic education reform in Alabama public schools. AMSTEC was instrumental in the creation of the Alabama Math Science Technology Initiative (AMSTI), a K-12 program designed using data from national and international research and local teacher survey. In the face of dwindling government support in a state ranked last in education funding, AMSTEC believes that its best hope for improved STEM education lies in strengthening its community/industry partnerships and building upon the Department of Education's newly created AMSTI program. NASA's GLOBE program is the primary earth science education component being integrated into AMSTI. AMSTI is structured to provide teachers with (1) the materials, equipment, technology and supplies necessary to deliver high quality, inquiry-based instruction; (2) professional development linked directly to the educational resources with the intent of strengthening content knowledge, instructional strategies, and use of assessment tools; and (3) on-site support and mentoring throughout the year in the interest of achieving these goals. Roles for community partners to support these objectives far exceed that of mere funding - especially in the area of mentoring and professional development. Currently, AMSTEC consists of 100+ members including classroom teachers and district officers, education department representatives from higher educational institutions, policy makers and administrators, and government and industry representatives. AMSTEC remains partially tied to NASA fiscally and is administratively housed by the National Space Science and Technology Center's Earth System Science Center. AMSTEC's partnership emphasis is focused on increasing corporate and industry participation to support the implementation of AMSTI and its hub

  15. 77 FR 5261 - National Institute of Environmental Health Sciences; Notice of Closed Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-02

    ... Environmental Health Sciences; Notice of Closed Meeting Pursuant to section 10(d) of the Federal Advisory... Health Sciences Special Emphasis Panel; Expedited Review of Exposure Assessment Applications. Date...., Scientific Review Administrator, Nat. Institute of Environmental Health Sciences, Office of Program...

  16. The Intersections of Science and Practice: Examples From FitnessGram® Programming.

    PubMed

    Welk, Gregory J

    2017-12-01

    The FitnessGram® program has provided teachers with practical tools to enhance physical education programming. A key to the success of the program has been the systematic application of science to practice. Strong research methods have been used to develop assessments and standards for use in physical education, but consideration has also been given to ensure that programming meets the needs of teachers, students, parents, and other stakeholders. This essay summarizes some of these complex and nuanced intersections between science and practice with the FitnessGram® program. The commentaries are organized into 5 brief themes: science informing practice; practice informing science; balancing science and practice; promoting evidence-based practice; and the integration of science and practice. The article draws on personal experiences with the FitnessGram® program and is prepared based on comments shared during the 37th Annual C. H. McCloy Research Lecture at the 2017 SHAPE America - Society of Health and Physical Educators Convention.

  17. Windows to the Universe: Earth Science Enterprise Education Program

    NASA Technical Reports Server (NTRS)

    2004-01-01

    Over the past year, Windows to the Universe has continued a multifaceted program of support to the Earth Science Enterprise Education program. Areas of activity include continued maintenance of the W2U website and user traffic analysis, development of new and revised content and activities on the website, implementation of new tools to facilitate website development and maintenance, response to users questions and comments, professional development for educators through workshops at the National Science Teachers Association meetings and at NCAR, and dissemination of information about the project through materials distribution at NSTAs, AGUs, AMS and other venues. This report provides some background on the project and summarizes progress for the third and final year of the project.

  18. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  19. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  20. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  1. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  2. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  3. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  4. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  5. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  6. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  7. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  8. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

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

    PubMed Central

    Serpe, Richard T.

    2013-01-01

    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. PMID:24578606

  10. Developing pre-service science teachers' pedagogical content knowledge by using training program

    NASA Astrophysics Data System (ADS)

    Udomkan, Watinee; Suwannoi, Paisan

    2018-01-01

    A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

  11. National Aeronautics and Space Administration Scientific and Technical Information Programs.

    ERIC Educational Resources Information Center

    Pinelli, Thomas E., Ed.

    1990-01-01

    Eleven articles discuss informational and educational programs of the National Aeronautics and Space Administration (NASA). Some of the areas discussed include scientific and technical information management, the new Space and Earth Science Information Systems, transfer of technology to other industries, intellectual property issues, and the…

  12. Assessment Tool Development for Extracurricular Smet Programs for Girls

    NASA Astrophysics Data System (ADS)

    House, Jody; Johnson, Molly; Borthwick, Geoffrey

    Many different programs have been designed to increase girls' interest in and exposure to science, mathematics, engineering, and technology (SMET). Two of these programs are discussed and contrasted in the dimensions of length, level of science content, pedagogical approach, degree of self- vs. parent-selected participants, and amount of communitybuilding content. Two different evaluation tools were used. For one program, a modified version of the University of Pittsburgh's undergraduate engineering attitude assessment survey was used. Program participants' responses were compared to those from a fifth grade, mixed-sex science class. The only gender difference found was in the area of parental encouragement. The girls in the special class were more encouraged to participate in SMET areas. For the second program, a new age-appropriate tool developed specifically for these types of programs was used, and the tool itself was evaluated. The results indicate that the new tool has construct validity. On the basis of these preliminary results, a long-term plan for the continued development of the assessment tool is outlined.

