NASA Funding Opportunities for Optical Fabrication and Testing Technology Development

NASA Technical Reports Server (NTRS)

Stahl, H. Philip

2013-01-01

NASA requires technologies to fabricate and test optical components to accomplish its highest priority science missions. The NRC ASTRO2010 Decadal Survey states that an advanced large-aperture UVOIR telescope is required to enable the next generation of compelling astrophysics and exo-planet science; and, that present technology is not mature enough to affordably build and launch any potential UVOIR mission concept. The NRC 2012 NASA Space Technology Roadmaps and Priorities Report states that the highest priority technology in which NASA should invest to 'Expand our understanding of Earth and the universe' is next generation X-ray and UVOIR telescopes. Each of the Astrophysics division Program Office Annual Technology Reports (PATR) identifies specific technology needs. NASA has a variety of programs to fund enabling technology development: SBIR (Small Business Innovative Research); the ROSES APRA and SAT programs (Research Opportunities in Space and Earth Science; Astrophysics Research and Analysis program; Strategic Astrophysics Technology program); and several Office of the Chief Technologist (OCT) programs

NASA Funding Opportunities for Optical Fabrication and Testing Technology Development

NASA Technical Reports Server (NTRS)

Stahl, H. Philip

2013-01-01

Technologies to fabricate and test optical components are required for NASA to accomplish its highest priority science missions. For example, the NRC ASTRO2010 Decadal Survey states that an advanced large-aperture UVOIR telescope is required to enable the next generation of compelling astrophysics and exo-planet science; and that present technology is not mature enough to affordably build and launch any potential UVOIR mission concept. The NRC 2012 NASA Space Technology Roadmaps and Priorities report states that the highest priority technology in which NASA should invest to 'Expand our understanding of Earth and the universe' is a new generation of astronomical telescopes. And, each of the Astrophysics division Program Office Annual Technology Reports (PATR), identifies specific technology needs. NASA has a variety of programs to fund enabling technology development: SBIR (Small Business Innovative Research); the ROSES APRA and SAT programs (Research Opportunities in Space and Earth Science; Astrophysics Research and Analysis program; Strategic Astrophysics Technology program); and several Office of the Chief Technologist (OCT) technology development programs.

Expanding your Horizons: a Program for Engaging Middle School Girls in Science and Mathematics

NASA Astrophysics Data System (ADS)

Jahnke, Tamera S.; Level, Allison V.

Gender equity in science, mathematics, and technology is an issue that has generated the creation of a number of programs. Young women need to be aware that there are a variety of careers in science, mathematics, and technology that they can actively pursue. This article highlights one example of a successful middle school science program in Southwest Missouri. Expanding Your Horizons in Science, Mathematics, and Technology (EYH) integrates keynote speakers, role model mentoring sessions, and small group experiments into a hands-on learning environment. Initial survey results of parents and teachers show support for the conference and indicate that the program helps motivate students to consider careers in science, mathematics, and technology. In addition to the goal of increasing awareness for these young people, there is a need for increased scientific literacy of the general public and an increased application of science to "real world" circumstances. This program addresses these issues.

A Comprehensive Approach to Fostering the Next Generation of Science, Technology, Engineering, and Mathematics (STEM) Education Leaders

ERIC Educational Resources Information Center

Dierking, Lynn D.

2010-01-01

This paper describes an innovative education program launched in 2004 by Oregon State University Science and Mathematics Education Department, with leadership from Oregon Sea Grant, and funding from NOAA. Program development is described as well as the impact of it on participants. The program represents one vision for how to transform research…

Teaching marine science to the next generation: Innovative programs for 6th”8th Graders gain momentum

NASA Astrophysics Data System (ADS)

Tebbens, S. F.; Coble, P. G.; Greely, T.

Three educational outreach programs designed for middle school students (grades 6, 7, and 8) by faculty at the University of South Florida (USF) Department of Marine Science are turning kids onto science. The programs are bringing marine science research and its various technologies into the classroom, where students follow up with hands-on activities. Project Oceanography (PO) is an interactive broadcast that exposes students to the concepts and tools of current marine science research. The Oceanography Camp for Girls (OCG) boosts girls' curiosity and interest in science and nature. And teachers become better equipped to present current marine science topics and technology to their students at the Teachers Oceanography Workshop (TOW). All of the programs created by USF are provided at no cost to students or their institutions.

NASA Astrophysics E/PO: The Impact of the Space Telescope Science Institute Office of Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray

2015-01-01

As the science operations center for Hubble and Webb, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity's quest to understand fundamental questions about our universe and our place in it. With the 25th anniversary of Hubble's launch and deployment approaching in April 2015, this presentation will provide an overview of the impact of the STScI's Office of Public Outreach's programs to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs. At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble's scientific capabilities and majestic imagery, together with a deep commitment to creating effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions

ERIC Educational Resources Information Center

DeBarger, Angela Haydel; Penuel, William R.; Harris, Christopher J.; Kennedy, Cathleen A.

2016-01-01

Evaluators must employ research designs that generate compelling evidence related to the worth or value of programs, of which assessment data often play a critical role. This article focuses on assessment design in the context of evaluation. It describes the process of using the Framework for K-12 Science Education and Next Generation Science…

Inspiring the next generation of scientists with their observations of quasars, black holes, Jupiter, and SETI with the Goldstone Apple Valley Radio Telescope, GAVRT

NASA Astrophysics Data System (ADS)

Jauncey, D. L.; Levin, S.; Teitelbaum, L.; Hofstadter, M.; Arballo, J.; McConnell, S.; Dorcey, R.; Cole, K.; Kreuser-Jenkins, N.; Leflang, J.; Kruzins, E.; Ricardo, L.; Horiuchi, S.; Nagle, G.; Miro, C. G.

2017-04-01

This paper describes a radio astronomy programfor schools, the Goldstone-AppleValley Radio Telescope,GAVRT. The GAVRT program is designed to bring the inspiration and enthusiasm to a younger generation of teachers and children who learn about science by doing real science, just as Iosif Shklovsky brought to an older generation.

Strategic plan for science-U.S. Geological Survey, Ohio Water Science Center, 2010-15

USGS Publications Warehouse

,

2010-01-01

This Science Plan identifies specific scientific and technical programmatic issues of current importance to Ohio and the Nation. An examination of those issues yielded a set of five major focus areas with associated science goals and strategies that the Ohio Water Science Center will emphasize in its program during 2010-15. A primary goal of the Science Plan is to establish a relevant multidisciplinary scientific and technical program that generates high-quality products that meet or exceed the expectations of our partners while supporting the goals and initiatives of the U.S. Geological Survey. The Science Plan will be used to set the direction of new and existing programs and will influence future training and hiring decisions by the Ohio Water Science Center.

NGSS and the Next Generation of Science Teachers

NASA Astrophysics Data System (ADS)

Bybee, Rodger W.

2014-03-01

This article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.

Training Families To Learn Science Together Using Astronomical Topics

NASA Astrophysics Data System (ADS)

Noel-Storr, Jacob; Wyllie, G.; Lierheimer, D.

2012-05-01

We present a collection of messages and lessons learned from a set of Family Science programs that have been developed, implemented and/or evaluated by the RIT Insight Lab over the past 5 years. The programs are connected by their use of astronomical topics to serve as the motivator for engagement and learning. The programs all focus on the development of inquiry skills and connecting family members to each other as science learning communities, rather than focusing on the development of specific content knowledge. We show how family science programs can increase engagement in STEM for parents and their children alike, and strengthen the pipeline of the next generation of scientists and engineers.

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Michael Gao presents his project on Southeast Asian disasters during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

NASA Astrophysics Education and Public Outreach: The Impact of the Space Telescope Science Institute Office of Public Outreach

NASA Astrophysics Data System (ADS)

Smith, Denise Anne; Jirdeh, Hussein; Eisenhamer, Bonnie; Villard, Ray; Green, Joel David

2015-08-01

As the science operations center for the Hubble Space Telescope and the James Webb Space Telescope, the Space Telescope Science Institute (STScI) is uniquely positioned to captivate the imagination and inspire learners of all ages in humanity’s quest to understand fundamental questions about our universe and our place in it. This presentation will provide an overview of the impact of the STScI’s Office of Public Outreach’s efforts to engage students, educators, and the public in exploring the universe through audience-based news, education, and outreach programs.At the heart of our programs lies a tight coupling of scientific, education, and communications expertise. By partnering scientists and educators, we assure current, accurate science content and education products and programs that are classroom-ready and held to the highest pedagogical standards. Likewise, news and outreach programs accurately convey cutting-edge science and technology in a way that is attuned to audience needs. The combination of Hubble’s scientific capabilities, majestic imagery, and our deep commitment to create effective programs to share Hubble science with the education community and the public, has enabled the STScI Office of Public Outreach programs to engage 6 million students and ½ million educators per year, and 24 million online viewers per year. Hubble press releases generate approximately 5,000 online news articles per year with an average circulation of 125 million potential readers per press release news story. We will also share how best practices and lessons learned from this long-lived program are already being applied to engage a new generation of explorers in the science and technology of the James Webb Space Telescope.

Careers in Airway Science.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

The Federal Aviation Administration (FAA) has initiated the Airway Science curriculum as a method of preparing the next generation of aviation technicians and managers. This document: (1) discusses the FAA's role in the Airway Science program; (2) describes some of the career fields that FAA offers to Airway Science graduates (air traffic control…

The extinct animal show: the paleoimagery tradition and computer generated imagery in factual television programs.

PubMed

Campbell, Vincent

2009-03-01

Extinct animals have always been popular subjects for the media, in both fiction, and factual output. In recent years, a distinctive new type of factual television program has emerged in which computer generated imagery is used extensively to bring extinct animals back to life. Such has been the commercial audience success of these programs that they have generated some public and academic debates about their relative status as science, documentary, and entertainment, as well as about their reflection of trends in factual television production, and the aesthetic tensions in the application of new media technologies. Such discussions ignore a crucial contextual feature of computer generated extinct animal programs, namely the established tradition of paleoimagery. This paper examines a selection of extinct animal shows in terms of the dominant frames of the paleoimagery genre. The paper suggests that such an examination has two consequences. First, it allows for a more context-sensitive evaluation of extinct animal programs, acknowledging rather than ignoring relevant representational traditions. Second, it allows for an appraisal and evaluation of public and critical reception of extinct animal programs above and beyond the traditional debates about tensions between science, documentary, entertainment, and public understanding.

FINESSE Spaceward Bound - Teacher Engagement in NASA Science and Exploration Field Research

NASA Technical Reports Server (NTRS)

Jones, A. J. P.; Heldmann, J. L.; Sheely, T.; Karlin, J.; Johnson, S.; Rosemore, A.; Hughes, S.; Nawotniak, S. Kobs; Lim, D. S. S.; Garry, W. B.

2016-01-01

The FINESSE (Field Investigations to Enable Solar System Science and Exploration) team of NASA's Solar System Exploration Research Virtual Institute (SSERVI) is focused on a science and exploration field-based research program aimed at generating strategic knowledge in preparation for the human and robotic exploration of the Moon, Near Earth Asteroids, and the moons of Mars. The FINESSE science program is infused with leading edge exploration concepts since "science enables exploration and exploration enables science." The FINESSE education and public outreach program leverages the team's field investigations and educational partnerships to share the excitement of lunar, Near Earth Asteroid, and martian moon science and exploration locally, nationally, and internationally. The FINESSE education plan is in line with all of NASA's Science Mission Directorate science education objectives, particularly to enable STEM (science, technology, engineering, and mathematics) education and leverage efforts through partnerships.

Program of Research in Aeronautics

NASA Technical Reports Server (NTRS)

1981-01-01

A prospectus of the educational and research opportunities available at the Joint Institute for Advancement of Flight Sciences, operated at NASA Langley Research Center in conjunction with George Washington University's School of Engineering and Applied Sciences is presented. Requirements of admission to various degree programs are given as well as the course offerings in the areas of acoustics, aeronautics, environmental modelling, materials science, and structures and dynamics. Research facilities for each field of study are described. Presentations and publications (including dissertations and theses) generated by each program are listed as well as faculty members visting scientists and engineers.

Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

NASA Astrophysics Data System (ADS)

Newman, William J., Jr.

In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.

The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

ERIC Educational Resources Information Center

Saderholm, Jon; Ronau, Robert N.; Rakes, Christopher R.; Bush, Sarah B.; Mohr-Schroeder, Margaret

2017-01-01

This evaluation study examined a state-wide professional development program composed of two institutes, one for mathematics teachers and one for science teachers, each spanning two weeks. The program was designed to help teachers transform their practice to align with Common Core State Standards for Mathematics and Next Generation Science…

Educational Approaches When Implementing the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Dwyer, Brian

This paper overviews the history of science education from the launch of Sputnik through reform movements and associated legislation to the most recent Next Generation Science Standards (NGSS). The paper also considers stakeholder groups that would need to be involved if NGSS is to be implemented properly, including teachers, parents and unions. Each group holds a responsibility within a school system that needs to be addressed from a practical standpoint to increase the likelihood of the effective adoption of the Next Generation Science Standards. This paper provides background and program information about the Next Generation Science Standards (NGSS). It also considers the educational, philosophical, and instructional approach known as inquiry which is strongly advocated by NGSS and explores where and how other well-studied instructional approaches might have a place within an inquiry-based classroom.

Redefining Scientist-Educator Partnerships: Science in Service at Stanford

NASA Astrophysics Data System (ADS)

Beck, K.

2005-05-01

The Stanford Solar Observatories Group and Haas Center for Public Service have created an innovative model for scientist-educator partnerships in which science students are trained and mentored by public service education professionals to create outreach events for local communities. The program, Science in Service, is part of the EPO plan for the Solar Group's participation in NASA's Solar Dynamics Observatory mission. Based on the principles of service learning, the Science in Service Program mentors college science students in best practices for communicating science and engages these students in public service projects that center on teaching solar science. The program goals are to - Enhance and expand the learning experiences that pre-college students, from underserved and underrepresented groups in particular, have in science and technology. - Promote leadership in community service in the area of science and engineering among the next generation of scientists and engineers, today's undergraduate students. - Encourage science and engineering faculty to think creatively about their outreach requirements and to create a community of faculty committed to quality outreach programs. This talk will describe the unique advantages and challenges of a research-public service partnership, explain the structure of Stanford's Science in Service Program, and present the experiences of the undergraduates and the outreach communities that have been involved in the program.

Laboratory Directed Research and Development Program FY 2006

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

Hansen

2007-03-08

The Ernest Orlando Lawrence Berkeley National Laboratory (Berkeley Lab or LBNL) is a multi-program national research facility operated by the University of California for the Department of Energy (DOE). As an integral element of DOE's National Laboratory System, Berkeley Lab supports DOE's missions in fundamental science, energy resources, and environmental quality. Berkeley Lab programs advance four distinct goals for DOE and the nation: (1) To perform leading multidisciplinary research in the computing sciences, physical sciences, energy sciences, biosciences, and general sciences in a manner that ensures employee and public safety and protection of the environment. (2) To develop and operatemore » unique national experimental facilities for qualified investigators. (3) To educate and train future generations of scientists and engineers to promote national science and education goals. (4) To transfer knowledge and technological innovations and to foster productive relationships among Berkeley Lab's research programs, universities, and industry in order to promote national economic competitiveness.« less

Alliance for NanoHealth (ANH) Training Program for the development of future generations of interdisciplinary scientists and collaborative research focused upon the advancement of nanomedicine

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

Gorenstein, David

The objectives of this program are to promote the mission of the Department of Energy (DOE) Science, Technology, Engineering, Math (STEM) Program by recruiting students to science and engineering disciplines with the intent of mentoring and supporting the next generation of scientists; to foster interdisciplinary and collaborative research under the sponsorship of ANH for the discovery and design of nano-based materials and devices with novel structures, functions, and properties; and to prepare a diverse work force of scientists, engineers, and clinicians by utilizing the unique intellectual and physical resources to develop novel nanotechnology paradigms for clinical application.

NASA Applied Sciences' DEVELOP Program Fosters the Next Generation of Earth Remote Sensing Scientists

NASA Technical Reports Server (NTRS)

Childs, Lauren M.; Brozen, Madeline W.; Gleason, Jonathan L.; Silcox, Tracey L.; Rea, Mimi; Holley, Sharon D.; Renneboog, Nathan; Underwood, Lauren W.; Ross, Kenton W.

2009-01-01

Satellite remote sensing technology and the science associated with the evaluation of the resulting data are constantly evolving. To meet the growing needs related to this industry, a team of personnel that understands the fundamental science as well as the scientific applications related to remote sensing is essential. Therefore, the workforce that will excel in this field requires individuals who not only have a strong academic background, but who also have practical hands-on experience with remotely sensed data, and have developed knowledge of its real-world applications. NASA's DEVELOP Program has played an integral role in fulfilling this need. DEVELOP is a NASA Science Mission Directorate Applied Sciences training and development program that extends the benefits of NASA Earth science research and technology to society.

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

NASA Astrophysics Data System (ADS)

Akcay, Hakan; Yager, Robert

2010-10-01

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

National Nanotechnology Initiative: Driving Innovation & Competitiveness

DTIC Science & Technology

2007-09-19

networking & IT National Nanotechnology Initiative Complex biological systems Environment Next Generation Air Transportation Systems Federal scientific ... collections Science of Science Policy Slide 9: A little history about the National Nanotechnology Initiative: The interagency program was

Health Care Executive Education: A Program Note.

ERIC Educational Resources Information Center

Wan, Thomas T. H.; Clement, Dolores Gurnick

1995-01-01

Virginia Commonwealth University's Master of Science program in health administration uses distance education techniques to facilitate professional education with limited facilities. The program has developed from a first-generation bulletin board conferencing system to an individualized "client-server" based program on the World Wide…

Opportunities for Space Science Education Using Current and Future Solar System Missions

NASA Astrophysics Data System (ADS)

Matiella Novak, M.; Beisser, K.; Butler, L.; Turney, D.

2010-12-01

The Education and Public Outreach (E/PO) office in The Johns Hopkins University Applied Physics Laboratory (APL) Space Department strives to excite and inspire the next generation of explorers by creating interactive education experiences. Since 1959, APL engineers and scientists have designed, built, and launched 61 spacecraft and over 150 instruments involved in space science. With the vast array of current and future Solar System exploration missions available, endless opportunities exist for education programs to incorporate the real-world science of these missions. APL currently has numerous education and outreach programs tailored for K-12 formal and informal education, higher education, and general outreach communities. Current programs focus on Solar System exploration missions such as the Compact Reconnaissance Imaging Spectrometer for Mars (CRISM), Miniature Radio Frequency (Mini-RF) Moon explorer, the Radiation Belt Storm Probes (RBSP), New Horizons mission to Pluto, and the Thermosphere Ionosphere Mesosphere Energetics and Dynamics (TIMED) Satellite, to name a few. Education and outreach programs focusing on K-12 formal education include visits to classrooms, summer programs for middle school students, and teacher workshops. APL hosts a Girl Power event and a STEM (Science, Technology, Engineering, and Mathematics) Day each year. Education and outreach specialists hold teacher workshops throughout the year to train educators in using NASA spacecraft science in their lesson plans. High school students from around the U.S. are able to engage in NASA spacecraft science directly by participating in the Mars Exploration Student Data Teams (MESDT) and the Student Principal Investigator Programs. An effort is also made to generate excitement for future missions by focusing on what mysteries will be solved. Higher education programs are used to recruit and train the next generation of scientists and engineers. The NASA/APL Summer Internship Program offers a unique glimpse into the Space Department’s “end-to-end” approach to mission design and execution. College students - both undergraduate and graduate - are recruited from around the U.S. to work with APL scientists and engineers who act as mentors to the students. Many students are put on summer projects that allow them to work with existing spacecraft systems, while others participate in projects that investigate the operational and science objectives of future planned spacecraft systems. In many cases these interns have returned to APL as full-time staff after graduation.

Studying citizen science through adaptive management and learning feedbacks as mechanisms for improving conservation.

PubMed

Jordan, Rebecca; Gray, Steven; Sorensen, Amanda; Newman, Greg; Mellor, David; Newman, Greg; Hmelo-Silver, Cindy; LaDeau, Shannon; Biehler, Dawn; Crall, Alycia

2016-06-01

Citizen science has generated a growing interest among scientists and community groups, and citizen science programs have been created specifically for conservation. We examined collaborative science, a highly interactive form of citizen science, which we developed within a theoretically informed framework. In this essay, we focused on 2 aspects of our framework: social learning and adaptive management. Social learning, in contrast to individual-based learning, stresses collaborative and generative insight making and is well-suited for adaptive management. Adaptive-management integrates feedback loops that are informed by what is learned and is guided by iterative decision making. Participants engaged in citizen science are able to add to what they are learning through primary data collection, which can result in the real-time information that is often necessary for conservation. Our work is particularly timely because research publications consistently report a lack of established frameworks and evaluation plans to address the extent of conservation outcomes in citizen science. To illustrate how our framework supports conservation through citizen science, we examined how 2 programs enacted our collaborative science framework. Further, we inspected preliminary conservation outcomes of our case-study programs. These programs, despite their recent implementation, are demonstrating promise with regard to positive conservation outcomes. To date, they are independently earning funds to support research, earning buy-in from local partners to engage in experimentation, and, in the absence of leading scientists, are collecting data to test ideas. We argue that this success is due to citizen scientists being organized around local issues and engaging in iterative, collaborative, and adaptive learning. © 2016 Society for Conservation Biology.

Laboratory directed research and development program FY 1999

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

Hansen, Todd; Levy, Karin

2000-03-08

The Ernest Orlando Lawrence Berkeley National Laboratory (Berkeley Lab or LBNL) is a multi-program national research facility operated by the University of California for the Department of Energy (DOE). As an integral element of DOE's National Laboratory System, Berkeley Lab supports DOE's missions in fundamental science, energy resources, and environmental quality. Berkeley Lab programs advance four distinct goals for DOE and the nation: (1) To perform leading multidisciplinary research in the computing sciences, physical sciences, energy sciences, biosciences, and general sciences in a manner that ensures employee and public safety and protection of the environment. (2) To develop and operatemore » unique national experimental facilities for qualified investigators. (3) To educate and train future generations of scientists and engineers to promote national science and education goals. (4) To transfer knowledge and technological innovations and to foster productive relationships among Berkeley Lab's research programs, universities, and industry in order to promote national economic competitiveness. This is the annual report on Laboratory Directed Research and Development (LDRD) program for FY99.« less

Air Toxics Under the Big Sky: Examining the Effectiveness of Authentic Scientific Research on High School Students' Science Skills and Interest.

PubMed

Ward, Tony J; Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-01-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. A quasi-experimental design was used in order to understand: 1) how the program affects student understanding of scientific inquiry and research and 2) how the open inquiry learning opportunities provided by the program increase student interest in science as a career path . Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.

Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students' science skills and interest

NASA Astrophysics Data System (ADS)

Ward, Tony J.; Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-04-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.

Air Toxics Under the Big Sky: Examining the Effectiveness of Authentic Scientific Research on High School Students’ Science Skills and Interest

PubMed Central

Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-01-01

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. A quasi-experimental design was used in order to understand: 1) how the program affects student understanding of scientific inquiry and research and 2) how the open inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom. PMID:28286375

Connecting Scientists, College Students, Middle School Students & Elementary Students through Intergenerational Afterschool STEM Programming

NASA Astrophysics Data System (ADS)

Ali, N. A.; Paglierani, R.; Raftery, C. L.; Romero, V.; Harper, M. R.; Chilcott, C.; Peticolas, L. M.; Hauck, K.; Yan, D.; Ruderman, I.; Frappier, R.

2015-12-01

The Multiverse education group at UC Berkeley's Space Sciences Lab created the NASA-funded "Five Stars Pathway" model in which five "generations" of girls and women engage in science together in an afterschool setting, with each generation representing one stage in the pathway of pursuing a career in science, technology, engineering, or math (STEM). The five stages are: elementary-age students, middle-school-age students, undergraduate-level college students, graduate-level college students and professional scientists. This model was field-tested at two Girls Inc. afterschool locations in the San Francisco Bay Area and distributed to Girls Inc. affiliates and other afterschool program coordinators nationwide. This presentation will explore some of the challenges and success of implementing a multigenerational STEM model as well as distributing the free curriculum for interested scientists and college students to use with afterschool programs.

Delivering Science on Day One

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

Williams, Timothy J.

2016-03-01

While benchmarking software is useful for testing the performance limits and stability of Argonne National Laboratory’s new Theta supercomputer, there is no substitute for running real applications to explore the system’s potential. The Argonne Leadership Computing Facility’s Theta Early Science Program, modeled after its highly successful code migration program for the Mira supercomputer, has one primary aim: to deliver science on day one. Here is a closer look at the type of science problems that will be getting early access to Theta, a next-generation machine being rolled out this year.

NGSS aligned Earth science resources and professional development programs from the Exploratorium.

NASA Astrophysics Data System (ADS)

Muller, E.

2016-12-01

The Exploratorium is a museum of science, art and human perception located in San Francisco, CA. The Exploratorium has been offering resources and professional development to primary and secondary teachers since 1972. We focus on inquiry based, hands-on learning, with an emphasis on Next Generation Science Standards (NGSS) implementation. This brief, invited presentation will feature the programs and online resources developed by the Exploratorium's "Institute for Inquiry" and "Teacher Institute" that may help formal and informal educators engage, implement and promote three dimensional learning in the Earth Sciences.

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden poses for a selfie after a quick rap performance by some young professionals during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden speaks with young professionals about their project on New England water resources during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

Lisa Waldron and Justin Roberts-Pierel present their project on Texas health and air quality during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Earth Science Applications Showcase

NASA Image and Video Library

2014-08-05

NASA Administrator Charles Bolden asks young professionals about their projects after posing for a group photo during the annual DEVELOP Earth Science Application Showcase at NASA headquarters Tuesday, August 5, 2014. The Earth Science Applications Showcase highlights the work of over 150 participants in the 10-week DEVELOP program that started in June. The DEVELOP Program bridges the gap between NASA Earth science and society, building capacity in both its participants and partner organizations, to better prepare them to handle the challenges that face our society and future generations. Photo Credit: (NASA/Aubrey Gemignani)

Recognizing Excellence: Pinging--Sound at Work

ERIC Educational Resources Information Center

Lindquist, William; Forsberg, Britt

2014-01-01

One author shares the unique opportunity to be immersed in the science of "sound at work" through participation in NOAA's (National Oceanic and Atmospheric Administration) Teacher at Sea Program. A third- through fifth-grade learning outcome within the Nature of Science section of the "Next Generation Science Standards"…

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.

What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms.

PubMed

Laursen, Sandra; Liston, Carrie; Thiry, Heather; Graf, Julie

2007-01-01

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K-12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the "scientist in the classroom," the study examines what benefits may be realized for each participant group and how they are achieved. We find that K-12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices.

Educating future nursing scientists: Recommendations for integrating omics content in PhD programs.

PubMed

Conley, Yvette P; Heitkemper, Margaret; McCarthy, Donna; Anderson, Cindy M; Corwin, Elizabeth J; Daack-Hirsch, Sandra; Dorsey, Susan G; Gregory, Katherine E; Groer, Maureen W; Henly, Susan J; Landers, Timothy; Lyon, Debra E; Taylor, Jacquelyn Y; Voss, Joachim

2015-01-01

Preparing the next generation of nursing scientists to conduct high-impact, competitive, sustainable, innovative, and interdisciplinary programs of research requires that the curricula for PhD programs keep pace with emerging areas of knowledge and health care/biomedical science. A field of inquiry that holds great potential to influence our understanding of the underlying biology and mechanisms of health and disease is omics. For the purpose of this article, omics refers to genomics, transcriptomics, proteomics, epigenomics, exposomics, microbiomics, and metabolomics. Traditionally, most PhD programs in schools of nursing do not incorporate this content into their core curricula. As part of the Council for the Advancement of Nursing Science's Idea Festival for Nursing Science Education, a work group charged with addressing omics preparation for the next generation of nursing scientists was convened. The purpose of this article is to describe key findings and recommendations from the work group that unanimously and enthusiastically support the incorporation of omics content into the curricula of PhD programs in nursing. The work group also calls to action faculty in schools of nursing to develop strategies to enable students needing immersion in omics science and methods to execute their research goals. Copyright © 2015 Elsevier Inc. All rights reserved.

Climate Variability Program

NASA Technical Reports Server (NTRS)

Halpern, David (Editor)

2002-01-01

The Annual Report of the Climate Variability Program briefly describes research activities of Principal Investigators who are funded by NASA's Earth Science Enterprise Research Division. The report is focused on the year 2001. Utilization of satellite observations is a singularity of research on climate science and technology at JPL (Jet Propulsion Laboratory). Research at JPL has two foci: generate new knowledge and develop new technology.

Software Reviews.

ERIC Educational Resources Information Center

Wulfson, Stephen, Ed.

1987-01-01

Provides reviews of six computer software programs designed for use in elementary science education programs. Provides the title, publisher, grade level, and descriptions of courseware on ant farms, drugs, genetics, beachcombing, matter, and test generation. (TW)

UV-optical from space

NASA Technical Reports Server (NTRS)

Illingworth, Garth; Savage, Blair; Angel, J. Roger; Blandford, Roger D.; Boggess, Albert; Bowyer, C. Stuart; Carruthers, George R.; Cowie, Lennox L.; Doschek, George A.; Dupree, Andrea K.

1991-01-01

The following subject areas are covered: (1) the science program (star formation and origins of planetary systems; structure and evolution of the interstellar medium; stellar population; the galactic and extragalactic distance scale; nature of galaxy nuclei, AGNs, and QSOs; formation and evolution of galaxies at high redshifts; and cosmology); (2) implementation of the science program; (3) the observatory-class missions (HST; LST - the 6m successor to HST; and next-generation 16m telescope); (4) moderate and small missions (Delta-class Explorers; imaging astrometric interferometer; small Explorers; optics development and demonstrations; and supporting ground-based capabilities); (5) prerequisites - the current science program (Lyman-FUSE; HTS optimization; the near-term science program; data analysis, modeling, and theory funding; and archives); (6) technologies for the next century; and (7) lunar-based telescopes and instruments.

"Celebrate Science" Has Formula for Hands-On Learning

ERIC Educational Resources Information Center

Brydolf, Carol

2012-01-01

Cost-effective, easily replicated program is a win-win situation for high schoolers who teach science and for their elementary students. The thank-you letter from Leslie, a grade-schooler in San Diego County's Ramona Unified School District, speaks volumes about the excitement generated by "Celebrate Science"--an innovative,…

Engineering Design Skills Coverage in K-12 Engineering Program Curriculum Materials in the USA

ERIC Educational Resources Information Center

Chabalengula, Vivien M.; Mumba, Frackson

2017-01-01

The current "K-12 Science Education framework" and "Next Generation Science Standards" (NGSS) in the United States emphasise the integration of engineering design in science instruction to promote scientific literacy and engineering design skills among students. As such, many engineering education programmes have developed…

Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

NASA Astrophysics Data System (ADS)

Ajhar, Edward A.; Blackwell, E.; Quesada, D.

2010-05-01

In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

Innovations in Undergraduate Science Education: Going Viral.

PubMed

Hatfull, Graham F

2015-08-01

Bacteriophage discovery and genomics provides a powerful and effective platform for integrating missions in research and education. Implementation of the Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) program facilitates a broad impact by including a diverse array of schools, faculty, and students. The program generates new insights into the diversity and evolution of the bacteriophage population and presents a model for introducing first-year undergraduate students to discovery-based research experiences. Copyright © 2015, American Society for Microbiology. All Rights Reserved.

NASA's Radioisotope Power Systems Program Status

NASA Technical Reports Server (NTRS)

Dudzinski, Leonard A.; Hamley, John A.; McCallum, Peter W.; Sutliff, Thomas J.; Zakrajsek, June F.

2013-01-01

NASA's Radioisotope Power Systems (RPS) Program began formal implementation in December 2010. The RPS Program's goal is to make available RPS for the exploration of the solar system in environments where conventional solar or chemical power generation is impractical or impossible to meet mission needs. To meet this goal, the RPS Program manages investments in RPS system development and RPS technologies. The current keystone of the RPS Program is the development of the Advanced Stirling Radioisotope Generator (ASRG). This generator will be about four times more efficient than the more traditional thermoelectric generators, while providing a similar amount of power. This paper provides the status of the RPS Program and its related projects. Opportunities for RPS generator development and targeted research into RPS component performance enhancements, as well as constraints dealing with the supply of radioisotope fuel, are also discussed in the context of the next ten years of planetary science mission plans.

Mi-STAR: Designing Integrated Science Curriculum to Address the Next Generation Science Standards and Their Foundations

NASA Astrophysics Data System (ADS)

Gochis, E. E.; Huntoon, J. E.

2015-12-01

Mi-STAR (Michigan Science Teaching and Assessment Reform, http://mi-star.mtu.edu/) was funded by the Herbert H. and Grace A. Dow Foundation to reform K-12 science education to present science as an integrated body of knowledge that is applied to address societal issues. To achieve this goal, Mi-STAR is developing an integrated science curriculum for the middle grades that will be aligned with the Next Generation Science Standards (NGSS). Similar to the geosciences, the curriculum requires the integration of science, engineering and math content to explore 21st-century issues and demonstrates how these concepts can be used in service of society. The curriculum is based on the Mi-STAR Unit Specification Chart which pairs interdisciplinary themes with bundled NGSS Performance Expectations. Each unit is developed by a collaborative team of K-12 teachers, university STEM content experts and science education experts. Prior to developing a unit, each member on the team attends the on-line Mi-STAR Academy, completing 18+ hours of professional development (PD). This on-line PD program familiarizes teachers and experts with necessary pedagogical and content background knowledge, including NGSS and three-dimensional learning. With this background, teams use a staged, backwards design process to craft a multi-week unit based on a series of performance based tasks, or 'challenges' that engage students in actively doing science and engineering. Each unit includes Disciplinary Core Ideas from multiple disciplines, which focus on local and familiar examples that demonstrate the relevance of science in student's lives. Performance-based assessments are interwoven throughout the unit. Mi-STAR units will go through extensive pilot testing in several school districts across the state of Michigan. Additionally, the Mi-STAR program will develop teacher professional development programs to support implementation of the curriculum and design a pre-service teacher program in integrated science. We will share preliminary results on the collaborative Mi-STAR process of designing integrated science curriculum to address NGSS.

A Research Program in Flight Sciences

NASA Technical Reports Server (NTRS)

Whitesides, John L.; Waggoner, Edgar G. (Technical Monitor)

2005-01-01

Since its inception in January 2003, thc program has provided support for 1 faculty and a total of 7 Graduate Research Scholar Assistants, of these all 7 have completed their MS degree program. The program has generated 5 MS thesis and 2 MS project reports. Attachment: Appendix A, B, C, and D.

Integrating emerging areas of nursing science into PhD programs.

PubMed

Henly, Susan J; McCarthy, Donna O; Wyman, Jean F; Stone, Patricia W; Redeker, Nancy S; McCarthy, Ann Marie; Alt-White, Anna C; Dunbar-Jacob, Jacqueline; Titler, Marita G; Moore, Shirley M; Heitkemper, Margaret M; Conley, Yvette P

2015-01-01

The Council for the Advancement of Nursing Science aims to "facilitate and recognize life-long nursing science career development" as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2010 American Association of Colleges of Nursing Position Statement "The Research-Focused Doctoral Program in Nursing: Pathways to Excellence," Idea Festival Advisory Committee members focused on emerging areas of science and technology that impact the ability of research-focused doctoral programs to prepare graduates for competitive and sustained programs of nursing research using scientific advances in emerging areas of science and technology. The purpose of this article is to describe the educational and scientific contexts for the Idea Festival, which will serve as the foundation for recommendations for incorporating emerging areas of science and technology into research-focused doctoral programs in nursing. Copyright © 2015 Elsevier Inc. All rights reserved.

Engaging Underrepresented Group Youth in Environmental Science Research Activities: Catalyst for Change

NASA Astrophysics Data System (ADS)

Cuff, K.; Cannady, M.; Dorph, R.; Rodriguez, V. A.; Romero, V.

2016-12-01

The UC Berkeley East Bay Academy for Young Scientists (EBAYS) program provides youth from non-dominant communities in the East San Francisco Bay Area with unique opportunities to develop deeper understanding of environmental science content, as well as fundamental scientific practice skills. A key component of EBAYS programming is collaborative research projects that generate information useful in addressing critical environmental issues. This important component also provides opportunities for youth to present results of their investigations to other community members and to the scientific community at large. Inclusion of the environmental science research component is intended to help address the following program goals: A) increasing appreciation for the value of scientific practices as a tool for addressing important community-based issues; B) helping raise community awareness of important issues; C) sparking interest in other forms of community activism; D) increasing understanding of key science concepts; and E) generating valuable environmental quality data. In an effort to assess the degree to which EBAYS programming accomplishes these goals, as well as to evaluate its capacity to be effectively replicated on a broader scale, EBAYS staff has engaged in an investigation of associated learning and youth development outcomes. In this regard a research strategy has been developed that includes the use of assessment tools that will help foster a deeper understanding of the ways in which EBAYS programming increases the extent to which participants value the application of science, affects their overall occupational trajectory, and inspires them to consider careers in STEM.

"Who Dunnit?": Learning Chemistry and Critical Thinking through Hands-On Forensic Science.

ERIC Educational Resources Information Center

Demetry, Chrysanthe; Nicoletti, Denise; Mix, Kimberlee; O'Connor, Kerri; Martin, Andrea

2002-01-01

Demonstrates how forensic science can be used as a framework for generating student interest and learning in chemistry and promoting critical thinking. The "Who Dunnit?" forensic science workshop was developed by undergraduate students and is one element of a two-week residential summer outreach program that seeks to develop interest in…

Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools

ERIC Educational Resources Information Center

Jones, Stephanie M.; Kim, James; LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Barnes, Sophie; Donovan, Suzanne; Snow, Catherine

2016-01-01

Word Generation (WG) is a research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units that introduce 5 high-utility target words through brief passages designed to spark active examination and discussion of contemporary…

What Good Is a Scientist in the Classroom? Participant Outcomes and Program Design Features for a Short-Duration Science Outreach Intervention in K–12 Classrooms

PubMed Central

Liston, Carrie; Thiry, Heather; Graf, Julie

2007-01-01

Many short-duration science outreach interventions have important societal goals of raising science literacy and increasing the size and diversity of the science workforce. Yet, these long-term outcomes are inherently challenging to evaluate. We present findings from a qualitative research study of an inquiry-based, life science outreach program to K–12 classrooms that is typical in design and excellent in execution. By considering this program as a best case of a common outreach model, the “scientist in the classroom,” the study examines what benefits may be realized for each participant group and how they are achieved. We find that K–12 students are engaged in authentic, hands-on activities that generate interest in science and new views of science and scientists. Teachers learn new science content and new ways to teach it, and value collegial support of their professional work. Graduate student scientists, who are the program presenters, gain teaching and other skills, greater understanding of education and diversity issues, confidence and intrinsic satisfaction, and career benefits. A few negative outcomes also are described. Program elements that lead to these benefits are identified both from the research findings and from insights of the program developer on program design and implementation choices. PMID:17339394

"Here, There, and Everywhere": Connecting Science Across The Universe

NASA Astrophysics Data System (ADS)

Watzke, Megan; Slane, P. O.; Arcand, K. K.; Lestition, K.; Edmonds, P.; Tucker, W. H.

2013-04-01

"Here, There, and Everywhere" (HTE) is a program -- conceived and developed by the Chandra Education and Public Outreach group -- that consists of a series of exhibitions, posters, and supporting hands-on activities that utilize analogies in the teaching of science, engineering, and technology to provide multi-generational and family-friendly content in English and Spanish to small community centers, libraries, under-resourced small science centers. The purpose of the program is to connect crosscutting science content (in Earth, atmospheric and planetary sciences and astrophysics) with everyday phenomena, helping to demonstrate the universality of physical laws and the connection between our everyday world and the universe as a whole to members of the public who may not identify strongly with science. The program utilizes multimodal content delivery (physical exhibits and handouts, interpretive stations, facilitated activities for educators as well as online materials) hosted by under-served locations as identified by previous partnerships as well as through advertisement of opportunities.

SDN-NGenIA, a software defined next generation integrated architecture for HEP and data intensive science

NASA Astrophysics Data System (ADS)

Balcas, J.; Hendricks, T. W.; Kcira, D.; Mughal, A.; Newman, H.; Spiropulu, M.; Vlimant, J. R.

2017-10-01

The SDN Next Generation Integrated Architecture (SDN-NGeNIA) project addresses some of the key challenges facing the present and next generations of science programs in HEP, astrophysics, and other fields, whose potential discoveries depend on their ability to distribute, process and analyze globally distributed Petascale to Exascale datasets. The SDN-NGenIA system under development by Caltech and partner HEP and network teams is focused on the coordinated use of network, computing and storage infrastructures, through a set of developments that build on the experience gained in recently completed and previous projects that use dynamic circuits with bandwidth guarantees to support major network flows, as demonstrated across LHC Open Network Environment [1] and in large scale demonstrations over the last three years, and recently integrated with PhEDEx and Asynchronous Stage Out data management applications of the CMS experiment at the Large Hadron Collider. In addition to the general program goals of supporting the network needs of the LHC and other science programs with similar needs, a recent focus is the use of the Leadership HPC facility at Argonne National Lab (ALCF) for data intensive applications.

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.

NASA Applied Sciences Program. Overview Presentation; Discovering and Demonstrating Innovative and Practical Applications of Earth Science

NASA Technical Reports Server (NTRS)

Irwin, Daniel

2010-01-01

Goal 1: Enhance Applications Research Advance the use of NASA Earth science in policy making, resource management and planning, and disaster response. Key Actions: Identify priority needs, conduct applied research to generate innovative applications, and support projects that demonstrate uses of NASA Earth science. Goal 2: Increase Collaboration Establish a flexible program structure to meet diverse partner needs and applications objectives. Key Actions: Pursue partnerships to leverage resources and risks and extend the program s reach and impact. Goal 3:Accelerate Applications Ensure that NASA s flight missions plan for and support applications goals in conjunction with their science goals, starting with mission planning and extending through the mission life cycle. Key Actions: Enable identification of applications early in satellite mission lifecycle and facilitate effective ways to integrate end-user needs into satellite mission planning

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

NASA Technical Reports Server (NTRS)

Childs, Lauren; Brozen, Madeline; Hillyer, Nelson

2010-01-01

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

OCTET and BIOTEC: A Model of a Summer Intensive Camp Designed to Cultivate the Future Generation of Young Leaders in STEM

ERIC Educational Resources Information Center

Donnelly, Julie; Diaz, Carlos; Hernandez, Florencio E.

