Mission Possible: BioMedical Experiments on the Space Shuttle

NASA Technical Reports Server (NTRS)

Bopp, E.; Kreutzberg, K.

2011-01-01

Biomedical research, both applied and basic, was conducted on every Shuttle mission from 1981 to 2011. The Space Shuttle Program enabled NASA investigators and researchers from around the world to address fundamental issues concerning living and working effectively in space. Operationally focused occupational health investigations and tests were given priority by the Shuttle crew and Shuttle Program management for the resolution of acute health issues caused by the rigors of spaceflight. The challenges of research on the Shuttle included: limited up and return mass, limited power, limited crew time, and requirements for containment of hazards. The sheer capacity of the Shuttle for crew and equipment was unsurpassed by any other launch and entry vehicle and the Shuttle Program provided more opportunity for human research than any program before or since. To take advantage of this opportunity, life sciences research programs learned how to: streamline the complicated process of integrating experiments aboard the Shuttle, design experiments and hardware within operational constraints, and integrate requirements between different experiments and with operational countermeasures. We learned how to take advantage of commercial-off-the-shelf hardware and developed a hardware certification process with the flexibility to allow for design changes between flights. We learned the importance of end-to-end testing for experiment hardware with humans-in-the-loop. Most importantly, we learned that the Shuttle Program provided an excellent platform for conducting human research and for developing the systems that are now used to optimize research on the International Space Station. This presentation will include a review of the types of experiments and medical tests flown on the Shuttle and the processes that were used to manifest and conduct the experiments. Learning Objective: This paper provides a description of the challenges related to launching and implementing biomedical experiments aboard the Space Shuttle.

Engaging High School Science Teachers in Field-Based Seismology Research: Opportunities and Challenges

NASA Astrophysics Data System (ADS)

Long, M. D.

2015-12-01

Research experiences for secondary school science teachers have been shown to improve their students' test scores, and there is a substantial body of literature about the effectiveness of RET (Research Experience for Teachers) or SWEPT (Scientific Work Experience Programs for Teachers) programs. RET programs enjoy substantial support, and several opportunities for science teachers to engage in research currently exist. However, there are barriers to teacher participation in research projects; for example, laboratory-based projects can be time consuming and require extensive training before a participant can meaningfully engage in scientific inquiry. Field-based projects can be an effective avenue for involving teachers in research; at its best, earth science field work is a fun, highly immersive experience that meaningfully contributes to scientific research projects, and can provide a payoff that is out of proportion to a relatively small time commitment. In particular, broadband seismology deployments provide an excellent opportunity to provide teachers with field-based research experience. Such deployments are labor-intensive and require large teams, with field tasks that vary from digging holes and pouring concrete to constructing and configuring electronics systems and leveling and orienting seismometers. A recently established pilot program, known as FEST (Field Experiences for Science Teachers) is experimenting with providing one week of summer field experience for high school earth science teachers in Connecticut. Here I report on results and challenges from the first year of the program, which is funded by the NSF-CAREER program and is being run in conjunction with a temporary deployment of 15 seismometers in Connecticut, known as SEISConn (Seismic Experiment for Imaging Structure beneath Connecticut). A small group of teachers participated in a week of field work in August 2015 to deploy seismometers in northern CT; this experience followed a visit of the PI to the classroom of one of the teacher participants during spring 2015 to give a series of talks on Connecticut earthquakes and geology. This presentation will focus on the challenges and opportunities of running small, PI-driven, field-based RET programs.

Microgravity research results and experiences from the NASA/MIR space station program.

PubMed

Schlagheck, R A; Trach, B L

2003-12-01

The Microgravity Research Program (MRP) participated aggressively in Phase 1 of the International Space Station Program using the Russian Mir Space Station. The Mir Station offered an otherwise unavailable opportunity to explore the advantages and challenges of long duration microgravity space research. Payloads with both National Aeronautics and Space Agency (NASA) and commercial backing were included as well as cooperative research with the Canadian Space Agency (CSA). From this experience, much was learned about long-duration on-orbit science utilization and developing new working relationships with our Russian partner to promote efficient planning, operations, and integration to solve complexities associated with a multiple partner program. This paper focuses on the microgravity research conducted onboard the Mir space station. It includes the Program preparation and planning necessary to support this type of cross increment research experience; the payloads which were flown; and summaries of significant microgravity science findings. Published by Elsevier Ltd.

Overview of NASA's Pulsed Plasma Thruster Development Program

NASA Technical Reports Server (NTRS)

Pencil, Eric J.; Kamhawi, Hani; Arrington, Lynn A.

2004-01-01

NASA's Pulsed Plasma Thruster Program consists of flight demonstration experiments, base research, and development efforts being conducted through a combination of in-house work, contracts, and collaborative programs. The program receives sponsorship from Energetics Project, the New Millennium Program, and the Small Business Innovative Research Program. The Energetics Project sponsors basic and fundamental research to increase thruster life, improve thruster performance, and reduce system mass. The New Millennium Program sponsors the in-orbit operation of the Pulsed Plasma Thruster experiment on the Earth Observing 1 spacecraft. The Small Business Innovative Research Program sponsors the development of innovative diamond-film capacitors, piezoelectric ignitors, and advanced fuels. Programmatic background, recent technical accomplishments, and future activities for each programmatic element are provided.

Promising Practices in Small High Schools. A Report of 15 Northwest Projects.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

Promising methods utilized in small rural high schools to provide a wider range of experiences for students are identified and described. Programs reported on include the Arctic Nursing Program, Career Research Program, Contractual Study Program, Eye-opening Experience, Field Experience Program, Guitar and Folk Music Program, Individualized…

75 FR 15675 - Professional Research Experience Program in Chemical Science and Technology Laboratory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-30

... in physics, chemistry, mathematics, computer science, or engineering. Institutions should have a 4..., mathematics, computer science, or engineering with work experiences in laboratories or other settings...-0141-01] Professional Research Experience Program in Chemical Science and Technology Laboratory...

Inspiring Students to be Scientists: Oceanographic Research Journeys of a Middle School Teacher

NASA Astrophysics Data System (ADS)

Paulishak, E.

2006-12-01

I will present my research and educational experiences with two professional development programs in which I practiced scientific research. Real world applications of scientific principles cause science to be less abstract and allow the students to be involved in genuine science in the field. Students view teachers differently as a teacher brings her/his experience and enthusiasm for learning into the classroom environment. Furthermore, by developing activities around those experiences, the teacher may permit the students to have some direct involvement with scientific research. One of the common goals of these programs is for teachers to understand the research process and the science involved with it. My goal is to remain a teacher and use these valuable experiences to inspire my students. My job, after completing the research experience and doing investigations in the field, becomes one of "translator" taking the content and process knowledge and making it understandable and authentic for the advancement of my students. It also becomes one of "mentor" when helping to develop the skills of new teachers. Both of my experiences included seagoing expeditions. The REVEL program was my first experience in the summer of 2000. It gave me an immense opportunity to become part of a research team studying the underwater volcanic environment of the Juan de Fuca Ridge in the Northeast Pacific Ocean. With the ARMADA project (2006), I learned about SONAR as we traveled via NOAA ship along the Aleutian Islands of Alaska. Using examples from both of these highly valuable programs, I will be presenting my ideas about how to prepare teachers for their research experience, how to make the transition from research experience to practical classroom application, and how these experiences play a role in retaining the best science teachers and developing new science teachers for the future. Research programs such as these, furnish me with an added sense of confidence as I facilitate student learning. Both programs also enhance my credibility in the eyes of my students who ask: "Are you a scientist, too?"

30 CFR 401.7 - Programs of institutes.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Mineral Resources GEOLOGICAL SURVEY, DEPARTMENT OF THE INTERIOR STATE WATER RESEARCH INSTITUTE PROGRAM... otherwise arrange for: (1) Competent research, investigations, and experiments of either a basic or... fields of endeavor to water resources through the research, investigations, and experiments. (b) Such...

30 CFR 401.7 - Programs of institutes.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Mineral Resources GEOLOGICAL SURVEY, DEPARTMENT OF THE INTERIOR STATE WATER RESEARCH INSTITUTE PROGRAM... otherwise arrange for: (1) Competent research, investigations, and experiments of either a basic or... fields of endeavor to water resources through the research, investigations, and experiments. (b) Such...

30 CFR 401.7 - Programs of institutes.

Code of Federal Regulations, 2012 CFR

2012-07-01

... Mineral Resources GEOLOGICAL SURVEY, DEPARTMENT OF THE INTERIOR STATE WATER RESEARCH INSTITUTE PROGRAM... otherwise arrange for: (1) Competent research, investigations, and experiments of either a basic or... fields of endeavor to water resources through the research, investigations, and experiments. (b) Such...

30 CFR 401.7 - Programs of institutes.

Code of Federal Regulations, 2013 CFR

2013-07-01

... Mineral Resources GEOLOGICAL SURVEY, DEPARTMENT OF THE INTERIOR STATE WATER RESEARCH INSTITUTE PROGRAM... otherwise arrange for: (1) Competent research, investigations, and experiments of either a basic or... fields of endeavor to water resources through the research, investigations, and experiments. (b) Such...

30 CFR 401.7 - Programs of institutes.

Code of Federal Regulations, 2010 CFR

2010-07-01

... Mineral Resources GEOLOGICAL SURVEY, DEPARTMENT OF THE INTERIOR STATE WATER RESEARCH INSTITUTE PROGRAM... otherwise arrange for: (1) Competent research, investigations, and experiments of either a basic or... fields of endeavor to water resources through the research, investigations, and experiments. (b) Such...

Designing Effective Undergraduate Research Experiences

NASA Astrophysics Data System (ADS)

Severson, S.

2010-12-01

I present a model for designing student research internships that is informed by the best practices of the Center for Adaptive Optics (CfAO) Professional Development Program. The dual strands of the CfAO education program include: the preparation of early-career scientists and engineers in effective teaching; and changing the learning experiences of students (e.g., undergraduate interns) through inquiry-based "teaching laboratories." This paper will focus on the carry-over of these ideas into the design of laboratory research internships such as the CfAO Mainland internship program as well as NSF REU (Research Experiences for Undergraduates) and senior-thesis or "capstone" research programs. Key ideas in maximizing student learning outcomes and generating productive research during internships include: defining explicit content, scientific process, and attitudinal goals for the project; assessment of student prior knowledge and experience, then following up with formative assessment throughout the project; setting reasonable goals with timetables and addressing motivation; and giving students ownership of the research by implementing aspects of the inquiry process within the internship.

Pathways to Improve Student Pharmacists’ Experience in Research

PubMed Central

McClendon, Katie S.; Bell, Allison M.; Ellis, Ashley; Adcock, Kim G.; Hogan, Shirley; Ross, Leigh Ann

2015-01-01

Objective. To describe the implementation of a student research program and to provide outcomes from the initial 4 years’ experience. Design. Students conducted individual research projects in a 4-year longitudinal program (known as Pathway), with faculty member advising and peer mentoring. A prospective assessment compared perceptions of those who completed the Pathway program with those of students who did not. Descriptive statistics, t tests, and analysis of variance (ANOVA) were used. Assessment. The class of 2013 was the first to complete the Pathway program. In the Pathway assessment project, 59% (n=47) of students who responded reached self-set goals. Pathway students agreed that this research experience improved their ability to work/think independently, evaluate literature, and distinguish themselves from other students. Conclusion. The Pathway program helped students understand the research process and reach other self-set goals. PMID:26089567

GT-SUPREEM: the Georgia Tech summer undergraduate packaging research and engineering experience for minorities

NASA Astrophysics Data System (ADS)

May, Gary S.

1996-07-01

The Georgia Tech SUmmer Undergraduate Packaging Research and Engineering Experience for Minorities (GT-SUPREEM) is an eight-week summer program designed to attract qualified minority students to pursue graduate degrees in packaging- related disciplines. The program is conducted under the auspices of the Georgia Tech Engineering Research Center in Low-Cost Electronic Packaging, which is sponsored by the National Science Foundation. In this program, nine junior and senior level undergraduate students are selected on a nationwide basis and paired with a faculty advisor to undertake research projects in the Packaging Research CEnter. The students are housed on campus and provided with a $DLR3,000 stipend and a travel allowance. At the conclusion of the program, the students present both oral and written project summaries. It is anticipated that this experience will motivate these students to become applicants for graduate study in ensuring years. This paper will provide an overview of the GT-SUPREEM program, including student research activities, success stories, lessons learned, and overall program outlook.

STAR - Research Experiences at National Laboratory Facilities for Pre-Service and Early Career Teachers

NASA Astrophysics Data System (ADS)

Keller, J. M.; Rebar, B.; Buxner, S.

2012-12-01

The STEM Teacher and Researcher (STAR) Program provides pre-service and beginning teachers the opportunity to develop identity as both teachers and researchers early in their careers. Founded and implemented by the Center for Excellence in Science and Mathematics Education (CESaME) at California Polytechnic State University on behalf of the California State University (CSU) system, STAR provides cutting edge research experiences and career development for students affiliated with the CSU system. Over the past three summers, STAR has also partnered with the NSF Robert Noyce Teacher Scholarship Program to include Noyce Scholars from across the country. Key experiences are one to three summers of paid research experience at federal research facilities associated with the Department of Energy (DOE), National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Association (NOAA), and the National Optical Astronomy Observatory (NOAO). Anchoring beginning teachers in the research community enhances participant understanding of what it means to be both researchers and effective teachers. Since its inception in 2007, the STAR Program has partnered with 15 national lab facilities to provide 290 research experiences to 230 participants. Several of the 68 STAR Fellows participating in the program during Summer 2012 have submitted abstracts to the Fall AGU Meeting. Through continued partnership with the Noyce Scholar Program and contributions from outside funding sources, the CSU is committed to sustaining the STAR Program in its efforts to significantly impact teacher preparation. Evaluation results from the program continue to indicate program effectiveness in recruiting high quality science and math majors into the teaching profession and impacting their attitudes and beliefs towards the nature of science and teaching through inquiry. Additionally, surveys and interviews are being conducted of participants who are now teaching in the classroom as part of a project to investigate the impact of the STAR Program on teaching practices. Preliminary analyses indicate that STAR fellows have maintained a strong distributed community of support following their summer experience, including continued contact with their research mentors and other fellows. The STAR research experience has also reinforced and strengthened many of the teachers' commitment to teaching. Additionally, teachers report how their STAR experience contributed to specific practices they use in the classroom to help students develop hypotheses, design experiments, and report their findings to the class. The STAR Program was presented to and cited by the Presidential Council of Advisors on Science and Technology (PCAST) as a national model for addressing K-12 science and math teacher workforce needs. It has also been recognized as a uniquely promising model for recruiting, preparing and retaining outstanding STEM teachers in such national publications as the American Association of Colleges and Universities (AAC&U) Peer Review journal and the National Science Teachers Association NSTA Reports. STAR was also recently cited in an editorial in Science (May 4, 2012) as a model teacher-researcher program that enhances professionalism in science teaching.

Administration, Best Practices, and Evaluation of the National Weather Center REU Program

NASA Astrophysics Data System (ADS)

Zaras, D. S.; Gonzalez-Espada, W.

2005-12-01

The National Weather Center Research Experiences for Undergraduates program in Norman, Oklahoma, is a unique undergraduate career exploration experience, drawing upon the resources available in the National Weather Center's (NWC) state, federal, and university groups. This program takes full advantage of our location by including a wide variety of professionals from throughout the NWC community as mentors and contributors of lectures, workshops, tours, field trips, and job shadow experiences to expose the students to a broad spectrum of research topics and careers in meteorology. Students actively practice good research methodology by being paired with mentors who are productive researchers. The program aims to provide a strong and transformative educational experience that models the life of a scientist. This presentation will include a brief overview of program administration, analysis of applicant characteristics, "best practices" learned since 2001, and new additions to the NWC program funded through a 2-Year Extension for Special Creativity. The presentation will conclude with a brief evaluation of how well the program meets its goals of helping students clarify graduate school and career plans, and build self-efficacy regarding their potential for a career in scientific research.

The SUPER Program: A Research-based Undergraduate Experience

NASA Astrophysics Data System (ADS)

Ernakovich, J. G.; Boone, R. B.; Boot, C. M.; Denef, K.; Lavallee, J. M.; Moore, J. C.; Wallenstein, M. D.

2014-12-01

Producing undergraduates capable of broad, independent thinking is one of the grand challenges in science education. Experience-based learning, specifically hands-on research, is one mechanism for increasing students' ability to think critically. With this in mind, we created a two-semester long research program called SUPER (Skills for Undergraduate Participation in Ecological Research) aimed at teaching students to think like scientists and enhancing the student research experience through instruction and active-learning about the scientific method. Our aim was for students to gain knowledge, skills, and experience, and to conduct their own research. In the first semester, we hosted active-learning workshops on "Forming Hypotheses", "Experimental Design", "Collecting and Managing Data", "Analysis of Data", "Communicating to a Scientific Audience", "Reading Literature Effectively", and "Ethical Approaches". Each lesson was taught by different scientists from one of many ecological disciplines so that students were exposed to the variation in approach that scientists have. In the second semester, students paired with a scientific mentor and began doing research. To ensure the continued growth of the undergraduate researcher, we continued the active-learning workshops and the students attended meetings with their mentors. Thus, the students gained technical and cognitive skills in parallel, enabling them to understand both "the how" and "the why" of what they were doing in their research. The program culminated with a research poster session presented by the students. The interest in the program has grown beyond our expectations, and we have now run the program successfully for two years. Many of the students have gone on to campus research jobs, internships and graduate school, and have attributed part of their success in obtaining their positions to their experience with the SUPER program. Although common in other sciences, undergraduate research experiences are rare in ecology. We feel that development and implementation of these types of active-learning, research based programs can help universities to produce undergraduate researchers capable of contributing meaningfully to research, and to greater societal issues by enhancing their problem solving and critical thinking skills.

Successes and Challenges in the SAGE (Summer of Applied Geophysical Experience) REU Program

NASA Astrophysics Data System (ADS)

Braile, L. W.; Baldridge, W. S.; Pellerin, L.; Ferguson, J. F.; Bedrosian, P.; Biehler, S.; Jiracek, G. R.; Snelson, C. M.; Kelley, S.; McPhee, D.

2014-12-01

The SAGE program was initiated in 1983 to provide an applied geophysics research and education experience for students. Since 1983, 820 students have completed the SAGE summer program. Beginning in 1992, with funding from the NSF, SAGE has included an REU (Research Experience for Undergraduates) experience for selected undergraduate students from U.S. colleges and universities. Since 1992, 380 undergraduate REU students have completed the SAGE program. The four week, intensive, summer program is based in Santa Fe, New Mexico, and involves students in learning geophysical theory and applications; collection of geophysical field data in the northern Rio Grande Rift area; data processing, modeling and interpretation; and presentation (oral and written) of results of each student's research results. Students (undergraduates, graduates and professionals) and faculty are together on a school campus for the summer program. Successful strategies (developed over the years) of the program include teamwork experience, mentoring of REUs (by faculty and more senior students), cultural interchange due to students from many campuses across the U.S. and international graduate students, including industry visitors who work with the students and provide networking, a capstone experience of the summer program that includes all students making a "professional-meeting" style presentation of their research and submitting a written report, a follow-up workshop for the REU students to enhance and broaden their experience, and providing professional development for the REUs through oral or poster presentations and attendance at a professional meeting. Program challenges include obtaining funding from multiple sources; significant time investment in program management, reporting, and maintaining contact with our many funding sources and industry affiliates; and, despite significant efforts, limited success in recruiting racial and ethnic minority students to the program.

Supporting the whole student: Inclusive program design for making undergraduate research experiences accessible

NASA Astrophysics Data System (ADS)

Haacker-Santos, R.; Allen, L.; Batchelor, R. L.

2013-12-01

As undergraduate research experiences have become an unofficial pre-requisite to enter graduate school programs in the sciences, we have to make sure that these experiences are inclusive and accessible to all students. Program managers who make a conscious effort to recruit students from traditionally under-represented groups, including veterans, non-traditional students or students with disabilities, are often unaware of the financial and program implications these students require, and discover that their current program design might inadvertently exclude or not fully support these students. The SOARS Program, an undergraduate-to-graduate bridge program in the atmospheric sciences, has supported this group of students for over 15 years. We have found that we needed to adjust some program elements and secure extra funding sources to holistically support our students in their research experience, however, the program and the students have reaped tremendous benefits. Involving non-traditional students or veterans in our program has raised the maturity level and problem solving skills of the group, and having students with disabilities participate has been a vehicle for broadening perspective and diverse knowledge into the field of study, e.g. researching weather and climate beyond what you can 'see'. This presentation will highlight some of the findings from the SOARS program experience, and will share practices for recruitment and holistic support to ensure student success. We will share resources and tips on inclusive program design, including working with students with family commitments or physical disabilities, and will report on the enormous program benefits and peer learning these students have brought to the student cohorts and research labs they are working in.

Review of Physics Research Programs at LAMPF. Progress report, January-December 1983

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

Allred, J.C.

1984-04-01

Research and development summaries are presented under the main headings: research, proton storage ring construction and research program development, status of LAMPF II, facility and experimental development, and accelerator operations. Complete lists are given for experiments run in 1983, new prospects, and active and complete experiments by channel. (WHK)

Accelerated Learning: Undergraduate Research Experiences at the Texas A&M Cyclotron Institute

NASA Astrophysics Data System (ADS)

Yennello, S. J.

The Texas A&M Cyclotron Institute (TAMU CI) has had an NSF funded Research Experiences for Undergraduates program since 2004. Each summer about a dozen students from across the country join us for the 10-week program. They are each imbedded in one of the research groups of the TAMU CI and given their own research project. While the main focus of their effort is their individual research project, we also have other activities to broaden their experience. For instance, one of those activities has been involvement in a dedicated group experiment. Because not every experimental group will run during those 10 weeks and the fact that some of the students are in theory research groups, a group research experience allows everyone to actually be involved in an experiment using the accelerator. In stark contrast to the REU students' very focused experience during the summer, Texas A&M undergraduates can be involved in research projects at the Cyclotron throughout the year, often for multiple years. This extended exposure enables Texas A&M students to have a learning experience that cannot be duplicated without a local accelerator. The motivation for the REU program was to share this accelerator experience with students who do not have that opportunity at their home institution.

School Counselors and Their Experiences Implementing Comprehensive Programs

ERIC Educational Resources Information Center

Holby, Nicole

2017-01-01

The following research study answered the following question: "What is the experience of high school counselors implementing an ASCA-based school counseling program?" School counselor experiences of the process were largely absent in the current and previous literature, as well as the profession's representation in qualitative research.…

Embedding research to improve program implementation in Latin America and the Caribbean.

PubMed

Tran, Nhan; Langlois, Etienne V; Reveiz, Ludovic; Varallyay, Ilona; Elias, Vanessa; Mancuso, Arielle; Becerra-Posada, Francisco; Ghaffar, Abdul

2017-06-08

In the last 10 years, implementation research has come to play a critical role in improving the implementation of already-proven health interventions by promoting the systematic uptake of research findings and other evidence-based strategies into routine practice. The Alliance for Health Policy and Systems Research and the Pan American Health Organization implemented a program of embedded implementation research to support health programs in Latin America and the Caribbean (LAC) in 2014-2015. A total of 234 applications were received from 28 countries in the Americas. The Improving Program Implementation through Embedded Research (iPIER) scheme supported 12 implementation research projects led by health program implementers from nine LAC countries: Argentina, Bolivia, Brazil, Chile, Colombia, Mexico, Panama, Peru, and Saint Lucia. Through this experience, we learned that the "insider" perspective, which implementers bring to the research proposal, is particularly important in identifying research questions that focus on the systems failures that often manifest in barriers to implementation. This paper documents the experience of and highlights key conclusions about the conduct of embedded implementation research. The iPIER experience has shown great promise for embedded research models that place implementers at the helm of implementation research initiatives.

Preparing the "New" Biologist of the Future: Student Research at the Interface of Mathematics and Biology

ERIC Educational Resources Information Center

Duncan, Sarah I.; Bishop, Pamela; Lenhart, Suzanne

2010-01-01

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics.…

Research Ethics with Undergraduates in Summer Research Training Programs

NASA Astrophysics Data System (ADS)

Cheung, I.; Yalcin, K.

2016-02-01

Many undergraduate research training programs incorporate research ethics into their programs and some are required. Engaging students in conversations around challenging topics such as conflict of interest, cultural and gender biases, what is science and what is normative science can difficult in newly formed student cohorts. In addition, discussing topics with more distant impacts such as science and policy, intellectual property and authorship, can be difficult for students in their first research experience that have more immediate concerns about plagiarism, data manipulation, and the student/faculty relationship. Oregon State University's Research Experience for Undergraduates (REU) in Ocean Sciences: From Estuaries to the Deep Sea as one model for incorporating a research ethics component into summer undergraduate research training programs. Weaved into the 10-week REU program, undergraduate interns participate in a series of conversations and a faculty mentor panel focused on research ethics. Topics discussed are in a framework for sharing myths, knowledge and personal experiences on issues in research with ethical implications. The series follows guidelines and case studies outlined from the text, On Being A Scientist: Responsible Conduct In Research Committee on Science, Engineering, and Public Policy, National Academy of Sciences.

Advancing Space Sciences through Undergraduate Research Experiences at UC Berkeley's Space Sciences Laboratory - a novel approach to undergraduate internships for first generation community college students

NASA Astrophysics Data System (ADS)

Raftery, C. L.; Davis, H. B.; Peticolas, L. M.; Paglierani, R.

2015-12-01

The Space Sciences Laboratory at UC Berkeley launched an NSF-funded Research Experience for Undergraduates (REU) program in the summer of 2015. The "Advancing Space Sciences through Undergraduate Research Experiences" (ASSURE) program recruited heavily from local community colleges and universities, and provided a multi-tiered mentorship program for students in the fields of space science and engineering. The program was focussed on providing a supportive environment for 2nd and 3rd year undergraduates, many of whom were first generation and underrepresented students. This model provides three levels of mentorship support for the participating interns: 1) the primary research advisor provides academic and professional support. 2) The program coordinator, who meets with the interns multiple times per week, provides personal support and helps the interns to assimilate into the highly competitive environment of the research laboratory. 3) Returning undergraduate interns provided peer support and guidance to the new cohort of students. The impacts of this program on the first generation students and the research mentors, as well as the lessons learned will be discussed.

Global Scale Atmospheric Processes Research Program Review

NASA Technical Reports Server (NTRS)

Worley, B. A. (Editor); Peslen, C. A. (Editor)

1984-01-01

Global modeling; satellite data assimilation and initialization; simulation of future observing systems; model and observed energetics; dynamics of planetary waves; First Global Atmospheric Research Program Global Experiment (FGGE) diagnosis studies; and National Research Council Research Associateship Program are discussed.

Articulating attrition: Graduate school experiences of female doctoral students in the sciences

NASA Astrophysics Data System (ADS)

Osburn, Kathryn Ann

2005-07-01

Despite decades of research and reform efforts designed to bolster female retention in scientific disciplines, the conundrum of women's departure from doctoral programs in the sciences remains. This qualitative case study investigated the aspects of the graduate school experience that female doctoral students described as facilitating or impeding their successful degree completion in chemistry. I analyzed the graduate school narratives of twelve female participants who represented both successful and unsuccessful doctoral recipients from four advisors at one university. Participants identified four types of experiences that facilitated their retention in the doctoral program: feeling successful and confident in meeting the program requirements, having positive research experiences, receiving support from social networks, and being dedicated to career goals. Participants cited four kinds of experiences that impeded their continued participation in the doctoral program: having negative research experiences, feeling a lack of success and confidence in meeting the program requirements, changing career goals, and receiving no support from social networks. The graduate school experiences of participants who did and did not successfully attain their degree objectives differed in terms of four dimensions: pre-program experiences, academic experiences, advisory experiences, and social experiences. Based on these findings, I have proposed a model of attrition and retention that emphasizes the role that these unique program experiences play in shaping participants' sense of professional fit within the community of doctoral chemists, consequently contributing to their differential program outcomes. This study not only offers a new perspective on the phenomenon of female doctoral attrition in the sciences but also informs the development of more gender-inclusive graduate science practices and policies that will support the retention of female doctoral students.

Fifteen Challenges in Establishing a Multidisciplinary Research Program on eHealth Research in a University Setting: A Case Study

PubMed Central

Johansson, Birgitta; Held, Claes; Sjöström, Jonas; Lindahl Norberg, Annika; Hovén, Emma; Sanderman, Robbert; van Achterberg, Theo; von Essen, Louise

2017-01-01

Background U-CARE is a multidisciplinary eHealth research program that involves the disciplines of caring science, clinical psychology, health economics, information systems, and medical science. It was set up from scratch in a university setting in 2010, funded by a governmental initiative. While establishing the research program, many challenges were faced. Systematic documentation of experiences from establishing new research environments is scarce. Objective The aim of this paper was to describe the challenges of establishing a publicly funded multidisciplinary eHealth research environment. Methods Researchers involved in developing the research program U-CARE identified challenges in the formal documentation and by reflecting on their experience of developing the program. The authors discussed the content and organization of challenges into themes until consensus was reached. Results The authors identified 15 major challenges, some general to establishing a new research environment and some specific for multidisciplinary eHealth programs. The challenges were organized into 6 themes: Organization, Communication, Implementation, Legislation, Software development, and Multidisciplinarity. Conclusions Several challenges were faced during the development of the program and several accomplishments were made. By sharing our experience, we hope to help other research groups embarking on a similar journey to be prepared for some of the challenges they are likely to face on their way. PMID:28536090

Culturally Competent Research with American Indians and Alaska Natives: Findings and Recommendations of the First Symposium of the Work Group on American Indian Research and Program Evaluation Methodology

ERIC Educational Resources Information Center

Caldwell, Joyce Y.; Davis, Jamie D.; Du Bois, Barbara; Echo-Hawk, Holly; Erickson, Jill Shepard; Goins, R. Turner; Hill, Calvin; Hillabrant, Walter; Johnson, Sharon R.; Kendall, Elizabeth; Keemer, Kelly; Manson, Spero M.; Marshall, Catherine A.; Running Wolf, Paulette; Santiago, Rolando L.; Schacht, Robert; Stone, Joseph B.

2005-01-01

This article describes the collective experience of a multidisciplinary network of researchers, practitioners, and program evaluators who support appropriate research and evaluation methods in working with Native peoples. Our experience underlines the critical importance of culture in understanding and conducting research with the diverse…

Teacher Research Experience Programs = Increase in Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2010-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

Unique educational opportunities at the Missouri University research reactor

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

Ketring, A.R.; Ross, F.K.; Spate, V.

1997-12-01

Since the Missouri University Research Reactor (MURR) went critical in 1966, it has been a center where students from many departments conduct their graduate research. In the past three decades, hundreds of graduate students from the MU departments of chemistry, physics, anthropology, nuclear engineering, etc., have received masters and doctoral degrees based on research using neutrons produced at MURR. More recently, the educational opportunities at MURR have been expanded to include undergraduate students and local high school students. Since 1989 MURR has participated in the National Science Foundation-funded Research Experience for Undergraduates (REU) program. As part of this program, undergraduatemore » students from universities and colleges throughout the United States come to MURR and get hands-on research experience during the summer. Another program, started in 1994 by the Nuclear Analysis Program at MURR, allows students from a local high school to conduct a neutron activation analysis (NAA) experiment. We also conduct tours of the center, where we describe the research and educational programs at MURR to groups of elementary school children, high school science teachers, state legislators, professional organizations, and many other groups.« less

Microgravity Research: A Retrospective of Accomplishments

NASA Astrophysics Data System (ADS)

Voorhees, Peter

2005-03-01

During the early days of human spaceflight U.S. National Aeronautics and Space Administration (NASA) began giving researchers the ability to perform experiments under extremely low gravity conditions (microgravity). Early microgravity experiments were rudimentary and discovery driven. The limitations of such an approach were clear and in the early 1990s, NASA broadened its program significantly beyond those experiments that were destined to be flown to include a ground- based program that contained both experimental and theoretical investigations. The ground-based program provided a source of carefully designed microgravity experiments. This led to the program in the Physical Sciences Division that involved research in, for example, fluids, materials and low temperature physics. The impact of the microgravity research program has been the focus of a recent National Research Council report titled “Assessment of Directions in Microgravity and Physical Sciences Research at NASA.” We found that there have been numerous high impact ground-based and flight investigations. For example, NASA funding has been instrumental in elucidating the nature of surface-tension-driven fluid flows, dendritic crystal growth and the thermodynamics of phase transitions near critical points. Using this report as a basis, a discussion of the impact of microgravity research on the fields in which it is a part will be given.

Early Exposure to Research: Outcomes of the ASTER Certification Program

ERIC Educational Resources Information Center

Griffard, Phyllis Baudoin; Golkowska, Krystyna

2013-01-01

This paper discusses a novel structure for providing a high-impact, first year experience for science students. ASTER (Access to Science Through Experience in Research) is an extracurricular certification program designed to introduce our students to the research culture via seminar attendance, journal clubs, book clubs, and lab visits.…

Introducing Ethics to Chemistry Students in a "Research Experiences for Undergraduates" (REU) Program

ERIC Educational Resources Information Center

Hanson, Mark J.

2015-01-01

A three-day ethics seminar introduced ethics to undergraduate environmental chemistry students in the Research Experiences for Undergraduates (REU) program. The seminar helped students become sensitive to and understand the ethical and values dimensions of their work as researchers. It utilized a variety of resources to supplement lectures and…

A Balancing Act in the Third Space: Graduate-Level Earth Science in an Urban Teacher-Residency Program

ERIC Educational Resources Information Center

Zirakparvar, N. Alex

2015-01-01

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth…

Authentic Astronomy Research Experiences for Teachers: The NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, L. M.; Gorjian, V.; Squires, G.; Nitarp Team

2012-08-01

How many times have you gotten a question from the general public, or read a news story, and concluded that "they just don't understand how real science works?" One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Students, which in 2009 was rechristened the NASA/IPAC Teacher Archive Research Program, or NITARP). We partner small groups of teachers with a mentor astronomer, they do research as a team, write up a poster, and present it at an American Astronomical Society (AAS) meeting. The teachers incorporate this experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other similar programs in several important ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters at the AAS, in science sessions (not outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. Finally, the "product" of this project is the scientific result, not any sort of curriculum packet. The teachers adapt their project to their classroom environment, and we change the way they think about science and scientists.

An overview of research activities on materials for nuclear applications at the INL Safety, Tritium and Applied Research facility

NASA Astrophysics Data System (ADS)

Calderoni, P.; Sharpe, J.; Shimada, M.; Denny, B.; Pawelko, B.; Schuetz, S.; Longhurst, G.; Hatano, Y.; Hara, M.; Oya, Y.; Otsuka, T.; Katayama, K.; Konishi, S.; Noborio, K.; Yamamoto, Y.

2011-10-01

The Safety, Tritium and Applied Research facility at the Idaho National Laboratory is a US Department of Energy National User Facility engaged in various aspects of materials research for nuclear applications related to fusion and advanced fission systems. Research activities are mainly focused on the interaction of tritium with materials, in particular plasma facing components, liquid breeders, high temperature coolants, fuel cladding, cooling and blanket structures and heat exchangers. Other activities include validation and verification experiments in support of the Fusion Safety Program, such as beryllium dust reactivity and dust transport in vacuum vessels, and support of Advanced Test Reactor irradiation experiments. This paper presents an overview of the programs engaged in the activities, which include the US-Japan TITAN collaboration, the US ITER program, the Next Generation Power Plant program and the tritium production program, and a presentation of ongoing experiments as well as a summary of recent results with emphasis on fusion relevant materials.

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.

Airborne Research Experience for Educators

NASA Astrophysics Data System (ADS)

Costa, V. B.; Albertson, R.; Smith, S.; Stockman, S. A.

2009-12-01

The Airborne Research Experience for Educators (AREE) Program, conducted by the NASA Dryden Flight Research Center Office of Education in partnership with the AERO Institute, NASA Teaching From Space Program, and California State University Fullerton, is a complete end-to-end residential research experience in airborne remote sensing and atmospheric science. The 2009 program engaged ten secondary educators who specialize in science, technology, engineering or mathematics in a 6-week Student Airborne Research Program (SARP) offered through NSERC. Educators participated in collection of in-flight remote sensor data during flights aboard the NASA DC-8 as well as in-situ research on atmospheric chemistry (bovine emissions of methane); algal blooms (remote sensing to determine location and degree of blooms for further in-situ analysis); and crop classification (exploration of how drought conditions in Central California have impacted almond and cotton crops). AREE represents a unique model of the STEM teacher-as-researcher professional development experience because it asks educators to participate in a research experience and then translate their experiences into classroom practice through the design, implementation, and evaluation of instructional materials that emphasize the scientific research process, inquiry-based investigations, and manipulation of real data. Each AREE Master Educator drafted a Curriculum Brief, Teachers Guide, and accompanying resources for a topic in their teaching assignment Currently, most professional development programs offer either a research experience OR a curriculum development experience. The dual nature of the AREE model engaged educators in both experiences. Educators’ content and pedagogical knowledge of STEM was increased through the review of pertinent research articles during the first week, attendance at lectures and workshops during the second week, and participation in the airborne and in-situ research studies, data collection, and subsequent data analysis. Their pedagogical skills in teaching STEM content were enhanced through the collaborative development of curriculum units, critique of curriculum plans by education faculty experts, and exploration of NASA educational resources. AREE also engaged educators in the NASA-sponsored Classroom of the Future's Virtual Design Center (http://vdc.cet.edu/overview.htm), which provides curriculum designers with research-based guidelines to help them design inquiry-based learning activities. The AREE Master Teachers are currently in process of a pilot implementation of their developed curricula, with results due at the end of October 2009. This session will report on program evaluation data and identify best practices for replication of the model. Three perspectives will be provided, including views from the NASA Flight Operations Director, AREE Project Manager, and University Science Education Faculty Mentor. Three AREE Master Educators will present examples of their curriculum materials.

Successful Supervised Agricultural Experience Programs as Defined by American FFA Degree Star Finalists

ERIC Educational Resources Information Center

Rubenstein, Eric D.; Thorn, Andrew C.

2014-01-01

Within school-based agricultural education, supervised agricultural experience (SAE) programs remain an integral component of the total program. However, researchers have reported that SAE programs lack focus and direction. Furthermore, SAE programs lack a current definition of successful SAE programs. This study was conducted utilizing…

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

Biosphere 2, a nexus of partner networks that improve student experiences and outcomes

NASA Astrophysics Data System (ADS)

Dontsova, K.; Bonine, K. E.; Batchelor, R. L.; Brinkworth, C.; Keller, J. M.; Hogan, D.; Treloar, D.

2017-12-01

University of Arizona (UA) Biosphere 2 co-convenes several internship opportunities for undergraduate students, including 1) NSF-funded Research Experiences for Undergraduates (REU) Site: "Biosphere 2 Earth Systems Research for Environmental Solutions", 2) NSF-funded INCLUDES program "Collaborative Research: Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences" executed in collaboration with the University Corporation for Atmospheric Research (UCAR), and 3) STEM Teacher and Researcher (STAR) Fellows Program in partnership with California Polytechnic State University - San Luis Obispo. In addition, the B2 REU Site partners with several UA organizations linking research to stakeholders, such as UA Cooperative Extension, Institute of the Environment, and the Water Resources Research Center, and with the UA Graduate College's Undergraduate Research Opportunities Consortium (UROC), which connects a diverse portfolio of summer research programs across the UA campus. Connections among these programs and organizations allow us to improve student experiences and outcomes by leveraging organizational, mentor, and peer diversity and expertise. Each partnership brings unique benefits for the students - from access to teaching experience and perspectives that STAR Fellows provide, to a multitude of professional development programs made possible by pooled resources of UROC participants, to access to networks and knowledge from our outreach partners, to opportunities for continued multi-year learning and support with INCLUDES and UCAR. Coming together allows all partners to better apply outside resources, expertise, and knowledge to bring more value to the students and to help students enrich themselves as well as partner organizations and program participants.

Enhancing Research Ethics Capacity in the Middle East: Experience and Challenges of a Fogarty-Sponsored Training Program

PubMed Central

Silverman, Henry; Edwards, Hillary; Shamoo, Adil; Matar, Amal

2014-01-01

we describe the research ethics capacity needs of the countries from the Middle East region. Against this background, we relate the experience of an international training program focused on providing long-term training in research ethics to individuals from low- and middle-income countries in the Middle East area. We describe our pedagogical approach to training, program changes to address challenges faced, and accomplishments of trainees. Many former trainees developed research ethics curricula in their home institutions, established or enhanced their institutions’ research ethics committees, provided leadership to national research ethics systems, and conducted research in research ethics. Based on our analysis, we make recommendations for how trainees can further address current regional research ethics needs in the Middle East and conduct future research. This paper is part of a collection of papers analyzing the Fogarty International Center’s International Research Ethics Education and Curriculum Development program. PMID:24384515

Improving Geoscience Education through the PolarTREC Teacher Research Experience Model (Invited)

NASA Astrophysics Data System (ADS)

Warburton, J.; Timm, K.; Larson, A. M.

2010-12-01

Teacher Research Experiences (TRE’s) are not new. For more than a decade, the National Science Foundation (NSF) as well as other federal agencies have been funding programs that place teachers with researchers in efforts to invigorate science education by bringing educators and researchers together through hands-on experiences. Many of the TRE’s are successful in providing a hands-on field experience for the teachers and researchers however many of the programs lack the resources to continue the collaborations and support the growing network of teachers that have had these field experiences. In 2007, NSF provided funding for PolarTREC—Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS). PolarTREC is a TRE where K-12 teachers participate in polar field research, working closely with scientists as a pathway to improving science education. In just three years, it has become a successful TRE. What makes PolarTREC different than other the teacher research experience programs and how can others benefit from what we have learned? During this presentation, we will share data collected through the program evaluation and on how PolarTREC contributes to the discipline of Science, Technology, Engineering, and Mathematics (STEM) education and pedagogy through a model program conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources and support. Data shows that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person in today’s world, as well as increased self-reported knowledge and interest in numerous science content areas. PolarTREC provides a tested approach and a clear route for varying levels of researcher participation in the education community, therefore facilitating the types of positive benefits and understanding that ensure increased educator, student, and community understanding of science and the polar regions during times of interrelated global change.

Poverty Warriors: The Human Experience of Planned Social Intervention. Hogg Foundation Research Series.

ERIC Educational Resources Information Center

Zurcher, Louis A., Jr.

This book presents some of the experiences of men and women, poor and not poor, who participated in a community's OEO poverty program. The research upon which this book was based focused upon those subcomponents of the program which best revealed the process experiences of the participants. The study was concerned with three major components of…

Community input requested

NASA Astrophysics Data System (ADS)

Fine, Rana A.; Walker, Dan

In June 1996, the National Research Council (NRC) formed the Committee on Major U.S. Oceanographic Research Programs to foster coordination among the large programs (e.g., World Ocean Circulation Experiment, Ocean Drilling Program, Ridge Interdisciplinary Global Experiment, and others) and examine their role in ocean research. In particular, the committee is charged with (1) enhancing information sharing and the coordinated implementation of the research plans of the major ongoing and future programs; (2) assisting the federal agencies and ocean sciences community in identifying gaps, as well as appropriate followon activities to existing programs; (3) making recommendations on how future major ocean programs should be planned, structured and organized; and (4) evaluating the impact of major ocean programs on the understanding of the oceans, development of research facilities, education, and collegiality in the academic community. The activity was initiated at the request of the National Science Foundation (NSF) Division of Ocean Sciences, is overseen by the NRC's Ocean Studies Board (OSB), and is funded by both NSF and the Office of Naval Research.

Ukrainian Program for Material Science in Microgravity

NASA Astrophysics Data System (ADS)

Fedorov, Oleg

Ukrainian Program for Material Sciences in Microgravity O.P. Fedorov, Space Research Insti-tute of NASU -NSAU, Kyiv, The aim of the report is to present previous and current approach of Ukrainian research society to the prospect of material sciences in microgravity. This approach is based on analysis of Ukrainian program of research in microgravity, preparation of Russian -Ukrainian experiments on Russian segment of ISS and development of new Ukrainian strategy of space activity for the years 2010-2030. Two parts of issues are discussed: (i) the evolution of our views on the priorities in microgravity research (ii) current experiments under preparation and important ground-based results. item1 The concept of "space industrialization" and relevant efforts in Soviet and post -Soviet Ukrainian research institutions are reviewed. The main topics are: melt supercooling, crystal growing, testing of materials, electric welding and study of near-Earth environment. The anticipated and current results are compared. item 2. The main experiments in the framework of Ukrainian-Russian Research Program for Russian Segment of ISS are reviewed. Flight installations under development and ground-based results of the experiments on directional solidification, heat pipes, tribological testing, biocorrosion study is presented. Ground-based experiments and theoretical study of directional solidification of transparent alloys are reviewed as well as preparation of MORPHOS installation for study of succinonitrile -acetone in microgravity.

Evaluating Research Ethics Training in the Maryland Sea Grant REU Program

NASA Astrophysics Data System (ADS)

Allen, M. R.; Kumi, G. A.; Kumi, B. C.; Moser, F. C.

2016-02-01

The NSF's Research Experiences for Undergraduates (REU) program is an opportunity to cultivate responsible research practices in researchers at an early stage in their career. However, teaching responsible research conduct and science ethics in this program has been challenging because of a lack of consensus regarding which instructional methods are most effective for educating students about ethical concepts and establishing the process of ethical decision-making. Over the last 15 years, Maryland Sea Grant's REU ethics program has evolved by exploring different teaching models and looking for ways to effectively engage upper level undergraduates throughout their summer experience in ethical responsibility training. Since 2007, we have adopted a concerted experiential learning approach that includes an ethics seminar, role playing, case studies, and reflection. Currently, our summer long ethics training includes: 1) an interactive seminar; 2) a workshop with role playing and case studies; 3) 1-2 readings; and 4) a roundtable discussion with faculty mentors and their mentees to discuss researchers' real-world experiences with ethical dilemmas. Within the last 3 years, we have expanded our student learning outcomes assessments by administering pre- and post-program surveys to assess ethical skills students acquire through the program. Reevaluations administered three and six years after the REU experience will measure long term effectiveness of the training. Results from the first group of students reveal a greater awareness of ethical issues following our summer program. Students show a high level of competence about "black and white" issues (falsification, fabrication, plagiarism), but are more challenged by ethical "gray areas" such as data ownership and authorship. Results suggest many undergraduates come to research programs with basic ethics training, but benefit from our additional focus on complex ethical dilemmas.

NITARP: Bridging the Gap Between the Traditional Science Classroom and Authentic Research

NASA Astrophysics Data System (ADS)

Stalnaker, Olivia K.; Evans, Sam; Rutherford, Thomas; Taylor, John; Rebull, Luisa

2018-01-01

In this poster, the differences between what occurs in the traditional secondary science classroom and what happens in the actual research world is examined. Secondary classroom teachers generally have limited, if any, research experience beyond what is presented through their undergraduate college lab coursework. A disparity exists between classroom laboratory work and professional research. Opportunities like NITARP provide research elements that bridge this gap. NITARP teams are in a unique situation, joining a small team working alongside Caltech researchers on cutting edge investigations in astrophysics. In this poster it is shown how the NITARP program provides key components and experiences to expand the skill sets that teachers bring to their classrooms, bridging the gap between the typical secondary classroom and the world of the professional researcher. The NASA/IPAC program immerses participating teachers into a year-long training experience via online and face-to-face learning that translates into enhanced instruction at the secondary level. This work was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

Mentoring Undergraduate Students in Estuarine Research Experiences: Different Strokes for Different Folks

NASA Astrophysics Data System (ADS)

Moser, F. C.; Allen, M. R.; Montoya-Ospina, R. A.; Maldonado, P.; Barberena-Arias, M.; Olivo-Delgado, C.; Harris, L.; Pierson, J. J.; Alvarez, J. P.

2015-12-01

Here we consider how mentoring, both traditional and peer based, contributes to successful student outcomes in undergraduate research programs and we present several approaches to encourage positive mentor-mentee relationships. From several different research mentoring programs with undergraduates in Maryland and in Puerto Rico, we find that some mentoring techniques are universally useful, while others need to be tailored to a specific program and mentee population. Our programs differ in length, student composition, and student expectations, we find that success occurs across-the-board when mentors quickly establish rapport with their students and reach an early joint understanding of the program's requirements and the students' capabilities and needs through immersive orientations early in the program. Alternatively, mentors have to customize their approaches (e.g. simplify presentations of concepts, increase time for questions) when they encounter differences in student knowledge levels and cultural disconnects (e.g. language barriers, unfamiliarity with research labs and academia). Our current approach to improving and evaluating mentoring includes using a system of multiple mentor tiers (peer, near-peer, faculty, and program leaders), multiple qualitative and quantitative evaluations during the program, and post-research experience student outreach, all of which we believe improve student outcomes. Although we have measures of mentee success (e.g., presenting at national meetings, pursuing additional research experiences, applying to graduate school in marine science-related fields, etc.), we continue to look for additional short and long-term evaluation techniques that may help us to distinguish between the influence of mentoring and that of other program attributes (e.g. lab and field experiences, professional development seminars, ethics training, etc.) on student achievement.

The Ethical, Legal, and Social Implications Program of the National Human Genome Research Institute: reflections on an ongoing experiment.

PubMed

McEwen, Jean E; Boyer, Joy T; Sun, Kathie Y; Rothenberg, Karen H; Lockhart, Nicole C; Guyer, Mark S

2014-01-01

For more than 20 years, the Ethical, Legal, and Social Implications (ELSI) Program of the National Human Genome Research Institute has supported empirical and conceptual research to anticipate and address the ethical, legal, and social implications of genomics. As a component of the agency that funds much of the underlying science, the program has always been an experiment. The ever-expanding number of issues the program addresses and the relatively low level of commitment on the part of other funding agencies to support such research make setting priorities especially challenging. Program-supported studies have had a significant impact on the conduct of genomics research, the implementation of genomic medicine, and broader public policies. The program's influence is likely to grow as ELSI research, genomics research, and policy development activities become increasingly integrated. Achieving the benefits of increased integration while preserving the autonomy, objectivity, and intellectual independence of ELSI investigators presents ongoing challenges and new opportunities.

The ASSURE Summer REU Program: Introducing research to first-generation and underserved undergraduates through space sciences and engineering projects

NASA Astrophysics Data System (ADS)

Barron, Darcy; Peticolas, Laura; Multiverse Team at UC Berkeley's Space Sciences Lab

2018-01-01

The Advancing Space Science through Undergraduate Research Experience (ASSURE) summer REU program is an NSF-funded REU site at the Space Sciences Lab at UC Berkeley that first started in summer 2014. The program recruits students from all STEM majors, targeting underserved students including community college students and first-generation college students. The students have little or no research experience and a wide variety of academic backgrounds, but have a shared passion for space sciences and astronomy. We will describe our program's structure and the components we have found successful in preparing and supporting both the students and their research advisors for their summer research projects. This includes an intensive first week of introductory lectures and tutorials at the start of the program, preparing students for working in an academic research environment. The program also employs a multi-tiered mentoring system, with layers of support for the undergraduate student cohort, as well as graduate student and postdoctoral research advisors.

The effect of a science work experience program for teachers on the classroom environment: A qualitative program evaluation

NASA Astrophysics Data System (ADS)

Frazier, Wendy Michelle

Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science and math teachers to work in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with teachers and students, classroom observations, and an analysis of printed student sheets and student work, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science Teachers was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of teacher participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the teachers at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.

Evaluation of a Research Experiences for Undergraduates Program in ChE Indicates Benefit from a Collaborative Model

ERIC Educational Resources Information Center

Follmer, D. Jake; Gomez, Esther; Zappe, Sarah; Kumar, Manish

2017-01-01

This study examined how a collaborative research environment in a structured research experience impacts undergraduate student outcomes. Students demonstrated significant gains in research skills and provided positive appraisals of their collaborative experiences. Emphasis on collaboration among students in an undergraduate research program…

Development of Teachers as Scientists in Research Experiences for Teachers Programs

NASA Astrophysics Data System (ADS)

Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa

2014-11-01

This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

Creating Authentic Geoscience Research Experiences for Underrepresented Students in Two-Year Undergraduate Programs

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.

2014-12-01

With community college and two-year program students playing pivotal roles in advancing the nation's STEM agenda now and throughout the remainder of this young millennia, it is incumbent on educators to devise innovative and sustainable STEM initiatives to attract, retain, graduate, and elevate these students to four-year programs and beyond. Involving these students in comprehensive, holistic research experiences is one approach that has paid tremendous dividends. The New York City College of Technology (City Tech) was recently awarded a National Science Foundation Research Experiences for Undergraduates (REU) supplemental grant to integrate a community college/two-year program component into its existing REU program. The program created an inviting and supportive community of scholars for these students, nurtured them through strong, dynamic mentoring, provided them with the support structures needed for successful scholarship, and challenged them to attain the same research prominence as their Bachelor degree program companions. Along with their colleagues, the community college/two-year program students were given an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST) at City College and its CREST Institute Center for Remote Sensing and Earth System Science (ReSESS) at City Tech. This presentation highlights the challenges, the rewards, and the lessons learned from this necessary and timely experiment. Preliminary results indicate that this paradigm for geoscience inclusion and high expectation has been remarkably successful. (The program is supported by NSF REU grant #1062934.)