  13. Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards

    PubMed Central

    Sadler, Philip M.; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. PMID:24006402

  14. Assessing the life science knowledge of students and teachers represented by the K-8 national science standards.

    PubMed

    Sadler, Philip M; Coyle, Harold; Smith, Nancy Cook; Miller, Jaimie; Mintzes, Joel; Tanner, Kimberly; Murray, John

    2013-01-01

    We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K-8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students' performance and to have a high level of awareness of the particular misconceptions that their students hold on the K-4 standards, but a low level of awareness of misconceptions related to the 5-8 standards.

  15. NASA Airborne Science Program: NASA Stratospheric Platforms

    NASA Technical Reports Server (NTRS)

    Curry, Robert E.

    2010-01-01

    The National Aeronautics and Space Administration conducts a wide variety of remote sensing projects using several unique aircraft platforms. These vehicles have been selected and modified to provide capabilities that are particularly important for geophysical research, in particular, routine access to very high altitudes, long range, long endurance, precise trajectory control, and the payload capacity to operate multiple, diverse instruments concurrently. While the NASA program has been in operation for over 30 years, new aircraft and technological advances that will expand the capabilities for airborne observation are continually being assessed and implemented. This presentation will review the current state of NASA's science platforms, recent improvements and new missions concepts as well as provide a survey of emerging technologies unmanned aerial vehicles for long duration observations (Global Hawk and Predator). Applications of information technology that allow more efficient use of flight time and the ability to rapidly reconfigure systems for different mission objectives are addressed.

  16. The interdisciplinary effect of hands-on science as measured by the Tennessee Comprehensive Assessment Program (TCAP)

    NASA Astrophysics Data System (ADS)

    Cherry, Elvis H.

    This study examined the difference in scale scores from Tennessee's standardized test the Tennessee Comprehensive Assessment Program (TCAP). Archival data from the years 2002 and 2005 were compared using ANOVA tests at < .01 and < .05 levels. TCAP/NCE Scale Scores for academic subjects of Science, Math, Social Studies and Reading were used. 3922 student test results were divided into groups based on the number of years the student had a trained hands-on science teacher. Trained hands-on science teachers were identified from Metropolitan Nashville Public Schools (MNPS) Science Department inservice records, which gave information on the teacher's participation in The Hands-on Science Initiative, Biology Gateway and Physical Science training. This information included not only that the teacher had be trained but also the dates of training. The study revealed 1600 students who attended MNPS between the years 2002 and 2005; in grades five through seven that never had a hands-on science trained teacher. About 1600 students in those same years had a hands-on science teacher for only one year, and 588 students had a hands-on science teacher for two of the three years. Lastly of the 3922 students in the study there were 44 students who had a hands-on science teacher for all three years. The results of the ANOVA test showed statistically significant gains in science, math and social studies but not in reading for students who had trained hands-on science teachers for at least one year.

  17. Life after National Science Foundation fellowships: The implications for a graduate student's professional endeavors

    NASA Astrophysics Data System (ADS)

    Obarski, Kelly Josephine

    Each year, hundreds of graduate and undergraduate students, participate as Fellows in National Science Foundation GK-12 Grants throughout the U.S. These Fellowships create opportunities for university students to improve their communication skills, teaching proficiencies, and team-building skills, in addition to expanding their interest in educational endeavors in their respective communities while pursuing their college degrees. STEP (Science and Technology Enhancement Project) is one such project. University faculty, public school teachers, and community leaders collaborated together in order to bring scientists into middle and secondary classrooms to focus on increasing student interest and proficiency in science, technology, engineering, and mathematics (STEM) skills. Seventeen Fellows, in the previous four years, designed, developed, and implemented innovative, hands-on lessons in seven local schools. The evaluation team collected a tremendous amount of research evidence focused on the effect of the program on the Fellows while they were participants in the study, but there has been very little data collected about the Fellows after leaving the program. This research study, consisting of two-hour interviews, qualitatively explores how the skills learned while participating in the STEP program affected the Fellows' career and educational choices once leaving the project. This data was analyzed along with historical attitude surveys and yearly tracking documents to determine the effect that participation in the program had on their choices post-STEP. An extensive literature review has been conducted focusing on other GK-12 programs throughout the country, K-16 collaboration, Preparing Future Faculty Programs, as well as on teaching and learning literature. These bodies of literature provide the theoretical basis in which the research is framed in order to assess the impact on Fellow educational and professional choices since leaving the STEP program. This

  18. The National Coal Resource Assessment Overview

    USGS Publications Warehouse

    Pierce, Brenda S.; Dennen, Kristin O.