2016-01-01

Herein, we describe an effective and tested model of a week-long summer science intensive program for high school students that aimed to elaborate on concepts covered in a high school chemistry or biology course, and to provide high school students an opportunity to learn about studying and pursuing careers in the sciences. The program was…

Computer Series, 60: Bits and Pieces, 23.

ERIC Educational Resources Information Center

Moore, John W., Ed.

1985-01-01

Describes: (1) an interactive computer simulation for a science fair display of chromatography inks; (2) analytical chemistry programs; (3) microcomputer-assisted drills in organic synthesis; (4) programs for conformation analysis of ethane and butane; (5) MOLPIX--a program for generating and displaying molecular structures; and (6) chemical…

Learning-Related Changes in Adolescents' Neural Networks during Hypothesis-Generating and Hypothesis-Understanding Training

ERIC Educational Resources Information Center

Lee, Jun-Ki; Kwon, Yongju

2012-01-01

Fourteen science high school students participated in this study, which investigated neural-network plasticity associated with hypothesis-generating and hypothesis-understanding in learning. The students were divided into two groups and participated in either hypothesis-generating or hypothesis-understanding type learning programs, which were…

Building Effective Scientist-Educator Communities of Practice: NASA's Science Education and Public Outreach Forums

NASA Astrophysics Data System (ADS)

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

2014-12-01

Since 1993, NASA has embedded education and public outreach (EPO) in its Earth and space science missions and research programs on the principle that science education is most effective when educators and scientists work hand-in-hand. Four Science EPO Forums organize the respective NASA Science Mission Directorate (SMD) Astrophysics, Earth Science, Heliophysics, and Planetary Science EPO programs into a coordinated, efficient, and effective nationwide effort. The result is significant, evaluated EPO impacts that support NASA's policy of providing a direct return-on-investment for the American public, advance STEM education and literacy, and enable students and educators to participate in the practices of science and engineering as embodied in the 2013 Next Generation Science Standards. This presentation by the leads of the four NASA SMD Science EPO Forums provides big-picture perspectives on NASA's effort to incorporate authentic science into the nation's STEM education and scientific literacy, highlighting tools that were developed to foster a collaborative community and examples of program effectiveness and impact. The Forums are led by: Astrophysics - Space Telescope Science Institute (STScI); Earth Science - Institute for Global Environmental Strategies (IGES); Heliophysics - University of California, Berkeley; and Planetary Science - Lunar and Planetary Institute (LPI).

The role of automated feedback in training and retaining biological recorders for citizen science.

PubMed

van der Wal, René; Sharma, Nirwan; Mellish, Chris; Robinson, Annie; Siddharthan, Advaith

2016-06-01

The rapid rise of citizen science, with lay people forming often extensive biodiversity sensor networks, is seen as a solution to the mismatch between data demand and supply while simultaneously engaging citizens with environmental topics. However, citizen science recording schemes require careful consideration of how to motivate, train, and retain volunteers. We evaluated a novel computing science framework that allowed for the automated generation of feedback to citizen scientists using natural language generation (NLG) technology. We worked with a photo-based citizen science program in which users also volunteer species identification aided by an online key. Feedback is provided after photo (and identification) submission and is aimed to improve volunteer species identification skills and to enhance volunteer experience and retention. To assess the utility of NLG feedback, we conducted two experiments with novices to assess short-term (single session) and longer-term (5 sessions in 2 months) learning, respectively. Participants identified a specimen in a series of photos. One group received only the correct answer after each identification, and the other group received the correct answer and NLG feedback explaining reasons for misidentification and highlighting key features that facilitate correct identification. We then developed an identification training tool with NLG feedback as part of the citizen science program BeeWatch and analyzed learning by users. Finally, we implemented NLG feedback in the live program and evaluated this by randomly allocating all BeeWatch users to treatment groups that received different types of feedback upon identification submission. After 6 months separate surveys were sent out to assess whether views on the citizen science program and its feedback differed among the groups. Identification accuracy and retention of novices were higher for those who received automated feedback than for those who received only confirmation of the correct identification without explanation. The value of NLG feedback in the live program, captured through questionnaires and evaluation of the online photo-based training tool, likewise showed that the automated generation of informative feedback fostered learning and volunteer engagement and thus paves the way for productive and long-lived citizen science projects. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Member Perceptions of Informal Science Institution Graduate Certificate Program: Case Study of a Community of Practice

NASA Astrophysics Data System (ADS)

Ball, Lois A.

This research attempted to understand the experiences of a cohort of informal and formal science educators and informal science institution (ISI) community representatives during and after completion of a pilot graduate certificate program. Informal science educators (ISEs) find limited opportunities for professional development and support which influence their contributions to America's science literacy and school science education. This emergent design nested case study described how an innovative program provided professional development and enabled growth in participants' abilities to contribute to science literacy. Data were collected through interviews, participant observations, and class artifacts. The program by design and constituency was the overarching entity that accounted for members' experiences. Three principal aspects of the ISI certificate program and cohort which influenced perceptions and reported positive outcomes were (1) the cohort's composition and their collaborative activities which established a vigorous community of practice and fostered community building, mentoring, and networking, (2) long term program design and implementation which promoted experiential learning in a generative classroom, and (3) ability of some members who were able to be independent or autonomous learners to embrace science education reform strategies for greater self-efficacy and career advancement. This research extends the limited literature base for professional development of informal science educators and may benefit informal science institutions, informal and formal science educators, science education reform efforts, and public education and science-technology-society understanding. The study may raise awareness of the need to establish more professional development opportunities for ISEs and to fund professional development. Further, recognizing and appreciating informal science educators as a diverse committed community of professionals who positively influence science education for everyone is essential.

Student science enrichment training program. Progress report, June 1, 1991--May 31, 1992

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

Sandhu, S.S.

1992-04-21

Historically Black Colleges and Universities wing of the United States Department of Energy (DOE) provided funds to Claflin College, Orangeburg, S.C. To conduct a student Science Enrichment Training Program for a period of six weeks during 1991 summer. Thirty participants were selected from a pool of applicants, generated by the High School Seniors and Juniors and the Freshmen class of 1990-1991 at Claflin College. The program primarily focused on high ability students, with potential for Science, Mathematics and Engineering Careers. The major objectives of the program were W to increase the pool of well qualified college entering minority students whomore » will elect to go in Physical Sciences and Engineering and (II) to increase the enrollment in Chemistry and Preprofessional-Pre-Med, Pre-Dent, etc.-majors at Claflin College by including the Claflin students to participate in summer academic program. The summer academic program consisted of Chemistry and Computer Science training. The program placed emphasis upon laboratory experience and research. Visits to Scientific and Industrial laboratories were arranged. Guest speakers which were drawn from academia, industry and several federal agencies, addressed the participants on the future role of Science in the industrial growth of United States of America. The guest speakers also acted as role models for the participants. Several videos and films, emphasizing the role of Science in human life, were also screened.« less

Diversity of Approaches to Structuring University-Based Earth System Science Education

NASA Astrophysics Data System (ADS)

Aron, J.; Ruzek, M.; Johnson, D. R.

2004-12-01

Over the past quarter century, the "Earth system science" paradigm has emerged among the interdisciplinary science community, emphasizing interactions among components hitherto considered within separate disciplines: atmosphere (air); hydrosphere (water); biosphere (life); lithosphere (land); anthroposphere (human dimension); and exosphere (solar system and beyond). How should the next generation of Earth system scientists learn to contribute to this interdisciplinary endeavor? There is no one simple answer. The Earth System Science Education program, funded by NASA, has addressed this question by supporting faculty at U.S. universities who develop new courses, curricula and degree programs in their institutional contexts. This report demonstrates the diversity of approaches to structuring university-based Earth system science education, focusing on the 18 current grantees of the Earth System Science Education Program for the 21st Century (ESSE21). One of the most fundamental characteristics is the departmental structure for teaching Earth system science. The "home" departments of the Earth system science faculty range from Earth sciences and physics to agronomy and social work. A brand-new institution created an interdisciplinary Institute for Earth Systems Science and Policy without traditional "parent" departments. Some institutions create new degree programs as majors or as minors while others work within existing degree programs to add or revise courses. A university may also offer multiple strands, such as a degree in the Science of the Earth System and a degree in the Human Dimensions of the Earth System. Defining a career path is extremely important to students considering Earth system science programs and a major institutional challenge for all programs in Earth system science education. How will graduate programs assess prospective students? How will universities and government agencies assess prospective faculty and scientists? How will government agencies allocate funds to interdisciplinary Earth system science and technology? Finally, how should the Earth system science education community evolve?

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2013 CFR

2013-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2014 CFR

2014-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2012 CFR

2012-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

34 CFR 645.1 - What is the Upward Bound Program?

Code of Federal Regulations, 2011 CFR

2011-07-01

... the following three types of projects: (1) Regular Upward Bound projects. (2) Upward Bound Math and Science Centers. (3) Veterans Upward Bound projects. (Authority: 20 U.S.C. 1070a-11 and 1070a-13) ...) The Upward Bound Program provides Federal grants to projects designed to generate in program...

A combined system for generating a uniform magnetic field and its application in the investigation of Efimov physics

NASA Astrophysics Data System (ADS)

Yao, Rui; Sun, Zhen-Dong; Zhou, Shu-Yu; Wang, Ying; Wang, Yu-Zhu

2018-01-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 11674338, 11791240178, and 11547024) and Innovation Training Programs for Undergraduates, Chinese Academy of Sciences (Grant No. KCJH-80140-2016-018).

The Grinnell Science Project: Results of Over Two Decades of Reform Aimed at Inclusion in Science and Mathematics

NASA Astrophysics Data System (ADS)

Mahlab, Minna; Grinnell Science Project Team--Grinnell College

2015-01-01

The Grinnell Science Project (GSP) is a program that was developed starting in the early 1990's at Grinnell College -- a selective liberal arts college in Grinnell, Iowa. The GSP program is committed to developing the talents of all students interested in science and mathematics, especially those from groups underrepresented in the sciences -- students of color, first-generation college students, and women in physics, mathematics and computer science. The program developed over several years, drawing on national studies and efforts, and aimed at addressing barriers to success in the sciences. It has involved curricular and mentoring changes, activities and structures that foster acclimation to college life and a community of scientists, and improvement of student achievement. Prior to the full implementation of the Grinnell Science Project, from 1992-1994, an average of 42 science majors graduated annually who were women and eight who were students of color. By 2008, those numbers had jumped to 90 women (a 114% increase) and 21 students of color (a 162.5% increase). In 2009, the GSP was honored with the Presidential Award for Excellence in Science, Engineering, Mathematics, and Engineering Mentoring, administered by the National Science Foundation. Components of the GSP are now mainstream throughout the science curriculum at Grinnell, and almost all science and math faculty have played some role in the program.

Improving science literacy and education through space life sciences

NASA Astrophysics Data System (ADS)

MacLeish, Marlene Y.; Moreno, Nancy P.; Tharp, Barbara Z.; Denton, Jon J.; Jessup, George; Clipper, Milton C.

2001-08-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institutions—Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University—are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students—especially those from underrepresented groups—to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families.

"Air Toxics under the Big Sky": Examining the Effectiveness of Authentic Scientific Research on High School Students' Science Skills and Interest

ERIC Educational Resources Information Center

Ward, Tony J.; Delaloye, Naomi; Adams, Earle Raymond; Ware, Desirae; Vanek, Diana; Knuth, Randy; Hester, Carolyn Laurie; Marra, Nancy Noel; Holian, Andrij

2016-01-01

"Air Toxics Under the Big Sky" is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1)…

The NASA Space Life Sciences Training Program: Accomplishments Since 2013

NASA Technical Reports Server (NTRS)

Rask, Jon; Gibbs, Kristina; Ray, Hami; Bridges, Desireemoi; Bailey, Brad; Smith, Jeff; Sato, Kevin; Taylor, Elizabeth

2017-01-01

The NASA Space Life Sciences Training Program (SLSTP) provides undergraduate students entering their junior or senior years with professional experience in space life science disciplines. This challenging ten-week summer program is held at NASA Ames Research Center. The primary goal of the program is to train the next generation of scientists and engineers, enabling NASA to meet future research and development challenges in the space life sciences. Students work closely with NASA scientists and engineers on cutting-edge research and technology development. In addition to conducting hands-on research and presenting their findings, SLSTP students attend technical lectures given by experts on a wide range of topics, tour NASA research facilities, participate in leadership and team building exercises, and complete a group project. For this presentation, we will highlight program processes, accomplishments, goals, and feedback from alumni and mentors since 2013. To date, 49 students from 41 different academic institutions, 9 staffers, and 21 mentors have participated in the program. The SLSTP is funded by Space Biology, which is part of the Space Life and Physical Sciences Research and Application division of NASA's Human Exploration and Operations Mission Directorate. The SLSTP is managed by the Space Biology Project within the Science Directorate at Ames Research Center.

Exemplary Programs Supporting Teacher Professional Development in the U.S.A.

NASA Astrophysics Data System (ADS)

Passow, Michael J.

2015-04-01

By Law, there is no national curriculum in the U.S.A., so each State sets its own regulations for teacher certification and professional development. The Next Generation Science Standards (NGSS, http://www.nextgenscience.org/next-generation-science-standards) provide guidelines for teacher training and curriculum development in Earth Science, Life Science, and the physical sciences (chemistry and biology). Presented here are examples of effective programs designed to support in-service Earth Science teachers, especially at the middle school and high school level (grades 6 - 12, ages 12 - 18). The Earth2Class Workshops for Teachers at the Lamont-Doherty Earth Observatory of Columbia University (E2C) provides monthly gatherings of research scientists and teachers to learn about cutting-edge investigations in a wide variety of fields, and develop lesson plans to share these discoveries. The E2C website, www.earth2class.org/site, also provides a wide variety of educational resources used by teachers and students to learn about the planet. The National Earth Science Teachers Association (www.nestanet.org) is the largest professional society focused on pre-college Earth Science education. Together with its partner, Windows to the Universe (www.windows2universe.org), NESTA offers workshops and other programs at national and regional teacher conferences, a quarterly journal designed for classroom use, monthly E-Newsletters, and one of the largest collection of web resources in education. For more than twenty years, the American Meteorological Society has trained teachers across the country through its online courses: DataStreme Weather, DataStreme Ocean, and DataStreme Earth's Climate System (www.ametsoc.org/amsedu). Informal science education institutions also provide strong in-person and web-based professional development programs. Among these are the American Museum of Natural History's "Seminars on Science" (http://www.amnh.org/learn/) and many programs for educators that utilize the AMNH collections in New York City. Each year at the American Geophysical Union Meeting, teachers find out about "Hot Topics in Science" through the GIFT Workshops (http://education.agu.org/education-activities-at-agu-meetings/gift/). Field experiences aboard the scientific ocean drilling vessel, "JOIDES Resolution," have enhanced the knowledge and skills of teachers from the USA and Europe (http://joidesresolution.org/node/3002). Many teachers also connect with each other through the ESPRIT list-serv and others (http://external.oneonta.edu/mentor/listserv.html). These are just a sample of the many programs offered to provide life-long professional development for Earth Science educators and promote 'Science in Tomorrow's Classroom.'

Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students

NASA Astrophysics Data System (ADS)

Kim, Hanna

2016-04-01

This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students' interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students' pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students' attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants' positive attitudes toward science, science-related careers, and content knowledge of selected science concepts.

Improving science literacy and education through space life sciences.

PubMed

MacLeish, M Y; Moreno, N P; Tharp, B Z; Denton, J J; Jessup, G; Clipper, M C

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

Improving science literacy and education through space life sciences

NASA Technical Reports Server (NTRS)

MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

Reducing the Volume of NASA Earth-Science Data

NASA Technical Reports Server (NTRS)

Lee, Seungwon; Braverman, Amy J.; Guillaume, Alexandre

2010-01-01

A computer program reduces data generated by NASA Earth-science missions into representative clusters characterized by centroids and membership information, thereby reducing the large volume of data to a level more amenable to analysis. The program effects an autonomous data-reduction/clustering process to produce a representative distribution and joint relationships of the data, without assuming a specific type of distribution and relationship and without resorting to domain-specific knowledge about the data. The program implements a combination of a data-reduction algorithm known as the entropy-constrained vector quantization (ECVQ) and an optimization algorithm known as the differential evolution (DE). The combination of algorithms generates the Pareto front of clustering solutions that presents the compromise between the quality of the reduced data and the degree of reduction. Similar prior data-reduction computer programs utilize only a clustering algorithm, the parameters of which are tuned manually by users. In the present program, autonomous optimization of the parameters by means of the DE supplants the manual tuning of the parameters. Thus, the program determines the best set of clustering solutions without human intervention.

Multiple off-axis acoustic vortices generated by dual coaxial vortex beams

NASA Astrophysics Data System (ADS)

Li, Wen; Dai, Si-Jie; Ma, Qing-Yu; Guo, Ge-Pu; Ding, He-Ping

2018-02-01

Not Available Project supported by the National Natural Science Foundation of China (Grant Nos. 11474166 and 11604156), the Science and Technology Cooperation Projects of People’s Republic of China-Romania (Grant No. 42-23), the Natural Science Foundation of Jiangsu Province, China (Grant No. BK20161013), the Postdoctoral Science Foundation of China (Grant No. 2016M591874), and the Priority Academic Program Development of Jiangsu Higher Education Institutions, China.

NASA Earth Observations Informing Renewable Energy Management and Policy Decision Making

NASA Technical Reports Server (NTRS)

Eckman, Richard S.; Stackhouse, Paul W., Jr.

2008-01-01

The NASA Applied Sciences Program partners with domestic and international governmental organizations, universities, and private entities to improve their decisions and assessments. These improvements are enabled by using the knowledge generated from research resulting from spacecraft observations and model predictions conducted by NASA and providing these as inputs to the decision support and scenario assessment tools used by partner organizations. The Program is divided into eight societal benefit areas, aligned in general with the Global Earth Observation System of Systems (GEOSS) themes. The Climate Application of the Applied Sciences Program has as one of its focuses, efforts to provide for improved decisions and assessments in the areas of renewable energy technologies, energy efficiency, and climate change impacts. The goals of the Applied Sciences Program are aligned with national initiatives such as the U.S. Climate Change Science and Technology Programs and with those of international organizations including the Group on Earth Observations (GEO) and the Committee on Earth Observation Satellites (CEOS). Activities within the Program are funded principally through proposals submitted in response to annual solicitations and reviewed by peers.

Genesis Radiation Environment

NASA Technical Reports Server (NTRS)

Minow, Joseph I.; Altstatt, Richard L.; Skipworth, William C.

2007-01-01

The Genesis spacecraft launched on 8 August 2001 sampled solar wind environments at L1 from 2001 to 2004. After the Science Capsule door was opened, numerous foils and samples were exposed to the various solar wind environments during periods including slow solar wind from the streamer belts, fast solar wind flows from coronal holes, and coronal mass ejections. The Survey and Examination of Eroded Returned Surfaces (SEERS) program led by NASA's Space Environments and Effects program had initiated access for the space materials community to the remaining Science Capsule hardware after the science samples had been removed for evaluation of materials exposure to the space environment. This presentation will describe the process used to generate a reference radiation Genesis Radiation Environment developed for the SEERS program for use by the materials science community in their analyses of the Genesis hardware.

Investigating Pathways from the Earth Science Knowledge Base to Candidate Solutions

NASA Astrophysics Data System (ADS)

Anderson, D. J.; Johnson, E.; Mita, D.; Dabbiru, L.; Katragadda, S.; Lewis, D.; O'Hara, C.

2007-12-01

A principle objective of the NASA Applied Sciences Program is to support the transition of scientific research results into decisions which benefit society. One of the Solutions Network activities supporting this goal is the generation of Candidate Solutions derived from NASA Earth Science research results that have the potential to enhance future operational systems for societal benefit. In short, the program seeks to fill gaps between Earth Science results and operational needs. The Earth Science Knowledge Base (ESKB) is being developed to provide connectivity and deliver content for the research information needs of the NASA Applied Science Program and related scientific communities of practice. Data has been collected which will permit users to identify and analyze the current network of interactions between organizations within the community of practice, harvest research results fixed to those interactions, examine the individual components of that research, and assist in developing strategies for furthering research. The ESKB will include information about organizations that conduct NASA-funded Earth Science research, NASA research solicitations, principal investigators, research publications and other project reports, publication authors, inter-agency agreements like memoranda-of-understanding, and NASA assets, models, decision support tools, and data products employed in the course of or developed as a part of the research. The generation of candidate solutions is the first step in developing rigorously tested applications for operational use from the normal yet chaotic process of natural discovery. While the process of 'idea generation' cannot be mechanized, the ESKB serves to provide a resource for testing theories about advancing research streams into the operational realm. Formulation Reports are the documents which outline a Candidate Solution. The reports outline the essential elements, most of which are detailed in the ESKB, which must be analyzed when assessing the value of the solution. Through developmental testing of the ESKB, several pathways to Candidate Solutions have been discovered.

Planning LIS Doctoral Education around a Focused Theme: A Report on the B2A Program

ERIC Educational Resources Information Center

Bennett-Kapusniak, Renee; McCleer, Adriana; Glover, Jeannette; Thiele, Jennifer; Wolfram, Dietmar

2016-01-01

This report discusses the Overcoming Barriers to Information Access (B2A) program. This is a doctoral cohort program at the University of Wisconsin-Milwaukee funded by the Institute for Museum and Library Services. The program has focused on educating the next generation of doctoral graduates in library and information science with an emphasis on…

Phoenix Telemetry Processor

NASA Technical Reports Server (NTRS)

Stanboli, Alice

2013-01-01

Phxtelemproc is a C/C++ based telemetry processing program that processes SFDU telemetry packets from the Telemetry Data System (TDS). It generates Experiment Data Records (EDRs) for several instruments including surface stereo imager (SSI); robotic arm camera (RAC); robotic arm (RA); microscopy, electrochemistry, and conductivity analyzer (MECA); and the optical microscope (OM). It processes both uncompressed and compressed telemetry, and incorporates unique subroutines for the following compression algorithms: JPEG Arithmetic, JPEG Huffman, Rice, LUT3, RA, and SX4. This program was in the critical path for the daily command cycle of the Phoenix mission. The products generated by this program were part of the RA commanding process, as well as the SSI, RAC, OM, and MECA image and science analysis process. Its output products were used to advance science of the near polar regions of Mars, and were used to prove that water is found in abundance there. Phxtelemproc is part of the MIPL (Multi-mission Image Processing Laboratory) system. This software produced Level 1 products used to analyze images returned by in situ spacecraft. It ultimately assisted in operations, planning, commanding, science, and outreach.

Educating the next generation of explorers at an historically Black University

NASA Astrophysics Data System (ADS)

Chaudhury, S.; Rodriguez, W. J.

2003-04-01

This paper describes the development of an innovative undergraduate research training model based at an Historically Black University in the USA that involves students with majors in diverse scientific disciplines in authentic Earth Systems Science research. Educating those who will be the next generation of explorers of earth and space poses several challenges at smaller academic institutions that might lack dedicated resources for this area of study. Over a 5-year span, Norfolk State University has been developing a program that has afforded the opportunity for students majoring in biology, chemistry, mathematics, computer science, physics, engineering and science education to work collaboratively in teams on research projects that emphasize the use of scientific visualization in studying the environment. Recently, a hands-on component has been added through partnerships with local K-12 school teachers in data collection and reporting for the GLOBE Program (GLobal Observations to Benefit the Environment). The successes and challenges of this program along with some innovative uses of technology to promote inquiry learning will be presented in this paper.

Midwest Nuclear Science and Engineering Consortium

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

Dr. Wynn Volkert; Dr. Arvind Kumar; Dr. Bryan Becker

2010-12-08

The objective of the Midwest Nuclear Science and Engineering Consortium (MNSEC) is to enhance the scope, quality and integration of educational and research capabilities of nuclear sciences and engineering (NS/E) programs at partner schools in support of the U.S. nuclear industry (including DOE laboratories). With INIE support, MNSEC had a productive seven years and made impressive progress in achieving these goals. Since the past three years have been no-cost-extension periods, limited -- but notable -- progress has been made in FY10. Existing programs continue to be strengthened and broadened at Consortium partner institutions. The enthusiasm generated by the academic, state,more » federal, and industrial communities for the MNSEC activities is reflected in the significant leveraging that has occurred for our programs.« less

Preparing the Next Generation of Earth Scientists: An Examination of Federal Education and Training Programs

ERIC Educational Resources Information Center

National Academies Press, 2013

2013-01-01

Earth science, which in this context does not include oceanic, atmospheric, and space sciences, is vital to the wellbeing of the United States and many of its issues, such as water resources, are expected to grow in importance. An earth science workforce will be needed to deal with this issues and it's important that this workforce draw on the…

European Science Notes Information Bulletin Report on Current European/ Middle Eastern Science

DTIC Science & Technology

1990-08-01

evolved from pulse- power research activities generators charged by low-inductance, Marx-bank dating from the early 1960s at the Institute of Nuclear...Pulse Power at ISE tion rates up to 25 Hz. While I saw one of these gener- ators at ISE hooked to a microwave generator and The ISE has a very active ...program on repetitive pulse photographs for a commercial brochure, I have not seen power based upon oil-dielectric transformer technology, the output

Establishment of sustainable health science for future generations: from a hundred years ago to a hundred years in the future.

PubMed

Mori, Chisato; Todaka, Emiko

2009-01-01

Recently, we have investigated the relationship between environment and health from a scientific perspective and developed a new academic field, "Sustainable Health Science" that will contribute to creating a healthy environment for future generations. There are three key points in Sustainable Heath Science. The first key point is "focusing on future generations"-society should improve the environment and prevent possible adverse health effects on future generations (Environmental Preventive Medicine). The second key point is the "precautious principle". The third key point is "transdisciplinary science", which means that not only medical science but also other scientific fields, such as architectural and engineering science, should be involved. Here, we introduce our recent challenging project "Chemiless Town Project", in which a model town is under construction with fewer chemicals. In the project, a trial of an education program and a health-examination system of chemical exposure is going to be conducted. In the future, we are aiming to establish health examination of exposure to chemicals of women of reproductive age so that the risk of adverse health effects to future generations will decrease and they can enjoy a better quality of life. We hope that society will accept the importance of forming a sustainable society for future generations not only with regard to chemicals but also to the whole surrounding environment. As the proverb of American native people tells us, we should live considering the effects on seven generations in the future.

Automated Explanation for Educational Applications.

ERIC Educational Resources Information Center

Suthers, Daniel D.

1991-01-01

Artificial intelligence techniques available for generating explanations for teaching purposes are surveyed, and the way in which they are combined in a computer program that provides explanations is described. The program responds to questions in the physical sciences. Potential contributions of this technology to computer-based education are…

A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory

NASA Astrophysics Data System (ADS)

Spector, Barbara S.; Gibson, Charles W.

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k) trusting the individuals in their learning environment, including adults and students; and (1) experiencing a sense of self-reliance. The preceding information was used to generate a series of hypotheses which were woven into a theoretical model. This model suggests that middle school science teacher education would be enhanced by helping prospective and in-service teachers develop and implement strategies that build trust, provide immersion in learning, and use inductive reasoning. This model is currently being used as the theoretical base to convert a traditional junior high school in the South to a middle school.

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

NASA Astrophysics Data System (ADS)

Keller, John; Rebar, Bryan

2012-11-01

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

Managing schedule and financial risk in a faster, better, cheaper development

NASA Technical Reports Server (NTRS)

Boyd, R. W.

2000-01-01

The X2000 Program is a technology development program that will provide next generation avionics for missions to deep space. The goal of the X2000 Program is to develop revolutionary flight and ground systems which can be replicated by missions at a low cost, affording timely new science and mission opportunities to investigators and institutions.

Building the Capacity for Climate Services: Thoughts on Training Next Generation Climate Science Integrators

NASA Astrophysics Data System (ADS)

Garfin, G. M.; Brugger, J.; Gordon, E. S.; Barsugli, J. J.; Rangwala, I.; Travis, W.

2015-12-01

For more than a decade, stakeholder needs assessments and reports, including the recent National Climate Assessment, have pointed out the need for climate "science translators" or "science integrators" who can help bridge the gap between the cultures and contexts of researchers and decision-makers. Integration is important for exchanging and enhancing knowledge, building capacity to use climate information in decision making, and fostering more robust planning for decision-making in the context of climate change. This talk will report on the characteristics of successful climate science integrators, and a variety of models for training the upcoming generation of climate science integrators. Science integration characteristics identified by an experienced vanguard in the U.S. include maintaining credibility in both the scientific and stakeholder communities, a basic respect for stakeholders demonstrated through active listening, and a deep understanding of the decision-making context. Drawing upon the lessons of training programs for Cooperative Extension, public health professionals, and natural resource managers, we offer ideas about training next generation climate science integrators. Our model combines training and development of skills in interpersonal relations, communication of science, project implementation, education techniques and practices - integrated with a strong foundation in disciplinary knowledge.

NASA IYA Programs

NASA Astrophysics Data System (ADS)

Hasan, Hashima; Smith, D.

2009-05-01

NASA's Science Mission Directorate (SMD) launched a variety of programs to celebrate the International Year of Astronomy (IYA) 2009. A few examples will be presented to demonstrate how the exciting science generated by NASA's missions in astrophysics, planetary science and heliophysics has been given an IYA2009 flavor and made available to students, educators and the public worldwide. NASA participated in the official kickoff of US IYA activities by giving a sneak preview of a multi-wavelength image of M101, and of other images from NASA's space science missions that are now traveling to 40 public libraries around the country. NASA IYA Student Ambassadors represented the USA at the international Opening Ceremony in Paris, and have made strides in connecting with local communities throughout the USA. NASA's Object of the Month activities have generated great interest in the public through IYA Discovery Guides. Images from NASA's Great Observatories are included in the From Earth to the Universe (FETTU) exhibition, which was inaugurated both in the US and internationally. The Hubble Space Telescope Project had a tremendous response to its 100 Days of Astronomy "You Decide” competition. NASA's IYA programs have started a journey into the world of astronomy by the uninitiated and cultivated the continuation of a quest by those already enraptured by the wonders of the sky.

Intertextuality and Television Discourse: The Max Headroom Story.

ERIC Educational Resources Information Center

Braddlee

Max Headroom, the computer-generated media personality, presents a good opportunity for an investigation of the degree of intertextuality in television. Max combines narrative genres (science fiction and film noir), television program types (prime-time episodic narrative, made-for-TV movie, talkshows), advertising and programming, and electronic…

Working with Multilingual Learners and Vocabulary Knowledge for Secondary Schools: Developing Word Consciousness

ERIC Educational Resources Information Center

Cox, Robyn; O'Brien, Katherine; Walsh, Maureen; West, Helen

2015-01-01

This paper reports on a 10 week vocabulary focused intervention based on the Word Generation program (Snow, 2002, 2010; SERP, 2011) in primary and secondary schools, which demonstrated clear improvements, particularly with students who are EAL/D learners. Teachers across English, Science, Maths and Social Sciences developed professional learning…

Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations

ERIC Educational Resources Information Center

Wong, Shin Y.; Connelly, Robin K.; Hartel, Richard W.

2010-01-01

The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students…

Changing a Generation's Way of Thinking: Teaching Computational Thinking through Programming

ERIC Educational Resources Information Center

Buitrago Flórez, Francisco; Casallas, Rubby; Hernández, Marcela; Reyes, Alejandro; Restrepo, Silvia; Danies, Giovanna

2017-01-01

Computational thinking (CT) uses concepts that are essential to computing and information science to solve problems, design and evaluate complex systems, and understand human reasoning and behavior. This way of thinking has important implications in computer sciences as well as in almost every other field. Therefore, we contend that CT should be…

Educating the Next Generation of Geoscientists: Strategies for Formal and Informal Settings

NASA Astrophysics Data System (ADS)

Burrell, S.

2013-12-01

ENGAGE, Educating the Next Generation of Geoscientists, is an effort funded by the National Science Foundation to provide academic opportunities for members of underrepresented groups to learn geology in formal and informal settings through collaboration with other universities and science organizations. The program design tests the hypothesis that developing a culture of on-going dialogue around science issues through special guest lectures and workshops, creating opportunities for mentorship through informal lunches, incorporating experiential learning in the field into the geoscience curriculum in lower division courses, partnership-building through the provision of paid summer internships and research opportunities, enabling students to participate in professional conferences, and engaging family members in science education through family science nights and special presentations, will remove the academic, social and economic obstacles that have traditionally hindered members of underrepresented groups from participation in the geosciences and will result in an increase in geoscience literacy and enrollment. Student feedback and anecdotal evidence indicate an increased interest in geology as a course of study and increased awareness of the relevance of geology everyday life. Preliminary statistics from two years of program implementation indicate increased student comprehension of Earth science concepts and ability to use data to identify trends in the natural environment.

Materials sciences programs: Fiscal year 1994

NASA Astrophysics Data System (ADS)

1995-04-01

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

Materials sciences programs, fiscal year 1994

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

NONE

1995-04-01

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

Suborbital Science Program: Dryden Flight Research Center

NASA Technical Reports Server (NTRS)

DelFrate, John

2008-01-01

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

An Overview of R in Health Decision Sciences.

PubMed

Jalal, Hawre; Pechlivanoglou, Petros; Krijkamp, Eline; Alarid-Escudero, Fernando; Enns, Eva; Hunink, M G Myriam

2017-10-01

As the complexity of health decision science applications increases, high-level programming languages are increasingly adopted for statistical analyses and numerical computations. These programming languages facilitate sophisticated modeling, model documentation, and analysis reproducibility. Among the high-level programming languages, the statistical programming framework R is gaining increased recognition. R is freely available, cross-platform compatible, and open source. A large community of users who have generated an extensive collection of well-documented packages and functions supports it. These functions facilitate applications of health decision science methodology as well as the visualization and communication of results. Although R's popularity is increasing among health decision scientists, methodological extensions of R in the field of decision analysis remain isolated. The purpose of this article is to provide an overview of existing R functionality that is applicable to the various stages of decision analysis, including model design, input parameter estimation, and analysis of model outputs.

Becoming urban science teachers by transforming middle-school classrooms: A study of the Urban Science Education Fellows Program

NASA Astrophysics Data System (ADS)

Furman, Melina Gabriela

The current scenario in American education shows a large achievement and opportunity gap in science between urban children in poverty and more privileged youth. Research has shown that one essential factor that accounts for this gap is the shortage of qualified science teachers in urban schools. Teaching science in a high poverty school presents unique challenges to beginner teachers. Limited resources and support and a significant cultural divide with their students are some of the common problems that cause many novice teachers to quit their jobs or to start enacting what has been described as "the pedagogy of poverty." In this study I looked at the case of the Urban Science Education Fellows Program. This program aimed to prepare preservice teachers (i.e. "fellows") to enact socially just science pedagogies in urban classrooms. I conducted qualitative case studies of three fellows. Fellows worked over one year with science teachers in middle-school classrooms in order to develop transformative action research studies. My analysis focused on how fellows coauthored hybrid spaces within these studies that challenged the typical ways science was taught and learned in their classrooms towards a vision of socially just teaching. By coauthoring these hybrid spaces, fellows developed grounded generativity, i.e. a capacity to create new teaching scenarios rooted in the pragmatic realities of an authentic classroom setting. Grounded generativity included building upon their pedagogical beliefs in order to improvise pedagogies with others, repositioning themselves and their students differently in the classroom and constructing symbols of possibility to guide their practice. I proposed authentic play as the mechanism that enabled fellows to coauthor hybrid spaces. Authentic play involved contexts of moderate risk and of distributed expertise and required fellows to be positioned at the intersection of the margins and the center of the classroom community of practice. In all, this study demonstrates that engaging in classroom reform can support preservice teachers in developing specialized tools to teach science in urban classrooms.

The epistemic culture in an online citizen science project: Programs, antiprograms and epistemic subjects.

PubMed

Kasperowski, Dick; Hillman, Thomas

2018-05-01

In the past decade, some areas of science have begun turning to masses of online volunteers through open calls for generating and classifying very large sets of data. The purpose of this study is to investigate the epistemic culture of a large-scale online citizen science project, the Galaxy Zoo, that turns to volunteers for the classification of images of galaxies. For this task, we chose to apply the concepts of programs and antiprograms to examine the 'essential tensions' that arise in relation to the mobilizing values of a citizen science project and the epistemic subjects and cultures that are enacted by its volunteers. Our premise is that these tensions reveal central features of the epistemic subjects and distributed cognition of epistemic cultures in these large-scale citizen science projects.

Modular biowaste monitoring system conceptual design

NASA Technical Reports Server (NTRS)

Fogal, G. L.

1974-01-01

The objective of the study was to define requirements and generate a conceptual design for a Modular Biowaste Monitoring System for specifically supporting shuttle life science experimental and diagnostic programs.

A Collection of Articles Reprinted from Science & Technology Review on University Relations Program

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

Radousky, H; Rennie, G; Henke, A

2006-08-23

This month's issue has the following articles: (1) The Power of Partnership--Livermore researchers forge strategic collaborations with colleagues from other University of California campuses to further science and better protect the nation; (2) Collaborative Research Prepares Our Next-Generation Scientists and Engineers--Commentary by Laura R. Gilliom; (3) Next-Generation Scientists and Engineers Tap Lab's Resources--University of California Ph.D. candidates work with Livermore scientists and engineers to conduct fundamental research as part of their theses; (4) The Best and the Brightest Come to Livermore--The Lawrence Fellowship Program attracts the most sought-after postdoctoral researchers to the Laboratory; and (5) Faculty on Sabbatical Find amore » Good Home at Livermore--Faculty members from around the world come to the Laboratory as sabbatical scholars.« less

Undergraduate design projects for assistive technology needs: assisted fishing.

PubMed

Borrego, Nick; Bilan, Kristi; Gebes, T J; Barrett, S F; Morton, S A

2012-01-01

In 2010 the University of Wyoming, College of Engineering and Applied Science was funded for a five year increment of the National Science Foundation’s Research to Aid Persons with Disabilities. This program provides a vital link between challenged individuals who require custom assistive technology devices with senior capstone design students who require challenging, meaningful projects. The program also provides education for our next generation of engineers on the needs of all individuals. In this paper we describe the program organization including project partners in the College and Wyoming Institute for Disabilities (WIND). We also provide a case study of a recently completed project for an assistive fishing device.

RIS4E Science Journalism Program

NASA Astrophysics Data System (ADS)

Whelley, N.; Bleacher, L.; Jones, A. P.; Bass, E.; Bleacher, J. E.; Firstman, R.; Glotch, T. D.; Young, K.

2017-12-01

NASA's Remote, In-Situ, and Synchrotron Studies for Science and Exploration (RIS4E) team addresses the goals of the Solar System Exploration Research Virtual Institute via four themes, one of which focuses on evaluating the role of handheld and portable field instruments for human exploration. The RIS4E Science Journalism Program highlights science in an innovative way: by instructing journalism students in the basics of science reporting and then embedding them with scientists in the field. This education program is powerful because it is deeply integrated within a science program, strongly supported by the science team and institutional partners, and offers an immersive growth experience for learners, exposing them to cutting edge NASA research and field technology. This program is preparing the next generation of science journalists to report on complex science accurately and effectively. The RIS4E Science Journalism Program consists of two components: a semester-long science journalism course and a reporting trip in the field. First, students participate in the RIS4E Science Journalism Practicum offered by the Stony Brook University School of Journalism. Throughout the semester, students learn about RIS4E science from interactions with the RIS4E science team, through classroom visits, one-on-one interviews, and tours of laboratories. At the conclusion of the course, several students, along with a professor and a teaching assistant, join the RIS4E team during the field season. The journalism students observe the entire multi-day field campaign, from set-up, to data collection and analysis, and investigation of questions that arise as a result of field discoveries. They watch the scientists formulate and test hypotheses in real time. The field component for the 2017 RIS4E Science Journalism Program took journalism students to the Potrillo Volcanic Field in New Mexico for a 10-day field campaign. Student feedback was overwhelmingly positive. They gained experience and confidence with using journalistic equipment in the field and an improved understanding of how scientific research is conducted. Survey results indicate that the majority of participants are more likely to pursue science journalism as a career as a result of participating in this program. Their work is presented at ReportingRIS4E.com.

The Role of the National Laboratory in Improving Secondary Science Education

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

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

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

Invasive plant species and the Joint Fire Science Program.

Treesearch

Heather E. Erickson; Rachel White

2007-01-01

Invasive nonnative plants may be responsible for serious, long-term ecological impacts, including altering fire behavior and fire regimes. Therefore, knowing how to successfully manage invasive plants and their impacts on natural resources is crucial. We present a summary of research on invasive plants and fire that has been generated through the Joint Fire Science...

Overview of NASA Finesse (Field Investigations to Enable Solar System Science and Exploration) Science and Exploration Project

NASA Technical Reports Server (NTRS)

Heldmann, J. L.; Lim, D.S.S.; Hughes, S.; Nawotniak, S. Kobs; Garry, B.; Sears, D.; Neish, C.; Osinski, G. R.; Hodges, K.; Downs, M.;

Next Generation Scientists, Next Opportunities: EPA's Science To Achieve Results (STAR) Program

NASA Astrophysics Data System (ADS)

Jones, M.

2004-12-01

Scientific research is one of the most powerful tools we have for understanding and protecting our environment. It provides the foundation for what we know about our planet, how it has changed, and how it could be altered in the future. The National Center for Environmental Research (NCER) in the U.S. Environmental Protection Agency's (EPA) Office of Research and Development (ORD) supports high-quality, extramural research by the nation's leading scientists and engineers to strengthen the basis for decisions about local and national environmental issues. NCER works with academia, state and local governments, other federal agencies, and scientists in EPA to increase human knowledge of how to protect our health and natural resources through its three major programs: · Science to Achieve Results (STAR) Grants · Small Business Innovative Research (SBIR) · Science to Achieve Results (STAR) Fellowships STAR, NCER's primary program, funds research grants and graduate fellowships in environmental science and engineering. Developing the next generation of environmental scientists and engineers is one of NCER's most important objectives. Each year, NCER helps between 80 and 160 students achieve Master's or Ph.D. degrees in environmental science and engineering through its STAR and Greater Research Opportunities (GRO) fellowships. Some of these students have moved on to careers in government while others are now full-time professors and researchers. Still others are working for state environmental agencies or furthering their studies through postdoctoral positions at universities. Since the inception of the NCER program, STAR fellowships (along with grants and SBIR projects) have been awarded in every state in the country. With the help of STAR, current and future scientists and engineers have been able to explore ways to preserve and protect human health and our precious resources.

Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program delivers climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers.

NASA Astrophysics Data System (ADS)

Ostrom, T.

2017-12-01

This presentation will include a series of visuals that discuss how hands-on learning activities and field investigations from the the Global Learning and Observation to Benefit the Environment (GLOBE) Mission EARTH (GME) program deliver climate change science content, pedagogy, and data resources to K12 educators, future teachers, and professional development providers. The GME program poster presentation will also show how teachers strengthen student preparation for Science, Technology, Engineering, Art and Mathematics (STEAM)-related careers while promoting diversity in the future STEM workforce. In addition to engaging students in scientific inquiry, the GME program poster will show how career exploration and preparation experiences is accomplished through direct connection to scientists and real science practices. The poster will show which hands-on learning activities that are being implemented in more than 30,000 schools worldwide, with over a million students, teachers, and scientists collecting environmental measurements using the GLOBE scientific protocols. This poster will also include how Next Generation Science Standards connect to GME learning progressions by grade strands. The poster will present the first year of results from the implementation of the GME program. Data is currently being agrigated by the east, midwest and westen regional operations.

Science and technology disclosure in the state of Queretaro: Science and Technology for Children program

NASA Astrophysics Data System (ADS)

Contreras Flores, Rubén; Villeda Muñoz, Gabriel

2007-03-01

Science and technology disclosure is an integral part of our scientific work as researches; it is an induction process for children, young people and teachers of primary and secondary schools in the state of Queretaro. Education must be offered in a clear and objective way, it allows to the students apply the acquired knowledge to understand the world and improve his quality of life. Nowadays, the Centro de Investigacion en Ciencia Aplicada y Tecnologia Avanzada of the Instituto Politecnico Nacional Unidad Queretaro (CICATA-IPN Queretaro) together with the Consejo de Ciencia y Tecnologia del Estado de Queretaro (CONCYTEQ) have implemented the "Science and Technology for Children" program (Ciencia y Tecnologia para Ninos - CTN), it allows to the educative sector obtain information through the CONCYTEQ web page. The fist stage of the program was the development of two subjects: the brochure titled "Petroleum, Nonrenewable Natural Resource that Moves the World" and the manual "Experiments of Physics". At the moment we are working with the second stage of the program, it is about the energy generation using renewable sources such as: geothermal, aeolian, solar and biomass. The CTN program allows to students and teachers to create conscience about the importance of the development of the science of technology in our country.

Apollo - A pioneering generation

NASA Technical Reports Server (NTRS)

Fries, S. D.

1986-01-01

This paper describes an ongoing study of the National Aeronautics and Space Administration's (NASA's) first generation of engineers - the generation which accomplished the United States' first major achievements in manned space exploration. Combining statistical analysis with personal interviews, the study explores questions such as the origins, motivations, and career histories of NASA's first generation of engineers; that generation's role in NASA's current leadership; the relationships of science, engineering, and management in NASA's institutional culture; and changes experienced within NASA during and after the Apollo program.

Optical/IR from ground

NASA Technical Reports Server (NTRS)

Strom, Stephen; Sargent, Wallace L. W.; Wolff, Sidney; Ahearn, Michael F.; Angel, J. Roger; Beckwith, Steven V. W.; Carney, Bruce W.; Conti, Peter S.; Edwards, Suzan; Grasdalen, Gary

1991-01-01

Optical/infrared (O/IR) astronomy in the 1990's is reviewed. The following subject areas are included: research environment; science opportunities; technical development of the 1980's and opportunities for the 1990's; and ground-based O/IR astronomy outside the U.S. Recommendations are presented for: (1) large scale programs (Priority 1: a coordinated program for large O/IR telescopes); (2) medium scale programs (Priority 1: a coordinated program for high angular resolution; Priority 2: a new generation of 4-m class telescopes); (3) small scale programs (Priority 1: near-IR and optical all-sky surveys; Priority 2: a National Astrometric Facility); and (4) infrastructure issues (develop, purchase, and distribute optical CCDs and infrared arrays; a program to support large optics technology; a new generation of large filled aperture telescopes; a program to archive and disseminate astronomical databases; and a program for training new instrumentalists)

Evaluating the High School Lunar Research Projects Program

NASA Technical Reports Server (NTRS)

Shaner, A. J.; Shupla, C.; Shipp, S.; Allen, J.; Kring, D. A.

2013-01-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA s Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA s and NLSI s objective to train the next generation of scientists, CLSE s High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 168 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research in person.

Pathway to STEM: Using Outreach Initiatives as a Method of Identifying, Educating and Recruiting the Next Generation of Scientists and Engineers

NASA Astrophysics Data System (ADS)

Ortiz-Arias, Deedee; Zwicker, Andrew; Dominguez, Arturo; Greco, Shannon

2017-10-01

The Princeton Plasma Physics Laboratory (PPPL) uses a host of outreach initiatives to inform the general population: the Young Women's Conference, Science Bowl, Science Undergraduate Laboratory Internship, My Brother's Keeper, a variety of workshops for university faculty and undergraduate students, public and scheduled lab tours, school and community interactive plasma science demonstrations. In addition to informing and educating the public about the laboratory's important work in the areas of Plasma and Fusion, these outreach initiatives, are also used as an opportunity to identify/educate/recruit the next generation of the STEM workforce. These programs provide the laboratory with the ability to: engage the next generation at different paths along their development (K-12, undergraduate, graduate, professional), at different levels of scientific content (science demonstrations, remote experiments, lectures, tours), in some instances, targeting underrepresented groups in STEM (women and minorities), and train additional STEM educators to take learned content into their own classrooms.

Intelligent Computer-Assisted Instruction: A Review and Assessment of ICAI Research and Its Potential for Education.

ERIC Educational Resources Information Center

Dede, Christopher J.; And Others

The first of five sections in this report places intelligent computer-assisted instruction (ICAI) in its historical context through discussions of traditional computer-assisted instruction (CAI) linear and branching programs; TICCIT and PLATO IV, two CAI demonstration projects funded by the National Science Foundation; generative programs, the…

Attributes and characteristics of the Mathematics, Engineering, Science, Achievement (MESA) high school program for first-generation Latino students

NASA Astrophysics Data System (ADS)

Flores, Ramon

This study used a web-based survey collected data from 28 first-generation Latino engineers who participated in the Mathematics, Engineering, Science, Achievement (MESA) program during their high school years. From the set of 28 respondents, 5 volunteered to participate in an optional telephone interview. The purpose of this study was to describe the critical attributes and characteristics of the MESA program that lead to success at both the high school and college levels for first-generation Latino students. Success at the high school level was operationally defined as successfully graduating with a high school diploma. Success at the college level was operationally defined here as college graduation with an engineering degree. Using a mixed-methods technique, the researcher attempted to secure consensus of opinion from a sample population of 28 first-generation Latino engineers. The mixed-methods technique was chosen since it allowed the researcher to draw on the strengths of quantitative and qualitative approaches. According to the findings, the typical respondent felt that mentoring was the attribute of the MESA program that most prepared him to graduate from high school. The respondents felt that the following MESA attributes most helped them transition into an undergraduate engineering program: Academic and University Advising; Enrichment Activities; Career Advising; Field Trips; Mentoring; Scholarship Incentive Awards; and Speakers. The respondents viewed study groups as the MESA attribute that best prepared them to graduate college with an engineering degree. This study was purposefully designed as a descriptive study. Future research is required to extend this work into an evaluative study. This would allow for the generalization of the critical attributes to the general student population serviced by the MESA program.

Using Innovative Resources and Programs to Prepare Pre- and In-Service Teachers for New Science Standards

NASA Astrophysics Data System (ADS)

Kinzler, R. J.; Short, J.; Contino, J.; Cooke-Nieves, N.; Howes, E.; Kravitz, D.; Randle, D.; Trowbridge, C.

2014-12-01

Leveraging the Rose Center for Earth and Space and active research departments in Earth and Planetary Science, Astrophysics, and Paleontology, the Education Department at the American Museum of Natural History (AMNH) offers an MAT program to prepare new Earth Science teachers (~100 new teachers by 2018) as well as a range of professional development (PD) opportunities for over 3,000 K-12 teachers annually, providing opportunities to learn with scientists; inquiry-based experiences; and standards-aligned resources. The AMNH produces innovative geoscience and other STEM resources supporting teacher and student science investigations with data visualizations and analysis tools, teaching case materials and other resources that provide rich nonfiction reading and writing opportunities for use in Earth and space science curricula that are integrated in the MAT and PD programs. Museum resources and the MAT and PD programs are aligned to support the recently released Next Generation Science Standards (NGSS) and the Common Core State Standards. The NGSS is a set of science and engineering practices, crosscutting concepts and disciplinary core ideas to help cultivate teachers' and K-12 students' scientific habits of mind, develop their knowledge and abilities to engage in scientific investigations, and teach them how to reason in context; goals that closely align with those of the AMNH's teacher preparation and professional development programs. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) is a required text for the MAT program, and this text as well as the NGSS Performance Expectations guide the PD programs as well. Researchers working with Museum scientists and educators find it is not enough for programs for pre- and in-service teachers to provide access to resources. Research suggests that these programs need to engage pre- and in-service teachers in using and reflecting on these types of resources, as well as take into account school environments and support for pre- and in-service teachers with different levels of knowledge and teaching expertise. Evaluation findings from AMNH programs indicate pre- and in-service teachers deepen their science content knowledge and develop new ways of supporting inquiry-based learning and teaching.

Coherent Generation of Photo-Thermo-Acoustic Wave from Graphene Sheets

NASA Astrophysics Data System (ADS)

Tian, Yichao; Tian, He; Wu, Yanling; Zhu, Leilei; Tao, Luqi; Zhang, Wei; Shu, Yi; Xie, Dan; Yang, Yi; Wei, Zhiyi; Lu, Xinghua; Ren, Tian-Ling; Shih, Chih-Kang; Zhao, Jimin

Many remarkable properties of graphene are derived from its large energy window for Dirac-like electronic states and have been explored for applications in electronics and photonics. In addition, strong electron-phonon interaction in graphene has led to efficient photo-thermo energy conversions, which has been harnessed for energy applications. By combining the wavelength independent absorption property and the efficient photo-thermo energy conversion, here we report a new type of applications in sound wave generation underlined by a photo-thermo-acoustic energy conversion mechanism. Most significantly, by utilizing ultrafast optical pulses, we demonstrate the ability to control the phase of sound waves generated by the photo-thermal-acoustic process. Our finding paves the way for new types of applications for graphene, such as remote non-contact speakers, optical-switching acoustic devices, etc. National Basic Research Program of China MOST (2012CB821402), External Cooperation Program of Chinese Academy of Sciences (GJHZ1403), and National Natural Science Foundation of China (11274372).

rAvis: an R-package for downloading information stored in Proyecto AVIS, a citizen science bird project.

PubMed

Varela, Sara; González-Hernández, Javier; Casabella, Eduardo; Barrientos, Rafael

2014-01-01

Citizen science projects store an enormous amount of information about species distribution, diversity and characteristics. Researchers are now beginning to make use of this rich collection of data. However, access to these databases is not always straightforward. Apart from the largest and international projects, citizen science repositories often lack specific Application Programming Interfaces (APIs) to connect them to the scientific environments. Thus, it is necessary to develop simple routines to allow researchers to take advantage of the information collected by smaller citizen science projects, for instance, programming specific packages to connect them to popular scientific environments (like R). Here, we present rAvis, an R-package to connect R-users with Proyecto AVIS (http://proyectoavis.com), a Spanish citizen science project with more than 82,000 bird observation records. We develop several functions to explore the database, to plot the geographic distribution of the species occurrences, and to generate personal queries to the database about species occurrences (number of individuals, distribution, etc.) and birdwatcher observations (number of species recorded by each collaborator, UTMs visited, etc.). This new R-package will allow scientists to access this database and to exploit the information generated by Spanish birdwatchers over the last 40 years.

rAvis: An R-Package for Downloading Information Stored in Proyecto AVIS, a Citizen Science Bird Project

PubMed Central

Varela, Sara; González-Hernández, Javier; Casabella, Eduardo; Barrientos, Rafael

2014-01-01

Citizen science projects store an enormous amount of information about species distribution, diversity and characteristics. Researchers are now beginning to make use of this rich collection of data. However, access to these databases is not always straightforward. Apart from the largest and international projects, citizen science repositories often lack specific Application Programming Interfaces (APIs) to connect them to the scientific environments. Thus, it is necessary to develop simple routines to allow researchers to take advantage of the information collected by smaller citizen science projects, for instance, programming specific packages to connect them to popular scientific environments (like R). Here, we present rAvis, an R-package to connect R-users with Proyecto AVIS (http://proyectoavis.com), a Spanish citizen science project with more than 82,000 bird observation records. We develop several functions to explore the database, to plot the geographic distribution of the species occurrences, and to generate personal queries to the database about species occurrences (number of individuals, distribution, etc.) and birdwatcher observations (number of species recorded by each collaborator, UTMs visited, etc.). This new R-package will allow scientists to access this database and to exploit the information generated by Spanish birdwatchers over the last 40 years. PMID:24626233

Podcasting the Anthropocene: Student engagement, storytelling and the rise of a new model for outreach and interdisciplinary science communication training

NASA Astrophysics Data System (ADS)

Osborne, M. C.; Traer, M. M.; Hayden, T.

2012-12-01

Generation Anthropocene is a student-driven audio podcast series and ongoing project initiated by Michael Osborne, co-produced by Miles Traer, and overseen by Thomas Hayden, all from Stanford University's School of Earth Sciences. The project began as a seminar course where students conducted long-form one-on-one interviews with faculty at Stanford's college radio station, KZSU. Conversation topics covered a range of interdisciplinary issues related to the proposed new geologic boundary delineating "the age of man," including biodiversity loss, historical perceptions of the environment, urban design, agricultural systems, and human-environment interaction. Students researched and selected their own interview subjects, proposed interviewees and questions to the group and solicited critical feedback through small-group work-shopping. Students then prepared interview questionnaires, vetted by the instructors, and conducted in-depth, in-person interviews. Students work-shopped and edited the recorded interviews in a collaborative setting. The format of each interview is conversational, inter-generational, and driven by student interest. In addition to learning areas of academic expertise, advanced interviewing techniques and elements of audio production, the students also explored the diversity of career trajectories in the Earth sciences and allied fields, and the power of human-based stories to communicate complexity and uncertainty for a general audience. The instructors produced the final pieces, and released them online for general public consumption (http://www.stanford.edu/group/anthropocene/cgi-bin/wordpress/). Following the initial release, the Generation Anthropocene podcast series has subsequently been aired weekly at the leading environmental news outlet Grist (grist.org). The program has also expanded to include interviews with non-Stanford subjects, and is currently expanding to other campuses. The Generation Anthropocene program serves as a model for both interdisciplinary curriculum development and science communication outreach. We offer a conceptual framework for establishing similar programs at other institutions.

Report on short course in educational methodology for university teachers in complementary and alternative medicine (CAM) disciplines - a pilot study conducted at Rajiv Gandhi University of Health Sciences, Karnataka, India.

PubMed

Munir, Ahmed R; Prem, Kumar D

2016-03-01

There is a growing awareness among teachers in the complementary and alternative medicine (CAM) disciplines that a formal training in educational methodology can improve their performance as teachers and student evaluators. The Training of Trainers programs conducted by Rajiv Gandhi University of Health Sciences, Karnataka, in the previous years have brought about a transformation among the teachers who attended those programs. Also the teachers were witness to a changing perception among students towards teachers who adapt innovative teaching/assessment strategies. This report illustrates an innovative training activity that was adapted to design a reference model that can be developed as an operational model for large-scale execution. Teachers who are under the affiliated CAM Institutions in Rajiv Gandhi University of Health Sciences, Karnataka, participated in a three-month 'Short Course in Educational Methodology'. This program was delivered on distance learning mode. The course was organised into four modules. Study material was provided for each of the module in the form of a study guide and related reference articles in electronic form. There were three contact programs - Induction and Introduction that also addressed overview of entire course and the subject matter of Module 1, and this was at the beginning of the course, first contact program to address the learner needs of Modules 2 and 3 and second contact program for the contents in Module 4. The participants were engaged during the entire course duration with interactive contact programs, self-study and application of concepts in their teaching/assessment practices, submission of assignments online, and microteaching presentation and peer review. The documentation and raw data generated during the course of training were used to generate an operational model for training of university teachers of health sciences faculty in general and teachers of CAM disciplines in particular. Establishing a model of training for university teachers who are engaged in health sciences education provides a strong platform to realise the roles of teacher, evolve as a conscientious and committed teacher and infuse their learners with passion and commitment to become competent in their professional performance.

A Fiscal Cliff: The Current U.S. Federal Budget, Potential Cuts, and Impacts on Science Funding

NASA Astrophysics Data System (ADS)

Uhlenbrock, K. M.; Landau, E. A.; Hankin, E. R.

2012-12-01

As lawmakers on Capitol Hill face challenges to reach an agreement on how to cut the deficit while growing the economy, scientists must join the discussion and outline the serious impacts cuts to federal science programs will have on our society. Consistent and sustained federal science funding (discretionary spending) is an ever increasing struggle with the rising costs of mandatory spending and decrease in revenues. In 2011 Congress passed the Budget Control Act, which will require automatic across-the-board cuts, known as sequestration, and will take effect on 2 January 2013. Estimated cuts of $1.2 trillion and discretionary spending caps set at Fiscal Year 2012 levels will trigger non-defense program cuts of 9.8% in the first year as reported by the Congressional Research Service. Funding from non-defense program agencies such as NSF, NASA, DOE, NOAA, USGS, and others drive science and technological innovation, support public safety, create jobs, educate generations of scientists, stimulate the economy, protect our environment, and enrich lives. With non-defense discretionary programs representing less than one-fifth of the federal budget, severe cuts to these programs will not alleviate our deficit, but instead restrict our growth.

Space education in the context of U.S. Government multiagency efforts in science and mathematics education

NASA Technical Reports Server (NTRS)

Finarelli, Margaret G.; Brown, Robert W.

1991-01-01

The status of a multiagency endeavor to involve U.S. Federal agencies in the attainment of National Education Goals for the 1990's is presented. Emphasis is placed on the educational activities of NASA, which is one of 16 Federal agencies on the Federal Coordinating Council for Science, Engineering and Technology. NASA's is a prototype education program for achieving excellence in mathematics and science in the coming generations of Americans.

The Ξ* and Ωη Interaction Within a Chiral Unitary Approach

NASA Astrophysics Data System (ADS)

Xu, Si-Qi; Xie, Ju-Jun; Chen, Xu-Rong; Jia, Duo-Jie

2016-01-01

In this work we study the interaction of the coupled channels Ωη and {\\Xi}\\ast\\bar{K} within the chiral unitary approach. The systems under consideration have total isospins 0, strangeness S = -3, and spin 3/2. We study the s wave interaction which implies that the possible resonances generated in the system can have spin-parity JP = 3/2-. The unitary amplitudes in coupled channels develop poles that can be associated with some known baryonic resonances. We find there is a dynamically generated 3/2- Ω state with mass around 1800 MeV, which is in agreement with the predictions of the five-quark model. Supported by the National Basic Research Program (973 Program Grant No. 2014CB845406), and the National Natural Science Foundation of China under Grant Nos. 11475227, 11265014, and the Open Project Program of State Key Laboratory of Theoretical Physics, Institute of Theoretical Physics, Chinese Academy of Sciences, China No. Y5KF151CJ1

StarLogo TNG

NASA Astrophysics Data System (ADS)

Klopfer, Eric; Scheintaub, Hal; Huang, Wendy; Wendel, Daniel

Computational approaches to science are radically altering the nature of scientific investigatiogn. Yet these computer programs and simulations are sparsely used in science education, and when they are used, they are typically “canned” simulations which are black boxes to students. StarLogo The Next Generation (TNG) was developed to make programming of simulations more accessible for students and teachers. StarLogo TNG builds on the StarLogo tradition of agent-based modeling for students and teachers, with the added features of a graphical programming environment and a three-dimensional (3D) world. The graphical programming environment reduces the learning curve of programming, especially syntax. The 3D graphics make for a more immersive and engaging experience for students, including making it easy to design and program their own video games. Another change to StarLogo TNG is a fundamental restructuring of the virtual machine to make it more transparent. As a result of these changes, classroom use of TNG is expanding to new areas. This chapter is concluded with a description of field tests conducted in middle and high school science classes.

Generating a desired state for master's degree programs in science education through grounded theory research

NASA Astrophysics Data System (ADS)

Spector, Barbara S.

This is the report of a two-year study using qualitative research methods to assess the training needs of science teachers in southern Florida. The respondents included individuals and groups comprising the educational enterprise and those outside the enterprise with the ability to influence policy in science education and implementation of that policy in Florida. The study resulted in recommendations describing the desired state for graduate training leading to a master's degree in science education and has implications for noncredit inservice activities.

From Folklore to Molecular Pharmacophores: Cultivating STEM Students among Young, First-Generation Female Mexican-Americans

ERIC Educational Resources Information Center

Gardea, Jessica; Rios, Laura; Pal, Rituraj; Gardea-Torresdey, Jorge L.; Narayan, Mahesh

2011-01-01

The Research and Engineering Apprenticeship Program of the Academy of Applied Science has funded several high school student summer internships to work within the Department of Chemistry at the University of Texas at El Paso. Over the last nine years, young Mexican-American scholars have been recruited into STEM-specific (science, technology,…

Teacher and student supports for implementation of the NGSS

NASA Astrophysics Data System (ADS)

Severance, Samuel

Through three articles, this dissertation examines the use of supports for implementing the Next Generation Science Standards (NGSS) within a large urban school district. Article one, titled Organizing for Teacher Agency in Curricular Co-design, examines the need for coherent curriculum materials that teachers' had a meaningful role in shaping and how the use of a co-design approach and specific tools and routines can help to address this need. Article two, titled Relevant Learning and Student Agency within a Citizen Science Design Challenge, examines the need for curriculum materials that provide students with learning experiences they find relevant and that expands their sense of agency and how a curriculum centered around a community-based citizen science design challenge can help achieve such an aim. Article three, titled Implementation of a Novel Professional Development Program to Support Teachers' Understanding of Modeling, examines the need for professional development that builds teachers' understanding of and skill in engaging their students in the practice of developing and using models and how a novel professional development program, the Next Generation Science Exemplar, can aid teachers in this regard by providing them with carefully sequenced professional development activities and specific modeling tools for use in the classroom.

An interactive parallel programming environment applied in atmospheric science

NASA Technical Reports Server (NTRS)

vonLaszewski, G.

1996-01-01

This article introduces an interactive parallel programming environment (IPPE) that simplifies the generation and execution of parallel programs. One of the tasks of the environment is to generate message-passing parallel programs for homogeneous and heterogeneous computing platforms. The parallel programs are represented by using visual objects. This is accomplished with the help of a graphical programming editor that is implemented in Java and enables portability to a wide variety of computer platforms. In contrast to other graphical programming systems, reusable parts of the programs can be stored in a program library to support rapid prototyping. In addition, runtime performance data on different computing platforms is collected in a database. A selection process determines dynamically the software and the hardware platform to be used to solve the problem in minimal wall-clock time. The environment is currently being tested on a Grand Challenge problem, the NASA four-dimensional data assimilation system.

Making sense of rocket science - NASA's knowledge management program

NASA Technical Reports Server (NTRS)

Holm, J.

2002-01-01

The National Aeronautics and Space Administration (NASA) has launched a range of KM activities - from deploying intelligent 'know-bots' across millions of electronic sources to ensuring tacit knowledge is transferred across generations.

University of Maine's Follow a Researcher Program™, Expedition 3: Antarctica, Using Graduate Student Fieldwork Experiences as a framework to Incorporate Next Generation Science Standard Practices in the Classroom

NASA Astrophysics Data System (ADS)

Kaluzienski, L. M.; Kranich, G.; Wilson, L.; Hamley, C.

2016-12-01

For the past three years the University of Maine Cooperative Extension 4-H has connected K-12 students in Maine and around the country to UMaine researchers in the field as part of its Follow a Researcher (FAR) Program™. This program aims to provide middle and high school students with a look into future science career paths. FAR™ selects one student engaged in university level research per year to showcase their work. Previous years have selected graduate students with field-work intensive research. During the graduate student's field expedition, a weekly education science video is released based on the Next Generation Science Standards. Similarly, classroom students are encouraged to ask questions during weekly Twitter session hosted live from the field. Past expeditions have taken students to the Quelccaya Ice Cap in Peru as well as the Falkland Islands. This year's expedition shared graduate student Lynn Kaluzienski's expedition to the Ross Ice Shelf in Antarctica. Highlights include obtaining GPS observations in a remote setting using helicopter support, as well acquiring scientific measurements from a heavily crevassed area through the use of robotically towed ground penetrating radar (GPR). Future program plans include connecting K-12 students with graduate students with a focus in lab-intensive research as well as engineering. We also are developing a training program for university outreach staff and a Follow a Researcher™ network that would allow other universities to host their own program while tapping into a larger national K-12 audience.

Climate Science's Globally Distributed Infrastructure

NASA Astrophysics Data System (ADS)

Williams, D. N.

2016-12-01

The Earth System Grid Federation (ESGF) is primarily funded by the Department of Energy's (DOE's) Office of Science (the Office of Biological and Environmental Research [BER] Climate Data Informatics Program and the Office of Advanced Scientific Computing Research Next Generation Network for Science Program), the National Oceanic and Atmospheric Administration (NOAA), the National Aeronautics and Space Administration (NASA), and the National Science Foundation (NSF), the European Infrastructure for the European Network for Earth System Modeling (IS-ENES), and the Australian National University (ANU). Support also comes from other U.S. federal and international agencies. The federation works across multiple worldwide data centers and spans seven international network organizations to provide users with the ability to access, analyze, and visualize data using a globally federated collection of networks, computers, and software. Its architecture employs a series of geographically distributed peer nodes that are independently administered and united by common federation protocols and application programming interfaces (APIs). The full ESGF infrastructure has now been adopted by multiple Earth science projects and allows access to petabytes of geophysical data, including the Coupled Model Intercomparison Project (CMIP; output used by the Intergovernmental Panel on Climate Change assessment reports), multiple model intercomparison projects (MIPs; endorsed by the World Climate Research Programme [WCRP]), and the Accelerated Climate Modeling for Energy (ACME; ESGF is included in the overarching ACME workflow process to store model output). ESGF is a successful example of integration of disparate open-source technologies into a cohesive functional system that serves the needs the global climate science community. Data served by ESGF includes not only model output but also observational data from satellites and instruments, reanalysis, and generated images.

Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

NASA Astrophysics Data System (ADS)

Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

2017-12-01

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs.

Mars Atmosphere and Volatile EvolutioN (MAVEN) mission's Red Planet program: Bridging the gap in elementary school science through climate studies of Mars

NASA Astrophysics Data System (ADS)

Wood, E. L.

2012-12-01

Although reading, writing, and math examinations are often conducted early in elementary school, science is not typically tested until 4th or 5th grade. The result is a refocus on the tested topics at the expense of the untested ones, despite that standards exist for each topic at all grades. On a national level, science instruction is relegated to a matter of a few hours per week. A 2007 Education Policy study states that elementary school students spend an average of 178 minutes a week on science while spending 500 minutes on literacy. A recent NSTA report in July of 2011 of elementary and middle school teachers confirms that teachers feel pressured to teach math and literacy at the expense of other programs. In our interaction with elementary teachers, it is also apparent that many are uncomfortable with science concepts. In order for us to successfully address the Next Generation Science Standards, teachers must be able to reconcile all of the different requirements placed on them in a given school day and in a given school environment. A unique way to combat the lack of science instruction at elementary grades is to combine literacy into an integrated science program, thereby increasing the number of science contact hours. The Red Planet: Read, Write, Explore program, developed for the MAVEN mission, is a science, art, and literacy program designed to easily fit into a typical 3rd-5th grade instructional day. Red Planet tackles climate change through Mars' geologic history and makes Mars-Earth comparisons, while encouraging students to reflect on the environmental requirements needed to keep a biological organisms (including humans) happy, healthy, and alive. The Red Planet program is currently being pilot tested at Acres Green Elementary School in Colorado.

Developing Expert Interdisciplinary Thinkers: Online Resources for Preparing Pre-service Teachers to Teach the NGSS

NASA Astrophysics Data System (ADS)

Kent, M.; Egger, A. E.; Bruckner, M. Z.; Manduca, C. A.

2014-12-01

Over 100,000 students obtain a bachelor's degree in education every year; these students most commonly encounter the geosciences through a general education course, and it may be the only geoscience course they ever take. However, the Next Generation Science Standards (NGSS) contain much more Earth science content than previous standards. In addition, the NGSS emphasize the use of science and engineering practices in the K-12 classroom. Future teachers need to experience learning science as a scientist, through a hands-on, activity-based learning process, in order to give them the skills they need to teach science that same way in the future. In order to be successful at teaching the NGSS, both current and future teachers will need more than a single course in geoscience or science methods. As a result, there is now a key opportunity for geoscience programs to play a vital role in strengthening teacher preparation programs, both through introductory courses and beyond. To help programs and individual faculty take advantage of this opportunity, we have developed a set of web-based resources, informed by participants in the InTeGrate program as well as by faculty in exemplary teacher preparation programs. The pages address the program-level task of creating engaging and effective courses for teacher preparation programs, with the goal of introducing education majors to the active pedagogies and geoscience methods they will later use in their own classrooms. A collection of exemplary Teacher Preparation programs is also included. Additional pages provide information on what it means to be an "expert thinker" in the geosciences and how individual faculty and teachers can explicitly teach these valuable skills that are reflected in the science and engineering practices of the NGSS. Learn more on the InTeGrate web site about preparing future teachers: serc.carleton.edu/integrate/programs/teacher_prep.htmland training expert thinkers: serc.carleton.edu/integrate/teaching_materials/expert_thinkers.html

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K.; Runco, S.

2012-12-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today's classrooms is powerful. They serve as role models to these students, and they open students' eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation's next generation of explorers.

Inspiring the Next Generation of Explorers: Scientist Involvement in the Expedition Earth and Beyond Program

NASA Technical Reports Server (NTRS)

Graff, Paige; Stefanov, William; Willis, Kim; Runco, Susan

2012-01-01

Scientists, science experts, graduate and even undergraduate student researchers have a unique ability to inspire the next generation of explorers. These science, technology, engineering, and mathematics (STEM) experts can serve as role models for students and can help inspire them to consider future STEM-related careers. They have an exceptional ability to instill a sense of curiosity and fascination in the minds of students as they bring science to life in the classroom. Students and teachers are hungry for opportunities to interact with scientists. They feel honored when these experts take time out of their busy day to share their science, their expertise, and their stories. The key for teachers is to be cognizant of opportunities to connect their students with scientists. For scientists, the key is to know how to get involved, to have options for participation that involve different levels of commitment, and to work with educational specialists who can help facilitate their involvement. The Expedition Earth and Beyond (EEAB) Program, facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate at the NASA Johnson Space Center, is an Earth and planetary science education program designed to inspire, engage, and educate teachers and students by getting them actively involved with NASA exploration, discovery, and the process of science. One of the main goals of the program is to facilitate student research in the classroom. The program uses astronaut photographs, provided through the ARES Crew Earth Observations (CEO) payload on the International Space Station (ISS) as the hook to help students gain an interest in a research topic. Student investigations can focus on Earth or involve comparative planetology. Student teams are encouraged to use additional imagery and data from Earth or planetary orbital spacecraft, or ground-based data collection tools, to augment the astronaut photography dataset. A second goal of the program is to provide opportunities for meaningful connections between scientists and classrooms. To do this, EEAB offers multiple opportunities for scientist involvement. One opportunity involves having scientists work as mentors for student teams conducting research. These student teams, ranging from grades 4 through 12, are able to obtain guidance, suggestions, and input from STEM experts as they conduct a research investigation. Another opportunity for scientist involvement is participation in Classroom Connection Distance Learning (DL) events. These DL events entail interactive and engaging presentations that enable STEM experts to share their expertise with students and teachers (grades 3 through 12) from all across the nation. A third opportunity for scientist involvement involves participation in virtual student team science presentations. Student teams have the opportunity to share their research and results by presenting it to science experts through the use of WebEx, an easy-to-use online conferencing tool. The impact STEM experts have on students in today s classrooms is powerful. They serve as role models to these students, and they open students eyes to a potential career path they may not have known existed otherwise. The more scientists and STEM experts we can connect with students, the greater the impact we can make as we strive to inspire and prepare our nation s next generation of explorers.

Role of Leading Programs in Doctoral Education: A New Type of Leadership Education in the Sciences at University of Hyogo, Japan

ERIC Educational Resources Information Center

Okamoto, Maya; Matsuzaka, Hiroshi

2015-01-01

Fostering global leaders for the next generation is an important mission of universities. In Japan, Leading Programs in Doctoral Education (LP) has been implemented in many graduate schools. The main goal of this program is to foster PhDs with deep specialization and peer leadership who will be able to compete well internationally. The Graduate…

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

NASA Astrophysics Data System (ADS)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing volunteer resources, (4) meeting new state curricular standards, (5) developing publicly available lesson plans for other teachers and outreach programs, (6) institutionalizing the outreach program within the DEEPS community, and (7) cultivating STEM retention at the grassroots level.

Satellite and earth science data management activities at the U.S. geological survey's EROS data center

USGS Publications Warehouse

Carneggie, David M.; Metz, Gary G.; Draeger, William C.; Thompson, Ralph J.

1991-01-01

The U.S. Geological Survey's Earth Resources Observation Systems (EROS) Data Center, the national archive for Landsat data, has 20 years of experience in acquiring, archiving, processing, and distributing Landsat and earth science data. The Center is expanding its satellite and earth science data management activities to support the U.S. Global Change Research Program and the National Aeronautics and Space Administration (NASA) Earth Observing System Program. The Center's current and future data management activities focus on land data and include: satellite and earth science data set acquisition, development and archiving; data set preservation, maintenance and conversion to more durable and accessible archive medium; development of an advanced Land Data Information System; development of enhanced data packaging and distribution mechanisms; and data processing, reprocessing, and product generation systems.

A Cognitive Model of How Interactive Multimedia Authoring Facilitates Conceptual Understanding of Object-Oriented Programming in Novices

ERIC Educational Resources Information Center

Yuen, Timothy; Liu, Min

2011-01-01

This paper presents a cognitive model of how interactive multimedia authoring (IMA) affect novices' cognition in object-oriented programming. This model was generated through an empirical study of first year computer science students at the university level being engaged in interactive multimedia authoring of a role-playing game. Clinical…

Development of an All Solid State 6 kHz Pulse Generator for Driving Free Electron Laser Amplifiers

DTIC Science & Technology

1990-07-16

programs. 1-6 SCIENCE RESEARCH LABORATORY In these efforts, Science Research Laboratory is exploiting recent progress in Silicon Con- trolled Rectifier...electrons in silicon as opposed to the low pressure gas in the thyratron. In addition these all-solid-state SCR-switched drivers can be engineered to...nsec PFN 2-5 C Li Figure 2.3: Electrical schematic and cross-sectional view of SNOMAD-11 SCR corn - mutated pulse compression driver. 2-5 SCIENCE

Lidar Past, Present, and Future in NASA's Earth and Space Science Programs

NASA Technical Reports Server (NTRS)

Einaudi, Franco; Schwemmer, Geary K.; Gentry, Bruce M.; Abshire, James B.

2004-01-01

Lidar is firmly entrenched in the family of remote sensing technologies that NASA is developing and using. Still a relatively new technology, lidar should continue to experience significant advances and progress. Lidar is used in each one of the major research themes, including planetary exploration, in the Earth Sciences Directorate at Goddard Space Flight Center. NASA has and will continue to generate new lidar applications from ground, air and space for both Earth science and planetary exploration.

Integrated Design for Geoscience Education with Upward Bound Students

NASA Astrophysics Data System (ADS)

Cartwright, T. J.; Hogsett, M.; Ensign, T. I.; Hemler, D.

2009-05-01

Capturing the interest of our students is imperative to expand the conduit of future Earth scientists in the United States. According to the Rising Above the Gathering Storm report (2005), we must increase America's talent pool by improving K-12 mathematics and science education. Geoscience education is uniquely suited to accomplish this goal, as we have become acutely aware of our sensitivity to the destructive forces of nature. The educational community must take advantage of this heightened awareness to educate our students and ensure the next generation rebuilds the scientific and technological base on which our society rests. In response to these concerns, the National Science Foundation advocates initiatives in Geoscience Education such as IDGE (Integrated Design for Geoscience Education), which is an inquiry-based geoscience program for Upward Bound (UB) students at Marshall University in Huntington, West Virginia. The UB program targets low-income under-represented students for a summer academic-enrichment program. IDGE builds on the mission of UB by encouraging underprivileged students to investigate science and scientific careers. During the two year project, high school students participated in an Environmental Inquiry course utilizing GLOBE program materials and on-line learning modules developed by geoscience specialists in land cover, soils, hydrology, phenology, and meteorology. Students continued to an advanced course which required IDGE students to collaborate with GLOBE students from Costa Rica. The culmination of this project was an educational expedition in Costa Rica to complete ecological field studies, providing first-hand knowledge of the international responsibility we have as scientists and citizens of our planet. IDGE was designed to continuously serve educators and students. By coordinating initiatives with GLOBE headquarters and the GLOBE country community, IDGE's efforts have yielded multiple ways in which to optimize positive implications of the project. On-line learning modules continue to expand the number impacted by the program. Through collaboration with both GLOBE headquarters and the GLOBE Country Coordinator, an international teacher workshop in Costa Rica provided GLOBE training and equipment necessary for a true GLOBE student collaborative project. IDGE continues to expand the impacts beyond the limited participants involved in the program. Overall, the preliminary results show sufficient data that IDGE is successful in: exposing students to an inquiry-based hands-on science experience; providing a positive challenging yet enjoyable science experience for students; providing a science experience which was different than their formal science class; enhancing or maintaining positive attitudes and habits of mind about science; improving some student perceptions of science, science processes, and the nature of science; increasing the number of students considering science careers; enhanced student understanding of the importance of science knowledge and coursework for everyone. Through the practice of field research and inquiry-based learning, the quality of geoscience instruction is inspiring a new generation of geoscientists. This work was supported in part by the National Science Foundation under award #0735596. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.

Emerging areas of science: Recommendations for Nursing Science Education from the Council for the Advancement of Nursing Science Idea Festival.

PubMed

Henly, Susan J; McCarthy, Donna O; Wyman, Jean F; Heitkemper, Margaret M; Redeker, Nancy S; Titler, Marita G; McCarthy, Ann Marie; Stone, Patricia W; Moore, Shirley M; Alt-White, Anna C; Conley, Yvette P; Dunbar-Jacob, Jacqueline

2015-01-01

The Council for the Advancement of Nursing Science aims to "facilitate and recognize life-long nursing science career development" as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee (IFAC) to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2005 National Research Council report Advancing The Nation's Health Needs and the 2010 American Association of Colleges of Nursing Position Statement on the Research-Focused Doctorate Pathways to Excellence, the IFAC specifically addressed the capacity of PhD programs to prepare nursing scientists to conduct cutting-edge research in the following key emerging and priority areas of health sciences research: omics and the microbiome; health behavior, behavior change, and biobehavioral science; patient-reported outcomes; big data, e-science, and informatics; quantitative sciences; translation science; and health economics. The purpose of this article is to (a) describe IFAC activities, (b) summarize 2014 discussions hosted as part of the Idea Festival, and (c) present IFAC recommendations for incorporating these emerging areas of science and technology into research-focused doctoral programs committed to preparing graduates for lifelong, competitive careers in nursing science. The recommendations address clearer articulation of program focus areas; inclusion of foundational knowledge in emerging areas of science in core courses on nursing science and research methods; faculty composition; prerequisite student knowledge and skills; and in-depth, interdisciplinary training in supporting area of science content and methods. Copyright © 2015 Elsevier Inc. All rights reserved.

Los Alamos Neutron Science Center

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

Kippen, Karen Elizabeth

For more than 30 years the Los Alamos Neutron Science Center (LANSCE) has provided the scientific underpinnings in nuclear physics and material science needed to ensure the safety and surety of the nuclear stockpile into the future. In addition to national security research, the LANSCE User Facility has a vibrant research program in fundamental science, providing the scientific community with intense sources of neutrons and protons to perform experiments supporting civilian research and the production of medical and research isotopes. Five major experimental facilities operate simultaneously. These facilities contribute to the stockpile stewardship program, produce radionuclides for medical testing, andmore » provide a venue for industrial users to irradiate and test electronics. In addition, they perform fundamental research in nuclear physics, nuclear astrophysics, materials science, and many other areas. The LANSCE User Program plays a key role in training the next generation of top scientists and in attracting the best graduate students, postdoctoral researchers, and early-career scientists. The U.S. Department of Energy (DOE), National Nuclear Security Administration (NNSA) —the principal sponsor of LANSCE—works with the Office of Science and the Office of Nuclear Energy, which have synergistic long-term needs for the linear accelerator and the neutron science that is the heart of LANSCE.« less

Handheld technology acceptance in radiologic science education and training programs

NASA Astrophysics Data System (ADS)

Powers, Kevin Jay

The purpose of this study was to explore the behavioral intention of directors of educational programs in the radiologic sciences to adopt handheld devices to aid in managing student clinical data. Handheld devices were described to participants as a technology representing a class of mobile electronic devices including, but not limited to, personal digital assistants such as a Palm TX, Apple iPod Touch, Apple iPad or Hewlett Packard iPaq, and cellular or smartphones with third generation mobile capabilities such as an Apple iPhone, Blackberry or Android device. The study employed a non-experimental, cross-sectional survey design to determine the potential of adopting handheld technologies based on the constructs of Davis's (1989) Technology Acceptance Model. An online self-report questionnaire survey instrument was used to gather study data from 551 entry level radiologic science programs specializing in radiography, radiation therapy, nuclear medicine and medical sonography. The study design resulted in a single point in time assessment of the relationship between the primary constructs of the Technology Acceptance Model: perceived usefulness and perceived ease of use, and the behavioral intention of radiography program directors to adopt the information technology represented by hand held devices. Study results provide justification for investing resources to promote the adoption of mobile handheld devices in radiologic science programs and study findings serve as a foundation for further research involving technology adoption in the radiologic sciences.