Valuing Professional Development Components for Emerging Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Cheung, I.

2015-12-01

In 2004 the Hatfield Marine Science Center (HMSC) at Oregon State University (OSU) established a Research Experience for Undergraduates (REU) program to engage undergraduate students in hands-on research training in the marine sciences. The program offers students the opportunity to conduct research focused on biological and ecological topics, chemical and physical oceanography, marine geology, and atmospheric science. In partnership with state and federal government agencies, this ten-week summer program has grown to include 20+ students annually. Participants obtain a background in the academic discipline, professional development training, and research experience to make informed decisions about careers and advanced degrees in marine and earth system sciences. Professional development components of the program are designed to support students in their research experience, explore career goals and develop skills necessary to becoming a successful young marine scientist. These components generally include seminars, discussions, workshops, lab tours, and standards of conduct. These componentscontribute to achieving the following professional development objectives for the overall success of new emerging undergraduate researchers: Forming a fellowship of undergraduate students pursuing marine research Stimulating student interest and understanding of marine research science Learning about research opportunities at Oregon State University "Cross-Training" - broadening the hands-on research experience Exploring and learning about marine science careers and pathways Developing science communication and presentation skills Cultivating a sense of belonging in the sciences Exposure to federal and state agencies in marine and estuarine science Academic and career planning Retention of talented students in the marine science Standards of conduct in science Details of this program's components, objectives and best practices will be discussed.

Educating a Diverse Workforce: The Student of Color Experience in a Research University's Accelerated Undergraduate Nursing Program

ERIC Educational Resources Information Center

Johnson-Campbell, Tanisha

2018-01-01

This study is an investigation into a 15-month accelerated undergraduate nursing program and the minority student experience. Using a mixed methods approach, this research addressed the following questions: 1. What was the retention rate for students enrolled in the accelerated nursing bachelor's program and how did that differ by race? 2. What…

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…

Fidelity of Implementation of Research Experience for Teachers in the Classroom

NASA Astrophysics Data System (ADS)

Sen, Tapati

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.

Fifteen Challenges in Establishing a Multidisciplinary Research Program on eHealth Research in a University Setting: A Case Study.

PubMed

Grönqvist, Helena; Olsson, Erik Martin Gustaf; Johansson, Birgitta; Held, Claes; Sjöström, Jonas; Lindahl Norberg, Annika; Hovén, Emma; Sanderman, Robbert; van Achterberg, Theo; von Essen, Louise

2017-05-23

U-CARE is a multidisciplinary eHealth research program that involves the disciplines of caring science, clinical psychology, health economics, information systems, and medical science. It was set up from scratch in a university setting in 2010, funded by a governmental initiative. While establishing the research program, many challenges were faced. Systematic documentation of experiences from establishing new research environments is scarce. The aim of this paper was to describe the challenges of establishing a publicly funded multidisciplinary eHealth research environment. Researchers involved in developing the research program U-CARE identified challenges in the formal documentation and by reflecting on their experience of developing the program. The authors discussed the content and organization of challenges into themes until consensus was reached. The authors identified 15 major challenges, some general to establishing a new research environment and some specific for multidisciplinary eHealth programs. The challenges were organized into 6 themes: Organization, Communication, Implementation, Legislation, Software development, and Multidisciplinarity. Several challenges were faced during the development of the program and several accomplishments were made. By sharing our experience, we hope to help other research groups embarking on a similar journey to be prepared for some of the challenges they are likely to face on their way. ©Helena Grönqvist, Erik Martin Gustaf Olsson, Birgitta Johansson, Claes Held, Jonas Sjöström, Annika Lindahl Norberg, Emma Hovén, Robbert Sanderman, Theo van Achterberg, Louise von Essen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 23.05.2017.

Supporting flight data analysis for Space Shuttle Orbiter Experiments at NASA Ames Research Center

NASA Technical Reports Server (NTRS)

Green, M. J.; Budnick, M. P.; Yang, L.; Chiasson, M. P.

1983-01-01

The Space Shuttle Orbiter Experiments program in responsible for collecting flight data to extend the research and technology base for future aerospace vehicle design. The Infrared Imagery of Shuttle (IRIS), Catalytic Surface Effects, and Tile Gap Heating experiments sponsored by Ames Research Center are part of this program. The paper describes the software required to process the flight data which support these experiments. In addition, data analysis techniques, developed in support of the IRIS experiment, are discussed. Using the flight data base, the techniques have provided information useful in analyzing and correcting problems with the experiment, and in interpreting the IRIS image obtained during the entry of the third Shuttle mission.

Supporting flight data analysis for Space Shuttle Orbiter experiments at NASA Ames Research Center

NASA Technical Reports Server (NTRS)

Green, M. J.; Budnick, M. P.; Yang, L.; Chiasson, M. P.

1983-01-01

The space shuttle orbiter experiments program is responsible for collecting flight data to extend the research and technology base for future aerospace vehicle design. The infrared imagery of shuttle (IRIS), catalytic surface effects, and tile gap heating experiments sponsored by Ames Research Center are part of this program. The software required to process the flight data which support these experiments is described. In addition, data analysis techniques, developed in support of the IRIS experiment, are discussed. Using the flight data base, the techniques provide information useful in analyzing and correcting problems with the experiment, and in interpreting the IRIS image obtained during the entry of the third shuttle mission.

Urologic Oncology Branch - Training - NCI/AFUD | Center for Cancer Research

Cancer.gov

Postdoctoral Research Training Program This program is designed to train Ph.D. postdoctoral scientists in the growing field of urologic oncology. This program offers fellows the opportunity to participate in a diverse training experience that includes clinical and laboratory research on several urologic malignancies. The program provides an opportunity for selected individuals

Short description of mathematical support programs for space experiments in the Interkosmos program

NASA Technical Reports Server (NTRS)

Elyasberg, P. Y.

1979-01-01

A synopsis of programs of mathematical support designed at the Institute for Cosmic Research of the USSR Academy of Sciences for cosmic experiments being conducted in the Interkosmos Program is presented. A short description of the appropriate algorithm is given.

Terminal-area STOL operating systems experiments program

NASA Technical Reports Server (NTRS)

Smith, D. W.; Watson, D.; Christensen, J. V.

1973-01-01

Information which will aid in the choice by the U.S. Government and industry of system concepts, design criteria, operating procedures for STOL aircraft and STOL ports, STOL landing guidance systems, air traffic control systems, and airborne avionics and flight control systems. Ames has developed a terminal-area STOL operating systems experiments program which is a part of the joint DOT/NASA effort is discussed. The Ames operating systems experiments program, its objectives, the program approach, the program schedule, typical experiments, the research facilities to be used, and the program status are described.

Assessing Student Outcomes of Undergraduate Research with URSSA, the Undergraduate Student Self-Assessment Instrument

NASA Astrophysics Data System (ADS)

Laursen, S. L.; Weston, T. J.; Thiry, H.

2012-12-01

URSSA is the Undergraduate Research Student Self-Assessment, an online survey instrument for programs and departments to use in assessing the student outcomes of undergraduate research (UR). URSSA focuses on what students learn from their UR experience, rather than whether they liked it. The online questionnaire includes both multiple-choice and open-ended items that focus on students' gains from undergraduate research. These gains include skills, knowledge, deeper understanding of the intellectual and practical work of science, growth in confidence, changes in identity, and career preparation. Other items probe students' participation in important research-related activities that lead to these gains (e.g. giving presentations, having responsibility for a project). These activities, and the gains themselves, are based in research and thus constitute a core set of items. Using these items as a group helps to align a particular program assessment with research-demonstrated outcomes. Optional items may be used to probe particular features that are augment the research experience (e.g. field trips, career seminars, housing arrangements). The URSSA items are based on extensive, interview-based research and evaluation work on undergraduate research by our group and others. This grounding in research means that URSSA measures what we know to be important about the UR experience The items were tested with students, revised and re-tested. Data from a large pilot sample of over 500 students enabled statistical testing of the items' validity and reliability. Optional items about UR program elements were developed in consultation with UR program developers and leaders. The resulting instrument is flexible. Users begin with a set of core items, then customize their survey with optional items to probe students' experiences of specific program elements. The online instrument is free and easy to use, with numeric results available as raw data, summary statistics, cross-tabs, and graphs, and as raw, downloadable data. Finally, URSSA has high content validity based on its research grounding and rigorous development. We will present examples of how URSSA has been used in evaluations of UR programs. A multi-year evaluation of a university-based UR program shows that URSSA items are sensitive to differences in students' prior level of experience with research. For example, experienced student researchers reported greater gains than did their peers new to UR in understanding the process of research and in coming to see themselves as scientists. These differences are consistent with interview data that suggest a developmental progression of gains as students pursue research and gain confidence in their ability to contribute meaningfully. A second example comes from a multi-site evaluation of sites funded by the National Science Foundation's Research Experience for Undergraduates (REU) program in Biology. This study acquired data from nearly 800 students at some 60 Bio REU sites in 2010 and 2011. Results reveal differences in gains among demographic groups, and the general strength of these well-planned programs relative to a comparison sample of UR programs that are not part of REU. Our presentation will demonstrate the evaluative use of URSSA and its potential applications to undergraduate research in the geosciences.

Cornell Astronomy REU: Casting a Wide Net to Increase Access to Research Opportunities

NASA Astrophysics Data System (ADS)

Fernandez de Castro, Patricia; Haynes, Martha P.

2018-01-01

We describe a Research Experience for Undergraduates program in astrophysics and planetary science hosted in a major university setting that is geared especially but not exclusively to students who matriculate at smaller colleges and universities without major astronomy research programs, have not previously had off-campus research experiences and/or have non-traditional academic backgrounds.Individual research projects which students undertake with faculty mentors and their research groups are the keystone of the program. Built around this central activity are a set of other components that aim to expose students to the broad areas of astrophysical and planetary science research and to foster their appreciation of the research enterprise and their possible place within it. We describe the professional development activities that are offered to students, including lectures and workshops on a broad range of topics in astrophysics and planetary science, research group meetings, tutorials on research and scientific presentation skills, participation in outreach, education on the graduate school experience and application process, and discussions of the scientific enterprise, career paths and options in astronomy and related fields as well as the role REU group meetings with the program director (which complement meetings students attend within the context of their research group) play in developing students’ scientific competencies and pre-professional development. Also described are program elements that aim to make the program accessible to all students, including older students, those in relationships or with children as well as cohort building. Finally, we discuss lessons learned on how recruiting on merit and suitability to the research projects on offer, with a strong emphasis on smaller colleges and universities without major astronomy research programs can work towards a broader and more inclusive recruitment.This work was supported by NSF award AST-1156780.

Motivations of Educators for Participating in an Authentic Astronomy Research Experience Professional Development Program

ERIC Educational Resources Information Center

Rebull, L. M.; Roberts, T.; Laurence, W.; Fitzgerald, M. T.; French, D. A.; Gorjian, V.; Squires, G. K.

2018-01-01

[This paper is part of the Focused Collection on Astronomy Education Research.] The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs…

Impact of the INBRE summer student mentored research program on undergraduate students in Arkansas.

PubMed

McSweeney, Jean C; Hudson, Teresa J; Prince, Latrina; Beneš, Helen; Tackett, Alan J; Miller Robinson, Caroline; Koeppe, Roger; Cornett, Lawrence E

2018-03-01

The Institutional Development Award (IDeA) program, housed within the National Institute for General Medical Sciences, administers the Networks of Biomedical Research Excellence (INBRE) as a strategic mission to broaden the geographic distribution of National Institutes of Health (NIH) funding within the United States. Undergraduate summer student mentored research programs (SSMRP) are a common feature of INBRE programs and are designed to increase undergraduate student interest in research careers in the biomedical sciences. Little information is available about student perspectives on how these programs impact their choices relative to education and careers. Therefore, we conducted qualitative interviews with 20 participants from the Arkansas INBRE SSMRP in the years 2002-2012. Each telephone interview lasted 30-45 min. An interview guide with a broad "grand tour" question was used to elicit student perspectives on SSMRP participation. Interviews were digitally recorded, then transcribed verbatim, and the transcript checked for accuracy. Content analysis and constant comparison were used to identify nine themes that were grouped into three temporal categories: before, during, and after the SSMRP experience. Students viewed the experience as positive and felt it impacted their career choices. They emphasized the value of mentoring in the program, and some reported maintaining a relationship with the mentor after the summer experience ended. Students also valued learning new laboratory and presentation skills and felt their research experience was enhanced by meeting students and scientists with a wide range of career interests. These data suggest that the Arkansas INBRE and the NIH IDeA program are successfully meeting the goal of increasing interest in research among undergraduates.

University of Maryland MRSEC - Research: Highlights

Science.gov Websites

; National Labs International Educational Education Pre-College Programs Homeschool Programs Undergraduate Perspective at UMD MRSEC Nanoscience Camp Annual Middle School Student Science Conference (SSC) Pre ) Activities UMD-MRSEC Research Experience for Undergraduates Program (REU) Pre-Engineering Program

FLEX: A Decisive Step Forward in NASA's Combustion Research Program

NASA Technical Reports Server (NTRS)

Hickman, John M.; Dietrich, Daniel L.; Hicks, Michael C.; Nayagam, Vedha; Stocker, Dennis

2012-01-01

Stemming from the need to prevent, detect and suppress on-board spacecraft fires, the NASA microgravity combustion research program has grown to include fundamental research. From early experiment, we have known that flames behave differently in microgravity, and this environment would provide an ideal laboratory for refining many of the long held principals of combustion science. A microgravity environment can provide direct observation of phenomena that cannot be observed on Earth. Through the years, from precursor work performed in drop towers leading to experiments on the International Space Station (ISS), discoveries have been made about the nature of combustion in low gravity environments. These discoveries have uncovered new phenomena and shed a light on many of the fundamental phenomena that drive combustion processes. This paper discusses the NASA microgravity combustion research program taking place in the ISS Combustion Integrated Rack, its various current and planned experiments, and the early results from the Flame Extinguishment (FLEX) Experiment.

Teacher Field Research Experiences: Building and Maintaining the Passion for K-12 Science Education

NASA Astrophysics Data System (ADS)

Dunton, K.; Schonberg, S.

2006-12-01

Academic scientists and researchers are increasingly encouraged to develop connections with K-12 educators to promote scientific literacy and bring excitement into the classroom. Such partnerships carry long-term benefits to both teachers and researchers. Teachers gain the tools, confidence, and knowledge to develop research activities with their students that promote scientific inquiry, and researchers benefit from outreach activities that improve communication skills for sharing scientific knowledge with the public. Our K-12 programs have been field based under a theme of Classrooms Without Walls, to take advantage of our local marine environment and a long-term research program on the Alaskan Arctic coast. Our professional development programs for teachers have included the creation of an annual summer graduate level course (Application of Field Research Experiences for K-12 Science and Math Educators) as an introduction to scientific methodology, observation, and inquiry based learning. We provide graduate students as resources in classrooms and for field trip experiences and provide supplies and instrumentation to teachers for K-12 field projects. Finally, teachers have an opportunity to join our researchers to remote sites under various competitive programs that receive federal support (e.g. GK-12, ARMADA). We provide examples of our activities, which are based on recent needs assessment surveys of science teachers; these included development of content knowledge and providing students with opportunities to connect concepts with experiences. Our goal is to provide field experiences to teachers and students that enable them to relate science concepts to the real world.

Contributions to Educational Structures that Promote Undergraduate Research

NASA Technical Reports Server (NTRS)

Sepikas, John; Mijic, Milan; Young, Don; Gillam, Steve

1997-01-01

The opportunities for community college and traditionally underrepresented minority students to participate in research experiences are typically rare. Further, what research experiences that are available often underutilizes the students' potential and do not have follow-up programs. The Physics Outreach Program (POP) working in conjunction with the Jet Propulsion Laboratory is designed to reach out to this segment of the student population and encourage them to consider careers in physics and astronomy. The program is special in that it creates a "vertical" consortium or pipeline of schools whereby students graduating from one participating institution will then transfer to another. This helps to insure that participating students will experience continuity and, with the assistance of JPL equipment and staff, a quality of instruction that they would otherwise not be able to afford. Key words. educational outreach, undergraduate research, community college research, underrepresented minority student research

Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs.

PubMed

Griffith, Aisha N; Larson, Reed W

2016-12-01

Youth's trust in program leaders is considered a key to the positive impact of youth programs. We sought to understand how trust influences youth's program experiences from their perspective. We interviewed 108 ethnically diverse youth (ages 12-19) participating in 13 arts, leadership, and technology programs. Analysis of these accounts suggested five ways in which youth's trust in leaders amplified program benefits. Trust increased youth's (1) confidence in leaders' guidance in program activities, (2) motivation in the program, (3) use of leaders for mentoring, (4) use of leaders as a model of a well-functioning relationship, and (5) experience of program cohesiveness. Across benefits, trust allowed youth to draw on leaders' expertise, opened them to new experiences, and helped increase youth's agency. © 2015 The Authors. Journal of Research on Adolescence © 2015 Society for Research on Adolescence.

Quasi-experimental study designs series-paper 13: realizing the full potential of quasi-experiments for health research.

PubMed

Rockers, Peter C; Tugwell, Peter; Røttingen, John-Arne; Bärnighausen, Till

2017-09-01

Although the number of quasi-experiments conducted by health researchers has increased in recent years, there clearly remains unrealized potential for using these methods for causal evaluation of health policies and programs globally. This article proposes five prescriptions for capturing the full value of quasi-experiments for health research. First, new funding opportunities targeting proposals that use quasi-experimental methods should be made available to a broad pool of health researchers. Second, administrative data from health programs, often amenable to quasi-experimental analysis, should be made more accessible to researchers. Third, training in quasi-experimental methods should be integrated into existing health science graduate programs to increase global capacity to use these methods. Fourth, clear guidelines for primary research and synthesis of evidence from quasi-experiments should be developed. Fifth, strategic investments should be made to continue to develop new innovations in quasi-experimental methodologies. Tremendous opportunities exist to expand the use of quasi-experimental methods to increase our understanding of which health programs and policies work and which do not. Health researchers should continue to expand their commitment to rigorous causal evaluation with quasi-experimental methods, and international institutions should increase their support for these efforts. Copyright © 2017 Elsevier Inc. All rights reserved.

To the Extremes! A Teacher Research Experience Program in the Polar Regions

NASA Astrophysics Data System (ADS)

Warburton, J.; Bartholow, S.

2014-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating, a teacher professional development program, began with the International Polar Year in 2004 and continues today in the United States. In 2007, the National Science Foundation designated PolarTREC as potentially transformative, meaning that the "research results often do not fit within established models or theories and may initially be unexpected or difficult to interpret; their transformative nature and utility might not be recognized until years later." PolarTREC brings U.S. K-12 educators and polar researchers together through an innovative teacher research experience model. Teachers spend three to six weeks in remote arctic and Antarctic field camps. Since 2007, over 100 teachers have been placed in field experiences throughout the Arctic and Antarctic and with half of them participating in field experiences in Antarctica. During their experience, teachers become research team members filling a variety of roles on the team. They also fulfil a unique role of public outreach officer, conducting live presentations about their field site and research as well as journaling, answering questions, and posting photos. Evaluation data collected over the past eight years on program participants shows that PolarTREC has clearly achieved it goals and strongly suggests programs that link teachers and researchers can have the potential to transform the nature of science education. By giving teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry, participating teachers are using authentic scientific research in their classrooms. Not surprisingly this has also led to increases in student interest and knowledge about the Polar Regions. In this presentation, we will highlight the best practices of teacher research experiences as well as discuss why it is vital to have teachers and researchers work together to communicate science to the broader public.

Advancing Translational Space Research Through Biospecimen Sharing: Amplified Impact of Studies Utilizing Analogue Space Platforms

NASA Technical Reports Server (NTRS)

Staten, B.; Moyer, E.; Vizir, V.; Gompf, H.; Hoban-Higgins, T.; Lewis, L.; Ronca, A.; Fuller, C. A.

2016-01-01

Biospecimen Sharing Programs (BSPs) have been organized by NASA Ames Research Center since the 1960s with the goal of maximizing utilization and scientific return from rare, complex and costly spaceflight experiments. BSPs involve acquiring otherwise unused biological specimens from primary space research experiments for distribution to secondary experiments. Here we describe a collaboration leveraging Ames expertise in biospecimen sharing to magnify the scientific impact of research informing astronaut health funded by the NASA Human Research Program (HRP) Human Health Countermeasures (HHC) Element. The concept expands biospecimen sharing to one-off ground-based studies utilizing analogue space platforms (e.g., Hindlimb Unloading (HLU), Artificial Gravity) for rodent experiments, thereby significantly broadening the range of research opportunities with translational relevance for protecting human health in space and on Earth.

Undergraduate Research Experience in Ocean/Marine Science (URE-OMS)

DTIC Science & Technology

2003-09-30

The URE-Ocean/Marine Science program supports active research participation by undergraduate students in remote sensing and GIS. The program is based on a model for undergraduate research programs supported by the National Science Foundation . URE project features mentors, research projects, and professional development opportunities. It is the long-term goal

Undergraduate Summer Research Programs and Graduate School Outcomes: Don't Ignore Rejected Program Applicants

ERIC Educational Resources Information Center

Sibulkin, Amy E.; Butler, J. S.

2015-01-01

We tracked a sample of primarily Black psychology baccalaureates' advanced degree enrollments and completions and estimated the association of those outcomes with summer research experience by merging three data sets: (a) summer research program participants, (b) a comparison group of alumni, mostly without summer research, and (c) degree…

Establishing a Student Research and Publishing Program in High School Physics

ERIC Educational Resources Information Center

Eales, Jonathan; Laksana, Sangob

2016-01-01

Student learning in science is improved by authentic personal experience of research projects and the publication of findings. Graduate students do this, but it is uncommon to find student research and publishing in high school science programs. We describe here the Student Research and Publishing Program (SRPP) established at International School…

French space program: report to Cospar

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

Not Available

1975-01-01

Programs and results obtained are reviewed for all French laboratories working in areas of research related to space. Main topics include lunar specimen studies; spectroscopic planetology; space radiation; ionospheric and magnetospherics; aeronomy; meteorology, comprising the Meteosat program and the Eole experiment and earth resources investigations; geodesy; and geodynamics-research covering space biology and exobiology is also discussed. French satellites and sounding rockets are listed, as well as French experiments onboard foreign spacecraft. (GRA)

Community development in a Research Experience for Teachers (RET) program: Teacher growth and translation of the experience back to the classroom

NASA Astrophysics Data System (ADS)

Johnston, Carol Suzanne Chism

This qualitative study explores how a scientific research experience helped seven secondary science teachers to grow professionally. The design of this Research Experience for Teachers (RET) program emphasized having teachers become members of university scientific research communities---participating in experimental design, data collection, analysis, and presenting of findings---in order to have a better understanding of research science. I conducted individual interviews with teacher and scientist participants, visited the teachers in their laboratories, videotaped classroom visits, and videotaped group meetings during the summers to learn what teachers brought back to their classrooms about the processes of science. I examined the teachers' views of research science, views shaped by their exposure to research science under the mentorship of a scientist participant. The teachers observed the collaborative efforts of research scientists and experienced doing scientific research, using technology and various experimental methods. Throughout their two-year experience, the teachers continually refined their images of scientists. I also examined how teachers in this program built a professional community as they developed curricula. Further, I investigated what the teachers brought from their experiences back to the classroom, deciding on a theme of "Communicating Science" as a way to convey aspects of scientific inquiry to students. Teacher growth as a result of this two-year program included developing more empathy for student learning and renewing their enthusiasm for both learning and teaching science. Teacher growth also included developing curricula to involve students in behaving as scientists. The teachers identified a few discrete communication practices of scientists that they deemed appropriate for students to adopt to increase their communication skills. Increased community building in classes to model scientific communities was seen as a way to motivate students and to help them to understand scientific concepts.

Urologic Oncology Branch - Training - NCI/AFUD | Center for Cancer Research

Cancer.gov

Postdoctoral Research Training Program This program is designed to train Ph.D. postdoctoral scientists in the growing field of urologic oncology. This program offers fellows the opportunity to participate in a diverse training experience that includes clinical and laboratory research on several urologic malignancies. The program provides an opportunity for selected individuals to complete a research project under the direction of a Senior Investigator in the Intramural Program of the National Cancer Institute.

Integration of NASA Research into Undergraduate Education in Math, Science, Engineering and Technology at North Carolina A&T State University

NASA Technical Reports Server (NTRS)

Monroe, Joseph; Kelkar, Ajit

2003-01-01

The NASA PAIR program incorporated the NASA-Sponsored research into the undergraduate environment at North Carolina Agricultural and Technical State University. This program is designed to significantly improve undergraduate education in the areas of mathematics, science, engineering, and technology (MSET) by directly benefiting from the experiences of NASA field centers, affiliated industrial partners and academic institutions. The three basic goals of the program were enhancing core courses in MSET curriculum, upgrading core-engineering laboratories to compliment upgraded MSET curriculum, and conduct research training for undergraduates in MSET disciplines through a sophomore shadow program and through Research Experience for Undergraduates (REU) programs. Since the inception of the program nine courses have been modified to include NASA related topics and research. These courses have impacted over 900 students in the first three years of the program. The Electrical Engineering circuit's lab is completely re-equipped to include Computer controlled and data acquisition equipment. The Physics lab is upgraded to implement better sensory data acquisition to enhance students understanding of course concepts. In addition a new instrumentation laboratory in the department of Mechanical Engineering is developed. Research training for A&T students was conducted through four different programs: Apprentice program, Developers program, Sophomore Shadow program and Independent Research program. These programs provided opportunities for an average of forty students per semester.

47 CFR 5.309 - Notification requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... experiment, program experimental licensees must provide the following information to the Commission's program experimental registration Web site. (1) A narrative statement describing the experiment, including a... licensee; (2) Contact information for the researcher-in-charge of the described experiment; (3) Contact...

47 CFR 5.309 - Notification requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... experiment, program experimental licensees must provide the following information to the Commission's program experimental registration Web site. (1) A narrative statement describing the experiment, including a... licensee; (2) Contact information for the researcher-in-charge of the described experiment; (3) Contact...

The Minneapolis Heart Institute Foundation Summer Research Internship Program: the benefits of preprofessional experience for prospective physicians.

PubMed

Willenbring, Benjamin D; McKee, Katherine C; Wilson, Betsy V; Henry, Timothy D

2008-08-01

There is a distinct shortage of preprofessional opportunities for undergraduate premedical students. During the last 7 summers, the Minneapolis Heart Institute Foundation Summer Research Internship Program has exposed interested students to cardiology and clinical research. The goals of the internship program are threefold: to bring students in contact with the medical profession, to offer experiences in the various disciplines of cardiology, and to introduce students to clinical research. The success of the program can be measured by its influence on participants' academic pursuits and scholarly contributions. Of the 65 internship alumni, 52 are studying to become physicians and most of the others are in health-related fields. Interns have also contributed abstracts and manuscripts to peer-reviewed journals and presented their research at major conferences.

Creative Collaboration between Chevron and CSUB: Research Experience Vitalizing Science -- University Program

ERIC Educational Resources Information Center

Wang, Jianjun

2013-01-01

Since 2007, Chevron has funded the Research Experience Vitalizing Science -- University Program (REVS-UP), which lasts four weeks each summer to develop Science, Technology, Engineering, and Mathematics (STEM) projects at CSUB [California State University, Bakersfield]. Over the past six years, a total of 26 STEM professors have led the…

Connected Learning in Co-Operative Education

ERIC Educational Resources Information Center

Jones, Jeela

2007-01-01

This qualitative research study explored the experiences of students who had attended a co operative (co-op) education program, with a focus on what makes the experience meaningful to them. Utilizing a basic interpretive research design, students who graduated from a co-op program were interviewed using an open-ended interview protocol. Both male…

DoE Early Career Research Program: Final Report: Model-Independent Dark-Matter Searches at the ATLAS Experiment and Applications of Many-core Computing to High Energy Physics

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

Farbin, Amir

2015-07-15

This is the final report of for DoE Early Career Research Program Grant Titled "Model-Independent Dark-Matter Searches at the ATLAS Experiment and Applications of Many-core Computing to High Energy Physics".

Global engineering education programs: More than just international experiences

NASA Astrophysics Data System (ADS)

McNeill, Nathan J.

Engineers in both industry and academia recognize the global nature of the profession. This has lead to calls for engineering students to develop knowledge, skills, and attitudes necessary for success within a global profession. Many institutions are developing globally oriented programs specifically for their engineering students and are eager to know if these programs are helping their students to develop attributes that meet their program objectives, accreditation requirements, and the needs and desires of prospective employers. Administrators of such programs currently lack research data to support the learning objectives they are setting for their programs. This study documented the individual experiences and learning outcomes of students involved in three global education programs for engineering students. The first program provided a portfolio of experiences including foreign language instruction, one semester of study abroad, internships in the U.S. and abroad, and a two-semester global team design project. The second program was a one semester study abroad program in China, and the third was a global service project whose purpose was to design an irrigation system for two small farms in Rwanda. The research questions guiding this study were: 1. What specific knowledge, skills, and attitudes are students gaining from participation in their respective global engineering programs? 2. What kinds of experiences are resulting in these learning outcomes? Interviews were used to elicit the experiences and learning outcomes of participants in this study. Program administrators were also interviewed for their perspectives on the experiences and learning outcomes of participants for the purpose of triangulation. The study identified more than 50 outcomes that resulted from students' experiences in these three programs. The most prevalent outcomes across all three programs included knowledge of culture, openness to new experiences and other cultures, and communication skills.

Expanding the Horizon: A Journey to Explore and Share Effective Geoscience Research Experiences

NASA Astrophysics Data System (ADS)

Bolman, J.

2013-12-01

The Indian Natural Resource Science and Engineering Program (INRSEP) has worked diligently over the past 40 + years to ensure the success of Tribal, Indigenous and Underrepresented undergraduate and graduate students in geoscience and natural resources fields of study. Central to this success has been the development of cultural relevant research opportunities directed by Tribal people. The research experiences have been initiated to address culturally relevant challenges on Tribal and non-Tribal lands. It has become critically important to ensure students have multiple research experiences across North America as well as throughout the continent. The INRSEP community has found creating and maintaining relationships with organizations like the Geoscience Alliance, Minorities Striving and Pursuing Higher Degrees of Success (MSPHD's) and the Louis Stokes Alliance for Minority Participation (LSAMP) program has greatly improved the success of students matriculating to graduate STEM programs. These relationships also serve an immense capacity in tracking students, promoting best practices in research development and assessing outcomes. The presentation will highlight lessons learned on how to 1) Develop a diverse cohort or 'community' of student researchers; 2) Evolve intergenerational mentoring processes and outcomes; 3) Tether to related research and programs; and Foster the broader impact of geoscience research and outcomes.

"Please Remember We Are Not All Brilliant": Undergraduates' Experiences of an Elite, Research-Intensive Degree at a Research-Intensive University

ERIC Educational Resources Information Center

Howitt, Susan; Wilson, Anna; Wilson, Kate; Roberts, Pam

2010-01-01

Undergraduate research experiences are being incorporated into degree programs with increasing frequency. However, there has been little study into their effectiveness in preparing students for research or into the learning gains that students realise from one or more research experiences. We surveyed science students in an elite, research-based…

NanoJapan: international research experience for undergraduates program: fostering U.S.-Japan research collaborations in terahertz science and technology of nanostructures

NASA Astrophysics Data System (ADS)

Phillips, Sarah R.; Matherly, Cheryl A.; Kono, Junichiro

2014-09-01

The international nature of science and engineering research demands that students have the skillsets necessary to collaborate internationally. However, limited options exist for science and engineering undergraduates who want to pursue research abroad. The NanoJapan International Research Experience for Undergraduates Program is an innovative response to this need. Developed to foster research and international engagement among young undergraduate students, it is funded by a National Science Foundation Partnerships for International Research and Education (PIRE) grant. Each summer, NanoJapan sends 12 U.S. students to Japan to conduct research internships with world leaders in terahertz (THz) spectroscopy, nanophotonics, and ultrafast optics. The students participate in cutting-edge research projects managed within the framework of the U.S-Japan NSF-PIRE collaboration. One of our focus topics is THz science and technology of nanosystems (or `TeraNano'), which investigates the physics and applications of THz dynamics of carriers and phonons in nanostructures and nanomaterials. In this article, we will introduce the program model, with specific emphasis on designing high-quality international student research experiences. We will specifically address the program curriculum that introduces students to THz research, Japanese language, and intercultural communications, in preparation for work in their labs. Ultimately, the program aims to increase the number of U.S. students who choose to pursue graduate study in this field, while cultivating a generation of globally aware engineers and scientists who are prepared for international research collaboration.

Entering the Community of Practitioners: A Science Research Workshop Model

ERIC Educational Resources Information Center

Streitwieser, Bernhard; Light, Gregory; Pazos, Pilar

2010-01-01

This article describes the Science Research Workshop Program (SRW) and discusses how it provides students a legitimate science experience. SRW, which is funded by the National Science Foundation, is an apprenticeship-style program in which students write proposals requesting resources to research an original question. The program creates a…

34 CFR 356.2 - Who is eligible for assistance under this program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... RESEARCH: RESEARCH FELLOWSHIPS General § 356.2 Who is eligible for assistance under this program? (a) Only... this program who has training and experience that indicate a potential for engaging in scientific research related to the solution of rehabilitation problems of individuals with disabilities. (c) This...

Microgravity Research Results and Experiences from the NASA Mir Space Station Program

NASA Technical Reports Server (NTRS)

Schagheck, R. A.; Trach, B.

2000-01-01

The Microgravity Research Program Office (MRPO) participated aggressively in Phase I of the International Space Station Program using the Russian Mir Space Station. The Mir Station offered an otherwise unavailable opportunity to explore the advantages and challenges to long duration microgravity space research. Payloads with both NASA and commercial backing were included as well as cooperative research with the Canadian Space Agency (CSA). From this experience, much was learned about dealing with long duration on orbit science utilization and developing new working relationships with our Russian partner to promote efficient planning, operations, and integration to solve complexities associated with a multiple partner program. Microgravity participation in the NASA Mir Program began with the first joint NASA Mir flight to the Mir Space Station. The earliest participation setup acceleration measurement capabilities that were used throughout the Program. Research, conducted by all Microgravity science disciplines, continued on each subsequent increment for the entire three-year duration of the Program. The Phase I Program included the Microgravity participation of over 30 Fluids, Combustion, Materials, and Biotechnology Sciences and numerous commercially sponsored research payloads. In addition to the research gained from Microgravity investigations, long duration operation of facility hardware was tested. Microgravity facilities operated on Mir included the Space Acceleration Measurement System (SAMS), the Microgravity Glovebox (MGBX), the Biotechnology System (BTS) and the Canadian Space Agency sponsored Microgravity Isolation Mount (MIM). The Russian OPTIZONE Furnace was also incorporated into our material science research. All of these efforts yielded significant and useful scientific research data. This paper focuses on the microgravity research conducted onboard the Mir space station. It includes the Program preparation and planning necessary to support this type of cross increment research experience; the payloads which were flown; and summaries of significant microgravity science findings. Most importantly this paper highlights the various disciplines of microgravity research conducted during the International Space Station, Phase 1 Program onboard the Mir Station. A capsulation of significant research and the applicability of our findings are provided. In addition, a brief discussion of how future microgravity science gathering capabilities, hardware development and payload operations techniques have enhanced our ability to conduct long duration microgravity research.

Contributions of the sandwich doctoral program to methodological approaches: an experience report.

PubMed

Lorenzini, Elisiane; Oelke, Nelly Donszelmann; Marck, Patricia Beryl; Dall'Agnol, Clarice Maria

2016-06-01

Objective To share our experience on theoretical and methodological insights we have gained as researchers working together during the Sandwich Doctoral Program. Method This is a descriptive experience report. Results We have incorporated restoration thinking into a study on patient safety culture and will enhance knowledge translation by applying principles of deliberative dialogue to increase the uptake and implementation of research results. Conclusion Incorporating new approaches in Brazilian nursing research plays a key role in achieving international participation and visibility in different areas of nursing knowledge.

A research education program model to prepare a highly qualified workforce in biomedical and health-related research and increase diversity.

PubMed

Crockett, Elahé T

2014-09-24

The National Institutes of Health has recognized a compelling need to train highly qualified individuals and promote diversity in the biomedical/clinical sciences research workforce. In response, we have developed a research-training program known as REPID (Research Education Program to Increase Diversity among Health Researchers) to prepare students/learners to pursue research careers in these fields and address the lack of diversity and health disparities. By inclusion of students/learners from minority and diverse backgrounds, the REPID program aims to provide a research training and enrichment experience through team mentoring to inspire students/learners to pursue research careers in biomedical and health-related fields. Students/learners are recruited from the University campus from a diverse population of undergraduates, graduates, health professionals, and lifelong learners. Our recruits first enroll into an innovative on-line introductory course in Basics and Methods in Biomedical Research that uses a laboratory Tool-Kit (a lab in a box called the My Dr. ET Lab Tool-Kit) to receive the standard basics of research education, e.g., research skills, and lab techniques. The students/learners will also learn about the responsible conduct of research, research concept/design, data recording/analysis, and scientific writing/presentation. The course is followed by a 12-week hands-on research experience during the summer. The students/learners also attend workshops and seminars/conferences. The students/learners receive scholarship to cover stipends, research related expenses, and to attend a scientific conference. The scholarship allows the students/learners to gain knowledge and seize opportunities in biomedical and health-related careers. This is an ongoing program, and during the first three years of the program, fifty-one (51) students/learners have been recruited. Thirty-six (36) have completed their research training, and eighty percent (80%) of them have continued their research experiences beyond the program. The combination of carefully providing standard basics of research education and mentorship has been successful and instrumental for training these students/learners and their success in finding biomedical/health-related jobs and/or pursuing graduate/medical studies. All experiences have been positive and highly promoted. This approach has the potential to train a highly qualified workforce, change lives, enhance biomedical research, and by extension, improve national health-care.

Solar thermal storage applications program

NASA Astrophysics Data System (ADS)

Peila, W. C.

1982-12-01

The efforts of the Storage Applications Program are reviewed. The program concentrated on the investigation of storage media and evaluation of storage methods. Extensive effort was given to experimental and analytical investigations of nitrate salts. Two tasks are the preliminary design of a 1200 MW/sub th/ system and the design, construction, operation, and evaluation of a subsystem research experiment, which utilized the same design. Some preliminary conclusions drawn from the subsystem research experiment are given.

The Continuing Umbrella of Research Experiences (CURE): a model for training underserved scientists in cancer research.

PubMed

Franco, Idalid; Bailey, LeeAnn O; Bakos, Alexis D; Springfield, Sanya A

2011-03-01

Mentoring is a critical aspect of research and training; and the adoption of a successful mentoring model for guiding researchers through the educational pipeline is lacking. The Continuing Umbrella of Research Experiences (CURE) program was established in the Comprehensive Minority Biomedical Branch; which is part of the National Cancer Institute. This program offers unique training and career development opportunities to enhance diversity in cancer research. The CURE initiative focuses on broadening the cadre of underserved investigators engaging in cancer research. CURE begins with high school students and fosters scientific, academic and research excellence throughout the trainee's educational progression. The program supports students throughout the entirety of their training career. During this period, the trainee matures into a competitive early stage investigator; capable of securing advanced research project funding in academic and industry workforces. Thus, the CURE program provides a comprehensive vehicle for training and reinforces the critical mass of underserved investigators conducting cancer research.

Fluid Physical and Transport Phenomena Studies aboard the International Space Station: Planned Experiments

NASA Technical Reports Server (NTRS)

Singh, Bhim S.

1999-01-01

This paper provides an overview of the microgravity fluid physics and transport phenomena experiments planned for the International Spare Station. NASA's Office of Life and Microgravity Science and Applications has established a world-class research program in fluid physics and transport phenomena. This program combines the vast expertise of the world research community with NASA's unique microgravity facilities with the objectives of gaining new insight into fluid phenomena by removing the confounding effect of gravity. Due to its criticality to many terrestrial and space-based processes and phenomena, fluid physics and transport phenomena play a central role in the NASA's Microgravity Program. Through widely publicized research announcement and well established peer-reviews, the program has been able to attract a number of world-class researchers and acquired a critical mass of investigations that is now adding rapidly to this field. Currently there arc a total of 106 ground-based and 20 candidate flight principal investigators conducting research in four major thrust areas in the program: complex flows, multiphase flow and phase change, interfacial phenomena, and dynamics and instabilities. The International Space Station (ISS) to be launched in 1998, provides the microgravity research community with a unprecedented opportunity to conduct long-duration microgravity experiments which can be controlled and operated from the Principal Investigators' own laboratory. Frequent planned shuttle flights to the Station will provide opportunities to conduct many more experiments than were previously possible. NASA Lewis Research Center is in the process of designing a Fluids and Combustion Facility (FCF) to be located in the Laboratory Module of the ISS that will not only accommodate multiple users but, allow a broad range of fluid physics and transport phenomena experiments to be conducted in a cost effective manner.

Effective Recruiting and Intrusive Retention Strategies for Diversifying the Geosciences through a Research Experiences for Undergraduate Program

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Yuen-Lau, L.; Ikramova, M.

2016-12-01

Worse than in most Science, Technology, Engineering, and Mathematics (STEM) fields, underrepresented minority (URM) groups in the geosciences are reported to be farthest beneath the national benchmarks. Even more alarming, the geosciences have the lowest diversity of all the STEM disciplines at all three levels of higher education. In order to increase the number of underrepresented groups in the geosciences, a National Science Foundation funded Research Experiences for Undergraduates (REU) program at the New York City College of Technology has implemented effective recruitment strategies to attract and retain diverse student cohorts. Recruitment efforts include: 1) establishing partnership with the local community colleges; 2) forging collaborations with scientists of color; 3) reaching out to the geoscience departments; and 4) forming relationships with STEM organizations. Unlike the other REU programs which primarily provide a summer-only research experience, this REU program engages students in a year-long research experience. Students begin their research in the summer for nine weeks, and they continue their research one day a week in the fall and spring semesters. During the academic year, they present their projects at conferences. They also serve as STEM ambassadors to community and high school outreach events. This one-year triad connection of 1) professional organizations/conferences, 2) continual research experience, and 3) service constituent has resulted in higher retention and graduation rates of URMs in the STEM disciplines. Both formative and summative program assessment have uncovered and shown that strong recruitment efforts accompanied by intrusive retention strategies are essential to: a) sustain and support STEM URMs in developing confidence as scientists; b) create formal and informal STEM communities; and c) provide a clear pathway to advanced degrees and to the geoscience workforce. This project is supported by NSF REU Grant #1560050.

Senior Thesis Research at Princeton.

ERIC Educational Resources Information Center

Prud'homme, Robert K.

1981-01-01

Reviews a senior undergraduate research program in chemical engineering at Princeton University. Includes strengths and requirements for a successful program. Senior thesis research provides creative problem solving experiences for students and is congruent with departmental research objectives. Selected student comments are included. (SK)

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences

NASA Astrophysics Data System (ADS)

Marsaglia, K.; Simila, G.; Pedone, V.; Yule, D.

2003-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels (individual and team) to research in the geosciences (such as data analysis for earthquake hazards for 1994 Northridge event, paleoseismology of San Andreas fault, Waipaoa, New Zealand sedimentary system and provenance studies, and the Barstow formation geochronology and geochemistry), and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning (think-pair share), and research on geological data sets. Students of all experience levels then become members of research teams and conduct four mini-projects and associated poster presentations, which deepens academic and research skills as well as peer-mentor relationships. This initial research experience has been very beneficial for the student's degree requirements of a senior research project and oral presentation. Evaluation strategies include the student research course presentations, summer field projects, and external review of student experiences. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. A component of peer-tutoring has been implemented for promoting additional student success. The program has been highly successful in its two year development. To date, undergraduates and graduate students have coauthored six abstracts at professional meetings. Also, high-school students have gained first hand experience of a college course and geologic research.

PhD programs in nursing in the United States: visibility of American Association of Colleges of Nursing core curricular elements and emerging areas of science.

PubMed

Wyman, Jean F; Henly, Susan J

2015-01-01

Preparing nursing doctoral students with knowledge and skills for developing science, stewarding the discipline, and educating future researchers is critical. This study examined the content of 120 U.S. PhD programs in nursing as communicated on program websites in 2012. Most programs included theory, research design, and statistics courses. Nursing inquiry courses were evidenced on only half the websites. Course work or research experiences in informatics were mentioned on 22.5% of the websites; biophysical measurement and genetics/genomics were mentioned on fewer than 8% of program websites. Required research experiences and instruction in scientific integrity/research ethics were more common when programs had Institutional Training Award funding (National Institutes of Health T32 mechanism) or were located at a university with a Clinical and Translational Science Award. Changes in education for the next generation of PhD students are critically needed to support advancement of nursing science. Copyright © 2015 Elsevier Inc. All rights reserved.

U.S. perspective on technology demonstration experiments for adaptive structures

NASA Technical Reports Server (NTRS)

Aswani, Mohan; Wada, Ben K.; Garba, John A.

1991-01-01

Evaluation of design concepts for adaptive structures is being performed in support of several focused research programs. These include programs such as Precision Segmented Reflector (PSR), Control Structure Interaction (CSI), and the Advanced Space Structures Technology Research Experiment (ASTREX). Although not specifically designed for adaptive structure technology validation, relevant experiments can be performed using the Passive and Active Control of Space Structures (PACOSS) testbed, the Space Integrated Controls Experiment (SPICE), the CSI Evolutionary Model (CEM), and the Dynamic Scale Model Test (DSMT) Hybrid Scale. In addition to the ground test experiments, several space flight experiments have been planned, including a reduced gravity experiment aboard the KC-135 aircraft, shuttle middeck experiments, and the Inexpensive Flight Experiment (INFLEX).

Mentoring Through Research as a Catalyst for the Success of Under-represented Minority Students in the Geosciences at California State University Northridge

NASA Astrophysics Data System (ADS)

Marsaglia, K. M.; Pedone, V.; Simila, G. W.; Yule, J. D.

2002-12-01

The Catalyst Program of the Department of Geological Sciences at California State University Northridge has been developed by four faculty members who were the recipients of a three-year award (2002-2005) from the National Science Foundation. The goal of the program is to increase minority participation and success in the geosciences. The program seeks to enrich the educational experience by introducing students at all levels to research in the geosciences and to decrease obstacles that affect academic success. Both these goals are largely achieved by the formation of integrated high school, undergraduate, and graduate research groups, which also provide fulfilling and successful peer mentorship. The Catalyst Program provides significant financial support to participants to allow them to focus their time on their education. New participants first complete a specially designed course that introduces them to peer-mentoring, collaborative learning, and geological research. Students of all experience levels then become members of research teams, which deepens academic and research skills as well as peer-mentor relationships. The program was highly successful in its inaugural year. To date, undergraduates and graduate students in the program coauthored six abstracts at professional meetings and one conference paper. High-school students gained first hand experience of a college course and geologic research. Perhaps the most important impacts of the program are the close camaraderie that has developed and the increased ability of the Catalyst students to plan and execute research with greater confidence and self-esteem.

Collaboration and Community Building in Summer Undergraduate Research Programs in the School of Earth Sciences at Stanford University

NASA Astrophysics Data System (ADS)

Nevle, R. J.; Watson Nelson, T.; Harris, J. M.; Klemperer, S. L.

2012-12-01

In 2012, the School of Earth Sciences (SES) at Stanford University sponsored two summer undergraduate research programs. Here we describe these programs and efforts to build a cohesive research cohort among the programs' diverse participants. The two programs, the Stanford School of Earth Sciences Undergraduate Research (SESUR) Program and Stanford School of Earth Sciences Summer Undergraduate Research in Geoscience and Engineering (SURGE) Program, serve different undergraduate populations and have somewhat different objectives, but both provide students with opportunities to work on strongly mentored yet individualized research projects. In addition to research, enrichment activities co-sponsored by both programs support the development of community within the combined SES summer undergraduate research cohort. Over the course of 6 to 9 months, the SESUR Program engages Stanford undergraduates, primarily rising sophomores and juniors, with opportunities to deeply explore Earth sciences research while learning about diverse areas of inquiry within SES. Now in its eleventh year, the SESUR experience incorporates the breadth of the scientific endeavor: finding an advisor, proposal writing, obtaining funding, conducting research, and presenting results. Goals of the SESUR program include (1) providing a challenging and rewarding research experience for undergraduates who wish to explore the Earth sciences; (2) fostering interdisciplinary study in the Earth sciences among the undergraduate population; and (3) encouraging students to major or minor in the Earth sciences and/or to complete advanced undergraduate research in one of the departments or programs within SES. The SURGE Program, now in its second year, draws high performing students, primarily rising juniors and seniors, from 14 colleges and universities nationwide, including Stanford. Seventy percent of SURGE students are from racial/ethnic backgrounds underrepresented in STEM fields, and approximately one-third are the first in their families to attend college. For eight weeks, SURGE scholars conduct independent research with the guidance of faculty, research group mentors, and program assistants. The primary objectives of the SURGE program are to (1) provide undergraduates with a research experience in SES; (2) prepare undergraduates for the process of applying to graduate school; (3) introduce undergraduates to career opportunities in the geosciences and engineering; and (4) increase diversity in SES graduate programs. Independent research, network building, and intense mentoring culminate in a final oral and poster symposium. SESUR and SURGE scholars jointly participate in enrichment activities including faculty research seminars; career, graduate school, and software training workshops; GRE preparation classes; and geoscience-oriented field trips. Interaction among our students takes place through both research and enrichment activities, creating a critical mass of undergraduate scholars and promoting community development. Pre- and post-program surveys indicate that the overall goals of both programs are being achieved.

Naloxone and the Inner City Youth Experience (NICYE): a community-based participatory research study examining young people's perceptions of the BC take home naloxone program.

PubMed

Mitchell, Keren; Durante, S Elise; Pellatt, Katrina; Richardson, Chris G; Mathias, Steve; Buxton, Jane A

2017-06-07

Take home naloxone (THN) programs reduce mortality by training bystanders to respond to opioid overdoses. Clinical observation by the health care team at the Inner City Youth (ICY) program indicated that young adults appeared to enthusiastically participate in the THN program and developed improved relationships with staff after THN training. However, we found a dearth of literature exploring the experiences of young adults with THN programs. This study set out to address this gap and identify suggestions from the young adults for program improvement. The primary research question was "How do street-involved young people experience the THN Program in Vancouver, BC?" The study was undertaken at the ICY Program. Two peer researchers with lived experience of THN were recruited from ICY and were involved in all phases of the study. The peer researchers and a graduate student facilitated two focus groups and five individual interviews with ICY program participants using a semi-structured interview guide. Audio recordings were transcribed verbatim. The cut-up-and-put-in-folders approach was used to identify emerging themes. The themes that emerged were perceptions of risk, altruism, strengthening relationship with staff, access to training, empowerment, and confidence in ability to respond, and suggestions for youth-friendly training. These themes were then situated within the framework of the health belief model to provide additional context. Participants viewed themselves as vulnerable to overdose and spoke of the importance of expanding access to THN training. Following training, participants reported an increase in internal locus of control, an improved sense of safety among the community of people who use drugs, improved self-esteem, and strengthened relationships with ICY staff. Overall, participants found THN training engaging, which appeared to enhance participation in other ICY programming. Young people perceived THN training as a positive experience that improved relationships with staff. Participant recommendations for quality improvement were implemented within the provincial program.

Educating the Employee Assistance Professional: Cornell University's Employee Assistance Education and Research Program.

ERIC Educational Resources Information Center

Quick, R. C.; And Others

1987-01-01

Outlines Cornell University's Employee Assistance Education and Research Program, which uses an academic curriculum and field experience to further develop the Employee Assistance Program (EAP) profession. Addresses the dilemma of personnel executives in ensuring quality in EAP programs and staff. (JOW)

The West African Health Organization's experience in improving the health research environment in the ECOWAS region.

PubMed

Aidam, Jude; Sombié, Issiaka

2016-04-20

The West African Health Organization (WAHO) implemented a research development program in West Africa during 2009-2013 using the Knowledge for Better Health Research Capacity Development Framework, developed by Pang et al. (Bull World Health Organ 81(11):815-820, 2003), on strategies used to improve the research environment. The framework has the following components: stewardship, financing, sustainable resourcing and research utilization. This paper describes how WAHO implemented this research development program in the West African region to help improve the research environment and lessons learnt. This is a retrospective review of the regional research development program using a triangulation of activity reports, an independent evaluation and the authors' experiences with stakeholders. This program was designed to address gaps along the components of the framework and to improve partnership. The activities, results and challenges are summarised for each component of the framework. The independent evaluation was conducted using over 180 semi-structured interviews of key stakeholders in the West African region and activity reports. WAHO and major stakeholders validated these findings during a regional meeting. All 15 ECOWAS countries benefited from this regional research development program. WAHO provided technical and financial support to eight countries to develop their policies, priorities and plans for research development to improve their research governance. WAHO, along with other technical and financial partners, organised many capacity-strengthening trainings in health systems research methodology, resource mobilization, ethical oversight and on HRWeb, a research information management platform. WAHO helped launch a regional network of health research institutions to improve collaboration between regional participating institutions. Further, WAHO developed strategic research partnerships and mobilised additional funding to support the program. The program supported 24 health research projects. High staff turnover, weak institutional capacities and ineffective collaboration were some of the challenges encountered during program activity implementation. The regional collaborative approach to health research development using this framework was effective given the challenges in the West African region. The achievements particularly with improved research partnerships and funding helped strengthen local health research environments. This highlights WAHO's role and the common experiences in the West African region in improving health research.