    2009-01-01

    The U.S. Geological Survey (USGS) has completed the National Coal Resource Assessment (NCRA), a multiyear project by the USGS Energy Resources Program, in partnership with State geological surveys in the coal producing regions of the United States. The NCRA is the first digital national coal-resource assessment. Coal beds and zones were assessed in five regions that account for more than 90 percent of the Nation's coal production - (1) the Appalachian Basin, (2) the Illinois Basin, (3) the Gulf Coastal Plain, (4) the Colorado Plateau, and (5) the Northern Rocky Mountains and Great Plains. The purpose of this Professional Paper, USGS Professional Paper 1625-F, is to present a tabulation and overview of the assessment results, insight into the methods used in the NCRA, and supplemental information on coal quality, economics, and other factors that affect coal production in the United States.

  19. Advances in the NASA Earth Science Division Applied Science Program

    NASA Astrophysics Data System (ADS)

    Friedl, L.; Bonniksen, C. K.; Escobar, V. M.

    2016-12-01

    The NASA Earth Science Division's Applied Science Program advances the understanding of and ability to used remote sensing data in support of socio-economic needs. The integration of socio-economic considerations in to NASA Earth Science projects has advanced significantly. The large variety of acquisition methods used has required innovative implementation options. The integration of application themes and the implementation of application science activities in flight project is continuing to evolve. The creation of the recently released Earth Science Division, Directive on Project Applications Program and the addition of an application science requirement in the recent EVM-2 solicitation document NASA's current intent. Continuing improvement in the Earth Science Applications Science Program are expected in the areas of thematic integration, Project Applications Program tailoring for Class D missions and transfer of knowledge between scientists and projects.

  20. 76 FR 50759 - National Science Board; Sunshine Act Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-16

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meeting The National Science Board's Task Force on Merit Review, pursuant to NSF regulations (45 CFR Part 614), the National Science....T. SUBJECT MATTER: Discussion of proposed revisions to the draft principles and review criteria...

  1. Science at Age 13. Assessment of Performance Unit. Science Report for Teachers: 3.

    ERIC Educational Resources Information Center

    Murphy, Patricia; Schofield, Beta

    This report presents some of the results of two national surveys which assessed the performance of 13-year-old students in science. It includes an outline of the assessment framework; some of the questions which were written to match it; a description of how well, and how differently, students responded to the questions; and suggests how the…

  2. National Medal of Science

    NASA Astrophysics Data System (ADS)

    Nineteen scientists and engineers were awarded the nation's highest scientific honor, the National Medal of Science, by President Ronald Reagan in late February in a ceremony held in the East Room of the White House. Among the recipients were two AGU members.

  3. Adventures in supercomputing, a K-12 program in computational science: An assessment

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

    Oliver, C.E.; Hicks, H.R.; Iles-Brechak, K.D.

    1994-10-01

    In this paper, the authors describe only those elements of the Department of Energy Adventures in Supercomputing (AiS) program for high school teachers, such as school selection, which have a direct bearing on assessment. Schools submit an application to participate in the AiS program. They propose a team of at least two teachers to implement the AiS curriculum. The applications are evaluated by selection committees in each of the five participating states to determine which schools are the most qualified to carry out the program and reach a significant number of women, minorities, and economically disadvantaged students, all of whommore » have historically been underrepresented in the sciences. Typically, selected schools either have a large disadvantaged student population, or the applying teachers propose specific means to attract these segments of their student body into AiS classes. Some areas with AiS schools have significant numbers of minority students, some have economically disadvantaged, usually rural, students, and all areas have the potential to reach a higher proportion of women than technical classes usually attract. This report presents preliminary findings based on three types of data: demographic, student journals, and contextual. Demographic information is obtained for both students and teachers. Students have been asked to maintain journals which include replies to specific questions that are posed each month. An analysis of the answers to these questions helps to form a picture of how students progress through the course of the school year. Onsite visits by assessment professionals conducting student and teacher interviews, provide a more in depth, qualitative basis for understanding student motivations.« less

  4. Cooperative Science: A National Study of University and Industry Researchers. Case Studies. Volume II.

    ERIC Educational Resources Information Center

    Johnson, Elmima C.; And Others

    This report presents nine case studies of Industry/University Cooperative Research (IUCR) projects supported during 1978-1980 by the National Science Foundation. The intent of this document is to provide readers with a qualitative picture of cooperative science as practiced under the IUCR program. The information presented in this report is…

  5. Building a National Security Program at a Small School: Identifying Opportunities and Overcoming Challenges

    ERIC Educational Resources Information Center

    Grossman, Michael; Schortgen, Francis

    2016-01-01

    This article offers insights into the overall program development process and--institutional obstacles and constraints notwithstanding--successful introduction of a new national security program at a small liberal arts university at a time of growing institutional prioritization of science, technology, engineering, and mathematics (STEM) programs.…

  6. THE NATIONAL COAST ASSESSMENT : EPA TECHNOLOGY TRANSFER TO STRATEGIC PARTNERS

    EPA Science Inventory

    The National Coastal Assessment (NCA) is a large-scale, comprehensive environmental monitoring program designed to characterize the ecological condition of the Nation's coastal resources (estuaries and near shore waters). A key to the success of the program is the development of ...