Teacher Efficacy and Professional Development Needs of Mid-Career Agriculture Educators Integrating the Next Generation Science Standards and Other Content Areas

ERIC Educational Resources Information Center

Drape, Tiffany A.; Lopez, Megan; Radford, Donna

2016-01-01

The purpose of this case study was to examine the phenomenon regarding agriculture education teacher's efficacy by integrating the Next Gen Science Standards and other content areas into their classroom teaching. This was a single case study with two units of analysis consisting of two agriculture education programs in the Eastern United States…

The Relationship of Discipline Background to Upper Secondary Students' Argumentation on Socioscientific Issues

NASA Astrophysics Data System (ADS)

Christenson, Nina; Chang Rundgren, Shu-Nu; Zeidler, Dana L.

2014-08-01

In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students' justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students' argumentation regardless of students' discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.

NASA Education Forum at SAO on the Structure and Evolution of the Universe

NASA Technical Reports Server (NTRS)

Rosendhal, Jeffrey (Technical Monitor); Gould, Roy R.

2003-01-01

NASA's Structure and Evolution of the Universe (SEU) science theme offers an unparalleled opportunity to capture the public's imagination and inspire the next generation of scientific explorers-the generation that will determine America's lead in science and technology in the 21st century. The missions and research programs of SEU science are transporting the public to some of the universe's most exotic destinations: the beginning of time, the edge of space at the entrance to a black hole, and the great cycles of matter and energy that have slowly brought life to the universe. NASA's Office of Space Science (OSS) has put in place an Education and Public Outreach (EPO) initiative designed to do just that. Spanning all of NASA's OSS science themes, the initiative is a far-reaching partnership with the education community. As a result, NASA space science now reaches every avenue of education-from the nation's schools, science museums and planetariums, to libraries, community groups and after-school programs. As a partner in this enterprise, the,SEU Forum has successfully brought SEU science to a large and diverse audience. But this is an ongoing process, and much still needs to be done. Working with our colleagues in the OSS Support Network, and with our partners in the space science and education communities, we look forward to ensuring that the public supports and participates in the great explorations of the SEU theme. Working with the SEU missions and members of the OSS Support Network, the Forum will harness the assets of the SEU science community to: Inform, inspire, and involve the public in the explorations of the SEU science theme. Use the unique resources of the SEU science theme to enhance K-14 science, technology, and mathematics education. Identify and develop high-leverage opportunities for the SEU science community to contribute to education and outreach.

Integrating Disciplinary Core Ideas, the Agriculture, Food and Natural Resources Career Pathways and Next Generation Science Standards

ERIC Educational Resources Information Center

Kirby, Barrick R.; Heinert, Seth B.; Myers, Brian E.; Thoron, Andrew C.; Stofer, Kathryn

2018-01-01

The purpose of this study was to identify disciplinary core ideas that should be included in secondary school agriscience programs using a panel of experts in agricultural education, and to create a matrix of disciplinary core ideas, Agriculture, Food and Natural Resources career pathways performance indicators, and the Next Generation Science…

Crucible of Creativity: Testing Public Outreach Activities at the Phoenix Comicon

NASA Astrophysics Data System (ADS)

Horodyskyj, L.

2015-12-01

The Phoenix Comicon (PCC) is a growing four-day pop culture event that features guests, costuming, exhibits, and discussion panels for popular sci-fi, fantasy, horror, and anime franchises. The 2014 and 2015 shows (which drew 75,000+ unique attendees each) featured a science programming track coordinated and organized by Horodyskyj. The track consisted of discussion panels, mixers, shows, interactive displays, and signature events (over 30 hours of programming each year). Topics ranged from planetary sciences to biotechnology to artificial intelligence and event staff were recruited from all levels of experience in academia, industry, and STEM outreach. The PCC science programming track for both 2014 and 2015 received very positive feedback from the audience, PCC management, and even scientists who participated in the event. Panelists and staff received frequent unsolicited praise about the content and events, and surveys showed requests for more science content in future years. Demand for good science programming, especially the kind that links the audience to local scientists, is high. The unique organizational structure of PCC, which draws heavily on the fan community rather than industry professionals, provides a rich test bed for public outreach activities generated by scientists themselves. In 2014, we tested science-based game shows, such as the bloody Exoplanet Survivor. In 2015, we ran a science interactivity booth and an interactive stage show about forensics based on the BBC series Sherlock. I will detail some of the successes and failures of these various events and what we're planning for 2016.

Photo-realistic Terrain Modeling and Visualization for Mars Exploration Rover Science Operations

NASA Technical Reports Server (NTRS)

Edwards, Laurence; Sims, Michael; Kunz, Clayton; Lees, David; Bowman, Judd

2005-01-01

Modern NASA planetary exploration missions employ complex systems of hardware and software managed by large teams of. engineers and scientists in order to study remote environments. The most complex and successful of these recent projects is the Mars Exploration Rover mission. The Computational Sciences Division at NASA Ames Research Center delivered a 30 visualization program, Viz, to the MER mission that provides an immersive, interactive environment for science analysis of the remote planetary surface. In addition, Ames provided the Athena Science Team with high-quality terrain reconstructions generated with the Ames Stereo-pipeline. The on-site support team for these software systems responded to unanticipated opportunities to generate 30 terrain models during the primary MER mission. This paper describes Viz, the Stereo-pipeline, and the experiences of the on-site team supporting the scientists at JPL during the primary MER mission.

Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education

NASA Astrophysics Data System (ADS)

Hanuscin, Deborah L.; Zangori, Laura

2016-12-01

Just as the Next Generation Science Standards (NGSSs) call for change in what students learn and how they are taught, teacher education programs must reconsider courses and curriculum in order to prepare teacher candidates to understand and implement new standards. In this study, we examine the development of prospective elementary teachers' practical knowledge of the NGSS in the context of a science methods course and innovative field experience. We present three themes related to how prospective teachers viewed and utilized the standards: (a) as a useful guide for planning and designing instruction, (b) as a benchmark for student and self-evaluation, and (c) as an achievable vision for teaching and learning. Our findings emphasize the importance of collaborative opportunities for repeated teaching of the same lessons, but question what is achievable in the context of a semester-long experience.

How robotics programs influence young women's career choices : a grounded theory model

NASA Astrophysics Data System (ADS)

Craig, Cecilia Dosh-Bluhm

The fields of engineering, computer science, and physics have a paucity of women despite decades of intervention by universities and organizations. Women's graduation rates in these fields continue to stagnate, posing a critical problem for society. This qualitative grounded theory (GT) study sought to understand how robotics programs influenced young women's career decisions and the program's effect on engineering, physics, and computer science career interests. To test this, a study was mounted to explore how the FIRST (For Inspiration and Recognition of Science and Technology) Robotics Competition (FRC) program influenced young women's college major and career choices. Career theories suggested that experiential programs coupled with supportive relationships strongly influence career decisions, especially for science, technology, engineering, and mathematics careers. The study explored how and when young women made career decisions and how the experiential program and! its mentors and role models influenced career choice. Online focus groups and interviews (online and face-to-face) with 10 female FRC alumnae and GT processes (inductive analysis, open coding, categorizations using mind maps and content clouds) were used to generate a general systems theory style model of the career decision process for these young women. The study identified gender stereotypes and other career obstacles for women. The study's conclusions include recommendations to foster connections to real-world challenges, to develop training programs for mentors, and to nurture social cohesion, a mostly untapped area. Implementing these recommendations could help grow a critical mass of women in engineering, physics, and computer science careers, a social change worth pursuing.

The New Explorers teacher`s guide: The new language of science

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

NONE

1997-09-01

The Chicago Science Explorers Program is designed to make students aware of the many career options that are available to them which involve science. The program also hopes to encourage students to consider a career in science by providing interesting classroom experiences, information on various careers generated from the video tape, and a class field trip. In the videotape The New Language of Science, Dr. Larry Smarr of the University of Illinois illustrates how supercomputers can create visualizations of such complex scientific concepts and events as black holes in space, microbursts, smog, drug interactions in the body, earthquakes, and tornadoes.more » It also illustrates how math and science are integrated and emphasizes the need for students to take as much advanced mathematics as is offered at the junior high and high school level. Another underlying concept of the videotape is teamwork. Often students think of science as being an isolated career and this video tape clearly demonstrates that no one scientist would have enough knowledge to create a visualization alone. This report is the teacher`s guide for this video.« less

Engaging Students Through Classroom Connection Webinars to Improve Their Understanding of the Mars Science Laboratory Mission

NASA Technical Reports Server (NTRS)

Graff, Paige V.; Achilles, Cherie

2013-01-01

Planetary exploration missions to other worlds, like Mars, can generate a lot of excitement and wonder for the public. The Mars Science Laboratory Mission is one of the latest planetary missions that has intrigued the public perhaps more than most. How can scientists and educational specialists capitalize on the allure of this mission and involve students and teachers in a way that not only shares the story of the mission, but actively engages classrooms with scientists and improves their understanding of the science? The Expedition Earth and Beyond (EEAB) Program [1], facilitated by the Astromaterials Research and Exploration Science (ARES) Directorate Education Program at the NASA Johnson Space Center achieves this by facilitating MSL mission focused classroom connection webinars. Five MSL-focused webinars facilitated through EEAB during the 2012 fall semester engaged almost 3000 students and teachers. Involved STEM experts/role models helped translate the science behind the Mars Science Laboratory mission in a comprehensive, exciting, and engaging manner. These virtual events captured participants attention while increasing their science awareness and understanding of the MSL mission.

Earth Science Enterprise Technology Strategy

NASA Technical Reports Server (NTRS)

1999-01-01

NASA's Earth Science Enterprise (ESE) is dedicated to understanding the total Earth system and the effects of natural and human-induced changes on the global environment. The goals of ESE are: (1) Expand scientific knowledge of the Earth system using NASA's unique vantage points of space, aircraft, and in situ platforms; (2) Disseminate information about the Earth system; and (3) Enable the productive use of ESE science and technology in the public and private sectors. ESE has embraced the NASA Administrator's better, faster, cheaper paradigm for Earth observing missions. We are committed to launch the next generation of Earth Observing System (EOS) missions at a substantially lower cost than the EOS first series. Strategic investment in advanced instrument, spacecraft, and information system technologies is essential to accomplishing ESE's research goals in the coming decades. Advanced technology will play a major role in shaping the ESE fundamental and applied research program of the future. ESE has established an Earth science technology development program with the following objectives: (1) To accomplish ESE space-based and land-based program elements effectively and efficiently; and (2) To enable ESE's fundamental and applied research programs goals as stated in the NASA Strategic Plan.

High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

PubMed Central

Landis, Jacob B.; Crippen, Kent J.

2014-01-01

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels. PMID:25452488

Experiences of Incivility and Ageism in Currently Enrolled RN to BS Nursing Students and Their Intent to Quit

ERIC Educational Resources Information Center

Balko, Kimberly A.

2013-01-01

Student registered nurses face barriers to successful completion of a bachelor's of science degree program when faced with memories of incivility within their basic nursing program and their current experiences of incivility and ageism in the classroom, as well as in the workplace. This incivility, along with generational differences, adds to the…

From the USDA: Educating the Next Generation--Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education

ERIC Educational Resources Information Center

Parker, Joyce E.; Wagner, David J.

2016-01-01

The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural…

Impacts of a Discussion-Based Academic Language Program on Classroom Interactions in 4th through 7th Grades

ERIC Educational Resources Information Center

LaRusso, Maria; Jones, Stephanie M.; Kim, Ha Yeon; Kim, James; Donovan, Suzanne; Snow, Catherine

2016-01-01

This paper presents an exploratory analysis of treatment-control differences in the quality of classroom interactions in 4th through 7th grade urban classrooms. Word Generation (WG) is a research-based academic language program for middle school students designed to teach novel vocabulary and literacy through language arts, math, science, and…

Growing the Next Generation of Data Professionals at the National Center for Atmospheric Research

NASA Astrophysics Data System (ADS)

Hou, C. Y.; Worley, S. J.; Mayernik, M. S.

2017-12-01

As a federally funded research and development center by the National Science Foundation, being able to provide education in order to advance scientific research is a top priority at the National Center for Atmospheric Research (NCAR). Among the various education programs available at the NCAR, the Data Stewardship Engineering Team (DSET) is working with students and early career professionals from the Library and Information Science (LIS) discipline. This LIS group is passionate about learning more about how to optimize the value of research information and often have innovative ideas regarding how to meet current as well as emerging information needs. As a new data initiative that focuses on developing the next generation data services, the NCAR DSET and its Digital Asset Services Hub is a rich, practical environment that provides opportunities for attaining experience and growing dedicated data stewards for the atmospheric and geosciences. In this presentation, the authors will describe the NCAR DSET's new outreach program. We will highlight the process that we are using to engage students and early career information scientists/librarians. This process allows them to acquire practical, hands-on data management and curation skills specific to the Earth sciences by enabling them to participate in an interdisciplinary environment as well as contribute to collaborative activities. We will also discuss the factors that influenced the structuring of the program, and share the current results and lessons learned. Ultimately, we aim to strengthen the NCAR's educational contribution to and collaboration with the LIS discipline by: 1) documenting the experience and soliciting feedback regarding the ways in which we could further expand the mutual interests of Earth sciences and LIS education curricula, and 2) sharing the findings and impacts of the outreach program at NCAR with the education community.

Research &Discover: A Pipeline of the Next Generation of Earth System Scientists

NASA Astrophysics Data System (ADS)

Hurtt, G. C.; Einaudi, F.; Moore, B.; Salomonson, V.; Campbell, J.

2006-12-01

In 2002, the University of New Hampshire (UNH) and NASA Goddard Space Flight Center (GSFC) started the educational initiative Research &Discover with the goals to: (i) recruit outstanding young scientists into research careers in Earth science and Earth remote sensing (broadly defined), and (ii) support Earth science graduate students enrolled at UNH through a program of collaborative partnerships with GSFC scientists and UNH faculty. To meet these goals, the program consists of a linked set of educational opportunities that begins with a paid summer research internship at UNH for students following their Junior year of college, and is followed by a second paid summer internship at GSFC for students following their Senior year of college. These summer internships are then followed by two-year fellowship opportunities at UNH for graduate studies jointly supervised by UNH faculty and GSFC scientists. After 5 years of implementation, the program has awarded summer research internships to 22 students, and graduate research fellowships to 6 students. These students have produced more than 78 scientific research presentations, 5 undergraduate theses, 2 Masters theses, and 4 peer-reviewed publications. More than 80% of alums are actively pursuing careers in Earth sciences now. In the process, the program has engaged 19 faculty from UNH and 15 scientists from GSFC as advisors/mentors. New collaborations between these scientists have resulted in new joint research proposals, and the development, delivery, and assessment of a new course in Earth System Science at UNH. Research &Discover represents an educational model of collaboration between a national lab and university to create a pipeline of the next generation of Earth system scientists.

Radioisotope Power Systems Program Status and Expectations

NASA Technical Reports Server (NTRS)

Zakrajsek, June F.; Hamley, John A.; Sutliff, Thomas J.; Mccallum, Peter W.; Sandifer, Carl E.

2017-01-01

The Radioisotope Power Systems (RPS) Programs goal is to make RPS available for the exploration of the solar system in environments where conventional solar or chemical power generation is impractical or impossible to use to meet mission needs. To meet this goal, the RPS Program manages investments in RPS system development and RPS technologies. The RPS Program exists to support NASA's Science Mission Directorate (SMD). The RPS Program provides strategic leadership for RPS, enables the availability of RPS for use by the planetary science community, successfully executes RPS flight projects and mission deployments, maintains a robust technology development portfolio, manages RPS related National Environmental Policy Act (NEPA) and Nuclear Launch Safety (NLS) approval processes for SMD, maintains insight into the Department of Energy (DOE) implementation of NASA funded RPS production infrastructure operations, including implementation of the NASA funded Plutonium-238 production restart efforts. This paper will provide a status of recent RPS activities.

Opportunities for Scientists to Engage the Public & Inspire Students in Science

NASA Astrophysics Data System (ADS)

Vaughan, R. G.; Worssam, J.; Vaughan, A. F.

2014-12-01

Increasingly, research scientists are learning that communicating science to broad, non-specialist audiences, particularly students, is just as important as communicating science to their peers via peer-reviewed scientific publications. This presentation highlights opportunities that scientists in Flagstaff, AZ have to foster public support of science & inspire students to study STEM disciplines. The goal here is to share ideas, personal experiences, & the rewards, for both students & research professionals, of engaging in science education & public outreach. Flagstaff, AZ, "America's First STEM Community," has a uniquely rich community of organizations engaged in science & engineering research & innovation, including the Flagstaff Arboretum, Coconino Community College, Gore Industries, Lowell Observatory, Museum of Northern Arizona, National Weather Service, National Park Service, National Forest Service, Northern Arizona University, Northern Arizona Center for Entrepreneurship & Technology, US Geological Survey, US Naval Observatory, & Willow Bend Environmental Education Center. These organizations connect with the Northern Arizona community during the yearly Flagstaff Festival of Science - the third oldest science festival in the world - a 10 day long, free, science festival featuring daily public lectures, open houses, interactive science & technology exhibits, field trips, & in-school speaker programs. Many research scientists from these organizations participate in these activities, e.g., public lectures, open houses, & in-school speaker programs, & also volunteer as mentors for science & engineering themed clubs in local schools. An example of a novel, innovative program, developed by a local K-12 science teacher, is the "Scientists-in-the-Classroom" mentor program, which pairs all 7th & 8th grade students with a working research scientist for the entire school year. Led by the student & guided by the mentor, they develop a variety of science / technology projects, which the students then present at year's end. From the perspective of an active research scientist, such outreach activities take little time & effort (~ 0.05 FTE), but pay large dividends in the long run, in inciting public support for science & inspiring the next generation of scientists & engineers.

Overview of graduate training program of John Adams Institute for Accelerator Science

NASA Astrophysics Data System (ADS)

Seryi, Andrei

The John Adams Institute for Accelerator Science is a center of excellence in the UK for advanced and novel accelerator technology, providing expertise, research, development and training in accelerator techniques, and promoting advanced accelerator applications in science and society. We work in JAI on design of novel light sources upgrades of 3-rd generation and novel FELs, on plasma acceleration and its application to industrial and medical fields, on novel energy recovery compact linacs and advanced beam diagnostics, and many other projects. The JAI is based on three universities - University of Oxford, Imperial College London and Royal Holloway University of London. Every year 6 to 10 accelerators science experts, trained via research on cutting edge projects, defend their PhD thesis in JAI partner universities. In this presentation we will overview the research and in particular the highly successful graduate training program in JAI.

Examining a math-science professional development program for teachers in grades 7-12 in an urban school district in New York State

NASA Astrophysics Data System (ADS)

Kaszczak, Lesia

With the adoption of the Common Core State Standards in New York State and the Next Generation Science Standards, it is more important than ever for school districts to develop professional development programs to provide teachers with the resources that will assist them in incorporating the new standards into their classroom instruction. This study focused on a mathematics and science professional development program known as STEMtastic STEM. The two purposes of the study were: to determine if there is an increase in STEM content knowledge of the participants involved in year two of a three year professional development program and to examine the teachers' perceptions of the impact of the professional development program on classroom instruction. The sample included teachers of grades 7-12 from an urban school district in New York State. The scores of a content knowledge pre-test and post-test were analyzed using a paired sample t-test to determine any significant differences in scores. In order to determine mathematics and science teachers' perceptions of the impact of the professional development program, responses from a 22 item Likert-style survey were analyzed to establish patterns of responses and to determine positive and negative perceptions of participants of the professional development program. A single sample t-test was used to determine if the responses were significantly positive. The results of this study indicated that there was no significant increase in content knowledge as a result of participation in the STEMtastic STEM professional development program. Both mathematics and science teachers exhibited significant positive perceptions of items dealing with hands-on participation during the professional development; support provided by STEMtastic STEM specialists; and the support provided by the administration. It was concluded that both mathematics and science teachers responded positively to the training they received during the professional development sessions, but that their classroom practices did not change as a result of the professional development program.

50 Years of the Astro-Science Workshop at the Adler Planetarium

NASA Astrophysics Data System (ADS)

Hammergren, Mark; Martynowycz, M. W.; Ratliff, G.

2014-01-01

Since 1964, the Adler Planetarium has hosted a program for highly motivated and interested high-school students known as the Astro-Science Workshop (ASW). Created in response to the national “call to arms” for improved science education following the stunning launch of Sputnik, ASW was originally conducted as an extracurricular astronomy class on Saturday mornings throughout the school year, for many years under the leadership of Northwestern University professor J. Allen Hynek. A gradual decline in student interest in the 1990’s led to a redesign of ASW as a summer program featuring hands-on, student-driven investigation and experimentation. Since 2002, ASW has been organized and taught by graduate student “scientist-educators” and funded through a series of grants from the NSF. For the past seven years, students have designed, built, and flown experiments on helium balloons to altitudes of around 30 km (100,000 feet). Here, as we enter its 50th anniversary, we present the history of the Astro-Science Workshop, its context among the small but still vibrant community of post-Sputnik science enrichment programs, and its rich legacy of inspiring generations of astronomers and other explorers.

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College

PubMed Central

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students’ metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. PMID:27587855

Building Effective Pipelines to Increase Diversity in the Geosciences

NASA Astrophysics Data System (ADS)

Snow, E.; Robinson, C. R.; Neal-Mujahid, R.

2017-12-01

The U.S. Geological Survey (USGS) recognizes and understands the importance of a diverse workforce in advancing our science. Valuing Differences is one of the guiding principles of the USGS, and is the critical basis of the collaboration among the Youth and Education in Science (YES) program in the USGS Office of Science, Quality, and Integrity (OSQI), the Office of Diversity and Equal Opportunity (ODEO), and USGS science centers to build pipeline programs targeting diverse young scientists. Pipeline programs are robust, sustained relationships between two entities that provide a pathway from one to the other, in this case, from minority serving institutions to the USGS. The USGS has benefited from pipeline programs for many years. Our longest running program, with University of Puerto Rico Mayaguez (UPR), is a targeted outreach and internship program that has been managed by USGS scientists in Florida since the mid-1980's Originally begun as the Minority Participation in the Earth Sciences (MPES ) Program, it has evolved over the years, and in its several forms has brought dozens of interns to the USGS. Based in part on that success, in 2006 USGS scientists in Woods Hole MA worked with their Florida counterparts to build a pipeline program with City College of New York (CCNY). In this program, USGS scientists visit CCNY monthly, giving a symposium and meeting with students and faculty. The talks are so successful that the college created a course around them. In 2017, the CCNY and UPR programs brought 12 students to the USGS for summer internships. The CCNY model has been so successful that USGS is exploring creating similar pipeline programs. The YES office is coordinating with ODEO and USGS science centers to identify partner universities and build relationships that will lead to robust partnership where USGS scientists will visit regularly to engage with faculty and students and recruit students for USGS internships. The ideal partner universities will have a high population of underserved students, strong support for minority and first-generation students, proximity to a USGS office, and faculty and/or majors in several of the fields most important to USGS science: geology, geochemistry, energy, biology, ecology, environmental health, hydrology, climate science, GIS, high-capacity computing, and remote sensing.

Railroads and Riddles Highlight New Software.

ERIC Educational Resources Information Center

Kinnamon, J. C.

1988-01-01

Six software products are reviewed including multimedia packages for history/geography and science. Other products include a coloring program, riddle-maker, word puzzle generator, a lesson on counting money, and a math game equipped with animation and sound effects. (IAH)

Resistivity and Radio-Frequency Properties of Two-Generation Trap-Rich Silicon-on-Insulator Substrates

NASA Astrophysics Data System (ADS)

Zhu, Lei; Chang, Yong-Wei; Gao, Nan; Su, Xin; Dong, YeMin; Fei, Lu; Wei, Xing; Wang, Xi

2018-04-01

Not Available Supported by the National Natural Science Foundation of China under Grant Nos 61376021 and 61674159, and the Program of Shanghai Academic/Technology Research Leader under Grant No 17XD1424500.

Capacity development for health research in Africa: experiences managing the African Doctoral Dissertation Research Fellowship Program

PubMed Central

2010-01-01

Africa's progress depends on her capacity to generate, adapt, and use scientific knowledge to meet regional health and development needs. Yet, Africa's higher education institutions that are mandated to foster this capacity lack adequate resources to generate and apply knowledge, raising the need for innovative approaches to enhance research capacity. In this paper, we describe a newly-developed program to support PhD research in health and population sciences at African universities, the African Doctoral Dissertation Research Fellowship (ADDRF) Program. We also share our experiences implementing the program. As health research capacity-strengthening in Africa continues to attract attention and as the need for such programs to be African-led is emphasized, our experiences in developing and implementing the ADDRF offer invaluable lessons to other institutions undertaking similar initiatives. PMID:20587016

Building the future of mankind in the classroom

NASA Astrophysics Data System (ADS)

Doran, R.

2013-09-01

Rethinking education and how we engage future generations in the pursue of science literacy is much more than creating the future generation of planetary scientists or space exploration engineers, it is the guarantee of the survival of our specie. Training teachers to the use of cutting edge science tools and resources in class room is a very important task and is being embraced by one of the largest astronomy education efforts worldwide, the Galileo Teacher Training Program. GTTP is partnering with several important research projects in education by providing support in the construction of a strong support network for educators willing to introduce the scientific method in classroom.

Tryon Trekkers: An Evaluation of a STEM Based Afterschool Program for At-Risk Youth

NASA Astrophysics Data System (ADS)

Eckels Anderson, Chessa

This study contributed to the body of research that supports a holistic model of afterschool learning through the design of an afterschool intervention that benefits elementary school students of low socioeconomic status. This qualitative study evaluated a science focused afterschool curriculum that was designed using principles from Risk and Resiliency Theory, academic motivation theories, science core ideas from the Next Generation Science Standards, and used environmental education philosophy. The research question of this study is: how does an outdoor and STEM based afterschool program impact at-risk students' self-efficacy, belonging and engagement and ability to apply conceptual knowledge of environmental science topics? The study collected information about the participants' affective experiences during the intervention using structured and ethnographic observations and semi-structured interviews. Observations and interviews were coded and analyzed to find patterns in participants' responses. Three participant profiles were developed using the structured observations and ethnographic observations to provide an in depth understanding of the participant experience. The study also assessed the participants' abilities to apply conceptual understanding of the program's science topics by integrating an application of conceptual knowledge task into the curriculum. This task in the form of a participant project was assessed using an adapted version of the Portland Metro STEM Partnership's Application of Conceptual Knowledge Rubric. Results in the study showed that participants demonstrated self-efficacy, a sense of belonging and engagement during the program. Over half of the participants in the study demonstrated a proficient understanding of program concepts. Overall, this holistic afterschool program demonstrated that specific instructional practices and a multi-modal science curriculum helped to support the social and emotional needs of at-risk children.

Scientists in the Classroom Mentor Model Program - Bringing real time science into the K - 12 classroom

NASA Astrophysics Data System (ADS)

Worssam, J. B.

2017-12-01

Field research finally within classroom walls, data driven, hands on with students using a series of electronic projects to show evidence of scientific mentor collaboration. You do not want to miss this session in which I will be sharing the steps to develop an interactive mentor program between scientists in the field and students in the classroom. Using next generation science standards and common core language skills you will be able to blend scientific exploration with scientific writing and communication skills. Learn how to make connections in your own community with STEM businesses, agencies and organizations. Learn how to connect with scientists across the globe to make your classroom instruction interactive and live for all students. Scientists, you too will want to participate, see how you can reach out and be a part of the K-12 educational system with students learning about YOUR science, a great component for NSF grants! "Scientists in the Classroom," a model program for all, bringing real time science, data and knowledge into the classroom.

Evaluating the High School Lunar Research Projects Program

NASA Astrophysics Data System (ADS)

Shaner, A. J.; Shipp, S. S.; Allen, J.; Kring, D. A.

2012-12-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute and NASA's Johnson Space Center, is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA's and NLSI's objective to train the next generation of scientists, CLSE's High School Lunar Research Projects program is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The objectives of the program are to enhance 1) student views of the nature of science; 2) student attitudes toward science and science careers; and 3) student knowledge of lunar science. In its first three years, approximately 140 students and 28 teachers from across the United States have participated in the program. Before beginning their research, students undertake Moon 101, a guided-inquiry activity designed to familiarize them with lunar science and exploration. Following Moon 101, and guided by a lunar scientist mentor, teams choose a research topic, ask their own research question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results to a panel of lunar scientists. This panel selects four posters to be presented at the annual Lunar Science Forum held at NASA Ames. The top scoring team travels to the forum to present their research. Three instruments have been developed or modified to evaluate the extent to which the High School Lunar Research Projects meets its objectives. These three instruments measure changes in student views of the nature of science, attitudes towards science and science careers, and knowledge of lunar science. Exit surveys for teachers, students, and mentors were also developed to elicit general feedback about the program and its impact. The nature of science instrument is an open-ended, modified version of the Views of Nature of Science questionnaire. The science attitudes Likert-scale instrument is a modified version of the Attitudes Toward Science Inventory. The lunar science content instrument was developed by CLSE education staff. All three of these instruments are administered to students before and after their research experience to measure the program's impact on student views of the nature of science, attitudes toward science, and knowledge of lunar science. All instruments are administered online via Survey Monkey®. When asked if the program changed the way they view the Moon, 77.4% of students (n=53) replied "yes" and described their increase in knowledge of the formation of the Moon, lunar surface processes, etc. Just under half (41.5%) of the students reported that their experience in the program has contributed to their consideration of a career in science. When asked about obstacles teams had to overcome, teachers described issues with time, student motivation and technology. However, every teacher enthusiastically agreed that the authentic research experience was worthwhile to their students. Detailed evaluation results for the 2011-2012 program will be presented.

A Roadmap for using Agile Development in a Traditional System

NASA Technical Reports Server (NTRS)

Streiffert, Barbara; Starbird, Thomas

2006-01-01

I. Ensemble Development Group: a) Produces activity planning software for in spacecraft; b) Built on Eclipse Rich Client Platform (open source development and runtime software); c) Funded by multiple sources including the Mars Technology Program; d) Incorporated the use of Agile Development. II. Next Generation Uplink Planning System: a) Researches the Activity Planning and Sequencing Subsystem for Mars Science Laboratory (APSS); b) APSS includes Ensemble, Activity Modeling, Constraint Checking, Command Editing and Sequencing tools plus other uplink generation utilities; c) Funded by the Mars Technology Program; d) Integrates all of the tools for APSS.

Science Data Preservation: Implementation and Why It Is Important

NASA Technical Reports Server (NTRS)

Kempler, Steven J.; Moses, John F.; Gerasimov, Irina V.; Johnson, James E.; Vollmer, Bruce E.; Theobald, Michael L.; Ostrenga, Dana M.; Ahmad, Suraiya; Ramapriyan, Hampapuram K.; Khayat, Mohammad G.

2013-01-01

Remote Sensing data generation by NASA to study Earth s geophysical processes was initiated in 1960 with the launch of the first Television Infrared Observation Satellite Program (TIROS), to develop a meteorological satellite information system. What would be deemed as a primitive data set by today s standards, early Earth science missions were the foundation upon which today s remote sensing instruments have built their scientific success, and tomorrow s instruments will yield science not yet imagined. NASA Scientific Data Stewardship requirements have been documented to ensure the long term preservation and usability of remote sensing science data. In recent years, the Federation of Earth Science Information Partners and NASA s Earth Science Data System Working Groups have organized committees that specifically examine standards, processes, and ontologies that can best be employed for the preservation of remote sensing data, supporting documentation, and data provenance information. This presentation describes the activities, issues, and implementations, guided by the NASA Earth Science Data Preservation Content Specification (423-SPEC-001), for preserving instrument characteristics, and data processing and science information generated for 20 Earth science instruments, spanning 40 years of geophysical measurements, at the NASA s Goddard Earth Sciences Data and Information Services Center (GES DISC). In addition, unanticipated preservation/implementation questions and issues in the implementation process are presented.

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.

Pathway to future sustainable land imaging: the compact hyperspectral prism spectrometer

NASA Astrophysics Data System (ADS)

Kampe, Thomas U.; Good, William S.

2017-09-01

NASA's Sustainable Land Imaging (SLI) program, managed through the Earth Science Technology Office, aims to develop technologies that will provide future Landsat-like measurements. SLI aims to develop a new generation of smaller, more capable, less costly payloads that meet or exceed current imaging capabilities. One projects funded by this program is Ball's Compact Hyperspectral Prism Spectrometer (CHPS), a visible-to-shortwave imaging spectrometer that provides legacy Landsat data products as well as hyperspectral coverage suitable for a broad range of land science products. CHPS exhibits extremely low straylight and accommodates full aperture, full optical path calibration needed to ensure the high radiometric accuracy demanded by SLI measurement objectives. Low polarization sensitivity in visible to near-infrared bands facilitates coastal water science as first demonstrated by the exceptional performance of the Operational Land Imager. Our goal is to mature CHPS imaging spectrometer technology for infusion into the SLI program. Our effort builds on technology development initiated by Ball IRAD investment and includes laboratory and airborne demonstration, data distribution to science collaborators, and maturation of technology for spaceborne demonstration. CHPS is a three year program with expected exiting technology readiness of TRL-6. The 2013 NRC report Landsat and Beyond: Sustaining and Enhancing the Nations Land Imaging Program recommended that the nation should "maintain a sustained, space-based, land-imaging program, while ensuring the continuity of 42-years of multispectral information." We are confident that CHPS provides a path to achieve this goal while enabling new science measurements and significantly reducing the cost, size, and volume of the VSWIR instrument.

Transfer of training through a science education professional development program

NASA Astrophysics Data System (ADS)

Sowards, Alan Bosworth

Educational research substantiates that effective professional development models must be developed in order for reform-based teaching strategies to be implemented in classrooms. This study examined the effectiveness of an established reform-based science education professional development program, Project LIFE. The study investigated what impact Project LIFE had on participants implementation of reform-based instruction in their classroom three years after participation in the science inservice program. Participants in the case studies described use of reform-based instruction and program factors that influenced transfer of training to their classrooms. Subjects of the study were 5th--10th grade teachers who participated in the 1997--98 Project LIFE professional development program. The study employed a mixed design including both qualitative and quantitative methodology. The qualitative data was collected from multiple sources which included: an open-ended survey, classroom observations, structured interviews, and artifacts. Three purposeful selection of teachers for case studies were made with teacher approval and authorization from building principals. Interview responses from the three case studies were further analyzed qualitatively using the microcomputer software NUD*IST. Tables and figures generated from NUD*IST graphically represented the case study teachers response and case comparison to six established categories: (1) continued implementation of reform-based instruction, (2) use of reform-based instruction, (3) program factors supporting transfer of training, (4) professional development, (5) goals of Project LIFE, and (6) critical issues in science education. Paired t-tests were used to analysis the quantitative data collected from the Survey of Attitudes Toward Science and Science Teaching. The study concluded the 1997--98 Project LIFE participants continued to implement reform-based instruction in their classrooms three years later. According to the teachers the program factors having the most influence on transferring training to their classroom were the positive responses from students; reflections with other teachers regarding instructional activities and strategies; modeling of activities and strategies they received from Project LIFE staff while participating in the program; and teachers commitment to reform-based instruction. These findings are important in enhancing national science reform goals. In order for teachers to be able to implement science-reform-based instruction in their classrooms they must experience effective professional development models. Designers of professional development programs must understand which factors in staff development programs most contribute to transfer of training.

Modeling the Milky Way: Spreadsheet Science.

ERIC Educational Resources Information Center

Whitmer, John C.

1990-01-01

Described is the generation of a scale model of the solar system and the milky way galaxy using a computer spreadsheet program. A sample spreadsheet including cell formulas is provided. Suggestions for using this activity as a teaching technique are included. (CW)

High-power ultraviolet 278-nm laser from fourth-harmonic generation of an Nd:YAG amplifier in CsB3O5 crystal

NASA Astrophysics Data System (ADS)

He, Miao; Yang, Feng; Dong, Cheng; Wang, Zhi-Chao; Yuan, Lei; Xu, Yi-Ting; Zhang, Guo-Chun; Wang, Zhi-Min; Bo, Yong; Peng, Qin-Jun; Cui, Da-Fu; Wu, Yi-Cheng; Xu, Zu-Yan

2018-05-01

Not Available Project supported by the National Natural Science Foundation Program of China (Grant Nos. 11504389 and 61505226), the National Key Research Development Program of China (Grant Nos. 2016YFB040203 and 61535013), and the National Development Project for Major Scientific Research Facility of China (Grant No. ZDYZ2012-2).

Revolutionizing Climate Science: Using Teachers as Communicators

NASA Astrophysics Data System (ADS)

Warburton, J.; Crowley, S.; Wood, J.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the Polar Regions. Teachers are the dynamic conduits for communicating climate science. In the PolarTREC final report, researchers found that teachers were vital in refining the language of their science and have shaped the goals of the scientific project. Program data demonstrates that science in classrooms is better understood when teachers have a full-spectrum grasp of project intricacies from defining the project, to field data collection, encountering situations for creativity and critical thinking, as well as participating in data and project analysis. Teachers' translating the authentic scientific process is integral in communicating climate science to the broader public. Teachers playing a major role in polar science revolutionize the old paradigm of "in-school learning". Through daily online journaling and forums, social media communication, live webinars with public, and professional development events, these teachers are moving beyond classrooms to communicate with society. Through teachers, climate policy can be shaped for the future by having scientifically literate students as well as assessable science. New paradigms come as teachers attain proficient levels of scientific understanding paired with the expert abilities for communication with years of experience. PolarTREC teachers are a model for new interactions peer-to-peer learning and mentorship for young scientists. Our programmatic goal is to expand the opportunities for PolarTREC teachers to share their involvement in science with additional formal and informal educators. 'Teaching the teachers' will reach exponential audiences in media, policy, and classrooms. Modeling this program, we designed and conducted a teacher training on climate science in Denali National Park. Utilizing expert university faculty in climate science and a PolarTREC alumni teacher the program was touted as 'the best professional opportunity to date". This program gave new teachers the tools to adequately communicate climate science with a new generation of scientifically literate students. Additionally, teachers possess the skills to inform young professional scientists on effective outreach and communication beyond peer-reviewed papers and scientific circles.

The DEVELOP National Program: Building Dual Capacity in Decision Makers and Young Professionals Through NASA Earth Observations

NASA Astrophysics Data System (ADS)

Childs, L. M.; Rogers, L.; Favors, J.; Ruiz, M.

2012-12-01

Through the years, NASA has played a distinct/important/vital role in advancing Earth System Science to meet the challenges of environmental management and policy decision making. Within NASA's Earth Science Division's Applied Sciences' Program, the DEVELOP National Program seeks to extend NASA Earth Science for societal benefit. DEVELOP is a capacity building program providing young professionals and students the opportunity to utilize NASA Earth observations and model output to demonstrate practical applications of those resources to society. Under the guidance of science advisors, DEVELOP teams work in alignment with local, regional, national and international partner organizations to identify the widest array of practical uses for NASA data to enhance related management decisions. The program's structure facilitates a two-fold approach to capacity building by fostering an environment of scientific and professional development opportunities for young professionals and students, while also providing end-user organizations enhanced management and decision making tools for issues impacting their communities. With the competitive nature and growing societal role of science and technology in today's global workplace, DEVELOP is building capacity in the next generation of scientists and leaders by fostering a learning and growing environment where young professionals possess an increased understanding of teamwork, personal development, and scientific/professional development and NASA's Earth Observation System. DEVELOP young professionals are partnered with end user organizations to conduct 10 week feasibility studies that demonstrate the use of NASA Earth science data for enhanced decision making. As a result of the partnership, end user organizations are introduced to NASA Earth Science technologies and capabilities, new methods to augment current practices, hands-on training with practical applications of remote sensing and NASA Earth science, improved remote sensing and geographic information science (GIS) capabilities, and opportunities for networking with the NASA and Earth Science community. By engaging young professionals and end user organizations, DEVELOP strives to uniquely build capacity through the extension of NASA Earth Science outcomes to the public through projects that innovatively use NASA Earth observations to address environmental concerns and impact policy and decision making.

Advanced Space Transportation Program (ASTP)

NASA Image and Video Library

2002-10-01

NASA's Marshall Space Flight Center in Huntsville, Alabama, manages the Space Launch Initiative (SLI), NASA's priority developmental program focused on empowering America's leadership in space. SLI includes commercial, higher education, and defense partnerships and contracts to offer widespread participation in both the risk and success of developing our nation's next-generation reusable launch vehicle. This photo depicts an artist's concept of a future second-generation launch vehicle. For the SLI, architecture definition includes all components of the next-generation reusable launch system: Earth-to-orbit vehicles (the Space Shuttle is the first generation earth-to-orbit vehicle), crew transfer vehicles, transfer stages, ground processing systems, flight operations systems, and development of business case strategies. Three contractor teams have each been funded to develop potential second- generation reusable launch system architectures: The Boeing Company of Seal Beach, California; Lockheed Martin Corporation of Denver, Colorado along with a team including Northrop Grumman of El Segundo, California; and Orbital Sciences Corporation of Dulles, Virginia.

Advanced Space Transportation Program (ASTP)

NASA Image and Video Library

2002-10-01

NASA's Marshall Space Flight Center in Huntsville, Alabama, manages the Space Launch Initiative (SLI), NASA's priority developmental program focused on empowering America's leadership in space. SLI includes commercial, higher education and defense partnerships and contracts to offer widespread participation in both the risk and success of developing our nation's next-generation reusable launch vehicle. This photo depicts an artist's concept of a future second-generation launch vehicle during separation of stages. For SLI, architecture definition includes all components of the next-generation reusable launch system: Earth-to-orbit vehicles (the Space Shuttle is the first-generation earth-to-orbit vehicle), crew transfer vehicles, transfer stages, ground processing systems, flight operations systems, and development of business case strategies. Three contractor teams have each been funded to develop potential second generation reusable launch system architectures: The Boeing Company of Seal Beach, California; Lockheed Martin Corporation of Denver, Colorado; a team including Northrop Grumman of El Segundo, California; and Orbital Sciences Corporation of Dulles, Virginia.