Moving towards Quality Programs. Defining Criteria for Quality Program Designs Based on Lessons from Research and Experience.

ERIC Educational Resources Information Center

Curnan, Susan P.; Melchior, Alan

Research conducted during the Youth Research and Technical Assistance project established that the process of designing effective job training/employment programs for at-risk youth can be framed in terms of the following broad themes: focusing on youth as youth by developing program designs that are appropriate for their age and level of…

Ecological Research Division Theoretical Ecology Program. [Contains abstracts

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

Not Available

1990-10-01

This report presents the goals of the Theoretical Ecology Program and abstracts of research in progress. Abstracts cover both theoretical research that began as part of the terrestrial ecology core program and new projects funded by the theoretical program begun in 1988. Projects have been clustered into four major categories: Ecosystem dynamics; landscape/scaling dynamics; population dynamics; and experiment/sample design.

A New Model for a Multi-Disciplinary Engineering Summer Research Program for High School Seniors: Program Overview, Effectiveness, and Outcomes

ERIC Educational Resources Information Center

Kittur, H.; Shaw, L.; Herrera, W.

2017-01-01

The High School Summer Research Program (HSSRP) is a rigorous eight-week research experience that challenges high school students to a novel scientific question in an engineering laboratory at the Henry Samueli School of Engineering and Applied Science (HSSEAS) at the University of California, Los Angeles (UCLA). The program collates highly…

Understanding Graduate Women's Reentry Experiences: Case Studies of Four Psychology Doctoral Students in a Midwestern University.

ERIC Educational Resources Information Center

Padula, Marjorie A.; Miller, Dana L.

1999-01-01

Studied the experiences of reentry women in psychology doctoral programs at a research university and illustrates the usefulness of the qualitative case study in exploring women's experiences. Case study research can be a powerful tool for feminist researchers. (SLD)

Fine-Tuning Summer Research Programs to Promote Underrepresented Students’ Persistence in the STEM Pathway

PubMed Central

Ghee, Medeva; Keels, Micere; Collins, Deborah; Neal-Spence, Cynthia; Baker, Earnestine

2016-01-01

Although the importance of undergraduate research experiences in preparing students for graduate study and research careers is well documented, specific examination of program components is needed to assess the impact of these programs on underrepresented (UR) students. The Leadership Alliance, a consortium of leading PhD-granting and minority-serving institutions (MSIs), has leveraged its diverse partnership to place UR students from MSI and non-MSI institutions in competitive research environments through its national Summer Research Early Identification Program. Using longitudinal pre/post data collected from student surveys, we applied social cognitive career theory as a conceptual framework to examine how research engagement, skill development, and mentorship aspects of a summer research program affect students’ commitment to pursue research careers. Self-reported knowledge of research skills, time engaged in research activity, and students’ understanding of and attitudes toward pursuing graduate study were measured in relation to the classification of students’ home undergraduate institution, level of students’ pre-existing research experience, and demographic factors. Our results provide evidence of specific programmatic components that are beneficial for UR students from varying academic and cultural backgrounds. This study describes important aspects of summer research programs that will contribute to students’ ability to persist in science careers. PMID:27496359

Improving the Mentoring Experience for Pre-College Program Participants through Organizational Change and Leadership

ERIC Educational Resources Information Center

McCargo, Donavan D.

2011-01-01

This qualitative action research investigated the experiences of mentors and program participants of a pre-college program designed to assist students in grades 7-12 progress through secondary education and eventually pursue a college degree. The pre-college program afterschool mentoring component played a significant role in keeping program…

An Authentic Research Experience in an Astronomy Education Professional Development Program: An Analysis of 8 Years of Data on the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, Luisa; Roberts, Tracy; Laurence, Wendi; Fitzgerald, Michael; French, Debbie; Gorjian, Varoujan; Squires, Gordon

2018-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this poster, we explore surveys obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. The reasons educators participate are mapped onto a continuum ranging from more inward-focused to more outward-focused; NITARP has had more outward-focused educators than inward-focused, though there is a bias against the extremes on either end of the continuum. This insight into teacher motivations has implications for how the educators are supported during the NITARP year. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 11% report that the experience was “life changing.” At least 60% are including richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants, and serves as a model for similar PD programs in other STEM subjects.

Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

Children and Residential Experiences: A Comprehensive Strategy for Implementing a Research-Informed Program Model for Residential Care

ERIC Educational Resources Information Center

Holden, Martha J.; Izzo, Charles; Nunno, Michael; Smith, Elliott G.; Endres, Thomas; Holden, Jack C.; Kuhn, Frank

2010-01-01

This paper describes an effort to bridge research and practice in residential care through implementing a program model titled Children and Residential Experiences (CARE). The strategy involves consulting at all levels of the organization to guide personnel to incorporate CARE evidence-based principles into daily practice, and fostering an…

Human Nutrition Research Conducted at State Agricultural Experiment Stations and 1890/Tuskegee Agricultural Research Programs.

ERIC Educational Resources Information Center

Driskell, Judy A.; Myers, John R.

1989-01-01

Cooperative State Research Service-administered and state-appropriated State Agriculture Experiment Station funds for human nutrition research increased about two-fold from FY70-FY86, while the percentage of budget expended for this research decreased. (JOW)

The NASA Materials Science Research Program: It's New Strategic Goals and Opportunities

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.; Stagg, Elizabeth

2004-01-01

In the past year, the NASA s Office of Biological and Physical Research (OBPR) has formulated a long term plan to perform strategical and fundamental research bringing together physics, chemistry, biology, and engineering to solve problems needed for current and future agency mission goals. Materials Science is one of basic disciplines within the Enterprise s Division of Physical Sciences Research. The Materials Science Program participates to utilize effective use of International Space Station (ISS) and various world class ground laboratory facilities to solve new scientific and technology questions and transfer these results for public and agency benefits. The program has recently targeted new investigative research in strategic areas necessary to expand NASA knowledge base for exploration of the universe and some of these experiments will need access to the microgravity of space. The program is implementing a wide variety of traditional ground and flight based research related types of fundamental science related to materials crystallization, fundamental processing, and properties characterization in order to obtain basic understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. , In addition new initiatives in radiation protection, materials for propulsion and In-space fabrication and repair focus on research helping the agency solve problems needed for future transportation into the solar system. A summary of the types and sources for this research is presented including those experiments planned for a low gravity environment. Areas to help expand the science basis for NASA future missions are described. An overview of the program is given including the scope of the current and future NASA Research Announcements with emphasis on new materials science initiatives. A description of the planned flight experiments to be conducted on the International Space Station program along with the planned facility class Materials Science Research Rack (MSRR) and Microgravity Glovebox (MSG) type investigations. Some initial results from the first three materials experiments are given.

Using Interdisciplinary research to enrich teachers and classrooms

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

Making Connections: Learning and Teaching Chemistry in Context

ERIC Educational Resources Information Center

King, Donna; Bellocchi, Alberto; Ritchie, Stephen M.

2008-01-01

Even though several studies have reported positive attitudinal outcomes from context-based chemistry programs, methodological obstacles have prevented researchers from comparing satisfactorily the chemistry-learning outcomes between students who experience a context-based program with those who experience a content-driven program. In this…

Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation.

PubMed

Tai, Robert H; Kong, Xiaoqing; Mitchell, Claire E; Dabney, Katherine P; Read, Daniel M; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D

2017-01-01

Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study ( n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs. © 2017 R. H. Tai et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A Research Preparatory Program for First-Year College Students: Student Selection and Preparation Lead to Persistence in Research

ERIC Educational Resources Information Center

Baiduc, Rachael R.; Drane, Denise; Beitel, Greg J.; Flores, Luke C.

2017-01-01

Undergraduate research experiences may increase persistence in STEM majors. We describe a research program that targets first-year students selected for their curiosity and attitudes towards science. We explain the implementation of the program over 3 years and present evaluation data using a group of matched controls. Participants and controls…

Faculty Motivation to Mentor Students through Undergraduate Research Programs: A Study of Enabling and Constraining Factors

ERIC Educational Resources Information Center

Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.

2017-01-01

Undergraduate research experiences are a "high impact" educational practice that confer benefits to students. However, little attention has been paid to understanding faculty motivation to mentor undergraduate students through research training programs, even as the number of programs has grown, requiring increasing numbers of faculty…

The Power of Woman-Positive Literacy Work. Program-Based Action Research.

ERIC Educational Resources Information Center

Lloyd, Betty-Ann; And Others

The experiences of Canadian women in adult basic education and literacy (ABEL) were examined in a national research project during which 2 contact women from each of 12 ABEL programs across Canada spend one-half day each week "researching" their program's "woman-positive" activities and the consequences of those activities for…

An Engineering Research Program for High School Science Teachers: Year Two Changes and Results

ERIC Educational Resources Information Center

DeJong, Brian P.; Yelamarthi, Kumar; Kaya, Tolga

2016-01-01

The research experiences for teachers program at Central Michigan University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material…

Fine-Tuning Summer Research Programs to Promote Underrepresented Students' Persistence in the STEM Pathway

ERIC Educational Resources Information Center

Ghee, Medeva; Keels, Micere; Collins, Deborah; Neal-Spence, Cynthia; Baker, Earnestine

2016-01-01

Although the importance of undergraduate research experiences in preparing students for graduate study and research careers is well documented, specific examination of program components is needed to assess the impact of these programs on underrepresented (UR) students. The Leadership Alliance, a consortium of leading PhD-granting and…

Culminating Experience Action Research Projects, Volume 2, Fall 2002.

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.

As part of the graduate teacher licensure program at the University of Tennessee at Chattanooga, candidates are required to complete an action research project during a course that coincides with the student teaching experience. The syllabus for the course, "Education 590 Culminating Experience," is included, followed by action research projects…

Terminal-area STOL operating systems experiments program

NASA Technical Reports Server (NTRS)

Smith, D. W.; Watson, D.; Christensen, J. V.

1972-01-01

A system study to determine the application of short takeoff aircraft for a high speed, short haul air transportation service was conducted. The study focused on developing information which will aid in choosing system concepts, design criteria, operating procedures, landing guidance systems, air traffic control systems, and airborne avionics and flight control systems. A terminal area STOL operating system experiments program was developed. The objectives, program approach, program schedule, typical experiments, research facilities to be used, and program status are discussed.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

An Analysis on the Experience of Mentoring Support in a College Alternative Teacher Certification Program

ERIC Educational Resources Information Center

Kilgore, Debra V.

2011-01-01

The purpose of this research study was to explore how college alternative teacher certification (ATC) participants experience mentoring support. The goal was to obtain a rich and deep understanding of the nature of the mentoring experience in a college ATC program through the perspectives of mentees and their mentors. The ATC program was the…

34 CFR 356.2 - Who is eligible for assistance under this program?

Code of Federal Regulations, 2010 CFR

2010-07-01

... scientific research related to the solution of rehabilitation problems of individuals with disabilities. (c... REHABILITATION RESEARCH: RESEARCH FELLOWSHIPS General § 356.2 Who is eligible for assistance under this program... research experience in subject areas, methods, or techniques relevant to rehabilitation research and must...

Interdisciplinary training in mathematical biology through team-based undergraduate research and courses.

PubMed

Miller, Jason E; Walston, Timothy

2010-01-01

Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

High school student physics research experience yields positive results

NASA Astrophysics Data System (ADS)

Podolak, K. R.; Walters, M. J.

2016-03-01

All high school students that wish to continue onto college are seeking opportunities to be competitive in the college market. They participate in extra-curricular activities which are seen to foster creativity and the skills necessary to do well in the college environment. In the case of students with an interest in physics, participating in a small scale research project while in high school gives them the hands on experience and ultimately prepares them more for the college experience. SUNY Plattsburgh’s Physics department started a five-week summer program for high school students in 2012. This program has proved not only beneficial for students while in the program, but also as they continue on in their development as scientists/engineers. Independent research, such as that offered by SUNY Plattsburgh’s five-week summer program, offers students a feel and taste of the culture of doing research, and life as a scientist. It is a short-term, risk free way to investigate whether a career in research or a particular scientific field is a good fit.

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

NASA Technical Reports Server (NTRS)

Heard, Pamala D.

2002-01-01

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

The influences and factors of an undergraduate research program in preparing women for science careers

NASA Astrophysics Data System (ADS)

Campbell, Ashley Mcdowell

Progress has been made in diminishing barriers experienced by women in science in recent years, however obstacles still remain. One of the key elements of the Texas Tech University Howard Hughes Medical Institute (TTU/HHMI) Undergraduate Biological Sciences Education Program is to "support activities that broaden access to science for women." In light of the barriers women in science face, this dissertation examined how the experiences of females in the TTU/HHMI fellows program prepared them for a career in science. This study employed mixed methods, utilizing both a questionnaire involving all past female fellows, and in-depth interviews with seven fellows who chose a career as a professional scientist. According to the quantitative data, research experience, the relationship with mentors, and opportunities to present at state or national meetings were program factors that fellows identified as contributing to their career success. The TTU/HHMI program experiences positively influenced the fellows' level of interest in science, confidence in science, and motivation to pursue a science-related career. Encouragement from the mentor and increased confidence regarding the ability to be successful in science were significant predictors of career advantages. Motivation to pursue a science-related career was the most significant predictor of the fellows' preparation to overcome barriers. Qualitatively, six themes were identified for coding, which included (1) research experience, (2) the mentor, (3) support and interactions, (4) self-confidence, (5) career decisions, and (6) time demands related to a science career. The themes identified were important factors in preparing these past female fellows for a career in science by initiating a change in their attitudes, knowledge, and skills. With over 90% of past fellows currently pursuing a science career, the program, through research experience and encouraging mentors, made a large impact on the career paths of fellows. Data from this study support the premise that the TTU/HHMI program and similar programs that provide undergraduate women with research experiences and mentoring have the potential to increase the number of women pursuing and continuing in science careers.

Social multiplier effects: academics' and practitioners' perspective on the benefits of a tuberculosis operational research capacity-building program in Indonesia.

PubMed

Probandari, Ari; Mahendradhata, Yodi; Widjanarko, Bagoes; Alisjahbana, Bachti

2017-01-01

The Tuberculosis Operational Research Group (TORG) implemented a capacity-building model involving academics and practitioners (i.e. clinicians or program staff) in an operational research (OR) team in Indonesia. This study explored academics' and practitioners' perspectives regarding the benefits of participating in a tuberculosis (TB) OR capacity-building program in Indonesia. We conducted a qualitative study involving in-depth interviews with 36 academics and 23 practitioners undertaking the TORG capacity-building program. We asked open-ended questions about their experience of the program. Data were analyzed via content analysis. The findings demonstrated the social multiplier effects of the OR capacity-building program. Both academics and practitioners reported perceived improvements in research knowledge, skills, and experience, and described additional individual- and institutional-level benefits. The individual-level benefits level included improvements in understanding of the TB program, motivation for research and self-satisfaction, the development/enhancement of individual networking, receipt of recognition, and new opportunities. The additional benefits reported at an institutional level included improvement in research curricula, in-house training, and program management and the development/enhancement of institutional partnerships. The program improved not only individuals' capacity for conducting OR but also the quality of the TB program management and public health education. OR should be included in research methodology curricula for postgraduate public health/disease control programs. The capacity-building model, in which academics and program staff collaborated within an OR team, should be promoted.

Is Evaluative Research on Youth Suicide Programs Theory-Driven? The Canadian Experience.

ERIC Educational Resources Information Center

Breton, Jean-Jacques; Boyer, Richard; Bilodeau, Henriette; Raymond, Sylvaine; Joubert, Natacha; Nantel, Marie-Andree

2002-01-01

A review found that only 15 Canadian youth suicide programs were evaluated over the last decade. Descriptions of the programs were incomplete and theoretical bases for programs were not presented. Only two programs led to a reduction in suicidal behavior. Suggests that future evaluative research needs to place greater emphasis on content and…

Experiences and Outcomes of a Women's Leadership Development Program: A Phenomenological Investigation

ERIC Educational Resources Information Center

Brue, Krystal L.; Brue, Shawn A.

2016-01-01

Women's leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women's-only leadership program. We conducted semi-structured interviews to clarify what learning elements…

Science Immersion

ERIC Educational Resources Information Center

Burgin, Stephen R.; Sadler, Troy D.

2013-01-01

This article describes summer programs that allow high school students to participate in an "authentic scientific research experience" (ASRE). These summer programs are specifically designed to embed students in working laboratories and research groups. Summer ASRE programs for secondary learners range in length from a couple of weeks to…

Education through Experience.

ERIC Educational Resources Information Center

Fowler, Brian D.

1995-01-01

Describes the Langley Aerospace Research Summer Scholars Program, a 10-week internship program for junior and senior undergraduates and first-year graduate students who are pursuing degrees in engineering or science. The program enables participants to conduct research under the supervision of NASA scientists and engineers. Profiles American…

Sharing perspectives and experiences of doctoral fellows in the first cohort of Consortium for Advanced Research Training in Africa: 2011-2014.

PubMed

Adedokun, Babatunde; Nyasulu, Peter; Maseko, Fresier; Adedini, Sunday; Akinyemi, Joshua; Afolabi, Sulaimon; de Wet, Nicole; Sulaimon, Adedokun; Sambai, Caroline; Utembe, Wells; Opiyo, Rose; Awotidebe, Taofeek; Chirwa, Esnat; Nabakwe, Esther; Niragire, François; Uwizeye, Dieudonné; Niwemahoro, Celine; Kamndaya, Mphatso; Mwakalinga, Victoria; Otwombe, Kennedy

2014-01-01

Resolution of public health problems in Africa remains a challenge because of insufficient skilled human resource capacity. The Consortium for Advanced Research Training in Africa (CARTA) was established to enhance capacity in multi-disciplinary health research that will make a positive impact on population health in Africa. The first cohort of the CARTA program describes their perspectives and experiences during the 4 years of fellowship and puts forward suggestions for future progress and direction of research in Africa. The model of training as shown by the CARTA program is an effective model of research capacity building in African academic institutions. An expansion of the program is therefore warranted to reach out to more African academics in search of advanced research training.

A new approach to assess student perceptions of gains from an REU program

NASA Astrophysics Data System (ADS)

Houser, C.; Cahill, A. T.; Lemmons, K.

2013-12-01

Research Experience for Undergraduate (REU) programs are designed to recruit students to science and engineering research careers by allowing the students to conduct research with faculty mentors. The success of REU programs is commonly assessed based on student perceptions of gains using a simple Likert scale. Because students tend to be positive about all aspects of their research experience, the results of the Likert scale tend to be meaningless. An alternative assessment technique, similar to Q-analysis, is used to assess the perceived outcomes of an international REU program hosted by Texas A&M University. Students were required to sort commonly identified REU outcomes into a normal distribution, from most agree to least agree, based on what they perceive as their personal gains from the program. Factor analysis reveals 3 groups of students who believe that they gained field and analytical skills (Group 1), greater competence in research and self-confidence (Group 2), and an improved understanding of the scientific method (Group 3). Student perceptions appear to depend on whether the student had previous research experience through classes and/or as a research assistant at their home institution. A comparison to a similar sort of REU outcomes by the faculty mentors suggests that there is a slight disconnect in the perceived gains by the students between the student participants and the faculty mentors.

One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

NASA Astrophysics Data System (ADS)

Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

2002-12-01

Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific content. The value to the scientist lies in deepening the understanding of current science education, increasing exposure to new ways to communicate information, and developing a path to having the research shared with the classroom and community via the TEA teacher's outreach. This long-term interaction between a scientist and a teacher can result in meaningful impact through increasing depth of understanding - not just about science content, but about the process of science. Equipped with this understanding based on experience, the teacher can multiply the impact with colleagues and students.

C-DEBI Community College Research Internship for Scientific Engagement: Effective Practices in Running a Non-Residential Research Program

NASA Astrophysics Data System (ADS)

Schroeder, S.

2016-02-01

The Center For Dark Energy Biosphere Investigations (C-DEBI), an NSF Science and Technology Center, is located in the heart of Los Angeles, surrounded by nineteen community colleges. C-DEBI recognizes the community college student as an untapped STEM resource and piloted the Community College Research Internship for Scientific Engagement (CC-RISE) in 2013. A non-residential, research-focused summer internship, the successful program expanded to UC-Santa Cruz and the Marine Biological Laboratory in 2014 and 2015, respectively. A non-residential research program gives students who are often first generation or non-traditional a stepping stone to experience the research environment while reducing transfer shock. Formal evaluation of CC-RISE indicates that in addition to providing an immersive research experience for community college students, the key components to running a successful non-residential program include weekly informal meetings to allow the students to create a cohort, as well as program aspects dedicated to professional development topics such as the transfer process and using resources at 4-year institutions to maximize success.

Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program

NASA Astrophysics Data System (ADS)

Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.

2003-12-01

Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the science content to solidify. This is illustrated by the changing emphasis of presentations. Presentations after the field season progress from being "experience" based to being "content" based as the teacher continues to develop understanding through interactions with researchers and teaching colleagues. The participants bring a wide array of skills to the program; rarely is one individual accomplished at every responsibility. Some participants are gifted speakers, others are talented writers, and others are exemplary mentors. The TEA Program has attempted to put into place support mechanisms to help build skills, and to leverage the strengths of the participants by providing opportunities for them to collaborate. Presentations are practiced within the TEA community before being presented at conferences. Classroom resources are identified, analyzed, and/or developed by teams of teachers in collaboration with curriculum writers at workshops. The mentoring requirement, considered the most challenging responsibility, is supported by bi-monthly conference calls that include several TEA teachers. Through these mechanisms, TEAs share successes, brainstorm solutions, and help each other with challenges. Facilitating the interaction and support of TEAs by each other is, perhaps, one of the strongest mechanisms for achieving success.

In Search of Ways to Improve Practicum Learning: Self-Study of the Teacher Educator/Researcher as Responsive Listener

ERIC Educational Resources Information Center

Martin, Andrea K.

2017-01-01

Teacher education programs that appear to be more successful work to thread practicum experiences and on-campus courses with an eye to achieving overall program coherence. As part of a funded research project centred on understanding how teacher candidates perceive quality in their practicum experiences and, by extension, in their professional…

Assessment of Student and Faculty Mentor Perceptions of an International Undergraduate Research Program in Physical Geography

ERIC Educational Resources Information Center

Houser, Chris; Cahill, Anthony; Lemmons, Kelly

2014-01-01

In this study, we assess whether students and their faculty mentors in a Research Experience for Undergraduates program have similar perceptions about the relative importance of different outcomes of their study abroad experience. Results of a Q-analysis reveal a significant difference of opinion between the students and the faculty mentors. It is…

An hermeneutic approach to studying the nature of wilderness experiences

Treesearch

Michael E. Patterson; Alan E. Watson; Daniel R. Williams; Joseph R. Roggenbuck

1998-01-01

The most prevalent approach to understanding recreation experiences in resource management has been a motivational research program that views satisfaction as an appropriate indicator of experience quality. This research explores a different approach to studying the quality of recreation experiences. Rather than viewing recreation experiences as a linear sequence of...

An optoelectronic detecting based environment perception experiment for primer students using multiple-layer laser scanner

NASA Astrophysics Data System (ADS)

Wang, Shifeng; Wang, Rui; Zhang, Pengfei; Dai, Xiang; Gong, Dawei

2017-08-01

One of the motivations of OptoBot Lab is to train primer students into qualified engineers or researchers. The series training programs have been designed by supervisors and implemented with tutoring for students to test and practice their knowledge from textbooks. An environment perception experiment using a 32 layers laser scanner is described in this paper. The training program design and laboratory operation is introduced. The four parts of the experiments which are preparation, sensor calibration, 3D space reconstruction, and object recognition, are the participating students' main tasks for different teams. This entire program is one of the series training programs that play significant role in establishing solid research skill foundation for opto-electronic students.

Regional Educational Laboratory Researcher-Practitioner Partnerships: Documenting the Research Alliance Experience. REL 2018-291

ERIC Educational Resources Information Center

Scher, Lauren; McCowan, Ronald; Castaldo-Walsh, Cynthia

2018-01-01

This report provides a detailed account of the Regional Educational Laboratory (REL) Program's experience establishing and supporting research-practice partnerships (called "research alliances") during its 2012-17 contract cycle. The report adds to the growing literature base on researcher-practitioner partnerships by sharing how the…

Space technology research plans

NASA Technical Reports Server (NTRS)

Hook, W. Ray

1992-01-01

Development of new technologies is the primary purpose of the Office of Aeronautics and Space Technology (OAST). OAST's mission includes the following two goals: (1) to conduct research to provide fundamental understanding, develop advanced technology and promote technology transfer to assure U.S. preeminence in aeronautics and to enhance and/or enable future civil space missions: and (2) to provide unique facilities and technical expertise to support national aerospace needs. OAST includes both NASA Headquarters operations as well as programmatic and institutional management of the Ames Research Center, the Langley Research Center and the Lewis Research Center. In addition. a considerable portion of OAST's Space R&T Program is conducted through the flight and science program field centers of NASA. Within OAST, the Space Technology Directorate is responsible for the planning and implementation of the NASA Space Research and Technology Program. The Space Technology Directorate's mission is 'to assure that OAST shall provide technology for future civil space missions and provide a base of research and technology capabilities to serve all national space goals.' Accomplishing this mission entails the following objectives: y Identify, develop, validate and transfer technology to: (1) increase mission safety and reliability; (2) reduce flight program development and operations costs; (3) enhance mission performance; and (4) enable new missions. Provide the capability to: (1) advance technology in critical disciplines; and (2) respond to unanticipated mission needs. In-space experiments are an integral part of OAST's program and provides for experimental studies, development and support for in-space flight research and validation of advanced space technologies. Conducting technology experiments in space is a valuable and cost effective way to introduce advanced technologies into flight programs. These flight experiments support both the R&T base and the focussed programs within OAST.

Research Experiences for Undergraduates.

ERIC Educational Resources Information Center

Rettig, Terrence W.; And Others

1990-01-01

Reviewed are six programs at different colleges and universities which provide research opportunities for undergraduate students in physics, astronomy, marine biology, meteorology, and anthropology. Background, features, and accomplishments of the programs are discussed. (CW)

Critical Components of a Successful Undergraduate Research Experience in the Geosciences for Minority Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Chukuigwe, C.

2013-12-01

For the past five years, the New York City College of Technology has administered a successful National Science Foundation (NSF) Research Experience for Undergraduates (REU) program. The program provides rich, substantive, academic and life-transformative STEM educational experiences for students who would otherwise not pursue STEM education altogether or would not pursue STEM education through to the graduate school level. The REU Scholars are provided with an opportunity to conduct intensive satellite and ground-based remote sensing research at the National Oceanic and Atmospheric Administration Cooperative Remote Sensing Science and Technology Center (NOAA-CREST). Candidates for the program are recruited from the City University of New York's twenty-three separate campuses. These students engage in a research experience that spans the summer and the fall and spring semesters. Eighty-four percent (84%) of the program participants are underrepresented minorities in STEM, and they are involved in a plethora of undergraduate research best practice activities that include: training courses in MATLAB programming, Geographic Information Systems, and Remote Sensing; workshops in Research Ethics, Scientific Writing, and Oral and Poster Research Presentations; national, regional, and local conference presentations; graduate school support; and geoscience exposure events at national laboratories, agencies, and research facilities. To enhance their success in the program, the REU Scholars are also provided with a comprehensive series of safety nets that include a multi-tiered mentoring design specifically to address critical issues faced by this diverse population. Since the inception of the REU program in 2008, a total of 61 undergraduate students have finished or are continuing with their research or are pursuing their STEM endeavors. All the REU Scholars conducted individual satellite and ground-based remote sensing research projects that ranged from the study of hurricanes to atmospheric water vapor distribution to spectral analysis of soil moisture. Of the 61 REU Scholars, 18.0% (11) are in graduate school in the STEM disciplines, 16.5% (10) have graduated and are in the STEM workforce, and 65.5% (40) continue to pursue their STEM degrees. All of the REU Scholars have made oral and poster presentations at local, region, and/or national conferences. Five of them have won first place recognition for their research, and three students will be co-authors for three peer-reviewed publications and two book chapters. (This program is supported by NSF REU grant #1062934.)

Confessions of a fungal systematist

Treesearch

D. Jean Lodge

2016-01-01

1. The Long-Term Ecological Research (LTER) program has not influenced my basic approach to science. 2. The LTER program has reinforced my approach to mentoring, and it has increased my opportunities to mentor students through the LTER-associated Research Experiences for Undergraduates Program. 3. LTER program has greatly enriched my collaborative network and expanded...

An Online High School "Shepherding" Program: Teacher Roles and Experiences Mentoring Online Students

ERIC Educational Resources Information Center

Drysdale, Jeffery S.; Graham, Charles R.; Borup, Jered

2014-01-01

Several online programs use on-site facilitators to create a stronger sense of community and reduce student dropout. However, very little research addresses how programs that are fully online can provide their students with comparable support. Using K-12 online research, this case study analyzed a "shepherding program" at Mountain…

25-year analysis of a dental undergraduate research training program (BSc Dent) at the University of Manitoba Faculty of Dentistry.

PubMed

Scott, J E; de Vries, J; Iacopino, A M

2008-12-01

Research in the context of the dental school has traditionally been focused on institutional/faculty accomplishments and generating new knowledge to benefit the profession. Only recently have significant efforts been made to expand the overall research programming into the formal dental curriculum, to provide students with a baseline exposure to the research and critical thinking processes, encourage evidence-based decision-making, and stimulate interest in academic/research careers. Various approaches to curriculum reform and the establishment of multiple levels of student research opportunities are now part of the educational fabric of many dental schools worldwide. Many of the preliminary reports regarding the success and vitality of these programs have used outcomes measures and metrics that emphasize cultural changes within institutions, student research productivity, and student career preferences after graduation. However, there have not been any reports from long-standing programs (a minimum of 25 years of cumulative data) that describe dental school graduates who have had the benefit of research/training experiences during their dental education. The University of Manitoba Faculty of Dentistry initiated a BSc Dent program in 1980 that awarded a formal degree for significant research experiences taking place within the laboratories of the Faculty-based researchers and has continued to develop and expand this program. The success of the program has been demonstrated by the continued and increasing demands for entry, the academic achievements of the graduates, and the numbers of graduates who have completed advanced education/training programs or returned to the Faculty as instructors. Analysis of our long-term data validates many recent hypotheses and short-term observations regarding the benefits of dental student research programs. This information may be useful in the design and implementation of dental student research programs at other dental schools.

Research Experience for Undergraduates Program in Multidisciplinary Environmental Science

NASA Astrophysics Data System (ADS)

Wu, M. S.

2012-12-01

During summers 2011 and 12 Montclair State University hosted a Research Experience for Undergraduates Program (REU) in transdisciplinary, hands-on, field-oriented research in environmental sciences. Participants were housed at the Montclair State University's field station situated in the middle of 30,000 acres of mature forest, mountain ridges and freshwater streams and lakes within the Kittatinny Mountains of Northwest New Jersey, Program emphases were placed on development of project planning skills, analytical skills, creativity, critical thinking and scientific report preparation. Ten students were recruited in spring with special focus on recruiting students from underrepresented groups and community colleges. Students were matched with their individual research interests including hydrology, erosion and sedimentation, environmental chemistry, and ecology. In addition to research activities, lectures, educational and recreational field trips, and discussion on environmental ethics and social justice played an important part of the program. The ultimate goal of the program is to facilitate participants' professional growth and to stimulate the participants' interests in pursuing Earth Science as the future career of the participants.

Effect of a Dedicated Pharmacy Student Summer Research Program on Publication Rate

PubMed Central

Adler, David; Kelly, Carolyn; Taylor, Palmer; Best, Brookie M.

2017-01-01

Objectives. This study investigated the impact of an optional 12-week summer research program on the publication outcomes and satisfaction with the required research projects of doctor of pharmacy (PharmD) students at the Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) at the University of California San Diego. Methods. PubMed and Google searches provided student publications, and satisfaction surveys submitted by students provided their perceptions of the research project value. Results. Of the studied cohort, the 130 students who fulfilled the requirement through the optional summer research program provided 61 full-text manuscripts and 113 abstracts. The 305 students who chose the standard pathway provided 35 full-text manuscripts and 34 abstracts. Students in both pathways agreed or strongly agreed that the research project was a valuable experience. Conclusions. The 12-week intensive summer research program improved the publication rate of pharmacy students and provided a high overall satisfaction with this independent learning experience. PMID:28496268

Effect of a Dedicated Pharmacy Student Summer Research Program on Publication Rate.

PubMed

Brandl, Katharina; Adler, David; Kelly, Carolyn; Taylor, Palmer; Best, Brookie M

2017-04-01

Objectives. This study investigated the impact of an optional 12-week summer research program on the publication outcomes and satisfaction with the required research projects of doctor of pharmacy (PharmD) students at the Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) at the University of California San Diego. Methods. PubMed and Google searches provided student publications, and satisfaction surveys submitted by students provided their perceptions of the research project value. Results. Of the studied cohort, the 130 students who fulfilled the requirement through the optional summer research program provided 61 full-text manuscripts and 113 abstracts. The 305 students who chose the standard pathway provided 35 full-text manuscripts and 34 abstracts. Students in both pathways agreed or strongly agreed that the research project was a valuable experience. Conclusions. The 12-week intensive summer research program improved the publication rate of pharmacy students and provided a high overall satisfaction with this independent learning experience.

A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time

ERIC Educational Resources Information Center

Shaffer, Christopher D.; Alvarez, Consuelo J.; Bednarski, April E.; Dunbar, David; Goodman, Anya L.; Reinke, Catherine; Rosenwald, Anne G.; Wolyniak, Michael J.; Bailey, Cheryl; Barnard, Daron; Bazinet, Christopher; Beach, Dale L.; Bedard, James E. J.; Bhalla, Satish; Braverman, John; Burg, Martin; Chandrasekaran, Vidya; Chung, Hui-Min; Clase, Kari; DeJong, Randall J.; DiAngelo, Justin R.; Du, Chunguang; Eckdahl, Todd T.; Eisler, Heather; Emerson, Julia A.; Frary, Amy; Frohlich, Donald; Gosser, Yuying; Govind, Shubha; Haberman, Adam; Hark, Amy T.; Hauser, Charles; Hoogewerf, Arlene; Hoopes, Laura L. M.; Howell, Carina E.; Johnson, Diana; Jones, Christopher J.; Kadlec, Lisa; Kaehler, Marian; Key, S. Catherine Silver; Kleinschmit, Adam; Kokan, Nighat P.; Kopp, Olga; Kuleck, Gary; Leatherman, Judith; Lopilato, Jane; MacKinnon, Christy; Martinez-Cruzado, Juan Carlos; McNeil, Gerard; Mel, Stephanie; Mistry, Hemlata; Nagengast, Alexis; Overvoorde, Paul; Paetkau, Don W.; Parrish, Susan; Peterson, Celeste N.; Preuss, Mary; Reed, Laura K.; Revie, Dennis; Robic, Srebrenka; Roecklein-Canfield, Jennifer; Rubin, Michael R.; Saville, Kenneth; Schroeder, Stephanie; Sharif, Karim; Shaw, Mary; Skuse, Gary; Smith, Christopher D.; Smith, Mary A.; Smith, Sheryl T.; Spana, Eric; Spratt, Mary; Sreenivasan, Aparna; Stamm, Joyce; Szauter, Paul; Thompson, Jeffrey S.; Wawersik, Matthew; Youngblom, James; Zhou, Leming; Mardis, Elaine R.; Buhler, Jeremy; Leung, Wilson; Lopatto, David; Elgin, Sarah C. R.

2014-01-01

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of…

"It Feels More Important than Other Classes I Have Done": An "Authentic" Undergraduate Research Experience in Sociology

ERIC Educational Resources Information Center

Cuthbert, Denise; Arunachalam, Dharma; Licina, Dunja

2012-01-01

This article reports on research into the development, teaching and student experiences of a one-semester subject designed to provide an undergraduate research experience in the social sciences. The subject was offered for the first time in 2009 in a large sociology program at a major research-intensive Australian university. Our findings are…

Growing the pipeline of diverse HIV investigators: The impact of mentored research experiences to engage underrepresented minority students

PubMed Central

Fuchs, Jonathan; Kouyate, Aminta; Kroboth, Liz; McFarland, Willi

2016-01-01

Structured, mentored research programs for high school and undergraduate students from underrepresented minority (URM) backgrounds are needed to increase the diversity of our nation’s biomedical research workforce. In particular, a robust pipeline of investigators from the communities disproportionately affected by the HIV epidemic is needed not only for fairness and equity but for insights and innovations to address persistent racial and ethnic disparities in new infections. We created the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health for URM undergraduates as a 12-week program of hands-on research experience, one-on-one mentoring by a senior HIV investigator, didactic seminars for content and research methods, and networking opportunities. The first four cohorts (2012–2015) of SHARP gained research skills, built confidence in their abilities and self-identified as scientists. In addition, the majority of program alumni is employed in research positions and has been admitted to or is pursuing graduate degree programs in fields related to HIV prevention. While we await empirical studies of specific mentoring strategies at early educational stages, programs that engage faculty who are sensitive to the unique challenges facing diverse students and who draw lessons from established mentoring frameworks can help build an inclusive generation of HIV researchers. PMID:27066986

Growing the Pipeline of Diverse HIV Investigators: The Impact of Mentored Research Experiences to Engage Underrepresented Minority Students.

PubMed

Fuchs, Jonathan; Kouyate, Aminta; Kroboth, Liz; McFarland, Willi

2016-09-01

Structured, mentored research programs for high school and undergraduate students from underrepresented minority (URM) backgrounds are needed to increase the diversity of our nation's biomedical research workforce. In particular, a robust pipeline of investigators from the communities disproportionately affected by the HIV epidemic is needed not only for fairness and equity but for insights and innovations to address persistent racial and ethnic disparities in new infections. We created the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health for URM undergraduates as a 12-week program of hands-on research experience, one-on-one mentoring by a senior HIV investigator, didactic seminars for content and research methods, and networking opportunities. The first four cohorts (2012-2015) of SHARP gained research skills, built confidence in their abilities and self-identified as scientists. In addition, the majority of program alumni is employed in research positions and has been admitted to or is pursuing graduate degree programs in fields related to HIV prevention. While we await empirical studies of specific mentoring strategies at early educational stages, programs that engage faculty who are sensitive to the unique challenges facing diverse students and who draw lessons from established mentoring frameworks can help build an inclusive generation of HIV researchers.

Building Computer-Based Experiments in Psychology without Programming Skills.

PubMed

Ruisoto, Pablo; Bellido, Alberto; Ruiz, Javier; Juanes, Juan A

2016-06-01

Research in Psychology usually requires to build and run experiments. However, although this task has required scripting, recent computer tools based on graphical interfaces offer new opportunities in this field for researchers with non-programming skills. The purpose of this study is to illustrate and provide a comparative overview of two of the main free open source "point and click" software packages for building and running experiments in Psychology: PsychoPy and OpenSesame. Recommendations for their potential use are further discussed.

Expanding NASA and Roscosmos Scientific Collaboration on the International Space Station

NASA Technical Reports Server (NTRS)

Hasbrook, Pete

2016-01-01

The International Space Station (ISS) is a world-class laboratory orbiting in space. NASA and Roscosmos have developed a strong relationship through the ISS Program Partnership, working together and with the other ISS Partners for more than twenty years. Since 2013, based on a framework agreement between the Program Managers, NASA and Roscosmos are building a joint program of collaborative research on ISS. This international collaboration is developed and implemented in phases. Initially, members of the ISS Program Science Forum from NASA and TsNIIMash (representing Roscosmos) identified the first set of NASA experiments that could be implemented in the "near term". The experiments represented the research categories of Technology Demonstration, Microbiology, and Education. Through these experiments, the teams from the "program" and "operations" communities learned to work together to identify collaboration opportunities, establish agreements, and jointly plan and execute the experiments. The first joint scientific activity on ISS occurred in January 2014, and implementation of these joint experiments continues through present ISS operations. NASA and TsNIIMash have proceeded to develop "medium term" collaborations, where scientists join together to improve already-proposed experiments. A major success is the joint One-Year Mission on ISS, with astronaut Scott Kelly and cosmonaut Mikhail Kornienko, who returned from ISS in March, 2016. The teams from the NASA Human Research Program and the RAS Institute for Biomedical Problems built on their considerable experience to design joint experiments, learn to work with each other's protocols and processes, and share medical and research data. New collaborations are being developed between American and Russian scientists in complex fluids, robotics, rodent research and space biology, and additional human research. Collaborations are also being developed in Earth Remote Sensing, where scientists will share data from imaging systems mounted on ISS as well as other orbiting spacecraft to improve our understanding of the Earth and its climate. NASA and Roscosmos continue to encourage international scientific cooperation and expanded use of the ISS Laboratory. "Long-term", larger collaborations will achieve scientific objectives that no single national science team or agency can achieve on its own. The joint accomplishments achieved so far have paved the way for a stronger international scientific community and improved results and benefits from ISS.

Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

PubMed Central

Prunuske, Amy; Wilson, Janelle; Walls, Melissa; Marrin, Hannah; Clarke, Benjamin

2016-01-01

With the primary objective of attracting and retaining students from underrepresented backgrounds in the sciences, evaluation of one institution’s program has been ongoing over the past three years. Interviews with mentors in the program followed by focus groups conducted with mentees reveal key factors that shape undergraduate students’ research experiences. In the present study, attention is given to data gathered from 15 mentees in the program, the majority of whom have enrolled in community colleges, represent low socioeconomic backgrounds, and are nontraditional students. The results from focus groups with the mentees provide information on the benefits of participating in the program, characteristics of good mentors, challenges to the mentoring relationship, and the effects of underrepresented status on pursuit of advanced degrees. Comparisons of mentees’ comments about the mentoring relationship with mentors’ comments reveal similar themes and patterns while also demonstrating interesting differences. The qualitative findings are also juxtaposed with participants’ responses on the Survey of Undergraduate Research Experiences. Taken together, the data enhance our understanding of the experiences of underrepresented students in faculty-mentored research programs and highlight challenges and perspectives of students who are transferring to the university from a community college. PMID:27521233

Undergraduate Research in Earth Science Classes: Engaging Students in the First Two Years

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.

2014-12-01

The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design, implementation and assessment of student research projects, and all workshop activities are posted on the website: http://serc.carleton.edu/74960

Serving Community College Students: Student Preparation, Development and Growth through the REU Experience

NASA Astrophysics Data System (ADS)

Kim, C. S.; Osborn, J.; Smith, M.

2014-12-01

Effectively recruiting and engaging community college students in STEM research experiences is an increasingly important goal of the NSF but has not historically been the primary focus of most NSF-REU Site programs. The Summer Undergraduate Research Fellowship in Earth and Environmental Sciences (SURFEES) program at Chapman University, a primarily undergraduate institution in Southern California, is the site of the first NSF-REU program in the NSF's Division of Earth Sciences that selects participants exclusively from local partnering community colleges. Building on and now running parallel with a successful internally-funded summer research program already in place and available only to Chapman undergraduates, the SURFEES program incorporates specific mentor and participant pre-experience training, pre-, mid-, and post-assessment instruments, and programming targeted to the earth and environmental sciences as well as to community college students. Perhaps most importantly, the application, selection and pairing of student participants with faculty mentors was conducted with specific goals of identifying those applicants with the greatest potential for a transformative experience while also meeting self-defined targets of under-represented minority, female, and low-income participants. Initial assessment results of the first participant cohort from summer 2014 and lessons learned for creating/adapting an NSF-REU site to involve community college students will be discussed.

Undergraduates study climate change science, philosophy, and public policy

NASA Astrophysics Data System (ADS)

Bullock, Mark A.; Frodeman, Robert L.

The National Science Foundation's (NSF) Research Experience for Undergraduates (REU) program provides undergraduate students with the opportunity to participate in ongoing scientific research. Existing either as stand-alone summer programs or as supplementary components to existing NSF research grants, the REU program focuses on introducing aspiring young scientists to the delights and complexities of science. Global Climate Change and Society (GCCS) is an intensive, 8-week REU program that began a 3-year run in the summer of 2001.Developed by a philosopher at the Colorado School of Mines, and a planetary scientist at Southwest Research Institute in Boulder, Colrado, GCCS is a unique experiment in research and pedagogy that introduces students to science by using a distinctive approach. Choosing as its topic the questions surrounding global climate change, the program explores the interwoven scientific, philosophical, and public policy issues that make the climate change debate such a volatile topic in contemporary society. Last summer, the program selected 12 undergraduates through a nationally advertised competition. Student interns came from diverse academic and cultural backgrounds and included physics, philosophy and public policy majors from elite liberal arts schools, major research institutions, and mainstream state universities. The program was held at the University of Colorado and the National Center for Atmospheric Research (NCAR), in Boulder, Colorado (Figure 1).

Ways of Experiencing the Act of Learning to Program: A Phenomenographic Study of Introductory Programming Students at University

ERIC Educational Resources Information Center

Bruce, Christine; Buckingham, Lawrence; Hynd, John; McMahon, Camille; Roggenkamp, Mike; Stoodley, Ian

2004-01-01

The research reported here investigates variation in first year university students' early experiences of learning to program, with a particular focus on revealing differences in how they go about learning to program. A phenomenographic research approach was used to reveal variation in how the act of learning to program may be constituted amongst…

Natural Medicine: Wilderness Experience Outcomes for Combat Veterans

ERIC Educational Resources Information Center

Dietrich, Zachary Clayborne; Joye, Shauna Wilson; Garcia, Joseph Amos

2015-01-01

Wilderness Experience Programs (WEPs) have been shown to enhance psychological well-being for numerous populations. However, among veteran populations, these studies have historically evaluated programs that are short-term experiences, usually less than 1 week. The current research sought to evaluate a WEP for post-9/11 combat veterans engaging in…

Linking Experiences and Outcomes within a Postsecondary Leadership Development Program

ERIC Educational Resources Information Center

Strawn, Kellie; McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

This qualitative study explored the leadership development outcomes associated with specific experiences in a one-year, intensive leadership development program at a large northwest research university. Students highlighted three programmatic experiences for their effectiveness: (a) faculty mentoring, (b) participation in a weekly seminar, and (c)…

Health economics and outcomes research fellowship practices reviewed.

PubMed

Suh, Kangho; Gabriel, Susan; Adams, Michelle A; Arcona, Steve

2015-01-01

The guidelines for health economics and outcomes research (HEOR) fellowship training programs devised by the American College of Clinical Pharmacy (ACCP) and the International Society of Pharmacoeconomics and Outcomes Research (ISPOR) suggest that continuous improvements are made to ensure that postgraduate training through didactic and professional experiences prepare fellows for HEOR research careers. The HEOR Fellowship Program at Novartis Pharmaceuticals Corporation was standardized to enhance the fellows' HEOR research understanding and align professional skill sets with the ACCP-ISPOR Fellowship Program Guidelines. Based on feedback from an internal task force comprised of HEOR employees and current and former fellows, the HEOR Fellowship Program was normatively and qualitatively assessed to evaluate the current curricular program. Fellowship program activities were instituted to ensure that the suggested minimum level requirements established by the guidelines were being met. Research opportunities enabling fellows to work hand-in-hand with other fellows and HEOR professionals were emphasized. Curricular enhancements in research methodology and professional training and development, and materials for a structured journal club focusing on specific methodological and HEOR research topics were developed. A seminar series (e.g., creating SMART Goals, StrengthsFinder 2.0) and professional courses (e.g., ISPOR short courses, statistics.com) were included to enhance the fellows' short- and long-term professional experience. Additional program attributes include an online reference library developed to enrich the current research facilities and a Statistical Analysis Software training program. Continuously assessing and updating HEOR fellowship programs keeps programs up-to-date in the latest HEOR concepts and approaches used to evaluate health care, both professionally and educationally. Copyright © 2015 Elsevier Inc. All rights reserved.

Introducing ethics to chemistry students in a "Research Experiences for Undergraduates" (REU) program.

PubMed

Hanson, Mark J

2015-01-01

A three-day ethics seminar introduced ethics to undergraduate environmental chemistry students in the Research Experiences for Undergraduates (REU) program. The seminar helped students become sensitive to and understand the ethical and values dimensions of their work as researchers. It utilized a variety of resources to supplement lectures and class discussion on a variety of issues. Students learned about the relevance of ethics to research, skills in moral reasoning, and the array of ethical issues facing various aspects of scientific research. © 2015 The International Union of Biochemistry and Molecular Biology.

Informal Physics Education: Outreach from a National Laboratory

NASA Astrophysics Data System (ADS)

Sanchez, Jose; Dixon, Patricia; Hughes, Roxanne

2012-02-01

This presentation highlights strategies for K-20 teaching and learning about materials research in informal settings. The National High Magnetic Field Laboratory's Center for Integrating Research & Learning is in a unique position to conduct programs that reach K-20 students and teachers. As part of a national laboratory the Center provides the infrastructure around which informal education programs are implemented, including the nationally-recognized programming as well as facilitating scientists' educational outreach in the community. Research Experiences for Undergraduates, focuses on encouraging women and other underrepresented groups to pursue STEM careers reaching approximately 200 students many of whom have pursued careers in research as well as academia. The Research Experiences for Teachers program has provided internships for over 150 teachers; the Center also reaches over 10,000 students each year through school and community outreach. Success of informal education programs relies heavily on establishing strong mentoring relationships between scientists and K-20 students and teachers. The Center's success at maintaining diverse programming that transforms how materials education is presented beyond the traditional classroom is the focus for this presentation.

Key Actions of Successful Summer Research Mentors

ERIC Educational Resources Information Center

Raman, D. Raj; Geisinger, Brandi N.; Kemis, Mari R.; de la Mora, Arlene

2016-01-01

Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of…

Contributions of co-curricular summer research programs to my professional growth

NASA Astrophysics Data System (ADS)

Moore, K. D.

2014-12-01

The co-curricular summer research program, in which I was involved over three summers as an undergraduate student, greatly benefited me. In this paper I will briefly describe the program and how the experience contributed to my value and growth. The U.S. Department of Energy operated the Global Change Education Program (GCEP), from 1999-2013, as an outreach to both undergraduate and graduate students. Its goals were to: provide students with hands-on research experience in a one-on-one setting with leaders in global change fields, encourage undergraduate students to enter graduate school, and increase the number of high quality U.S. scientists. I took part in GCEP as a Summer Undergraduate Research Experience (SURE) Fellow. Each Fellow was teamed with a scientist to conduct research over the summer. I spent one summer at Pacific Northwest National Laboratory in Richland, WA working with Dr. William Shaw. The next two summers I spent working at Aerodyne Research, Inc. in Billerica, MA with Dr. Leah Williams. My experiences as a SURE Fellow have benefitted me in many ways. The research presentations, required of SURE Fellows, helped to improve my presentation skills. The GCEP workshops expanded the scope of my knowledge about global change impacts at all scales. I was involved in two large, collaborative field studies, which provided experiences and examples that have helped me lead my own field studies. I took part in well-functioning research teams, helping me see the value of open communication in collaborative work. My critical and analytical thinking abilities were continually honed. My problem solving skills were challenged in laboratory and field work. I worked with talented professionals and students that are now part of my professional network. My contributions resulted in being a coauthor on two peer-reviewed publications. I was able to experience research teams outside of academia, which included government and private sectors. The time spent as a SURE Fellow sparked my desire to have a career in environmental research. This desire was a significant factor in my decision to return to school for a PhD, of which I am near completion. I have found my involvement in a co-curricular research program to be very valuable and beneficial in building my skills, network, and confidence.

Long-Term Monitoring of Pavement Maintenance Materials Test Sites

DOT National Transportation Integrated Search

1998-06-01

The Strategic Highway Research Program's {SHRP) H-106 pothole repair experiment was part of the most extensive pavement maintenance experiment ever conducted. Started under SHRP and continued under the Long-Term Pavement Performance program's Long-Te...

Mentoring advanced practice nurses in research: recommendations from a pilot program.

PubMed

Leung, Doris; Widger, Kimberley; Howell, Doris; Nelson, Sioban; Molassiotis, Alex

2012-01-01

Advanced Practice Nurses (APNs) need research skills to develop and advance their practice and, yet, many have limited access to research training and support following completion of their advanced degree. In this paper we report on the development, delivery, and evaluation of an innovative pilot program that combined research training and one-to-one mentorship for nine APNs in conducting research relevant to their practice. The program was organized within an academic institution and its affiliated hospitals in Toronto, Canada. Our experience with this program may assist those in other organizations to plan and deliver a similar program for APN research mentorship.

AUX: a scripting language for auditory signal processing and software packages for psychoacoustic experiments and education.

PubMed

Kwon, Bomjun J

2012-06-01

This article introduces AUX (AUditory syntaX), a scripting syntax specifically designed to describe auditory signals and processing, to the members of the behavioral research community. The syntax is based on descriptive function names and intuitive operators suitable for researchers and students without substantial training in programming, who wish to generate and examine sound signals using a written script. In this article, the essence of AUX is discussed and practical examples of AUX scripts specifying various signals are illustrated. Additionally, two accompanying Windows-based programs and development libraries are described. AUX Viewer is a program that generates, visualizes, and plays sounds specified in AUX. AUX Viewer can also be used for class demonstrations or presentations. Another program, Psycon, allows a wide range of sound signals to be used as stimuli in common psychophysical testing paradigms, such as the adaptive procedure, the method of constant stimuli, and the method of adjustment. AUX Library is also provided, so that researchers can develop their own programs utilizing AUX. The philosophical basis of AUX is to separate signal generation from the user interface needed for experiments. AUX scripts are portable and reusable; they can be shared by other researchers, regardless of differences in actual AUX-based programs, and reused for future experiments. In short, the use of AUX can be potentially beneficial to all members of the research community-both those with programming backgrounds and those without.