  7. USEPA REGION 10 REGIONAL ENVIRONMENTAL MONITORING AND ASSESSMENT PROGRAM: PROGRAM OVERVIEW

    EPA Science Inventory

    The USEPA designed and implemented the Environmental Assessment Program (EMAP) to determine the current status, extent, changes, and trends in indicators of the condition of the Nations ecological resources on regional and national scales with known confidence. USEPA Region 10s ...

  8. Our leadership in science and technology as provided by the national space program

    NASA Technical Reports Server (NTRS)

    Kock, W. E.

    1972-01-01

    The contributions of science and technology to the success of the United States as a world leader are discussed. Specific instances of the manner in which science advances and new technologies resulting from space research have contributed to a higher standard of living are presented. It is concluded that the benefits of the space program are not reflected only in the material advancements, but that intangible results have also been achieved in greater incentives to improve the present culture.

  9. Applying Various Methods of Communicating Science for Community Decision-Making and Public Awareness: A NASA DEVELOP National Program Case Study

    NASA Astrophysics Data System (ADS)

    Miller, T. N.; Brumbaugh, E. J.; Barker, M.; Ly, V.; Schick, R.; Rogers, L.

    2015-12-01

    The NASA DEVELOP National Program conducts over eighty Earth science projects every year. Each project applies NASA Earth observations to impact decision-making related to a local or regional community concern. Small, interdisciplinary teams create a methodology to address the specific issue, and then pass on the results to partner organizations, as well as providing them with instruction to continue using remote sensing for future decisions. Many different methods are used by individual teams, and the program as a whole, to communicate results and research accomplishments to decision-makers, stakeholders, alumni, and the general public. These methods vary in scope from formal publications to more informal venues, such as social media. This presentation will highlight the communication techniques used by the DEVELOP program. Audiences, strategies, and outlets will be discussed, including a newsletter, microjournal, video contest, and several others.

  10. Fourth National Aeronautics and Space Administration Weather and Climate Program Science Review

    NASA Technical Reports Server (NTRS)

    Kreins, E. R. (Editor)

    1979-01-01

    The NASA Weather and Climate Program has two major thrusts. The first involves the development of experimental and prototype operational satellite systems, sensors, and space facilities for monitoring and understanding the atmosphere. The second thrust involves basic scientific investigation aimed at studying the physical and chemical processes which control weather and climate. This fourth science review concentrated on the scientific research rather than the hardware development aspect of the program. These proceedings contain 65 papers covering the three general areas: severe storms and local weather research, global weather, and climate.

  11. 45 CFR 650.2 - National Science Foundation patent policy.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 3 2011-10-01 2011-10-01 false National Science Foundation patent policy. 650.2 Section 650.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science...

  12. 45 CFR 650.2 - National Science Foundation patent policy.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 45 Public Welfare 3 2012-10-01 2012-10-01 false National Science Foundation patent policy. 650.2 Section 650.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science...

  13. 45 CFR 650.2 - National Science Foundation patent policy.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false National Science Foundation patent policy. 650.2 Section 650.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science...

  14. 45 CFR 650.2 - National Science Foundation patent policy.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false National Science Foundation patent policy. 650.2 Section 650.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science...

  15. 45 CFR 650.2 - National Science Foundation patent policy.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false National Science Foundation patent policy. 650.2 Section 650.2 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION PATENTS § 650.2 National Science Foundation patent policy. As authorized by the National Science...

  16. Better Broader Impacts through National Science Foundation Centers

    NASA Astrophysics Data System (ADS)

    Campbell, K. M.

    2010-12-01

    National Science Foundation Science and Technology Centers (STCs) play a leading role in developing and evaluating “Better Broader Impacts”; best practices for recruiting a broad spectrum of American students into STEM fields and for educating these future professionals, as well as their families, teachers and the general public. With staff devoted full time to Broader Impacts activities, over the ten year life of a Center, STCs are able to address both a broad range of audiences and a broad range of topics. Along with other NSF funded centers, such as Centers for Ocean Sciences Education Excellence, Engineering Research Centers and Materials Research Science and Engineering Centers, STCs develop both models and materials that individual researchers can adopt, as well as, in some cases, direct opportunities for individual researchers to offer their disciplinary research expertise to existing center Broader Impacts Programs. The National Center for Earth-surface Dynamics is an STC headquartered at the University of Minnesota. NCED’s disciplinary research spans the physical, biological and engineering issues associated with developing an integrative, quantitative and predictive understanding of rivers and river basins. Funded in 2002, we have had the opportunity to partner with individuals and institutions ranging from formal to informal education and from science museums to Tribal and women’s colleges. We have developed simple table top physical models, complete museum exhibitions, 3D paper maps and interactive computer based visualizations, all of which have helped us communicate with this wide variety of learners. Many of these materials themselves or plans to construct them are available online; in many cases they have also been formally evaluated. We have also listened to the formal and informal educators with whom we partner, from whom we have learned a great deal about how to design Broader Impacts activities and programs. Using NCED as a case study

  17. 7 CFR 3402.5 - Overview of National Needs Graduate and Postdoctoral Fellowship Grants Program.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... (Continued) COOPERATIVE STATE RESEARCH, EDUCATION, AND EXTENSION SERVICE, DEPARTMENT OF AGRICULTURE FOOD AND AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM Program Description...-education institutional allowances. These grants will be awarded competitively to eligible institutions. In...