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

NASA Astrophysics Data System (ADS)

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

2009-12-01

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

Using a Non-Equivalent Groups Quasi Experimental Design to Reduce Internal Validity Threats to Claims Made by Math and Science K-12 Teacher Recruitment Programs

NASA Astrophysics Data System (ADS)

Moin, Laura

2009-10-01

The American Recovery and Reinvestment Act national policy established in 2009 calls for ``meaningful data'' that demonstrate educational improvements, including the recruitment of high-quality teachers. The scant data available and the low credibility of many K-12 math/science teacher recruitment program evaluations remain the major barriers for the identification of effective recruitment strategies. Our study presents a methodology to better evaluate the impact of recruitment programs on increasing participants' interest in teaching careers. The research capitalizes on the use of several control groups and presents a non-equivalent groups quasi-experimental evaluation design that produces program effect claims with higher internal validity than claims generated by current program evaluations. With this method that compares responses to a teaching career interest question from undergraduates all along a continuum from just attending an information session to participating (or not) in the recruitment program, we were able to compare the effect of the program in increasing participants' interest in teaching careers versus the evolution of the same interest but in the absence of the program. We were also able to make suggestions for program improvement and further research. While our findings may not apply to other K-12 math/science teacher recruitment programs, we believe that our evaluation methodology does and will contribute to conduct stronger program evaluations. In so doing, our evaluation procedure may inform recruitment program designers and policy makers.

Three-year program to improve critical 1-micron Qsw laser technology for Earth observation

NASA Astrophysics Data System (ADS)

Sakaizawa, Daisuke; Chishiki, Yoshikazu; Satoh, Yohei; Hanada, Tatsuyuki; Yamakawa, Shiro; Ogawa, Takayo; Wada, Satoshi; Ishii, Shoken; Mizutani, Kohei; Yasui, Motoaki

2012-11-01

Laser remote sensing technologies are valuable for a variety of scientific requirements. These measurement techniques are involved in several earth science areas, including atmospheric chemistry, aerosols and clouds, wind speed and directions, prediction of pollution, oceanic mixed layer depth, vegetation canopy height (biomass), ice sheet, surface topography, and others. Much of these measurements have been performed from the ground to aircraft over the past decades. To improve knowledge of these science areas with transport models (e.g. AGCM), further advances of vertical profile are required. JAXA collaborated with NICT and RIKEN started a new cross-sectional 3-year program to improve a technology readiness of the critical 1-micron wavelengths from 2011. The efficient frequency conversions such as second and third harmonic generation and optical parametric oscillation/generation are applied. A variety of elements are common issues to lidar instruments, which includes heat rejection using high thermal conductivity materials, laser diode life time and reliability, wavelength control, and suppression of contamination control. And the program has invested in several critical areas including advanced laser transmitter technologies to enable science measurements and improvement of knowledge for space-based laser diode arrays, Pockels cells, advanced nonlinear wavelength conversion technology for space-based LIDIRs. Final goal is aim to realize 15 watt class Q-switched pulse laser over 3-year lifetime.

System analysis study of space platform and station accommodations for life sciences research facilities. Volume 2: Study results, attachment 2. Phase A: Conceptual design and programmatics

NASA Technical Reports Server (NTRS)

Wiley, Lowell F.

1985-01-01

The study results from the conceptual design and programmatics segment of the Space Platform and Station Accommodation for Life Sciences Research Facilities. The results and significant findings of the conceptual design and programmatics were generated by these tasks: (1) the review and update engineering and science requirements; (2) analysis of life sciences mission transition scenario; (3) the review and update of key trade issues; (4) the development of conceptual definition and designs; and (5) the development of the work breakdown schedule and its dictionary, program schedule, and estimated costs.

Science Activity Planner for the MER Mission

NASA Technical Reports Server (NTRS)

Norris, Jeffrey S.; Crockett, Thomas M.; Fox, Jason M.; Joswig, Joseph C.; Powell, Mark W.; Shams, Khawaja S.; Torres, Recaredo J.; Wallick, Michael N.; Mittman, David S.

2008-01-01

The Maestro Science Activity Planner is a computer program that assists human users in planning operations of the Mars Explorer Rover (MER) mission and visualizing scientific data returned from the MER rovers. Relative to its predecessors, this program is more powerful and easier to use. This program is built on the Java Eclipse open-source platform around a Web-browser-based user-interface paradigm to provide an intuitive user interface to Mars rovers and landers. This program affords a combination of advanced display and simulation capabilities. For example, a map view of terrain can be generated from images acquired by the High Resolution Imaging Science Explorer instrument aboard the Mars Reconnaissance Orbiter spacecraft and overlaid with images from a navigation camera (more precisely, a stereoscopic pair of cameras) aboard a rover, and an interactive, annotated rover traverse path can be incorporated into the overlay. It is also possible to construct an overhead perspective mosaic image of terrain from navigation-camera images. This program can be adapted to similar use on other outer-space missions and is potentially adaptable to numerous terrestrial applications involving analysis of data, operations of robots, and planning of such operations for acquisition of scientific data.

The Path from Large Earth Science Datasets to Information

NASA Astrophysics Data System (ADS)

Vicente, G. A.

2013-12-01

The NASA Goddard Earth Sciences Data (GES) and Information Services Center (DISC) is one of the major Science Mission Directorate (SMD) for archiving and distribution of Earth Science remote sensing data, products and services. This virtual portal provides convenient access to Atmospheric Composition and Dynamics, Hydrology, Precipitation, Ozone, and model derived datasets (generated by GSFC's Global Modeling and Assimilation Office), the North American Land Data Assimilation System (NLDAS) and the Global Land Data Assimilation System (GLDAS) data products (both generated by GSFC's Hydrological Sciences Branch). This presentation demonstrates various tools and computational technologies developed in the GES DISC to manage the huge volume of data and products acquired from various missions and programs over the years. It explores approaches to archive, document, distribute, access and analyze Earth Science data and information as well as addresses the technical and scientific issues, governance and user support problem faced by scientists in need of multi-disciplinary datasets. It also discusses data and product metrics, user distribution profiles and lessons learned through interactions with the science communities around the world. Finally it demonstrates some of the most used data and product visualization and analyses tools developed and maintained by the GES DISC.

Innovations in Nuclear Infrastructure and Education

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

John Bernard

The decision to implement the Innovation in Nuclear Infrastructure and Engineering Program (INIE) was an important first step towards ensuring that the United States preserves its worldwide leadership role in the field of nuclear science and engineering. Prior to INIE, university nuclear science and engineering programs were waning, undergraduate student enrollment was down, university research reactors were being shut down, while others faced the real possibility of closure. For too long, cutting edge research in the areas of nuclear medicine, neutron scattering, radiochemistry, and advanced materials was undervalued and therefore underfunded. The INIE program corrected this lapse in focus andmore » direction and started the process of drawing a new blueprint with positive goals and objectives that supports existing as well the next generation of educators, students and researchers.« less

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Wysession, M. E.

2013-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

How Climate Science got to be in the Next Generation Science Standards (Invited)

NASA Astrophysics Data System (ADS)

Westnedge, K. L.; Dallimore, A.; Salish Sea Expedition Team

2011-12-01

Climate science plays a prominent role in the new national K-12 Next Generation Science Standards (NGSS). This represents the culmination of a significant amount of effort by many different organizations that have worked hard to educate the public on one of the most interesting, complex, complicated, and societally important aspects of geoscience. While there are significant challenges to the full implementation of the NGSS, especially those aspects that relate to climate change, the fact that so many states are currently adopting the NGSS represents a significant milestone in geoscience education. When grade 6-12 textbooks were written ten years ago, such as Pearson's high school Physical Science: Concepts in Action (Wysession et al., 2004), very little mention of climate change was incorporated because it did not appear in state standards. Now, climate and climate change are an integral part of the middle school and high school NGSS standards, and textbook companies are fully incorporating this content into their programs. There are many factors that have helped the shift toward teaching about climate, such as the IPCC report, Al Gore's 'An Inconvenient Truth,' and the many reports on climate change published by the National Research Council (NRC). However, four major community-driven literacy documents (The Essential Principles of Ocean Science, Essential Principles and Fundamental Concepts for Atmospheric Science Literacy, The Earth Science Literacy Principles, and The Essential Principles of Climate Science) were essential in that they directly informed the construction of the Earth and Space Science (ESS) content of the NRC's 'Framework for K-12 Science Education' by the ESS Design Team. The actual performance expectations of the NGSS were then informed directly by the disciplinary core ideas of the NRC Framework, which were motivated by the community-driven literacy documents and the significant credentials these bore. The work in getting climate science into classrooms has just begun: having standards that address climate science does not ensure that it will reach students. However, the fact that climate science plays an important role in the nation's first attempt at a national K-12 science program represents a significant advancement.

STEM for Females goes from a Ripple to a Wave

NASA Astrophysics Data System (ADS)

Roy, Rita

2015-11-01

At the 2015 World Conference of Science Journalists in Seoul on June 9, 2015 Nobel Prize Winner Sir Tim Hunt gave a speech with remarks which offended females in science around the world. Following the social media reaction several STEM education foundation for girls received justified attention. Programs are being supported for the education of girls and women around the world and they are gaining media attention. I will discuss the growing popularity and availability of all-girl science programs. These eager-to-learn young females are preparing themselves for serious careers in the hopes that their generation will close the gender gap. I will present a statistical analysis of workplace gender equality in professional STEM environments, including a focus on select fluid dynamics corporations, which will show that there is room for improvement across the industry. The goal of this presentation is to endorse and promote the ever-growing wave of qualified female applicants to graduate programs and industrial job placements.

The Congressional Science Fellow Program and Other Efforts to Help Congress and the Public Make Wiser Decisions on Technology

NASA Astrophysics Data System (ADS)

Primack, Joel

2004-05-01

For thirty years the AAAS Congressional Science and Technology Fellow Program, with which the APS program is affiliated, has been bringing scientists and engineers to work on the staffs of Congress. During the same period, many independent technology policy groups at universities, professional societies including the APS, and non-profit organizations have prepared excellent reports. But despite these efforts, U.S. science and technology policy is often terrible! For example, the current Administration contends that there is not enough scientific evidence of global warming to actually begin to do something to slow the growth in fossil fuel use, but there is plenty of evidence to support deploying a missile defense system now, and we need to be ready to test new generations of nuclear weapons. We scientists must develop a bigger public constituency for good decisions. We need to present, not only sound recommendations backed up by convincing studies, but also wise moral leadership.

Development of an Online Exoplanet Course for In-Service Teachers

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Palma, Christopher

2016-01-01

The Earth and Space Science Partnership (ESSP) is a collaboration among Penn State scientists, science educators and seven school districts across Pennsylvania. Penn State also offers through its fully online World Campus the opportunity for In-Service science teachers to earn an M.Ed. degree in Earth Science, and we currently offer a required online astronomy course for that program. We have previously presented descriptions of how have incorporated research-based pedagogical practices into ESSP-sponsored workshops for in-service teachers (Palma et al. 2013) and into a pilot section of introductory astronomy for non-science majors (Palma et al. 2014). In this presentation, we detail the design and development of a new online astronomy course to be offered through the M.Ed. Earth Science degree program. This course also uses a coherent content storyline approach (Roth et al. 2011), and will engage the teachers in investigations using authentic data within the Claims Evidence Reasoning framework (McNeill & Krajcik 2012). The course theme will be exploring exoplanets in order to show how these objects have forced us to reconsider some ideas in our model for the formation of the Solar System, which is a disciplinary core idea identified in the Next Generation Science Standards (citation). Course materials will be made available through Penn State's open courseware initiative and will be promoted to teachers throughout PA through the Pennsylvania Earth Science Teachers' Association (PAESTA). We gratefully acknowledge support from the NSF MSP program award DUE#0962792.

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

Pierce, Eric M.; Freshley, Mark D.; Hubbard, Susan S.

In this report, we start by examining previous efforts at linking science and DOE EM research with cleanup activities. Many of these efforts were initiated by creating science and technology roadmaps. A recurring feature of successfully implementing these roadmaps into EM applied research efforts and successful cleanup is the focus on integration. Such integration takes many forms, ranging from combining information generated by various scientific disciplines, to providing technical expertise to facilitate successful application of novel technology, to bringing the resources and creativity of many to address the common goal of moving EM cleanup forward. Successful projects identify and focusmore » research efforts on addressing the problems and challenges that are causing “failure” in actual cleanup activities. In this way, basic and applied science resources are used strategically to address the particular unknowns that are barriers to cleanup. The brief descriptions of the Office of Science basic (Environmental Remediation Science Program [ERSP]) and EM’s applied (Groundwater and Soil Remediation Program) research programs in subsurface science provide context to the five “crosscutting” themes that have been developed in this strategic planning effort. To address these challenges and opportunities, a tiered systematic approach is proposed that leverages basic science investments with new applied research investments from the DOE Office of Engineering and Technology within the framework of the identified basic science and applied research crosscutting themes. These themes are evident in the initial portfolio of initiatives in the EM groundwater and soil cleanup multi-year program plan. As stated in a companion document for tank waste processing (Bredt et al. 2008), in addition to achieving its mission, DOE EM is experiencing a fundamental shift in philosophy from driving to closure to enabling the long-term needs of DOE and the nation.« less

Achieving conservation science that bridges the knowledge-action boundary.

PubMed

Cook, Carly N; Mascia, Michael B; Schwartz, Mark W; Possingham, Hugh P; Fuller, Richard A

2013-08-01

There are many barriers to using science to inform conservation policy and practice. Conservation scientists wishing to produce management-relevant science must balance this goal with the imperative of demonstrating novelty and rigor in their science. Decision makers seeking to make evidence-based decisions must balance a desire for knowledge with the need to act despite uncertainty. Generating science that will effectively inform management decisions requires that the production of information (the components of knowledge) be salient (relevant and timely), credible (authoritative, believable, and trusted), and legitimate (developed via a process that considers the values and perspectives of all relevant actors) in the eyes of both researchers and decision makers. We perceive 3 key challenges for those hoping to generate conservation science that achieves all 3 of these information characteristics. First, scientific and management audiences can have contrasting perceptions about the salience of research. Second, the pursuit of scientific credibility can come at the cost of salience and legitimacy in the eyes of decision makers, and, third, different actors can have conflicting views about what constitutes legitimate information. We highlight 4 institutional frameworks that can facilitate science that will inform management: boundary organizations (environmental organizations that span the boundary between science and management), research scientists embedded in resource management agencies, formal links between decision makers and scientists at research-focused institutions, and training programs for conservation professionals. Although these are not the only approaches to generating boundary-spanning science, nor are they mutually exclusive, they provide mechanisms for promoting communication, translation, and mediation across the knowledge-action boundary. We believe that despite the challenges, conservation science should strive to be a boundary science, which both advances scientific understanding and contributes to decision making. © 2013 Society for Conservation Biology.

The NASA Ames Research Center Institutional Scientific Collection: History, Best Practices and Scientific Opportunities

NASA Technical Reports Server (NTRS)

Rask, Jon C.; Chakravarty, Kaushik; French, Alison; Choi, Sungshin; Stewart, Helen

2017-01-01

The NASA Ames Life Sciences Institutional Scientific Collection (ISC), which is composed of the Ames Life Sciences Data Archive (ALSDA) and the Biospecimen Storage Facility (BSF), is managed by the Space Biosciences Division and has been operational since 1993. The ALSDA is responsible for archiving information and animal biospecimens collected from life science spaceflight experiments and matching ground control experiments. Both fixed and frozen spaceflight and ground tissues are stored in the BSF within the ISC. The ALSDA also manages a Biospecimen Sharing Program, performs curation and long-term storage operations, and makes biospecimens available to the scientific community for research purposes via the Life Science Data Archive public website (https:lsda.jsc.nasa.gov). As part of our best practices, a viability testing plan has been developed for the ISC, which will assess the quality of archived samples. We expect that results from the viability testing will catalyze sample use, enable broader science community interest, and improve operational efficiency of the ISC. The current viability test plan focuses on generating disposition recommendations and is based on using ribonucleic acid (RNA) integrity number (RIN) scores as a criteria for measurement of biospecimen viablity for downstream functional analysis. The plan includes (1) sorting and identification of candidate samples, (2) conducting a statiscally-based power analysis to generate representaive cohorts from the population of stored biospecimens, (3) completion of RIN analysis on select samples, and (4) development of disposition recommendations based on the RIN scores. Results of this work will also support NASA open science initiatives and guides development of the NASA Scientific Collections Directive (a policy on best practices for curation of biological collections). Our RIN-based methodology for characterizing the quality of tissues stored in the ISC since the 1980s also creates unique scientific opportunities for temporal assessment across historical missions. Support from the NASA Space Biology Program and the NASA Human Research Program is gratefully acknowledged.

MER Telemetry Processor

NASA Technical Reports Server (NTRS)

Lee, Hyun H.

2012-01-01

MERTELEMPROC processes telemetered data in data product format and generates Experiment Data Records (EDRs) for many instruments (HAZCAM, NAVCAM, PANCAM, microscopic imager, Moessbauer spectrometer, APXS, RAT, and EDLCAM) on the Mars Exploration Rover (MER). If the data is compressed, then MERTELEMPROC decompresses the data with an appropriate decompression algorithm. There are two compression algorithms (ICER and LOCO) used in MER. This program fulfills a MER specific need to generate Level 1 products within a 60-second time requirement. EDRs generated by this program are used by merinverter, marscahv, marsrad, and marsjplstereo to generate higher-level products for the mission operations. MERTELEPROC was the first GDS program to process the data product. Metadata of the data product is in XML format. The software allows user-configurable input parameters, per-product processing (not streambased processing), and fail-over is allowed if the leading image header is corrupted. It is used within the MER automated pipeline. MERTELEMPROC is part of the OPGS (Operational Product Generation Subsystem) automated pipeline, which analyzes images returned by in situ spacecraft and creates level 1 products to assist in operations, science, and outreach.

Environmental sciences information storage and retrieval system

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

Engstrom, D.E.; White, M.G.; Dunaway, P.B.

Reynolds Electrical and Engineering Co., Inc. (REECo), has since 1970 accumulated information relating to the AEC's Nevada Applied Ecology Group (NAEG) programs at the Nevada Test Site (NTS). These programs, involving extensive soil, vegetation, and small-animal studies, have generated informational data concerning the collecting, processing, analyzing, and shipping of sample materials to various program participants and contractors. Future plans include incorporation of Lawrence Livermore Laboratory's resuspension study data, REECo's on-site air data, and EPA's large-animal, off-site air, and off-site soil data. (auth)

Lessons Learned from the Hubble Space Telescope (HST) Contamination Control Program

NASA Technical Reports Server (NTRS)

Hansen, Patricia A.; Townsend, Jacqueline A.; Hedgeland, Randy J.

2004-01-01

Over the past two decades, the Hubble Space Telescope (HST) Contamination Control Program has evolved from a ground-based integration program to a space-based science-sustaining program. The contamination controls from the new-generation Scientific Instruments and Orbital Replacement Units were incorporated into the HST Contamination Control Program to maintain scientific capability over the life of the telescope. Long-term on-orbit scientific data has shown that these contamination controls implemented for the instruments, Servicing Mission activities (Orbiter, Astronauts, and mission), and on-orbit operations successfully protected the HST &om contamination and the instruments from self-contamination.

Lessons Learned from the Hubble Space Telescope (HST) Contamination Control Program

NASA Technical Reports Server (NTRS)

Hansen, Patricia A.; Townsend, Jacqueline A.; Hedgeland, Randy J.

2004-01-01

Over the past two decades, the Hubble Space Telescope (HST) Contamination Control Program has evolved from a ground-based integration program to a space-based science-sustaining program. The contamination controls from the new-generation Scientific Instruments and Orbital Replacement Units were incorporated into the HST Contamination Control Program to maintain scientific capability over the life of the telescope. Long-term on-orbit scientific data has shown that these contamination controls implemented for the instruments, Servicing Mission activities (Orbiter, Astronauts, and mission), and on-orbit operations successfully protected the HST from contamination and the instruments from self-contamination.

High Throughput Assays and Exposure Science (ISES annual meeting)

EPA Science Inventory

High throughput screening (HTS) data characterizing chemical-induced biological activity has been generated for thousands of environmentally-relevant chemicals by the US inter-agency Tox21 and the US EPA ToxCast programs. For a limited set of chemicals, bioactive concentrations r...

Mobile Phone Application Development for the Classroom

NASA Astrophysics Data System (ADS)

Lewis, P.; Oostra, D.; Crecelius, S.; Chambers, L. H.

2012-08-01

With smartphone sales currently surpassing laptop sales, it is hard not to think that these devices will have a place in the classroom. More specifically, with little to no monetary investment, classroom-centric mobile applications have the ability to suit the needs of teachers. Previously, programming such an item was a daunting task to the classroom teacher. But now, through the use of online visual tools, anyone has the ability to generate a mobile application to suit individual classroom needs. The "MY NASA DATA" (MND) project has begun work on such an application. Using online tools that are directed at the non-programmer, the team has developed two usable mobile applications ("apps") that fit right into the science classroom. The two apps generated include a cloud dichotomous key for cloud identification in the field, and an atmospheric science glossary to help with standardized testing key vocabulary and classroom assignments. Through the use of free online tools, teachers and students now have the ability to customize mobile applications to meet their individual needs. As an extension of the mobile applications, the MND team is planning web-based application programming interfaces (API's) that will be generated from data that is currently included in the MND Live Access Server. This will allow teachers and students to choose data sets that they want to include in the mobile application without having to populate the API themselves. Through the use of easy to understand online mobile app tutorials and MND data sets, teachers will have the ability to generate unit-specific mobile applications to further engage and empower students in the science classroom.

A leap forward with UTK s Cray XC30

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

Fahey, Mark R

2014-01-01

This paper shows a significant productivity leap for several science groups and the accomplishments they have made to date on Darter - a Cray XC30 at the University of Tennessee Knoxville. The increased productivity is due to faster processors and interconnect combined in a new generation from Cray, and yet it still has a very similar programming environment as compared to previous generations of Cray machines that makes porting easy.

PREPARING FOR EXASCALE: ORNL Leadership Computing Application Requirements and Strategy

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

Joubert, Wayne; Kothe, Douglas B; Nam, Hai Ah

2009-12-01

In 2009 the Oak Ridge Leadership Computing Facility (OLCF), a U.S. Department of Energy (DOE) facility at the Oak Ridge National Laboratory (ORNL) National Center for Computational Sciences (NCCS), elicited petascale computational science requirements from leading computational scientists in the international science community. This effort targeted science teams whose projects received large computer allocation awards on OLCF systems. A clear finding of this process was that in order to reach their science goals over the next several years, multiple projects will require computational resources in excess of an order of magnitude more powerful than those currently available. Additionally, for themore » longer term, next-generation science will require computing platforms of exascale capability in order to reach DOE science objectives over the next decade. It is generally recognized that achieving exascale in the proposed time frame will require disruptive changes in computer hardware and software. Processor hardware will become necessarily heterogeneous and will include accelerator technologies. Software must undergo the concomitant changes needed to extract the available performance from this heterogeneous hardware. This disruption portends to be substantial, not unlike the change to the message passing paradigm in the computational science community over 20 years ago. Since technological disruptions take time to assimilate, we must aggressively embark on this course of change now, to insure that science applications and their underlying programming models are mature and ready when exascale computing arrives. This includes initiation of application readiness efforts to adapt existing codes to heterogeneous architectures, support of relevant software tools, and procurement of next-generation hardware testbeds for porting and testing codes. The 2009 OLCF requirements process identified numerous actions necessary to meet this challenge: (1) Hardware capabilities must be advanced on multiple fronts, including peak flops, node memory capacity, interconnect latency, interconnect bandwidth, and memory bandwidth. (2) Effective parallel programming interfaces must be developed to exploit the power of emerging hardware. (3) Science application teams must now begin to adapt and reformulate application codes to the new hardware and software, typified by hierarchical and disparate layers of compute, memory and concurrency. (4) Algorithm research must be realigned to exploit this hierarchy. (5) When possible, mathematical libraries must be used to encapsulate the required operations in an efficient and useful way. (6) Software tools must be developed to make the new hardware more usable. (7) Science application software must be improved to cope with the increasing complexity of computing systems. (8) Data management efforts must be readied for the larger quantities of data generated by larger, more accurate science models. Requirements elicitation, analysis, validation, and management comprise a difficult and inexact process, particularly in periods of technological change. Nonetheless, the OLCF requirements modeling process is becoming increasingly quantitative and actionable, as the process becomes more developed and mature, and the process this year has identified clear and concrete steps to be taken. This report discloses (1) the fundamental science case driving the need for the next generation of computer hardware, (2) application usage trends that illustrate the science need, (3) application performance characteristics that drive the need for increased hardware capabilities, (4) resource and process requirements that make the development and deployment of science applications on next-generation hardware successful, and (5) summary recommendations for the required next steps within the computer and computational science communities.« less

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

NASA Astrophysics Data System (ADS)

Bennett, Jeffrey O.; Morrow, Cherilynn A.

1994-04-01

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

[The educational context to train health care professionals. A qualitative approach].

PubMed

Matus B, Olga; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Márquez U, Carolina; Stotz R, Melita; Fasce H, Eduardo

2017-07-01

There are differences in the educational context in Health Sciences, between clinical and non-clinical teachers. Therefore, the didactic and reflexive peculiarities of both educational scenarios should be analyzed. To describe the conditions of the educational context in Health Sciences for the practice of the teaching role in a Chilean university. Qualitative study, performed according to Grounded Theory of Strauss and Corbin. Thirty one teachers from six health sciences programs were selected according to Patton's maximum variation criterion and contacted personally, after an informed consent process. Semi-structured interviews and focus group were performed, analyzed by open coding, using the constant comparison method, with the Atlas-ti 7.5.2 software. Six conditions of the educational context that can support the teaching role in these careers emerged. Namely, a clinical field suited for patient attention and teaching, classrooms designed for the new educational models, number of students in the classrooms and clinical settings, insertion programs for teachers' training, teachers' coordination and economic resources of the program. Health Sciences programs are developed in a complex educational context, having to articulate diverse elements to train professionals. Therefore, it is fundamental to understand the conditions of the educational context that can favor the practice of the teaching role, thus generating improvements in teaching-learning process.

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

NASA Technical Reports Server (NTRS)

Bennett, Jeffrey O.; Morrow, Cherilynn A.

1994-01-01

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

CTE Teachers' Perspectives on the Process of CTE and Science Content Integration: A Grounded Theory

NASA Astrophysics Data System (ADS)

Spindler, Matthew Kenneth

The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future.

NASA Planetary Science Summer School: Longitudinal Study

NASA Astrophysics Data System (ADS)

Giron, Jennie M.; Sohus, A.

2006-12-01

NASA’s Planetary Science Summer School is a program designed to prepare the next generation of scientists and engineers to participate in future missions of solar system exploration. The opportunity is advertised to science and engineering post-doctoral and graduate students with a strong interest in careers in planetary exploration. Preference is given to U.S. citizens. The “school” consists of a one-week intensive team exercise learning the process of developing a robotic mission concept into reality through concurrent engineering, working with JPL’s Advanced Project Design Team (Team X). This program benefits the students by providing them with skills, knowledge and the experience of collaborating with a concept mission design. A longitudinal study was conducted to assess the impact of the program on the past participants of the program. Data collected included their current contact information, if they are currently part of the planetary exploration community, if participation in the program contributed to any career choices, if the program benefited their career paths, etc. Approximately 37% of 250 past participants responded to the online survey. Of these, 83% indicated that they are actively involved in planetary exploration or aerospace in general; 78% said they had been able to apply what they learned in the program to their current job or professional career; 100% said they would recommend this program to a colleague.

Generation of physician-scientists manpower: a follow-up study of the first 294 graduates of the Harvard-MIT Program of Health Sciences and Technology.

PubMed

Abelmann, W H; Nave, B D; Wilkerson, L

1997-06-01

The MD program of the Harvard-MIT Division of Health Sciences and Technology was founded in 1970. One of its goals was the application of the academic resources of the two universities to the education of leaders in academic medicine and biomedical sciences. The first MD class was admitted in 1971. Prerequisites for admission are a strong background in quantitative sciences and demonstrated interest in research. Research and a thesis are obligatory. Enrollment in a PhD program is elective. Questionnaires were sent to 293 alumni who graduated from the MD program between 1975 and 1988, followed up by letters and telephone calls. By 1988, 296 students had graduated, 207 with an MD only, 89 with MD-PhD degrees. Follow-up by questionnaires of 293 living graduates (92%), plus indirect data on 11 others, revealed that 212 (75%) held faculty appointments in 64 medical schools. Overall, 73.5% of respondents were engaged in research: 68% of MDs and 86% of MD-PhDs. One hundred and four (38%) respondents spent more than 50% of their time on research: 54 (29%) of MDs and 50 (60%) of MD-PhDs. Seventy-five percent of respondents were active in teaching. Our experience indicates that both an MD-PhD program and a research-oriented MD program are effective in producing physician-scientists and leaders in academic medicine.

NASA's Advanced Information Systems Technology (AIST) Program: Advanced Concepts and Disruptive Technologies

NASA Astrophysics Data System (ADS)

Little, M. M.; Moe, K.; Komar, G.

2014-12-01

NASA's Earth Science Technology Office (ESTO) manages a wide range of information technology projects under the Advanced Information Systems Technology (AIST) Program. The AIST Program aims to support all phases of NASA's Earth Science program with the goal of enabling new observations and information products, increasing the accessibility and use of Earth observations, and reducing the risk and cost of satellite and ground based information systems. Recent initiatives feature computational technologies to improve information extracted from data streams or model outputs and researchers' tools for Big Data analytics. Data-centric technologies enable research communities to facilitate collaboration and increase the speed with which results are produced and published. In the future NASA anticipates more small satellites (e.g., CubeSats), mobile drones and ground-based in-situ sensors will advance the state-of-the-art regarding how scientific observations are performed, given the flexibility, cost and deployment advantages of new operations technologies. This paper reviews the success of the program and the lessons learned. Infusion of these technologies is challenging and the paper discusses the obstacles and strategies to adoption by the earth science research and application efforts. It also describes alternative perspectives for the future program direction and for realizing the value in the steps to transform observations from sensors to data, to information, and to knowledge, namely: sensor measurement concepts development; data acquisition and management; data product generation; and data exploitation for science and applications.

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

NASA Astrophysics Data System (ADS)

Holmes, M. A.

2015-12-01

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

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.

A case study exploring science competence and science confidence of middle school girls from marginalized backgrounds

NASA Astrophysics Data System (ADS)

Garcia, Yeni Violeta

The inclusion of learners from underrepresented background in biology field research experiences has not been widely explored in the literature. Increased access and equity to experiences for groups historically underrepresented in science, technology, engineering, and mathematics (STEM) has been identified as a priority for many, yet little is known about the components these experiences should have and what types of transformations participants undergo as a result of these experiences. This dissertation explored the systemic creation of an intervention purposely designed to serve middle school girls from underrepresented backgrounds, the implementation of such intervention, and effect on the girls' science competence and science confidence. El Espejo, Spanish for "The Mirror," was an ongoing field ecology research program for middle schools girls founded in 2009 at a local interdisciplinary learning center. Girls from all walks of life had the opportunity to be apprentice researchers and to work with scientists and science educators from the local community. All activities were strategically designed to promote student-led inquiry, career awareness, cultural awareness, and opportunities for research and mentorship for girls from underrepresented backgrounds. An increased understanding of if, how, and why this experience was perceived by the girls to be life changing was of importance to add to the conversations that seek ways to inspire and prepare this generation of students to be the next generation of scientists. The study built on systems theory, and on theories that were embedded in the participants' system: critical race theory, identity theory, and experiential learning theory, grounded in the context of the lived experiences of girls from underrepresented backgrounds. The girls' experiences were captured through journals, observer participant notes, photo-documentation, artifacts (posters, videos) created by the girls, and by using science perception tools as well as ecological knowledge tools to gage change in perceptions before and after the program. Research questions centered on understanding what key components were necessary to inspire and motivate the girls to ask questions about the natural world, exploring ecological knowledge as a component of scientific literacy, and on understanding science identity formation as an integrated process. Analyses of qualitative and quantitative data occurred through a systems lens to explore the intersection of experience, identity, place, science knowledge, and science perceptions for the girls in this environment. The findings indicate that the program was successful in changing the perceptions of science the girls had at the beginning of the program compared to the end of the program. The experience was overall successful as evidenced by the experiences, stories, and insights from the eight case studies examined in depth. All case study participants indicated a continued interest in science or a newly discovered interest in science related topics that they had not considered before the program. The pre-post content test was not indicative of the concepts the girls learned through the process of scientific inquiry. These findings have implications for the design, implementation, and evaluation of current and future interventions that seek to provide opportunities for underrepresented populations, for the facilitators, classroom teachers, parents, community members, and policy makers vested in providing a space where creation, innovation, and transformation of experience can take place. This is a pivotal undertaking to inspire and prepare girls from underrepresented backgrounds to be leaders in STEM.

A Ten Year Assessment of the Pre-Engineering Program for Under-Represented, Low Income and/or First Generation College Students at the University of Akron

ERIC Educational Resources Information Center

Lam, Paul C.; Srivatsan, Tirumalai; Doverspike, Dennis; Vesalo, John; Mawasha, P. Ruby

2005-01-01

This paper summarizes the findings of a ten year study on a Pre-Engineering program aimed at dramatically improving both the recruitment and retention of under-represented students pursuing careers in Science, Technology, Engineering and Mathematics (STEM) at The University of Akron. The primary goal of this study was to evaluate The University of…

Training the next generation of research mentors: the University of California, San Francisco, Clinical & Translational Science Institute Mentor Development Program.

PubMed

Feldman, Mitchell D; Huang, Laurence; Guglielmo, B Joseph; Jordan, Richard; Kahn, James; Creasman, Jennifer M; Wiener-Kronish, Jeanine P; Lee, Kathryn A; Tehrani, Ariane; Yaffe, Kristine; Brown, Jeanette S

2009-06-01

Mentoring is a critical component of career development and success for clinical translational science research faculty. Yet few programs train faculty in mentoring skills. We describe outcomes from the first two faculty cohorts who completed a Mentor Development Program (MDP) at UCSF. Eligibility includes having dedicated research time, expertise in a scientific area and a desire to be a lead research mentor. A post-MDP survey measured the program's impact on enhancement of five key mentoring skills, change in the Mentors-in-Training (MIT) self-rated importance of being a mentor to their career satisfaction, and overall confidence in their mentoring skills. Since 2007, 29 MITs participated in and 26 completed the MDP. Only 15% of the MITs reported any previous mentor training. Overall, 96% of MITs felt that participation in the MDP helped them to become better mentors. A majority reported a significant increase in confidence in mentoring skills and most reported an increased understanding of important mentoring issues at UCSF. MITs reported increased confidence in overall and specific mentoring skills after completion of the MDP. The MDP can serve as a model for other institutions to develop the next generation of clinical-translational research mentors.

Laboratory Directed Research and Development Program FY 2008 Annual Report

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

editor, Todd C Hansen

2009-02-23

The Ernest Orlando Lawrence Berkeley National Laboratory (Berkeley Lab or LBNL) is a multi-program national research facility operated by the University of California for the Department of Energy (DOE). As an integral element of DOE's National Laboratory System, Berkeley Lab supports DOE's missions in fundamental science, energy resources, and environmental quality. Berkeley Lab programs advance four distinct goals for DOE and the nation: (1) To perform leading multidisciplinary research in the computing sciences, physical sciences, energy sciences, biosciences, and general sciences in a manner that ensures employee and public safety and protection of the environment. (2) To develop and operatemore » unique national experimental facilities for qualified investigators. (3) To educate and train future generations of scientists and engineers to promote national science and education goals. (4) To transfer knowledge and technological innovations and to foster productive relationships among Berkeley Lab's research programs, universities, and industry in order to promote national economic competitiveness. Berkeley Lab's research and the Laboratory Directed Research and Development (LDRD) program support DOE's Strategic Themes that are codified in DOE's 2006 Strategic Plan (DOE/CF-0010), with a primary focus on Scientific Discovery and Innovation. For that strategic theme, the Fiscal Year (FY) 2008 LDRD projects support each one of the three goals through multiple strategies described in the plan. In addition, LDRD efforts support the four goals of Energy Security, the two goals of Environmental Responsibility, and Nuclear Security (unclassified fundamental research that supports stockpile safety and nonproliferation programs). The LDRD program supports Office of Science strategic plans, including the 20-year Scientific Facilities Plan and the Office of Science Strategic Plan. The research also supports the strategic directions periodically under consideration and review by the Office of Science Program Offices, such as LDRD projects germane to new research facility concepts and new fundamental science directions. Berkeley Lab LDRD program also play an important role in leveraging DOE capabilities for national needs. The fundamental scientific research and development conducted in the program advances the skills and technologies of importance to our Work For Others (WFO) sponsors. Among many directions, these include a broad range of health-related science and technology of interest to the National Institutes of Health, breast cancer and accelerator research supported by the Department of Defense, detector technologies that should be useful to the Department of Homeland Security, and particle detection that will be valuable to the Environmental Protection Agency. The Berkeley Lab Laboratory Directed Research and Development Program FY2008 report is compiled from annual reports submitted by principal investigators following the close of the fiscal year. This report describes the supported projects and summarizes their accomplishments. It constitutes a part of the LDRD program planning and documentation process that includes an annual planning cycle, project selection, implementation, and review.« less

Investigating How Nontraditional Elementary Pre-service Teachers Negotiate the Teaching of Science

NASA Astrophysics Data System (ADS)

Shelton, Mythianne

This qualitative study was designed to investigate the influences on nontraditional preservice teachers as they negotiated the teaching of science in elementary school. Based upon a sociocultural theoretical framework with an identity-in-practice lens, these influences included beliefs about science teaching, life experiences, and the impact of the teacher preparation program. The study sample consisted of two nontraditional preservice teachers who were student teaching in an elementary classroom. Data, collected over a five-month period, included in-depth individual interviews, classroom observations, audio recordings, and reviews of documentations. Interviews focused on the participants' beliefs relating to the teaching of science, prior experiences, and their teacher preparation program experiences relating to the teaching of science. Classroom observations provided additional insights into the classroom setting, participants' teaching strategies, and participants' interactions with the students and cooperating teacher. A whole-text analysis of the interview transcripts, observational field notes, audio recordings and documents generated eight major categories: beliefs about science teaching, role of family, teaching science in the classroom, teacher identity, non-teacher identity, relationships with others, discourses of classroom teaching, and discourses of teachers. The following significant findings emerged from the data: (a) the identity of nontraditional student teachers as science teachers related to early life experiences in science classes; (b) the identity of nontraditional student teachers as science teachers was influenced by their role as parents; (c) nontraditional student teachers learned strategies that supported their beliefs about inquiry learning; and (d) nontraditional student teachers valued the teacher preparation program support system. The results from this qualitative study suggest that sociocultural theory with an identity-in-practice lens provides a theoretical framework for understanding the influences that affect why nontraditional preservice teachers select strategies to teach science in the elementary classroom.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.; Bhattacharjee, A.; Longcope, D. W.; Sojka, J. J.

2010-12-01

Heliophysics Summer Schools. NASA Living With a Star and the University Corporation for Atmospheric Research, Visiting Scientist Programs sponsor the Heliophysics Summer Schools to build the next generation of scientists in this new field. The series of summer schools (commencing 2007) trains graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth’s troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks for use at universities worldwide. Subsequent years will both teach generations of students and faculty and develop the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. Heliophysics is a developing scientific discipline integrating studies of the Sun’s variability, the surrounding heliopsphere, and climate environments. Over the past few centuries, our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. The three volumes, “Plasma Physics of the Local Cosmos”, “Space Storms and Radiation: Causes and Effects” and “Evolving Solar Activity and the Climates of Space and Earth”, edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University, integrate such diverse topics for the first time as a coherent intellectual discipline. The books may be ordered through Cambridge University Press, and provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics, aeronomy, space weather, planetary science and climate science. Heliophysics Postdoctoral Program. Hosting/mentoring scientists and postdoctoral fellows are invited to apply to this new program designed to train the next generation of researchers in heliophysics. Two major topics of focus for LWS are the science of space weather and of the Sun-climate connection. Preference is given to applicants whose proposed research addresses one of these two foci; but any research program relevant to LWS is considered. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host institutions and mentoring scientists will play critical roles. Interested hosts may submit information about their research on a central database for this program: http://www.vsp.ucar.edu/Heliophysics/

On agent-based modeling and computational social science.

PubMed

Conte, Rosaria; Paolucci, Mario

2014-01-01

In the first part of the paper, the field of agent-based modeling (ABM) is discussed focusing on the role of generative theories, aiming at explaining phenomena by growing them. After a brief analysis of the major strengths of the field some crucial weaknesses are analyzed. In particular, the generative power of ABM is found to have been underexploited, as the pressure for simple recipes has prevailed and shadowed the application of rich cognitive models. In the second part of the paper, the renewal of interest for Computational Social Science (CSS) is focused upon, and several of its variants, such as deductive, generative, and complex CSS, are identified and described. In the concluding remarks, an interdisciplinary variant, which takes after ABM, reconciling it with the quantitative one, is proposed as a fundamental requirement for a new program of the CSS.

On agent-based modeling and computational social science

PubMed Central

Conte, Rosaria; Paolucci, Mario

2014-01-01

In the first part of the paper, the field of agent-based modeling (ABM) is discussed focusing on the role of generative theories, aiming at explaining phenomena by growing them. After a brief analysis of the major strengths of the field some crucial weaknesses are analyzed. In particular, the generative power of ABM is found to have been underexploited, as the pressure for simple recipes has prevailed and shadowed the application of rich cognitive models. In the second part of the paper, the renewal of interest for Computational Social Science (CSS) is focused upon, and several of its variants, such as deductive, generative, and complex CSS, are identified and described. In the concluding remarks, an interdisciplinary variant, which takes after ABM, reconciling it with the quantitative one, is proposed as a fundamental requirement for a new program of the CSS. PMID:25071642

World-leading science with SPIRou - The nIR spectropolarimeter / high-precision velocimeter for CFHT

NASA Astrophysics Data System (ADS)

Delfosse, X.; Donati, J.-F.; Kouach, D.; Hébrard, G.; Doyon, R.; Artigau, E.; Bouchy, F.; Boisse, I.; Brun, A. S.; Hennebelle, P.; Widemann, T.; Bouvier, J.; Bonfils, X.; Morin, J.; Moutou, C.; Pepe, F.; Udry, S.; do Nascimento, J.-D.; Alencar, S. H. P.; Castilho, B. V.; Martioli, E.; Wang, S. Y.; Figueira, P.; Santos, N. C.