The Benefits of Being a Student of Teacher Researchers Experiences (sotre)

NASA Astrophysics Data System (ADS)

Eubanks, E.; Guinan, E.; Chiste, M.; Lavoie, A.

2016-02-01

Being a Student of Teacher Researcher Experiences (SoTRE), gets students excited for science. Eubanks brings real, current science to the classroom because of time spent in Teacher Researcher Experiences (TRE), where she works with researchers in and out of the field. She involves students in many programs including the National Oceanographic and Atmospheric Administration (NOAA), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships. Being in these programs gives students special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals, Mrs. Eubanks helps students connect with scientists. This gives students a unique opportunity to learn from real scientists. Being part of these relationships with NOAA, Polar TREC, EARTH, RJ Dunlap, STARS and NSF funded scientists who are actively working, makes being SoTRE the ultimate learning experience. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, networking and presentation, all tools that they will carry with them for a lifetime.

Undergraduate Research as Chemical Education--A Symposium: An Undergraduate Laboratory Experiment: The Total Synthesis of Maytansine.

ERIC Educational Resources Information Center

Goodwin, Thomas E.

1984-01-01

An undergraduate research program in natural product synthesis was established at a small liberal arts college. Discusses program goals (including the total synthesis of maytansine), objectives, and accomplishments to date. Guidelines for establishing such programs are offered. (JN)

NITARP: Changing Perceptions of Science Among Secondary Students and Teachers

NASA Astrophysics Data System (ADS)

Kohrs, Russell; Kilts, Kelly; Urbanowski, Vincent; Rutherford, Thomas; Gorjian, Varoujan

2017-01-01

The NASA/IPAC Teacher Archival Research Program (NITARP) provides secondary teachers and their students with an authentic, high-level research experience. NITARP participants work alongside one another as colleagues, allowing both teachers and students to experience the challenges of actual research. Teachers and students learn that science doesn’t always follow the prescriptive methodology taught in most high schools. Current NITARP students and teachers were interviewed on how their perceptions of the methods by which science is really conducted changed over the course of the program. Following participation in the NITARP program, both teacher and student perceptions of how science operates were found to have changed in many ways.

Chemistry Research

NASA Technical Reports Server (NTRS)

1987-01-01

Philip Morris research center scientists use a computer program called CECTRP, for Chemical Equilibrium Composition and Transport Properties, to gain insight into the behavior of atoms as they progress along the reaction pathway. Use of the program lets the scientist accurately predict the behavior of a given molecule or group of molecules. Computer generated data must be checked by laboratory experiment, but the use of CECTRP saves the researchers hundreds of hours of laboratory time since experiments must run only to validate the computer's prediction. Philip Morris estimates that had CECTRP not been available, at least two man years would have been required to develop a program to perform similar free energy calculations.

Preparation and Validation of Mentor Self-Efficacy and Perceived Program Support Scales (M-SEPPS): An Empirical Study in Mentoring Intervention Models

ERIC Educational Resources Information Center

Calvery, Suzannah Vallejo

2013-01-01

Mentoring research to date focuses on outcomes related to program goals and theoretical background, and almost all of these relate to the experience of the mentee. Very little research has been completed on the other side of the dyad--the mentor--despite the fact that mentor expectations and experience contribute significantly to the perceived…

USAF/SCEEE Graduate Student Summer Research Program (1984). Program Management Report.

DTIC Science & Technology

1984-10-01

adjunct effort to the SFRP. Its purpose is to provide funds for selected graduate students to do research at an appropriate Air Force laboratory or...under the Summer Faculty Research Program or an Air Force laboratory designated *- colleague. The students were U.S. citizens, working toward . an...faculty member; excellent laboratory experience. Good opportunity to become acquainted with Air Force research . Good concept. Good stipend

NASA's hypersonic flight research program

NASA Technical Reports Server (NTRS)

Blankson, Isaiah; Pyle, Jon

1993-01-01

The NASA hypersonic flight research program is reviewed focusing on program history, philosophy, and rationale. Flight research in the high Mach numbers, high dynamic pressure flight regime is considered to be essential to the development of future operational hypersonic systems. The piggy-back experiments which are to be carried out on the Pegasus will develop instrumentation packages for hypersonic data acquisition and will provide unique data of high value to designers and researchers.

Field Geophysics at SAGE: Strategies for Effective Education

NASA Astrophysics Data System (ADS)

Braile, L. W.; Baldridge, W. S.; Jiracek, G. R.; Biehler, S.; Ferguson, J. F.; Pellerin, L.; McPhee, D. K.; Bedrosian, P. A.; Snelson, C. M.; Hasterok, D. P.

2011-12-01

SAGE (Summer of Applied Geophysical Experience) is a unique program of education and research in geophysical field methods for undergraduate and graduate students from any university and for professionals. The core program is held for 4 weeks each summer in New Mexico and for an additional week in the following academic year in San Diego for U.S. undergraduates supported by the NSF Research Experience for Undergraduates (REU) program. Since SAGE was initiated in 1983, 730 students have participated in the program. NSF REU funding for SAGE began in 1990 and 319 REU students have completed SAGE through 2011. The primary objectives of SAGE are to teach the major geophysical exploration methods (seismic, gravity, magnetics, electromagnetics); apply these methods to the solution of specific problems (environmental, archaeological, hydrologic, geologic structure and stratigraphy); gain experience in processing, modeling and interpretation of geophysical data; and integrate the geophysical models and interpretations with geology. Additional objectives of SAGE include conducting research on the Rio Grande rift of northern New Mexico, and providing information on geophysics careers and professional development experiences to SAGE participants. Successful education, field and research strategies that we have implemented over the years include: 1. learn by doing; 2. mix lecture/discussion, field work, data processing and analysis, modeling and interpretation, and presentation of results; 3. a two-tier team approach - method/technique oriented teams and interpretation/integration teams (where each team includes persons representing different methods), provides focus, in-depth study, opportunity for innovation, and promotes teamwork and a multi-disciplinary approach; 4. emphasis on presentations/reports - each team (and all team members) make presentation, each student completes a written report; 5. experiment design discussion - students help design field program and consider issues - safety, constraints, data quality/quantity, research objective, educational experience, survey parameters, why multidisciplinary?, etc.; 6. knowledge of multiple geophysical field methods (each student works with all methods); 7. information on geophysics careers and networking provided by industry visitors; 8. measures of success of the program include high rate of continuation to graduate school and careers in geophysics, support and feedback from industry participants and visitors, student evaluations at end of program, presentations at professional meetings, publications, and faculty evaluation of student work.

Joint Antarctic School Expedition - An International Collaboration for High School Students and Teachers on Antarctic Science

NASA Astrophysics Data System (ADS)

Botella, J.; Warburton, J.; Bartholow, S.; Reed, L. F.

2014-12-01

The Joint Antarctic School Expedition (JASE) is an international collaboration program between high school students and teachers from the United States and Chile aimed at providing the skills required for establishing the scientific international collaborations that our globalized world demands, and to develop a new approach for science education. The National Antarctic Programs of Chile and the United States worked together on a pilot program that brought high school students and teachers from both countries to Punta Arenas, Chile, in February 2014. The goals of this project included strengthening the partnership between the two countries, and building relationships between future generations of scientists, while developing the students' awareness of global scientific issues and expanding their knowledge and interest in Antarctica and polar science. A big component of the project involved the sharing by students of the acquired knowledge and experiences with the general public. JASE is based on the successful Chilean Antarctic Science Fair developed by Chile´s Antarctic Research Institute. For 10 years, small groups of Chilean students, each mentored by a teacher, perform experimental or bibliographical Antarctic research. Winning teams are awarded an expedition to the Chilean research station on King George Island. In 2014, the Chileans invited US participation in this program in order to strengthen science ties for upcoming generations. On King George Island, students have hands-on experiences conducting experiments and learning about field research. While the total number of students directly involved in the program is relatively small, the sharing of the experience by students with the general public is a novel approach to science education. Research experiences for students, like JASE, are important as they influence new direction for students in science learning, science interest, and help increase science knowledge. We will share experiences with the planning of the pilot program as well as the expedition itself. We also share the results of the assessment report prepared by an independent party. Lastly, we will offer recommendations for initiating international science education collaborations. United States participation was funded by the NSF Division of Polar Programs.

Multidisciplinary "Boot Camp" Training in Cellular Bioengineering to Accelerate Research Immersion for REU Participants

ERIC Educational Resources Information Center

Shreiber, David I.; Moghe, Prabhas V.; Roth, Charles M.

2015-01-01

Research Experiences for Undergraduates (REU) sites widely serve as the first major research gateway for undergraduates seeking a structured research experience. Given their lack of prior research skills, and the highly compressed duration of the REU programs, these students frequently encounter barriers to a seamless transition into a new…

DOD Space Test Program (STP)

NASA Technical Reports Server (NTRS)

Smith, Llwyn

1995-01-01

This paper describes the Space Test Program (STP) which provides access to space for the DOD-wide space research and development (R&D) community. STP matches a ranked list of sanctioned experiments with available budgets and searches for the most cost effective mechanisms to get the experiments into space. The program has successfully flown over 350 experiments, using dedicated freeflyer spacecraft, secondary space on the Space Shuttle, and various host satellites.

The Research Apprenticeship Program: Promoting Careers in Biomedical Sciences and the Health Professions for Minority Populations.

ERIC Educational Resources Information Center

Davis, Denise D.

This study examined the career decisions of 54 high school students who participated in the Research Apprenticeship Program (RAP) at Ohio State University during 1990-92. RAP is a precollege program which aims to provide meaningful experiences in various aspects of health-related research for minority high school students and teachers. RAP…

Facilitators and Barriers to Engagement in Parenting Programs: A Qualitative Systematic Review

ERIC Educational Resources Information Center

Mytton, Julie; Ingram, Jenny; Manns, Sarah; Thomas, James

2014-01-01

Parenting programs have the potential to improve the health and well-being of parents and children. A challenge for providers is to recruit and retain parents in programs. Studies researching engagement with programs have largely focused on providers', policy makers', or researchers' reflections of their experience of parents'…

NASA's new university engineering space research programs

NASA Technical Reports Server (NTRS)

Sadin, Stanley R.

1988-01-01

The objective of a newly emerging element of NASA's university engineering programs is to provide a more autonomous element that will enhance and broaden the capabilities in academia, enabling them to participate more effectively in the U.S. civil space program. The programs utilize technical monitors at NASA centers to foster collaborative arrangements, exchange of personnel, and the sharing of facilities between NASA and the universities. The elements include: the university advanced space design program, which funds advanced systems study courses at the senior and graduate levels; the university space engineering research program that supports cross-disciplinary research centers; the outreach flight experiments program that offers engineering research opportunities to universities; and the planned university investigator's research program to provide grants to individuals with outstanding credentials.

The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects

ERIC Educational Resources Information Center

Kecskemethy, Thomas A.

2008-01-01

Background/Context: The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to…

Quality of Subjective Experience in a Summer Science Program for Academically Talented Adolescents.

ERIC Educational Resources Information Center

Tuss, Paul

This study utilized the flow theory of intrinsic motivation to evaluate the subjective experience of 78 academically talented high school sophomores participating in an 8-day summer research apprenticeship program in materials and nuclear science. The program involved morning lectures on such topics as physics of electromagnetic radiation, energy…

VISUAL AND AUDIO PRESENTATION IN MACHINE PROGRAMED INSTRUCTION. FINAL REPORT.

ERIC Educational Resources Information Center

ALLEN, WILLIAM H.

THIS STUDY WAS PART OF A LARGER RESEARCH PROGRAM AIMED TOWARD DEVELOPMENT OF PARADIGMS OF MESSAGE DESIGN. OBJECTIVES OF THREE PARALLEL EXPERIMENTS WERE TO EVALUATE INTERACTIONS OF PRESENTATION MODE, PROGRAM TYPE, AND CONTENT AS THEY AFFECT LEARNER CHARACTERISTICS. EACH EXPERIMENT USED 18 TREATMENTS IN A FACTORIAL DESIGN WITH RANDOMLY SELECTED…

Flight experience with lightweight, low-power miniaturized instrumentation systems

NASA Technical Reports Server (NTRS)

Hamory, Philip J.; Murray, James E.

1992-01-01

Engineers at the NASA Dryden Flight Research Facility (NASA-Dryden) have conducted two flight research programs with lightweight, low-power miniaturized instrumentation systems built around commercial data loggers. One program quantified the performance of a radio-controlled model airplane. The other program was a laminar boundary-layer transition experiment on a manned sailplane. The purpose of this paper is to report NASA-Dryden personnel's flight experience with the miniaturized instrumentation systems used on these two programs. The paper will describe the data loggers, the sensors, and the hardware and software developed to complete the systems. The paper also describes how the systems were used and covers the challenges encountered to make them work. Examples of raw data and derived results will be shown as well. Finally, future plans for these systems will be discussed.

The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand

ERIC Educational Resources Information Center

Faikhamta, Chatree; Jantarakantee, Ekgapoom; Roadrangka, Vantipa

2011-01-01

This research explored the current situation in managing the field experience of a five-year science teacher education program in one university in Thailand. A number of methods were used to assess field experience situation: (1) a questionnaire on the perceptions of pre-service science teachers of field experience management; (2) participant…

Improving Undergraduate Research Experiences With An Intentional Mentoring Program: Lessons Learned Through Assessment of Keck Geology Consortium Programs

NASA Astrophysics Data System (ADS)

Wirth, K. R.; Garver, J. I.; Greer, L.; Pollock, M.; Varga, R. J.; Davidson, C. M.; Frey, H. M.; Hubbard, D. K.; Peck, W. H.; Wobus, R. A.

2015-12-01

The Keck Geology Consortium, with support from the National Science Foundation (REU Program) and ExxonMobil, is a collaborative effort by 18 colleges to improve geoscience education through high-quality research experiences. Since its inception in 1987 more than 1350 undergraduate students and 145 faculty have been involved in 189 yearlong research projects. This non-traditional REU model offers exceptional opportunities for students to address research questions at a deep level, to learn and utilize sophisticated analytical methods, and to engage in authentic collaborative research that culminates in an undergraduate research symposium and published abstracts volume. The large numbers of student and faculty participants in Keck projects also affords a unique opportunity to study the impacts of program design on undergraduate research experiences in the geosciences. Students who participate in Keck projects generally report significant gains in personal and professional dimensions, as well as in clarification of educational and career goals. Survey data from student participants, project directors, and campus advisors identify mentoring as one of the most critical and challenging elements of successful undergraduate research experiences. Additional challenges arise from the distributed nature of Keck projects (i.e., participants, project directors, advisors, and other collaborators are at different institutions) and across the span of yearlong projects. In an endeavor to improve student learning about the nature and process of science, and to make mentoring practices more intentional, the Consortium has developed workshops and materials to support both project directors and campus research advisors (e.g., best practices for mentoring, teaching ethical professional conduct, benchmarks for progress, activities to support students during research process). The Consortium continues to evolve its practices to better support students from underrepresented groups.

Legacy of Biomedical Research During the Space Shuttle Program

NASA Technical Reports Server (NTRS)

Hayes, Judith C.

2011-01-01

The Space Shuttle Program provided many opportunities to study the role of spaceflight on human life for over 30 years and represented the longest and largest US human spaceflight program. Outcomes of the research were understanding the effect of spaceflight on human physiology and performance, countermeasures, operational protocols, and hardware. The Shuttle flights were relatively short, < 16 days and routinely had 4 to 6 crewmembers for a total of 135 flights. Biomedical research was conducted on the Space Shuttle using various vehicle resources. Specially constructed pressurized laboratories called Spacelab and SPACEHAB housed many laboratory instruments to accomplish experiments in the Shuttle s large payload bay. In addition to these laboratory flights, nearly every mission had dedicated human life science research experiments conducted in the Shuttle middeck. Most Shuttle astronauts participated in some life sciences research experiments either as test subjects or test operators. While middeck experiments resulted in a low sample per mission compared to many Earth-based studies, this participation allowed investigators to have repetition of tests over the years on successive Shuttle flights. In addition, as a prelude to the International Space Station (ISS), NASA used the Space Shuttle as a platform for assessing future ISS hardware systems and procedures. The purpose of this panel is to provide an understanding of science integration activities required to implement Shuttle research, review biomedical research, characterize countermeasures developed for Shuttle and ISS as well as discuss lessons learned that may support commercial crew endeavors. Panel topics include research integration, cardiovascular physiology, neurosciences, skeletal muscle, and exercise physiology. Learning Objective: The panel provides an overview from the Space Shuttle Program regarding research integration, scientific results, lessons learned from biomedical research and countermeasure development.

Developing a military nurse scientist program of research: A military women's health exemplar.

PubMed

Trego, Lori Lyn

Developing a feasible, fundable, and sustainable program of research (POR) is an essential career goal in research. Nurse scientists can lay the foundation for a salient POR as early as during their doctoral studies. The ensuing years of postdoctoral experiences are informative as they expand their research skills and knowledge around their research area of interest. Following graduation from a doctoral research program, novice military nurse scientists (MNS) are placed in positions that are conducive to fostering a POR. Military organizational support and the rich experiences of peers and mentors facilitate early career development of MNS. The purpose of this article is to present a conceptual framework for research career development of the novice MNS. Using an exemplar POR in military women's health, the concepts are operationalized to illustrate how the military environment enhances the development of a successful POR. Copyright © 2017 Elsevier Inc. All rights reserved.

Mentored undergraduate research in the geosciences

NASA Astrophysics Data System (ADS)

Judge, Shelley; Pollock, Meagen; Wiles, Greg; Wilson, Mark

2012-09-01

There is little argument about the merits of undergraduate research, but it can seem like a complex, resource-intensive endeavor [e.g., Laursen et al., 2010; Lopatto, 2009; Hunter et al., 2006]. Although mentored undergraduate research can be challenging, the authors of this feature have found that research programs are strengthened when students and faculty collaborate to build new knowledge. Faculty members in the geology department at The College of Wooster have conducted mentored undergraduate research with their students for more than 60 years and have developed a highly effective program that enhances the teaching, scholarship, and research of our faculty and provides life-changing experiences for our students. Other colleges and universities have also implemented successful mentored undergraduate research programs in the geosciences. For instance, the 18 Keck Geology Consortium schools (http://keckgeology.org/), Princeton University, and other institutions have been recognized for their senior capstone experiences by U.S. News & World Report.

Creating Authentic Research Centers In Secondary Classrooms And Retaining The Best Science Teachers

NASA Astrophysics Data System (ADS)

Rodriguez, D.; McHenry, R. M.

2006-12-01

My name is David Rodriguez. I am a middle school science teacher with 18 years of teaching experience both in Leon County, Florida and in Guinea West Africa, and South Africa. I am a National Board Certified Teacher. Richard McHenry is a high school Chemistry Advance Placement teacher with over 25 years of teaching experience, also in Leon County, Florida. Rich is a National Board Certified Teacher as well. We participated in a Research Experience For Teachers (RET) program at the National High Magnetic Field Lab in Tallahassee, Florida in 2001 and 2002. This experience has had a profound impact on our teaching, and on our student's learning. During our experience, it became clear to us that there is great importance in how scientists approach their research. We discussed this approach with teams of scientists, and asked them how they thought it could be modeled in classrooms. As teachers, we have been convinced of the value of cooperative learning for years, but to assign roles in cooperative groups similar to the roles that are created in a research science setting has improved student learning. Each team of students is assigned a project manager, data analyst, engineer, and principal investigator. The role of each scientist is specific. As a result of our RET experience, Rich also created a new program in his high school class in which students write scientific papers at the end of each grading period that outline the achievements and lab experiences completed during that period. The importance of publishing research and communicating with the greater scientific community are highlighted through this unique experience. These papers go through a peer review process within the school, and are then sent to the National High Magnetic Field Lab for further review provided by scientists and educators. I was also involved in an atmospheric research project during my RET program that utilized teachers and students throughout the state in the collection of data. Elementary through high school teachers in the state of Florida were contacted and asked to collect a sample of Spanish Moss from trees near their schools. These samples were sent to scientists and educators involved in the RET program at the National High Magnetic Field Lab who examined and compared the concentrations of a number of pollutants. When presented with a an opportunity leave the classroom two years ago to take on a new position, I decided to continue teaching middle school science, in large part due to my continued involvement in the research programs available at the the National High Magnetic Field Lab. Programs such as the RET program are essential to retaining the best science teachers in our schools.

Research and Teaching: Computational Methods in General Chemistry--Perceptions of Programming, Prior Experience, and Student Outcomes

ERIC Educational Resources Information Center

Wheeler, Lindsay B.; Chiu, Jennie L.; Grisham, Charles M.

2016-01-01

This article explores how integrating computational tools into a general chemistry laboratory course can influence student perceptions of programming and investigates relationships among student perceptions, prior experience, and student outcomes.

Integrating Students and Teachers into Research on Adaptation to Climate Change

NASA Astrophysics Data System (ADS)

Lane, T.; Lescaze, M.; Lenorovitz, K.

2013-12-01

High school students and teachers have the opportunity to participate in current research through a Research Mentor/Teacher/Student team approach offered by the VT EPSCoR Center's for Workforce Development and Diversity (CWDD). High school teams (two students and one teacher) participate in a summer residential training week to learn about the research program and learn field and lab research skills. During the academic year they collect data for the university research project from sites near their schools, and formulate an independent research question of their own, guided by a research mentor. Through the year-long program participants develop skills in scientific methods, earth systems thinking and data analysis. Participants experience what research and being a scientist is all about. The research program benefits from a distributed data gathering network, and the high school teams become part of a research community. High school projects have researched the relationship between anticipated increase in storm intensity and frequency in the northeast as a result of climate change, to phosphorus and sediment loading in streams, land use change, and biotic communities, to name a few. This poster, authored by a teacher participants in the program, will share the experience and benefits to their students.

Undergraduate Research in Geoscience with Students from Two-year Colleges: SAGE 2YC Resources

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Hodder, J.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.

2014-12-01

Undergraduate research experiences are important for the development of expertise in geoscience disciplines. These experiences have been shown to help students learn content and skills, promote students' cognitive and affective development, and develop students' sense of self. Early exposure to research experiences has shown to be effective in the recruitment of students, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Just as departments at four-year institutions (4YCs) are increasingly integrating research into their introductory courses, two-year college (2YC) geoscience faculty have a great opportunity to ground their students in authentic research. The Undergraduate Research with Two-year College Students website developed by SAGE 2YC: Supporting and Advancing Geoscience Education at Two-year Colleges provides ideas and advice for 2YC and 4YC faculty who want to get more 2YC students involved in research. The continuum of possibilities for faculty to explore includes things that can be done at 2YCs (eg. doing research as part of a regular course, developing a course specifically around research on a particular topic, or independent study), done in collaboration with other local institutions (eg. using their facilities, conducting joint class research, or using research to support transfer programs), and by involving students in the kind of organized Undergraduate Research programs run by a number of institutions and organizations. The website includes profiles illustrating how 2YC geoscience faculty have tackled these various models of research and addressed potential challenges such as lack of time, space, and funding as part of supporting the wide diversity of students that attend 2YCs, most of whom have less experience than that of rising seniors who are the traditional REU participant. The website also provides resources on effective strategies for developing REU programs for community college students, examples of successful multi-year programs, links to other projects working on undergraduate research in the first two years, and references for further reading. serc.carleton.edu/sage2yc/studentsuccess/ug-research/

The Svalbard REU Program: Undergraduates Pursuing Arctic Climate Change Research on Svalbard, Norway

NASA Astrophysics Data System (ADS)

Roof, S.; Werner, A.

2007-12-01

The Svalbard Research Experiences for Undergraduates (REU) program sponsored by the Arctic Natural Sciences Program of the National Science Foundation has been successfully providing international field research experiences since 2004. Each year, 7-9 undergraduate students have participated in 4-5 weeks of glacial geology and climate change fieldwork on Spitsbergen in the Svalbard archipelago in the North Atlantic (76- 80° N lat.). While we continue to learn new and better ways to run our program, we have learned specific management and pedagogical strategies that allow us to streamline our logistics and to provide genuine, meaningful research opportunities to undergraduate students. We select student participants after extensive nationwide advertising and recruiting. Even before applying to the program, students understand that they will be doing meaningful climate change science, will take charge of their own project, and will be expected to continue their research at their home institution. We look for a strong commitment of support from a student's advisor at their home institution before accepting students into our program. We present clear information, including participant responsibilities, potential risks and hazards, application procedures, equipment needed, etc on our program website. The website also provides relevant research papers and data and results from previous years, so potential participants can see how their efforts will contribute to growing body of knowledge. New participants meet with the previous years' participants at a professional meeting (our "REUnion") before they start their field experience. During fieldwork, students are expected to develop research questions and test their own hypotheses while providing and responding to peer feedback. Professional assessment by an independent expert provides us with feedback that helps us improve logistical procedures and shape our educational strategies. The assessment also shows us how participant attitudes toward science and research evolved during their participation. Finally, close collaboration with a local institution, the Norwegian University System on Svalbard (UNIS), has not only been essential to the success of our program, but also highly rewarding.

Exploring the Experiences of Female Emerging Adult Mentors: Building a Conceptual Model

ERIC Educational Resources Information Center

McGill, Julianne; Adler-Baeder, Francesca; Sollie, Donna L.; Kerpelman, Jennifer L.

2015-01-01

While mentoring programs are prevalent, limited research focused on the mentors' experiences exist, particularly during critical periods of development. Using a qualitative, grounded theory approach, this study explores the elements of the mentoring experience for a cohort of late adolescent/emerging adult women in a long-term program. Outcomes…

Simulations, Imaging, and Modeling: A Unique Theme for an Undergraduate Research Program in Biomechanics.

PubMed

George, Stephanie M; Domire, Zachary J

2017-07-01

As the reliance on computational models to inform experiments and evaluate medical devices grows, the demand for students with modeling experience will grow. In this paper, we report on the 3-yr experience of a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) based on the theme simulations, imaging, and modeling in biomechanics. While directly applicable to REU sites, our findings also apply to those creating other types of summer undergraduate research programs. The objective of the paper is to examine if a theme of simulations, imaging, and modeling will improve students' understanding of the important topic of modeling, provide an overall positive research experience, and provide an interdisciplinary experience. The structure of the program and the evaluation plan are described. We report on the results from 25 students over three summers from 2014 to 2016. Overall, students reported significant gains in the knowledge of modeling, research process, and graduate school based on self-reported mastery levels and open-ended qualitative responses. This theme provides students with a skill set that is adaptable to other applications illustrating the interdisciplinary nature of modeling in biomechanics. Another advantage is that students may also be able to continue working on their project following the summer experience through network connections. In conclusion, we have described the successful implementation of the theme simulation, imaging, and modeling for an REU site and the overall positive response of the student participants.

Longitudinal Study Transformed Onboarding Nurse Graduates.

PubMed

Slate, Kimberly A; Stavarski, Debra H; Romig, Barbara J; Thacker, Karen S

The outcomes of a longitudinal research study on a nurse residency program indicated improvement in the onboarding experience for new graduate nurses. Practice changes and implications for nursing professional development practitioners resulting from the study include the number and orientation of preceptors, program length standardization, and improvement of emergency clinical response education. Additional research studies were implemented to further explore issues novice nurses and their proficient registered nurse colleagues experience throughout the organization.

Commercial Instrumentation Technology Associates' Biomedical Experiments

NASA Technical Reports Server (NTRS)

2003-01-01

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Student Marnix Aklian and ITA's Mark Bem prepare biological samples for flight as part of ITA's hands-on student outreach program on STS-95. Similar activities are a part of the CIBX-2 payload. The experiments are sponsored by NASA's Space Product Development Program (SPD).

NASA Research Announcement

NASA Technical Reports Server (NTRS)

Chiaramonte, Fran

2002-01-01

This paper presents viewgraphs of NASA's strategic and fundamental research program at the Office of Biological and Physical Research (OBPR). The topics include: 1) Colloid-Polymer Samples; 2) Pool Boiling Experiment; 3) The Dynamics of Miscible Interfaces: A Space Flight Experiment (MIDAS); and 4) ISS and Ground-based Facilities.

PolarTREC-Teachers and Researchers Exploring and Collaborating: Bringing Polar Research to the Classroom

NASA Astrophysics Data System (ADS)

Warnick, W. K.; Warburton, J.; Breen, K.; Wiggins, H. V.; Larson, A.; Behr, S.

2006-12-01

PolarTREC-Teachers and Researchers Exploring and Collaborating is a three-year (2007-2009) teacher professional development program that pairs K-12 teachers with researchers to improve science education through authentic polar research experience. PolarTREC builds on the strengths of the existing TREC program in the Arctic, an NSF supported program managed by the Arctic Research Consortium of the US (ARCUS), to embrace a wider range of research activities in the Arctic and Antarctic. PolarTREC uses a Teacher Research Experience (TRE) model to foster the integration of research and education to produce a legacy of long-term teacher-researcher collaborations, improved teacher content knowledge through experiences in scientific inquiry, and broad public interest and engagement in polar science. PolarTREC will enable thirty-six teachers to spend two to six weeks in the Arctic or Antarctic, working closely with researchers investigating a wide range of topics such as sea-ice dynamics, terrestrial ecology, marine biology, atmospheric chemistry, and long-term climate change. With the help of their host researcher and the research team, teachers will develop the experience and tools necessary to teach science through scientific inquiry and investigation based on real-world experiences. While in the field, teachers and researchers will communicate extensively with their colleagues, communities, and hundreds of students of all ages across the globe, using a variety of tools including satellite phones, online journals, podcasts and interactive "Live from IPY" calls and web-based seminars. The online outreach elements of the project convey these experiences to a broad audience far beyond the classrooms of the PolarTREC teachers. In addition to field research experiences, PolarTREC will support teacher professional development and a sustained community of teachers, scientists, and the public through workshops, Internet seminars, an e-mail listserve, and ongoing teacher/researcher networks. For further information on PolarTREC, contact Wendy Warnick, ARCUS Executive Director at warnick@arcus.org or 907-474-1600. The PolarTREC website will be accessible in 2007 through the ARCUS web site at www.arcus.org.

Across the Arctic Teachers Experience Field Research

NASA Astrophysics Data System (ADS)

Warnick, W. K.; Warburton, J.; Wiggins, H. V.; Marshall, S. A.; Darby, D. A.

2005-12-01

From studying snow geese on the North Slope of Alaska to sediment coring aboard the U.S. Coast Guard Cutter Healy in the Arctic Ocean, K-12 teachers embark on scientific expeditions as part of a program that strives to make science in the Arctic a "virtual" reality. In the past two years, seventeen K-12 teachers have participated in Teachers and Researchers Exploring and Collaborating (TREC), a program that pairs teachers with researchers to improve science education through arctic field experiences. TREC builds on the scientific and cultural opportunities of the Arctic, linking research and education through topics that naturally engage students and the wider public. TREC includes expeditions as diverse as studying plants at Toolik Field Station, a research facility located 150 miles above the Arctic Circle; climate change studies in Norway's Svalbard archipelago; studying rivers in Siberia; or a trans-arctic expedition aboard the USCGC Healy collecting an integrated geophysical data set. Funded by the National Science Foundation Office of Polar Programs, TREC offers educators experiences in scientific inquiry while encouraging the public and students to become active participants in the scientific inquiry by engaging them virtually in arctic research. TREC uses online outreach elements to convey the research experience to a broad audience. While in remote field locations, teachers and researchers interact with students and the public through online seminars and live calls from the field, online journals with accompanying photos, and online bulletin boards. Since the program's inception in 2004, numerous visitors have posted questions or interacted with teachers, researchers, and students through the TREC website (http://www.arcus.org/trec). TREC teachers are required to transfer their experience of research and current science into their classroom through the development of relevant activities and resources. Teachers and researchers are encouraged to participate in the Connecting Arctic/Antarctic Researcher and Educators (CARE) Network. CARE, established to help foster ongoing discussions about science content and educational approaches, uses a combination of conference calls and online interactive software for document sharing and discussion. Teacher and researchers pairs are also encouraged to continue developing their collaborative partnership on an individual basis. This presentation will provide an overview of TREC with co-presentations by a TREC teacher and researcher. The presentation highlights the effectiveness and value of pairing virtual learning with real-time research experiences.

Expedition Zenith: Experiences of eighth grade girls in a non-traditional math/science program

NASA Astrophysics Data System (ADS)

Ulm, Barbara Jean

2004-11-01

This qualitative study describes the experiences of a group of sixteen, eighth grade girls participating in a single-sex, math/science program based on gender equity research and constructivist theory. This phenomenological case study highlights the individual changes each girl perceives in herself as a result of her involvement in this program which was based at a suburban middle school just north of New York City. Described in narrative form is what took place during this single-sex program. At the start of the program the girls worked cooperatively in groups to build canoes. The canoes were then used to study a wetland during the final days of the program. To further immerse the participants into nature, the girls also camped during these final days. Data were collected from a number of sources to uncover, as fully as possible, the true essence of the program and the girls' experiences in it. The data collection methods included direct observation; in-depth, open-ended interviews; and written documentation. As a result of data collection, the girls' perceived outcomes and assessment of the program, as well as their recommendations for future math/science programs are revealed. The researcher in this study also acted as teacher, directing the program, and as participant to better understand the experiences of the girls involved in the program. Thus, unique insights could be made. The findings in this study provide insight into the learning of the participants, as well as into the relationships they formed both inside and outside of the program. Their perceived experiences and assessment of the program were then used to develop a greater understanding as to the effectiveness of this non-traditional program. Although this study echoed much of what research says about the needs of girls in learning situations, and therefore, reinforces previously accepted beliefs, it also reveals significant findings in areas previously unaddressed by gender studies. For example, when girls feel supported they can experience success in math and science-based projects that are challenging, especially when such projects offer an opportunity to appreciate a sense of real-life relevancy. Positive effects can be seen when such projects build upon previous student experiences. But when an experience is new, investigating a scientific phenomenon in a less structured manner before developing more in-depth, formal studies provides an initial foundation upon which to build. Also, this study emphasizes the need for role models. Both teacher and parent involvement play a very important role in a girl's development.

What Knowledge of Responsible Conduct of Research Do Undergraduates Bring to Their Undergraduate Research Experiences?

ERIC Educational Resources Information Center

Mabrouk, Patricia Ann

2016-01-01

Over a three-year period, chemistry and engineering students participating in six Research Experience for Undergraduates (REU) programs were surveyed before and after participating in a research ethics training workshop. The goal was to learn what undergraduate students already knew about key concepts in research ethics at the start of their…

A Comparison of Internal Dispositions and Career Trajectories after Collaborative versus Apprenticed Research Experiences for Undergraduates

ERIC Educational Resources Information Center

Frantz, Kyle J.; Demetrikopoulos, Melissa K.; Britner, Shari L.; Carruth, Laura L.; Williams, Brian A.; Pecore, John L.; DeHaan, Robert L.; Goode, Christopher T.

2017-01-01

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based…

Lessons Learned by a Faculty Member Working in an Education Doctorate Program with Students Performing Action Research

ERIC Educational Resources Information Center

Zambo, Debby; Isai, Shelley

2012-01-01

This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as signature pedagogy and capstone experience. To contextualize action research in this program, a brief introduction as to how it fits into its mission, goals, and needs is provided. Although this fit carries promises,…

Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program: 10 Years of REU

NASA Astrophysics Data System (ADS)

Canterna, R.; Beck, K.; Hickman, M. A.

1996-05-01

The Wyoming Infrared Observatory's Summer Undergraduate Research Assistantship Program (SURAP) will complete its tenth year as an NSF REU site. Using the theme, a tutorial in research, SURAP has provided research experience for over 90 students from all regions of the United States. We will present typical histories of past students to illustrate the impact an REU experience has on the scientific careers of these students. Demographic data will be presented to show the diverse backgrounds of our SURAP students. A short film describing our science ethics seminar will be available for later presentation.

Free Radicals and Reactive Intermediates for the SAGE III Ozone Loss and Validation Experiment (SOLVE) Mission

NASA Technical Reports Server (NTRS)

Anderson, James G.

2001-01-01

This grant provided partial support for participation in the SAGE III Ozone Loss and Validation Experiment. The NASA-sponsored SOLVE mission was conducted Jointly with the European Commission-sponsored Third European Stratospheric Experiment on Ozone (THESEO 2000). Researchers examined processes that control ozone amounts at mid to high latitudes during the arctic winter and acquired correlative data needed to validate the Stratospheric Aerosol and Gas Experiment (SAGE) III satellite measurements that are used to quantitatively assess high-latitude ozone loss. The campaign began in September 1999 with intercomparison flights out of NASA Dryden Flight Research Center in Edwards. CA. and continued through March 2000. with midwinter deployments out of Kiruna. Sweden. SOLVE was co-sponsored by the Upper Atmosphere Research Program (UARP). Atmospheric Effects of Aviation Project (AEAP). Atmospheric Chemistry Modeling and Analysis Program (ACMAP). and Earth Observing System (EOS) of NASA's Earth Science Enterprise (ESE) as part of the validation program for the SAGE III instrument.

Students and Faculty Perceptions of an Undergraduate Nursing Research Internship Program.

PubMed

O'Brien, Tara; Hathaway, Donna

Nursing students in baccalaureate programs report that research is not visible in practice, and faculty conducting research report rarely interacting with students in undergraduate nursing programs. We examined student and faculty perceptions of a research internship embedded in an existing evidence-based practice course. Students (n = 15) and faculty (n = 5) viewed the internship as a positive experience that provided meaningful hands-on skills while generating interest in a potential research career. The internship also provided faculty the opportunity to identify potential doctoral students.

Linking wilderness research and management-volume 2. Defining, managing, and monitoring wilderness visitor experiences: an annotated reading list

Treesearch

Annette Puttkammer; Vita Wright

2001-01-01

Opportunities for unique visitor experiences are among the defining attributes of wilderness. In order to understand and protect these experiences, natural and social scientists have pursued an ever-expanding program of wildland recreation research. While much of the early research sought to identify simple relationships between setting attributes and visitor...

Authentic Astronomy Research Experiences for Teachers: the NASA/IPAC Teacher Archive Research Program (NITARP)

NASA Astrophysics Data System (ADS)

Rebull, L.; NITARP Team

2011-12-01

Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come out to visit Caltech for 3-4 days and get started on their project in earnest. They return home and continue to work through the Fall, finish their research, and write their AAS abstracts and posters in preparation for the winter AAS. The educators plus up to two students per teacher then attend the AAS and present their results. Each team presents one science poster and at least one education poster. The science posters are intermingled in science sessions, and must "hold their own" next to other professional astronomer posters. Each teacher finally serves as NASA/NITARP ambassadors in their community, giving at least 12 hours' worth of professional development. Since the original Spitzer program in 2004, news coverage associated with any of these projects has reached more than 6 million people, largely in home-town newspapers from the teachers' cities. More than 200 presentations have been given, reaching over 14,000 people. More than 120 students have traveled for NITARP, and more than 1200 students have used real astronomical data through this program. Almost 60 educators have been trained in real research. Nearly 50 science or education posters have been presented. Four refereed journal articles (in major astronomical journals) have come out of work associated with these teams.

Integrating Research and Education in NSF's Office of Polar Programs

NASA Astrophysics Data System (ADS)

Wharton, R. A.; Crain, R. D.

2003-12-01

The National Science Foundation invests in activities that integrate research and education, and that develop reward systems to support teaching, mentoring and outreach. Effective integration of research and education at all levels can infuse learning with the excitement of discovery. It can also ensure that the findings and methods of research are quickly and effectively communicated in a broader context and to a larger audience. This strategy is vital to the accomplishment of NSF's strategic goals of ensuring a world-class science and engineering workforce, new knowledge across the frontiers of science and engineering, and the tools to get the job done efficiently and effectively. The NSF's Office of Polar Programs sponsors educational projects at all levels of learning, making full use of the variety of disciplinary and interdisciplinary studies in the polar regions to attract and invigorate students. An array of efforts from the Arctic and Antarctic scientific communities link research activities with education. There has been an advance from the beneficial but isolated impacts of individual researcher visits to K-12 classrooms to large-scale developments, such as field research experiences for teachers and undergraduate students, online sharing of polar field experiences with rural classrooms, the institution of interdisciplinary graduate research programs through NSF initiatives, and opportunities for minority and underrepresented groups in polar sciences. The NSF's criterion for evaluating proposals based upon the broader impacts of the research activity has strengthened efforts to link research and education, resulting in partnerships and innovations that infuse research into education from kindergarten through postdoctoral studies and reaching out to the general public. In addition, the Office of Polar Programs partners with other directorates at NSF to broaden OPP's efforts and benefit from resources and experience in the Education and Human Resources Directorate, the Geosciences Education program, the Environmental Research and Education program and others. This presentation will provide an overview of the direction of science education in the Office of Polar Programs and highlight some important and long-lasting ventures. It is intended to encourage the Arctic and Antarctic scientific communities to look for additional avenues to bridge their research with education.

A Preliminary Theoretical Analysis of a Research Experience for Undergraduates Community Model

ERIC Educational Resources Information Center

Castillo-Garsow, Carlos; Castillo-Chavez, Carlos; Woodley, Sherry

2013-01-01

The Mathematical and Theoretical Biology Institute (MTBI) is a successful summer research experience for undergraduates, with a strong record of mentoring Ph.D. graduates, particularly, underrepresented minority students. However, the MTBI program was designed for education in research, not for research in education, and the mechanisms of the…

Engaging MSW Students in Faculty Research: Students' Perspectives of Involvement in a Program Evaluation

ERIC Educational Resources Information Center

Thomas, Rebecca L.; Chiarelli-Helminiak, Christina M.; Barrette, Kyle; Ferraj, Brunilda

2016-01-01

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the "abstract world" of research concepts with the "real world" of professional experiences. This article describes the experiences of…

Developing the next Generation of Education Researchers: UCLA's Experience with the Spencer Foundation Research Training Grant

ERIC Educational Resources Information Center

Dorr, Aimee; Arms, Emily; Hall, Valerie

2008-01-01

Background/Context: In the early 1990s, the Spencer Foundation instituted an Institutional Research Training Grant (RTG) program to improve the preparation of the next generation of education researchers. UCLA received an RTG in the first round of competition. Purpose/Objective/Research Question/Focus of Study: UCLA's Spencer RTG program sought to…

Application of Geographic Information System (GIS) in Student Experiential Learning on Climate Change and Sustainability

NASA Astrophysics Data System (ADS)

Ozbay, G.; Sriharan, S.; Fan, C.; Prakash, A.; San Juan, F.

2016-12-01

Consortium of minority serving institutions including Delaware State University, Virginia State University, Morgan State University, University of Alaska Fairbanks, and Elizabeth City State University have collaborated on various student experiential learning programs to expand the technology-based education by incorporating Geographic Information System (GIS) technique to promote student learning on climate change and sustainability. Specific objectives of this collaborative programs are to: (i) develop new or enhance existing courses of Introduction to Geographic Information System (GIS) and Introduction to Remote Sensing, (ii) enhance teaching and research capabilities through faculty professional development workshops, (iii) engage minority undergraduates in GIS and remote sensing research via experiential learning activities including summer internship, workshop, and work study experience. Ultimate goal is to prepare pipeline of minority task force with skills in GIS and remote sensing application in climate sciences. Various research projects were conducted on topics such as carbon footprint, atmospheric CO2, wildlife diversity, ocean circulation, wild fires, geothermal exploration, etc. Students taking GIS and remote sensing courses often express interests to be involved in research projects to enhance their knowledge and obtain research skills. Of about 400 students trained, approximately 30% of these students were involved in research experience in our programs since 2004. The summer undergraduate research experiences (REU) have offered hands-on research experience to the students on climate change and sustainability. Previous studies indicate that students who are previously exposed to environmental science only by a single field trip or an introductory course could be still at risk of dropping out of this field in their early years of the college. The research experience, especially at early college years, would significantly increase the participation and retention of students in climate sciences and sustainability by creating and maintaining interest in these areas. These programs promoted active recruitment of faculty, staff, and students, fostered the development of partnerships, and enhanced related skill sets among students in GIS and remote sensing.

Experiences of Turkish Student Teachers in Pedagogy and Educational Technology during an Internship Program in the US

ERIC Educational Resources Information Center

Sahin, Ismail; Toy, Serkan

2009-01-01

This quantitative research study was conducted to examine technological and pedagogical experiences of Turkish student teachers in a US Department of State sponsored international internship program. The internship program had a specific emphasis on student-centered teaching and technology integration. Turkish interns completed a 6-week teaching…

1000 days on orbit: lessons learned from the ACTEX-I flight experiment

NASA Astrophysics Data System (ADS)

Erwin, R. Scott; Denoyer, Keith K.

2000-06-01

This paper presents a review of the Air Force Research Laboratory advanced controls technology experiment program. Representing the first space-demonstration of smart structures technology, the ACTEX-I program has met or exceeded all program goals at each stage, beginning with the program initiation in 1991 through launch in 1996 to the conclusion of the Guest Investigator program and program conclusion in 1999. This paper will provide a summary of the ACTEX-I program from the AFRL perspective, focusing on lessons learned from the program both positive and negative.

An international basic science and clinical research summer program for medical students.

PubMed

Ramjiawan, Bram; Pierce, Grant N; Anindo, Mohammad Iffat Kabir; Alkukhun, Abedalrazaq; Alshammari, Abdullah; Chamsi, Ahmad Talal; Abousaleh, Mohannad; Alkhani, Anas; Ganguly, Pallab K

2012-03-01

An important part of training the next generation of physicians is ensuring that they are exposed to the integral role that research plays in improving medical treatment. However, medical students often do not have sufficient time to be trained to carry out any projects in biomedical and clinical research. Many medical students also fail to understand and grasp translational research as an important concept today. In addition, since medical training is often an international affair whereby a medical student/resident/fellow will likely train in many different countries during his/her early training years, it is important to provide a learning environment whereby a young medical student experiences the unique challenges and value of an international educational experience. This article describes a program that bridges the gap between the basic and clinical research concepts in a unique international educational experience. After completing two semester curricula at Alfaisal University in Riyadh, Kingdom of Saudi Arabia, six medical students undertook a summer program at St. Boniface Hospital Research Centre, in Winnipeg, MB, Canada. The program lasted for 2 mo and addressed advanced training in basic science research topics in medicine such as cell isolation, functional assessment, and molecular techniques of analysis and manipulation as well as sessions on the conduct of clinical research trials, ethics, and intellectual property management. Programs such as these are essential to provide a base from which medical students can decide if research is an attractive career choice for them during their clinical practice in subsequent years. An innovative international summer research course for medical students is necessary to cater to the needs of the medical students in the 21st century.

Enhancing the STEM Ecosystem through Teacher-Researcher Partnerships

ERIC Educational Resources Information Center

Tapprich, William; Grandgenett, Neal; Leas, Heather; Rodie, Steve; Shuster, Robert; Schaben, Chris; Cutucache, Christine

2016-01-01

STEM faculty at the University of Nebraska at Omaha (UNO) have partnered with teachers and administrators in the Omaha Public Schools (OPS) to implement a Teacher-Researcher Partnership Program. This program establishes resources and infrastructure that engage K-12 science teachers in scientific research experiences. In the first implementation of…

First Steps Toward Exploring NITARP's Impacts on Teachers' Knowledge, Attitudes, and Teaching

NASA Astrophysics Data System (ADS)

French, Debbie; Slater, T. F.; Burrows, A. C.

2013-06-01

Few high school science teachers have had opportunities to engage in authentic scientific research. As a result, many may find it difficult to communicate to their students how science is done. Moreover, without relevant experience, teachers have few pathways to be able to successfully implement scientific research and inquiry into the classroom. In response, astronomers created the NASA-IPAC Teacher Archive Research Program - NITARP, originally funded by NASA as part of the Spitzer Space Telescope Public Engagement Program, and more recently as an NSF-sponsored Research Experience for Teachers program (NSF 0742222). This project partners teachers and their students with a mentor scientist to work on a unique research project using Spitzer Space Telescope data. The year-long project culminates by having teachers and students present their scientific methods and findings at a professional conference, such as the American Astronomical Society. To determine how teachers’ attitudes toward science and scientific inquiry changed after participating in NITARP, five NITARP alumni teachers completed open-ended survey and interview questions describing how their experience changed how they thought about astronomy and what happened in their classroom as a direct result of their NITARP experiences. Teachers reported increasing their astronomy content knowledge, implementing new skills and computer programs into their curriculum, incorporating the use of real data, and are implementing, or are planning to implement research in their classrooms. Teachers also stated they feel more comfortable speaking the language of science and communicating with scientists. They also felt more confident in teaching how science is done. The results of this exploratory study showing positive impacts motivate us to more deeply study the underlying mechanisms in this and similar programs best poised to improve science education.

Opportunity for academic research in a low-gravity environment - Crystal growth

NASA Technical Reports Server (NTRS)

Matthiesen, D. H.; Wargo, M. J.; Witt, A. F.

1986-01-01

The history of basic and applied research on crystal growth (CG), especially of semiconductor materials, is reviewed, stressing the dominance (at least in the U.S.) of industrial R&D projects over academic programs and the need for more extensive fundamental investigations. The NASA microgravity research program and the recommendations of the University Space Research Association are examined as they affect the availability of space facilities for academic CG research. Also included is a report on ground experiments on the effectiveness of magnetic fields in controlling vertical Bridgman CG and melt stability, using the apparatus employed in the Apollo-Soyuz experiments (Witt et al., 1978); the results are presented in graphs and briefly characterized. The role of NASA's microgravity CG program in stimulating academic work on CG, the importance of convection effects, CG work on materials other than semiconductors, and NSF support of CG research are discussed in a comment by R. F. Sekerka.

NITARP: Effects on Student Participants

NASA Astrophysics Data System (ADS)

Sanchez, Richard; Odden, Caroline; Hall, Garrison; Rebull, Luisa M.

2016-01-01

NITARP (NASA/IPAC Teacher Archive Research Program) is a teacher mentorship program designed to give educators experiences in authentic research in the area of astronomy. While the main focus of the program is aimed at giving educators experience working with and publishing scientific research, teachers are encouraged to involve students with the experience. NITARP funds up to two students to travel along with the educator while allowing an additional two students to attend but with no additional financial assistance. Teachers are welcome to have more student participants but no more than 4 may travel with the teacher to Caltech and the AAS meeting. Given that the focus of the NITARP program is on the educators, little is known about the effects of the program on the student participants other than anecdotal evidence. In order to better understand the impact on the students, we have designed a survey to be administered to past student participants. The survey was constructed with a goal to determine if the NITARP experience had an impact on students' views of science and influenced their educational paths. While the NITARP project has assembled some evidence of the impact on students, this is the first formal attempt to capture that impact. This poster will present the results of that survey.

The research rotation: competency-based structured and novel approach to research training of internal medicine residents.

PubMed

Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

2006-10-17

In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program.

The research rotation: competency-based structured and novel approach to research training of internal medicine residents

PubMed Central

Kanna, Balavenkatesh; Deng, Changchun; Erickson, Savil N; Valerio, Jose A; Dimitrov, Vihren; Soni, Anita

2006-01-01

Background In the United States, the Accreditation Council of graduate medical education (ACGME) requires all accredited Internal medicine residency training programs to facilitate resident scholarly activities. However, clinical experience and medical education still remain the main focus of graduate medical education in many Internal Medicine (IM) residency-training programs. Left to design the structure, process and outcome evaluation of the ACGME research requirement, residency-training programs are faced with numerous barriers. Many residency programs report having been cited by the ACGME residency review committee in IM for lack of scholarly activity by residents. Methods We would like to share our experience at Lincoln Hospital, an affiliate of Weill Medical College Cornell University New York, in designing and implementing a successful structured research curriculum based on ACGME competencies taught during a dedicated "research rotation". Results Since the inception of the research rotation in 2004, participation of our residents among scholarly activities has substantially increased. Our residents increasingly believe and appreciate that research is an integral component of residency training and essential for practice of medicine. Conclusion Internal medicine residents' outlook in research can be significantly improved using a research curriculum offered through a structured and dedicated research rotation. This is exemplified by the improvement noted in resident satisfaction, their participation in scholarly activities and resident research outcomes since the inception of the research rotation in our internal medicine training program. PMID:17044924

The NASA Microgravity Fluid Physics Program: Research Plans for the ISS

NASA Technical Reports Server (NTRS)

Kohl, Fred J.; Singh, Bhim S.; Shaw, Nancy J.; Chiaramonte, Francis P.

2003-01-01

Building on over four decades of research and technology development related to the behavior of fluids in low gravity environments, the current NASA Microgravity Fluid Physics Program continues the quest for knowledge to further understand and design better fluids systems for use on earth and in space. NASA's Biological and Physical Research Enterprise seeks to exploit the space environment to conduct research supporting human exploration of space (strategic research), research of intrinsic scientific importance and impact (fundamental research), and commercial research. The strategic research thrust will build the vital knowledge base needed to enable NASA's mission to explore the Universe and search for life. There are currently five major research areas in the Microgravity Fluid Physics Program: complex fluids, niultiphase flows and phase change, interfacial phenomena, biofluid mechanics, and dynamics and instabilities. Numerous investigations into these areas are being conducted in both ground-based laboratories and facilities and in the flight experiments program. Most of the future NASA- sponsored flight experiments in microgravity fluid physics and transport phenomena will be carried out on the International Space Station (ISS) in the Fluids Integrated Rack (FIR), in the Microgravity Science Glovebox (MSG), in EXPRESS racks, and in other facilities provided by international partners. This paper presents an overview of the near- and long-term visions for NASA's Microgravity Fluid Physics Research Program and brief descriptions of hardware systems planned to enable this research.