  18. Military Emergency Medical Service System Assessment: Application of the National Park Service Needs Assessment and Program Audit to Objectively Evaluate the Military EMS System of Okinawa, Japan.

    PubMed

    Ross, Elliot M; Harper, Stephen A; Cunningham, Cord; Walrath, Benjamin D; DeMers, Gerard; Kharod, Chetan U

    2017-03-01

    As part of a Military Emergency Medical Services (EMS) system process improvement initiative, the authors sought to objectively evaluate the U.S. military EMS system for the island of Okinawa. They applied a program evaluation tool currently utilized by the U.S. National Park Service (NPS). A comprehensive needs assessment was conducted to evaluate the current Military EMS system in Okinawa, Japan. The NPS EMS Program Audit Worksheet was used to get an overall "score" of our assessment. After all the data had been collected, a joint committee of Military EMS physicians reviewed the findings and made formal recommendations. From 2011 to 2014, U.S. military EMS on Okinawa averaged 1,345 ± 137 patient transports annually. An advanced life support (ALS) provider would have been dispatched on 558 EMS runs (38%) based on chief complaint in 2014 had they been available. Over 36,000 man-hours were expended during this period to provide National Registry Emergency Medical Technician (EMT)-accredited instruction to certify 141 Navy Corpsman as EMT Basics. The NPS EMS Program Audit Worksheet was used and the program scored a total of 31, suggesting the program is well planned and operating within standards. This evaluation of the Military EMS system on Okinawa using the NPS program assessment and audit worksheet demonstrates the NPS evaluation instruments may offer a useful assessment tool for the evaluation of Military EMS systems. Reprint & Copyright © 2017 Association of Military Surgeons of the U.S.

  19. Reengineering the national clinical and translational research enterprise: the strategic plan of the National Clinical and Translational Science Awards Consortium.

    PubMed

    Reis, Steven E; Berglund, Lars; Bernard, Gordon R; Califf, Robert M; Fitzgerald, Garret A; Johnson, Peter C

    2010-03-01

    Advances in human health require the efficient and rapid translation of scientific discoveries into effective clinical treatments; this process, in turn, depends on observational data gathered from patients, communities, and public health research that can be used to guide basic scientific investigation. Such bidirectional translational science, however, faces unprecedented challenges due to the rapid pace of scientific and technological development, as well as the difficulties of negotiating increasingly complex regulatory and commercial environments that overlap the research domain. Further, numerous barriers to translational science have emerged among the nation's academic research centers, including basic structural and cultural impediments to innovation and collaboration, shortages of trained investigators, and inadequate funding.To address these serious and systemic problems, in 2006 the National Institutes of Health created the Clinical and Translational Science Awards (CTSA) program, which aims to catalyze the transformation of biomedical research at a national level, speeding the discovery and development of therapies, fostering collaboration, engaging communities, and training succeeding generations of clinical and translational researchers. The authors report in detail on the planning process, begun in 2008, that was used to engage stakeholders and to identify, refine, and ultimately implement the CTSA program's overarching strategic goals. They also discuss the implications and likely impact of this strategic planning process as it is applied among the nation's academic health centers.

  20. 78 FR 49297 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-08-13

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as... of the scheduling of a teleconference meeting of the Executive Committee National Science Board...

  1. The Brazilian National Graduate Program, Past, Present and Future: A Short Review

    ERIC Educational Resources Information Center

    De Sá Barreto, Francisco César; Domingues, Ivan; Borges, Mário Neto

    2014-01-01

    This article aims at presenting the current structure of the Brazilian National Graduate Program. It describes the development of the courses from their starting point in the Thirties focusing on the last six decades. It demonstrates that after the country set up the two national agencies to foster science and technology, CAPES and CNPq,…