2013-11-01

SPIRou is a near-infrared (nIR) spectropolarimeter / velocimeter proposed as a new-generation instrument for CFHT. SPIRou aims in particular at becoming world-leader on two forefront science topics, (i) the quest for habitable Earth-like planets around very- low-mass stars, and (ii) the study of low-mass star and planet formation in the presence of magnetic fields. In addition to these two main goals, SPIRou will be able to tackle many key programs, from weather patterns on brown dwarf to solar-system planet atmospheres, to dynamo processes in fully-convective bodies and planet habitability. The science programs that SPIRou proposes to tackle are forefront (identified as first priorities by most research agencies worldwide), ambitious (competitive and complementary with science programs carried out on much larger facilities, such as ALMA and JWST) and timely (ideally phased with complementary space missions like TESS and CHEOPS). SPIRou is designed to carry out its science mission with maximum efficiency and optimum precision. More specifically, SPIRou will be able to cover a very wide single-shot nIR spectral domain (0.98-2.35 μm) at a resolving power of 73.5K, providing unpolarized and polarized spectra of low-mass stars with a ˜15% average throughput and a radial velocity (RV) precision of 1 m/s.

IYA2009 NASA Programs: Midyear Status

NASA Astrophysics Data System (ADS)

Hasan, H.; Smith, D. A.

2010-08-01

NASA's Science Mission Directorate's (SMD) celebration of the International Year of Astronomy (IYA) 2009 was kicked off in January 2009 with a sneak preview of a multi-wavelength image of M101, and of other images from NASA's space science missions. Since then some of the exciting science generated by NASA's missions in astrophysics, planetary science and heliophysics, which has been given an IYA2009 flavor, has been made available to students, educators and the public worldwide. Some examples of the progress of NASA's programs are presented. The Visions of the Universe traveling exhibit of NASA images to public libraries around the country has been a spectacular success and is being extended to include more libraries. NASA IYA Student Ambassadors met at summer workshop and presented their projects. NASA's Afterschool Universe has provided IYA training to community-based organizations, while pre-launch teacher workshops associated with the Kepler and WISE missions have been designed to engage educators in the science of these missions. IYA activities have been associated with several missions launched this year. These include the Hubble Servicing Mission 4, Kepler, Herschel/Planck, and LCROSS. The NASA IYA website continues to be popular, getting visitors spanning a wide spectrum. NASA's IYA programs have captured the imagination of the public and continue to keep it engaged in the scientific exploration of the universe.

Ecology, Democracy, and Green Schools: An Integrated Framework

ERIC Educational Resources Information Center

Kensler, Lisa A. W.

2012-01-01

Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching…

Acting Like Rain

ERIC Educational Resources Information Center

Baldwin, Kathryn; Wilson, Allison

2017-01-01

Having high-quality early childhood education programs that prepare children for success in school and later years continues to be an ever increasing national priority. While the "Next Generation Science Standards" ("NGSS") do not provide standards for preschool, there are ample opportunities to use the Standards as a guide to…

Bioinformatics and the Undergraduate Curriculum

ERIC Educational Resources Information Center

Maloney, Mark; Parker, Jeffrey; LeBlanc, Mark; Woodard, Craig T.; Glackin, Mary; Hanrahan, Michael

2010-01-01

Recent advances involving high-throughput techniques for data generation and analysis have made familiarity with basic bioinformatics concepts and programs a necessity in the biological sciences. Undergraduate students increasingly need training in methods related to finding and retrieving information stored in vast databases. The rapid rise of…

Beyond Einstein

NASA Astrophysics Data System (ADS)

Hertz, P.

2003-03-01

The Structure and Evolution of the Universe (SEU) theme within NASA's Office of Space Science seeks to explore and understand the dynamic transformations of energy in the Universe - the entire web of biological and physical interactions that determine the evolution of our cosmic habitat. This search for understanding will enrich the human spirit and inspire a new generation of explorers, scientists, and engineers. To that end, NASA's strategic planning process has generated a new Roadmap to enable those goals. Called "Beyond Einstein", this Roadmap identifies three science objectives for the SEU theme: (1) Find out what powered the Big Bang; (2) Observe how black holes manipulate space, time, and matter; and (3) Identify the mysterious dark energy pullingthe Universe apart. These objectives can be realized through a combination of large observatories (Constellation-X, LISA), moderate sized, PI-led missions (the Einstein Probes), and a contuinuing program of technology development, research and analysis, and education/public outreach. In this presentation, NASA's proposed Beyond Einstein Program will be described. The full Roadmap is available at http://universe.nasa.gov/.

In-Space Propulsion for Science and Exploration

NASA Technical Reports Server (NTRS)

Bishop-Behel, Karen; Johnson, Les

2004-01-01

This paper presents viewgraphs on the development of In-Space Propulsion Technologies for Science and Exploration. The topics include: 1) In-Space Propulsion Technology Program Overview; 2) In-Space Propulsion Technology Project Status; 3) Solar Electric Propulsion; 4) Next Generation Electric Propulsion; 5) Aerocapture Technology Alternatives; 6) Aerocapture; 7) Advanced Thermal Protection Systems Developed and Being Tested; 8) Solar Sails; 9) Advanced Chemical Propulsion; 10) Momentum Exchange Tethers; and 11) Momentum-exchange/electrodynamic reboost (MXER) Tether Basic Operation.

The importance of research in the MEPI program: perspectives from the National Institutes of Health.

PubMed

Glass, Roger I; Razak, Myat Htoo; Said, Maria

2014-08-01

The Medical Education Partnership Initiative (MEPI), which aims to strengthen and transform education in medicine and the health sciences in Africa, has placed special emphasis on including research as part of new curricula. The great progress achieved against HIV/AIDS globally has been based in part on major research conducted by African investigators working in African institutions at African field sites in collaboration with international partners. This experience demonstrates the key role of academic institutions in generating knowledge while training the next generation of health professionals. Research is a key driver of innovation in the health sciences, and it can spur global collaborations, build substantial financial support, empower scientific leadership, and promote economic development. Through MEPI, young investigators are becoming engaged in research training early in their careers with projects that develop research skills to help them better understand how to evaluate and integrate new evidence into policy and practice, advance the science of health within their countries, and strengthen the academic institutions in which they work. Research training is an essential component of MEPI and should endure long after the program ends. It may help build a critical mass of researchers as well as a cadre of health professionals, teachers, and leaders who will be better equipped to embrace the continually changing panorama of advances in the health sciences.

Strengthening STEM Education through Community Partnerships

PubMed Central

Lopez, Colleen A.; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R.; Mothé, Bianca R.

2017-01-01

California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest. PMID:28725512

Strengthening STEM Education through Community Partnerships.

PubMed

Lopez, Colleen A; Rocha, Jon; Chapman, Matthew; Rocha, Kathleen; Wallace, Stephanie; Baum, Steven; Lawler, Brian R; Mothé, Bianca R

2016-01-01

California State University San Marcos (CSUSM) and San Marcos Elementary Schools have established a partnership to offer a large-scale community service learning opportunity to enrich science curriculum for K-5 students. It provides an opportunity for science, technology, engineering, and math (STEM) majors to give back to the community, allowing them to experience teaching in an elementary classroom setting, in schools that lack the resources and science instructor specialization needed to instill consistent science curricula. CSUSM responded to this need for more STEM education by mobilizing its large STEM student body to design hands-on, interactive science lessons based on Next Generation Science Standards (NGSS). Since 2012, the program has reached out to over four thousand K-5 students, and assessment data have indicated an increase in STEM academic performance and interest.

Using Virtual and In-Person Engagement Opportunities to Connect K-12 Students, Teachers, and the Public With NASA Astromaterials Research and Exploration Science Assets

NASA Technical Reports Server (NTRS)

Graff, P.; Foxworth, S.; Luckey, M. K.; McInturff, B.; Mosie, A.; Runco, S.; Todd, N.; Willis, K. J.; Zeigler, R.

2017-01-01

Engaging K-12 students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets provides an extraordinary opportunity to connect audiences with authentic aspects unique to our nation's space program. NASA ARES has effectively engaged audiences with 1) Science, Technology, Engineering and Mathematics (STEM) experts, 2) NASA specialized facilities, and 3) NASA astromaterial samples through both virtual and in-person engagement opportunities. These engagement opportunities help connect local and national audiences with STEM role models, promote the exciting work being facilitated through NASA's Science Mission Directorate, and expose our next generation of scientific explorers to science they may be inspired to pursue as a future STEM career.

Building the Next Generation of Scientists with US-Africa Exchange Programs

NASA Astrophysics Data System (ADS)

Sheth, Kartik

2014-01-01

In the past couple of decades and in the upcoming decade an explosion of cutting edge multi-wavelength facilities have begun or are expected to be operating across the African continent (SALT, HESS, MITRA, AVN, PAPER, MeerKAT, African VLBI and the SKA). At the same time countries across the continent are developing human capacity in science and technology using astronomy as a gateway science. Building on previous collaborations between the National Radio Astronomy Observatory and South Africa, we are embarking on an effort to build a new international (and national) partnership to exchange students and faculty between the US and the African continent. I will describe the status and future development plans for this program.

S5: Information Technology for Science Missions

NASA Technical Reports Server (NTRS)

Coughlan, Joe

2017-01-01

NASA Missions and Programs create a wealth of science data and information that are essential to understanding our earth, our solar system and the universe. Advancements in information technology will allow many people within and beyond the Agency to more effectively analyze and apply these data and information to create knowledge. The desired end result is to see that NASA data and science information are used to generate the maximum possible impact to the nation: to advance scientific knowledge and technological capabilities, to inspire and motivate the nation's students and teachers, and to engage and educate the public.

Engaging Students and Teachers in Immersive Learning Experiences Alongside NASA Scientists and With Support from Institutional Partnerships

NASA Astrophysics Data System (ADS)

Jones, A. P.; Bleacher, L.; Glotch, T. D.; Heldmann, J. L.; Bleacher, J. E.; Young, K. E.; Selvin, B.; Firstman, R.; Lim, D. S. S.; Johnson, S. S.; Kobs-Nawotniak, S. E.; Hughes, S. S.

2015-12-01

The Remote, In Situ, and Synchrotron Studies for Science and Exploration (RIS4E) and Field Investigations to Enable Solar System Science and Exploration (FINESSE) teams of NASA's Solar System Exploration Research Virtual Institute conduct research that will help us more safely and effectively explore the Moon, Near Earth Asteroids, and the moons of Mars. These teams are committed to making their scientific research accessible and to using their research as a lens through which students and teachers can better understand the process of science. In partnership with the Alan Alda Center for Communicating Science at Stony Brook University, in spring of 2015 the RIS4E team offered a semester-long course on science journalism that culminated in a 10-day reporting trip to document scientific fieldwork in action during the 2015 RIS4E field campaign on the Big Island of Hawaii. Their work is showcased on ReportingRIS4E.com. The RIS4E science journalism course is helping to prepare the next generation of science journalists to accurately represent scientific research in a way that is appealing and understandable to the public. It will be repeated in 2017. Students and teachers who participate in FINESSE Spaceward Bound, a program offered in collaboration with the Idaho Space Grant Consortium, conduct science and exploration research in Craters of the Moon National Monument and Preserve. Side-by-side with NASA researchers, they hike through lava flows, operate field instruments, participate in science discussions, and contribute to scientific publications. Teachers learn about FINESSE science in the field, and bring it back to their classrooms with support from educational activities and resources. The second season of FINESSE Spaceward Bound is underway in 2015. We will provide more information about the RIS4E and FINESSE education programs and discuss the power of integrating educational programs within scientific programs, the strength institutional partnerships can provide, and the impact participating in immersive field experiences can have on learners.

From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education

PubMed Central

Parker, Joyce E.; Wagner, David J.

2016-01-01

The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. PMID:27587851

SUNY Oneonta Earth Sciences Outreach Program (ESOP) - Generating New Drilling Prospects for Geoscience Programs

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Ebert, J. R.

2010-12-01

The SUNY Oneonta ESOP is a National Science Foundation-funded program that, since 2005, has striven to address the dearth of students graduating with baccalaureate degrees in geoscience disciplines. In large part, its goal has been to provide talented STEM-oriented students with dual-enrollment college-level geoscience programs run by their local teachers for college credit. These high-school upperclassman experiences have been shown to be effective in recruiting talented students to geoscience fields, and we believe that this program is a model by which more baccalaureate programs can locate "new drilling prospects" to keep the pipeline of talented and trained geoscientists flowing into the workforce. In this presentation, we will highlight the current efforts to expand ESOP to other high schools around the country and in recruiting other colleges and universities to create their own dual-enrollment programs. We will also highlight how a senior-level geoscience course is ideal for providing students with meaningful geoscience inquiry experiences, and how we plan to support such efforts through the online teaching and learning cohorts designed to foster collaborative inquiry activities.

NASA Applied Sciences Disasters Program Support for the September 2017 Mexico Earthquakes

NASA Astrophysics Data System (ADS)

Glasscoe, M. T.; Kirschbaum, D.; Torres-Perez, J. L.; Yun, S. H.; Owen, S. E.; Hua, H.; Fielding, E. J.; Liang, C.; Bekaert, D. P.; Osmanoglu, B.; Amini, R.; Green, D. S.; Murray, J. J.; Stough, T.; Struve, J. C.; Seepersad, J.; Thompson, V.

2017-12-01

The 8 September M 8.1 Tehuantepec and 19 September M 7.1 Puebla earthquakes were among the largest earthquakes recorded in Mexico. These two events caused widespread damage, affecting several million people and causing numerous casualties. A team of event coordinators in the NASA Applied Sciences Program activated soon after these devastating earthquakes in order to support decision makers in Mexico, using NASA modeling and international remote sensing capabilities to generate decision support products to aid in response and recovery. The NASA Disasters Program promotes the use of Earth observations to improve the prediction of, preparation for, response to, and recovery from natural and technological disasters. For these two events, the Disasters Program worked with Mexico's space agency (Agencia Espacial Mexico, AEM) and the National Center for Prevention of Disasters (Centro Nacional de Prevención de Desastres, CENAPRED) to generate products to support response, decision-making, and recovery. Products were also provided to academic partners, technical institutions, and field responders to support response. In addition, the Program partnered with the US Geological Survey (USGS), Office of Foreign Disaster Assistance (OFDA), and other partners in order to provide information to federal and domestic agencies that were supporting event response. Leveraging the expertise of investigators at NASA Centers, products such as landslide susceptibility maps, precipitation models, and radar based damage assessments and surface deformation maps were generated and used by AEM, CENAPRED, and others during the event. These were used by AEM in collaboration with other government agencies in Mexico to make appropriate decisions for mapping damage, rescue and recovery, and informing the population regarding areas prone to potential risk. We will provide an overview of the response activities and data products generated in support of the earthquake response, partnerships with domestic and international partners, and preliminary feedback from end-user partners in Mexico during response efforts following these two earthquakes.

Generative Contexts

NASA Astrophysics Data System (ADS)

Lyles, Dan Allen

Educational research has identified how science, technology, engineering, and mathematics (STEM) practice and education have underperforming metrics in racial and gender diversity, despite decades of intervention. These disparities are part of the construction of a culture of science that is alienating to these populations. Recent studies in a social science framework described as "Generative Justice" have suggested that the context of social and scientific practice might be modified to bring about more just and equitable relations among the disenfranchised by circulating the value they and their non-human allies create back to them in unalienated forms. What is not known are the underlying principles of social and material space that makes a system more or less generative. I employ an autoethnographic method at four sites: a high school science class; a farm committed to "Black and Brown liberation"; a summer program geared towards youth environmental mapping; and a summer workshop for Harlem middle school students. My findings suggest that by identifying instances where material affinity, participatory voice, and creative solidarity are mutually reinforcing, it is possible to create educational contexts that generate unalienated value, and circulate it back to the producers themselves. This cycle of generation may help explain how to create systems of justice that strengthen and grow themselves through successive iterations. The problem of lack of diversity in STEM may be addressed not merely by recruiting the best and the brightest from underrepresented populations, but by changing the context of STEM education to provide tools for its own systematic restructuring.

Haptic augmentation of science instruction: Does touch matter?

NASA Astrophysics Data System (ADS)

Jones, M. Gail; Minogue, James; Tretter, Thomas R.; Negishi, Atsuko; Taylor, Russell

2006-01-01

This study investigated the impact of haptic augmentation of a science inquiry program on students' learning about viruses and nanoscale science. The study assessed how the addition of different types of haptic feedback (active touch and kinesthetic feedback) combined with computer visualizations influenced middle and high school students' experiences. The influences of a PHANToM (a sophisticated haptic desktop device), a Sidewinder (a haptic gaming joystick), and a mouse (no haptic feedback) interface were compared. The levels of engagement in the instruction and students' attitudes about the instructional program were assessed using a combination of constructed response and Likert scale items. Potential cognitive differences were examined through an analysis of spontaneously generated analogies that appeared during student discourse. Results showed that the addition of haptic feedback from the haptic-gaming joystick and the PHANToM provided a more immersive learning environment that not only made the instruction more engaging but may also influence the way in which the students construct their understandings about abstract science concepts.

Guidelines for Building Science Education

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

Metzger, Cheryn E.; Rashkin, Samuel; Huelman, Pat

The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part inmore » the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to building science education. This report summarizes the steps DOE has taken to develop guidance for building science education and outlines a path forward towards creating real change for an industry in need. The Guidelines for Building Science Education outlined in Appendix A of this report have been developed for external stakeholders to use to certify that their programs are incorporating the most important aspects of building science at the most appropriate proficiency level for their role. The guidelines are intended to be used primarily by training organizations, universities, and certification bodies. Each guideline can be printed or saved as a stand-alone document for ease-of-use by the respective stakeholder group. In 2015, DOE, with leadership from Pacific Northwest National Laboratory (PNNL), is launching a multi-year campaign to promote the adoption of the Guidelines for Building Science Education in a variety of training settings.« less

Cheyney University Curriculum and Infrastructure Enhamcement in STEM

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

Eva, Sakkar Ara

Cheyney University is the oldest historically Black educational institution in America. Initially established as a “normal” school emphasizing the matriculation of educators, Cheyney has become a comprehensive university, one of 14 state universities comprising the Pennsylvania State System of Higher Education (PASSHE). Cheyney University graduates still become teachers, but they also enter such fields as journalism, medicine, science, mathematics, law, communication and government. Cheyney University is a small state owned HBCU with very limited resource. At present the university has about a thousand students with 15% in STEM. The CUCIES II grant made significant contribution in saving the computer sciencemore » program from being a discontinued program in the university. The grant enabled the university to hire a temporary faculty to teach in and update the computer science program. The program is enhanced with three tracks; cyber security, human computer interaction and general. The updated and enhanced computer science program will prepare professionals in the area of computer science with the knowledge, skills, and professional ethic needed for the current market. The new curriculum was developed for a professional profile that would focus on the technologies and techniques currently used in the industry. With faculty on board, the university worked with the department to bring back the computer science program from moratorium. Once in the path of being discontinued and loosing students, the program is now growing. Currently the student number has increased from 12 to 30. University is currently in the process of hiring a tenure track faculty in the computer science program. Another product of the grant is the proposal for introductory course in nanotechnology. The course is intended to generate interest in the nanotechnology field. The Natural and Applied Science department that houses all of the STEM programs in Cheyney University, is currently working to bring back environmental science program from moratorium. The university has been working to improve minority participation in STEM and made significant stride in terms of progressing students toward graduate programs and into professoriate track. This success is due to faculty mentors who work closely with students to guiding them through the application processes for research internship and graduate programs; it is also due to the university forming collaborative agreements with research intensive institutions, federal and state agencies and industry. The grant assisted in recruiting and retaining students in STEM by offering tuition scholarship, research scholarship and travel awards. Faculty professional development was supported by the grant by funding travel to conferences, meetings and webinar. As many HBCU Cheyney University is also trying to do more with less. As the STEM programs are inherently expensive, these are the ones that suffer more when resources are scarce. One of the goals of Cheyney University strategic plan is to strengthen STEM programs that is coherent with the critical skill need of Department of Energy. All of the Cheyney University STEM programs are now located in the new science building funded by Pennsylvania state.« less

E-Science and Grids in Europe

NASA Astrophysics Data System (ADS)

Hey, Tony

2002-08-01

After defining what is meant by the term 'e-Science', this talk will survey the activity on e-Science and Grids in Europe. The two largest initiatives in Europe are the European Commission's portfolio of Grid projects and the UK e-Science program. The EU under its R Framework Program are funding nearly twenty Grid projects in a wide variety of application areas. These projects are in varying stages of maturity and this talk will focus on a subset that have most significant progress. These include the EU DataGrid project led by CERN and two projects - EuroGrid and Grip - that evolved from the German national Unicore project. A summary of the other EU Grid projects will be included. The UK e-Science initiative is a 180M program entirely focused on e-Science applications requiring resource sharing, a virtual organization and a Grid infrastructure. The UK program is unique for three reasons: (1) the program covers all areas of science and engineering; (2) all of the funding is devoted to Grid application and middleware development and not to funding major hardware platforms; and (3) there is an explicit connection with industry to produce robust and secure industrial-strength versions of Grid middleware that could be used in business-critical applications. A part of the funding, around 50M, but requiring an additional 'matching' $30M from industry in collaborative projects, forms the UK e-Science 'Core Program'. It is the responsibility of the Core Program to identify and support a set of generic middleware requirements that have emerged from a requirements analysis of the e-Science application projects. This has led to a much more data-centric vision for 'the Grid' in the UK in which access to HPC facilities forms only one element. More important for the UK projects are issues such as enabling access and federation of scientific data held in files, relational databases and other archives. Automatic annotation of data generated by high throughput experiments with XML-based metadata is seen as a key step towards developing higher-level Grid services for information retrieval and knowledge discovery. The talk will conclude with a survey of other Grid initiatives across Europe and look at possible future European projects.

Integrating Genetics and Social Science: Genetic Risk Scores

PubMed Central

Belsky, Daniel W.; Israel, Salomon

2014-01-01

The sequencing of the human genome and the advent of low-cost genome-wide assays that generate millions of observations of individual genomes in a matter of hours constitute a disruptive innovation for social science. Many public-use social science datasets have or will soon add genome-wide genetic data. With these new data come technical challenges, but also new possibilities. Among these, the lowest hanging fruit and the most potentially disruptive to existing research programs is the ability to measure previously invisible contours of health and disease risk within populations. In this article, we outline why now is the time for social scientists to bring genetics into their research programs. We discuss how to select genetic variants to study. We explain how the polygenic architecture of complex traits and the low penetrance of individual genetic loci pose challenges to research integrating genetics and social science. We introduce genetic risk scores as a method of addressing these challenges and provide guidance on how genetic risk scores can be constructed. We conclude by outlining research questions that are ripe for social science inquiry. PMID:25343363

NASA Radioisotope Power System Program - Technology and Flight Systems

NASA Technical Reports Server (NTRS)

Sutliff, Thomas J.; Dudzinski, Leonard A.

2009-01-01

NASA sometimes conducts robotic science missions to solar system destinations for which the most appropriate power source is derived from thermal-to-electrical energy conversion of nuclear decay of radioactive isotopes. Typically the use of a radioisotope power system (RPS) has been limited to medium and large-scale missions, with 26 U,S, missions having used radioisotope power since 1961. A research portfolio of ten selected technologies selected in 2003 has progressed to a point of maturity, such that one particular technology may he considered for future mission use: the Advanced Stirling Converter. The Advanced Stirling Radioisotope Generator is a new power system in development based on this Stirling cycle dynamic power conversion technology. This system may be made available for smaller, Discovery-class NASA science missions. To assess possible uses of this new capability, NASA solicited and funded nine study teams to investigate unique opportunities for exploration of potential destinations for small Discovery-class missions. The influence of the results of these studies and the ongoing development of the Advanced Stirling Radioisotope Generator system are discussed in the context of an integrated Radioisotope Power System program. Discussion of other and future technology investments and program opportunities are provided.

Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual-Degree Program.

PubMed

Gillman, Jennifer; Pillinger, Michael; Plottel, Claudia S; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S; Cronstein, Bruce N; Gold-von Simson, Gabrielle

2015-12-01

To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU-NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU-HHC CTSI) developed the Master's of Science in Clinical Investigation dual-degree (MD/MSCI) program. This 5-year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010-2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time-limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual-degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow-up is warranted to evaluate the academic trajectory of these students. © 2015 Wiley Periodicals, Inc.

Teaching Translational Research to Medical Students: The New York University School of Medicine's Master's of Science in Clinical Investigation Dual‐Degree Program

PubMed Central

Pillinger, Michael; Plottel, Claudia S.; Galeano, Claudia; Maddalo, Scott; Hochman, Judith S.; Cronstein, Bruce N.; Gold‐von Simson, Gabrielle

2015-01-01

Abstract To develop the next generation of translational investigators, New York University School of Medicine (NYUSOM) and the NYU‐NYC Health and Hospitals Corporation Clinical and Translational Science Institute (NYU‐HHC CTSI) developed the Master's of Science in Clinical Investigation dual‐degree (MD/MSCI) program. This 5‐year program dedicates 1 year to coursework and biomedical research, followed by a medical school/research overlap year, to prepare students for academic research careers. This paper details the MD/MSCI program's curriculum and approach to mentorship, describes the research/professional interests of students, and reports student productivity. In the first 4 years of the program (2010–2014) 20 students were matriculated; 7 (35%) were women, and 12 (60%) research projects were in surgical specialties. To date, 14 students have applied to residency, and half pursued surgical residency programs. Our students have produced 68 accepted abstracts, 15 abstracts in submission, 38 accepted papers, and 24 papers in submission. Despite the time‐limited nature of this program, additional training in research design and implementation has promoted a high level of productivity. We conclude that dual‐degree training in medicine and translational research is feasible for medical students and allows for meaningful participation in valuable projects. Follow‐up is warranted to evaluate the academic trajectory of these students. PMID:26365704

NASA Airborne Astronomy Ambassadors (AAA) Professional Development and NASA Connections

NASA Astrophysics Data System (ADS)

Backman, D. E.; Clark, C.; Harman, P. K.

2017-12-01

NASA's Airborne Astronomy Ambassadors (AAA) program is a three-part professional development (PD) experience for high school physics, astronomy, and earth science teachers. AAA PD consists of: (1) blended learning via webinars, asynchronous content learning, and in-person workshops, (2) a STEM immersion experience at NASA Armstrong's B703 science research aircraft facility in Palmdale, California, and (3) ongoing opportunities for connection with NASA astrophysics and planetary science Subject Matter Experts (SMEs). AAA implementation in 2016-18 involves partnerships between the SETI Institute and seven school districts in northern and southern California. AAAs in the current cohort were selected by the school districts based on criteria developed by AAA program staff working with WestEd evaluation consultants. The selected teachers were then randomly assigned by WestEd to a Group A or B to support controlled testing of student learning. Group A completed their PD during January - August 2017, then participated in NASA SOFIA science flights during fall 2017. Group B will act as a control during the 2017-18 school year, then will complete their professional development and SOFIA flights during 2018. A two-week AAA electromagnetic spectrum and multi-wavelength astronomy curriculum aligned with the Science Framework for California Public Schools and Next Generation Science Standards was developed by program staff for classroom delivery. The curriculum (as well as the AAA's pre-flight PD) capitalizes on NASA content by using "science snapshot" case studies regarding astronomy research conducted by SOFIA. AAAs also interact with NASA SMEs during flight weeks and will translate that interaction into classroom content. The AAA program will make controlled measurements of student gains in standards-based learning plus changes in student attitudes towards STEM, and observe & record the AAAs' implementation of curricular changes. Funded by NASA: NNX16AC51

Partnership in Innovative Preparation for Educators and Students (PIPES)

DTIC Science & Technology

2013-12-23

it? Sign up for this workshop to find out! You will construct a working wind generator to find out which turbine generates the most electricity...program an advanced robot that will accomplish a greater number of amazing tasks using additional sensors and commands. Requires some previous NXT...tech wireless networks and cell phones to solve a cyber-bullying mystery . Learn ways to stay safe online. 19 Kitchen Chemistry – Science and

G.I.F.K. project: Geosciences Information For Kids

NASA Astrophysics Data System (ADS)

Merlini, Anna Elisabetta; Grieco, Giovanni; Evardi, Mara; Oneta, Cristina; Invernizzi, Nicoletta; Aiello, Caterina

2016-04-01

Our GIFK program was born after the GIFT experience in 2015 when "The Geco" association attended the workshop focused on mineral resources topics. With an extremely clear vision of the fragility of our planet in relation to our "exploiting" society, we felt the need to find a new way to expose young generations to geoscience topics. With this awareness, a new scientific path for young students, named GIFK -Geosciences Information for Kids- has been created. Thanks to this program, young generations of students are involved in geoscience topics in order to bring up a more eco-aware generation in the future. Particularly, in Italy, we do need new didactic tools to bring kids into science. As part of the classic science program, often teachers do not have time to discuss about the current facts related to our planet and often students do not receive any type of "contact" with the daily scientific events from the school. This program is aimed to introduce small kids, from kindergarten to primary school, to Earth related issues. The key for the educational success is to give children the possibility to get involved in recent scientific information and to plunge into science topics. The connection with up to date scientific research or even just scientific news allows us to use media as a reinforcing tool, and provides a strong link to everyday life. In particular, the first project developed within the GIFK program deals with the amazing recent Sentinel missions performed by ESA (European Space Agency), related to the observation of the Earth from space. The main aim of this project is to discuss about environmental and exploitation problems that the Earth is facing, using satellite images in order to observe direct changes to the Earth surface overtime. Pupils are led to notice and understand how close the relation between daily life and planet Earth is and how important our behavior is even in small acts. Observing the Earth from space and in the Solar System context will give the students the awareness of how the life-balance of our planet is in serious danger now.

Empowering Rural Appalachian Youth Through Integrated Inquiry-based Earth Science

NASA Astrophysics Data System (ADS)

Cartwright, T. J.; Hogsett, M.

2009-05-01

Science education must be relevant and inspiring to keep students engaged and receptive to learning. Reports suggest that science education reform can be advanced by involving students in active research (NSF 1996). Through a 2-year Geoscience Education award from the National Science Foundation, a program called IDGE (Integrated Design for Geoscience Education) has targeted low-income, under-represented, and minority high school students in rural Appalachia in inquiry-based projects, international collaboration, and an international environmental expedition incorporating the GLOBE program protocols. This program targeted Upward Bound students at Marshall University in Huntington, West Virginia. The Upward Bound is a federally-supported program targeting low-income, under-represented, and minority students for inclusion in a summer academic- enrichment program. IDGE builds on the mission of Upward Bound by encouraging underprivileged students to investigate science and scientific careers. This outreach has proven to be successful in enhancing positive attitudes and understanding about science and increasing the number of students considering science careers. IDGE has found that students must be challenged to observe the world around them and to consider how their decisions affect the future of our planet, thus making geoscience relevant and interesting to the students. By making the geoscience course inquiry-based and incorporating field research that is relevant to local environmental issues, it becomes possible for students to bridge the gap between science in theory and science in practice while remaining engaged. Participants were able to broaden environmental connections through an ecological expedition experience to Costa Rica, serving as an opportunity to broaden the vision of students as members of an international community of learners and scientists through their experiences with a diverse natural environment. This trip, in coordination with the inclusion of scientific instruments such as GPS and probeware, fostered additional student interest in earth science. IDGE has shown to have a lasting effect on the participating students who learn from the experience that science is a dynamic field in need of creative minds who want to make discoveries. Through relevant inquiry, the quality of geoscience instruction is inspiring a new generation of geoscientists. This work was supported in part by the National Science Foundation under award 0735596. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.

EGG: Empirical Galaxy Generator

NASA Astrophysics Data System (ADS)

Schreiber, C.; Elbaz, D.; Pannella, M.; Merlin, E.; Castellano, M.; Fontana, A.; Bourne, N.; Boutsia, K.; Cullen, F.; Dunlop, J.; Ferguson, H. C.; Michałowski, M. J.; Okumura, K.; Santini, P.; Shu, X. W.; Wang, T.; White, C.

2018-04-01

The Empirical Galaxy Generator (EGG) generates fake galaxy catalogs and images with realistic positions, morphologies and fluxes from the far-ultraviolet to the far-infrared. The catalogs are generated by egg-gencat and stored in binary FITS tables (column oriented). Another program, egg-2skymaker, is used to convert the generated catalog into ASCII tables suitable for ingestion by SkyMaker (ascl:1010.066) to produce realistic high resolution images (e.g., Hubble-like), while egg-gennoise and egg-genmap can be used to generate the low resolution images (e.g., Herschel-like). These tools can be used to test source extraction codes, or to evaluate the reliability of any map-based science (stacking, dropout identification, etc.).

Finding the UV-Visible Path Forward: Proceedings of the Community Workshop to Plan the Future of UV/Visible Space Astrophysics

NASA Astrophysics Data System (ADS)

Scowen, Paul A.; Tripp, Todd; Beasley, Matt; Ardila, David; Andersson, B.-G.; Maíz Apellániz, Jesús; Barstow, Martin; Bianchi, Luciana; Calzetti, Daniela; Clampin, Mark; Evans, Christopher J.; France, Kevin; García García, Miriam; Gomez de Castro, Ana; Harris, Walt; Hartigan, Patrick; Howk, J. Christopher; Hutchings, John; Larruquert, Juan; Lillie, Charles F.; Matthews, Gary; McCandliss, Stephan; Polidan, Ron; Perez, Mario R.; Rafelski, Marc; Roederer, Ian U.; Sana, Hugues; Sanders, Wilton T.; Schiminovich, David; Thronson, Harley; Tumlinson, Jason; Vallerga, John; Wofford, Aida

2017-07-01

We present the science cases and technological discussions that came from the workshop titled “Finding the ultraviolet (UV)-Visible Path Forward” held at NASA GSFC 2015 June 25-26. The material presented outlines the compelling science that can be enabled by a next generation space-based observatory dedicated for UV-visible science, the technologies that are available to include in that observatory design, and the range of possible alternative launch approaches that could also enable some of the science. The recommendations to the Cosmic Origins Program Analysis Group from the workshop attendees on possible future development directions are outlined.

Preliminary design of a 100 kW turbine generator

NASA Technical Reports Server (NTRS)

Puthoff, R. L.; Sirocky, P. J.

1974-01-01

The National Science Foundation and the Lewis Research Center have engaged jointly in a Wind Energy Program which includes the design and erection of a 100 kW wind turbine generator. The machine consists primarily of a rotor turbine, transmission, shaft, alternator, and tower. The rotor, measuring 125 feet in diameter and consisting of two variable pitch blades operates at 40 rpm and generates 100 kW of electrical power at 18 mph wind velocity. The entire assembly is placed on top of a tower 100 feet above ground level.

The Unlikely Origins of NASA’s “Search for Origins” Program

NASA Astrophysics Data System (ADS)

Perez, Mario R.; Thronson, Harley A.

2017-01-01

NASA’s Origins Program for many years was by far one of the most important scientific initiatives in NASA’s history, linking together priority research campaigns in planetary science, astrophysics, and the biological sciences. It served also as an overarching description to the agency stakeholders of a new generation of major space missions and technology investments. Moreover, the Program, although no longer formally in existence, significantly influences multiple major science priorities for NASA even today. Remarkably, inception of NASA’s Origins Program — The Search for Our Cosmic Roots — two decades ago was initiated by the country’s political leadership, not by the scientific community, the National Academy of Sciences, or by an advisory panel of experts. Instead, it was an initiative by the White House in response to the stunning announcement of ‘evidence’ for life found on a Martian meteorite not long after the discovery of the first extrasolar planet orbiting a sun-like star. A White House memo dated in September 1996, written by John H. Gibbons, Assistant to the President for Science and Technology to Dan Goldin, NASA Administrator at that time, called for a “Space Summit” that would include experts on three broad topics: the universe, planets, and life.The summit was jointly organized by NASA and the National Research Council, and was chaired by Vice-President Al Gore in late October 1996. Three dozen biologists, planetary scientists, astronomers, and cosmologists participated. The outcome was the Origins Program, which has been a prominent part of NASA’s science program ever since, theme which is captured by the simple and profound questions: How Did We Get Here? and Are We Alone?This particular initiative and its genesis demonstrates that science discoveries, followed by political activism and then executive orders can impact and shape for decades the paths to major science priorities, practices, and implementation. In this presentation, we summarize the inception of the Search for Origins initiative, especially its beginnings outside the scientific community, and its early justification and activities.

Science Festivals: Grand Experiments in Public Outreach

NASA Astrophysics Data System (ADS)

Hari, K.

2015-12-01

Since the Cambridge Science Festival launched in 2007, communities across the United States have experimented with the science festival format, working out what it means to celebrate science and technology. What have we learned, and where might we go from here? The Science Festival Alliance has supported and tracked developments among U.S. festivals, and this presentation will present key findings from three years of independent evaluation. While science festivals have coalesced into a distinct category of outreach activity, the diversity of science festival initiatives reflects the unique character of the regions in which the festivals are organized. This symposium will consider how festivals generate innovative public programming by adapting to local conditions and spur further innovation by sharing insights into such adaptations with other festivals. With over 55 annual large scale science festivals in the US alone, we will discuss the implications of a dramatic increase in future festival activity.

A Study of Persistence in the Northeast State Community College Health-Related Programs of Study

NASA Astrophysics Data System (ADS)

Hamilton, Allana R.

2011-12-01

The purpose of the study was to identify factors that were positively associated with persistence to graduation by students who were admitted to Health-Related Programs leading to the degree associate of applied science at Northeast State Community College. The criterion variable in this study was persistence, which was categorized into two groups the persister group (program completers) and the nonpersister (program noncompleters) group. The predictor variables included gender, ethnic origin, first- (or nonfirst-) generation-student status, age, specific major program of study, number of remedial and/or developmental courses taken, grades in selected courses (human anatomy and physiology I and II, microbiology, probability and statistics, composition I, clinical I, clinical II), and number of mathematics and science credit hours earned prior to program admission. The data for this ex post facto nonexperimental design were located in Northeast State's student records database, Banner Information System. The subjects of the study were students who had been admitted into Health-Related Programs of study at a 2-year public community college between the years of 1999 and 2008. The population size was 761. Health-Related Programs of study included Dental Assisting, Cardiovascular Technology, Emergency Medical Technology -- Paramedic, Medical Laboratory Technology, Nursing, and Surgical Technology. A combination of descriptive and inferential statistics was used in the analysis of the data. Descriptive statistics included measures of central tendency, standard deviations, and percentages, as appropriate. Independent samples t-tests were used to determine if the mean of a variable on one group of subjects was different from the mean of the same variable with a different group of subjects. It was found that gender, ethnic origin, first-generation status, and age were not significantly associated with persistence to graduation. However, findings did reveal a statistically significant difference in persistence rates among the specific Health-Related Programs of study. Academic data including grades in human anatomy and physiology I, probability and statistics, and composition I, suggested a relationship between the course grade and persistence to graduation. Findings also revealed a relationship between the number of math and science courses completed and students' persistence to graduation.

Golden News Nuggets

ERIC Educational Resources Information Center

Diverse: Issues in Higher Education, 2007

2007-01-01

This article provides snapshots of recent events and programs at colleges and universities in the state of California: (1) A graduate student in kinesiology at California State University, Chico, is talking the talk and walking the walk to promote physical fitness; (2) First-generation Latino students enrolled in nutrition science and health…

BSP-01: Full Four-Digit Typing for Class I and II HLA Genes | Frederick National Laboratory for Cancer Research

Cancer.gov

The Basic Science Program will receive genomic DNA at a concentration of 50 ng/ul.Human leukocyte antigen (HLA) typing will be performed using atargeted next-generation sequencing (NGS) method.Briefly, locus-specific primers are use

COMMUNICATING GLOBAL CLIMATE CHANGE: INVESTIGATING MESSAGE STRATEGIES FOR COMMUNICATING THE IMPACT OF GLOBAL CLIMATE CHANGE.

EPA Science Inventory

The research program is designed to generate findings that provide specific guidance to science communicators and government officials on how to best communicate knowledge about global climate change and other environmental issues to diverse lay audiences. Beyond providing gui...

EPA’s Non-Targeted Analysis Research Program: Expanding public data resources in support of exposure science

EPA Science Inventory

Suspect screening (SSA) and non-targeted analysis (NTA) methods using high-resolution mass spectrometry (HRMS) offer new approaches to efficiently generate exposure data for chemicals in a variety of environmental and biological media. These techniques aid characterization of the...

Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry

ERIC Educational Resources Information Center

Wu, Hui-Ling; Weng, Hsiao-Lan; She, Hsiao-Ching

2016-01-01

This study examined how background knowledge, scientific reasoning ability, and various scaffolding forms influenced students' science knowledge and scientific inquiry achievements. The students participated in an online scientific inquiry program involving such activities as generating scientific questions and drawing evidence-based conclusions,…

Influence of cutting off position of plasma filament formed by two-color femtosecond laser on terahertz generation

NASA Astrophysics Data System (ADS)

Xue, Zhan-Qiang; Shang, Li-Ping; Deng, Hu; Zhang, Qian-Cheng; Liu, Quan-Cheng; Qu, Wei-Wei; Li, Zhan-Feng; Wang, Shun-Li

2018-05-01

Not Available Project supported by the National Defense Basic Scientific Research Program of China (Grant No. Z202013T001) and Postgraduate Innovation Fund Project by Southwest University of Science and Technology, China (Grant No. 16ycx104).

Watch Your Waste

ERIC Educational Resources Information Center

Biehle, James T.

2011-01-01

College and university science programs generate hazardous waste that must be dealt with and disposed of in accordance with state and federal regulations. During a recent renovation and addition project for the State University of New York at Plattsburgh (SUNY Plattsburg), the author was contracted to analyze existing regulations, research best…

Development of a Remote Sensing and Microgravity Student GAS Payload

NASA Technical Reports Server (NTRS)

Branly, Rolando; Ritter, Joe; Friedfeld, Robert; Ackerman, Eric; Carruthers, Carl; Faranda, Jon

1999-01-01

The G-781 Terrestrial and Atmospheric Multi-Spectral Explorer payload (TAMSE) is the result of an educational partnership between Broward and Brevard Community Colleges with the Association of Small Payload Researchers (ASPR) and the Florida Space Institute, University of Central Florida. The effort focuses on flying nine experiments, including three earth viewing remote sensing experiments, three microgravity experiments involving crystal growth, and three radiation measurement experiments. The G-781 science team, composed of both student and faculty members, has been working on this payload since 1995. The dream of flying the first Florida educational GAS experiment led to the flight of a passive Radiation dosimetry experiment on STS-91 (ASPR-GraDEx-I), which will be reflown as part of TAMSE. This project has lead to the development of a mature space science program within the schools. Many students have been positively touched by direct involvement with NASA and the GAS program as well as with other flight programs e.g. the KC-135 flight program. Several students have changed majors, and selected physics, engineering, and other science career paths as a result of the experience. The importance of interdisciplinary training is fundamental to this payload and to the teaching of the natural sciences. These innovative student oriented projects will payoff not only in new science data, but also in accomplishing training for the next generation of environmental and space scientists. The details the TAMSE payload design are presented in this paper.