Southeast Regional Experiment Station

NASA Astrophysics Data System (ADS)

1994-08-01

This is the final report of the Southeast Regional Experiment Station project. The Florida Solar Energy Center (FSEC), a research institute of the University of Central Florida (UCF), has operated the Southeast Regional Experiment Station (SE RES) for the US Department of Energy (DOE) since September 1982. Sandia National Laboratories, Albuquerque (SNLA) provides technical program direction for both the SE RES and the Southwest Regional Experiment Station (SW RES) located at the Southwest Technology Development Institute at Las Cruces, New Mexico. This cooperative effort serves a critical role in the national photovoltaic program by conducting system evaluations, design assistance and technology transfer to enhance the cost-effective utilization and development of photovoltaic technology. Initially, the research focus of the SE RES program centered on utility-connected PV systems and associated issues. In 1987, the SE RES began evaluating amorphous silicon (a-Si) thin-film PV modules for application in utility-interactive systems. Stand-alone PV systems began receiving increased emphasis at the SE RES in 1986. Research projects were initiated that involved evaluation of vaccine refrigeration, water pumping and other stand-alone power systems. The results of this work have led to design optimization techniques and procedures for the sizing and modeling of PV water pumping systems. Later recent research at the SE RES included test and evaluation of batteries and charge controllers for stand-alone PV system applications. The SE RES project provided the foundation on which FSEC achieved national recognition for its expertise in PV systems research and related technology transfer programs. These synergistic products of the SE RES illustrate the high visibility and contributions the FSEC PV program offers to the DOE.

Graduate engineering research participation in aeronautics

NASA Technical Reports Server (NTRS)

Roberts, A. S., Jr.

1986-01-01

The Aeronautics Graduate Research Program commenced in 1971, with the primary goal of engaging students who qualified for regular admission to the Graduate School of Engineering at Old Dominion University in a graduate engineering research and study program in collaboration with NASA Langley Research Center, Hampton, Virginia. The format and purposes of this program are discussed. Student selection and program statistics are summarized. Abstracts are presented in the folowing areas: aircraft design, aerodynamics, lift/drag characteristics; avionics; fluid mechanics; solid mechanics; instrumentation and measurement techniques; thermophysical properties experiments; large space structures; earth orbital dynamics; and environmental engineering.

Bringing Engineering Research Coupled With Art Into The K-12 Classroom

NASA Astrophysics Data System (ADS)

Cola, J.

2016-12-01

The Partnerships for Research, Innovation and Multi-Scale Engineering Program, a Research Experiences for K-12 Teachers at Georgia Institute of Technology demonstrates a successful program that blends the fine arts with engineering research. Teachers selected for the program improve their science and engineering content knowledge, as well as their understanding of how to use STEAM to increase student comprehension and engagement. Participants in the program designed Science, Technology, Engineering, Art, and Mathematics (STEAM)- based lessons based on faculty engineering research. Examples of some STEAM lessons created will be discussed along with lessons learned.

Tailoring Summer Research Experiences to Diverse Student Cohorts: Lessons Learned from Teaching Scientific Communication to Summer Interns

NASA Astrophysics Data System (ADS)

Batchelor, R. L.; Haacker, R.

2014-12-01

Scientific posters, presentations and papers are frequently assigned outputs for students participating in summer research experiences, yet previous exposure to any form of scientific communication is not a given. Providing training in scientific communication in some form is thus a necessity for many internship programs, especially those aimed towards academically younger students. In this presentation, we will share some of the experiences we've gained from teaching scientific communication workshops to summer interns who range from high school to graduate school. Building on the many years of experience learned through the Significant Opportunities in Atmospheric Research Science (SOARS) program, course material has been adapted and tailored to students participating in the National Center for Atmospheric Research High-School Internship Research Opportunity (HIRO, now the NCAR PreCollege Internship) and Research Experiences for Community College Students (RECCS, based with Colorado University's Cooperative Institute for Research in Environmental Science). SOARS also has experience supporting graduate students towards publication. Weekly communications workshops have served not only to provide necessary scientific skills, but also as a place to gather, reflect, discuss and build community. The unique opportunities and challenges in working with each of these groups will be discussed as part of the larger community discussion of how we can increase diversity in STEM through providing genuine research experiences to diverse and academically young students.

Cross-Disciplinary Collaboration to Engage Diverse Researchers

ERIC Educational Resources Information Center

Loveless, Douglas J.; Sturm, Debbie C.; Guo, Chengqi; Tanaka, Kimiko; Zha, Shenghua; Berkeley, Elizabeth V.

2013-01-01

Grounded as a self-study using arts-based inquiry to explore the experiences of six university faculty members participating in a cross-disciplinary faculty development program, the purpose of this paper is to (1) describe the Madison Research Fellows (MRF) program, and (2) explore the impact of the MRF program. Participating members included…

The George Engelmann Mathematics & Science Institute. Scholar Research Program Annual Report 1993.

ERIC Educational Resources Information Center

Missouri Univ., St. Louis. George Englemann Mathematics & Science Inst.

This publication is a comprehensive report on the George Engelmann Mathematics and Science Institute's Scholar Research Program (SRP) and its activities in 1993. The SRP provides high school students who have successfully completed an earlier Engelmann program the opportunity to experience and practice the active components of the scientific…

Networking for Successful Diversity Recruiting: Creating a Highly Diverse Research Experiences for Undergraduates Program by Networking with Mentors, Faculty, and Students.

NASA Astrophysics Data System (ADS)

Dalbotten, D. M.; Berthelote, A.; Watts, N. B.

2017-12-01

Successfully recruiting for diversity begins as you plan your program and make sure that all elements of the program support diverse participation. The REU on Sustainable Land and Water Resources continues to be one of the most diverse NSF-funded Research Experience for Undergraduate Programs in the geosciences. Every aspect of the program, from recruiting, the application process, selecting participants, and the methods developed to support participant success have been scrutinized and tailored towards broadening participation. While the focus of the research has been on collaboration with Native American reservations to create community-based participatory research projects and improving access for Native American students, the PIs strive for ethnic and cultural diversity of the participants. Emphasis on networking and building relationships with minority-serving institutions has led to increasing numbers of underrepresented students applying to the REU. In 2017, a full 30% of our applications were from underrepresented groups. The authors will discuss methods for improved diversity recruiting, as well as ways to make every aspect of your program support diversity in the geosciences.

The Manuel Lujan, Jr. Neutron Scattering Center, LANSCE experiment reports: 1990 Run Cycle

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

DiStravolo, M.A.

1991-10-01

This year was the third in which LANSCE ran a formal user program. A call for proposals was issued before the scheduled run cycles, and experiment proposals were submitted by scientists from universities, industry, and other research facilities around the world. An external program advisory committee, which LANSCE shares with the Intense Pulsed Neutron Source (IPNS), Argonne National Laboratory examined the proposals and made recommendations. At LANSCE, neutrons are produced by spallation when a pulsed, 800-MeV proton beam impinges on a tungsten target. The proton pulses are provided by the Clinton P. Anderson Meson Physics Facility (LAMPF) accelerator and anmore » associated Proton Storage Ring (PSR), which can alter the intensity, time structure, and repetition rate of the pulses. The LAMPF protons of Line D are shared between the LANSCE target and the Weapons Neutron Research facility, which results in LANSCE spectrometers being available to external users for unclassified research about 80% of each six-month LAMPF run cycle. Measurements of interest to the Los Alamos National Laboratory may also be performed and may occupy up to an additional 20% of the available beam time. These experiments are reviewed by an internal program advisory committee. One hundred thirty-four proposals were submitted for unclassified research and twelve proposals for research of a programmatic nature to the Laboratory. Our definition of beam availability is when the proton current from the PSR exceeds 50% of the planned value. The PSR ran at 65{mu}A current (average) at 20 Hz for most of 1990. All of the scheduled experiments were performed and experiments in support of the LANSCE research program were accomplished during the discretionary periods.« less

Concurrent extensions to the FORTRAN language for parallel programming of computational fluid dynamics algorithms

NASA Technical Reports Server (NTRS)

Weeks, Cindy Lou

1986-01-01

Experiments were conducted at NASA Ames Research Center to define multi-tasking software requirements for multiple-instruction, multiple-data stream (MIMD) computer architectures. The focus was on specifying solutions for algorithms in the field of computational fluid dynamics (CFD). The program objectives were to allow researchers to produce usable parallel application software as soon as possible after acquiring MIMD computer equipment, to provide researchers with an easy-to-learn and easy-to-use parallel software language which could be implemented on several different MIMD machines, and to enable researchers to list preferred design specifications for future MIMD computer architectures. Analysis of CFD algorithms indicated that extensions of an existing programming language, adaptable to new computer architectures, provided the best solution to meeting program objectives. The CoFORTRAN Language was written in response to these objectives and to provide researchers a means to experiment with parallel software solutions to CFD algorithms on machines with parallel architectures.

Fertilizing ROSES through the STEM: Interdisciplinary Modules as Pre-service Research Experiences for Secondary STEM Educators (IMPRESS-Ed)

NASA Astrophysics Data System (ADS)

Kavic, Michael; Wiita, P. J.; Benoit, M.; Magee, N.

2013-01-01

IMPRESS-Ed is a program designed to provide authentic summer research experiences in the space, earth, and atmospheric sciences for pre-service K-12 educators at Long Island University (LIU) and The College of New Jersey (TCNJ). In 2011 and 2012, the program involved five students and took place over eight weeks with recruitment occurring during the preceding academic year. The program was divided into two modules: A common core module and an individual mentored research experience. The common module consisted of three units focusing on data-driven pedagogical approaches in astrophysics, tectonophysics, and atmospheric science, respectively. The common module also featured training sessions in observational astronomy, and use of a 3D geowall and state of the art planetarium. Participants in the program are also offered the opportunity to utilize the available TCNJ facilities with their future students. The individual mentored research module matched student interests with potential projects. All five students demonstrated strong gains in earth and space science literacy compared to a baseline measurement. Each student also reported gaining confidence to incorporate data and research-driven instruction in the space and earth sciences into the K-12 STEM classroom setting. All five research projects were also quite successful: several of the students plan to continue research during the academic year and two students are presenting research findings as first authors here at AAS. Other research results are likely to be presented at this year's American Geophysical Union meeting.

Senior Computational Scientist | Center for Cancer Research

Cancer.gov

The Basic Science Program (BSP) pursues independent, multidisciplinary research in basic and applied molecular biology, immunology, retrovirology, cancer biology, and human genetics. Research efforts and support are an integral part of the Center for Cancer Research (CCR) at the Frederick National Laboratory for Cancer Research (FNLCR). The Cancer & Inflammation Program (CIP), Basic Science Program, HLA Immunogenetics Section, under the leadership of Dr. Mary Carrington, studies the influence of human leukocyte antigens (HLA) and specific KIR/HLA genotypes on risk of and outcomes to infection, cancer, autoimmune disease, and maternal-fetal disease. Recent studies have focused on the impact of HLA gene expression in disease, the molecular mechanism regulating expression levels, and the functional basis for the effect of differential expression on disease outcome. The lab’s further focus is on the genetic basis for resistance/susceptibility to disease conferred by immunogenetic variation. KEY ROLES/RESPONSIBILITIES The Senior Computational Scientist will provide research support to the CIP-BSP-HLA Immunogenetics Section performing bio-statistical design, analysis and reporting of research projects conducted in the lab. This individual will be involved in the implementation of statistical models and data preparation. Successful candidate should have 5 or more years of competent, innovative biostatistics/bioinformatics research experience, beyond doctoral training Considerable experience with statistical software, such as SAS, R and S-Plus Sound knowledge, and demonstrated experience of theoretical and applied statistics Write program code to analyze data using statistical analysis software Contribute to the interpretation and publication of research results

The Experiences of Older Adult Dislocated Workers in Community College Non-Credit Workforce Training Programs

ERIC Educational Resources Information Center

Williams, Stelfanie Sherrell

2011-01-01

The purpose of this qualitative study was to explore the experiences of older adult dislocated workers who participated in community college non-credit workforce training programs. The research questions guiding the study were: (a) what are the experiences of older adult dislocated workers who attend community college non-credit workforce…

The Experience of Staging Nijinsky's "L'Apres-Midi d'un Faune" in a Higher Education Dance Program

ERIC Educational Resources Information Center

Curran, Tina

2010-01-01

This study documented the experiences of staging Vaslav Nijinsky's "L'Apres-midi d'un Faune" in a higher education dance program. The ballet was staged from Labanotation. Research questions focused on teaching and learning pedagogy, characterization of the process over time, experiences of the participants and teaching approaches. The project…

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

ERIC Educational Resources Information Center

Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

Sediment dynamics in the Adriatic Sea investigated with coupled models

USGS Publications Warehouse

Sherwood, Christopher R.; Book, Jeffrey W.; Carniel, Sandro; Cavaleri, Luigi; Chiggiato, Jacopo; Das, Himangshu; Doyle, James D.; Harris, Courtney K.; Niedoroda, Alan W.; Perkins, Henry; Poulain, Pierre-Marie; Pullen, Julie; Reed, Christopher W.; Russo, Aniello; Sclavo, Mauro; Signell, Richard P.; Traykovski, Peter A.; Warner, John C.

2004-01-01

Several large research programs focused on the Adriatic Sea in winter 2002-2003, making it an exciting place for sediment dynamics modelers (Figure 1). Investigations of atmospheric forcing and oceanic response (including wave generation and propagation, water-mass formation, stratification, and circulation), suspended material, bottom boundary layer dynamics, bottom sediment, and small-scale stratigraphy were performed by European and North American researchers participating in several projects. The goal of EuroSTRATAFORM researchers is to improve our ability to understand and simulate the physical processes that deliver sediment to the marine environment and generate stratigraphic signatures. Scientists involved in the Po and Apennine Sediment Transport and Accumulation (PASTA) experiment benefited from other major research programs including ACE (Adriatic Circulation Experiment), DOLCE VITA (Dynamics of Localized Currents and Eddy Variability in the Adriatic), EACE (the Croatian East Adriatic Circulation Experiment project), WISE (West Istria Experiment), and ADRICOSM (Italian nowcasting and forecasting) studies.

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 of the youth populations they serve, and their interest or ability to target particular youth groups. We observe that organizations implementing youth OST science programs are often networked to other organizations similar to themselves, but unaware of related work in other sectors. Therefore, understanding the characteristics of organizations that host youth science programs may help organizations to achieve general goals such as increasing diversity, increasing accessibility, improving funding, improving program evaluation, and improving program content. For example, smaller organizations with limited resources could adopt proven strategies to increase diversity and access from larger organizations with more resources to initially develop these strategies. University programs might draw effectively upon best practices of similar programs offered by museums or non-profits. By providing a better picture of the strengths of different organizations as youth OST science providers, we hope to suggest unfilled niches for practitioners to pursue, and to highlight potential networking opportunities among organizations that can enhance youth research and field-based learning programs.

Geodynamics Branch research report, 1982

NASA Technical Reports Server (NTRS)

Kahn, W. D. (Editor); Cohen, S. C. (Editor)

1983-01-01

The research program of the Geodynamics Branch is summarized. The research activities cover a broad spectrum of geoscience disciplines including space geodesy, geopotential field modeling, tectonophysics, and dynamic oceanography. The NASA programs which are supported by the work described include the Geodynamics and Ocean Programs, the Crustal Dynamics Project, the proposed Ocean Topography Experiment (TOPEX) and Geopotential Research Mission. The individual papers are grouped into chapters on Crustal Movements, Global Earth Dynamics, Gravity Field Model Development, Sea Surface Topography, and Advanced Studies.

Space Product Development (SPD)

NASA Image and Video Library

2003-01-12

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Student Marnix Aklian and ITA's Mark Bem prepare biological samples for flight as part of ITA's hands-on student outreach program on STS-95. Similar activities are a part of the CIBX-2 payload. The experiments are sponsored by NASA's Space Product Development Program (SPD).

Roadmap for the Hypersonics Programs of the Department of Defense

DTIC Science & Technology

2008-02-01

development and integration of a 1MW e-bean system to provide the necessary energy into the wind tunnel flow field to enable longer duration experiments at...acquired. Finally, “Test and Evaluation” (T&E) is defined as tests and experiments in support of research development and acquisition of systems...Research Experimentation (HIFiRE) project, the DARPA/AF Falcon program, and the DoD Next Generation Launch planning activities. 13 Joint

SEAS (Student Experiments At Sea): Helping Teachers Foster Authentic Student Inquiry in the Science Classroom

NASA Astrophysics Data System (ADS)

Goehring, L.; Kelsey, K.; Carlson, J.

2005-12-01

Teacher professional development designed to promote authentic research in the classroom is ultimately aimed at improving student scientific literacy. In addition to providing teachers with opportunities to improve their understanding of science through research experiences, we need to help facilitate similar learning in students. This is the focus of the SEAS (Student Experiments At Sea) program: to help students learn science by doing science. SEAS offers teachers tools and a framework to help foster authentic student inquiry in the classroom. SEAS uses the excitement of deep-sea research, as well as the research facilities and human resources that comprise the deep-sea scientific community, to engage student learners. Through SEAS, students have the opportunity to practice inquiry skills and participate in research projects along side scientists. SEAS is a pilot program funded by NSF and sponsored by the Ridge 2000 research community. The pilot includes inquiry-based curricular materials, facilitated interaction with scientists, opportunities to engage students in research projects, and teacher training. SEAS offers a framework of resources designed to help translate inquiry skills and approaches to the classroom environment, recognizing the need to move students along the continuum of scientific inquiry skills. This framework includes hands-on classroom lessons, Classroom to Sea labs where students compare their investigations with at-sea investigations, and a student experiment competition. The program also uses the Web to create a virtual ``scientific community'' including students. Lessons learned from this two year pilot emphasize the importance of helping teachers feel knowledgeable and experienced in the process of scientific inquiry as well as in the subject. Teachers with experience in scientific research were better able to utilize the program. Providing teachers with access to scientists as a resource was also important, particularly given the challenges of working in the deep-sea environment. Also, fostering authentic student investigations (i.e., working through preparatory materials, developing proposals, analyzing data and writing summary reports) is challenging to fit within the academic year. Nonetheless, teacher feedback highlights that the excitement generated by participation in real research is highly motivating. Further, students experience a ``paradigm shift'' in understanding evidence-based reasoning and the process of scientific discovery.

The NASA Materials Science Research Program - It's New Strategic Goals and Plans

NASA Technical Reports Server (NTRS)

Schlagheck, Ronald A.

2003-01-01

In 2001, the NASA created a separate science enterprise, the Office of Biological and Physical Research (OBPR), to perform strategical and fundamental research bringing together physics, chemistry, biology, and engineering to solve problems needed for future agency mission goals. The Materials Science Program is one of basic research disciplines within this new Enterprise's Division of Physical Sciences Research. The Materials Science Program participates to utilize effective use of International Space Station (ISS) experimental facilities, target new scientific and technology questions, and transfer results for Earth benefits. The program has recently pursued new investigative research in areas necessary to expand NASA knowledge base for exploration of the universe, some of which will need access to the microgravity of space. The program has a wide variety of traditional ground and flight based research related types of basic science related to materials crystallization, fundamental processing, and properties characterization in order to obtain basic understanding of various phenomena effects and relationships to the structures, processing, and properties of materials. A summary of the types and sources for this research is presented and those experiments planned for the space. Areas to help expand the science basis for NASA future missions are described. An overview of the program is given including the scope of the current and future NASA Research Announcements with emphasis on new materials science initiatives. A description of the planned flight experiments to be conducted on the International Space Station program along with the planned facility class Materials Science Research Rack (MSRR) and Microgravity Glovebox (MSG) type investigations.

Translational leadership: new approaches to team development.

PubMed

Harrigan, Rosanne C; Emery, Lori M

2010-01-01

Little is known about how to develop collaborative multidisciplinary research teams. Following a comprehensive needs assessment, we developed a curriculum-based, multi-disciplinary, didactic and experiential Translational Leadership training program grounded in adult learning theory. In addition, we constructed collaborative clinical/translational research experiences for trainees to enhance clinical/translational research skills. KEY PROGRAMMATIC ELEMENTS AND PRELIMINARY FINDINGS: This 15-week Translational Leadership program was generated based on the following premises. Academic translational leadership teams should partner and collaborate, customize, make the program relevant to the culture, create a common language, use the best resources, and establish measurable goals for success. Development of effective collaborative research teams is essential to the management of successful translational research teams. Development of these skills in addition to cultural humility will provide the best infrastructure and human capital committed to the resolution of health disparities. Effective translational research teams are more comfortable with the component team members and the communities where they implement their protocols. Our participants highly valued the diverse experiences from this program; several have succeeded in leading community-based research teams. Our Translational Leadership program offers essential skills using adult learning theory for translational researchers who become capable of leading and participating in translational research teams. We believe including community members in the training of translational research programs is an important asset. The multidisciplinary approach develops skills that are also of significant use to the community and its acceptance of responsibility for its own health.

American Indian and Indigenous Geoscience Program: Ensuring the Evolution of Diverse STEM Scientists and Researchers in the 21st Century and Beyond

NASA Astrophysics Data System (ADS)

Bolman, J. R.

2013-05-01

Have you ever been lost? Knowing where you want to go yet unsure how to get there? In today's contemporary society you deploy the use of a navigator or navigation system. This is also one component of a cultural geoscience program in ensuring diverse students complete with excellence and success their route to research and education. The critical components of a cultural geoscience program and the role of cultural mentors are broad and the opportunity to expand one's own personal and professional success in science and society is immense. There remains a critical need and challenge to increase the representation of underrepresented people in the sciences. To address this challenge a navigational geoscience program approach was developed centered on the incorporation of traditional knowledge into modern research and education. The approach incorporates defining cultural/personal choices for a STEM vocation, developing science research with a "purpose", and refining leadership. The program model incorporates a mentor's personal oral histories and experiences in education, research and life. The goal is to ensure the next generation of scientists and researchers are more diverse, highly educated, experienced and leadership orientated by the time they complete STEM programs - then by the time they are our age, have our level of education and experience.

Retaining Underrepresented Minority Undergraduates in STEM through Hands-on Internship Experiences

NASA Astrophysics Data System (ADS)

Bamzai, A.; Mcpherson, R. A.; DeLong, K. L.; Rivera-Monroy, V. H.; Zak, J.; Earl, J.; Owens, K.; Wilson, D.

2015-12-01

The U.S. Department of the Interior's South Central Climate Science Center (SCCSC) hosts an annual 3-week summer internship opportunity for undergraduate students of underrepresented minorities interested in science, technology, engineering and mathematics (STEM) fields. Internship participants travel across the south-central U.S. to visit university campuses and field locations. The students interact with faculty conducting cutting edge research and with resource managers facing decision-making under uncertainty. This internship format allows the participants to see the direct impacts of climate variability and change on the Texas Hill Country, prairie and forest ecosystems and tribal cultures in Oklahoma, and the bayous, delta and coastline of Louisiana. Immersive experiences are key for exposing students to academic research and providing them with the skills and experiences needed to continue on in their professional careers. The SCCSC's program introduces students to how research is conducted, gives them a broad perspective on how collaborations form, and starts each student on the path to building a large and diverse professional network. By providing participants with a "buffet" of options, our internship serves as a launching pad from which each student can move forward towards experiences such as participating in a Research Experiences for Undergraduates program, gaining employment in a STEM-related career path, and being accepted into a graduate degree program. This presentation will describe the components of the SCCSC's internship program and provide a summary of post-internship student successes.

Lessons in collaboration and effective field research from the Appalachian Headwaters Research Experience for Undergraduates Program

NASA Astrophysics Data System (ADS)

Jones, A. L.; Fox, J.; Wilder, M. S.

2009-12-01

In the summer of 2009, the authors launched year one of a three-year National Science Foundation-funded Research Experience for Undergraduates entitled "Carbon Storage and Headwater Health in the Appalachian Headwaters." Eight undergraduates selected from a nationally competitive field of more than 60 applicants participated in the ten-week field- and laboratory-based program along with three middle- and high-school teachers. Each student developed and completed an independent research project related to coal mining’s impact on soil organic carbon and sediment transport processes. Specifically, they used isotope ratio mass spectrometry to measure the carbon and nitrogen stable isotopic signature of soils and sediments in the Appalachian headwater landscapes and first order streams of Kentucky's southeastern coalfields. Among the program's innovative features was its fundamentally collaborative nature--which was represented in several ways. First, the background of the three program leaders was very different: an environmental planner with an academic background in land use planning and administration (Jones); a civil engineer trained in biogeochemistry and watershed modeling (Fox); and an environmental educator experienced in both formal and nonformal educator training and certification (Wilder). The program was also a collaboration between a Carnegie 1 research-oriented institution and an undergraduate/ teaching -focused regional comprehensive university. Finally, the participants themselves represented a diversity of disciplines and institutional backgrounds--including biology, geology, chemistry, environmental science and civil engineering. The Research Experience for Teachers component was another innovative program element. The teachers participated in all field and laboratory research activities during the first six weeks, then developed a unit of study for their own classrooms to be implemented during the current school year. In addition to the six overnight fieldwork trips into the forests and coalfields of Appalachia, two “fun day” field trips were built into the program specifically for team-building and camaraderie. Participant evaluations were overwhelmingly positive, and in particular, students indicated they gained a better understanding and appreciation of the scientific research process, and a greater understanding of relationship between their own disciplines and other related fields. The summer was not without challenges and “incidents”, which ranged from minor miscommunications over field logistics and bureaucratic disconnects between the two universities, to a major instrument breakdown at the lab that was to process the samples. But overall, the research objectives were accomplished, and the program represented a successful collaborative field-based undergraduate research experience.

NASA Ames summary high school apprenticeship research program, 1983 research papers

NASA Technical Reports Server (NTRS)

Powell, P.

1984-01-01

Engineering enrollments are rising in universities; however, the graduate engineer shortage continues. Particularly, women and minorities will be underrepresented for years to come. As one means of solving this shortage, Federal agencies facing future scientific and technological challenges were asked to participate in the Summer High School Apprenticeship Research Program (SHARP). This program was created 4 years ago to provide an engineering experience for gifted female and minority high school students at an age when they could still make career and education decisions. The SHARP Program is designed for high school juniors (women and minorities) who are U.S. citizens, are 16 years old, and who have unusually high promise in mathematics and science through outstanding academic performance in high school. Students who are accepted into this summer program will earn as they learn by working 8 hours a day in a 5-day work week. This work-study program features weekly field trips, lectures and written reports, and job experience related to the student's career interests.

Successes of a new NSF Research Experience for Teachers (RET): Water-Energy Education for the Next Generation (WE2NG) Empowers K-12 Educators to Train Our Future Scientists to Solve Critical STEM Issues

NASA Astrophysics Data System (ADS)

Blaine, A. C.; Martin, A. C.; Hogue, T. S.

2016-12-01

Colorado School of Mines (CSM) recently kicked-off a three year K-12 teacher training program with an inaugural six-week summer Research Experience for Teachers (RET). The WE2NG, or Water-Energy Education for the Next Generation program, hosted nine Colorado public school teachers, giving them content and tools to enhance curricula and STEM topics in the classroom. WE2NG is an NSF (National Science Foundation) RET program that seeks to advance public knowledge and dialogue on the water-energy nexus through integration of teachers, and ultimately their students, by infusing standards-based, active-learning lessons with cutting-edge research in the water-energy nexus. The teachers' experience begins with a six week summer program at CSM that consists of different activities collectively integrated to give participants a holistic understanding of STEM research from inception to actualization. Three days a week, the participants focus on integration into a mentor faculty's research projects concerning water and/or energy. During the other two days, participants benefit from research presentations and lab tours from participating faculty, technical workshops on interdisciplinary topics, interaction with industry via field trips and speakers, and professional collaborative STEM curriculum development training. However, the teachers' experience does not end with the summer program; WE2NG also establishes long-term collaborative relationships with the summer participants by providing classroom support throughout the academic year. Graduate and undergraduate students from CSM Centers on campus are paired with the teachers to provide significant, sustained support and act as liaisons throughout the academic year. This presentation will highlight successes and lessons learned during the first year of the program, including a summary of how collaboration between K-12 teachers, Mines faculty and industry leaders can radically impact STEM education in Colorado.

A Comprehensive Faculty, Staff, and Student Training Program Enhances Student Perceptions of a Course-Based Research Experience at a Two-Year Institution

ERIC Educational Resources Information Center

Wolkow, Thomas D.; Durrenberger, Lisa T.; Maynard, Michael A.; Harrall, Kylie K.; Hines, Lisa M.

2014-01-01

Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America's college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study…

Authentic scientific research in an international setting as a path toward higher education

NASA Astrophysics Data System (ADS)

Mladenov, N.; Palomo, M.; Casad, B.; Pietruschka, B.; Buckley, C.

2016-12-01

Studies have shown that undergraduate research opportunities foster student interest in research, encourage minority students to seek advanced degrees, and put students on a path toward higher education. It has been further suggested that engineering projects in international settings address issues of sustainability and promote a connection between engineering and social welfare that may compel students to seek future research opportunities. In this study, we explored the role that authentic research experiences in an international setting play in promoting higher education for students from groups typically under-represented in engineering and sciences. We hypothesized that the international context of the research experiences will provide undergraduate and graduate students with a global perspective of water reuse challenges and promote increased interest in pursuing a higher degree in engineering. Through the Sustainable Sanitation International Research Experiences for Students (IRES) Program, US students conducting research in Durban, South Africa in 2015 and 2016, were tasked with leading 6-week long research projects, collaborating with partners at the University of KwaZulu Natal, and producing papers and presentations for regional and international scientific conferences. All undergraduate participants were from groups under-represented in the sciences. Pre- and post-program survey results revealed that, after completing the program, participants of Cohort 1 had 1) greater research skills, 2) greater identification as an engineer, and 3) stronger intentions to pursue a PhD in engineering. Survey data were also used to evaluate comfort with cultural diversity before and after the international program and the effect of pairing US with South African student researchers. Our results indicate that students' awareness of societal needs and engineering challenges faced in Durban resulted in a positive impact on each student. The benefits gained from the international research experience have important implications for environmental engineering and other scientific fields in terms of inducing greater self-efficacy and fostering an interest in higher education for students from groups traditionally under-represented in the sciences.

Commercial Biomedical Experiments

NASA Technical Reports Server (NTRS)

2003-01-01

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Valerie Cassanto of ITA checks the Canadian Protein Crystallization Experiment (CAPE) carried by STS-86 to Mir in 1997. The experiments are sponsored by NASA's Space Product Development Program (SPD).

Commercial Instrumentation Technology Associates, Biomedical Experiments

NASA Technical Reports Server (NTRS)

2003-01-01

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. A number of Liquids Mixing Apparatus (LMA) syringes like this one will be used in the experiments. The experiments are sponsored by NASA's Space Product Development Program (SPD).

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES.

PubMed

Semple, Randye J; Droutman, Vita; Reid, Brittany Ann

2017-01-01

Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment , and Wellness and Resilience Program . We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations.

MINDFULNESS GOES TO SCHOOL: THINGS LEARNED (SO FAR) FROM RESEARCH AND REAL-WORLD EXPERIENCES

PubMed Central

Semple, Randye J.; Droutman, Vita; Reid, Brittany Ann

2016-01-01

Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well-considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools is reviewed. The programs reviewed are Inner Explorer, Master Mind and Moment Program, Mindfulness and Mind-Body Skills for Children, Mindful Schools, Resilient Kids, Still Quiet Place, Stress Reduction and Mindfulness Curriculum and Mindful Moment, and Wellness and Resilience Program. We offer a summary of research support for each program and discussion of unpublished, mostly qualitative indicators of feasibility, acceptability, efficacy, and effectiveness. Strengths and limitations of each program are described, along with suggestions for bolstering informative and useful research. We encourage researchers, educators, and mindfulness practitioners to work collaboratively to conduct rigorous program evaluations. PMID:28458403

Research experience in Maine leads to teacher and student success in Texas

NASA Astrophysics Data System (ADS)

Slade-Redden, D.; Incze, L.; Census Of Marine Life-Maine

2010-12-01

As a High School science teacher it is my responsibility to present curriculum, to create enthusiasm for science, and to instill a passion and love for science in my students. Through a research experience as an ARMADA master teacher my passion and enthusiasm for the ocean was rekindled in the Gulf of Maine. Topics I had taught for years came alive in front of my eyes, and I was able to experience science to its fullest. I brought home many photographs, valuable information, and new enthusiasm to my students. I began a program called S.A.N.D. (Students As Nature Directors). In this program my students teach 3rd graders about the oceans and its many wonders. Also, I have incorporated hands-on research based projects. The research experience has enabled my students to become more scientifically literate and capable of sharing scientific knowledge with others. This presentation will show how research/teacher partnerships benefit students as well as teachers and how my students and district have benefited from my experience as an ARMADA master teacher. Author: Debra Slade-Redden Author #2: Lew Incze

The Impact of Preservice Teachers' Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education

ERIC Educational Resources Information Center

Gaudin, Cyrille; Chaliès, Sébastien; Amathieu, Jérôme

2018-01-01

This case study documents the influence of preservice teachers' experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein's analytical philosophy. Influence was identified during self-confrontation interviews with…

Experience of Social Media, Training and Development on Work Proficiency: A Qualitative Study with Security Personnel

ERIC Educational Resources Information Center

Okyireh, Rexford Owusu; Okyireh, Marijke Akua Adobea

2016-01-01

How useful is social media and training programs to the development of professionals in the security sector? In this study the researchers examined three key issues pertaining to training programs. These were marketing of training programs, participant experiences of training content and work proficiency. A sample of ten participants of a forensic…

GUIDELINES FOR PLANNING AND CONDUCTING COOPERATIVE WORK EXPERIENCE PROGRAMS IN VOCATIONAL AGRICULTURE, A DIGEST OF A PH.D. DISSERTATION. RESEARCH SERIES IN AGRICULTURAL EDUCATION.

ERIC Educational Resources Information Center

ANDERSON, B. HAROLD; BENDER, RALPH E.

THE SPECIFIC OBJECTIVES OF THE STUDY WERE TO--(1) IDENTIFY AND EVALUATE GUIDELINES, (2) COMPARE TEACHER AND PROGRAM CHARACTERISTICS IN DISTRIBUTIVE, TRADE AND INDUSTRIAL, AND AGRICULTURAL EDUCATION WITH COOPERATIVE WORK EXPERIENCE PROGRAMS, (3) DETERMINE SITUATIONAL FACTORS AND CHARACTERISTICS THAT INFLUENCE THE IMPORTANCE ASSIGNED TO GUIDELINES,…

Research Institute for Technical Careers

NASA Technical Reports Server (NTRS)

Glenn, Ronald L.

1996-01-01

The NASA research grant to Wilberforce University enabled us to establish the Research Institute for Technical Careers (RITC) in order to improve the teaching of science and engineering at Wilberforce. The major components of the research grant are infrastructure development, establishment of the Wilberforce Intensive Summer Experience (WISE), and Joint Research Collaborations with NASA Scientists. (A) Infrastructure Development. The NASA grant has enabled us to improve the standard of our chemistry laboratory and establish the electronics, design, and robotics laboratories. These laboratories have significantly improved the level of instruction at Wilberforce University. (B) Wilberforce Intensive Summer Experience (WISE). The WISE program is a science and engineering bridge program for prefreshman students. It is an intensive academic experience designed to strengthen students' knowledge in mathematics, science, engineering, computing skills, and writing. (C) Joint Collaboration. Another feature of the grant is research collaborations between NASA Scientists and Wilberforce University Scientists. These collaborations have enabled our faculty and students to conduct research at NASA Lewis during the summer and publish research findings in various journals and scientific proceedings.

A Year-Long Research Experience Program in Solar and Atmospheric Physics at the Queensborough Community College of the City University of New York (CUNY)

NASA Astrophysics Data System (ADS)

Damas, M. C.; Cheung, T. D.; Ngwira, C.; Mohamed, A.; Knipp, D. J.; Johnson, L. P.; Zheng, Y.; Paglione, T.

2015-12-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar and atmospheric physics. Through a strong collaboration with CUNY/City College of New York and NASA Goddard Space Flight Center's Community Coordinated Modeling Center (CCMC), the project engages underrepresented community college students in geosciences-related STEM fields through a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. We will present the results of the first year-long research experience, including successes and challenges.

Mentoring interdisciplinary research teams for the study of sex and gender differences in health and disease.

PubMed

Miller, Virginia M; Bahn, Rebecca S

2013-09-01

Initiatives to hasten the translation of basic science discoveries to clinical care have necessitated the development of new approaches to interdisciplinary collaboration and training of future investigators. This has been nowhere more important than in the study of sex differences with implications for extension into areas of gender medicine. Clearly, gaining better understanding of the role that sex and gender play in health and disease is essential to the implementation of truly individualized medicine. This case report will describe our experiences in developing the Mayo Clinic Building Interdisciplinary Research Programs in Women's Health (BIRCWH) program, an interdisciplinary research and training program in women's health and sex and gender differences. We identify both our successes and the barriers we have encountered in order that others who are developing similar programs might benefit from our experiences.

Research Program of a Super Fast Reactor

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

Oka, Yoshiaki; Ishiwatari, Yuki; Liu, Jie

2006-07-01

Research program of a supercritical-pressure light water cooled fast reactor (Super Fast Reactor) is funded by MEXT (Ministry of Education, Culture, Sports, Science and Technology) in December 2005 as one of the research programs of Japanese NERI (Nuclear Energy Research Initiative). It consists of three programs. (1) development of Super Fast Reactor concept; (2) thermal-hydraulic experiments; (3) material developments. The purpose of the concept development is to pursue the advantage of high power density of fast reactor over thermal reactors to achieve economic competitiveness of fast reactor for its deployment without waiting for exhausting uranium resources. Design goal is notmore » breeding, but maximizing reactor power by using plutonium from spent LWR fuel. MOX will be the fuel of the Super Fast Reactor. Thermal-hydraulic experiments will be conducted with HCFC22 (Hydro chlorofluorocarbons) heat transfer loop of Kyushu University and supercritical water loop at JAEA. Heat transfer data including effect of grid spacers will be taken. The critical flow and condensation of supercritical fluid will be studied. The materials research includes the development and testing of austenitic stainless steel cladding from the experience of PNC1520 for LMFBR. Material for thermal insulation will be tested. SCWR (Supercritical-Water Cooled Reactor) of GIF (Generation-4 International Forum) includes both thermal and fast reactors. The research of the Super Fast Reactor will enhance SCWR research and the data base. The research period will be until March 2010. (authors)« less

Forging a Research Pathway: Perspectives of Two Post-Tenure Female Faculty Members

ERIC Educational Resources Information Center

McIntyre, Laureen J.; Hellsten, Laurie-Ann M.

2014-01-01

This paper presents an auto-ethnographic exploration of two post-tenure female faculty member's experiences developing their programs of research. Self-reflection was used to explore the factors that have helped or hindered the development of their research program, and the continued challenges they faced as female faculty. Composite themes were…

Utilizing Qualitative Feedback to Investigate Student Perceptions of a Basic Instruction Program

ERIC Educational Resources Information Center

Russell, Jared A.

2008-01-01

This research represents the perceptions of two hundred (N = 200) students enrolled in a doctoral-research university's basic instruction program (BIP) regarding their instructional experiences. The purpose of this interpretive case-study conducted in a doctoral-research university's BIP was two-fold: (a) to examine the characteristics of…

Teachers as Researcher: Bringing authentic research experiences into the K-12 classroom through the NOAA Teacher-at-Sea program and PolarTREC

NASA Astrophysics Data System (ADS)

Pella-Donnelly, M. A.

2009-12-01

Inviting and coordinating a field experience so that a K-12 teacher may participate can create benefits to the school community, the regional community and to a scientific research team. Students are inspired by their teachers’ adventures, are excited to experience real science and begin to consider science careers as possibilities. When a support program is in place; with media outreach mandated, and presentations in the community are encouraged, the greater local community that the teacher lives in becomes more scientifically literate. The community may also become much more aware of the details of the research being done, so that the research itself gains publicity. This educational experience and subsequent outreach may also place the research program in a better position to obtain NSF funding. This presentation will showcase how one teacher provided outreach that directly reached thousands of students and used media contacts to bring the research to more than 100,000 individuals, developed curriculum units based on her research experience, and . The impacts on science teacher retention may also be positive, when science teachers are informed and encouraged by hearing about the potential opportunities that await them. The opportunity for the teachers to grow professionally in content and science process knowledge is also an additional benefit. There have been, in the last few years, national grants available to assist in the retention of science and math teachers, since a high attrition rate also exists. It is opportunities such as those offered by pairing a teacher with a research team, that give teachers some added revitalization to their teaching and renew their drive to involve students in science literacy and understanding.

2012 Summer Research Experiences for Undergraduates at Pisgah Astronomical Research Institute

NASA Astrophysics Data System (ADS)

Castelaz, Michael W.; Cline, J. D.; Whitworth, C.; Clavier, D.; Owen, L.

2013-01-01

Pisgah Astronomical Research Institute (PARI) offers research experiences for undergraduates (REU). PARI receives support for the internships from the NC Space Grant Consortium, NSF awards, private donations, and industry partner funding. The PARI REU program began in 2001 with 4 students and has averaged 6 students per year over the past 11 years. This year PARI hosted 8 funded REU students. Mentors for the interns include PARI’s Science, Education, and Information Technology staff and visiting faculty who are members of the PARI Research Faculty Affiliate program. Students work with mentors on radio and optical astronomy research, electrical engineering for robotic control of instruments, software development for instrument control and software for citizen science projects, and science education by developing curricula and multimedia and teaching high school students in summer programs at PARI. At the end of the summer interns write a paper about their research which is published in the annually published PARI Summer Student Proceedings. Several of the students have presented their results at AAS Meetings. We will present a summary of specific research conducted by the students with their mentors and the logistics for hosting the PARI undergraduate internship program.

Positive Youth Development: Minority Male Participation in a Sport-Based Afterschool Program in an Urban Environment

ERIC Educational Resources Information Center

Fuller, Rhema D.; Percy, Vernon E.; Bruening, Jennifer E.; Cotrufo, Raymond J.

2013-01-01

Purpose: As there is little research that investigates the experiences of minority boys participating in youth development programs (Fashola, 2003), the current research focused on a sport-based youth development program for early adolescent Black and Latino boys in Hartford, CT. Specifically, the present study explored (a) what attracted minority…

An In-Depth Analysis of Learning Goals in Higher Education: Evidence from the Programming Education

ERIC Educational Resources Information Center

Xia, Belle Selene

2017-01-01

Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students' point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching…

Kennedy Space Center: Constellation Program Electrical Ground Support Equipment Research and Development

NASA Technical Reports Server (NTRS)

McCoy, Keegan

2010-01-01

The Kennedy Space Center (KSC) is NASA's spaceport, launching rockets into space and leading important human spaceflight research. This spring semester, I worked at KSC on Constellation Program electrical ground support equipment through NASA's Undergraduate Student Research Program (USRP). This report includes a discussion of NASA, KSC, and my individual research project. An analysis of Penn State's preparation of me for an internship and my overall impressions of the Penn State and NASA internship experience conclude the report.

Integrating authentic scientific research in a conservation course–based undergraduate research experience

USGS Publications Warehouse

Sorensen, Amanda E.; Corral, Lucia; Dauer, Jenny M.; Fontaine, Joseph J.

2018-01-01

Course-based undergraduate research experiences (CUREs) have been developed to overcome barriers including students in research. However, there are few examples of CUREs that take place in a conservation and natural resource context with students engaging in field research. Here, we highlight the development of a conservation-focused CURE integrated to a research program, research benefits, student self-assessment of learning, and perception of the CURE. With the additional data, researchers were able to refine species distribution models and facilitate management decisions. Most students reported gains in their scientific skills, felt they had engaged in meaningful, real-world research. In student reflections on how this experience helped clarify their professional intentions, many reported being more likely to enroll in graduate programs and seek employment related to science. Also interesting was all students reported being more likely to talk with friends, family, or the public about wildlife conservation issues after participating, indicating that courses like this can have effects beyond the classroom, empowering students to be advocates and translators of science. Field-based, conservation-focused CUREs can create meaningful conservation and natural resource experiences with authentic scientific teaching practices.

Integrating Research and Extension for the Nsf-Reu Program in Water Resources

NASA Astrophysics Data System (ADS)

Judge, J.; Migliaccio, K.; Gao, B.; Shukla, S.; Ehsani, R.; McLamore, E.

2011-12-01

Providing positive and meaningful research experiences to students in their undergraduate years is critical for motivating them to pursue advanced degrees or research careers in science and engineering. Such experiences not only offer training for the students in problem solving and critical thinking via hands-on projects, but also offer excellent mentoring and recruiting opportunities for the faculty advisors. The goal of the Research Experience for Undergraduates (REU) Program in the Agricultural and Biological Engineering Department (ABE) at the University of Florida (UF) is to provide eight undergraduate students a unique opportunity to conduct research in water resources using interdisciplinary approaches, integrating research and extension. The students are selected from diverse cultural and educational backgrounds. The eight-week REU Program utilizes the extensive infrastructure of UF - Institute of Food and Agricultural Sciences (IFAS) through the Research and Education Centers (RECs). Two students are paired to participate in their own project under the direct supervision of one of the four research mentors. Four of the eight students are located at the main campus, in Gainesville, Fl, and four remaining students are located off-campus, at the RECs, where some of the ABE faculty are located. The students achieve an enriching cohort experience through social networking, daily blogs, and weekly video conferences to share their research and other REU experiences. The students are co-located during the Orientation week and also during the 5-day Florida Waters Tour. Weekly group meetings and guest lectures are conducted via synchronously through video conferencing. The integration of research and extension is naturally achieved through the projects at the RECs, the guest lectures, Extension workshops, and visits to the Water Management Districts in Florida. In the last two years of the Program, we have received over 80 applicants, from four-year and advanced degree offering institutions and a variety of majors such as Geology, Meteorology, Environmental Sciences & Engineering, Civil Engineering, Water Resources, Agricultural Engineering, Physics, Geography, Chemical Engineering, to name a few. This model of providing integrated research and extension opportunities in hydrology where not all the REU participants are physically co-located, is unique and can be extended to other disciplines.

The Life Significance of the Wilderness Solo and Strategies for Intentional Solo Design: A Summary of Two Studies

ERIC Educational Resources Information Center

Daniel, Brad; Bobilya, Andrew J.; Kalisch, Kenneth R.

2006-01-01

The Solo often is regarded as one of the most influential components of a wilderness experience program. This paper is the culmination of three researchers' work related to the wilderness Solo experience and intentional solitude. The Solo experiences studied were Montreat College's Discovery Wilderness Program and Wheaton College's High Road…

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

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.

Flight research and testing

NASA Technical Reports Server (NTRS)

Putnam, Terrill W.; Ayers, Theodore G.

1989-01-01

Flight research and testing form a critical link in the aeronautic research and development chain. Brilliant concepts, elegant theories, and even sophisticated ground tests of flight vehicles are not sufficient to prove beyond a doubt that an unproven aeronautical concept will actually perform as predicted. Flight research and testing provide the ultimate proof that an idea or concept performs as expected. Ever since the Wright brothers, flight research and testing were the crucible in which aeronautical concepts were advanced and proven to the point that engineers and companies are willing to stake their future to produce and design aircraft. This is still true today, as shown by the development of the experimental X-30 aerospace plane. The Dryden Flight Research Center (Ames-Dryden) continues to be involved in a number of flight research programs that require understanding and characterization of the total airplane in all the aeronautical disciplines, for example the X-29. Other programs such as the F-14 variable-sweep transition flight experiment have focused on a single concept or discipline. Ames-Dryden also continues to conduct flight and ground based experiments to improve and expand the ability to test and evaluate advanced aeronautical concepts. A review of significant aeronautical flight research programs and experiments is presented to illustrate both the progress being made and the challenges to come.

Undergraduate Student Involvement in International Research - The IRES Program at MAX-lab, Sweden

NASA Astrophysics Data System (ADS)

Briscoe, William; O'Rielly, Grant; Fissum, Kevin

2014-03-01

Undergraduate students associated with The George Washington University and UMass Dartmouth have had the opportunity to participate in nuclear physics research as a part of the PIONS@MAXLAB Collaboration performing experiments at MAX-lab at Lund University in Sweden. This project has supported thirteen undergraduate students during 2009 - 2011. The student researchers are involved with all aspects of the experiments performed at the laboratory, from set-up to analysis and presentation at national conferences. These experiments investigate the dynamics responsible for the internal structure of the nucleon through the study of pion photoproduction off the nucleon and high-energy Compton scattering. Along with the US and Swedish project leaders, members of the collaboration (from four different countries) have contributed to the training and mentoring of these students. This program provides students with international research experiences that prepare them to operate successfully in a global environment and encourages them to stay in areas of science, technology, engineering and math (STEM) that are crucial for our modern, technology-dependent society. We will present the history, goals and outcomes in both physics results and student success that have come from this program. This work supported by NSF OISE/IRES award 0553467.

Survivor experience of a child sexual abuse prevention program: a pilot study.

PubMed

Barron, Ian G; Topping, Keith J

2013-09-01

Addressing gaps in the research, the current study assesses the impact of a community-based child sexual abuse prevention program on known survivor knowledge/skills, disclosures, and subjective experience. Methodologically, novel measures of program fidelity and implementation cost are applied. A pre- posttest wait-list control design was utilized with intervention (n = 10) and comparison groups (n = 10). Measures included a standardized knowledge/skill questionnaire, coding of disclosures, subjective experience questionnaires, in-depth interviews, video analysis of program adherence, and a measure of cost. Analysis involved nonparametric tests and thematic analysis of interview and video data. Cost was calculated for the group and per survivor. Survivors achieved significant gains in knowledge/skills, made further disclosures, and were positive about their program experience. No gains were identified in the control group. Costs were small. Future studies need to explore survivor experience of programs delivered in classrooms.

Bringing Seismological Research into the School Setting

NASA Astrophysics Data System (ADS)

Pavlis, G. L.; Hamburger, M. W.

2004-12-01

One of the primary goals of educational seismology programs is to bring inquiry-based research to the middle- and high-school classroom setting. Although it is often stated as a long-term goal of science outreach programs, in practice there are many barriers to research in the school setting, among them increasing emphasis on test-oriented training, decreasing interest and participation in science fairs, limited teacher confidence and experience for mentoring research, insufficient student preparedness for research projects, and the short term of university involvement (typically limited to brief one-day encounters). For the past three+ years we have tried to address these issues through a focused outreach program we have called the PEPP Research Fellows Program. This is treated as an honors program in which high school teachers in our group nominate students with interests in science careers. These students are invited to participate in the program, and those who elect to take part participate in a one-day education and training session in the fall. Rather than leave research projects completely open, we direct the students at toward one of two specific, group-oriented projects (in our case, one focusing on local recordings of mining explosions, and a second on teleseismic body-wave analysis), but we encourage them to act as independent researchers and follow topics of interest. The students then work on seismic data from the local educational network or from the IRIS facilities. Following several months of informal interaction with teachers and students (email, web conferencing, etc.), we bring the students and teachers to our university for a weekend research symposium in the spring. Students present their work in oral or poster form and prizes are given for the best papers. Projects range from highly local projects (records of seismic noise at school X) to larger-scale regional projects (analysis of teleseismic P-wave delays at PEPP network stations) From 20 to 40 students and teachers have participated in the program in the past three years and independent work by students has been outstanding including several students' work that have won awards at regional and national science fairs. The program is feasible because we had a pool of dedicated teachers with experience in using seismographs in schools as a legacy of the Princeton Earth Physics Program (PEPP). It provides a model for focused outreach to top science students to give them an early research experience.

Long-term Engagement in Authentic Research with NASA (LEARN): Lessons Learned from an Innovative Model for Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Pippin, M. R.; Kollmeyer, R.; Joseph, J.; Yang, M. M.; Omar, A. H.; Harte, T.; Taylor, J.; Lewis, P. M.; Weisman, A.; Hyater-Adams, S.

2013-12-01

The NASA LEARN Project is an innovative program that provides long-term immersion in the practice of atmospheric science for middle and high school in-service teachers. Working alongside NASA scientists and using authentic NASA Science Mission Directorate (SMD) Research and Analysis (R&A) related and mission-based research data, teachers develop individual research topics of interest during two weeks in the summer while on-site at NASA Langley. With continued, intensive mentoring and guidance of NASA scientists, the teachers further develop their research throughout the academic year through virtual group meetings and data team meetings mirroring scientific collaborations. At the end of the first year, the LEARN teachers present scientific posters. During summer 2013, Cohort 1 (7 teachers) presented posters at an open session and discussed their research topics with Cohort 2 (6 teachers) and science and educator personnel at Langley. The LEARN experience has had such an impact that 6 teachers from Cohort 1 have elected to continue a second year of research working alongside Cohort 2 and LEARN scientists. In addition, Cohort 1 teachers have brought their LEARN experiences back to their classrooms in a variety of ways. The LEARN project evaluation has provided insights into the outcomes of this research experience for teachers and particularly effective program elements. In particular, the LEARN evaluation has focused on how an extended research experience for teachers spanning a full year influences teacher views of science and classroom integration of scientific principles. Early findings indicate that teachers' perceptions of the scientific enterprise have changed, and that LEARN provided substantial resources to help them take real-world research to their students. Teachers also valued the teamwork and cohort approach. In addition, the LEARN evaluation focuses on the experiences of scientists involved in the LEARN program and how their experiences working with teachers have changed their ability to communicate the results of research to the public. During this presentation, we will share the LEARN model, findings from the evaluation, and our lessons learned in providing meaningful scientific research experiences for teachers. Our model incorporates intensive support and mentoring, ongoing virtual and face-to-face check-ins, and flexibility to meet teachers' needs on their research projects and in their classrooms.