  2. Board on Earth Sciences and Resources and its activities

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

    NONE

    1995-06-01

    The Board on Earth Sciences and Resources (BESR) coordinates, the National Research Council`s advice to the federal government on solid-earth science issues. The board identifies opportunities for advancing basic research and understanding, reports on applications of earth sciences in such areas as disaster mitigation and resource utilization, and analyzes the scientific underpinnings and credibility of earth science information for resource, environmental and other applications and policy decision. Committees operating under the guidance of the Board conducts studies addressing specific issues within the earth sciences. The current committees are as follows: Committee on Geophysical and Environmental Data; Mapping Sciences Committee; Committeemore » on Seismology; Committee on Geodesy; Rediscovering Geography Committee; Committee on Research Programs of the US Bureau of Mines. The following recent reports are briefly described: research programs of the US Bureau of Mines, first assessment 1994; Mount Rainier, active cascade volcano; the national geomagnetic initiative; reservoir class field demonstration program; solid-earth sciences and society; data foundation for the national spatial infrastructure; promoting the national spatial data infrastructure through partnerships; toward a coordinated spatial data infrastructure for the nation; and charting a course into the digital era; guidance to the NOAA`s nautical charting mission.« less

  3. 77 FR 71453 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-11-30

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as...: These meetings will be held at the National Science Foundation, 4201 Wilson Blvd., Rooms 1235 and 1295...

  4. On learning science and pseudoscience from prime-time television programming

    NASA Astrophysics Data System (ADS)

    Whittle, Christopher Henry

    The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels

  5. Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

    NASA Astrophysics Data System (ADS)

    Scogin, Stephen C.; Cavlazoglu, Baki; LeBlanc, Jennifer; Stuessy, Carol L.

    2017-08-01

    While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of "highly successful, highly diverse". By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

  6. Advancing Earth System Science Literacy and Preparing the Future Geoscience Workforce Through Strategic Investments at the National Science Foundation (Invited)

    NASA Astrophysics Data System (ADS)

    Karsten, J. L.; Patino, L. C.; Rom, E. L.; Weiler, C. S.

    2010-12-01

    The National Science Foundation (NSF) is an independent federal agency created 60 years ago by the U.S. Congress "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…" NSF is the primary funding agency in the U.S. to support basic, frontier research across all fields in science, engineering, and education, except for medical sciences. With a FY 2011 budget request of more than $955 million, the NSF Directorate for Geosciences (GEO) is the principle source of federal funding for university-based fundamental research in the geosciences and preparation of the next generation of geoscientists. Since its inception, GEO has supported the education and training of a diverse and talented pool of future scientists, engineers, and technicians in the Earth, Ocean, Atmospheric and Geospatial Sciences sub-fields, through support of graduate research assistants, post-doctoral fellows, and undergraduate research experiences. In the late 1990’s and early 2000’s, GEO initiated several programs that expanded these investments to also support improvements in pre-college and undergraduate geoscience education through a variety of mechanisms (e.g., professional development support for K-12 teachers, development of innovative undergraduate curricula, and scientist-mentored research experiences for elementary and secondary students). In addition to GEO’s Geoscience Education (GeoEd), Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs, GEO participates in a number of cross-Foundation programs, including the Research Experiences for Undergraduates (REU), Integrative Graduate Education and Research Traineeship (IGERT), Ethics Education in Science and Engineering (EESE), NSF Graduate STEM Fellows in K-12 Education (GK-12), and Partnerships for International Research and Education

  7. Accreditation standards for undergraduate forensic science programs

    NASA Astrophysics Data System (ADS)

    Miller, Marilyn Tebbs

    Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes

  8. [Toward a national system on science and technology].

    PubMed

    Cilento-Sarli, A

    1994-01-01

    This essay discuss the integration of a National System on Science and Technology (SINACYT), supported with resources arising from a National Found for Science and Technology (FONACYT), and whose leader entity should be the Institute of the National Found for Science and Technology (INFONACYT) to substitute CONICIT.

  9. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  10. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  11. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  12. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  13. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  14. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  15. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  16. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  17. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  18. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  19. The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools

    ERIC Educational Resources Information Center

    National Center for Education Statistics, 2011

    2011-01-01

    Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts…

  20. Evaluation of NSF's Program of Grants and Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE)

    ERIC Educational Resources Information Center

    National Academies Press, 2009

    2009-01-01

    In 1998, the National Science Foundation (NSF) launched a program of Grants for Vertical Integration of Research and Education in the Mathematical Sciences (VIGRE). These grants were designed for institutions with PhD-granting departments in the mathematical sciences, for the purpose of developing high-quality education programs, at all levels,…

  1. National Ocean Sciences Bowl in 2013: A National Competition for High School Ocean Science Education

    DTIC Science & Technology

    2013-09-30

    The school even has begun to list oceanography as an extracurricular activity in its advertisements! I have seen firsthand how NOSB has raised an...event at the NOSB Finals; • Develop a career booklet to help guide students selecting a career related to ocean sciences; and • Actively encourage...students from diverse communities to participate in NOSB activities . APPROACH The National Ocean Sciences Bowl® (NOSB ®) is a nationally

  2. Cubesats: Cost-effective science and technology platforms for emerging and developing nations

    NASA Astrophysics Data System (ADS)

    Woellert, Kirk; Ehrenfreund, Pascale; Ricco, Antonio J.; Hertzfeld, Henry

    2011-02-01

    The development, operation, and analysis of data from cubesats can promote science education and spur technology utilization in emerging and developing nations. This platform offers uniquely low construction and launch costs together with a comparative ubiquity of launch providers; factors that have led more than 80 universities and several emerging nations to develop programs in this field. Their small size and weight enables cubesats to “piggyback” on rocket launches and accompany orbiters travelling to Moon and Mars. It is envisaged that constellations of cubesats will be used for larger science missions. We present a brief history, technology overview, and summary of applications in science and industry for these small satellites. Cubesat technical success stories are offered along with a summary of pitfalls and challenges encountered in both developed and emerging nations. A discussion of economic and public policy issues aims to facilitate the decision-making process for those considering utilization of this unique technology.