High school students' learning and perceptions of phylogenetics of flowering plants.

PubMed

Bokor, Julie R; Landis, Jacob B; Crippen, Kent J

2014-01-01

Basic phylogenetics and associated "tree thinking" are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K-12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels. © 2014 J. R. Bokor et al. CBE—Life Sciences Education © 2014 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).

The Landsat program: Its origins, evolution, and impacts

USGS Publications Warehouse

Lauer, D.T.; Morain, S.A.; Salomonson, V.V.

1997-01-01

Landsat 1 began an era of space-based resource data collection that changed the way science, industry, governments, and the general public view the Earth. For the last 25 years, the Landsat program - despite being hampered by institutional problems and budget uncertainties - has successfully provided a continuous supply of synoptic, repetitive, multi-spectral data of the Earth's land areas. These data have profoundly affected programs for mapping resources, monitoring environmental changes, and assessing global habitability. The societal applications this program generated are so compelling that international systems have proliferated to carry on the tasks initiated with Landsat data.

Advancing Climate Literacy through Investment in Science Education Faculty, and Future and Current Science Teachers: Providing Professional Learning, Instructional Materials, and a Model for Locally-Relevant and Culturally-Responsive Content

NASA Astrophysics Data System (ADS)

Halversen, C.; Apple, J. K.; McDonnell, J. D.; Weiss, E.

2014-12-01

The Next Generation Science Standards (NGSS) call for 5th grade students to "obtain and combine information about ways individual communities use science ideas to protect Earth's resources and environment". Achieving this, and other objectives in NGSS, will require changes in the educational system for both students and teachers. Teachers need access to high quality instructional materials and continuous professional learning opportunities starting in pre-service education. Students need highly engaging and authentic learning experiences focused on content that is strategically interwoven with science practices. Pre-service and early career teachers, even at the secondary level, often have relatively weak understandings of the complex Earth systems science required for understanding climate change and hold alternative ideas and naïve beliefs about the nature of science. These naïve understandings cause difficulties in portraying and teaching science, especially considering what is being called for in NGSS. The ACLIPSE program focuses on middle school pre-service science teachers and education faculty because: (1) the concepts that underlie climate change align well with the disciplinary core ideas and practices in NGSS for middle grades; and (2) middle school is a critical time for capturing students interest in science as student engagement by eighth grade is the most effective predictor of student pursuit of science in high school and college. Capturing student attention at this age is critical for recruitment to STEM careers and lifelong climate literacy. THE ACLIPSE program uses cutting edge research and technology in ocean observing systems to provide educators with new tools to engage students that will lead to deeper understanding of the interactions between the ocean and climate systems. Establishing authentic, meaningful connections between indigenous and place-based, and technological climate observations will help generate a more holistic perspective on climate change and demonstrate that observing systems can enhance understanding. ACLIPSE materials strive to translate research about climate change effectively into understandable narratives of real world phenomena using ocean data, creating meaningful pathways into ocean-climate science for students in ALL communities.

NASA-UVa light aerospace alloy and structures technology program

NASA Technical Reports Server (NTRS)

Gangloff, Richard P.; Haviland, John K.; Herakovich, Carl T.; Pilkey, Walter D.; Pindera, Marek-Jerzy; Scully, John R.; Stoner, Glenn E.; Swanson, Robert E.; Thornton, Earl A.; Wawner, Franklin E., Jr.

1991-01-01

The general objective of the NASA-UVa Light Aerospace Alloy and Structures Technology Program was to conduct research on the performance of next generation, light weight aerospace alloys, composites, and associated thermal gradient structures. The following research areas were actively investigated: (1) mechanical and environmental degradation mechanisms in advanced light metals and composites; (2) aerospace materials science; (3) mechanics of materials and composites for aerospace structures; and (4) thermal gradient structures.

Roster of NSAP (Navy Science Assistance Program) Field Team Members, Fiscal Years 1971-1986

DTIC Science & Technology

1985-08-05

CAPTOR Evaluation Program, NSWC. Current Job/Position: Operational Requirements Analyst for a new generation of mines. Current Address: Officer in...to NSAP Field Assignment: General Engineer; combat systems engineering on new ship design concepts, NSWC. Current Job/Position: Electronic Engineer...ADDRESS 12. REPORT DATE Naval Surface Weapons Center (Code D23) 5 August 1985 10901 New Hampshire Avenue 13. NUMBER OF PAGES Silver Spring, MD 20910

Enhancing Dissemination, Implementation, and Improvement Science in CTSAs through Regional Partnerships.

PubMed

Inkelas, Moira; Brown, Arleen F; Vassar, Stefanie D; Sankaré, Ibrahima C; Martinez, Arturo B; Kubicek, Katrina; Kuo, Tony; Mahajan, Anish; Gould, Michael; Mittman, Brian S

2015-12-01

Challenges in healthcare policy and practice have stimulated interest in dissemination and implementation science. The Institute of Medicine Committee on the Clinical Translational Science Award (CTSA) program recommended expanding the CTSA program's investment and activity in this domain. Guidance is needed to facilitate successful growth of DII science infrastructure, activity and impacts. Several CTSAs in Southern California collaborated to identify and respond to local challenges and opportunities to expand dissemination, implementation and improvement research by strengthening capacity and relationships between DII researchers and community, health system, and population health partners. Planning and outreach by the Southern California CTSAs increased awareness and interest in DII research and generated recommendations for growth. Recommendations include: increasing strong partnerships with healthcare and population health systems to guide policy research agendas and collaborative DII science; promoting multi-sector partnerships that involve researchers and delivery systems throughout DII processes; bringing together multiple disciplines; and addressing national and international barriers as well as opportunities in DII science. CTSAs through regional collaboration can increase their contributions to improved community health via skill-building, partnership development and enhanced outreach to local healthcare and public health agencies and delivery systems. © 2015 Wiley Periodicals, Inc.

Enhancing Dissemination, Implementation, and Improvement Science in CTSAs through Regional Partnerships

PubMed Central

Brown, Arleen F.; Vassar, Stefanie D.; Sankaré, Ibrahima C.; Martinez, Arturo B.; Kubicek, Katrina; Kuo, Tony; Mahajan, Anish; Gould, Michael; Mittman, Brian S.

2015-01-01

Abstract Background and Importance Challenges in healthcare policy and practice have stimulated interest in dissemination and implementation science. The Institute of Medicine Committee on the Clinical Translational Science Award (CTSA) program recommended expanding the CTSA program's investment and activity in this domain. Guidance is needed to facilitate successful growth of DII science infrastructure, activity and impacts. Objectives Several CTSAs in Southern California collaborated to identify and respond to local challenges and opportunities to expand dissemination, implementation and improvement research by strengthening capacity and relationships between DII researchers and community, health system, and population health partners. Main outcomes Planning and outreach by the Southern California CTSAs increased awareness and interest in DII research and generated recommendations for growth. Recommendations include: increasing strong partnerships with healthcare and population health systems to guide policy research agendas and collaborative DII science; promoting multi‐sector partnerships that involve researchers and delivery systems throughout DII processes; bringing together multiple disciplines; and addressing national and international barriers as well as opportunities in DII science. Implications CTSAs through regional collaboration can increase their contributions to improved community health via skill‐building, partnership development and enhanced outreach to local healthcare and public health agencies and delivery systems. PMID:26602191

Study of Environmental Arctic Change (SEARCH): Scientific Understanding of Arctic Environmental Change to Help Society Understand and Respond to a Rapidly Changing Arctic.

NASA Astrophysics Data System (ADS)

Wiggins, H. V.; Myers, B.

2015-12-01

The Study of Environmental Arctic Change (SEARCH) is a U.S. program with a mission to provide a foundation of Arctic change science through collaboration with the research community, funding agencies, and other stakeholders. To achieve this mission, SEARCH: Generates and synthesizes research findings and promotes Arctic science and scientific discovery across disciplines and among agencies. Identifies emerging issues in Arctic environmental change. Provides scientific information to Arctic stakeholders, policy-makers, and the public to help them understand and respond to arctic environmental change. Facilitates research activities across local-to-global scales, with an emphasis on addressing needs of decision-makers. Collaborates with national and international science programs integral to SEARCH goals. This poster presentation will present SEARCH activities and plans, highlighting those focused on providing information for decision-makers. http://www.arcus.org/search

Initiating the 2002 Mars Science Laboratory (MSL) Focused Technology Program

NASA Technical Reports Server (NTRS)

Caffrey, Robert T.; Udomkesmalee, Gabriel; Hayati, Samad A.

2004-01-01

The Mars Science Laboratory (MSL) Project is an aggressive mission launching in 2009 to deliver a new generation of rover safely to the surface of Mars and conduct comprehensive in situ investigations using a new generation of instruments. This system will be designed to land with precision and be capable of operating over a large percentage on the surface of Mars. It will have capabilities that will support NASA's scientific goals into the next decade of exphation. The MSL Technology program is developing a wide-range of technologies needed for this Mission and potentially other space missions. The MSL Technology Program reports to both the MSL Project and the Mars Technology Program (MTP). The dual reporting process creates a challenging management situation, but ensures the new technology meets both the specific MSL requirements and the broader Mars Program requirements. MTP is a NASA-wide technology development program managed by the Jet Propulsion Laboratory (JPL) and is divided into a Focused Program and a Base Program. The Focused Technology Program addresses technologies that are specific and critical to near-term missions, while the Base Technology Program addresses those technologies that are applicable to multiple missions and which can be characterized as longer term, higher risk, and high payoff technologies. The MSL Technology Program is under the Focused Program and is tightly coupled to MSL's mission milestones and deliverables. The technology budget is separate from the flight Project budget, but the technology s requirements and the development process are tightly coordinated with the Project. The Technology Program combines proven management techniques of flight projects with commercial and academic technology management strategies, to create a technology management program that meets the near-term requirements of MSL and the long-term requirements of MTP. This paper examines the initiation of 2002 MSL Technology program. Some of the areas discussed in this paper include technology definition, task selection, technology management, and technology assessment.

Stellarator Research Opportunities: A Report of the National Stellarator Coordinating Committee

NASA Astrophysics Data System (ADS)

Gates, D. A.; Anderson, D.; Anderson, S.; Zarnstorff, M.; Spong, D. A.; Weitzner, H.; Neilson, G. H.; Ruzic, D.; Andruczyk, D.; Harris, J. H.; Mynick, H.; Hegna, C. C.; Schmitz, O.; Talmadge, J. N.; Curreli, D.; Maurer, D.; Boozer, A. H.; Knowlton, S.; Allain, J. P.; Ennis, D.; Wurden, G.; Reiman, A.; Lore, J. D.; Landreman, M.; Freidberg, J. P.; Hudson, S. R.; Porkolab, M.; Demers, D.; Terry, J.; Edlund, E.; Lazerson, S. A.; Pablant, N.; Fonck, R.; Volpe, F.; Canik, J.; Granetz, R.; Ware, A.; Hanson, J. D.; Kumar, S.; Deng, C.; Likin, K.; Cerfon, A.; Ram, A.; Hassam, A.; Prager, S.; Paz-Soldan, C.; Pueschel, M. J.; Joseph, I.; Glasser, A. H.

2018-02-01

This document is the product of a stellarator community workshop, organized by the National Stellarator Coordinating Committee and referred to as Stellcon, that was held in Cambridge, Massachusetts in February 2016, hosted by MIT. The workshop was widely advertised, and was attended by 40 scientists from 12 different institutions including national labs, universities and private industry, as well as a representative from the Department of Energy. The final section of this document describes areas of community wide consensus that were developed as a result of the discussions held at that workshop. Areas where further study would be helpful to generate a consensus path forward for the US stellarator program are also discussed. The program outlined in this document is directly responsive to many of the strategic priorities of FES as articulated in "Fusion Energy Sciences: A Ten-Year Perspective (2015-2025)" [1]. The natural disruption immunity of the stellarator directly addresses "Elimination of transient events that can be deleterious to toroidal fusion plasma confinement devices" an area of critical importance for the US fusion energy sciences enterprise over the next decade. Another critical area of research "Strengthening our partnerships with international research facilities," is being significantly advanced on the W7-X stellarator in Germany and serves as a test-bed for development of successful international collaboration on ITER. This report also outlines how materials science as it relates to plasma and fusion sciences, another critical research area, can be carried out effectively in a stellarator. Additionally, significant advances along two of the Research Directions outlined in the report; "Burning Plasma Science: Foundations - Next-generation research capabilities", and "Burning Plasma Science: Long pulse - Sustainment of Long-Pulse Plasma Equilibria" are proposed.

Authentic Research in the Classroom: NITARP Teachers Connect Astronomy with NGSS.

NASA Astrophysics Data System (ADS)

Pruett, Lee; Gibbs, John; Palmer, Robert; Young, Diedre; Gorjian, Varoujan

2016-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) uses authentic astronomical research to bring the Next Generation Science Standards (NGSS) into the classroom. The creation of the NGSS was a collaborative effort between teams composed of teachers, scientists and other professionals from twenty-six states. These standards provide a framework for the change in how science is taught at all levels from kindergarten to twelfth grade in participating states. Scientific concepts are grouped into broad categories (physical, biological and earth sciences), and call for an interdisciplinary approach to content, along with the integration of engineering practices into the curriculum. This approach to the teaching of science has led educators to place more emphasis on authentic learning and problem-solving in their curricula. Project-based learning is a strategy that can effectively allow students to learn core scientific concepts within the context of a focused and complex scientific problem.The NASA/IPAC Teacher Archive Research Program (NITARP) pairs teams of teachers and students with NASA astronomers. These teams are immersed in an astronomy research project over the course of the year, and are responsible for writing a project proposal, doing original research and presenting that research at a professional conference. The students who are involved in the NITARP research are provided with a rich hands-on experience that both exposes them to a deep understanding of an astronomical problem (and the core physics and math behind it), as well as the process of doing real science. The NITARP program offers a unique opportunity to bring project-based learning into K-12 science classrooms. We will highlight the ways in which this program has been implemented in classrooms across the country, as well as the connections to the NGSS.This research was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

Evaluation Guidelines for the Clinical and Translational Science Awards (CTSAs)

PubMed Central

Rubio, Doris M.; Thomas, Veronica G.

2013-01-01

Abstract The National Center for Advancing Translational Sciences (NCATS), a part of the National Institutes of Health, currently funds the Clinical and Translational Science Awards (CTSAs), a national consortium of 61 medical research institutions in 30 states and the District of Columbia. The program seeks to transform the way biomedical research is conducted, speed the translation of laboratory discoveries into treatments for patients, engage communities in clinical research efforts, and train a new generation of clinical and translational researchers. An endeavor as ambitious and complex as the CTSA program requires high‐quality evaluations in order to show that the program is well implemented, efficiently managed, and demonstrably effective. In this paper, the Evaluation Key Function Committee of the CTSA Consortium presents an overall framework for evaluating the CTSA program and offers policies to guide the evaluation work. The guidelines set forth are designed to serve as a tool for education within the CTSA community by illuminating key issues and practices that should be considered during evaluation planning, implementation, and utilization. Additionally, these guidelines can provide a basis for ongoing discussions about how the principles articulated in this paper can most effectively be translated into operational reality. PMID:23919366

Next Generation Science Partnerships

NASA Astrophysics Data System (ADS)

Magnusson, J.

2016-02-01

I will provide an overview of the Next Generation Science Standards (NGSS) and demonstrate how scientists and educators can use these standards to strengthen and enhance their collaborations. The NGSS are rich in content and practice and provide all students with an internationally-benchmarked science education. Using these state-led standards to guide outreach efforts can help develop and sustain effective and mutually beneficial teacher-researcher partnerships. Aligning outreach with the three dimensions of the standards can help make research relevant for target audiences by intentionally addressing the science practices, cross-cutting concepts, and disciplinary core ideas of the K-12 science curriculum that drives instruction and assessment. Collaborations between researchers and educators that are based on this science framework are more sustainable because they address the needs of both scientists and educators. Educators are better able to utilize science content that aligns with their curriculum. Scientists who learn about the NGSS can better understand the frameworks under which educators work, which can lead to more extensive and focused outreach with teachers as partners. Based on this model, the International Ocean Discovery Program (IODP) develops its education materials in conjunction with scientists and educators to produce accurate, standards-aligned activities and curriculum-based interactions with researchers. I will highlight examples of IODP's current, successful teacher-researcher collaborations that are intentionally aligned with the NGSS.

Advancing LGBT Health at an Academic Medical Center: A Case Study.

PubMed

Yehia, Baligh R; Calder, Daniel; Flesch, Judd D; Hirsh, Rebecca L; Higginbotham, Eve; Tkacs, Nancy; Crawford, Beverley; Fishman, Neil

2015-12-01

Academic health centers are strategically positioned to impact the health of lesbian, gay, bisexual and transgender (LGBT) populations by advancing science, educating future generations of providers, and delivering integrated care that addresses the unique health needs of the LGBT community. This report describes the early experiences of the Penn Medicine Program for LGBT Health, highlighting the favorable environment that led to its creation, the mission and structure of the Program, strategic planning process used to set priorities and establish collaborations, and the reception and early successes of the Program.

From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education.

PubMed

Parker, Joyce E; Wagner, David J

The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students' critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country. © 2016 J. E. Parker and D. J. Wagner. 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).

Evidence-Based Practices and Implementation Science in Special Education

ERIC Educational Resources Information Center

Cook, Bryan G.; Odom, Samuel L.

2013-01-01

Establishing a process for identifying evidence-based practices (EBPs) in special education has been a significant advance for the field because it has the potential for generating more effective educational programs and producing more positive outcomes for students with disabilities. However, the potential benefit of EBPs is bounded by the…

LASP-03: Pharmacokinetics Evaluation in Kras/p53 Pancreatic Ductal Adenocarcinoma (PDAC) Mice | Frederick National Laboratory for Cancer Research

Cancer.gov

The Laboratory Animal Sciences Program will breed 24 KPC mice will be bred with the intent of generating a cohort of 18 animals with confirmed tumor-load matching the following enrollment criteria:female mice are considered eligible for enrollm

Robotics Competitions: An Overview of First© Events and VEX© Competitions

ERIC Educational Resources Information Center

Habib, Maria A.

2012-01-01

Robotics competitions generate excitement and raise the profile of a robotics program. This article provides an overview of robotics competitions, concentrating on those sponsored by FIRST (For Inspiration and Recognition of Science and Technology) and RECF (Robotics Education and Competition Foundation). FIRST® LEGO® League and VEX® robotics…

High Throughput Assays for Exposure Science (NIEHS OHAT Staff Meeting presentation)

EPA Science Inventory

High throughput screening (HTS) data that characterize chemically induced biological activity have been generated for thousands of chemicals by the US interagency Tox21 and the US EPA ToxCast programs. In many cases there are no data available for comparing bioactivity from HTS w...

Laboratory Connections: Using LOGO in the Science Laboratory.

ERIC Educational Resources Information Center

Kolodiy, George Oleh

1991-01-01

Described is a LOGO computer program that enables students to investigate the relationship between a digital number and the resistance in a variable resistor used to generate that number. Likewise, actual temperature readings and the corresponding resistance within a thermistor can be used for data gathering and subsequent analysis. (JJK)

Kidspiration[R] for Inquiry-Centered Activities

ERIC Educational Resources Information Center

Shaw, Edward L., Jr.; Baggett, Paige V.; Salyer, Barbara

2004-01-01

Computer technology can be integrated into science inquiry activities to increase student motivation and enhance and expand scientific thinking. Fifth-grade students used the visual thinking tools in the Kidspiration[R] software program to generate and represent a web of hypotheses around the question, "What affects the distance a marble rolls?"…

20180311 - EPA’s Non-Targeted Analysis Research Program: Expanding public data resources in support of exposure science (SOT)

EPA Science Inventory

Suspect screening (SSA) and non-targeted analysis (NTA) methods using high-resolution mass spectrometry (HRMS) offer new approaches to efficiently generate exposure data for chemicals in a variety of environmental and biological media. These techniques aid characterization of the...

20171003 - Exposure Research in EPA’s Chemical Safety for Sustainability Research Program (ACC LRI SST Science Discussion)

EPA Science Inventory

Estimates of human and ecological exposures are required as critical input to risk-based prioritization and screening of chemicals. This project seeks to develop the data, tools, and evaluation approaches required to generate rapid and scientifically-defensible exposure predictio...

Kids Making Sense of Air Quality Around Them Through a Hands-On, STEM-Based Program

NASA Astrophysics Data System (ADS)

Dye, T.

2015-12-01

Air pollution in many parts of the world is harming millions of people, shortening lives, and taking a toll on our ecosystem. Cities in India, China, and even the United States frequently exceed air quality standards. The use of localized data is a powerful enhancement to regulatory monitoring site data. Learning about air quality at a local level is a powerful driver for change. The Kids Making Sense program unites Science, Technology, Engineering, and Mathematics (STEM) education with a complete measurement and environmental education system that teaches youth about air pollution and empowers them to drive positive change in their communities. With this program, youth learn about particle pollution, its sources, and health effects. A half-day lecture is followed by hands-on activity using handheld air sensors paired with an app on smartphones. Students make measurements around schools to discover pollution sources and cleaner areas. Next, the data they collect are crowdsourced on a website for guided discussion and data interpretation. This program meets Next Generation Science Standards, encourages project-based learning and deep understanding of applied science, and allows students to practice science like real scientists. The program has been successfully implemented in several schools in the United States and Asia, including New York City, San Francisco, Los Angeles, and Sacramento in the United States, and Taipei and Taichung in Taiwan. During this talk, we'll provide an overview of the program, discuss some of the challenges, and lay out the next steps for Kids Making Sense.

Current fundamental science challenges in low temperature plasma science that impact energy security and international competitiveness

NASA Astrophysics Data System (ADS)

Hebner, Greg

2010-11-01

Products and consumer goods that utilize low temperature plasmas at some point in their creation touch and enrich our lives on almost a continuous basis. Examples are many but include the tremendous advances in microelectronics and the pervasive nature of the internet, advanced material coatings that increase the strength and reliability of products from turbine engines to potato chip bags, and the recent national emphasis on energy efficient lighting and compact fluorescent bulbs. Each of these products owes their contributions to energy security and international competiveness to fundamental research investments. However, it would be a mistake to believe that the great commercial success of these products implies a robust understanding of the complicated interactions inherent in plasma systems. Rather, current development of the next generation of low temperature plasma enabled products and processes is clearly exposing a new set of exciting scientific challenges that require leaps in fundamental understanding and interdisciplinary research teams. Emerging applications such as liquid-plasma systems to improve water quality and remediate hazardous chemicals, plasma-assisted combustion to increase energy efficiency and reduce emissions, and medical applications promise to improve our lives and the environment only if difficult science questions are solved. This talk will take a brief look back at the role of low temperature plasma science in enabling entirely new markets and then survey the next generation of emerging plasma applications. The emphasis will be on describing the key science questions and the opportunities for scientific cross cutting collaborations that underscore the need for increased outreach on the part of the plasma science community to improve visibility at the federal program level. This work is supported by the DOE, Office of Science for Fusion Energy Sciences, and Sandia National Laboratories, a multi-program laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of Lockheed Martin Corporation, for the U.S. Department of Energy's National Nuclear Security Administration under contract DE-AC04-94AL85000

Life sciences payload definition and integration study. Volume 4: Appendix, costs, and data management requirements of the dedicated 30-day laboratory. [carry-on laboratory for Spacelab

NASA Technical Reports Server (NTRS)

1974-01-01

The results of the updated 30-day life sciences dedicated laboratory scheduling and costing activities are documented, and the 'low cost' methodology used to establish individual equipment item costs is explained in terms of its allowances for equipment that is commerical off-the-shelf, modified commercial, and laboratory prototype; a method which significantly lowers program costs. The costs generated include estimates for non-recurring development, recurring production, and recurring operations costs. A cost for a biomedical emphasis laboratory and a Delta cost to provide a bioscience and technology laboratory were also generated. All cost reported are commensurate with the design and schedule definitions available.

What Can Funders Do to Better Link Science with Decisions? Case Studies of Coastal Communities and Climate Change

NASA Astrophysics Data System (ADS)

Matso, Kalle E.; Becker, Mimi L.

2014-12-01

Many reports and studies have noted that a significant portion of problem-oriented coastal science does not actually link to decisions. Here, three competitively funded project case studies are studied to determine what funders can and should do to better link science with decisions. The qualitative analysis used for this study indicates that the studied program was seen as being unusually attentive to the issue of linking science to decisions, as opposed to simply generating new knowledge. Nevertheless, much of the data indicate that funders can and should do more. Three ideas figured most prominently in the qualitative data: (1) funders should do more to ensure that the problem itself is defined more thoroughly with people who are envisioned as potential users of the science; (2) funders need to allocate more resources and attention to communicating effectively (with users) throughout the project; and (3) funders need to demand more engagement of users throughout the project. These findings have important implications for how funders review and support science, especially when competitive processes are used. Most importantly, funders should adjust what kind of science they ask for. Secondly, funders need to change who is involved in the review process. Currently, review processes focus on knowledge generation, which means that the reviewers themselves have expertise in that area. Instead, review panels should be balanced between those who focus on knowledge generation and those who focus on linking knowledge to decisions; this is a separate but critical discipline currently left out of the review process.

Advanced Space Transportation Program (ASTP)

NASA Image and Video Library

2002-10-01

NASA's Marshall Space Flight Center in Huntsville, Alabama, manages the Space Launch Initiative (SLI), NASA's priority developmental program focused on empowering America's leadership in space. SLI includes commercial, higher education, and Defense partnerships and contracts to offer widespread participation in both the risk and success of developing our nation's next-generation reusable launch vehicle. This photo depicts an artist's concept of a future second-generation launch vehicle enroute to the International Space Station. For the SLI, architecture definition includes all components of the next-generation reusable launch system: Earth-to-orbit vehicles (the Space Shuttle is the first generation earth-to-orbit vehicle), crew transfer vehicles, transfer stages, ground processing systems, flight operations systems, and development of business case strategies. Three contractor teams have each been funded to develop potential second-generation reusable launch system architectures: The Boeing Company of Seal Beach, California; Lockheed Martin Corporation of Denver, Colorado along with a team including Northrop Grumman of El Segundo, California; and Orbital Sciences Corporation of Dulles, Virginia.

Lamont-Doherty Earth Observatory Student Research Opportunities in Support of the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Passow, M. J.; Xu, C.; Newton, R.; Turrin, M.

2016-12-01

The Framework for K-12 Science and Next Generation Science Standards envision that students engage in practices that scientists use to deepen understanding of scientific ideas over time. The Lamont-Doherty Earth Observatory (LDEO) of Columbia University provides a suite of educational programs for high school students which strongly support this goal. Through summer and school year programs, LDEO offers access to vibrant, world-class research laboratories and scientists who have contributed to our understanding about the solid Earth, oceans, atmosphere, climate change, ice sheets, and more. Students become part of a research campus with state-of-the-art facilities. Programs include: A Day in the Life (collecting water variable data to construct a picture of Hudson River estuary dynamics); Rockland PLUS (experiences for students interested in planning sustainable development in their own communities); the Secondary School Field Research program (project-based research focused on biodiversity and environmental problem in New York metro area wetlands); Earth2Class (monthly Saturday workshops on a range of themes); and internships with cooperating researchers . Other examples of the scientific content include analyzing deep-sea sediments, examining rocks formed during an interglacial period 125,000 years ago to gain new insights about sea-level change, and monitoring invasive species in a nearby salt marsh. Students from NYC have their first exposure to collecting water samples, seining, and canoeing in the Hudson River, a contrast to the laboratory-based experiences ASR programs in cooperating hospitals. Students attend talks about cutting-edge investigations from Lamont scientists who are leaders in many fields, as well as advice about careers and college choices. Programs differ in length and location, but have fundamental commonalities: mentoring by early career and senior scientists, minimum scaffolding, treating data as publishable, and ensuring rigorous protocols. These programs serve as important models for developing and scaling programs that support the NGSS vision of helping students better understand how scientific knowledge develops and experience meaningful connections between crosscutting concepts, integrating engineering and technology, and disciplinary core ideas.

Integrating Hydrology and Historical Geography in an Interdisciplinary Environmental Masters Program in Northern Ontario, Canada

NASA Astrophysics Data System (ADS)

Greer, Kirsten; James, April

2016-04-01

Research in hydrology and other sciences are increasingly calling for new collaborations that "…simultaneously explore the biogeophysical, social and economic forces that shape an increasingly human-dominated global hydrologic system…" (Vorosmarty et al. 2015, p.104). With many environmental programs designed to help students tackle environmental problems, these initiatives are not without fundamental challenges (for example, they are often developed around a single epistemology of positivism). Many environmental graduate programs provide narrow interdisciplinary training (within the sciences, or bridging to the social sciences) but do not necessarily engage with the humanities. Geography however, has a long tradition and history of bridging the geophysical, social sciences, and humanities. In this paper, we reflect on new programming in an Interdisciplinary Master's program in Northern Ontario, Canada, inspired by the rich tradition of geography. As Canada Research Chairs trained in different geographical traditions (historical geography and hydrology), we aim to bring together approaches in the humanities and geophysical sciences to understand hydrological and environmental change over time. We are teaching in a small, predominantly undergraduate University located in Northern Ontario, Canada, a region shaped significantly by colonial histories and resource development. The Masters of Environmental Studies/Masters of Environmental Sciences (MES/MESc) program was conceived from a decade of interdisciplinary dialogue across three undergraduate departments (Geography, Biology and Chemistry, History) to promote an understanding of both humanistic and scientific approaches to environmental issues. In the fall of 2015, as part of our 2015-2020 Canada Research Chair mandates, we introduced new initiatives to further address the integration of humanities and sciences to our graduate program. We believe the new generation of environmental scientists and practioners should be equipped to deal with the complex histories of colonialism, resource development, and scientific practices in addition to the skills necessary to conduct rigorous scientific environmental research. The following paper discusses some of our initiatives, including (1) a cross-disciplinary 'Workship', which assembled students, faculty and community members on a cruise of the 800 km2 Lake Nipissing to explore imaginative geographies of the lake; (2) a co-taught core course (Perspectives on the Environment) which included a theme specifically on the hydrosocial cycle (Linton and Budds 2014); and (3) student-group projects focused on developing interdisciplinary research proposals. Early reflections on this new programing is illustrating how existing literature in geography is adding ability to help bridge the sciences-humanities divides in our environmental graduate program.

Inspiring the Next Generation of Naval Scientists and Engineers in Mississippi and Louisiana

NASA Astrophysics Data System (ADS)

Breland-Mensi, S.; Calantoni, J.

2012-12-01

In 2011, the American Institute of Physics ranked Mississippi 50th out of 50 states in preparing students for science, technology, engineering and math (STEM) careers. Louisiana placed 48th on the list. [1] The Naval Research Laboratory - Stennis Space Center detachment (NRL-SSC) is located on the Mississippi Gulf Coast, approximately 2 miles from the Louisiana state line. In response to a growing need for NRL-SSC to sustain recruitment and retention of the best and brightest scientists and engineers (S&Es), NRL-SSC became a National Defense Education Program (NDEP) site in August 2009. NDEP's mission is to support a new generation of S&Es who will apply their talents in U.S. Defense laboratories. As an NDEP site, NRL-SSC receives funding to promote STEM at K-12 institutions geographically local to NRL-SSC. NDEP funding allows present Department of Defense civilian S&Es to collaborate with teachers to enrich student learning in the classroom environment through various programs, events, training and activities. Since NRL-SSC's STEM program's inception, more than 30 S&Es have supported an array of STEM outreach activities in over 30 different local schools. An important part of the K-12 outreach from NRL-SSC is to provide professional development opportunities for local teachers. During the summer of 2012, in collaboration with STEM programs sponsored by the Office of Naval Research (ONR), we provided a series of professional development opportunities for 120 local science and mathematics teachers across K-12. The foundation of NRL-SSC STEM programs includes MATHCOUNTS, FIRST and SeaPerch—all nationally recognized, results-driven programs. We will discuss the breadth of participation in these programs and how these programs will support NRL-SSC future recruitment goals.

Hawaii's Annual Journey Through the Universe Program

NASA Astrophysics Data System (ADS)

Harvey, J.; Daou, D.; Day, B.; Slater, T. F.; Slater, S. J.

2012-08-01

Hawaii's annual Journey through the Universe program is a flagship Gemini public education and outreach event that engages the public, teachers, astronomers, engineers, thousands of local students and staff from all of the Mauna Kea Observatories. The program inspires, educates, and engages teachers, students, and their families as well as the community. From February 10-18, 2011, fifty-one astronomy educators from observatories on Mauna Kea and across the world visited over 6,500 students in 310 classrooms at 18 schools. Two family science events were held for over 2,500 people at the 'Imiloa Astronomy Education Center and the University of Hawaii at Hilo. The local Chamber of Commerce(s) held an appreciation celebration for the astronomers attended by over 170 members from the local government and business community. Now going into its eighth year in Hawaii, the 2012 Journey Through the Universe program will continue working with the observatories on Mauna Kea and with the NASA Lunar Science Institute (NLSI). As a new partner in our Journey program, NLSI will join the Journey team (Janice Harvey, Gemini Observatory, Journey Team Leader) and give an overview of the successes and future developments of this remarkable program and its growth. The future of America rests on our ability to train the next generation of scientists and engineers. Science education is key and Journey through the Universe opens the doors of scientific discovery for our students. www.gemini.edu/journey

Current Status and Future Prospects of Clinical Psycholog

PubMed Central

Baker, Timothy B.; McFall, Richard M.; Shoham, Varda

2010-01-01

SUMMARY The escalating costs of health care and other recent trends have made health care decisions of great societal import, with decision-making responsibility often being transferred from practitioners to health economists, health plans, and insurers. Health care decision making increasingly is guided by evidence that a treatment is efficacious, effective–disseminable, cost-effective, and scientifically plausible. Under these conditions of heightened cost concerns and institutional–economic decision making, psychologists are losing the opportunity to play a leadership role in mental and behavioral health care: Other types of practitioners are providing an increasing proportion of delivered treatment, and the use of psychiatric medication has increased dramatically relative to the provision of psychological interventions. Research has shown that numerous psychological interventions are efficacious, effective, and cost-effective. However, these interventions are used infrequently with patients who would benefit from them, in part because clinical psychologists have not made a convincing case for the use of these interventions (e.g., by supplying the data that decision makers need to support implementation of such interventions) and because clinical psychologists do not themselves use these interventions even when given the opportunity to do so. Clinical psychologists’ failure to achieve a more significant impact on clinical and public health may be traced to their deep ambivalence about the role of science and their lack of adequate science training, which leads them to value personal clinical experience over research evidence, use assessment practices that have dubious psychometric support, and not use the interventions for which there is the strongest evidence of efficacy. Clinical psychology resembles medicine at a point in its history when practitioners were operating in a largely prescientific manner. Prior to the scientific reform of medicine in the early 1900s, physicians typically shared the attitudes of many of today’s clinical psychologists, such as valuing personal experience over scientific research. Medicine was reformed, in large part, by a principled effort by the American Medical Association to increase the science base of medical school education. Substantial evidence shows that many clinical psychology doctoral training programs, especially PsyD and for-profit programs, do not uphold high standards for graduate admission, have high student–faculty ratios, deemphasize science in their training, and produce students who fail to apply or generate scientific knowledge. A promising strategy for improving the quality and clinical and public health impact of clinical psychology is through a new accreditation system that demands highquality science training as a central feature of doctoral training in clinical psychology. Just as strengthening training standards in medicine markedly enhanced the quality of health care, improved training standards in clinical psychology will enhance health and mental health care. Such a system will (a) allow the public and employers to identify scientifically trained psychologists; (b) stigmatize ascientific training programs and practitioners; (c) produce aspirational effects, thereby enhancing training quality generally; and (d) help accredited programs improve their training in the application and generation of science. These effects should enhance the generation, application, and dissemination of experimentally supported interventions, thereby improving clinical and public health. Experimentally based treatments not only are highly effective but also are cost-effective relative to other interventions; therefore, they could help control spiraling health care costs. The new Psychological Clinical Science Accreditation System (PCSAS) is intended to accredit clinical psychology training programs that offer highquality science-centered education and training, producing graduates who are successful in generating and applying scientific knowledge. Psychologists, universities, and other stakeholders should vigorously support this new accreditation system as the surest route to a scientifically principled clinical psychology that can powerfully benefit clinical and public health. PMID:20865146

Establishing Esri ArcGIS Enterprise Platform Capabilities to Support Response Activities of the NASA Earth Science Disasters Program

NASA Astrophysics Data System (ADS)

Molthan, A.; Seepersad, J.; Shute, J.; Carriere, L.; Duffy, D.; Tisdale, B.; Kirschbaum, D.; Green, D. S.; Schwizer, L.

2017-12-01

NASA's Earth Science Disasters Program promotes the use of Earth observations to improve the prediction of, preparation for, response to, and recovery from natural and technological disasters. NASA Earth observations and those of domestic and international partners are combined with in situ observations and models by NASA scientists and partners to develop products supporting disaster mitigation, response, and recovery activities among several end-user partners. These products are accompanied by training to ensure proper integration and use of these materials in their organizations. Many products are integrated along with other observations available from other sources in GIS-capable formats to improve situational awareness and response efforts before, during and after a disaster. Large volumes of NASA observations support the generation of disaster response products by NASA field center scientists, partners in academia, and other institutions. For example, a prediction of high streamflows and inundation from a NASA-supported model may provide spatial detail of flood extent that can be combined with GIS information on population density, infrastructure, and land value to facilitate a prediction of who will be affected, and the economic impact. To facilitate the sharing of these outputs in a common framework that can be easily ingested by downstream partners, the NASA Earth Science Disasters Program partnered with Esri and the NASA Center for Climate Simulation (NCCS) to establish a suite of Esri/ArcGIS services to support the dissemination of routine and event-specific products to end users. This capability has been demonstrated to key partners including the Federal Emergency Management Agency using a case-study example of Hurricane Matthew, and will also help to support future domestic and international disaster events. The Earth Science Disasters Program has also established a longer-term vision to leverage scientists' expertise in the development and delivery of end-user training, increase public awareness of NASA's Disasters Program, and facilitate new partnerships with disaster response organizations. Future research and development will foster generation of products that leverage NASA's Earth observations for disaster prediction, preparation and mitigation, response, and recovery.

Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

NASA Astrophysics Data System (ADS)

Schlobohm, Trisha Leigh

Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.

Hundreds of Cruises, Thousands of People, Endless Discoveries - Education and Outreach in the Integrated Ocean Drilling Program

NASA Astrophysics Data System (ADS)

Peart, L.; Niemitz, M.; Boa, S.; Corsiglia, J.; Klaus, A.; Petronotis, K.; Iturrino, G.

2005-12-01

For 37 years, scientific ocean drilling programs have sponsored hundreds of expeditions, drilled at over 1,800 sites and recovered over 200 miles of core. The discoveries of these programs have led to important realizations of how our earth works. Past expeditions have validated the theory of plate tectonics, provided unparalleled ancient climate records and recovered evidence of the asteroid impact that wiped out the dinosaurs 65 million years ago - and new discoveries occur with every expedition. By producing education materials and programs and encouraging mass media journalists' interest in our news, we strive to fulfill our commitment to communicate our programs' scientific discoveries to the public, in a way that people - not just other scientists - understand. With the advent of the Integrated Ocean Drilling Program (IODP), education and outreach efforts have expanded to pursue new opportunities and engage wider audiences. Through our strategy of Teaching for Science, Learning for LifeTM, our education efforts seek to utilize the interdisciplinary nature of scientific ocean drilling to teach career awareness, scientific methods, teamwork, and problem solving techniques for a lifetime of learning, decision making and good citizenship. In pursuit of this goal, we have implemented professional and resource development programs and expanded our outreach at education-focused conferences to help teachers use IODP science to satiate the student's need to learn the methods of science that apply to everyday life. We believe that this message also applies to life-long learners and thus we have focused our efforts on news media outreach and education opportunities surrounding ports of call of the JOIDES Resolution, permanent and traveling museum exhibits. In addition, our outreach to undergraduate and graduate audiences, through a lecture series, research fellowships and internships, helps to create future generations of science leaders.

The Next Century Astrophysics Program

NASA Technical Reports Server (NTRS)

Swanson, Paul N.

1991-01-01

The Astrophysics Division within the NASA Office of Space Science and Applications (OSSA) has defined a set of major and moderate missions that are presently under study for flight sometime within the next 20 years. These programs include the: Advanced X Ray Astrophysics Facility; X Ray Schmidt Telescope; Nuclear Astrophysics Experiment; Hard X Ray Imaging Facility; Very High Throughput Facility; Gamma Ray Spectroscopy Observatory; Hubble Space Telescope; Lunar Transit Telescope; Astrometric Interferometer Mission; Next Generation Space Telescope; Imaging Optical Interferometer; Far Ultraviolet Spectroscopic Explorer; Gravity Probe B; Laser Gravity Wave Observatory in Space; Stratospheric Observatory for Infrared Astronomy; Space Infrared Telescope Facility; Submillimeter Intermediate Mission; Large Deployable Reflector; Submillimeter Interferometer; and Next Generation Orbiting Very Long Baseline Interferometer.

Modeling technology innovation: how science, engineering, and industry methods can combine to generate beneficial socioeconomic impacts.