Teachers' voices: A comparison of two secondary science teacher preparation programs

NASA Astrophysics Data System (ADS)

Kohlhaas Labuda, Kathryn

This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers' perceptions of the philosophy of their program revolved about research based teaching. S-teachers reported more research experiences. S-teachers perceived better student-science faculty relationship, while M-teachers reported stronger student-education faculty relationships. Teachers from both programs recommended more field experiences that resembled more closely the real life situations of teachers. They recommended smaller classes in both science and education courses. They suggested eliminating or altering courses that were not beneficial.

E-simulation: preregistration nursing students' evaluation of an online patient deterioration program.

PubMed

Cant, Robyn; Young, Susan; Cooper, Simon J; Porter, Joanne

2015-03-01

This study explores preregistration nursing students' views of a Web-based simulation program: FIRST ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students' recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: "ease of program use," "experience of e-Simulation," and "satisfaction with the learning experience." The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

Graduate Socialization in the Responsible Conduct of Research: A National Survey on the Research Ethics Training Experiences of Psychology Doctoral Students

PubMed Central

Fisher, Celia B.; Fried, Adam L.; Feldman, Lindsay G.

2013-01-01

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs, completed a web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, their ability to conduct research responsibility, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies predicted student RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. PMID:23641128

Optimizing life success through residential immersive life skills programs for youth with disabilities: study protocol of a mixed-methods, prospective, comparative cohort study.

PubMed

McPherson, Amy C; King, Gillian; Rudzik, Alanna; Kingsnorth, Shauna; Gorter, Jan Willem

2016-09-06

Young people with disabilities often lag behind their typically developing peers in the achievement of adult roles, which has been attributed to a lack of opportunities to develop critical life skills. Residential Immersive Life Skills (RILS) programs provide situated learning opportunities to develop life skills alongside peers and away from home in real-world settings. Retrospective research suggests that attending RILS programs is a transformative experience that empowers youth, provides parental hope, and increases service provider expertise. However, prospective, comparative research is needed to determine longer term benefits of these programs on youth life trajectories, in addition to exploring the program features and participant experiences that optimize program success. This protocol describes a 5-year, multi-site prospective study examining the effects of RILS programs for youth with disabilities. The study involves RILS programs at three sites in Ontario, Canada. Cohorts of treatment and control groups will receive the study protocol over 3 successive years. Thirty English-speaking participants aged 14-21 years with a child-onset disability and the cognitive capacity to engage in goal setting will be recruited every year for 3 years in the following groups: youth attending a RILS program (Group A); a deferred RILS control group of youth (Group B); a control group of youth attending a non-residential life skills program (Group C); and a control group matched on age, diagnoses, and cognitive capacity not receiving any life skills intervention (Group D). All participants will complete measures of self-determination and self-efficacy at four time points. Program opportunities and experiences will also be assessed in-the-moment at the RILS programs. Qualitative interviews pre-program and at 3- and 12-months post-program will be undertaken with a sub-sample of youth and parents to explore their expectations and experiences. This study will address key gaps in the literature pertaining to the long-term impact of RILS programs and the role of immersive environments in shaping youth outcomes and experiences. Our research program aims to uncover transferable processes and essential features by which RILS programs have their effects on attitudes, cognitions, and behaviour. The trial registration number on clinicaltrials.gov is NCT02753452 (retrospectively registered 26 April 2016). Trial sponsor: Holland Bloorview Kids Rehabilitation Hospital.

The Effective and Evolving Role of Graduate Students in the SURFO REU Program

NASA Astrophysics Data System (ADS)

Pockalny, R. A.

2005-12-01

The Summer Undergraduate Research Fellowships in Oceanography (SURFO) program is a 10-week research/educational program designed to expose 9 undergraduates per year to cutting-edge, authentic oceanographic research at the Graduate School of Oceanography/University of Rhode Island. The SURFO program primarily focuses on the more quantitative aspects of oceanography (e.g., physical oceanography, geophysical fluid dynamics and marine geophysics), which closely parallel the strengths of GSO/URI. Thus, the primary undergraduate population targeted by the program includes students from various disciplines, but with strong backgrounds in math, physics, computer science, and engineering. Over its 20-year existence, the SURFO program has continuously evolved; however, three basics goals of the program have been maintained: 1) expose students to the breadth and depth of oceanography, 2) provide students with an authentic research experience, and 3) integrate/assimilate students into the lifestyle and community of a graduate research institution. An integral component for achieving these goals has been the inclusion of graduate students as workshop leaders/instructors, research mentors, and social directors. In these roles the graduate students act as a 'big brother/sister' to transition the undergraduates into the academic and research community. The graduate students also initially behave as liaisons between the senior researcher and the SURFO participant by fielding questions and concerns the undergraduate may be too intimidated to voice. As the summer progresses, the graduate students typically evolve into a lead research advisor and begin to learn effective techniques for advising students. Responses from SURFO participants on exit questionnaires frequently comment on how their experience and research project were directly affected by the extent of graduate student participation during the summer. Anecdotal evidence also indicates the participating graduate students gain maturity in their approach to research and become more willing advisees.

Space Product Development (SPD)

NASA Image and Video Library

2003-01-12

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Valerie Cassanto of ITA checks the Canadian Protein Crystallization Experiment (CAPE) carried by STS-86 to Mir in 1997. The experiments are sponsored by NASA's Space Product Development Program (SPD).

Tools to Assess the Impact of Teacher Enhancement Programs

NASA Astrophysics Data System (ADS)

Heatherly, S. A.; Maddalena, R. J.; Govett, A.; Hemler, D.

1997-05-01

Beginning in 1994, the NRAO has hosted an NSF-funded program, ``Research Experience in Teacher Preparation (RETP),'' in which inservice and preservice science teachers participate in residential institutes lasting one or two weeks. While on site, they conduct open-ended investigations using a 40-foot diameter working radio telescope. The aim of RETP has been to deepen and personalize participants' understanding of the nature of science, and to assist them in applying their newfound knowledge to their classroom teaching. So far RETP, and the teacher enhancement programs from which it evolved, have trained 434 inservice and 69 preservice teachers. The impact of the research experience on teachers' perceptions of themselves as professionals and their views of science was initially assessed through open-ended questionnaires and participant journals. From teachers' responses we learned that the research experience has a profound, positive influence on participants' views of science and increased their confidence in using research-based teaching methods. However, determining what actually happens in the classroom is harder to evaluate and requires a more structured approach. Therefore, to determine what changes occurred in teachers and their students, five survey instruments were developed. The instruments: 1) assess changes in teachers' perceptions of their ability to conduct research; 2) gauge teachers' perceptions of three aspects of the institute; 3) measure changes in teachers' concerns about implementing classroom research projects; 4) evaluate the development of teachers' understanding into the nature of science; and 5) determine changes in their students' perceptions of science and science class. To increase the reliability of the instruments, the survey questions were tested for internal consistency. Early results show that the RETP program has significantly affected participants and their students. These instruments are useful not only for evaluating this program but also for evaluating other teacher enhancement and preparation programs.

NASA thunderstorm overflight program: Atmospheric electricity research. An overview report on the optical lightning detection experiment for spring and summer 1983

NASA Technical Reports Server (NTRS)

Vaughan, O. H., Jr.

1984-01-01

This report presents an overview of the NASA Thunderstorm Overflight Program (TOP)/Optical Lightning Experiment (OLDE) being conducted by the Marshall Space Flight Center and university researchers in atmospheric electricity. Discussed in this report are the various instruments flown on the NASA U-2 aircraft, as well as the ground instrumentation used in 1983 to collect optical and electronic signatures from the lightning events. Samples of some of the photographic and electronic signatures are presented. Approximately 4132 electronic data samples of optical pulses were collected and are being analyzed by the NASA and university researchers. A number of research reports are being prepared for future publication. These reports will provide more detailed data analysis and results from the 1983 spring and summer program.

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.

Engaging Women in Computer Science and Engineering: Promising Practices for Promoting Gender Equity in Undergraduate Research Experiences

ERIC Educational Resources Information Center

Kim, Karen A.; Fann, Amy J.; Misa-Escalante, Kimberly O.

2011-01-01

Building on research that identifies and addresses issues of women's underrepresentation in computing, this article describes promising practices in undergraduate research experiences that promote women's long-term interest in computer science and engineering. Specifically, this article explores whether and how REU programs include programmatic…

Visiting Scholars Program in Building Science at UC Berkeley

Science.gov Websites

part of the evaluation process, as it is essential that there is a relationship between your interests and the research being conducted at CBE. Visiting scholars must have some prior research experience with information on education, research experience, papers published and technical skills (e.g

Two Models for an Effective Undergraduate Research Experience in Physiology and Other Natural Sciences

ERIC Educational Resources Information Center

Randall, David C.; Wilbur, Frank H.; Burkholder, Timothy J.

2004-01-01

Realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research…

Engaging Novice Researchers in the Process and Culture of Science Using a "Pass-the-Problem" Case Strategy

ERIC Educational Resources Information Center

White, Harold B., III; Usher, David C.

2015-01-01

Undergraduates having their first research experience frequently have little idea of what to expect. Institutions offering summer research experiences attempt to address this issue through programs that introduce students to the process and culture of science. However, didactic approaches frequently bore students who prefer more interactive…

The impact of an outdoor wilderness program on the participants' sense of connectedness to the natural world

NASA Astrophysics Data System (ADS)

Nodurft, Susan Jennings Johnson

The main objective of this study was to determine the impact of an innovative, outdoor wilderness program on the participants' sense of connectedness with the natural world. Ancillary objectives looked at the impact of epistemological and pedagogical program elements, participants' people and place background experiences, and worldviews on this connectedness sense. The weekend program, based upon a philosophy of deep ecology, draws upon the Native American wisdom tradition and employs a pedagogy of myth, modeling and experiential learning. The researcher and fourteen volunteers primarily drawn from biology classes at a community college participated in the study. Snyder's (1988) four themes of connectedness and a heuristic qualitative design described by Moustakas (1990) were employed in determining the essence of impact. Data collection methods included pre- and post-questionnaires, audio and video tapes of the weekend, field notes, journals, and follow-up interviews. Upon completion of data gathering, three co-researchers were selected for focus study. Results of analysis are described in the form of in-depth profiles of the three co-researchers' experiences containing verbatim narration and common themes explicated from those profiles. Findings revealed that (1) the co-researchers experienced a deep and transforming sense of connectedness with the natural world, (2) a number of key program elements could be identified that facilitated connectedness, (3) childhood experiences played a significant role, and (4) pre-existing biocentric worldviews deepened as a result of the wilderness experience. Several important implications resulted from this study: (1) Transformative programs such as the outdoor program in this study, virtually nonexistent in mainstream environmental education, need to be taken seriously and efforts made to incorporate these types of programs in our public schools, (2) science educators need to examine and amend a belief structure which, in most cases, rests upon this culture's dominant rational-based epistemology in favor of one that rejects objectification of knowledge and includes the tacit dimension of knowing, and (3) instructional models for teaching training should include processes for self-actualization of the student-teacher and experiences for learning and implementing a connected pedagogy.

Youth development and the camp experience.

PubMed

Garst, Barry A; Browne, Laurie P; Bialeschki, M Deborah

2011-01-01

The organized camp experience has been an important part of the lives of children, youth, and adults for over 150 years. The camp experience is a way for young people to explore and search for an authenticity often missing in other parts of their lives that contributes to their healthy transition into adulthood. Over the past decade, tremendous growth in the volume and rigor of camp-related research has occurred, facilitated by a targeted research agenda conducted by the American Camp Association. This agenda was founded on three national research projects conducted between 2003 and 2007: a study to identify the developmental outcomes of the camp experience, a benchmarking study of the youth development supports and opportunities provided through camp experiences, and a program improvement project directed toward enhancing supports and opportunities provided by camps. The findings from these research projects suggest that camp experiences promote developmental outcomes in both campers and staff and that camps provide the supports and opportunities needed for positive youth development. This article explores the developmental outcomes of the camp experience and the characteristics of the supports and opportunities afforded by camp experiences, including settings, structures, and programs and activities, as a way to provide a clearer understanding of camp as a positive youth development setting. Innovations and opportunities in research related to the provision of quality camp experiences are also considered. Copyright © 2011 Wiley Periodicals, Inc., A Wiley Company.

Real-Life Solutions to Real-Life Problems: Collaborating with a Non-Profit Foundation to Engage Honors Students in Applied Research

ERIC Educational Resources Information Center

Stark, Emily

2013-01-01

Colleges and universities have long emphasized undergraduate research experiences as valuable activities for students. Collegiate honors programs in particular have embraced the role of student research as an integral experience for high-ability students, leading the way in developing the thesis-based model of undergraduate research that is…

Why Do Chinese Study for a Master of Education Degree in Canada? What Are Their Experiences?

ERIC Educational Resources Information Center

Li, Xiaobin; DiPetta, Tony; Woloshyn, Vera

2012-01-01

The purpose of this study was to understand why Chinese came to Canada to study for a Master of Education degree in an international student program at an Ontario university and what their experiences were in the program. We collected data from nine Chinese students in the program through one-on-one interviews. Research participants thought Canada…

Teaching and Learning Technology and New Media in a Community-Based Program: Adult Educators and Older Learners' Experiences

ERIC Educational Resources Information Center

Hernandez, Regina

2016-01-01

This qualitative case study documented the experiences of two adult educators and four older learners' teaching and learning technology and new media in a community-based program in Texas. The research questions guiding this study included: (1) What can we learn from looking at the educational efforts of a community-based programs offering…

SoTRE's Speak Up: Students Share the Benefits of Teacher Researcher Experiences

NASA Astrophysics Data System (ADS)

Eubanks, E.; Allen, S.; Farmer, S.; Jones, K.

2016-12-01

Being Students of Teacher Researcher Experiences (SoTRE) gives students special advantages that most students do not get. Teachers Elizabeth Eubanks and Steve Allen share their knowledge gained via partnerships with Teacher Researcher Experiences (TRE's) such as the National Oceanographic and Atmospheric Administration Teacher at Sea program (NOAA- TAS), Polar TREC (Teachers and Researchers & Exploring & Collaboration), National Science Foundation (NSF) funded researchers, (EARTH) Education and Research: Testing Hypothesis, the RJ Dunlap Marine Conservation Program, C-DEBI (Center for Dark Energy Biosphere Investigations and (STARS) Sending Teachers Aboard Research Ships, The Maury Project and Mate. Students gain special privileges such as understanding unique research ideas, tracking tagged sharks, following daily journals written on location, taking part in cross-continental experiments, tracking real time data, exploring current research via posters or visiting universities. Furthermore, contacts made by a TRE give students an added set of resources. When doing experiments for class or advancing their education or career goals Eubanks and Allen help students connect with scientists. Many students have felt so strongly about the TRE relationship that they have presented at several local and international science conferences. Their message is to encourage scientists to partner with teachers. The benefits of participation in such conferences have included abstract writing and submission, travel, poster creation, oral presentation, networking and personal research presentation, all tools that they will carry with them for a lifetime.

Understanding the Graduate College Experience: Perceptual Differences by Degree Type, Point-in-Program and Disciplinary Subgroups

ERIC Educational Resources Information Center

Hardré, Patricia L.; Hackett, Shannon M.

2015-01-01

This study investigated graduate students' perceptions of their graduate college experiences. Participants were 1704 masters and doctoral students across colleges and disciplines at a research university. They completed questionnaires reporting their perceptions of their teaching and advising faculty, academic programs, centralised services,…

Research on International Space Station - Building a Partnership for the Future

NASA Technical Reports Server (NTRS)

Gindl, Heinz; Scheimann, Jens; Shirakawa, Masaki; Suvorov, Vadim; Uri, John J.

2004-01-01

As its name implies, the International Space Station is a platform where the research programs of 16 partner nations are conducted. While each partner pursues its own research priorities, cooperation and coordination of the various national and agency research programs occurs at multiple levels, from strategic through tactical planning to experiment operations. Since 2000, a significant number of experiments have been carried out in the Russian ISS utilization program, which consists of the Russian national program of fundamental and applied research in 11 research areas and international cooperative programs and contract activities. The US research program began with simple payloads in 2000 and was significantly expanded with the addition of the US Laboratory module Destiny in 2001, and its outfitting with seven research racks to date. The Canadian Space Agency (CSA), the European Space Agency (ESA) and the Japan Aerospace Exploration Agency (JAXA) have made use of international cooperative arrangements with both the US and Russia to implement a variety of investigations in diverse research areas, and in the case of ESA included the flights of crewmembers to ISS as part of Soyuz Science Missions. In the future, ESA and JAXA will add their own research modules, Columbus and Kibo, respectively, to expand research capabilities both inside and outside ISS. In the aftermath of the Columbia accident and the temporary grounding of the Space Shuttle fleet, all ISS logistics have relied on Russian Progress and Sopz vehicles. The Russian national program has continued as before the Shuttle accident, as have international cooperative programs and contract activities, both during long-duration expeditions and visiting taxi missions. In several instances, Russian international cooperative activities with JAXA and ESA have also involved the use of US facilities and crewmembers in successful truly multilateral efforts. The US research program was rapidly refocused after the Shuttle accident to rely on greatly reduced upmass, and for the first time in the ISS program, US research hardware was launched on Progress vehicles and returned with crews on Soyuz spacecraft. It is hoped that these small but significant steps in international cooperation will lead to even greater endeavors once the remaining research modules are added to ISS.

Research Based Science Education: An Exemplary Program for Broader Impacts

NASA Astrophysics Data System (ADS)

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

2016-12-01

Broader impacts are most effective when standing on the shoulders of successful programs. The Research Based Science Education (RBSE) program was such a successful program and played a major role in activating effective opportunities beyond the scope of its program. NSF funded the National Optical Astronomy Observatory (NOAO) to oversee the project from 1996-2008. RBSE provided primarily high school teachers with on-site astronomy research experiences and their students with astronomy research projects that their teachers could explain with confidence. The goal of most student research projects is to inspire and motivate students to go into STEM fields. The authors of the original NSF proposal felt that for students to do research in the classroom, a foundational research experience for teachers must first be provided. The key components of the program consisted of 16 teachers/year on average; a 15-week distance learning course covering astronomy content, research, mentoring and leadership skills; a subsequent 10-day summer workshop with half the time on Kitt Peak on research-class telescopes; results presented on the 9th day; research brought back to the classroom; more on-site observing opportunities for students and teachers; data placed on-line to reach a wider audience; opportunities to submit research articles to the project's refereed journal; and travel for teachers (and the 3 teachers they each mentored) to a professional meeting. In 2004, leveraging on the well-established RBSE program, the NOAO/NASA Spitzer Space Telescope Research began. Between 2005 and 2008, metrics included 32 teachers (mostly from RBSE), 10 scientists, 15 Spitzer Director Discretionary proposals, 31 AAS presentations and many Intel ISEF winners. Under new funding in 2009, the NASA/IPAC Teacher Archive Research Program was born with similar goals and thankfully still runs today. Broader impacts, lessons learned and ideas for future projects will be discussed in this presentation.

MCTP Summer Research Internship Program. Research Presentation Day: Experience Mathematics and Science in the Real World

NASA Technical Reports Server (NTRS)

1996-01-01

This paper presents the summaries of the MCTP Summer Research Internship Program. Technological areas discussed include: Mathematical curriculum development for real world problems; Rain effects on air-water gas exchange; multi-ring impact basins on mars; developing an interactive multimedia educational cd-rom on remote sensing; a pilot of an activity for for the globe program; fossils in maryland; developing children's programming for the american horticultural society at river farm; children's learning, educational programs of the national park service; a study of climate and student satisfaction in two summer programs for disadvantaged students interested in careers in mathematics and science; the maryland governor's academy, integrating technology into the classroom; stream sampling with the maryland biological stream survey (MBSS); the imaging system inspection software technology, the preparation and detection of nominal and faulted steel ingots; event-based science, the development of real-world science units; correlation between anxiety and past experiences; environmental education through summer nature camp; enhancing learning opportunities at the Salisbury zoo; plant growth experiment, a module for the middle school classroom; the effects of proxisome proliferators in Japanese medaka embryos; development of a chapter on birth control and contraceptive methodologies as part of an interactive computer-based education module on hiv and aids; excretion of gentamicin in toadfish and goldfish; the renaissance summer program; and Are field trips important to the regional math science center?

Work with us | National Oceanic and Atmospheric Administration

Science.gov Websites

Research Marine & Aviation Charting Sanctuaries Education About our agency News and features Our work for scholarships, internships, fellowships and post-doctoral experiences. Opportunities for teachers Innovation Research (SBIR) Program and the Technology Transfer Program. The Technology Partnerships Office

Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM

ERIC Educational Resources Information Center

Carpi, Anthony; Ronan, Darcy M.; Falconer, Heather M.; Lents, Nathan H.

2017-01-01

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority-serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded,…

Mindfulness Goes to School: Things Learned (So Far) from Research and Real-World Experiences

ERIC Educational Resources Information Center

Semple, Randye J.; Droutman, Vita; Reid, Brittany Ann

2017-01-01

Mindfulness-based curricula are being implemented in K-12 schools across the nation. Many of these programs, although well considered and implemented, have little or no research support for their effectiveness. Recognizing the paucity of published research in this area, a sampling of school-based programs currently being implemented in the schools…

Looking Back: Six Teachers Reflect on the Action Research Experience in Their Teacher Education Programs.

ERIC Educational Resources Information Center

Kosnick, Clare

2000-01-01

Followed up six graduates from a teacher education program with an action research focus, following them through their first teaching year. Respondents felt action research was a process that helped them acquire skills, attitudes, and knowledge for teaching, especially in language arts. The study reveals lack of transference of skills learned…

Implementation and Assessment of Undergraduate Experiences in SOAP: An Atmospheric Science Research and Education Program

ERIC Educational Resources Information Center

Hopper, Larry J., Jr.; Schumacher, Courtney; Stachnik, Justin P.

2013-01-01

The Student Operational Aggie Doppler Radar Project (SOAP) involved 95 undergraduates in a research and education program to better understand the climatology of storms in southeast Texas from 2006-2010. This paper describes the structure, components, and implementation of the 1-credit-hour research course, comparing first-year participants'…

Life sciences payloads for Shuttle

NASA Technical Reports Server (NTRS)

Dunning, R. W.

1974-01-01

The Life Sciences Program for utilization of the Shuttle in the 1980's is presented. Requirements for life sciences research experiments in space flight are discussed along with study results of designs to meet these requirements. The span of life sciences interests in biomedicine, biology, man system integration, bioinstrumentation and life support/protective systems is described with a listing of the research areas encompassed in these descriptions. This is followed by a description of the approach used to derive from the life sciences disciplines, the research functions and instrumentation required for an orbital research program. Space Shuttle design options for life sciences experiments are identified and described. Details are presented for Spacelab laboratories for dedicated missions, mini-labs with carry on characteristics and carry on experiments for shared payload missions and free flying satellites to be deployed and retrieved by the Shuttle.

Norfolk State University Research Experience in Earth System Science

NASA Technical Reports Server (NTRS)

Chaudhury, Raj

2002-01-01

The truly interdisciplinary nature of Earth System Science lends itself to the creation of research teams comprised of people with different scientific and technical backgrounds. In the annals of Earth System Science (ESS) education, the lack of an academic major in the discipline might be seen as a barrier to the involvement of undergraduates in the overall ESS-enterprise. This issue is further compounded at minority-serving institutions by the rarity of departments dedicated to Atmospheric Science, Oceanography or even the geosciences. At Norfolk State University, a Historically Black College, a six week, NASA-supported, summer undergraduate research program (REESS - Research Experience in Earth System Science) is creating a model that involves students with majors in diverse scientific disciplines in authentic ESS research coupled with a structured education program. The project is part of a wider effort at the University to enhance undergraduate education by identifying specific areas of student weaknesses regarding the content and process of science. A pre- and post-assessment test, which is focused on some fundamental topics in global climate change, is given to all participants as part of the evaluation of the program. Student attitudes towards the subject and the program's approach are also surveyed at the end of the research experience. In 2002, 11 undergraduates participated in REESS and were educated in the informed use of some of the vast remote sensing resources available through NASA's Earth Science Enterprise (ESE). The program ran from June 3rd through July 12, 2002. This was the final year of the project.

Laboratory directed research and development program, FY 1996

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

NONE

1997-02-01

The Ernest Orlando Lawrence Berkeley National Laboratory (Berkeley Lab) Laboratory Directed Research and Development Program FY 1996 report is compiled from annual reports submitted by principal investigators following the close of the fiscal year. This report describes the projects supported and summarizes their accomplishments. It constitutes a part of the Laboratory Directed Research and Development (LDRD) program planning and documentation process that includes an annual planning cycle, projection selection, implementation, and review. The Berkeley Lab LDRD program is a critical tool for directing the Laboratory`s forefront scientific research capabilities toward vital, excellent, and emerging scientific challenges. The program provides themore » resources for Berkeley Lab scientists to make rapid and significant contributions to critical national science and technology problems. The LDRD program also advances the Laboratory`s core competencies, foundations, and scientific capability, and permits exploration of exciting new opportunities. Areas eligible for support include: (1) Work in forefront areas of science and technology that enrich Laboratory research and development capability; (2) Advanced study of new hypotheses, new experiments, and innovative approaches to develop new concepts or knowledge; (3) Experiments directed toward proof of principle for initial hypothesis testing or verification; and (4) Conception and preliminary technical analysis to explore possible instrumentation, experimental facilities, or new devices.« less

Flight research and testing

NASA Technical Reports Server (NTRS)

Putnam, Terrill W.; Ayers, Theodore G.

1988-01-01

Flight research and testing form a critical link in the aeronautic R and D chain. Brilliant concepts, elegant theories, and even sophisticated ground tests of flight vehicles are not sufficient to prove beyond doubt that an unproven aeronautical concept will actually perform as predicted. Flight research and testing provide the ultimate proof that an idea or concept performs as expected. Ever since the Wright brothers, flight research and testing have been the crucible in which aeronautical concepts have advanced and been proven to the point that engineers and companies have been willing to stake their future to produce and design new aircraft. This is still true today, as shown by the development of the experimental X-30 aerospace plane. The Dryden Flight Research Center (Ames-Dryden) continues to be involved in a number of flight research programs that require understanding and characterization of the total airplane in all the aeronautical disciplines, for example the X-29. Other programs such as the F-14 variable-sweep transition flight experiment have focused on a single concept or discipline. Ames-Dryden also continues to conduct flight and ground based experiments to improve and expand the ability to test and evaluate advanced aeronautical concepts. A review of significant aeronautical flight research programs and experiments is presented to illustrate both the progress made and the challenges to come.

Research experiences and mentoring practices in selected east Asian graduate programs: predictors of research productivity among doctoral students in molecular biology.

PubMed

Ynalvez, Ruby; Garza-Gongora, Claudia; Ynalvez, Marcus Antonius; Hara, Noriko

2014-01-01

Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negative-binomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills. © 2014 The International Union of Biochemistry and Molecular Biology.

The Philippine Experience in Curriculum Development for Population Education: The State of the Art. Population Education Research Utilization. Monograph Series 1, Part 1.

ERIC Educational Resources Information Center

Arellano-Reyes, Ma. Felicitas; Villanueva, Carmelita L.

This booklet reviews the development and implementation of population education programs in the Philippines. Section one describes the Population Education Program (PEP), a national program sponsored by the Philippine Department of Education and UNESCO. PEP's goals are to develop curriculum, train teachers, and encourage research for population…

Cookbook Versus Creative Chemistry

ERIC Educational Resources Information Center

Venkatachelam, Chaya; Rudolph, R. W.

1974-01-01

A new approach to a research-oriented general chemistry laboratory is described. Objectives for the laboratory program are specified, details are provided concerning the program design, and the results of an experiment to evaluate the program are reported. (DT)

Microgravity sciences application visiting scientist program

NASA Technical Reports Server (NTRS)

Glicksman, Martin; Vanalstine, James

1995-01-01

Marshall Space Flight Center pursues scientific research in the area of low-gravity effects on materials and processes. To facilitate these Government performed research responsibilities, a number of supplementary research tasks were accomplished by a group of specialized visiting scientists. They participated in work on contemporary research problems with specific objectives related to current or future space flight experiments and defined and established independent programs of research which were based on scientific peer review and the relevance of the defined research to NASA microgravity for implementing a portion of the national program. The programs included research in the following areas: protein crystal growth, X-ray crystallography and computer analysis of protein crystal structure, optimization and analysis of protein crystal growth techniques, and design and testing of flight hardware.

Queensborough Community College of the City University of New York (CUNY) Solar and Atmospheric Research and Education Program

NASA Astrophysics Data System (ADS)

Chantale Damas, M.

2015-08-01

The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, is the recipient of a 2-year NSF EAGER (Early Concept Grants for Exploratory Research) grant to design and implement a high-impact practice integrated research and education program in solar, geospace and atmospheric physics. Proposed is a year-long research experience with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. Specific objectives include: 1) provide QCC students with research opportunities in solar and atmospheric physics as early as their first year; 2) develop educational materials in solar and atmospheric physics; 3) increase the number of students, especially underrepresented minorities, that transfer to 4-year STEM programs. A modular, interdisciplinary concept approach is used to integrate educational materials into the research experience. The project also uses evidence-based best practices (i.e., Research experience, Mentoring, Outreach, Recruitment, Enrichment and Partnership with 4-year colleges and institutions) that have proven successful at increasing the retention, transfer and graduation rates of community college students. Through a strong collaboration with CUNY’s 4-year colleges (Medgar Evers College and the City College of New York’s NOAA CREST program); Colorado Center for Astrodynamics Research (CCAR) at the University of Colorado, Boulder; and NASA Goddard Space Flight Center’s Community Coordinated Modeling Center (CCMC), the project trains and retains underrepresented community college students in geosciences-related STEM fields. Preliminary results will be presented at this meeting.*This project is supported by the National Science Foundation Geosciences Directorate under NSF Award Number DES-1446704

The NASA/IPAC Teacher Archive Research Program (NITARP): Lessons Learned

NASA Astrophysics Data System (ADS)

Rebull, Luisa M.; Gorjian, Varoujan; Squires, Gordon K.

2017-01-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators’ experiences color their teaching for years to come, influencing hundreds of students per teacher. In support of other teams planning programs similar to NITARP, in this poster we present our top lessons learned from running NITARP for more than 10 years. Support is provided for NITARP by the NASA ADP program.

Building research ethics capacity in post-communist countries: experience of two Fogarty training programs.

PubMed

Strosberg, Martin A; Gefenas, Eugenijus; Loue, Sana; Philpott, Sean

2013-12-01

The post-Communist countries of Central and Eastern Europe and Central Asia are at various stages of development with respect to their capacity to protect human research participants. We examined the impact of two Fogarty-funded programs in this region, the Union Graduate College-Vilnius University Advanced Certificate Program and the Case Western Reserve University Master's Degree Program, by surveying these programs' graduates and by examining alumni activities. Alumni have served in leadership roles on research ethics committees, developed and taught new courses in research ethics, and contributed to scholarship. However, political, social, and economic challenges impede the ability of graduates to maximize their effectiveness. Additional curricular attention is needed in research methodology, policy development and implementation, and the interplay between research ethics and human rights.

Dissemination research: the University of Wisconsin Population Health Institute.

PubMed

Remington, Patrick L; Moberg, D Paul; Booske, Bridget C; Ceraso, Marion; Friedsam, Donna; Kindig, David A

2009-08-01

Despite significant accomplishments in basic, clinical, and population health research, a wide gap persists between research discoveries (ie, what we know) and actual practice (ie, what we do). The University of Wisconsin Population Health Institute (Institute) researchers study the process and outcomes of disseminating evidence-based public health programs and policies into practice. This paper briefly describes the approach and experience of the Institute's programs in population health assessment, health policy, program evaluation, and education and training. An essential component of this dissemination research program is the active engagement of the practitioners and policymakers. Each of the Institute's programs conducts data collection, analysis, education, and dialogue with practitioners that is closely tied to the planning, implementation, and evaluation of programs and policies. Our approach involves a reciprocal exchange of knowledge with non-academic partners, such that research informs practice and practice informs research. Dissemination research serves an important role along the continuum of research and is increasingly recognized as an important way to improve population health by accelerating the translation of research into practice.

The undergraduate research fellows program: a unique model to promote engagement in research.

PubMed

Vessey, Judith A; DeMarco, Rosanna F

2008-01-01

Well-educated nurses with research expertise are needed to advance evidence-based nursing practice. A primary goal of undergraduate nursing curricula is to create meaningful participatory experiences to help students develop a research skill set that articulates with rapid career advancement of gifted, young graduates interested in nursing research and faculty careers. Three research enrichment models-undergraduate honors programs, research assistant work-for-hire programs, and research work/mentorship programs-to be in conjunction with standard research content are reviewed. The development and implementation of one research work/mentorship program, the Boston College undergraduate research fellows program (UGRF), is explicated. This process included surveying previous UGRFs followed by creating a retreat and seminars to address specific research skill sets. The research skill sets included (a) how to develop a research team, (b) accurate data retrieval, (c) ethical considerations, (d) the research process, (e) data management, (f) successful writing of abstracts, and (g) creating effective poster presentations. Outcomes include evidence of involvement in research productivity and valuing of evidenced-based practice through the UGRF mentorship process with faculty partners.

Exploring perceptions and experiences of Bolivian health researchers with research ethics.

PubMed

Sullivan, Sarah; Aalborg, Annette; Basagoitia, Armando; Cortes, Jacqueline; Lanza, Oscar; Schwind, Jessica S

2015-04-01

In Bolivia, there is increasing interest in incorporating research ethics into study procedures, but there have been inconsistent application of research ethics practices. Minimal data exist regarding the experiences of researchers concerning the ethical conduct of research. A cross-sectional study was administered to Bolivian health leaders with research experience (n = 82) to document their knowledge, perceptions, and experiences of research ethics committees and infrastructure support for research ethics. Results showed that 16% of respondents reported not using ethical guidelines to conduct their research and 66% indicated their institutions did not consistently require ethics approval for research. Barriers and facilitators to incorporate research ethics into practice were outlined. These findings will help inform a comprehensive rights-based research ethics education program in Bolivia. © The Author(s) 2015.

Investigating minority student participation in an authentic science research experience

NASA Astrophysics Data System (ADS)

Preston, Stephanie Danette

In the United States, a problem previously overlooked in increasing the total number of scientifically literate citizens is the lack of diversity in advanced science classes and in science, technology, engineering, and mathematics (STEM) fields. Groups traditionally underserved in science education and thus underrepresented in the STEM fields include: low-income, racial/ethnic minorities, and females of all ethnic and racial backgrounds. Despite the number of these students who are initially interested in science very few of them thrive in the discipline. Some scholars suggest that the declining interest for students underrepresented in science is traceable to K-12th grade learning experiences and access to participating in authentic science. Consequently, the diminishing interest of minorities and women in science contributes negatively to the representation of these groups in the STEM disciplines. The purpose of this study was to investigate a summer science research experience for minority students and the nature of students' participation in scientific discourse and practices within the context of the research experience. The research questions that guided this study are: The nature of the Summer Experience in Earth and Mineral Science (SEEMS) research experience . (A) What are the SEEMS intended outcomes? (B) To what extent does SEEMS enacted curriculum align with the intended outcomes of the program? The nature of students engagement in the SEEMS research. (A) In what ways do students make sense of and apply science concepts as they engage in the research (e.g., understand problem, how they interpret data, how they construct explanations), and the extent to which they use the science content appropriately? (B) In what ways do students engage in the cultural practices of science, such as using scientific discourse, interpreting inscriptions, and constructing explanations from evidence (engaging in science practices, knowing science and doing science)? The following data sources were used in this study: SEEMS curriculum and documentation, interviews with program staff and participants, TRIO program documentation, Upward Bound Math Science (UBMS) promotional material, and audio/video recordings and field notes of students' daily interactions in the research setting. Findings revealed that students who participated in the research experience were able to successfully engage in some cultural practices of science, such as using inscriptions, constructing explanations, and collecting data. Analysis and observations of their engagement demonstrated a need for programs similar to SEEMS to focus on: (1) understanding how students make sense of science as they engage in the cultural practices, and (2) incorporating aspects of students' culture and social practices into the experience.

Development and pilot evaluation of Native CREST-a Cancer Research Experience and Student Training program for Navajo undergraduate students.

PubMed

Hughes, Christine A; Bauer, Mark C; Horazdovsky, Bruce F; Garrison, Edward R; Patten, Christi A; Petersen, Wesley O; Bowman, Clarissa N; Vierkant, Robert A

2013-03-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates' interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing, and evaluation of Native CREST (Cancer Research Experience and Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (five females, two males) were enrolled during the summers of 2008-2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people.

Development and Pilot Evaluation of Native CREST – a Cancer Research Experience and Student Training Program for Navajo Undergraduate Students

PubMed Central

Hughes, Christine A.; Bauer, Mark C.; Horazdovsky, Bruce F.; Garrison, Edward R.; Patten, Christi A.; Petersen, Wesley O.; Bowman, Clarissa N.; Vierkant, Robert A.

2012-01-01

The Mayo Clinic Cancer Center and Diné College received funding for a 4-year collaborative P20 planning grant from the National Cancer Institute in 2006. The goal of the partnership was to increase Navajo undergraduates’ interest in and commitment to biomedical coursework and careers, especially in cancer research. This paper describes the development, pilot testing and evaluation of Native CREST (Cancer Research Experience & Student Training), a 10-week cancer research training program providing mentorship in a Mayo Clinic basic science or behavioral cancer research lab for Navajo undergraduate students. Seven Native American undergraduate students (5 females, 2 males) were enrolled during the summers of 2008 - 2011. Students reported the program influenced their career goals and was valuable to their education and development. These efforts may increase the number of Native American career scientists developing and implementing cancer research, which will ultimately benefit the health of Native American people. PMID:23001889

Student perception of initial transition into a nursing program: A mixed methods research study.

PubMed

McDonald, Meghan; Brown, Janine; Knihnitski, Crystal

2018-05-01

Transition into undergraduate education programs is stressful and impacts students' well-being and academic achievement. Previous research indicates nursing students experience stress, depression, anxiety, and poor lifestyle habits which interfere with learning. However, nursing students' experience of transition into nursing programs has not been well studied. Incongruence exists between this lack of research and the desire to foster student success. This study analyzed students' experiences of initial transition into a nursing program. An embedded mixed method design. A single site of a direct-entry, four year baccalaureate Canadian nursing program. All first year nursing students enrolled in the fall term of 2016. This study combined the Student Adaptation to College Questionnaire (SACQ) with a subset of participants participating in qualitative focus groups. Quantitative data was analyzed using descriptive statistics to identify statistically significant differences in full-scale and subscale scores. Qualitative data was analyzed utilizing thematic analysis. Significant differences were seen between those who moved to attend university and those who did not, with those who moved scoring lower on the Academic Adjustment subscale. Focus group thematic analysis highlighted how students experienced initial transition into a baccalaureate nursing program. Identified themes included reframing supports, splitting focus/finding focus, negotiating own expectations, negotiating others' expectations, and forming identity. These findings form the Undergraduate Nursing Initial Transition (UNIT) Framework. Significance of this research includes applications in faculty development and program supports to increase student success in the first year of nursing and to provide foundational success for ongoing nursing practice. Copyright © 2018 Elsevier Ltd. All rights reserved.

Design and implementation of a telecommunication interface for the TAATM/TCV real-time experiment

NASA Technical Reports Server (NTRS)

Nolan, J. D.

1981-01-01

The traffic situation display experiment of the terminal configured vehicle (TCV) research program requires a bidirectional data communications tie line between an computer complex. The tie line is used in a real time environment on the CYBER 175 computer by the terminal area air traffic model (TAATM) simulation program. Aircraft position data are processed by TAATM with the resultant output sent to the facility for the generation of air traffic situation displays which are transmitted to a research aircraft.

Spicing up Science: Mini Undergraduate Research Projects in Physics and Chemistry

NASA Astrophysics Data System (ADS)

Devendorf, George

2008-10-01

Individual student research projects are often small pieces of a larger research program and may or may not provide an interesting and satisfying research experience for a student researcher who only is engaged in the project for a limited time. This researcher describes a variety of research activities conducted with advanced high school students in a high school setting. These research projects are limited by the academic experience of the student, facilities and resources and available time. Such limitations however, have shaped some of the research projects into ``mini-projects'' that form interesting scientific questions which can be addressed within a semester or yearlong project. Several of these research ideas have been inspired from teaching introductory courses and though they may not further a continuing research program or spawn significant publications, they do provide an avenue for teaching and inspiring scientific inquiry in the minds of young potential scientists.

Space Technology Research Vehicle (STRV)-2 program

NASA Astrophysics Data System (ADS)

Shoemaker, James; Brooks, Paul; Korevaar, Eric J.; Arnold, Graham S.; Das, Alok; Stubstad, John; Hay, R. G.

2000-11-01

The STRV-2 program is the second in a series of three collaborative flight test programs between the U.S. Ballistic Missile Defense Organization (BMDO) and the United Kingdom (UK) Minstry of Defence (MoD). The STRV-2 Experiment Module contains five major experiments to provide proof-of-concept data on system design, data on the mid-earth orbit (MEO) space environment, and data on durability of materials and components operating in the MEO environment. The UK Defence Evaluation and Research Agency (DERA) has provided a mid- wavelength infrared (MWIF) imager to evaluate passive detection of aircraft from space. BMDO, in conjunction with the US Air Force Research Laboratory (AFRL) and the National Aeronautics and Space Administration (NASA), have provided experiments to evaluate use of adaptive structures for vibration suppression, to investigate the use of high bandwidth laser communications to transmit data from space to ground or airborne receivers, to study the durability of materials and components in the MEO space environment, and to measure radiation and micrometeoroid/debris fluence. These experiments are mounted on all- composite structure. This structure provides a significant reduction in weight and cost over comparable aluminum designs while maintaining the high stiffness required by optical payloads. In 1994, STRV-2 was manifested for launch by the DOD Space Test Program. STRV-2, the primary payload on the Tri-Service eXperiment (TSX)-5 spacecraft, was successfully launched on 7 June 2000 on a Pegasus XL from Vandenbery AFB, CA. The STRV-2 program, like the companion STRV-1 program, validates the viability of multi-national, multi-agency collaborations to provide cost effective acquisition of space test data. The experimental data to be obtained will reduce future satellite risk and provide guidelines for further system development.

United States Air Force Graduate Student Research Program. Program Technical rept. Volume 1.

DTIC Science & Technology

1988-12-01

Notre Dame, IN 46556 (219) 239-5430 xv Paul R. Tanner Degree: B.A., Psychology, 1986 Dept. of Physiology Specialty: Sensory Neurophysiology Meharry...administrative arrangement of the program. It has been a rewarding and enlightening research experience at the Air Force Armament Laboratory at Eglin AFB. Dr... enlighten me on the possibilities of continuing my research effort in the future. 31-3 I. INTRODUCTION: The use of optical technology for communications

Nimbus-F to carry advanced weather instruments

NASA Technical Reports Server (NTRS)

1975-01-01

Meteorological research instruments launched aboard NASA's Nimbus-F spacecraft are briefly described along with the Nimbus satellite program initiated to develop an observatory system capable of meeting the research and development needs of the nation's atmospheric and earth sciences program. The following aspects of the mission are described: spacecraft design, launch operations, sequence of orbital events, and operations control and tracking. The Global Atmospheric Research program is discussed in terms of the Nimbus-F experiments and atmospheric sounding instruments.

ELITE Program: Electric Insertion Transfer Experiment

NASA Technical Reports Server (NTRS)

Vondra, Robert

1992-01-01

The topics are presented in viewgraph form and include the following: the Cooperative Research & Development Agreement (CRDA); spacecraft; benefits; program milestones; subsystem status; partners; and payloads.

Expanding the Classroom: Benefits of Field Classes for Interdisciplinary Courses.

NASA Astrophysics Data System (ADS)

Schwarzschild, A.

2014-12-01

Ecological Research stations are often used to house field trips and short courses for science classes. These facilities, however, can also provide unique benefits when used for interdisciplinary courses and Professional Development programs not directly tied to field research. Located near the southern tip of the Delmarva Peninsula, the University of Virginia's Anheuser-Busch Coastal Research Center (ABCRC) serves as the field station for the Virginia Coast Reserve Long Term Ecological Research Program (VCR-LTER). Along with hosting field trips and short course for subjects like Marine Biology, Aquatic Ecology and Coastal Geology, the ABCRC has recently hosted Professional Development programs for public school Art teachers and a Nature Writing class for college students. These interdisciplinary programs are part of the ABCRC's participation in the Ecological Reflections Program (http://www.ecologicalreflections.com/) sponsored by The National Science Foundation and the LTER Network, with a goal of tying VCR-LTER data with the Humanities to increase appreciation of coastal environments and the ecosystem services they provide. Participants in these interdisciplinary programs are exposed to cutting edge field research and immersed (often quite literally) in coastal environments while they practice their art forms. The resulting paintings, drawings, nature essays and short stories demonstrate the impacts exposure to natural environments can have on program participants and how these experiences may shape their future works. Public exhibitions and readings allow these experiences to be shared with a larger audience.

Issues Surrounding the Evaluation of Teacher Internship Programs

NASA Astrophysics Data System (ADS)

Barrett, D.

2006-12-01

Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.

Listening to Consumer Perspectives to Inform Addictions and Housing-Related Practice and Research

PubMed Central

Farquhar, Stephanie A.; Ryder, Marianne; Henderlong, Derek; Lowe, Robert A.; Amann, Ted

2014-01-01

The study, funded by the Northwest Health Foundation of Portland, Oregon and the National Institute on Drug Abuse (NIDA), was conducted as part of the HEARTH collaborative (Housing, Employment and Recovery Together for Health). HEARTH, established in 2010, is a community-academic partnership involving partners from Portland State University (PSU), Oregon Health and Science University (OHSU), and Central City Concern (CCC). Using the approaches of community-based participatory research (CBPR), these diverse stakeholders collaborated to co-develop research of direct relevance to the local community and to national academic and policy communities. This study employed qualitative methods and community-based participatory research principles to solicit personal experiences with housing, employment, and recovery programs. We recruited interview participants via CCC-operated housing programs, including Alcohol and Drug Free Community Housing (ADFC), family housing, transitional housing, and non-ADFC (low barrier) housing units. The manuscript presents interview themes based on the five broad categories of interview questions: housing, employment programs, recovery programs, definitions of recovery, and definitions of success. Co-authors describe recommendations for practice and research protocol based on our findings. Our results highlight the importance of involving consumers in the development, data collection, and analysis of research, and present the unique perspectives of those who experience homelessness, recovery, and the programs designed to assist them. PMID:25580474

Listening to Consumer Perspectives to Inform Addictions and Housing-Related Practice and Research.

PubMed

Farquhar, Stephanie A; Ryder, Marianne; Henderlong, Derek; Lowe, Robert A; Amann, Ted

2014-06-01

The study, funded by the Northwest Health Foundation of Portland, Oregon and the National Institute on Drug Abuse (NIDA), was conducted as part of the HEARTH collaborative (Housing, Employment and Recovery Together for Health). HEARTH, established in 2010, is a community-academic partnership involving partners from Portland State University (PSU), Oregon Health and Science University (OHSU), and Central City Concern (CCC). Using the approaches of community-based participatory research (CBPR), these diverse stakeholders collaborated to co-develop research of direct relevance to the local community and to national academic and policy communities. This study employed qualitative methods and community-based participatory research principles to solicit personal experiences with housing, employment, and recovery programs. We recruited interview participants via CCC-operated housing programs, including Alcohol and Drug Free Community Housing (ADFC), family housing, transitional housing, and non-ADFC (low barrier) housing units. The manuscript presents interview themes based on the five broad categories of interview questions: housing, employment programs, recovery programs, definitions of recovery, and definitions of success. Co-authors describe recommendations for practice and research protocol based on our findings. Our results highlight the importance of involving consumers in the development, data collection, and analysis of research, and present the unique perspectives of those who experience homelessness, recovery, and the programs designed to assist them.

Russian Tu-144LL SST Roll-Out for Joint NASA Research Program

NASA Technical Reports Server (NTRS)

1996-01-01

The modified Tu-144LL supersonic flying laboratory is rolled out of its hangar at the Zhukovsky Air Development Center near Moscow, Russia in March 1996 at the beginning of a joint U.S. - Russian high-speed flight research program. The 'LL' stands for Letayuschaya Laboratoriya, which means Flying Laboratory. NASA teamed with American and Russian aerospace industries for an extended period in a joint international research program featuring the Russian-built Tu-144LL supersonic aircraft. The object of the program was to develop technologies for a proposed future second-generation supersonic airliner to be developed in the 21st Century. The aircraft's initial flight phase began in June 1996 and concluded in February 1998 after 19 research flights. A shorter follow-on program involving seven flights began in September 1998 and concluded in April 1999. All flights were conducted in Russia from Tupolev's facility at the Zhukovsky Air Development Center near Moscow. The centerpiece of the research program was the Tu 144LL, a first-generation Russian supersonic jetliner that was modified by its developer/builder, Tupolev ANTK (aviatsionnyy nauchno-tekhnicheskiy kompleks-roughly, aviation technical complex), into a flying laboratory for supersonic research. Using the Tu-144LL to conduct flight research experiments, researchers compared full-scale supersonic aircraft flight data with results from models in wind tunnels, computer-aided techniques, and other flight tests. The experiments provided unique aerodynamic, structures, acoustics, and operating environment data on supersonic passenger aircraft. Data collected from the research program was being used to develop the technology base for a proposed future American-built supersonic jetliner. Although actual development of such an advanced supersonic transport (SST) is currently on hold, commercial aviation experts estimate that a market for up to 500 such aircraft could develop by the third decade of the 21st Century. The Tu-144LL used in the NASA-sponsored research program was a 'D' model with different engines than were used in production-model aircraft. Fifty experiments were proposed for the program and eight were selected, including six flight and two ground (engine) tests. The flight experiments included studies of the aircraft's exterior surface, internal structure, engine temperatures, boundary-layer airflow, the wing's ground-effect characteristics, interior and exterior noise, handling qualities in various flight profiles, and in-flight structural flexibility. The ground tests studied the effect of air inlet structures on airflow entering the engine and the effect on engine performance when supersonic shock waves rapidly change position in the engine air inlet. A second phase of testing further studied the original six in-flight experiments with additional instrumentation installed to assist in data acquisition and analysis. A new experiment aimed at measuring the in-flight deflections of the wing and fuselage was also conducted. American-supplied transducers and sensors were installed to measure nose boom pressures, angle of attack, and sideslip angles with increased accuracy. Two NASA pilots, Robert Rivers of Langley Research Center, Hampton, Virginia, and Gordon Fullerton from Dryden Flight Research Center, Edwards, California, assessed the aircraft's handling at subsonic and supersonic speeds during three flight tests in September 1998. The program concluded after four more data-collection flights in the spring of 1999. The Tu-144LL model had new Kuznetsov NK-321 turbofan engines rated at more than 55,000 pounds of thrust in full afterburner. The aircraft is 215 feet, 6 inches long and 42 feet, 2 inches high with a wingspan of 94 feet, 6 inches. The aircraft is constructed mostly of light aluminum alloy with titanium and stainless steel on the leading edges, elevons, rudder, and the under-surface of the rear fuselage.