  3. Regional Environmental Monitoring and Assessment Program Data (REMAP)

    EPA Pesticide Factsheets

    The Regional Environmental Monitoring and Assessment Program (REMAP) was initiated to test the applicability of the Environmental Monitoring and Assessment Program (EMAP) approach to answer questions about ecological conditions at regional and local scales. Using EMAP's statistical design and indicator concepts, REMAP conducts projects at smaller geographic scales and in shorter time frames than the national EMAP program.

  4. Assessment of Undergraduate and Graduate Programs.

    ERIC Educational Resources Information Center

    Rybacki, Donald; Lattimore, Dan

    1999-01-01

    Uses data from a national survey and from the 1998 National Communication Association Summer Conference to examine how achievement is measured among public-relations students. Finds that few academic programs assess learning outcomes and used the results to enhance their students' educational experiences. Suggests that educators place too much…

  5. The Role of Educational Leadership on Participation in the Costa Rican National Program of Science and Technology Fairs at Escuela Abraham Lincoln in the Coastal Region

    ERIC Educational Resources Information Center

    Marquez, Fernando

    2016-01-01

    The purpose of this study was to identify the role that Costa Rican educational leaders play in implementing the National Program of Science and Technology Fairs (Programa Nacional de Ferias de Ciencia y Tecnologia [PRONAFECYT]) initiative. The study provides an examination of leadership practices, instructional strategies, and professional…

  6. 76 FR 70168 - National Science Board; Sunshine Act Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-10

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings The National Science Board's Subcommittee on Facilities (SCF), pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5 U.S.C. 552b), hereby gives notice in regard to the...

  7. 77 FR 49462 - National Science Board; Sunshine Act Meetings

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-16

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings The National Science Board, pursuant to NSF regulations (45 CFR Part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5 U.S.C. 552b), hereby gives notice in regard to the scheduling of a teleconference...

  8. Everyday classroom assessment practices in science classrooms in Sweden

    NASA Astrophysics Data System (ADS)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  9. Life sciences flight experiments program - Overview

    NASA Technical Reports Server (NTRS)

    Berry, W. E.; Dant, C. C.

    1981-01-01

    The considered LSFE program focuses on Spacelab life sciences missions planned for the 1984-1985 time frame. Life Sciences Spacelab payloads, launched at approximately 18-months intervals, will enable scientists to test hypotheses from such disciplines as vestibular physiology, developmental biology, biochemistry, cell biology, plant physiology, and a variety of other life sciences. An overview is presented of the LSFE program that will take advantage of the unique opportunities for biological experimentation possible on Spacelab. Program structure, schedules, and status are considered along with questions of program selection, and the science investigator working groups. A description is presented of the life sciences laboratory equipment program, taking into account the general purpose work station, the research animal holding facility, and the plant growth unit.

  10. The perspectives and experiences of African American students in an informal science program

    NASA Astrophysics Data System (ADS)

    Bulls, Domonique L.

    Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.) to maintain its competitiveness, it is important to address STEM experiences at the precollege level. In early years, science education serves as a foundation and pipeline for students to pursue STEM in college and beyond. Alternative approaches to instruction in formal classrooms have been introduced to engage more students in science. One alternative is informal science education. Informal science education is an avenue used to promote science education literacy. Because it is less regulated than science teaching in formal classroom settings, it allows for the incorporation of culture into science instruction. Culturally relevant science teaching is one way to relate science to African American students, a population that continually underperforms in K-12 science education. This study explores the science perspectives and experiences of African American middle school students participating in an informal science program. The research is framed by the tenets of culturally relevant pedagogy and shaped by the following questions: (1) What specific aspects of the Carver Program make it unique to African American students? (2) How is culturally relevant pedagogy incorporated into the informal science program? (3) How does the incorporation of culturally relevant pedagogy into the informal science program influence African American students' perceptions about science? The findings to the previously stated questions add to the limited research on African American students in informal science learning environments and contribute to the growing research on culturally relevant science. This study is unique in that it explores the cultural components of an informal science program.

  11. 76 FR 55422 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-07

    ... Professor, School of Life Science, Arizona State University. CSB Subcommittee on Facilities (SCF) Open... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as...