Tu-144LL SST Flying Laboratory Lifts off Runway on a High-Speed Research Flight

NASA Technical Reports Server (NTRS)

1998-01-01

The Tupolev Tu-144LL lifts off from the Zhukovsky Air Development Center near Moscow, Russia, on a 1998 test flight. NASA teamed with American and Russian aerospace industries for an extended period in a joint international research program featuring the Russian-built Tu-144LL supersonic aircraft. The object of the program was to develop technologies for a proposed future second-generation supersonic airliner to be developed in the 21st Century. The aircraft's initial flight phase began in June 1996 and concluded in February 1998 after 19 research flights. A shorter follow-on program involving seven flights began in September 1998 and concluded in April 1999. All flights were conducted in Russia from Tupolev's facility at the Zhukovsky Air Development Center near Moscow. The centerpiece of the research program was the Tu 144LL, a first-generation Russian supersonic jetliner that was modified by its developer/builder, Tupolev ANTK (aviatsionnyy nauchno-tekhnicheskiy kompleks-roughly, aviation technical complex), into a flying laboratory for supersonic research. Using the Tu-144LL to conduct flight research experiments, researchers compared full-scale supersonic aircraft flight data with results from models in wind tunnels, computer-aided techniques, and other flight tests. The experiments provided unique aerodynamic, structures, acoustics, and operating environment data on supersonic passenger aircraft. Data collected from the research program was being used to develop the technology base for a proposed future American-built supersonic jetliner. Although actual development of such an advanced supersonic transport (SST) is currently on hold, commercial aviation experts estimate that a market for up to 500 such aircraft could develop by the third decade of the 21st Century. The Tu-144LL used in the NASA-sponsored research program was a 'D' model with different engines than were used in production-model aircraft. Fifty experiments were proposed for the program and eight were selected, including six flight and two ground (engine) tests. The flight experiments included studies of the aircraft's exterior surface, internal structure, engine temperatures, boundary-layer airflow, the wing's ground-effect characteristics, interior and exterior noise, handling qualities in various flight profiles, and in-flight structural flexibility. The ground tests studied the effect of air inlet structures on airflow entering the engine and the effect on engine performance when supersonic shock waves rapidly change position in the engine air inlet. A second phase of testing further studied the original six in-flight experiments with additional instrumentation installed to assist in data acquisition and analysis. A new experiment aimed at measuring the in-flight deflections of the wing and fuselage was also conducted. American-supplied transducers and sensors were installed to measure nose boom pressures, angle of attack, and sideslip angles with increased accuracy. Two NASA pilots, Robert Rivers of Langley Research Center, Hampton, Virginia, and Gordon Fullerton from Dryden Flight Research Center, Edwards, California, assessed the aircraft's handling at subsonic and supersonic speeds during three flight tests in September 1998. The program concluded after four more data-collection flights in the spring of 1999. The Tu-144LL model had new Kuznetsov NK-321 turbofan engines rated at more than 55,000 pounds of thrust in full afterburner. The aircraft is 215 feet, 6 inches long and 42 feet, 2 inches high with a wingspan of 94 feet, 6 inches. The aircraft is constructed mostly of light aluminum alloy with titanium and stainless steel on the leading edges, elevons, rudder, and the under-surface of the rear fuselage.

Student Development in an Experiential Learning Program

ERIC Educational Resources Information Center

Gilbert, Brandi L.; Banks, Julianna; Houser, John H. W.; Rhodes, Simon J.; Lees, N. Douglas

2014-01-01

This study is an outcomes assessment of an experiential learning program for undergraduate students interested in life and health sciences careers enrolled at a public urban research institution. The year-long research and professional experience internships were projected to improve learning outcomes in undergraduates. The study included an…

SCIENS: Opening Eyes to the Future.

ERIC Educational Resources Information Center

Landgren, C. R.

1988-01-01

SCIENS is a Middlebury College (Vermont) program designed to excite minority student interest in the natural sciences and to provide students with training and research experiences. The program, encompassing three summers, involves core instruction for high-potential 11th-grade students, summer research in college laboratories, and internships in…

Evaluating WIC.

ERIC Educational Resources Information Center

Germanis, Peter; Besharov, Douglas J.

2000-01-01

Describes the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) and reviews and assesses research on its impact. Recommends policy reforms and randomized experiments to evaluate the program and any changes made to it. Weaknesses in research to date make the real impacts of WIC unclear. (Contains 79 references.) (SLD)

Solvents, Ethanol, Car Crashes and Tolerance: How Risky is Inhalation of Organic Solvents?

EPA Science Inventory

A research program in the National Health and Environmental Effects Research Laboratory of the U.S. EPA has led to some surprising considerations regarding the potential hazard of exposure to low concentrations of solvent vapors. This program involved conducting experiments to ch...

Investigation of the Dynamics of a Maglev Vehicle Traversing a Flexible Guideway : Theory and Experiment

DOT National Transportation Integrated Search

1979-04-01

This report presents the results of a research program conducted jointly by the United States Department of Transportation and the Federal Republic of Germany Ministry for Research and Technology. The object of this program was to study the dynamics ...

Expedition Earth and Beyond: Using NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom

NASA Technical Reports Server (NTRS)

Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue

2009-01-01

Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Expedition Earth and Beyond: Using NASA data resources and integrated educational strategies to promote authentic research in the classroom

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W.; Willis, K.; Runco, S.

2009-12-01

Teachers in today’s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and diverse research opportunities that are inspired by views of Earth from space taken by astronauts on board the International Space Station. The interest and connection to viewing our home planet from space will inevitably spark questions that will drive students to pursue their research investigations, as well as forming a basis for comparisons to the exploration of other planetary bodies in our solar system.

Fine-Tuning Summer Research Programs to Promote Underrepresented Students' Persistence in the STEM Pathway.

PubMed

Ghee, Medeva; Keels, Micere; Collins, Deborah; Neal-Spence, Cynthia; Baker, Earnestine

Although the importance of undergraduate research experiences in preparing students for graduate study and research careers is well documented, specific examination of program components is needed to assess the impact of these programs on underrepresented (UR) students. The Leadership Alliance, a consortium of leading PhD-granting and minority-serving institutions (MSIs), has leveraged its diverse partnership to place UR students from MSI and non-MSI institutions in competitive research environments through its national Summer Research Early Identification Program. Using longitudinal pre/post data collected from student surveys, we applied social cognitive career theory as a conceptual framework to examine how research engagement, skill development, and mentorship aspects of a summer research program affect students' commitment to pursue research careers. Self-reported knowledge of research skills, time engaged in research activity, and students' understanding of and attitudes toward pursuing graduate study were measured in relation to the classification of students' home undergraduate institution, level of students' pre-existing research experience, and demographic factors. Our results provide evidence of specific programmatic components that are beneficial for UR students from varying academic and cultural backgrounds. This study describes important aspects of summer research programs that will contribute to students' ability to persist in science careers. © 2016 M. Ghee et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Experiment module concepts study. Volume 2: Experiments and mission operations

NASA Technical Reports Server (NTRS)

Macdonald, J. M.

1970-01-01

The baseline experiment program is concerned with future space experiments and cover the scientific disciplines of astronomy, space physics, space biology, biomedicine and biotechnology, earth applications, materials science, and advanced technology. The experiments within each discipline are grouped into functional program elements according to experiments that support a particular area of research or investigation and experiments that impose similar or related demand on space station support systems. The experiment requirements on module subsystems, experiment operating modes and time profiles, and the role of the astronaut are discussed. Launch and rendezvous with the space station, disposal, and on-orbit operations are delineated. The operational interfaces between module and other system elements are presented and include space station and logistic system interfaces. Preliminary launch and on-orbit environmental criteria and requirements are discussed, and experiment equipment weights by functional program elements are tabulated.

1998 Winds of Change Guide to Summer Internships, Co-op and Minority School Programs.

ERIC Educational Resources Information Center

Winds of Change, 1998

1998-01-01

Lists internships, work experience, cooperative education, and university research programs for American-Indian and minority college students, as well as summer programs for middle school and high school students. Lists 28 programs alphabetically; entries contain a short program description, prerequisites, deadlines and requirements for…

An Introductory Research Experience in Mathematics for Undergraduates

ERIC Educational Resources Information Center

Johnston, William W.; Webster, Jonathan E.; Wilson, Christopher James

2017-01-01

This paper offers a strategic initiative designed to boost the level of collaborative mathematical research involving undergraduate mathematics students at Butler University. It describes goals, program design, logistics, and outcomes for an 8-day intensive summer experience in which undergraduate mathematics majors engaged in original…

Drones for aerodynamic and structural testing /DAST/ - A status report

NASA Technical Reports Server (NTRS)

Murrow, H. N.; Eckstrom, C. V.

1978-01-01

A program for providing research data on aerodynamic loads and active control systems on wings with supercritical airfoils in the transonic speed range is described. Analytical development, wind tunnel tests, and flight tests are included. A Firebee II target drone vehicle has been modified for use as a flight test facility. The program currently includes flight experiments on two aeroelastic research wings. The primary purpose of the first flight experiment is to demonstrate an active control system for flutter suppression on a transport-type wing. Design and fabrication of the wing are complete and after installing research instrumentation and the flutter suppression system, flight testing is expected to begin in early 1979. The experiment on the second research wing - a fuel-conservative transport type - is to demonstrate multiple active control systems including flutter suppression, maneuver load alleviation, gust load alleviation, and reduce static stability. Of special importance for this second experiment is the development and validation of integrated design methods which include the benefits of active controls in the structural design.

The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

PubMed Central

Thiry, Heather; Weston, Timothy J.; Laursen, Sandra L.; Hunter, Anne-Barrie

2012-01-01

This mixed-methods study explores differences in novice and experienced undergraduate students’ perceptions of their cognitive, personal, and professional gains from engaging in scientific research. The study was conducted in four different undergraduate research (UR) programs at two research-extensive universities; three of these programs had a focus on the biosciences. Seventy-three entry-level and experienced student researchers participated in in-depth, semi-structured interviews and completed the quantitative Undergraduate Research Student Self-Assessment (URSSA) instrument. Interviews and surveys assessed students’ developmental outcomes from engaging in UR. Experienced students reported distinct personal, professional, and cognitive outcomes relative to their novice peers, including a more sophisticated understanding of the process of scientific research. Students also described the trajectories by which they developed not only the intellectual skills necessary to advance in science, but also the behaviors and temperament necessary to be a scientist. The findings suggest that students benefit from multi-year UR experiences. Implications for UR program design, advising practices, and funding structures are discussed. PMID:22949423

Burning Questions in Gravity-Dependent Combustion Science

NASA Technical Reports Server (NTRS)

Urban, David; Chiaramonte, Francis P.

2012-01-01

Building upon a long history of spaceflight and ground based research, NASA's Combustion Science program has accumulated a significant body of accomplishments on the ISS. Historically, NASAs low-gravity combustion research program has sought: to provide a more complete understanding of the fundamental controlling processes in combustion by identifying simpler one-dimensional systems to eliminate the complex interactions between the buoyant flow and the energy feedback to the reaction zone to provide realistic simulation of the fire risk in manned spacecraft and to enable practical simulation of the gravitational environment experienced by reacting systems in future spacecraft. Over the past two decades, low-gravity combustion research has focused primarily on increasing our understanding of fundamental combustion processes (e.g. droplet combustion, soot, flame spread, smoldering, and gas-jet flames). This research program was highly successful and was aided by synergistic programs in Europe and in Japan. Overall improvements were made in our ability to model droplet combustion in spray combustors (e.g. jet engines), predict flame spread, predict soot production, and detect and prevent spacecraft fires. These results provided a unique dataset that supports both an active research discipline and also spacecraft fire safety for current and future spacecraft. These experiments have been conducted using the Combustion Integrated Rack (CIR), the Microgravity Science Glovebox and the Express Rack. In this paper, we provide an overview of the earlier space shuttle experiments, the recent ISS combustion experiments in addition to the studies planned for the future. Experiments in combustion include topics such as droplet combustion, gaseous diffusion flames, solid fuels, premixed flame studies, fire safety, and super critical oxidation processes.

CLR Academic Library Management Intern Program: A Symposium.

ERIC Educational Resources Information Center

Gwinn, Nancy E.; And Others

1980-01-01

A program to develop managers for academic and research libraries is reviewed through the eyes of eight participants. Former interns relate their experiences and impressions while in the program and its effect on their professional careers. (RAA)

Teacher Research Programs Participation Improves Student Achievement in Science

NASA Astrophysics Data System (ADS)

Dubner, J.

2009-12-01

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers’ skills in communicating science to students. We have measured the impact of New York City public high school science teacher participation in Columbia University’s Summer Research Program for Science Teachers on their students’ academic performance in science. In the year prior to program entry, students of participating and non-participating teachers passed a New York State Regents science examination at the same rate. In years three and four following program entry, participating teachers’ students passed Regents science exams at a higher rate (p = 0.049) than non-participating teachers’ students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings.

Making Meaning about Educational Experiences through Participatory Action Research: A Project Conducted with Adults Enrolled in a Community College Mathematics Course

ERIC Educational Resources Information Center

Moreno, German Alonso

2015-01-01

This paper discusses the findings of a group of co-researchers involved in a participatory action research (PAR) project conducted with adults in a developmental education program. The co-researchers were mostly individuals of Hispanic descent, who had struggled in the past with schooling. Because the educational experiences of Hispanics often…

An overview of the quiet short-haul research aircraft program

NASA Technical Reports Server (NTRS)

Shovlin, M. D.; Cochrane, J. A.

1978-01-01

An overview of the Quiet Short Haul Research Aircraft (QSRA) Program is presented, with special emphasis on its propulsion and acoustic aspects. A description of the NASA technical participation in the program including wind tunnel testing, engine ground tests, and advanced aircraft simulation is given. The aircraft and its systems are described and, measured performance, where available, is compared to program goals. Preliminary data indicate that additional research and development are needed in some areas of which acoustics is an example. Some of these additional research areas and potential experiments using the QSRA to develop the technology are discussed. The concept of the QSRA as a national flight research facility is explained.

Community-Wide Education Outreach for the Ridge2000 Research Program

NASA Astrophysics Data System (ADS)

Goehring, E.

2004-12-01

Ridge2000 is a multidisciplinary NSF sponsored research initiative to explore Earth's spreading ridge system as an integrated whole. The Ridge2000 community is comprised of scientists from universities and research institutions across the country. Building on existing exemplary outreach efforts (e.g., REVEL, Dive&Discover, Volcanoes of the Deep Sea IMAX), Ridge2000 education outreach has begun to develop community-wide education offerings - programs to which Ridge2000 scientists and others may contribute. Community-wide efforts offer the advantages of serving larger audiences of scientists as well as educators and students and providing avenues for scientists interested in education outreach but with limited time or experience. Coordination of researchers' educational efforts also better leverages the resources of the funding agency - NSF. Here we discuss an exciting Ridge2000 pilot program called SEAS - Student Experiments At Sea. SEAS is a web-based program for middle and high school students to learn science by doing science. SEAS students study the exciting, relatively unexplored world of hydrothermal vents and learn to ask questions about this environment just as researchers do. SEAS goes beyond "follow-along" outreach by inviting students to participate in research through formal proposal and report competitions. The program was concept-tested during the 2003-2004 academic year, with 14 pilot teachers and approximately 800 students. Five student experiments were conducted at sea, with data posted to the website during the cruise. Student reports as well as scientist comments are posted there as well (http://www.ridge2000.org/SEAS/). It was an exciting year! Over 20 Ridge2000 scientists contributed their time and expertise to the SEAS program in its first year. Scientists are invited to contribute in a variety of ways, all of which help satisfy the requirement's of NSF's Broader Impacts Criterion. They may help develop curriculum topics, consult on experimental design, review student proposals and final reports, and/or host student experiments during a research cruise. Many contributions require less than a day's effort. By sharing the load, no one scientist is burdened, nor expected to contribute additional funding. Even better, the Ridge2000 office assumes responsibility for the program development, funding, evaluation and dissemination. When we work together, the possibilities are endless.

Electrically Driven Thermal Management: Flight Validation, Experiment Development, Future Technologies

NASA Technical Reports Server (NTRS)

Didion, Jeffrey R.

2018-01-01

Electrically Driven Thermal Management is an active research and technology development initiative incorporating ISS technology flight demonstrations (STP-H5), development of Microgravity Science Glovebox (MSG) flight experiment, and laboratory-based investigations of electrically based thermal management techniques. The program targets integrated thermal management for future generations of RF electronics and power electronic devices. This presentation reviews four program elements: i.) results from the Electrohydrodynamic (EHD) Long Term Flight Demonstration launched in February 2017 ii.) development of the Electrically Driven Liquid Film Boiling Experiment iii.) two University based research efforts iv.) development of Oscillating Heat Pipe evaluation at Goddard Space Flight Center.

Cooperative Research Projects in the Microgravity Combustion Science Programs Sponsored by NASA and NEDO

NASA Technical Reports Server (NTRS)

Ross, Howard (Compiler)

2000-01-01

This document contains the results of a collection of selected cooperative research projects between principal investigators in the microgravity combustion science programs, sponsored by NASA and NEDO. Cooperation involved the use of drop towers in Japan and the United States, and the sharing of subsequent research data and findings. The topical areas include: (1) Interacting droplet arrays, (2) high pressure binary fuel sprays, (3) sooting droplet combustion, (4) flammability limits and dynamics of spherical, premixed gaseous flames and, (5) ignition and transition of flame spread across thin solid fuel samples. All of the investigators view this collaboration as a success. Novel flame behaviors were found and later published in archival journals. In some cases the experiments provided verification of the design and behavior in subsequent experiments performed on the Space Shuttle. In other cases, the experiments provided guidance to experiments that are expected to be performed on the International Space Station.

Tunable solid-state laser technology for applications to scientific and technological experiments from space

NASA Technical Reports Server (NTRS)

Allario, F.; Taylor, L. V.

1986-01-01

Current plans for the Earth Observing System (EOS) include development of a lidar facility to conduct scientific experiments from a polar orbiting platforms. A recommended set of experiments were scoped, which includes techniques of atmospheric backscatter (Lidar), Differential Absorption Lidar (DIAL), altimetry, and retroranging. Preliminary assessments of the resources (power, weight, volume) required by the Eos Lidar Facility were conducted. A research program in tunable solid state laser technology was developed, which includes laser materials development, modeling and experiments on the physics of solid state laser materials, and development of solid state laser transmitters with a strong focus on Eos scientific investigations. Some of the system studies that were conducted which highlight the payoff of solid state laser technology for the Eos scientific investigations will be discussed. Additionally, a summary of some promising research results which have recently emerged from the research program will be presented.

The History of Winter: teachers as scientists

NASA Astrophysics Data System (ADS)

Koenig, L.; Courville, Z.; Wasilewski, P. J.; Gow, T.; Bender, K. J.

2013-12-01

The History of Winter (HOW) is a NASA Goddard Space Flight Center-funded teacher enrichment program that was started by Dr. Peter Wasilewski (NASA), Dr. Robert Gabrys (NASA) and Dr. Tony Gow (Cold Regions Research and Engineering Laboratory, or CRREL) in 2001 and continues with support and involvement of scientists from both the NASA Cryospheric Sciences Laboratory and CREEL. The program brings educators mostly from middle and high schools but also from state parks, community colleges and other institutions from across the US to the Northwood School (a small, private boarding school) in Lake Placid, NY for one week to learn about several facets of winter, polar, and snow research, including the science and history of polar ice core research, lake ice formation and structure, snow pack science, winter ecology, and remote sensing including current and future NASA cryospheric missions. The program receives support from the Northwood School staff to facilitate the program. The goal of the program is to create 'teachers as scientists' which is achieved through several hands-on field experiences in which the teachers have the opportunity to work with polar researchers from NASA, CRREL and partner Universities to dig and sample snow pits, make ice thin sections from lake ice, make snow shelters, and observe under-ice lake ecology. The hands-on work allows the teachers to use the same tools and techniques used in polar research while simultaneously introducing science concepts and activities to support their classroom work. The ultimate goal of the program is to provide the classroom teachers with the opportunity to learn about current and timely cryospheric research as well as to engage in real fieldwork experiences. The enthusiasm generated during the week-long program is translated into classroom activities with guidance from scientists, teachers and educational professionals. The opportunity to engage with polar researchers, both young investigators and renowned veterans in the field, is a unique experience for many of the teachers. Here we present lessons learned throughout the lifetime of the program, including successes and improvements made, and present our vision for the future of HOW.

A research experience for American Indian undergraduates: Utilizing an actor–partner interdependence model to examine the student–mentor dyad

PubMed Central

Griese, Emily R.; McMahon, Tracey R.; Kenyon, DenYelle Baete

2016-01-01

The majority of research examining Undergraduate Research Experiences focuses singularly on student-reported outcomes, often overlooking assessment of the mentor role in student learning and outcomes following these experiences. The goal of the current study was to examine the student-mentor dyad at the beginning and end of a 10-week summer research experience for American Indian undergraduates utilizing a series of actor-partner interdependence models within SEM. Participants included 26 undergraduate interns (50% American Indian; 50% American Indian and White; M age = 24) and 27 mentors (89% White; M age = 47). Findings indicated that in accounting for all potential paths between students and mentors, the partner path between mentor beliefs at the beginning of the program and students’ skills related to autonomy (β =.59, p = .01) and academic resilience (β =.44, p = .03) at the end of the program were significant. These findings suggest the important impact of mentor beliefs on student outcomes, a relationship that should be adequately assessed and continue to be important focus of undergraduate research experiences. Findings further indicate the important role of mentors for American Indian undergraduates. PMID:28289486

An Electronic Workshop on the Performance Seeking Control and Propulsion Controlled Aircraft Results of the F-15 Highly Integrated Digital Electronic Control Flight Research Program

NASA Technical Reports Server (NTRS)

Powers, Sheryll Goecke (Compiler)

1995-01-01

Flight research for the F-15 HIDEC (Highly Integrated Digital Electronic Control) program was completed at NASA Dryden Flight Research Center in the fall of 1993. The flight research conducted during the last two years of the HIDEC program included two principal experiments: (1) performance seeking control (PSC), an adaptive, real-time, on-board optimization of engine, inlet, and horizontal tail position on the F-15; and (2) propulsion controlled aircraft (PCA), an augmented flight control system developed for landings as well as up-and-away flight that used only engine thrust (flight controls locked) for flight control. In September 1994, the background details and results of the PSC and PCA experiments were presented in an electronic workshop, accessible through the Dryden World Wide Web (http://www.dfrc.nasa.gov/dryden.html) and as a compact disk.

(Almost) a slam dunk: Assessing the experiences and opinions of participants in a National Basketball Association (NBA)-funded dropout prevention program.

PubMed

Geiger, Tray J; Amrein-Beardsley, Audrey

2017-10-01

Researchers conducted an evaluation of participants' perceptions of a dropout prevention program - the NBA High School program - involving a National Basketball Association (NBA) team, a high school located in downtown [City], and the College of Education (COE) at the local State University (SU). The program targeted "at-risk" high school students while utilizing student-teachers as tutors and mentors. Researchers utilized mixed methods to assess student, student-teacher, and high school teacher participants' experiences with and opinions of the program. Researchers found (1) students enjoyed the program, especially given the involvement of the student-teachers; (2) students believed the program helped improve their grades; (3) student-teachers enjoyed working with their students, although student-teachers found some of the expectations surrounding their positions and roles as tutors/mentors within the high school to be unclear and frustrating; (4) high school teachers felt significantly better about the program than the student-teachers; and (5) overall, all sets of respondents categorically supported the program and its benefits. Findings indicated that the involvement of mentors or role models matters to students, and clear and organized logistics, planning, and communication are integral for program success. Copyright © 2017 Elsevier Ltd. All rights reserved.

STAIRSTEP -- a research-oriented program for undergraduate students at Lamar University

NASA Astrophysics Data System (ADS)

Bahrim, Cristian

2011-03-01

The relative low number of undergraduate STEM students in many science disciplines, and in particular in physics, represents a major concern for our faculty and the administration at Lamar University. Therefore, a collaborative effort between several science programs, including computer science, chemistry, geology, mathematics and physics was set up with the goal of increasing the number of science majors and to minimize the retention rate. Lamar's Student Advancing through Involvement in Research Student Talent Expansion Program (STAIRSTEP) is a NSF-DUE sponsored program designed to motivate STEM students to graduate with a science degree from one of these five disciplines by involving them in state-of-the-art research projects and various outreach activities organized on-campus or in road shows at the secondary and high schools. The physics program offers hands-on experience in optics, such as computer-based experiments for studying the diffraction and interference of light incident on nettings or electronic wave packets incident on crystals, with applications in optical imaging, electron microscopy, and crystallography. The impact of the various activities done in STAIRSTEP on our Physics Program will be discussed.

Utilization of Space Station Freedom for technology research

NASA Technical Reports Server (NTRS)

Avery, Don E.

1992-01-01

Space Station Freedom presents a unique opportunity for technology developers to conduct research in the space environment. Research can be conducted in the pressurized volume of the Space Station's laboratories or attached to the Space Station truss in the vacuum of space. Technology developers, represented by the Office of Aeronautics and Space Technology (OAST), will have 12 percent of the available Space Station resources (volume, power, data, crew, etc.) to use for their research. Most technologies can benefit from research on Space Station Freedom and all these technologies are represented in the OAST proposed traffic model. This traffic model consists of experiments that have been proposed by technology developers but not necessarily selected for flight. Experiments to be flown in space will be selected through an Announcement of Opportunity (A.O.) process. The A.O. is expected to be released in August, 1992. Experiments will generally fall into one of the 3 following categories: (1) Individual technology experiments; (2) Instrumented Space Station; and (3) Guest investigator program. The individual technology experiments are those that do not instrument the Space Station nor directly relate to the development of technologies for evolution of Space Station or development of advanced space platforms. The Instrumented Space Station category is similar to the Orbiter Experiments Program and allows the technology developer to instrument subsystems on the Station or develop instrumentation packages that measure products or processes of the Space Station for the advancement of space platform technologies. The guest investigator program allows the user to request data from Space Station or other experiments for independent research. When developing an experiment, a developer should consider all the resources and infrastructure that Space Station Freedom can provide and take advantage of these to the maximum extent possible. Things like environment, accommodations, carriers, and integration should all be taken into account. In developing experiments at Langley Research Center, an iterative approach is proving useful. This approach uses Space Station utilization and subsystem experts to advise and critique experiment designs to take advantage of everything the Space Station has to offer. Also, solid object modeling and animation computer tools are used to fully visualize the experiment and its processes. This process is very useful for attached payloads and allows problems to be detected early in the experiment design phase.

The International Heat Pipe Experiment. [international cooperation zero g experiment

NASA Technical Reports Server (NTRS)

Mcintosh, R.; Ollendorf, S.; Harwell, W.

1976-01-01

The aims of the experiment are outlined. Flight experiments included in this program were provided by NASA, Goddard Space Flight Center, ESA (European Space Agency), the German Ministry of Technology, Hughes Aircraft Company and NASA, Ames Research Center.

Lewis' Educational and Research Collaborative Intership Program Grant Closeout Report

NASA Technical Reports Server (NTRS)

2003-01-01

The Lewis' Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships and 10 or 12-week fellowships for undergraduate/graduate students and secondary school teachers. Approximately 130 interns are selected to participate in this program each year and begin arriving the second week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, lectures and short courses. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds.

Exploring the Meaning African American PETE Teacher Candidates Ascribe to Their Aquatic Experiences

ERIC Educational Resources Information Center

Sato, Takahiro; Hodge, Samuel R.

2012-01-01

Physical Education Teacher Education (PETE) programs typically require their graduates to learn to swim proficiently. However, the research base is underdeveloped regarding the aquatic experiences of African Americans in PETE programs. The purpose of this study was to explore the meaning African American PETE teacher candidates ascribe to their…

Student Experiences of High-Stakes Testing for Progression in One Undergraduate Nursing Program

ERIC Educational Resources Information Center

McClenny, Tammy

2016-01-01

High-stakes testing in undergraduate nursing education are those assessments used to make critical decisions for student progression and graduation. The purpose of this study was to explore the different ways students experience multiple high-stakes tests for progression in one undergraduate BSN program. Research participants were prelicensure…

Out-of-school settings as a developmental context for children and youth.

PubMed

Vandell, Deborah Lowe; Pierce, Kim M; Dadisman, Kimberly

2005-01-01

Since the 1990s, there has been a growing recognition of the importance of the out-of-school context for children and adolescents. Fueled in part by family demographics that include substantial numbers of employed mothers and single mothers, in part by concerns about poor academic performance and problem behaviors, and in part by intensified efforts to find ways to promote positive youth development, researchers and practitioners have focused their attention on two particular out-of-school settings: after-school programs and structured activities. The research findings pertaining to full-time (i.e., 5 days a week) after-school programs are mixed, which may reflect the substantial heterogeneity of the programs in terms of children being served, the types of activities offered, and the training and background of the staff. The federal funding of the 21st Century CLCs and various state and local initiatives has increased the numbers of low-income and English-learning students participating in after-school programs. A substantial number of programs are becoming more school-like. The available research suggests that (under some conditions) attending after-school programs is linked to improved social and academic outcomes. Children are more likely to show academic and social benefits when staff-child relationships are positive and nonconflictual, when programs offer a variety of age-appropriate activities from which children can select those of interest, and when children attend on a regular basis. The research findings about voluntary structured activities are more straightforward. Participation in these activities has been consistently linked to positive academic and social developmental outcomes in numerous studies. What appears to be key is that the activities are voluntary, are characterized by sustained engagement and effort, and provide opportunities to build or develop skills. Although the available research has begun to inform our understanding of the out-of-school context, further research is sorely needed. First, there is a need for research to identify the social, cognitive, and linguistic processes by which participation in programs and structured activities influences child and youth developmental outcomes. For example, researchers need to consider the competitiveness of sport activities in relation to children's social and emotional functioning. Researchers also might examine after-school experiences as settings in which complex thought processes can develop. Heath (1999) has conducted initial work in the area of language development by obtaining language samples during voluntary structured activities and analyzing their content. In the initial samples, students engaged in few sustained conversations on a topic and they frequently changed topics. After 3-4 weeks at the program, however, Heath noted substantial changes in the students' conversations and language. The use of conditionals (should, would, could) increased. She also noted increases in strategies to obtain clarifications from others and increases in the use of shifted registers and genres. Heath's (1999) linguistic analyses in conjunction with research that considers social and motivational processes underscore the broader point that the out-of-school context is complex and multi-layered and likely to be of substantial importance in the lives of children and youth. Research is needed to identify other important developmental processes in programs and structured activities. A promising procedure for identifying these processes is experience sampling (Csikszentmihalyi & Larson, 1987; Larson, 1989). Experience sampling methodology allows researchers to collect systematic data about an individual's activities, thoughts, and affective states by obtaining reports from participants at multiple randomly sampled points in time. Participants are signaled to provide a report in a variety of ways, such as with beepers or alarm watches. This record of experiences is not usually captured by other data collection methods. For example, program observations provide data on observed activities, interactions, and program climate, but do not offer insights into students' feelings and experiences within the after-school environment. Questionnaire and survey data are retrospective, asking respondents to recall past experiences and feelings regarding their after-school activities. Experience sampling could be used to examine any number of processes in after-school programs and structured activities. A better understanding of the effects of program content also is needed. Whether after-school programs should focus exclusively on enrichment activities or exclusively on academic activities, or include both enrichment and academic components, is the subject of heated debate. Some after-school scholars (Halpern, 1999; Heath, 1999; Eccles, in press) have argued forcefully that a focus on academics undermines the unique strengths and role of programs, and that programs should emphasize extracurricular enrichment activities. Others (Noam, 2004) have supported the move by policy makers and educators to make programs more academic, with an emphasis on homework help, tutoring, and preparation for academic achievement tests. The effects of different approaches to after-school programming have not been evaluated systematically. Research that describes, compares, and then tests effects of different program content models is needed to determine which types of programs are successful in attracting and keeping students (a necessary condition for programs to effect change), and to determine whether different types of programs are differentially associated with improvements in student outcomes such as school attendance, academic achievement, social competencies, and behavioral adjustment. A related question is whether structured activities that are obligatory or required have the same effects as voluntary structured activities do. Researchers also should further examine the impact of different attendance patterns on child developmental outcomes. We do not have solid information about optimal intensity and duration of attendance in terms of outcomes. There are suggestions in the literature that long-term, frequent attendance at programs is associated with positive outcomes for low-income children. Research needs to examine whether these results hold for middle-income children and youth as well. Finally, experimental studies should be conducted in which children and adolescents are randomly assigned to after-school programs and structured activities. All of the research to date on structured activities, and most of the research on after-school programs, has been nonexperimental, so questions about selection bias remain. Experimental studies in which children and adolescents are randomly assigned to participation in programs and activities would be a valuable next step in understanding relations between participation and child and youth outcomes. Such research should not be conducted until we have more information about the components of high-quality programming in terms of program content and developmental processes, however.

Fellowship Effects in Graduate Education: Evaluating the Impact of the National Science Foundation's Graduate Research Fellowship Program. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Goldsmith, Sharon S.; Presley, Jennifer B.

This report results from an evaluation of the National Research Foundation's Graduate Research Fellowship program. The study sought to determine: (1) whether NSF fellows show evidence of more timely degree completion and early career success; (2) whether graduate fellows and minority graduate fellows experience similar education and career…

Research and management of soil, plant, animal, and human resources in the Middle Rio Grande Basin

Treesearch

Deborah M. Finch

1996-01-01

The Rocky Mountain Forest and Range Experiment Station initiated a research program in 1994 called. "Ecology, diversity, and sustainability of soil, plant, animal, and human resources of the Rio Grande Basin". This program is funded by an Ecosystem Management grant from Forest Service Research. Its mission focuses on the development and application of new...

Grounding Adult Education Research in Rural Areas: Reflections on the Development of a Research Program at the University of Limpopo in South Africa

ERIC Educational Resources Information Center

Zeelen, Jacques; Rampedi, Makgwana; van der Linden, Josje

2014-01-01

Mission statements of universities in developing countries usually include serving the surrounding communities. Often this service does not reach beyond lip service. This article puts into context the experience of developing an adult education research program responding to the needs of the surrounding community in a historically disadvantaged…

"It takes more than a fellowship program": reflections on capacity strengthening for health systems research in sub-Saharan Africa.

PubMed

Izugbara, Chimaraoke O; Kabiru, Caroline W; Amendah, Djesika; Dimbuene, Zacharie Tsala; Donfouet, Hermann Pythagore Pierre; Atake, Esso-Hanam; Ingabire, Marie-Gloriose; Maluka, Stephen; Mumah, Joyce N; Mwau, Matilu; Ndinya, Mollyne; Ngure, Kenneth; Sidze, Estelle M; Sossa, Charles; Soura, Abdramane; Ezeh, Alex C

2017-12-04

Sub-Saharan Africa (SSA) experiences an acute dearth of well-trained and skilled researchers. This dearth constrains the region's capacity to identify and address the root causes of its poor social, health, development, and other outcomes. Building sustainable research capacity in SSA requires, among other things, locally led and run initiatives that draw on existing regional capacities as well as mutually beneficial global collaborations. This paper describes a regional research capacity strengthening initiative-the African Doctoral Dissertation Research Fellowship (ADDRF) program. This Africa-based and African-led initiative has emerged as a practical and tested platform for producing and nurturing research leaders, strengthening university-wide systems for quality research training and productivity, and building a critical mass of highly-trained African scholars and researchers. The program deploys different interventions to ensure the success of fellows. These interventions include research methods and scientific writing workshops, research and reentry support grants, post-doctoral research support and placements, as well as grants for networking and scholarly conferences attendance. Across the region, ADDRF graduates are emerging as research leaders, showing signs of becoming the next generation of world-class researchers, and supporting the transformations of their home-institutions. While the contributions of the ADDRF program to research capacity strengthening in the region are significant, the sustainability of the initiative and other research and training fellowship programs on the continent requires significant investments from local sources and, especially, governments and the private sector in Africa. The ADDRF experience demonstrates that research capacity building in Africa is possible through innovative, multifaceted interventions that support graduate students to develop different critical capacities and transferable skills and build, expand, and maintain networks that can sustain them as scholars and researchers.

POLLUX: a program for simulated cloning, mutagenesis and database searching of DNA constructs.

PubMed

Dayringer, H E; Sammons, S A

1991-04-01

Computer support for research in biotechnology has developed rapidly and has provided several tools to aid the researcher. This report describes the capabilities of new computer software developed in this laboratory to aid in the documentation and planning of experiments in molecular biology. The program, POLLUX, provides a graphical medium for the entry, edit and manipulation of DNA constructs and a textual format for display and edit of construct descriptive data. Program operation and procedures are designed to mimic the actual laboratory experiments with respect to capability and the order in which they are performed. Flexible control over the content of the computer-generated displays and program facilities is provided by a mouse-driven menu interface. Programmed facilities for mutagenesis, simulated cloning and searching of the database from networked workstations are described.

Promising and Established Investigators' Experiences Participating in the National Athletic Trainers' Association Foundation Research Mentor Program.

PubMed

Nottingham, Sara L; Mazerolle, Stephanie M; Barrett, Jessica L

2017-04-01

  Mentorship is a helpful resource for individuals who transition from doctoral student to tenure-track faculty member. The National Athletic Trainers' Association (NATA) Research & Education Foundation offers a Research Mentor Program to provide mentorship to promising investigators, particularly as they work to establish independent lines of research.   To gain the perspectives of promising and established investigators on their participation in the NATA Foundation Research Mentor Program.   Qualitative, phenomenological research.   Higher education institutions.   Seven promising investigators (5 women, 2 men) and 7 established investigators (2 women, 5 men), all of whom had completed the NATA Foundation Research Mentor Program. Data Collection and Analysis We developed and piloted intervi: ew guides designed to gain participants' perspectives on their experiences participating in the NATA Foundation Research Mentor Program. Semistructured telephone interviews were completed with each individual and transcribed verbatim. Data were analyzed using a phenomenological approach, and saturation was obtained. Trustworthiness was established with the use of member checking, multiple-analyst triangulation, and data-source triangulation.   Three themes emerged from the interviews: (1) motivation, (2) collaboration, and (3) resources. Participants were motivated to become involved because they saw the value of mentorship, and mentees desired guidance in their research. Participants believed that collaboration on a project contributed to a positive relationship, and they also desired additional program and professional resources to support novice faculty.   Promising and established investigators should be encouraged to engage in mentoring relationships to facilitate mentees' research agendas and professional development. The NATA Foundation and athletic training profession may consider providing additional resources for novice faculty, such as training on effective mentoring; grant writing and other research-related tasks; and support for broader faculty responsibilities, such as teaching, service, and work-life balance.

Students' Perspectives of Urban Middle School Physical Education Programs

ERIC Educational Resources Information Center

Dyson, Ben; Coviello, Nicole; DiCesare, Emma; Dyson, Lisa

2009-01-01

The purpose of this study was to explore and interpret students' perspectives of their experiences in four urban middle school physical education programs. Focus group interviews with 76 students were supported by field notes and researchers' reflective journals. Researchers used constant comparison methods (Lincoln & Guba, 1985) to identify seven…

Client Narratives about Experiences with a Multicouple Treatment Program for Intimate Partner Violence

ERIC Educational Resources Information Center

Todahl, Jeff; Linville, Deanna; Tuttle Shamblin, Abby F.; Ball, David

2012-01-01

A handful of clinical trials have concluded that conjoint couples treatment for intimate partner violence is safe and at least as effective as conventional batterer intervention programs, yet very few researchers have explored couples' perspectives on conjoint treatment. Using qualitative narrative analysis methodology, the researchers conducted…

A Three Year Follow-Up of a Preschool Intervention Program.

ERIC Educational Resources Information Center

Hendrix, Sandra; Dokecki, Paul R.

This research addressed the question of how preschool experiences will be reflected in later development. Both cognitive functioning and social behavioral adjustment were explored. The central focus was on attitudes conducive to achievement which The Demonstration and Research Center for Early Education (DARCEE) preschool program sought to develop…

Relocating Two-Earner Couples: What Companies Are Doing. Research Bulletin No. 247.

ERIC Educational Resources Information Center

Johnson, Arlene A.

Forty employer organizations granted interviews to discuss the status of their spouse employment assistance programs, motivation for the programs, and implementation experiences. Representatives of 21 relocation consulting and research organizations supplied information on the rationale for the services they offer, ways employers use their…

Strategies for Increasing Faculty Involvement in Institutional or Program Assessment

ERIC Educational Resources Information Center

Caudle, LeAnn; Hammons, James O.

2018-01-01

This narrative research study was conducted to explore the experiences of full-time community college faculty members involved in student learning outcomes assessment. Prior research documented the need for more community college faculty involvement with assessment at the program and institutional levels (Grunwald & Peterson, 2003; Kinzie,…

Research Pilot C. Gordon Fullerton in Cockpit of TU-144LL SST Flying Laboratory

NASA Technical Reports Server (NTRS)

1998-01-01

NASA Research pilot C. Gordon Fullerton sits in cockpit of TU-144LL SST Flying Laboratory. Fullerton was one of two NASA pilots who flew the aircraft as part of a joint high speed research program. NASA teamed with American and Russian aerospace industries for an extended period in a joint international research program featuring the Russian-built Tu-144LL supersonic aircraft. The object of the program was to develop technologies for a proposed future second-generation supersonic airliner to be developed in the 21st Century. The aircraft's initial flight phase began in June 1996 and concluded in February 1998 after 19 research flights. A shorter follow-on program involving seven flights began in September 1998 and concluded in April 1999. All flights were conducted in Russia from Tupolev's facility at the Zhukovsky Air Development Center near Moscow. The centerpiece of the research program was the Tu 144LL, a first-generation Russian supersonic jetliner that was modified by its developer/builder, Tupolev ANTK (aviatsionnyy nauchno-tekhnicheskiy kompleks-roughly, aviation technical complex), into a flying laboratory for supersonic research. Using the Tu-144LL to conduct flight research experiments, researchers compared full-scale supersonic aircraft flight data with results from models in wind tunnels, computer-aided techniques, and other flight tests. The experiments provided unique aerodynamic, structures, acoustics, and operating environment data on supersonic passenger aircraft. Data collected from the research program was being used to develop the technology base for a proposed future American-built supersonic jetliner. Although actual development of such an advanced supersonic transport (SST) is currently on hold, commercial aviation experts estimate that a market for up to 500 such aircraft could develop by the third decade of the 21st Century. The Tu-144LL used in the NASA-sponsored research program was a 'D' model with different engines than were used in production-model aircraft. Fifty experiments were proposed for the program and eight were selected, including six flight and two ground (engine) tests. The flight experiments included studies of the aircraft's exterior surface, internal structure, engine temperatures, boundary-layer airflow, the wing's ground-effect characteristics, interior and exterior noise, handling qualities in various flight profiles, and in-flight structural flexibility. The ground tests studied the effect of air inlet structures on airflow entering the engine and the effect on engine performance when supersonic shock waves rapidly change position in the engine air inlet. A second phase of testing further studied the original six in-flight experiments with additional instrumentation installed to assist in data acquisition and analysis. A new experiment aimed at measuring the in-flight deflections of the wing and fuselage was also conducted. American-supplied transducers and sensors were installed to measure nose boom pressures, angle of attack, and sideslip angles with increased accuracy. Two NASA pilots, Robert Rivers of Langley Research Center, Hampton, Virginia, and Gordon Fullerton from Dryden Flight Research Center, Edwards, California, assessed the aircraft's handling at subsonic and supersonic speeds during three flight tests in September 1998. The program concluded after four more data-collection flights in the spring of 1999. The Tu-144LL model had new Kuznetsov NK-321 turbofan engines rated at more than 55,000 pounds of thrust in full afterburner. The aircraft is 215 feet, 6 inches long and 42 feet, 2 inches high with a wingspan of 94 feet, 6 inches. The aircraft is constructed mostly of light aluminum alloy with titanium and stainless steel on the leading edges, elevons, rudder, and the under-surface of the rear fuselage.

The Legacy of the Space Shuttle Program: Scientific and Engineering Accomplishments

NASA Technical Reports Server (NTRS)

Torrez, Jonathan

2009-01-01

The goal of this project was to assist in the creation of the appendix for the book being written about the Space Shuttle that is titled The Legacy of the Space Shuttle Program: Scientific and Engineering Accomplishments. The specific responsibility of the intern was the creation of the human health and performance (life sciences) and space biology sections of the appendix. This included examining and finalizing the list of flights with life sciences and space biology experiments flown aboard them, researching the experiments performed, synopsizing each experiment into two sentences, and placing the synopses into an appendix template. Overall, approximately 70 flights had their experiments synopsized and a good method for researching and construction of the template was established this summer.

Opening the Conversation on REU Assessment and Evaluation

NASA Astrophysics Data System (ADS)

Pressley, S. N.; LeBeau, J. E.

2015-12-01

Project evaluation is a key component to ensuring success of any Research Experience for Undergraduates (REU) program. The Washington State University (WSU) Regional Atmospheric Chemistry: State-of-the-art Measurement and Modeling in the Pacific Northwest REU Site employs a mixed method approach to determine what is working well and what can use improvement (formative evaluation) and to determine impact and effectiveness of the project in reaching the stated goals (summative evaluation). Quantitative data is collected via a pre-/post-test measuring participants' research self-efficacy (RSE), motivation, background information, extent of socialization, and their interpretation of the value of the REU experience. Qualitative data is gathered through individual interviews with the REU students (at the beginning and end of the program) and faculty mentors (at the end). Beginning interviews focus on expectations for the REU program and student backgrounds. End interviews focus on student RSE development, interpretations of their experience, and the value of the experience. Faculty mentors are interviewed to gather insight on student performance in the program and perspectives on the overall success of the program in meeting the proposed goals. Students are provided an opportunity to comment on the strengths and weaknesses of workshops, providing critical feedback to the particular instructor and enabling the faculty to modify the workshop content and activities in future years. Finally, research results are evaluated during the final poster presentation, and faculty are interviewed to report on their perception of how each student learned and gained knowledge during the program. To evaluate the retention of students in engineering and science and identify chosen career paths, a longitudinal survey was created and it is administered via email each year. Many REU programs also employ the Undergraduate Research Students Self-Assessment (URSSA) online tool designed for evaluating REU experiences (University of Colorado at Boulder). Information presented in this presentation will include a discussion of the current tools used as described above as well as a discussion of the pros/cons of using URSSA. One of the concerns with using URSSA in conjunction with the other assessment tools is "survey fatigue".

The Impact of and Lessons Learned from NITARP, the NASA/IPAC Teacher Archive Research Program

NASA Astrophysics Data System (ADS)

Rebull, L. M.; Nitarp Team

2014-07-01

NITARP, the NASA/IPAC Teacher Archive Research Program, gets teachers involved in authentic astronomical research. We partner small groups of educators with a professional astronomer mentor for a year-long original research project. The teams echo the entire research process, from writing a proposal, to doing the research, to presenting the results at an American Astronomical Society (AAS) meeting. The program runs from January through January. Applications are available annually in May and are due in September. The educators' experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other programs we know of that get real astronomy data into the classroom in three ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters in science sessions at an American Astronomical Society meeting alongside other researchers' work (participants are not given a “free pass” because they are educators or students). Third, the “product” is the scientific result, not any sort of curriculum packet. The teachers adapt their project and their experiences to fit in their classroom environment. NITARP changes the way teachers think about science and scientists. More information is available online at http://nitarp.ipac.caltech.edu/.

An Analysis of NSF Geosciences Research Experience for Undergraduate Site Programs from 2009 to 2012

NASA Astrophysics Data System (ADS)

Rom, E. L.; Patino, L. C.; Gonzales, J.; Weiler, C. S.; Antell, L.; Colon, Y.; Sanchez, S. C.

2012-12-01

The Research Experience for Undergraduate (REU) Program at the U.S. National Science Foundation (NSF) provides undergraduate students from across the nation the opportunity to conduct research at a different institution and in an area that may not be available at their home campus. REU Sites funded by the Directorate of Geosciences provide student research opportunities in earth, ocean, atmospheric and geospace research. This paper provides an overview of the Geosciences REU Site programs run from 2009 to 2012. Information was gathered from over 45 REU sites each year on recruitment methods, student demographics, enrichment activities, and fields of research. The internet is the most widely used mechanism to recruit participants. The admissions rate for REU Sites in Geosciences varies by discipline but averages between 6% to 18% each year, with the majority of participants being rising seniors and juniors. A few Sites include rising sophomores and freshmen. Most students attend PhD granting institutions. Among the participants, gender distribution depends on discipline, with atmospheric and geospace sciences having more male than female participants, but ocean and earth sciences having a majority of female participants. Regarding ethnic diversity, the REU Sites reflect the difficulty of attracting diverse students into Geosciences as a discipline; a large majority of the participants are Caucasian or Asian students. Furthermore, participants from minority-serving institutions or community colleges constitute a small percentage of those taking part in these research experiences. The enrichment activities are very similar across the REU Sites, and mimic well activities common to the scientific community, including intellectual exchange of ideas (lab meetings, seminars, and professional meetings), networking and social activities. Results from this study will be used to examine strengths in the REU Sites in the Geosciences and opportunities for improvement in the program. The data provided here also represent an excellent benchmark by which to measure future changes in student participation and program design that may result from 2012 changes in the REU program solicitation. For example, one important change is that REU programs are now required to include greater participation of students who are attending non-research institutions.

Scientific activity program for 1989

NASA Astrophysics Data System (ADS)

1989-04-01

The current research projects are summarized. The research is grouped into four main directions: infrared astronomy, interplanetary media, cosmic rays and gravitational fields. The projects include instruments for the Infrared Space Observatory (ISO) satellite, problems of star formation and star evolution, Tethered Satellite System (TSS) experiment, Opera experiment, propagation of cosmic rays in the ionosphere, design of a solar neutron detector, and gravitational wave antennas experiments.

Summer Research Experiences with a Laboratory Tokamak

NASA Astrophysics Data System (ADS)

Farley, N.; Mauel, M.; Navratil, G.; Cates, C.; Maurer, D.; Mukherjee, S.; Shilov, M.; Taylor, E.

1998-11-01

Columbia University's Summer Research Program for Secondary School Science Teachers seeks to improve middle and high school student understanding of science. The Program enhances science teachers' understanding of the practice of science by having them participate for two consecutive summers as members of laboratory research teams led by Columbia University faculty. In this poster, we report the research and educational activities of two summer internships with the HBT-EP research tokamak. Research activities have included (1) computer data acquisition and the representation of complex plasma wave phenomena as audible sounds, and (2) the design and construction of pulsed microwave systems to experience the design and testing of special-purpose equipment in order to achieve a specific technical goal. We also present an overview of the positive impact this type of plasma research involvement has had on high school science teaching.

The psychiatry resident research experience.

PubMed

MacMaster, Frank P; Cohen, Jordan; Waheed, Waqar; Magaud, Emilie; Sembo, Mariko; Langevin, Lisa Marie; Rittenbach, Katherine

2016-11-14

Research activity is especially critical in the field of psychiatry as it is evolving rapidly thanks to advances in neuroscience. We administered a 34-item survey regarding research experiences targeted at psychiatry residents and postgraduate residency program directors in Canada. One hundred and nineteen participants answered the survey (16 program directors, 103 residents) allowing for a margin of error of 8.4% at a 95% confidence interval. Research was rated as important in informing clinical practice (87.0% yes, 13.0% no), but only 28.7% of respondents reported that it was taught well at their home institution (33.0% no, 38.3% neutral). Only a small proportion was enthusiastic or very enthusiastic about participating in research (21.7%). While the importance of research is recognized, there is little consensus with respect to whether a standardized research practicum component is included in the resident curriculum.

Remote sensing program

NASA Technical Reports Server (NTRS)

Philipson, W. R. (Principal Investigator)

1983-01-01

Built on Cornell's thirty years of experience in aerial photographic studies, the NASA-sponsored remote sensing program strengthened instruction and research in remote sensing, established communication links within and beyond the university community, and conducted research projects for or with town, county, state, federal, and private organizations in New York State. The 43 completed applied research projects are listed as well as 13 spinoff grants/contracts. The curriculum offered, consultations provided, and data processing facilities available are described. Publications engendered are listed including the thesis of graduates in the remote sensing program.

Aquatic Plant Control Research Program. Large-Scale Operations Management Test (LSOMT) of Insects and Pathogens for Control of Waterhyacinth in Louisiana. Volume 1. Results for 1979-1981.

DTIC Science & Technology

1985-01-01

RD-Ai56 759 AQUATIC PLANT CONTROL RESEARCH PROGRAM LARGE-SCALE 1/2 OPERATIONS MRNAGEMENT..(U) ARMY ENGINEER WATERAYS EXPERIMENT STATION VICKSBURG MS...PO Box 631, Vicksburg, Aquatic Plant Control Mississippi 39180-0631 and University of Research Program Tennessee-Chattanooga, Chattanooga, 12...19. KEY WORDS (Continue on reverse side if necesary nd identify by block number) - Aquatic plant control Louisiana Biological control Plant

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

NASA Astrophysics Data System (ADS)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided by the GK-12 Fellows was important in helping teachers transfer components of a challenging field research experience to their students. Participating research scientists were able to convey the importance of their science to a wider audience. NSF GK-12 Fellows gained valuable experience in communicating scientific knowledge and field skills to K-12 teachers and students, became more knowledgeable about K-12 science education and were exposed to advances in pedagogy.

Inertial Confinement Fusion Annual Report 1999

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

Kauffman, Robert L.

The ICF Program has undergone a significant change in 1999 with the decommissioning of the Nova laser and the transfer of much of the experimental program to the OMEGA laser at the University of Rochester. The Nova laser ended operations with the final experiment conducted on May 27, 1999. This marked the end to one of DOE's most successful experimental facilities. Since its commissioning in 1985, Nova performed 13,424 experiments supporting ICF, Defense Sciences, high-power laser research, and basic science research. At the time of its commissioning, Nova was the world's most powerful laser. Its early experiments demonstrated that 3ωmore » light could produce high-drive, low-preheat environment required for indirect-drive ICE. In the early 1990s, the technical program on Nova for indirect drive ignition was defined by the Nova technical contract established by National Academy Review of ICF in 1990. Successful completion of this research program contributed significantly to the recommendation by the ICF Advisory Committee in 1995 to proceed with the construction of the National Ignition Facility? Nova experiments also demonstrated the utility of high-powered lasers for studying the physics of interest to Defense Sciences. Now, high-powered lasers along with pulsed-power machines are the principal facilities for studying high energy density science in DOE's Stockpile Stewardship Program (SSP). In 1997, one beam of Nova was converted to a short pulsed beam producing a petawatt of power in subpicosecond pulses. The petawatt beam was used for pioneering research in short-pulse laser-matter interactions relevant to fast ignitor ICF and short pulsed x-ray, electron, and particle production for use as probes. Nova is being disassembled and the space is being used to support NIF construction. Nova components are being distributed to a number of other laser laboratories around the world for reuse as determined by DOE. This report summarizes the research performed by the ICF Program in FY1999. The report is divided into five sections corresponding to the major areas of program activities. These are sections on (1) ignition target physics experiments theory and modeling, (2) high energy density experimental science, (3) target development, fabrication, and handling, (4) NIF laser development, and (5) optics technology development.« less

Providing Authentic Research Experiences for Pre-Service Teachers through UNH's Transforming Earth System Science Education (TESSE) Program

NASA Astrophysics Data System (ADS)

Varner, R. K.; Furman, T.; Porter, W.; Darwish, A.; Graham, K.; Bryce, J.; Brown, D.; Finkel, L.; Froburg, E.; Guertin, L.; Hale, S. R.; Johnson, J.; von Damm, K.

2007-12-01

The University of New Hampshire's Transforming Earth System Science Education (UNH TESSE) project is designed to enrich the education and professional development of in-service and pre-service teachers, who teach or will teach Earth science curricula. As part of this program, pre-service teachers participated in an eight- week summer Research Immersion Experience (RIE). The main goal of the RIE is to provide authentic research experiences in Earth system science for teachers early in their careers in an effort to increase future teachers` comfort and confidence in bringing research endeavors to their students. Moreover, authentic research experiences for teachers will complement teachers` efforts to enhance inquiry-based instruction in their own classrooms. Eighteen pre-service teachers associated with our four participating institutions - Dillard University (4), Elizabeth City State University (4), Pennsylvania State University (5), and University of New Hampshire (UNH) (5) participated in the research immersion experience. Pre-service teachers were matched with a faculty mentor who advised their independent research activities. Each pre-service teacher was expected to collect and analyze his or her own data to address their research question. Some example topics researched by participants included: processes governing barrier island formation, comparison of formation and track of hurricanes Hugo and Katrina, environmental consequences of Katrina, numerical models of meander formation, climatic impacts on the growth of wetland plants, and the visual estimation of hydrothermal vent properties. Participants culminated their research experience with a public presentation to an audience of scientists and inservice teachers.

Tu-144LL SST Flying Laboratory on Taxiway at Zhukovsky Air Development Center near Moscow, Russia

NASA Technical Reports Server (NTRS)

1998-01-01

The sleek lines of the Tupolev Tu-144LL are evident as it sits on the taxiway at the Zhukovsky Air Development Center near Moscow, Russia. NASA teamed with American and Russian aerospace industries for an extended period in a joint international research program featuring the Russian-built Tu-144LL supersonic aircraft. The object of the program was to develop technologies for a proposed future second-generation supersonic airliner to be developed in the 21st Century. The aircraft's initial flight phase began in June 1996 and concluded in February 1998 after 19 research flights. A shorter follow-on program involving seven flights began in September 1998 and concluded in April 1999. All flights were conducted in Russia from Tupolev's facility at the Zhukovsky Air Development Center near Moscow. The centerpiece of the research program was the Tu 144LL, a first-generation Russian supersonic jetliner that was modified by its developer/builder, Tupolev ANTK (aviatsionnyy nauchno-tekhnicheskiy kompleks-roughly, aviation technical complex), into a flying laboratory for supersonic research. Using the Tu-144LL to conduct flight research experiments, researchers compared full-scale supersonic aircraft flight data with results from models in wind tunnels, computer-aided techniques, and other flight tests. The experiments provided unique aerodynamic, structures, acoustics, and operating environment data on supersonic passenger aircraft. Data collected from the research program was being used to develop the technology base for a proposed future American-built supersonic jetliner. Although actual development of such an advanced supersonic transport (SST) is currently on hold, commercial aviation experts estimate that a market for up to 500 such aircraft could develop by the third decade of the 21st Century. The Tu-144LL used in the NASA-sponsored research program was a 'D' model with different engines than were used in production-model aircraft. Fifty experiments were proposed for the program and eight were selected, including six flight and two ground (engine) tests. The flight experiments included studies of the aircraft's exterior surface, internal structure, engine temperatures, boundary-layer airflow, the wing's ground-effect characteristics, interior and exterior noise, handling qualities in various flight profiles, and in-flight structural flexibility. The ground tests studied the effect of air inlet structures on airflow entering the engine and the effect on engine performance when supersonic shock waves rapidly change position in the engine air inlet. A second phase of testing further studied the original six in-flight experiments with additional instrumentation installed to assist in data acquisition and analysis. A new experiment aimed at measuring the in-flight deflections of the wing and fuselage was also conducted. American-supplied transducers and sensors were installed to measure nose boom pressures, angle of attack, and sideslip angles with increased accuracy. Two NASA pilots, Robert Rivers of Langley Research Center, Hampton, Virginia, and Gordon Fullerton from Dryden Flight Research Center, Edwards, California, assessed the aircraft's handling at subsonic and supersonic speeds during three flight tests in September 1998. The program concluded after four more data-collection flights in the spring of 1999. The Tu-144LL model had new Kuznetsov NK-321 turbofan engines rated at more than 55,000 pounds of thrust in full afterburner. The aircraft is 215 feet, 6 inches long and 42 feet, 2 inches high with a wingspan of 94 feet, 6 inches. The aircraft is constructed mostly of light aluminum alloy with titanium and stainless steel on the leading edges, elevons, rudder, and the under-surface of the rear fuselage.

High-school Student Teams in a National NASA Microgravity Science Competition

NASA Technical Reports Server (NTRS)

DeLombard, Richard; Hodanbosi, Carol; Stocker, Dennis

2003-01-01

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region of Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. The third year for DIME was conducted during the 2002-2003 school year for teams from the fifty United States, the District of Columbia, and Puerto Rico. An annual national DIME program is planned for the foreseeable future. Presented in this paper will be a description of DIME, an overview of the planning and execution of such a program, results from the first three years, and lessons learned from the first national competition.

Citizen Science: Broadening Access and Engagement Through Community Partnerships, Aerospace Education and Water Quality Research

NASA Astrophysics Data System (ADS)

Johnson, M. A.

2016-12-01

We applied a new approach to the design and development of citizen science learning opportunities to enhance outreach to diverse student populations, while advancing water quality research and aerospace education. This collaborative approach to informal science, technology, engineering, and math (STEM) and aerospace education required innovative partnerships between private general aviation pilots, researchers, teachers, and students. This research explored the development of active partnerships required to facilitate community engaged science, with an emphasis on increased participation of women and girls and people of color, while creating new exploratory pathways for broadening access to and engagement in STEM learning experiences. We developed an outreach program through collaborative planning with local schools to create new STEM learning experiences based upon basic aerospace education concepts and an existing water quality research project designed to track harmful algal blooms (HAB) that can produce toxins called cyanobacteria, also known as blue-green algae, which can impact drinking, fishing, and recreational waters. General aviation pilots functioning as citizen scientists obtained high-resolution aerial images while flying over potentially impacted waters. Aerial data was made available to teachers and students, as well as researchers participating in the existing water quality program lead by NASA Glenn Research Center. Teachers used the images and results to educate in climate change and the dangers of HAB. Students were able to compare aerial data with their own observations, and also gained experience in aeronautical science through field trips to local airports, hands-on experience with private research aircraft, specialized equipment used for data collection, and advanced ground instruction from research pilots. As a result of reaching out to local educators serving diverse student populations and facilitating collaborative planning, we successfully created new educational opportunities with active partnerships between formal educational institutions and informal citizen science research programs, which broadened access to and engagement in aerospace education and STEM learning experiences in our local community.

Summer High School Apprenticeship Research Program (SHARP) of the National Aeronautics and Space Administration

NASA Technical Reports Server (NTRS)

1984-01-01

A total of 125 talented high school students had the opportunity to gain first hand experience about science and engineering careers by working directly with a NASA scientist or engineer during the summer. This marked the fifth year of operation for NASA's Summer High School Apprenticehsip Research Program (SHARP). Ferguson Bryan served as the SHARP contractor and worked closely with NASA staff at Headquarters and the eight participating sites to plan, implement, and evaluate the Program. The main objectives were to strengthen SHARP and expand the number of students in the Program. These eight sites participated in the Program: Ames Research Center North, Ames' Dryden Flight Research Facility, Goddard Space Flight Center, Goddard's Wallops Flight Facility, Kennedy Space Center, Langley Research Center, Lewis Research Center, and Marshall Space Flight Center.

Amy Schwab | NREL

Science.gov Websites

strategic scenario planning and analysis Program portfolio analysis Program management, planning and strategic execution Change management and operational improvement Research Interests Bioenergy supply chains management, organizational improvement, and program and project management. Prior Work Experience Consultant

"D.SEA": An Environmental Research Program for Undergraduates.

ERIC Educational Resources Information Center

Sequin, Margareta; Volk, Sherry L.

1986-01-01

Describes the Dominican Study of Environmental Adaptation of Marine Organisms ("D.SEA"). Includes information organization and funding, purpose and goals, preliminary experiences with the program, and comments by the 14 students who have been working in the program. (JN)

Ethics in Worksite Health Programming: Who Is Served?

ERIC Educational Resources Information Center

Roman, Paul M.; Blum, Terry C.

1987-01-01

Based on extensive research experience with employee assistance programs, ethical issues concerning employee assistance and wellness/health promotion programs are considered at three levels: (1) the individual level, (2) the organizational level, and (3) the interorganizational level. (Author/CH)

Building Cultural Competence: The Lived Experience of Semester Study Abroad Students.

PubMed

Cox, Lauren; Crump, Lauren; Struwing, Renee; Gillum, Deborah; Abraham, Sam

College students who participate in semester abroad programs have diverse but positive experiences. Variables such as the educational institution attended by the students and the location of the study abroad can affect the experiences of the students. There is minimal research concerning students from Christian colleges who study abroad. The purpose of this study was to investigate the lived experiences of college students participating in a semester abroad program in a developing country. Seven college students were interviewed regarding their experiences by three senior nursing students who also participated in the study abroad program. Results indicated that major factors influencing students' experiences were related to cultural immersion, role relationships, challenges encountered, and personal growth. Students reported that relationships with people and faith in Christ were strengthened through the experience.

Evaluating the Impact of Internships - Longitudinal Participant Tracking in the Soars Program

NASA Astrophysics Data System (ADS)

Haacker, R.; Sloan, V.

2014-12-01

While there is widespread agreement about the benefits of research internship experiences for students, long-term tracking of student progress beyond the summer experience is challenging. Coordinated tracking can effectively document program impact, inform programmatic improvement, and identifying gaps in the internship effort. Tracking can also strengthen diversity efforts and the retention of students from underrepresented groups. Continuous follow-up and guidance can only be provided to students if we know where they are, what they are doing and what they need in order to stay engaged in the field. The SOARS Program at the National Center for Atmospheric Research has supported undergraduate students for over 18 years to enter and succeed in graduate school. Over 85% of SOARS participants have transitioned to geoscience graduate programs or the STEM workforce. The SOARS mission is to broaden participation in the atmospheric and related sciences by engaging students from groups historically under-represented in science, including Black or African-American, American Indian or Alaska Native, Hispanic or Latino, female, first-generation college students, and students with disabilities. SOARS relies on proven intervention strategies such as multi-year research experiences, multifaceted mentoring, and a strong learning community. Fostering relationships developed during this time using a wider range of technologies and program longevity play important roles in tracking participants over time. This presentation will highlight significant program results and share the tracking and evaluation techniques utilized in SOARS.

The Community Mentorship Program: Providing Community-Engagement Opportunities for Early-Stage Clinical and Translational Scientists to Facilitate Research Translation

PubMed Central

Patino, Cecilia M.; Kubicek, Katrina; Robles, Marisela; Kiger, Holly; Dzekov, Jeanne

2016-01-01

Problem A goal of the Southern California Clinical and Translational Science Institute (SC-CTSI) at the University of Southern California (USC) and Children's Hospital Los Angeles is to train early-stage clinical translational scientists (CTSs) to conduct research that improves the health of diverse communities. This goal aligns well with the Institute of Medicine's recommendations emphasizing community engagement in biomedical research that facilitates research translation. The Community Mentorship Program (CMP), created to complement community-engaged research (CER) didactics, matches CTSs with community mentors who help CTSs identify and complete community-engaged experiences that inform their research. Approach The CMP was piloted in 2013-2015 by the SC-CTSI Workforce Development and Community-Engagement cores. The CMP team matched three CTSs (assistant professors pursuing mentored career development awards, two with CER experience) with mentors at community-based organizations (CBOs) aligned with their research interests. Each mentor–mentee pair signed a memorandum of understanding. The CMP team checked in regularly, monitoring progress and addressing challenges in CTSs’ completion of their community-engaged experience. Outcomes All pairs completed at least one community-engaged activity informing the CTS's research. In exit interviews, the CTSs and CBO mentors expressed satisfaction with the program and stated they would continue to work together. The CTSs reported the program provided opportunities to develop networks outside academia, build trust within the community, and receive feedback and learn from individuals in communities affected by their research. Next Steps The CMP will be expanded to include all eligible early-career CTSs and promoted for use in similar settings outside the SC-CTSI. PMID:27508342

Offline software for the DAMPE experiment

NASA Astrophysics Data System (ADS)

Wang, Chi; Liu, Dong; Wei, Yifeng; Zhang, Zhiyong; Zhang, Yunlong; Wang, Xiaolian; Xu, Zizong; Huang, Guangshun; Tykhonov, Andrii; Wu, Xin; Zang, Jingjing; Liu, Yang; Jiang, Wei; Wen, Sicheng; Wu, Jian; Chang, Jin

2017-10-01

A software system has been developed for the DArk Matter Particle Explorer (DAMPE) mission, a satellite-based experiment. The DAMPE software is mainly written in C++ and steered using a Python script. This article presents an overview of the DAMPE offline software, including the major architecture design and specific implementation for simulation, calibration and reconstruction. The whole system has been successfully applied to DAMPE data analysis. Some results obtained using the system, from simulation and beam test experiments, are presented. Supported by Chinese 973 Program (2010CB833002), the Strategic Priority Research Program on Space Science of the Chinese Academy of Science (CAS) (XDA04040202-4), the Joint Research Fund in Astronomy under cooperative agreement between the National Natural Science Foundation of China (NSFC) and CAS (U1531126) and 100 Talents Program of the Chinese Academy of Science

Does Doing Scientific Research in High School Correlate with Students Staying in Science? A Half-Century Retrospective Study

NASA Astrophysics Data System (ADS)

Roberts, Lesley F.; Wassersug, Richard J.

2009-03-01

The American Association for the Advancement of Science (AAAS) has declared in an advertising campaign that “you can’t start young enough” in science. However, there is no long-term data evaluating the effect of early exposure to original scientific research on producing career scientists. To address this issue, we examined a hands-on summer science research program for high school students that ran from 1958 to 1972. We compared participants in that program with science students that only began their hands-on research experience once in university. Our data indicate that students who are interested in science and have an opportunity to participate in original scientific research while in high school are significantly more likely ( p < .005) to both enter and maintain a career in science compared to students whose first research experience didn’t occur until university. Our data suggest that more hands-on high school science research programs could help increase the number of students entering and maintaining scientific careers, relieving the growing concern that North America is losing its leadership status in the international scientific community.

Increasing Diversity in the Earth Sciences - Impact of the IDES Program in Oregon

NASA Astrophysics Data System (ADS)

de Silva, S. L.; Guerrero, E. F.; Duncan, R. A.; de Silva, L. L.; Eriksson, S. C.

2014-12-01

The NSF-OEDG funded Increasing Diversity in the Earth Sciences (IDES) program hosted at Oregon State University targets undergraduate students from diverse backgrounds and diverse ethnicity to engage in research. Partnering with local community colleges, non-traditional students are the hallmark of this program. The IDES program has several components to support the students in the transition from community college to the four-year universities of Oregon State University and Portland State University. Over the four years, the program has adapted while adhering to its primary goals: (1) to increase the number of students from underrepresented groups who prepare for and pursue careers in Earth Science research and education, and (2) to strengthen the understanding of Earth Sciences and their relevance to society among broad and diverse segments of the population. Now in its final year under an extension, 53 participants have participated in the program. An ongoing external evaluation of the program reveals that the various stakeholders consider IDES very successful. Participant surveys and interviews document several impacts: expanded opportunities, making professional contacts, building self-confidence, enhanced ability to be employable, and personal acknowledgement. Research mentors and administrators from partner institutions see positive impacts on the students and on their organizations. Challenges include better communication between the IDES program, mentors, and students. IDES is poised to move forward with its current experiences and successes as a foundation for further funding. IDES-like activities can be funded from private sources and it is a good fit for funding from Research Experiences for Undergraduates at NSF. The new emphasis on education and research at community colleges is an exciting opportunity and Oregon State University has already used aspects of the IDES program in current grant proposals to obtain funds for more undergraduate research.

78 FR 24423 - Submission for OMB Review; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-25

... an experimental research design. Program applicants who are eligible for CSPED services will be randomly assigned to either a program group that is offered program services or a control group that is not...) conducting focus groups with program participants to elicit participation experiences; (3) administering a...

The Woods Hole Partnership Education Program (PEP): Broadening Participation in the Geosciences

NASA Astrophysics Data System (ADS)

Scott, O.; Jearld, A., Jr.; Liles, G.; Gutierrez, B.

2015-12-01

In March 2009, the Woods Hole Diversity Initiative launched the Partnership Education Program (PEP), a multi-institutional effort to increase diversity in the student population (and ultimately the work force) in the Woods Hole science community. PEP, a summer research internship program, is open to students of all backgrounds but is designed especially to provide opportunities for URM in science, technology, engineering, and mathematics (STEM). PEP is a 10-week program which provides intensive mentored research, a credit-bearing course and supplemental career and professional development activities. Students have opportunities to work in various research areas of geosciences. PEP is emerging as an effective and sustainable approach to bringing students into the STEM research community. PEP is carefully structured to provide critical support for students as they complete their undergraduate experience and prepare for geosciences careers and/or graduate school. The PEP experience is intended to provide students with an entry into the Woods Hole science community, one of the most vibrant marine and environmental research communities in the world. The program aims to provide a first-hand introduction to emerging issues and real-world training in the research skills that students need to advance in science, either as graduate students or bachelors-level working scientists. This is a long-recognized need and efforts are being made to ensure that the students begin to acquire skills and aptitudes that position them to take advantage of a wide range of opportunities. Of note is that the PEP is transitioning into a two year program where students are participating in a second year as a research intern or employee. Since 2013, at least four partner institutions have invited PEP alumni to participate in their respective programs as research assistants and/or full-time technicians.

Reducing Disparities by way of a Cancer Disparities Research Training Program.

PubMed

Caplan, Lee S; Akintobi, Tabia H; Gordon, Tandeca King; Zellner, Tiffany; Smith, Selina A; Blumenthal, Daniel S

2016-01-01

For minority populations, there is a continuing disparity in the burden of death and illness from cancer. Research to address this disparity should be conducted by investigators who can best understand and address the needs of culturally diverse communities. However, minorities are under-represented in health-related research. The goal of this project was to develop and evaluate an approach to motivating and preparing master's degree students for careers dedicated to cancer disparities research. A Cancer Disparities Research Training Program (CDRTP) was initiated in 2010. The program consists of coursework, practicum experiences, and research opportunities. Assessment of the curriculum is based on monitoring achievement of evaluation indicators and included a mixed-method approach with included both quantitative and qualitative approach. In its first three years, the program graduated 20 trainees, all of whom were minorities (18 African Americans and two Asians). When asked about career goals, two-thirds of the trainees indicated interest in pursuing careers in research in cancer prevention and control. The trainees expressed high satisfaction with the courses, instructor, materials, and curriculum. Although trainees had suggestions about course details, evaluations overall were positive. Across focus groups, three recurrent themes emerged regarding activities to enhance the trainee experience: having a wider variety of topics, more guest speakers, and field trips. The CDRTP was intended to recruit students - primarily African Americans - into research on prevention and control of cancer disparities. Although final evaluation of the program's overall outcome will not be available for several years, this preliminary evaluation indicates early program success.

An evaluation capacity building toolkit for principal investigators of undergraduate research experiences: A demonstration of transforming theory into practice.

PubMed

Rorrer, Audrey S

2016-04-01

This paper describes the approach and process undertaken to develop evaluation capacity among the leaders of a federally funded undergraduate research program. An evaluation toolkit was developed for Computer and Information Sciences and Engineering(1) Research Experiences for Undergraduates(2) (CISE REU) programs to address the ongoing need for evaluation capacity among principal investigators who manage program evaluation. The toolkit was the result of collaboration within the CISE REU community with the purpose being to provide targeted instructional resources and tools for quality program evaluation. Challenges were to balance the desire for standardized assessment with the responsibility to account for individual program contexts. Toolkit contents included instructional materials about evaluation practice, a standardized applicant management tool, and a modulated outcomes measure. Resulting benefits from toolkit deployment were having cost effective, sustainable evaluation tools, a community evaluation forum, and aggregate measurement of key program outcomes for the national program. Lessons learned included the imperative of understanding the evaluation context, engaging stakeholders, and building stakeholder trust. Results from project measures are presented along with a discussion of guidelines for facilitating evaluation capacity building that will serve a variety of contexts. Copyright © 2016. Published by Elsevier Ltd.

The C-MORE Scholars Program: Engaging minority students in STEM through undergraduate research

NASA Astrophysics Data System (ADS)

Gibson, B. A.; Bruno, B. C.

2010-12-01

There have been several studies that show how undergraduate research experiences (REU) have a positive impact on a student’s academic studies and career path, including being a positive influence toward improving the student's lab skills and ability to work independently. Moreover, minority students appear to relate to science, technology, engineering, and mathematics (STEM) concepts better when they are linked with (1) a service learning component, and (2) STEM courses that include a cultural and social aspect that engages the student in a way that does not distract from the student’s technical learning. It is also known that a “place-based” approach that incorporates traditional (indigenous) knowledge can help engage underrepresented minority groups in STEM disciplines and increase science literacy. Based on the methods and best practices used by other minority serving programs and described in the literature, the Center for Microbial Oceanography: Research and Education (C-MORE) has successfully developed an academic-year REU to engage and train the next generation of scientists. The C-MORE Scholars Program provides undergraduate students majoring in an ocean or earth science-related field, especially underrepresented students such as Native Hawaiians and Pacific Islanders, the opportunity to participate in unique and cutting edge hands-on research experiences. The program appoints awardees at one of three levels based on previous research and academic experience, and students can progress through the various tiers as their skills and STEM content knowledge develop. All awardees receive guidance on a research project from a mentor who is a scientist at the university and/or industry. A key component of the program is the inclusion of professional development activities to help the student continue towards post graduation education or prepare for career opportunities after they receive their undergraduate STEM degree.

Connecting Arctic/Antarctic Researchers and Educators (CARE): Supporting Teachers and Researchers Beyond the Research Experience

NASA Astrophysics Data System (ADS)

Warburton, J.; Warnick, W. K.; Breen, K.; Fischer, K.; Wiggins, H.

2007-12-01

Teacher research experiences (TREs) require long-term sustained support for successful transfer of research experiences into the classroom. Specifically, a support mechanism that facilitates focused discussion and collaboration among teachers and researchers is critical to improve science content and pedagogical approaches in science education. Connecting Arctic/Antarctic Researchers and Educators (CARE) is a professional development network that utilizes online web meetings to support the integration of science research experiences into classroom curriculum. CARE brings together teachers and researchers to discuss field experiences, current science issues, content, technology resources, and pedagogy. CARE is a component of the Arctic Research Consortium of the U.S. (ARCUS) education program PolarTREC--Teachers and Researchers Exploring and Collaborating. PolarTREC is a three-year (2007-2009) teacher professional development program celebrating the International Polar Year (IPY) that advances polar science education by bringing K-12 educators and polar researchers together in hands-on field experiences in the Arctic and Antarctic. Currently in its second year, the program fosters the integration of research and education to produce a legacy of long-term teacher-researcher collaborations, improved teacher content knowledge through experiences in scientific inquiry, and broad public interest and engagement in polar science. The CARE network was established to develop a sustainable learning community through which teachers and researchers will further their work to bring polar research into classrooms. Through CARE, small groups of educators are formed on the basis of grade-level and geographic region; each group also contains a teacher facilitator. Although CARE targets educators with previous polar research experiences, it is also open to those who have not participated in a TRE but who are interested in bringing real-world polar science to the classroom. Researchers are regularly invited to attend the web meetings, and some CARE meetings host specific researchers to talk about their work and their experiences working with teachers in the field. Facilitated group meetings focus on discussions of field experiences, current scientific research, and application of experiences to classrooms and curriculum. CARE is designed to be mindful of participants' needs; the meeting agendas reflect the stated concerns of participating teachers and researchers, such as incorporating real data into everyday curriculum, teaching about the impacts of climate change in a meaningful and educational way, developing polar related lessons and units that include State and National standards, and incorporating scientific tools and instruments into everyday curriculum. In addition to the regularly scheduled CARE group meetings, a series of CARE Seminars will be held in spring 2008 and open to the public. The public CARE Seminars will focus on issues that are of interest to a wider range of educators (e.g. clues from past climates, impacts of climate change on the Arctic, cultural sensitivity and working with indigenous peoples, and women and minorities of polar science. CARE provides a mechanism for teachers and researchers to interact, leveraging their diverse experiences and expertise to form long-term professional relationships that continue beyond the research experience. To learn more about CARE and PolarTREC visit the website at: http://www.polartrec.com or contact info@polartrec.com or 907-474-1600. PolarTREC is funded by the National Science Foundation.

`I Actually Contributed to Their Research': The influence of an abbreviated summer apprenticeship program in science and engineering for diverse high-school learners

NASA Astrophysics Data System (ADS)

Burgin, Stephen R.; McConnell, William J.; Flowers, Alonzo M., III

2015-02-01

This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.

NASA's Student Airborne Research Program as a model for effective professional development experience in Oceanography

NASA Astrophysics Data System (ADS)

Palacios, S. L.; Kudela, R. M.; Clinton, N. E.; Atkins, N.; Austerberry, D.; Johnson, M.; McGonigle, J.; McIntosh, K.; O'Shea, J. J.; Shirshikova, Z.; Singer, N.; Snow, A.; Woods, R.; Schaller, E.; Shetter, R. E.

2011-12-01

With over half of the current earth and space science workforce expected to retire within the next 15 years, NASA has responded by cultivating young minds through programs such as the Student Airborne Research Program (SARP). SARP is a competitive internship that introduces upper-level undergraduates and early graduate students to Earth System Science research and NASA's Airborne Science Program. The program serves as a model for recruitment of very high caliber students into the scientific workforce. Its uniqueness derives from total vertical integration of hands-on experience at every stage of airborne science: aircraft instrumentation, flight planning, mission participation, field-work, analysis, and reporting of results in a competitive environment. At the conclusion of the program, students presented their work to NASA administrators, faculty, mentors, and the other participants with the incentive of being selected as best talk and earning a trip to the fall AGU meeting to present their work at the NASA booth. We hope lessons learned can inform the decisions of scientists at the highest levels seeking to broaden the appeal of research. In 2011, SARP was divided into three disciplinary themes: Oceanography, Land Use, and Atmospheric Chemistry. Each research group was mentored by an upper-level graduate student who was supervised by an expert faculty member. A coordinator managed the program and was supervised by a senior research scientist/administrator. The program is a model of knowledge transfer among the several levels of research: agency administration to the program coordinator, established scientific experts to the research mentors, and the research mentors to the pre-career student participants. The outcomes from this program include mission planning and institutional knowledge transfer from administrators and expert scientists to the coordinator and research mentors; personnel and project management from the coordinator and expert scientists to the research mentors; and scholarship and training in specific analytical techniques for Earth Science research from the mentors to the student participants. Across every level, the program allowed for networking and career advice to help students gain entry to future job or graduate school opportunities. This poster details "engaging the next generation" by highlighting specific research questions proposed and developed by the students in the Oceanography group.

The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: A 3-Yr Laboratory Research Experience for Inner-City Secondary-Level Students

ERIC Educational Resources Information Center

Niemann, Marilyn A.; Miller, Michael L.; Davis, Thelma

2004-01-01

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what…

Daddy, Can We Play Beatles Rock Band? The Lived Experiences of a Married Student with Children in a Cohort-Based Education Doctoral Program

ERIC Educational Resources Information Center

Thomas, Tony J.

2014-01-01

The purpose of this research is to understand more clearly the lived experiences of married doctoral students with children who are enrolled in a cohort-based program. Attempting to maintain a strong family relationship, balance a career, enroll in a doctoral program, and provide for a family is an avalanche of emotion and pressure on all members…

The First Year Experience of a Peer Assisted Learning Program in Two Institutes of Technology in Ireland

ERIC Educational Resources Information Center

Ginty, Carina; Harding, Nuala

2014-01-01

This paper describes a collaborative action research study in which peer assisted learning was deployed simultaneously across a range of disciplines in two institutes of technology in Ireland. The aim of the research was to determine if peer assisted learning enhances the learning experience of first year participants. An action research approach…

Combustion Fundamentals Research

NASA Technical Reports Server (NTRS)

1983-01-01

Increased emphasis is placed on fundamental and generic research at Lewis Research Center with less systems development efforts. This is especially true in combustion research, where the study of combustion fundamentals has grown significantly in order to better address the perceived long term technical needs of the aerospace industry. The main thrusts for this combustion fundamentals program area are as follows: analytical models of combustion processes, model verification experiments, fundamental combustion experiments, and advanced numeric techniques.

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

Stewart Zweben; Samuel Cohen; Hantao Ji

Small ''concept exploration'' experiments have for many years been an important part of the fusion research program at the Princeton Plasma Physics Laboratory (PPPL). this paper describes some of the present and planned fusion concept exploration experiments at PPPL. These experiments are a University-scale research level, in contrast with the larger fusion devices at PPPL such as the National Spherical Torus Experiment (NSTX) and the Tokamak Fusion Test Reactor (TFTR), which are at ''proof-of-principle'' and ''proof-of-performance'' levels, respectively.

Commercial Biomedical Experiments Payload

NASA Technical Reports Server (NTRS)

2003-01-01

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. The biomedical experiments CIBX-2 payload is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the stars program. Here, Astronaut Story Musgrave activates the CMIX-5 (Commercial MDA ITA experiment) payload in the Space Shuttle mid deck during the STS-80 mission in 1996 which is similar to CIBX-2. The experiments are sponsored by NASA's Space Product Development Program (SPD).

The Graduate Experience of Mexican International Students in US Doctoral Programs

ERIC Educational Resources Information Center

Tanner, Gloria Gabriela

2013-01-01

Although extensive research on the experience of international students in American higher education exists, little research has been done on international students from Latin America. Latin American students represent the second largest group of international students in the United States by world region after Asia (Institute of International…

Building Collaborative Research Opportunities into Study Abroad Programs: A Case Study from Panama

ERIC Educational Resources Information Center

Solís, Patricia; Price, Marie; Adames de Newbill, María

2015-01-01

As universities increase their international study opportunities, enormous potential exists to create geography field courses that provide undergraduates and graduate students with primary research experience and intercultural collaboration. This paper draws from our experience leading a two-week collaborative field course in Panama. We outline…

Culminating Experience Action Research Projects, Volume 3, Spring 2003.

ERIC Educational Resources Information Center

McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.

This document presents the course syllabus for Education 590 Culminating Experience at the University of Tennessee at Chattanooga's teacher licensure program. It also includes action research projects from spring 2003: "'To Track or Untrack...That Is the Question'" (Sarah Armes); "Providing Urban Students with the Motivation to…

Evidence Scan of Work Experience Programs. Mathematica Reference Number: 06747-100

ERIC Educational Resources Information Center

Sattar, Samina

2010-01-01

This study, being conducted through the Center for Improving Research Evidence (CIRE) at Mathematica Policy Research for the venture philanthropy organization REDF (formerly The Roberts Enterprise Development Fund), presents the evidence on the effectiveness of interventions that include work experience as a strategy to improve employment outcomes…

Homepage for the Global Tropospheric Experiment

NASA Technical Reports Server (NTRS)

Ward, Eugene

1995-01-01

The objective of my NASA summer research project was to create a homepage to describe and present results from the NASA Global Tropospheric Experiment (GTE). The GTE is a major component of NASA's Tropospheric Chemistry Program and is managed in the Atmospheric Studies Branch, Atmospheric Sciences Division at the NASA Langley Research Center.

Interdisciplinary Education and Research in Mexico

ERIC Educational Resources Information Center

Villa-Soto, Juan Carlos

2016-01-01

In this article we discuss interdisciplinary teaching and research in Latin America through the lens of Mexican perspectives, in particular the experiences at the National Autonomous University of Mexico (UNAM). The history of these experiences goes back to the creation of the frst interdisciplinary education programs in Mexico in the 1970s and…

Measurement of participant experience and satisfaction of exercise programs for low back pain: a structured literature review.

PubMed

Slade, Susan C; Keating, Jennifer L

2010-10-01

The objective of this review was to identify measuring instruments that might be suitable for assessment of satisfaction and experience of exercise programs designed to help people with persistent, recurrent low back pain. The review was designed as a structured literature review adapted from the Cochrane Collaboration Systematic Review and the Quality of Reporting of Meta-analyses and Preferred Reporting Items for Systematic Reviews and Meta-analyses Guidelines. A priori inclusion and exclusion criteria were established and electronic databases were searched without limits until February 2009. Data extraction guidelines were developed to extract the same information from each included article. Thematic analysis, conducted by two independent reviewers, was applied to identify emergent codes and themes from the questionnaires. The relevant questions were then evaluated for applicability to the back pain population. Ten potentially useful instruments were described in the 11 included articles. The following domains of experience were common to the included instruments: care-provider qualities, support staff, governance, access, and facilities. The answers to questions based on these themes may give valuable insights into the experience of exercise programs in general and for low back pain. Important information that would inform researchers and clinicians regarding the components of successful exercise programs may be gained from the development of an instrument that assesses experience of exercise program participation. Research into the experience of people who have participated in exercise programs may be a key to understanding their motivation, engagement, compliance or noncompliance and success or failure. Wiley Periodicals, Inc.

Advanced ISDN satellite designs and experiments

NASA Technical Reports Server (NTRS)

Pepin, Gerard R.

1992-01-01

The research performed by GTE Government Systems and the University of Colorado in support of the NASA Satellite Communications Applications Research (SCAR) Program is summarized. Two levels of research were undertaken. The first dealt with providing interim services Integrated Services Digital Network (ISDN) satellite (ISIS) capabilities that accented basic rate ISDN with a ground control similar to that of the Advanced Communications Technology Satellite (ACTS). The ISIS Network Model development represents satellite systems like the ACTS orbiting switch. The ultimate aim is to move these ACTS ground control functions on-board the next generation of ISDN communications satellite to provide full-service ISDN satellite (FSIS) capabilities. The technical and operational parameters for the advanced ISDN communications satellite design are obtainable from the simulation of ISIS and FSIS engineering software models of the major subsystems of the ISDN communications satellite architecture. Discrete event simulation experiments would generate data for analysis against NASA SCAR performance measure and the data obtained from the ISDN satellite terminal adapter hardware (ISTA) experiments, also developed in the program. The Basic and Option 1 phases of the program are also described and include the following: literature search, traffic mode, network model, scenario specifications, performance measures definitions, hardware experiment design, hardware experiment development, simulator design, and simulator development.

Accomplishments of the Abrupt Wing Stall (AWS) Program and Future Research Requirements

NASA Technical Reports Server (NTRS)

Hall, Robert M.; Woodson, Shawn H.; Chambers, Joseph R.

2003-01-01

The Abrupt Wing Stall (AWS) Program has addressed the problem of uncommanded lateral motions, such as wing drop and wing rock, at transonic speeds. The genesis of this Program was the experience of the F/A-18E/F Program in the late 199O's, when wing drop was discovered in the heart of the maneuver envelope for the pre-production aircraft. While the F/A-18E/F problem was subsequently corrected by a leading-edge flap scheduling change and the addition of a porous door to the wing fold fairing, the AWS Program was initiated as a national response to the lack of technology readiness available at the time of the F/A-18E/F Development Program. The AWS Program objectives were to define causal factors for the F/A-18E/F experience, to gain insights into the flow physics associated with wing drop, and to develop methods and analytical tools so that future programs could identify this type of problem before going to flight test. The paper reviews, for the major goals of the AWS Program, the status of the technology before the program began, the program objectives, accomplishments, and impacts. Lessons learned are presented for the benefit of future programs that must assess whether a vehicle will have uncommanded lateral motions before going to flight test. Finally, recommended future research needs are presented in light of the AWS Program experience.

Astronaut William Gregory activates Liquids Mixing Apparatus

NASA Technical Reports Server (NTRS)

2003-01-01

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Astronaut William G. Gregory activates Liquids Mixing Apparatus (LMA) vials during STS-67. Other LMAs hang at top on the face of the middeck locker array. The experiments are sponsored under NASA's Space Product Development Program (SPD).

Space Product Development (SPD)

NASA Image and Video Library

2003-01-12

Experiments to seek solutions for a range of biomedical issues are at the heart of several investigations that will be hosted by the Commercial Instrumentation Technology Associates (ITA), Inc. Biomedical Experiments (CIBX-2) payload. CIBX-2 is unique, encompassing more than 20 separate experiments including cancer research, commercial experiments, and student hands-on experiments from 10 schools as part of ITA's ongoing University Among the Stars program. Astronaut William G. Gregory activates Liquids Mixing Apparatus (LMA) vials during STS-67. Other LMAs hang at top on the face of the middeck locker array. The experiments are sponsored under NASA's Space Product Development Program (SPD).

Flight test evaluation of drag effects on surface coatings on the NASA Boeing 737 TCV airplane

NASA Technical Reports Server (NTRS)

George-Falvy, D.; Sikavi, D. A.

1981-01-01

A flight test program was conducted in which the effects of various surface coatings on aerodynamic drag were investigated; results of this program are described in this report. The tests were conducted at NASA-Langley Research Center on the terminal configured vehicle (TCV) Boeing 737 research airplane. The Boeing Company, as contractor with NASA under the Energy Efficient Transport (EET) program, planned and evaluated the experiment. The NASA-TCV Program Office coordinated the experiment and performed the flight tests. The principal objective of the test was to evaluate the drag reduction potential of an elastomeric polyurethane surface coating, CAAPCO B-274, which also has been considered for application on transport airplanes to protect leading edges from erosion. The smooth surface achievable with this type of coating held some promise of reducing the skin friction drag as compared to conventional production type aircraft surfaces, which are usually anodized bare metal or coated with corrosion protective paint. Requirements for high precision measurements were the principal considerations in the experiment.

Does early mentorship in child and adolescent psychiatry make a difference? The Klingenstein Third-Generation Foundation Medical Student Fellowship Program.

PubMed

Stein, Joshua A; Althoff, Robert; Anders, Thomas; Davison, Yoshie; Edwards, Sarah; Frosch, Emily; Horst, Robert; Hudziak, James J; Hunt, Jeffrey; Joshi, Shashank V; Kitts, Robert Li; Larson, Justine; Leckman, James; O'Brien, John; Lowenhaupt, Elizabeth; Pruitt, David; Malloy, Erin; Martin, Andres; Partner, Ashley; Sarles, Richard; Sikich, Linmarie; Wells, Lloyd; Kolevzon, Alexander

2013-09-01

There is a critical shortage of child and adolescent psychiatrists in the United States. Increased exposure, through mentorship, clinical experiences, and research opportunities, may increase the number of medical students selecting child and adolescent psychiatry (CAP) as a career choice. Between 2008 and 2011, 241 first-year participants of a program to increase exposure to CAP, funded by the Klingenstein Third-Generation Foundation (KTGF) at 10 medical schools completed baseline surveys assessing their opinions of and experiences in CAP, and 115 second-year participants completed follow-up surveys to reflect 1 year of experience in the KTGF Program. Students reported significantly increased positive perception of mentorship for career and research guidance, along with perceived increased knowledge and understanding of CAP. Results suggest that the KTGF Program positively influenced participating medical students, although future studies are needed to determine whether these changes will translate into more medical students entering the field of CAP.

Over a Decade of Lessons Learned from an REU Program in the Science of Global Change and Sustainability

NASA Astrophysics Data System (ADS)

Hersh, E. S.; James, E. W.; Banner, J. L.

2014-12-01

The Research Experience for Undergraduates (REU) in "The Science of Global Change and Sustainability" at the University of Texas at Austin Environmental Science Institute (ESI) has just completed its twelfth summer. The program has 113 REU alumni plus 5 Research Experience for Teachers (RET) alumni, selected from a competitive pool of 976 applicants (~14% acceptance rate), 68% from 61 smaller colleges and universities (of 79 schools represented), 40% of those who self-reported coming from demographics underrepresented in STEM, and with nearly 70% women. Students conduct independent research under the supervision of a faculty mentor in four major interdisciplinary themes: Impacts on Ecosystems, Impacts on Watersheds and the Land Surface, Campus Sustainability, and Reconstructing Past Global Change. These themes bridge chemistry, biology, ecology, environmental policy, civil and environmental engineering, marine science, and geological science. The summer cohort participates in weekly research and professional development seminars along with group field exercises. Topics include graduate school, career preparation, research ethics, sustainability, global change, environmental justice, and research communication. These activities plus the student's individual research comprise a portfolio that culminates in a reflection essay integrating the concepts, methods, and perspectives gained over the 10-week program. Program alumni were surveyed in 2014 to gauge long-term impact and outcomes. Of the 76 surveyed from 2006-2013, 39% responded. 67% have earned or are working on a graduate degree, and 94% of the graduate programs are in STEM. 93% of the responding alumni felt that the program "influenced my job and educational choices" and 97% felt that the program "helped me better understand scientific research." 40% presented their findings at a conference and 17% authored or co-authored a peer-reviewed publication. This presentation will include a discussion of best practices and lessons learned over twelve years, such as strategies to increase cohort diversity, innovative activities, and results from long-term program evaluation on attitudes toward STEM careers and program outcomes.

Review of the magnetic fusion program by the 1986 ERAB Fusion Panel

NASA Astrophysics Data System (ADS)

Davidson, Ronald C.

1987-09-01

The 1986 ERAB Fusion Panel finds that fusion energy continues to be an attractive energy source with great potential for the future, and that the magnetic fusion program continues to make substantial technical progress. In addition, fusion research advances plasma physics, a sophisticated and useful branch of applied science, as well as technologies important to industry and defense. These factors fully justify the substantial expenditures by the Department of Energy in fusion research and development (R&D). The Panel endorses the overall program direction, strategy, and plans, and recognizes the importance and timeliness of proceeding with a burning plasma experiment, such as the proposed Compact Ignition Tokamak (CIT) experiment.

Halogen occultation experiment intergrated test plan

NASA Technical Reports Server (NTRS)

Mauldin, L. E., III; Butterfield, A. J.

1986-01-01

The test program plan is presented for the Halogen Occultation Experiment (HALOE) instrument, which is being developed in-house at the Langley Research Center for the Upper Atmosphere Research Satellite (UARS). This comprehensive test program was developed to demonstrate that the HALOE instrument meets its performance requirements and maintains integrity through UARS flight environments. Each component, subsystem, and system level test is described in sufficient detail to allow development of the necessary test setups and test procedures. Additionally, the management system for implementing this test program is given. The HALOE instrument is a gas correlation radiometer that measures vertical distribution of eight upper atmospheric constituents: O3, HC1, HF, NO, CH4, H2O, NO2, and CO2.

Environmental Identity Formation in Nonformal Environmental Education Programs

ERIC Educational Resources Information Center

Williams, Corrie Colvin; Chawla, Louise

2016-01-01

This paper explores experiences that remained salient in the memories of former participants in three nature-based programs in Colorado, five to forty years after childhood involvement. Interviews with program founders and staff, archival research, and observations of current activities provided an understanding of each program's history, mission…

Identifying and Meeting Training Needs for Public Participation Responsibilities in Water Resources Planning. Publication No. 107.

ERIC Educational Resources Information Center

Ertel, Madge O.

This project surveyed planners in coastal zone management and 208 programs in New England to determine what type of skills and/or experience were required for planners to implement successful public participation programs. The research indicated that prior experience is more directly related to perceived adequacy than either academic or…

Investigating Customers' Experiences with Their Financial Services Customer Education Programs as It Impacts Customer Loyalty to the Financial Firm

ERIC Educational Resources Information Center

Islam, Kaliym A.

2017-01-01

The problem addressed in this study was that customer education programs are intended to strengthen customer loyalty; however, research on the effects of customer education on customer loyalty remains insufficient. This phenomenological study investigated how the lived experiences of customers' participating in financial services' customer…

Children's Outcomes and Program Quality in Head Start. FACES 2003 Research Brief

ERIC Educational Resources Information Center

Zill, Nicholas; Sorongon, Alberto; Kim, Kwang; Clark, Cheryl; Woolverton, Maria

2006-01-01

The Head Start Family and Child Experiences Survey (FACES) provides longitudinal data on a periodic basis on the characteristics, experiences, and outcomes of children and families served by Head Start as well as the characteristics of the Head Start programs that serve them. Each round of FACES is a study with a nationally representative sample…

Gender-Based Barriers Experienced by Male Students in an Online RN-to-BSN Nursing Program

ERIC Educational Resources Information Center

Kirk, John R.

2012-01-01

This quantitative survey-based research study examined the experiences of 49 men through a comparative analysis of their traditional classroom-based Diploma or Associate Degree in Nursing program and their subsequent experiences in the University of Phoenix online Registered Nurse to Bachelor of Science in Nursing (RN-to-BSN) degree completion…

Mobile App Design for Teaching and Learning: Educators' Experiences in an Online Graduate Course

ERIC Educational Resources Information Center

Hsu, Yu-Chang; Ching, Yu-Hui

2013-01-01

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning…

34 CFR 356.2 - Who is eligible for assistance under this program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... scientific research related to the solution of rehabilitation problems of individuals with disabilities. (c... research experience in subject areas, methods, or techniques relevant to rehabilitation research and must...

34 CFR 356.2 - Who is eligible for assistance under this program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... scientific research related to the solution of rehabilitation problems of individuals with disabilities. (c... research experience in subject areas, methods, or techniques relevant to rehabilitation research and must...

Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation

ERIC Educational Resources Information Center

Tai, Robert H.; Kong, Xiaoqing; Mitchell, Claire E.; Dabney, Katherine P.; Read, Daniel M.; Jeffe, Donna B.; Andriole, Dorothy A.; Wathington, Heather D.

2017-01-01

Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative…

Effect of Time on Perceived Gains from an Undergraduate Research Program

PubMed Central

Adedokun, Omolola A.; Parker, Loran C.; Childress, Amy; Burgess, Wilella; Adams, Robin; Agnew, Christopher R.; Leary, James; Knapp, Deborah; Shields, Cleveland; Lelievre, Sophie; Teegarden, Dorothy

2014-01-01

The current study examines the trajectories of student perceived gains as a result of time spent in an undergraduate research experience (URE). Data for the study come from a survey administered at three points over a 1-yr period: before participation in the program, at the end of a Summer segment of research, and at the end of the year. Repeated-measures analysis of variance was used to examine the effect of time on perceived gains in student research skills, research confidence, and understanding of research processes. The results suggest that the students experienced different gains/benefits at developmentally different stages of their UREs. Participants reported gains in fewer areas at the end of the Summer segment compared with the end of the yearlong experience, thus supporting the notion that longer UREs offer students more benefit. PMID:24591512

Student scientific inquiry in the core curriculum.

PubMed

Vaidean, Georgeta D; Vansal, Sandeep S; Moore, Ronnie J; Feldman, Stuart

2013-10-14

To design and implement a required student-driven research program as a capstone experience in the doctor of pharmacy (PharmD) curriculum. A research proposal in the form of a competitive grant application was required for each of 65 fourth-year students in an inaugural PharmD class at Touro College of Pharmacy in New York. The focus of the proposals was on hypothesis-driven research in basic science, clinical research, health outcomes, and public health. Students' research proposals were graded using a standardized grading instrument. On a post-experience survey, most students rated the overall experience positively, indicating increased confidence in their research skills. About two-thirds of faculty members were satisfied with their students' performance, and the great majority thought the experience would be useful in the students' careers. The capstone research project was a positive experience for fourth-year students.

Mapping training needs for dissemination and implementation research: lessons from a synthesis of existing D&I research training programs.

PubMed

Chambers, David A; Proctor, Enola K; Brownson, Ross C; Straus, Sharon E

2017-09-01

With recent growth in the field of dissemination and implementation (D&I) research, multiple training programs have been developed to build capacity, including summer training institutes, graduate courses, degree programs, workshops, and conferences. While opportunities for D&I research training have expanded, course organizers acknowledge that available slots are insufficient to meet demand within the scientific and practitioner community. In addition, individual programs have struggled to best fit various needs of trainees, sometimes splitting coursework between specific D&I content and more introductory grant writing material. This article, stemming from a 2013 NIH workshop, reviews experiences across multiple training programs to align training needs, career stage and role, and availability of programs. We briefly review D&I needs and opportunities by career stage and role, discuss variations among existing training programs in format, mentoring relationships, and other characteristics, identify challenges of mapping needs of trainees to programs, and present recommendations for future D&I research training.

Designing and evaluating a STEM teacher learning opportunity in the research university.

PubMed

Hardré, Patricia L; Ling, Chen; Shehab, Randa L; Herron, Jason; Nanny, Mark A; Nollert, Matthias U; Refai, Hazem; Ramseyer, Christopher; Wollega, Ebisa D

2014-04-01

This study examines the design and evaluation strategies for a year-long teacher learning and development experience, including their effectiveness, efficiency and recommendations for strategic redesign. Design characteristics include programmatic features and outcomes: cognitive, affective and motivational processes; interpersonal and social development; and performance activities. Program participants were secondary math and science teachers, partnered with engineering faculty mentors, in a research university-based education and support program. Data from multiple sources demonstrated strengths and weaknesses in design of the program's learning environment, including: face-to-face and via digital tools; on-site and distance community interactions; and strategic evaluation tools and systems. Implications are considered for the strategic design and evaluation of similar grant-funded research experiences intended to support teacher learning, development and transfer. Copyright © 2013 Elsevier Ltd. All rights reserved.

Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs.

PubMed

Beymer, Patrick N; Rosenberg, Joshua M; Schmidt, Jennifer A; Naftzger, Neil J

2018-06-01

Out-of-school time programs focused on science, technology, engineering and mathematics (STEM) have proliferated recently because they are seen as having potential to appeal to youth and enhance STEM interest. Although such programs are not mandatory, youth are not always involved in making the choice about their participation and it is unclear whether youth's involvement in the choice to attend impacts their program experiences. Using data collected from experience sampling, traditional surveys, and video recordings, we explore relationships among youth's choice to attend out-of-school time programs (measured through a pre-survey) and their experience of affect (i.e., youth experience sampling ratings of happiness and excitement) and engagement (i.e., youth experience sampling ratings of concentration and effort) during program activities. Data were collected from a racially and ethnically diverse sample of 10-16 year old youth (n = 203; 50% female) enrolled in nine different summer STEM programs targeting underserved youth. Multilevel analysis indicated that choice and affect are independently and positively associated with momentary engagement. Though choice to enroll was a significant predictor of momentary engagement, positive affective experiences during the program may compensate for any decrements to engagement associated with lack of choice. Together, these findings have implications for researchers, parents, and educators and administrators of out-of-school time programming.

Planetary geosciences, 1989-1990

NASA Technical Reports Server (NTRS)

Zuber, Maria T. (Editor); James, Odette B. (Editor); Lunine, Jonathan I. (Editor); Macpherson, Glenn J. (Editor); Phillips, Roger J. (Editor)

1992-01-01

NASA's Planetary Geosciences Programs (the Planetary Geology and Geophysics and the Planetary Material and Geochemistry Programs) provide support and an organizational framework for scientific research on solid bodies of the solar system. These research and analysis programs support scientific research aimed at increasing our understanding of the physical, chemical, and dynamic nature of the solid bodies of the solar system: the Moon, the terrestrial planets, the satellites of the outer planets, the rings, the asteroids, and the comets. This research is conducted using a variety of methods: laboratory experiments, theoretical approaches, data analysis, and Earth analog techniques. Through research supported by these programs, we are expanding our understanding of the origin and evolution of the solar system. This document is intended to provide an overview of the more significant scientific findings and discoveries made this year by scientists supported by the Planetary Geosciences Program. To a large degree, these results and discoveries are the measure of success of the programs.

The National Institute of Dental Research Clinical Dental Staff Fellowship.

ERIC Educational Resources Information Center

Baum, Bruce J.; And Others

1988-01-01

A program in one of the National Institutes of Health offers clinical training fellowships as a means of training potential dental school faculty by providing both unique clinical skills and high-quality research experience. The program was developed in response to a perceived need for change in academic dentistry. (MSE)

Juvenile Offenders: Developing Motivation, Engagement, and Meaning-Making through Video Game Creation

ERIC Educational Resources Information Center

Ruggiero, Dana; Garcia de Hurtado, Belen; Watson, William R.

2013-01-01

In this study, the authors examined juvenile offender experiences in Project Tech, a research-based educational pilot program to teach socially responsible serious game development at a major Midwest university's Games Lab. Using open-ended interviews, learner feedback surveys, and learner journaling during the program, the researchers examined…