  12. 78 FR 26399 - National Science Board; Sunshine Act Meetings; Notice

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-06

    ... (DBI): The iPlant Collaborative-- Cyberinfrastructure for the Life Sciences (NSB-13-25) Closed... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meetings; Notice The National Science Board, pursuant to NSF regulations (45 CFR Part 614), the National Science Foundation Act, as...

  13. 76 FR 72919 - Draft Integrated Science Assessment for Ozone and Related Photochemical Oxidants

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-11-28

    ... Science Assessment for Ozone and Related Photochemical Oxidants AGENCY: Environmental Protection Agency... Draft Integrated Science Assessment for Ozone and Related Photochemical Oxidants'' (EPA/600/R-10/076B... national ambient air quality standards (NAAQS) for ozone. DATES: The public comment period began on...

  14. From the NSF: The National Science Foundation’s Investments in Broadening Participation in Science, Technology, Engineering, and Mathematics Education through Research and Capacity Building

    PubMed Central

    James, Sylvia M.; Singer, Susan R.

    2016-01-01

    The National Science Foundation (NSF) has a long history of investment in broadening participation (BP) in science, technology, engineering, and mathematics (STEM) education. A review of past NSF BP efforts provides insights into how the portfolio of programs and activities has evolved and the broad array of innovative strategies that has been used to increase the participation of groups underrepresented in STEM, including women, minorities, and persons with disabilities. While many are familiar with these long-standing programmatic efforts, BP is also a key component of NSF’s strategic plans, has been highlighted in National Science Board reports, and is the focus of ongoing outreach efforts. The majority of familiar BP programs, such as the Louis Stokes Alliances for Minority Participation (now 25 years old), are housed in the Directorate for Education and Human Resources. However, fellowship programs such as the Graduate Research Fellowships and Postdoctoral Research Fellowships under the Directorate for Biological Sciences (and parallel directorates in other STEM disciplines) are frequently used to address underrepresentation in STEM disciplines. The FY2016 and FY2017 budget requests incorporate funding for NSF INCLUDES, a new cross-agency BP initiative that will build on prior successes while addressing national BP challenges. NSF INCLUDES invites the use of innovative approaches for taking evidence-based best practices to scale, ushering in a new era in NSF BP advancement. PMID:27587853

  15. Student science enrichment training program

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

    Sandhu, S.S.

    1994-08-01

    This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objectivemore » was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.« less

  16. 77 FR 21812 - National Science Board; Sunshine Act Meeting

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-11

    ... NATIONAL SCIENCE FOUNDATION National Science Board; Sunshine Act Meeting The National Science Board's Committee on Strategy and Budget Task Force on Data Policies, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5 U.S.C. 552b), hereby give...

  17. 78 FR 56745 - Sunshine Act Meetings; National Science Board

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-09-13

    ... NATIONAL SCIENCE FOUNDATION Sunshine Act Meetings; National Science Board The National Science Board, pursuant to NSF regulations (45 CFR part 614), the National Science Foundation Act, as amended (42 U.S.C. 1862n-5), and the Government in the Sunshine Act (5 U.S.C. 552b), hereby gives notice of the scheduling of a teleconference meeting of the...

  18. 75 FR 81678 - Aeronautics Science and Technology Subcommittee; Committee on Technology; National Science and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-28

    ... OFFICE OF SCIENCE AND TECHNOLOGY POLICY Aeronautics Science and Technology Subcommittee; Committee on Technology; National Science and Technology Council ACTION: Notice of Meeting--Public input is.... SUMMARY: The Aeronautics Science and Technology Subcommittee (ASTS) of the National Science and Technology...

  19. A Program Like Any Other…Like None Other: Sustaining a Laboratory Science Technology Program for Deaf and Hard-of-Hearing Students

    ERIC Educational Resources Information Center

    Pagano, Todd; Ross, Annemarie D.; O'Neill, George J.

    2012-01-01

    A goal of the Laboratory Science Technology program at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, is to produce graduates with strong foundations in applied science, hands-on laboratory applications, and "soft skills" necessary for competitive employment as laboratory technicians.…

  20. The 1992 Science Olympiad National Tournament

    NASA Technical Reports Server (NTRS)

    Perry, W. D.; Simon, Marllin L.

    1992-01-01

    In the fall of 1991, approximately 8000 Junior and Senior High Schools from 39 states in the country registered one or more teams with the National Science Olympiad Headquarters, and started working their way towards the Science Olympiad National Tournament, which was held at Auburn University, Alabama on May 15 and 16, 1992. Teams that made it to the Science Olympiad National Tournament had to compete at the regional (e.g., Alabama had five regional tournaments) and state levels. In most cases a team had to be number one in the state in order to make it into the National Tournament. Since the decision was made to invite 50 teams from each division (division B is Junior High and division C is Senior High), for each state that did not participate, another state could send two teams. The selection of states that could send a second team was based on statewide registration with the National Headquarters.