PubMed

Stone, Vathsala I; Lane, Joseph P

2012-05-16

Government-sponsored science, technology, and innovation (STI) programs support the socioeconomic aspects of public policies, in addition to expanding the knowledge base. For example, beneficial healthcare services and devices are expected to result from investments in research and development (R&D) programs, which assume a causal link to commercial innovation. Such programs are increasingly held accountable for evidence of impact-that is, innovative goods and services resulting from R&D activity. However, the absence of comprehensive models and metrics skews evidence gathering toward bibliometrics about research outputs (published discoveries), with less focus on transfer metrics about development outputs (patented prototypes) and almost none on econometrics related to production outputs (commercial innovations). This disparity is particularly problematic for the expressed intent of such programs, as most measurable socioeconomic benefits result from the last category of outputs. This paper proposes a conceptual framework integrating all three knowledge-generating methods into a logic model, useful for planning, obtaining, and measuring the intended beneficial impacts through the implementation of knowledge in practice. Additionally, the integration of the Context-Input-Process-Product (CIPP) model of evaluation proactively builds relevance into STI policies and programs while sustaining rigor. The resulting logic model framework explicitly traces the progress of knowledge from inputs, following it through the three knowledge-generating processes and their respective knowledge outputs (discovery, invention, innovation), as it generates the intended socio-beneficial impacts. It is a hybrid model for generating technology-based innovations, where best practices in new product development merge with a widely accepted knowledge-translation approach. Given the emphasis on evidence-based practice in the medical and health fields and "bench to bedside" expectations for knowledge transfer, sponsors and grantees alike should find the model useful for planning, implementing, and evaluating innovation processes. High-cost/high-risk industries like healthcare require the market deployment of technology-based innovations to improve domestic society in a global economy. An appropriate balance of relevance and rigor in research, development, and production is crucial to optimize the return on public investment in such programs. The technology-innovation process needs a comprehensive operational model to effectively allocate public funds and thereby deliberately and systematically accomplish socioeconomic benefits.

Modeling technology innovation: How science, engineering, and industry methods can combine to generate beneficial socioeconomic impacts

PubMed Central

2012-01-01

Background Government-sponsored science, technology, and innovation (STI) programs support the socioeconomic aspects of public policies, in addition to expanding the knowledge base. For example, beneficial healthcare services and devices are expected to result from investments in research and development (R&D) programs, which assume a causal link to commercial innovation. Such programs are increasingly held accountable for evidence of impact—that is, innovative goods and services resulting from R&D activity. However, the absence of comprehensive models and metrics skews evidence gathering toward bibliometrics about research outputs (published discoveries), with less focus on transfer metrics about development outputs (patented prototypes) and almost none on econometrics related to production outputs (commercial innovations). This disparity is particularly problematic for the expressed intent of such programs, as most measurable socioeconomic benefits result from the last category of outputs. Methods This paper proposes a conceptual framework integrating all three knowledge-generating methods into a logic model, useful for planning, obtaining, and measuring the intended beneficial impacts through the implementation of knowledge in practice. Additionally, the integration of the Context-Input-Process-Product (CIPP) model of evaluation proactively builds relevance into STI policies and programs while sustaining rigor. Results The resulting logic model framework explicitly traces the progress of knowledge from inputs, following it through the three knowledge-generating processes and their respective knowledge outputs (discovery, invention, innovation), as it generates the intended socio-beneficial impacts. It is a hybrid model for generating technology-based innovations, where best practices in new product development merge with a widely accepted knowledge-translation approach. Given the emphasis on evidence-based practice in the medical and health fields and “bench to bedside” expectations for knowledge transfer, sponsors and grantees alike should find the model useful for planning, implementing, and evaluating innovation processes. Conclusions High-cost/high-risk industries like healthcare require the market deployment of technology-based innovations to improve domestic society in a global economy. An appropriate balance of relevance and rigor in research, development, and production is crucial to optimize the return on public investment in such programs. The technology-innovation process needs a comprehensive operational model to effectively allocate public funds and thereby deliberately and systematically accomplish socioeconomic benefits. PMID:22591638

Workshop Proceedings: Optical Systems Technology for Space Astrophysics in the 21st Century, volume 3

NASA Technical Reports Server (NTRS)

Ayon, Juan A. (Editor)

1992-01-01

A technology development program, Astrotech 21, is being proposed by NASA to enable the launching of the next generation of space astrophysical observatories during the years 1995-2015. Astrotech 21 is being planned and will ultimately be implemented jointly by the Astrophysics Division of the Office of Space Science and Applications and the Space Directorate of the Office of Aeronautics and Space Technology. A summary of the Astrotech 21 Optical Systems Technology Workshop is presented. The goal of the workshop was to identify areas of development within advanced optical systems that require technology advances in order to meet the science goals of the Astrotech 21 mission set, and to recommend a coherent development program to achieve the required capabilities.

Summary of NASA-Lewis Research Center solar heating and cooling and wind energy programs

NASA Technical Reports Server (NTRS)

Vernon, R. W.

1975-01-01

NASA is planning to construct and operate a solar heating and cooling system in conjunction with a new office building being constructed at Langley Research Center. The technology support for this project will be provided by a solar energy program underway at NASA's Lewis Research Center. The solar program at Lewis includes: testing of solar collectors with a solar simulator, outdoor testing of collectors, property measurements of selective and nonselective coatings for solar collectors, and a solar model-systems test loop. NASA-Lewis has been assisting the National Science Foundation and now the Energy Research and Development Administration in planning and executing a national wind energy program. The areas of the wind energy program that are being conducted by Lewis include: design and operation of a 100 kW experimental wind generator, industry-designed and user-operated wind generators in the range of 50 to 3000 kW, and supporting research and technology for large wind energy systems. An overview of these activities is provided.

NASA's Solar System Exploration Research Virtual Institute: Combining Science and Exploration

NASA Astrophysics Data System (ADS)

Bailey, B.; Schmidt, G.; Daou, D.; Pendleton, Y.

2015-10-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on research at the intersection of science andexploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the research efforts of the nine domestic teams that constitute the U.S. complement of the Institute and how we will engage the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

Research and education on fiber-based materials for nanofluidics at Clemson University

NASA Astrophysics Data System (ADS)

Kornev, Konstantin G.

2007-11-01

Advanced materials and the science and engineering related to their design, process, test and manufacture represents one of the fast growing sectors of the Materials Science and Engineering field. Awareness of existing process, performance, manufacturing or recycle-ability issues and limitations, often dictates the next generation of advances needed to improve existing or create new materials. To compete in this growing science and technology area, trained experts must possess strong academic skills in their discipline as well as advanced communication, networking and cultural teamwork experience. Clemson's School of Materials Science and Engineering (MSE), is continuing to expand our program to focus on unique capabilities which support local, regional and national needs in advanced materials. Specifically, MSE at Clemson is evolving to highlight intrinsic strengths in research and education areas related to optical materials, advanced fibers and composites (based on inorganic, organic and natural fibers), biomaterials and devices, and architectural and restoration material science (including the conservation and preservation of maritime structures). Additionally, we continue to invest in our expertise in materials design and fabrication, which has historically supported our well known programs in ceramics and textiles. In addition to a brief review of the School's forward-looking challenges to remain competitive among strong southeast regional materials science programs, this presentation will also highlight recent technical advances in fiber-based materials for nanofluidic applications. Specifically we will present recent results on design of fiber-based nanofluidics for sensor applications and we will discuss some physical phenomena associated with liquid transport at nanoscale.

Knowledge Based Synthesis of Efficient Structures for Concurrent Computation Using Fat-Trees and Pipelining.

DTIC Science & Technology

1986-12-31

synthesize synchronization skeletons"Science of Computer Programming 2, 1982, pp. 241-266 [Gel85] Gelernter, David, "Generative communication in...effective computation based on given primitives . An architecture is an abstract object-type, whose instances are computing systems. By a parallel computing...explaining the language primitives on this basis. We explain how such a basis can be "simpler" than a general-purpose manual-programming language such as

Hard x ray imaging graphics development and literature search

NASA Technical Reports Server (NTRS)

Emslie, A. Gordon

1991-01-01

This report presents work performed between June 1990 and June 1991 and has the following objectives: (1) a comprehensive literature search of imaging technology and coded aperture imaging as well as relevant topics relating to solar flares; (2) an analysis of random number generators; and (3) programming simulation models of hard x ray telescopes. All programs are compatible with NASA/MSFC Space Science LAboratory VAX Cluster and are written in VAX FORTRAN and VAX IDL (Interactive Data Language).

Inspiring a future generation of Astronomer and Astrophysicists during the 48th and 49th annual Astro-Science Workshop

NASA Astrophysics Data System (ADS)

Martynowycz, Michael; Ratliff, G.; Gyuk, G.; Hammergren, M.

2014-01-01

Aging of the technological workforce and declining STEM interest among teens gives impetus to a more exciting, hands-on approach to science education. As one of the longest running astronomy & astrophysics programs for high school students in the country, the Adler Planetarium’s Astro-Science Workshop (ASW) has continually evolved to best serve the out-of-school time needs of science-interested teens in the region. More than a decade ago, ASW underwent a major shift in underlying philosophy from a traditional lecture-oriented program to one focused on hands-on, student led inquiry in which students design, build, and conduct their own experiments. This strategy capitalizes on the natural inclinations of curious youth, and has found a strong synergy with the emerging “maker” movement. Over the past two years, a very successful effort has been made to retain students following ASW as volunteers in the Adler’s Far Horizons high-altitude ballooning group. The necessity to continually inspire and spark interests in science futures in our youth has been ongoing; this intense program serves this niche while giving students experiences they will keep with them for their entire lives. Here, we share our successes, failures, and future perspectives on astronomy education and the mission of widening the future pipeline of young scientists in the nation.

GeneLab for High Schools: Data Mining for the Next Generation

NASA Technical Reports Server (NTRS)

Blaber, Elizabeth A.; Ly, Diana; Sato, Kevin Y.; Taylor, Elizabeth

2016-01-01

Modern biological sciences have become increasingly based on molecular biology and high-throughput molecular techniques, such as genomics, transcriptomics, and proteomics. NASA Scientists and the NASA Space Biology Program have aimed to examine the fundamental building blocks of life (RNA, DNA and protein) in order to understand the response of living organisms to space and aid in fundamental research discoveries on Earth. In an effort to enable NASA funded science to be available to everyone, NASA has collected the data from omics studies and curated them in a data system called GeneLab. Whilst most college-level interns, academics and other scientists have had some interaction with omics data sets and analysis tools, high school students often have not. Therefore, the Space Biology Program is implementing a new Summer Program for high-school students that aims to inspire the next generation of scientists to learn about and get involved in space research using GeneLabs Data System. The program consists of three main components core learning modules, focused on developing students knowledge on the Space Biology Program and Space Biology research, Genelab and the data system, and previous research conducted on model organisms in space; networking and team work, enabling students to interact with guest lecturers from local universities and their fellow peers, and also enabling them to visit local universities and genomics centers around the Bay area; and finally an independent learning project, whereby students will be required to form small groups, analyze a dataset on the Genelab platform, generate a hypothesis and develop a research plan to test their hypothesis. This program will not only help inspire high-school students to become involved in space-based research but will also help them develop key critical thinking and bioinformatics skills required for most college degrees and furthermore, will enable them to establish networks with their peers and connections with university Professors that may help them achieve their educational goals.

Promoting Climate And Data Literacy: University Courses Engaging Students In Effective Teaching, Learning, Communication And Outreach Practices.

NASA Astrophysics Data System (ADS)

Halversen, C.; McDonnell, J. D.; Apple, J. K.; Weiss, E. L.

2016-02-01

Two university courses, 1) Promoting Climate Literacy and 2) Climate and Data Literacy, developed by the University of California Berkeley provide faculty across the country with course materials to help their students delve into the science underlying global environmental change. The courses include culturally responsive content, such as indigenous and place-based knowledge, and examine how people learn and consequently, how we should teach and communicate science. Promoting Climate Literacy was developed working with Scripps Institution of Oceanography, University of Washington, and Western Washington University. Climate and Data Literacy was developed with Rutgers University and Padilla Bay National Estuarine Research Reserve, WA. The Climate and Data Literacy course also focuses on helping students in science majors participating in U-Teach programs and students in pre-service teacher education programs gain skills in using real and near-real time data through engaging in investigations using web-based and locally-relevant data resources. The course helps these students understand and apply the scientific practices, disciplinary concepts and big ideas described in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS). This course focuses on students interested in teaching middle school science for three reasons: (1) teachers often have relatively weak understandings of the practices of science, and of complex Earth systems science and climate change; (2) the concepts that underlie climate change align well with the NGSS; and (3) middle school is a critical time for promoting student interest in science and for recruitment to STEM careers and lifelong climate literacy. This course is now being field tested in a number of U-Teach programs including Florida State University, Louisiana State University, as well as pre-service teacher education programs at California State University East Bay, and Western Washington University. The Promoting Climate Literacy course is focused on graduate and undergraduate science students interested in learning how to more effectively communicate climate science, while participating in outreach opportunities with the public. The course has been disseminated through a workshop for faculty at 17 universities.

Teaching, Learning, and Planetary Exploration

NASA Technical Reports Server (NTRS)

Brown, Robert A.

2002-01-01

This is the final report of a program that examined the fundamentals of education associated with space activities, promoted educational policy development in appropriate forums, and developed pathfinder products and services to demonstrate the utility of advanced communication technologies for space-based education. Our focus was on space astrophysics and planetary exploration, with a special emphasis on the themes of the Origins Program, with which the Principal Investigator (PI) had been involved from the outset. Teaching, Learning, and Planetary Exploration was also the core funding of the Space Telescope Science Institute's (ST ScI) Special Studies Office (SSO), and as such had provided basic support for such important NASA studies as the fix for Hubble Space Telescope (HST) spherical aberration, scientific conception of the HST Advanced Camera, specification of the Next-Generation Space Telescope (NGST), and the strategic plan for the second decade of the HST science program.

Lunar Geologic Mapping: A Preliminary Map of a Portion of the LQ-10 ("Marius") Quadrangle

NASA Technical Reports Server (NTRS)

Gregg, T. K. P.; Yingst, R. A.

2009-01-01

Since the first lunar mapping program ended in the 1970s, new topographical, multispectral, elemental and albedo imaging datasets have become available (e.g., Clementine, Lunar Prospector, Galileo). Lunar science has also advanced within the intervening time period. A new systematic lunar geologic mapping effort endeavors to build on the success of earlier mapping programs by fully integrating the many disparate datasets using GIS software and bringing to bear the most current understanding of lunar geologic history. As part of this program, we report on a 1:2,500,000-scale preliminary map of a subset of Lunar Quadrangle 10 ("LQ-10" or the "Marius Quadrangle," see Figures 1 and 2), and discuss the first-order science results. By generating a geologic map of this region, we can constrain the stratigraphic and geologic relationships between features, revealing information about the Moon s chemical and thermal evolution.

Status of the Advanced Mirror Technology Development (AMTD) Phase 2, 1.5m ULE(Registered Trademark) Mirror

NASA Technical Reports Server (NTRS)

Egerman, Robert; Matthews, Gary W.; Johnson, Matthew; Ferland, Albert; Stahl, H. Philip; Eng, Ron; Effinger, Michael R.

2015-01-01

The Decadal Survey stated that an advanced large-aperture ultraviolet, optical, near-infrared (UVOIR) telescope is required to enable the next generation of compelling astrophysics and exoplanet science; and, that present technology is not mature enough to affordably build and launch any potential UVOIR mission concept. Under Science and Technology funding, NASA's Marshall Space Flight Center (MSFC) and Exelis have developed a more cost effective process to make up to 4m monolithic spaceflight UV quality, low areal density, thermally and dynamically stable primary mirrors. Under a Phase I program, a proof of concept mirror was completed at Exelis and tested down to 250K at MSFC which would allow imaging out to 2.5 microns. In 2014, Exelis and NASA started a Phase II program to design and build a 1.5m mirror to demonstrate lateral scalability to a 4m monolithic primary mirror. The current status of the Phase II development program will be provided along with a Phase II program summary.

Integrating STEM Place-Based, Culturally Responsive and Citizen Science Learning in Exploring the Impacts and Feedbacks of a Changing Arctic

NASA Astrophysics Data System (ADS)

Sparrow, E. B.; Spellman, K. V.; Fabbri, C.; Comiso, J. C.; Chase, M.; Fochesatto, G. J.; Butcher, C. E.; Jones, D.; Bacsujlaky, M.; Yoshikawa, K.; Gho, C. L.; Wegner, K.

2016-12-01

To build capacity in navigating challenges associated with a changing climate, learning in Arctic communities must not only increase STEM and climate change literacy, but also generate new knowledge as the rapid changes occur. Among the new NASA Science Mission Directorate Science Education projects, Arctic and Earth SIGNs (STEM Integrating GLOBE and NASA assets) is providing opportunities for K-12 pre-service and in-service teachers, their students, and lifelong learners to engage in citizen science using the Global Learning and Observations to Benefit the Environment (GLOBE) methods and culturally responsive learning to help address climate change challenges within their unique community, and contribute to hypothesis driven research. This project will weave traditional knowledge and western science, and use ground observations and satellite data and best teaching practices in STEM learning, supported through a NASA cooperative agreement and collaborative partnerships. Implementation will begin in rural Alaska and grow within Alaska and throughout the United States to reach underserved and STEM underrepresented populations, through face-to-face and on-line teaching and learning as well as building partnerships among educators, scientists, local and indigenous experts, institutions, agencies, and learning communities. Partners include research and teaching institutions at the University of Alaska Fairbanks, the Association of Interior Native Educators, the North Slope Borough School District and other school districts, the Kenaitze Tribe Environmental Education program, NASA science education and research programs as well as those of NOAA and NSF, the GLOBE Implementation Office, the 4-H program and others. The program resources and model will be shared and disseminated within the United States and globally through partners for local, national and worldwide use in STEM climate change education and citizen empowerment.

Engaging Students, Teachers, and the Public with NASA Astromaterials Research and Exploration Science (ARES) Assets

NASA Technical Reports Server (NTRS)

Graff, P. V.; Foxworth, S.; Kascak, A.; Luckey, M. K.; Mcinturff, B.; Runco, S.; Willis, K. J.

2016-01-01

Engaging students, teachers, and the public with NASA Astromaterials Research and Exploration Science (ARES) assets, including Science, Technology, Engineering and Mathematics (STEM) experts and NASA curation astromaterial samples, provides an extraordinary opportunity to connect citizens with authentic aspects unique to our nation's space program. Effective engagement can occur through both virtual connections such as webcasts and in-person connections at educator workshops and public outreach events. Access to NASA ARES assets combined with adaptable resources and techniques that engage and promote scientific thinking helps translate the science and research being facilitated through NASA exploration, elicits a curiosity that aims to carry over even after a given engagement, and prepares our next generation of scientific explorers.

The Two-Year Colleges' Role in Building the Future Geoscience Technical Workforce

NASA Astrophysics Data System (ADS)

Wolfe, B.

2014-12-01

Careers in energy science related fields represent significant job growth in the U.S. Yet post-secondary career and technical programs have not kept pace with demand and energy science curriculum, including fundamental concepts of energy generation and environmental impact, lacks a firm position among general or career and technical education courses. Many of these emerging energy related jobs are skilled labor and entry level technical positions requiring less than a bachelor's degree. These include jobs such as solar/photovoltaic design and installation, solar water and space heating installation, energy management, efficiency and conservation auditor, environmental technician, etc. These energy related career pathways fit naturally within the geosciences discipline. Many of these jobs can be filled by individuals from HVAC, Industrial technology, welding, and electrical degree programs needing some additional specialized training and curriculum focused on fundamental concepts of energy, fossil fuel exploration and use, atmospheric pollution, energy generation, alternative energy sources, and energy conservation. Two-year colleges (2ycs) are uniquely positioned to train and fill these workforce needs as they already have existing career and technical programs and attract both recent high school graduates, as well as non-traditional students including displaced workers and returning veterans. We have established geoscience related workforce certificate programs that individuals completing the traditional industrial career and technical degrees can obtain to meet these emerging workforce needs. This presentation will discuss the role of geosciences programs at 2ycs in training these new workers, developing curriculum, and building a career/technical program that is on the forefront of this evolving industry.

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

Developing the science product algorithm testbed for Chinese next-generation geostationary meteorological satellites: Fengyun-4 series

NASA Astrophysics Data System (ADS)

Min, Min; Wu, Chunqiang; Li, Chuan; Liu, Hui; Xu, Na; Wu, Xiao; Chen, Lin; Wang, Fu; Sun, Fenglin; Qin, Danyu; Wang, Xi; Li, Bo; Zheng, Zhaojun; Cao, Guangzhen; Dong, Lixin

2017-08-01

Fengyun-4A (FY-4A), the first of the Chinese next-generation geostationary meteorological satellites, launched in 2016, offers several advances over the FY-2: more spectral bands, faster imaging, and infrared hyperspectral measurements. To support the major objective of developing the prototypes of FY-4 science algorithms, two science product algorithm testbeds for imagers and sounders have been developed by the scientists in the FY-4 Algorithm Working Group (AWG). Both testbeds, written in FORTRAN and C programming languages for Linux or UNIX systems, have been tested successfully by using Intel/g compilers. Some important FY-4 science products, including cloud mask, cloud properties, and temperature profiles, have been retrieved successfully through using a proxy imager, Himawari-8/Advanced Himawari Imager (AHI), and sounder data, obtained from the Atmospheric InfraRed Sounder, thus demonstrating their robustness. In addition, in early 2016, the FY-4 AWG was developed based on the imager testbed—a near real-time processing system for Himawari-8/AHI data for use by Chinese weather forecasters. Consequently, robust and flexible science product algorithm testbeds have provided essential and productive tools for popularizing FY-4 data and developing substantial improvements in FY-4 products.

Student Planetary Investigators: A Program to Engage Students in Authentic Research Using NASA Mission Data

NASA Astrophysics Data System (ADS)

Hallau, K.; Turney, D.; Beisser, K.; Edmonds, J.; Grigsby, B.

2015-12-01

The Student Planetary Investigator (PI) Program engages students in authentic scientific research using NASA mission data. This student-focused STEM (Science, Technology, Engineering and Math) program combines problem-based learning modules, Next Generation Science Standards (NGSS) aligned curriculum, and live interactive webinars with mission scientists to create authentic research opportunities and career-ready experiences that prepare and inspire students to pursue STEM occupations. Primarily for high school students, the program employs distance-learning technologies to stream live presentations from mission scientists, archive those presentations to accommodate varied schedules, and collaborate with other student teams and scientists. Like its predecessor, the Mars Exploration Student Data Team (MESDT) program, the Student PI is free and open to teams across the country. To date, students have drafted research-based reports using data from the Lunar Reconnaissance Orbiter Mini-RF instrument and the MESSENGER Mercury orbiter, with plans to offer similar programs aligned with additional NASA missions in the future pending available funding. Overall, the program has reached about 600 students and their educators. Assessments based on qualitative and quantitative data gathered for each Student PI program have shown that students gain new understanding about the scientific process used by real-world scientists as well as gaining enthusiasm for STEM. Additionally, it is highly adaptable to other disciplines and fields. The Student PI program was created by the Johns Hopkins University Applied Physics Laboratory (APL) Space Department Education and Public Outreach office with support from NASA mission and instrument science and engineering teams.

Evaluating a Graduate Professional Development Program for Informal Science Educators

NASA Astrophysics Data System (ADS)

Lake, Jeremy Paul

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course generated content, I was able to piece through the many layers of this two year long program to examine the growth of these individuals over time. While all participants showed growth completing the certificate program, those who could fully invest themselves in the experiences seemed to have gained the most. These cases indicate the Informal Science Institutions Environmental Education Graduate Certificate Program was effective at enhancing the careers of formal and informal science educators. Additionally, it suggests informal science educators, although busy with their professional obligations and personal lives, can be successful in a formal graduate program designed to meet ISE needs as explicated in Learning Science in Informal Environments: People, Places, and Pursuits (Bell, Lewenstein, Shouse, & Feder, 2009). The emergent model indicating connections among a person's personal life, professional life, and graduate study may also have implications for other professionals desiring to enroll in graduate school. For example, science teachers in university graduate programs may also benefit from applying this model to their lives.

The Physics Learning Program at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L.; Huesmann, A.; Jacob, A.; Fretz, J.; Clarke, M.

2006-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for students studying physics. We pair staff and upper level physics and secondary science education majors in small study groups with students studying introductory physics. Approximately 33-50% of our students are from racial and ethnic groups underrepresented in the sciences. In addition, students participating in our program include others who may be feeling isolated such as first-generation college students, returning adults, students with disabilities, international students, and students from small rural schools; as well as students with weak math and physics preparation and/or who are struggling with the course. The Physics Learning Program is run in conjunction with similar programs for chemistry and biochemistry. During the past year with a move to a new building we obtained a dedicated space for the Physics Learning Program, facilitating students to form their own study groups. We also began a pilot program for students in the calculus-based physics sequence. We will discuss these additions, as well as recruitment, pedagogy, teacher training, and mentoring practices that we use with the aim of creating an inclusive learning environment.

What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

NASA Astrophysics Data System (ADS)

Simmons, Robin

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms: Cognitive teaching strategies, College readiness, Common District Assessments (CDAs), Concept maps, Constructivism, Curriculum, Differentiated Instruction, Instruction, Formative assessments, Learning-Focused Strategies (LFS), Learning-Focused Strategies Model (LFSM), No Child Left Behind (NCLB), Post-secondary institution, Remediation courses, School improvement grant, School reform, Secondary institution, Traditional instructional strategies.

An Innovative Program in the Science of Health Care Delivery: Workforce Diversity in the Business of Health.

PubMed

Essary, Alison C; Wade, Nathaniel L

2016-01-01

According to the most recent statistics from the National Center for Education Statistics, disparities in enrollment in undergraduate and graduate education are significant and not improving commensurate with the national population. Similarly, only 12% of graduating medical students and 13% of graduating physician assistant students are from underrepresented racial and ethnic groups. Established in 2012 to promote health care transformation at the organization and system levels, the School for the Science of Health Care Delivery is aligned with the university and college missions to create innovative, interdisciplinary curricula that meet the needs of our diverse patient and community populations. Three-year enrollment trends in the program exceed most national benchmarks, particularly among students who identify as Hispanic and American Indian/Alaska Native. The Science of Health Care Delivery program provides students a seamless learning experience that prepares them to be solutions-oriented leaders proficient in the business of health care, change management, innovation, and data-driven decision making. Defined as the study and design of systems, processes, leadership and management used to optimize health care delivery and health for all, the Science of Health Care Delivery will prepare the next generation of creative, diverse, pioneering leaders in health care.

Strategies for broadening participation in the Maryland Sea Grant REU program

NASA Astrophysics Data System (ADS)

Moser, F. C.; Kramer, J.; Allen, J. R.

2011-12-01

A core goal of the ocean science community is to increase gender and ethnic diversity in its scientific workforce. Maryland Sea Grant strives to provide women and students from underrepresented groups in marine science opportunities to participate in its NSF-supported Research Experiences for Undergraduates (REU) program in estuarine processes. While women currently dominate the applicant student pool, and often the accepted student pool, we are trying a variety of strategies to increase the number of applicants and accepted students from underrepresented groups who might not otherwise be lured into marine science research and, ultimately, careers. For example, we have built partnerships with multicultural-focused undergraduate research programs and institutions, which can raise awareness about our REU program and its commitment to broadening diversity. Further, we work to attract first generation college students, students from small colleges with limited marine science opportunities and students from varied racial and ethnic backgrounds using such strategies as: 1) developing trust and partnerships with faculty at minority serving institutions; 2) expanding our outreach in advertising our program; 3) recruiting potential applicants at professional meetings; 4) targeting minority serving institutions within and beyond our region; 5) encouraging our REU alumni to promote our REU program among their peers; and 6) improving our application process. We believe these efforts contribute to the increase in the diversity of our summer-supported students and the change in the composition of our applicant pool over the last decade. Although we cannot definitively identify which strategies are the most effective at broadening participation in our program, we attribute most of our improvements to some combination of these strategies. In addition, pre- and post-surveying of our REU students improves our understanding of effective tools for recruiting and adapting our program to better serve a diversity of students and to promote a life-long interest in marine science. To help sustain long-term outcomes, we are exploring ways to work directly with minority-serving institutions to build 'bridging REU programs' that can train prospective REU students and thus enlarge the pool of potential applicants to recruit.

The Comparative Study of the Effects of Extremely Low Frequency Electromagnetic Fields and Infrasound on Water Molecule Dissociation and Generation of Reactive Oxygen Species

DTIC Science & Technology

2008-11-01

ISTC Project No. #1592P The Comparative Study of The Effects of Extremely Low Frequency Electromagnetic Fields and Infrasound on Water Molecule...performed under the agreement with the International Science and Technology Center ( ISTC ), Moscow. REPORT DOCUMENTATION PAGE Form Approved OMB No. 0704...dissociation and generation of reactive oxygen spaces. 5a. CONTRACT NUMBER ISTC Registration No: A-1592p 5b. GRANT NUMBER 5c. PROGRAM ELEMENT

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

Heroux, Michael; Lethin, Richard

Programming models and environments play the essential roles in high performance computing of enabling the conception, design, implementation and execution of science and engineering application codes. Programmer productivity is strongly influenced by the effectiveness of our programming models and environments, as is software sustainability since our codes have lifespans measured in decades, so the advent of new computing architectures, increased concurrency, concerns for resilience, and the increasing demands for high-fidelity, multi-physics, multi-scale and data-intensive computations mean that we have new challenges to address as part of our fundamental R&D requirements. Fortunately, we also have new tools and environments that makemore » design, prototyping and delivery of new programming models easier than ever. The combination of new and challenging requirements and new, powerful toolsets enables significant synergies for the next generation of programming models and environments R&D. This report presents the topics discussed and results from the 2014 DOE Office of Science Advanced Scientific Computing Research (ASCR) Programming Models & Environments Summit, and subsequent discussions among the summit participants and contributors to topics in this report.« less

Planetary Science Enabled by High Power Ion Propulsion Systems from NASA's Prometheus Program

NASA Astrophysics Data System (ADS)

Cooper, John

2004-11-01

NASA's Prometheus program seeks to develop new generations of spacecraft nuclear-power and ion propulsion systems for applications to future planetary missions. The Science Definition Team for the first mission in the Prometheus series, the Jupiter Icy Moons Orbiter (JIMO), has defined science objectives for in-situ orbital exploration of the icy Galilean moons (Europa, Ganymede, Callisto) and the Jovian magnetosphere along with remote observations of Jupiter's atmosphere and aurorae, the volcanic moon Io, and other elements of the Jovian system. Important to this forum is that JIMO power and propulsion systems will need to be designed to minimize magnetic, radio, neutral gas, and plasma backgrounds that might otherwise interfere with achievement of mission science objectives. Another potential Prometheus mission of high science interest would be an extended tour of primitive bodies in the solar system, including asteroids, Jupiter family comets, Centaurs, and Kuiper Belt Objects (KBO). The final landed phase of this mission might include an active keplerian experiment for detectable (via downlink radio doppler shift) acceleration of a small kilometer-size Centaur or KBO object, likely the satellite of a larger object observable from Earth. This would have obvious application to testing of mitigation techniques for Earth impact hazards.

From Foucault to Freire through Facebook: Toward an Integrated Theory of mHealth

ERIC Educational Resources Information Center

Bull, Sheana; Ezeanochie, Nnamdi

2016-01-01

Objective: To document the integration of social science theory in literature on mHealth (mobile health) and consider opportunities for integration of classic theory, health communication theory, and social networking to generate a relevant theory for mHealth program design. Method: A secondary review of research syntheses and meta-analyses…

LASP-04: Tolerance Evaluation of Experimental Compound in Kras/p53 Pancreatic Ductal Adenocarcinoma (PDAC) Mice | Frederick National Laboratory for Cancer Research

Cancer.gov

The Laboratory Animal Sciences Program will breed 18 KPC animals with the intent of generating a cohort of 12 animals with confirmed tumor-load matching the following enrollment criteria:female mice are considered eligible for enrollment when u

Rage against the Machine: Evaluation Metrics in the 21st Century

ERIC Educational Resources Information Center

Yang, Charles

2017-01-01

I review the classic literature in generative grammar and Marr's three-level program for cognitive science to defend the Evaluation Metric as a psychological theory of language learning. Focusing on well-established facts of language variation, change, and use, I argue that optimal statistical principles embodied in Bayesian inference models are…

Evaluation of STRONG-CT: A Program Supporting Minority and First-Generation U.S. Science Students

ERIC Educational Resources Information Center

McGonagle, Alyssa K.; Freake, Hedley C.; Zinn, Steven; Bauerle, Timothy; Winston, Jeffrey; Lewicki, Gary; Jehnings, Marcia; Khan-Bureau, Diba; Philion, Melissa

2014-01-01

The STRONG-CT alliance between four U.S. institutions, the University of Connecticut, Manchester Community College, Quinebaug Valley Community College, and Three Rivers Community College, seeks to help diversify and enlarge the STEM communities in Connecticut by increasing enrollment, retention, and graduation of racial/ethnic minority and first…

Achieving Next Generation Science Standards through Agricultural Contexts: A Delphi Study of Outdoor Education Experts

ERIC Educational Resources Information Center

Meals, Anthony; Washburn, Shannon

2015-01-01

A Delphi survey was conducted with 30 outdoor education experts in Kansas. Participant responses helped frame a Kansas definition of outdoor education and identified essential educational goals and outcomes, critical components for effective outdoor education programming, and barriers facing outdoor education in Kansas. The study highlights…

Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices

ERIC Educational Resources Information Center

Ko, Mon-Lin Monica

2013-01-01

A focus of reforms in standards, learning environments, teacher preparation programs and professional development is to support teachers' and students' engagement with scientific practices such as argumentation, modeling and generating explanations for real-world phenomena (NRC, 2011). Engaging in these practices in authentic ways…

LASP-06: Drug Efficacy in a Three-Arm Survival Study in Kras/p53 Pancreatic Ductal Adenocarcinoma (PDAC) Mice | Frederick National Laboratory for Cancer Research

Cancer.gov

The Laboratory Animal Sciences Program will induce breed 50 KPC animals with the intent of generating a cohort of 40 animals with confirmed tumor-load matching the following enrollment criteria:female mice are considered eligible for enrollment

The History of Mathematics and Ethnomathematics. How a Native Culture Intervenes in the Process of Learning Science.

ERIC Educational Resources Information Center

D'Ambrosio, Ubiratan

1990-01-01

Ethnomathematics is a program that looks into the generation, transmission, institutionalization, and diffusion of knowledge with emphasis on the sociocultural environment. By drawing on the cultural experiences and practices of individuals and of communities, ethnomathematics allows for an easier flow of scientific ideas with children, reducing…

From Intuition to Evidence: A Data-Driven Approach to Transforming CS Education

ERIC Educational Resources Information Center

Allevato, Anthony J.

2012-01-01

Educators in many disciplines are too often forced to rely on intuition about how students learn and the effectiveness of teaching to guide changes and improvements to their curricula. In computer science, systems that perform automated collection and assessment of programming assignments are seeing increased adoption, and these systems generate a…

Effects of Response-Driven Feedback in Computer Science Learning

ERIC Educational Resources Information Center

Fernandez Aleman, J. L.; Palmer-Brown, D.; Jayne, C.

2011-01-01

This paper presents the results of a project on generating diagnostic feedback for guided learning in a first-year course on programming and a Master's course on software quality. An online multiple-choice questions (MCQs) system is integrated with neural network-based data analysis. Findings about how students use the system suggest that the…

Envisioning the future of 'big data' biomedicine.

PubMed

Bui, Alex A T; Van Horn, John Darrell

2017-05-01

Through the increasing availability of more efficient data collection procedures, biomedical scientists are now confronting ever larger sets of data, often finding themselves struggling to process and interpret what they have gathered. This, while still more data continues to accumulate. This torrent of biomedical information necessitates creative thinking about how the data are being generated, how they might be best managed, analyzed, and eventually how they can be transformed into further scientific understanding for improving patient care. Recognizing this as a major challenge, the National Institutes of Health (NIH) has spearheaded the "Big Data to Knowledge" (BD2K) program - the agency's most ambitious biomedical informatics effort ever undertaken to date. In this commentary, we describe how the NIH has taken on "big data" science head-on, how a consortium of leading research centers are developing the means for handling large-scale data, and how such activities are being marshalled for the training of a new generation of biomedical data scientists. All in all, the NIH BD2K program seeks to position data science at the heart of 21 st Century biomedical research. Copyright © 2017 Elsevier Inc. All rights reserved.

The ASP Sensor Network: Infrastructure for the Next Generation of NASA Airborne Science

NASA Astrophysics Data System (ADS)

Myers, J. S.; Sorenson, C. E.; Van Gilst, D. P.; Duley, A.

2012-12-01

A state-of-the-art real-time data communications network is being implemented across the NASA Airborne Science Program core platforms. Utilizing onboard Ethernet networks and satellite communications systems, it is intended to maximize the science return from both single-platform missions and complex multi-aircraft Earth science campaigns. It also provides an open platform for data visualization and synthesis software tools, for use by the science instrument community. This paper will describe the prototype implementations currently deployed on the NASA DC-8 and Global Hawk aircraft, and the ongoing effort to expand the capability to other science platforms. Emphasis will be on the basic network architecture, the enabling hardware, and new standardized instrument interfaces. The new Mission Tools Suite, which provides an web-based user interface, will be also described; together with several example use-cases of this evolving technology.

After-School and Informal STEM Projects: the Effect of Participant Self-Selection

NASA Astrophysics Data System (ADS)

Vallett, David B.; Lamb, Richard; Annetta, Leonard

2017-12-01

This research represents an unforeseen outcome of the authors' National Science Foundation Innovation Technology Experiences for Students and Teachers (ITEST) program grant in science education. The grant itself focused on the use of serious educational games (SEGs) in the science classroom, both during and after school, to teach science content and affect student perceptions of science and technology. This study consists of a Bayesian artificial neural network analysis, using the preintervention measures of affect, interest, personality, and cognitive ability, in members of both the treatment and comparison groups to generate the probabilities that students would opt into the treatment group or choose not to participate. It appears, from this sample and the sampling methods of other related studies within the field, that despite sometimes profound results from technology interventions in science, interventions are affecting only those who already have a strong interest in STEM due to the manner in which participants are recruited.

GSFC Heliophysics Science Division 2008 Science Highlights

NASA Technical Reports Server (NTRS)

Gilbert, Holly R.; Strong, Keith T.; Saba, Julia L. R.; Firestone, Elaine R.

2009-01-01

This report is intended to record and communicate to our colleagues, stakeholders, and the public at large about heliophysics scientific and flight program achievements and milestones for 2008, for which NASA Goddard Space Flight Center's Heliophysics Science Division (HSD) made important contributions. HSD comprises approximately 261 scientists, technologists, and administrative personnel dedicated to the goal of advancing our knowledge and understanding of the Sun and the wide variety of domains that its variability influences. Our activities include Lead science investigations involving flight hardware, theory, and data analysis and modeling that will answer the strategic questions posed in the Heliophysics Roadmap; Lead the development of new solar and space physics mission concepts and support their implementation as Project Scientists; Provide access to measurements from the Heliophysics Great Observatory through our Science Information Systems, and Communicate science results to the public and inspire the next generation of scientists and explorers.

GSFC Heliophysics Science Division 2009 Science Highlights

NASA Technical Reports Server (NTRS)

Strong, Keith T.; Saba, Julia L. R.; Strong, Yvonne M.

2009-01-01

This report is intended to record and communicate to our colleagues, stakeholders, and the public at large about heliophysics scientific and flight program achievements and milestones for 2009, for which NASA Goddard Space Flight Center's Heliophysics Science Division (HSD) made important contributions. HSD comprises approximately 299 scientists, technologists, and administrative personnel dedicated to the goal of advancing our knowledge and understanding of the Sun and the wide variety of domains that its variability influences. Our activities include: Leading science investigations involving flight hardware, theory, and data analysis and modeling that will answer the strategic questions posed in the Heliophysics Roadmap; Leading the development of new solar and space physics mission concepts and support their implementation as Project Scientists; Providing access to measurements from the Heliophysics Great Observatory through our Science Information Systems; and Communicating science results to the public and inspiring the next generation of scientists and explorers.

The Mars mapper science and mission planning tool

NASA Technical Reports Server (NTRS)

Lo, Martin W.

1993-01-01

The Mars Mapper Program (MOm) is an interactive tool for science and mission design developed for the Mars Observer Mission (MO). MOm is a function of the Planning and Sequencing Element of the MO Ground Data System. The primary users of MOm are members of the science and mission planning teams. Using MOm, the user can display digital maps of Mars in various projections and resolutions ranging from 1 to 256 pixels per degree squared. The user can overlay the maps with ground tracks of the MO spacecraft (S/C) and footprints and swaths of the various instruments on-board the S/C. Orbital and instrument geometric parameters can be computed on demand and displayed on the digital map or plotted in XY-plots. The parameter data can also be saved into files for other uses. MOm is divided into 3 major processes: Generator, Mapper, Plotter. The Generator Process is the main control which spawns all other processes. The processes communicate via sockets. At any one time, only 1 copy of MOm may operate on the system. However, up to 5 copies of each of the major processes may be invoked from the Generator. MOm is developed on the Sun SPARCStation 2GX with menu driven graphical user interface (GUI). The map window and its overlays are mouse-sensitized to permit on-demand calculations of various parameters along an orbit. The program is currently under testing and will be delivered to the MO Mission System Configuration Management for distribution to the MO community in 3/93.

Teen Science Cafés: A Vehicle for Scientists Seeking Broader Impacts

NASA Astrophysics Data System (ADS)

Hall, M.; Mayhew, M. A.

2015-12-01

Teen Science Cafés are a global phenomenon where scientists and teenagers engage in lively conversations about current, relevant, and intriguing science. In the past two years, Teen Café programs have been initiated in 41 sites in 18 U.S. states via the Teen Science Cafe Network, teensciencecafe.org. Other such programs are growing in the UK, eastern Africa, South Africa, and Singapore. The events are a free, informal, and low risk way for scientists to share their science with a receptive audience much focused on future careers. The success of a Café depends on the core principle that rich conversation occurs; a Café program is not a lecture series. Engaging teen participants brings out different perspectives and new dimensions to the topic; this has typically given scientists new ways of thinking about their own research! Presenting the event as a conversation and inviting the teens to bring in questions and points of view is key to fostering a dynamic Café. Scientists report that the training provided for these engagements has changed the way they talk about their science to peers, managers, and funding agencies. Teen Cafés have been shown to significantly change teens' view of the importance of science in their lives, positively influence teens' understanding of science in the news, and increase their ability and confidence to use facts to support scientific points of view. The Café events also positively influenced teens' interest in science and science careers, and revealed to them the true nature of scientific research and the interesting lives that scientists lead. Cafés are an excellent vehicle for scientists to have broader impact on the current generation of students, our future adult citizens. The Teen Science Café Network is an open community of practice committed to helping others implement Teen Cafés.

Digital collaborative learning: identifying what students value

PubMed Central

Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly

2015-01-01

Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs. PMID:26097690

Leading the Way: Students of Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Warburton, J.; Larson, A.; Fahnestock, J.

2017-12-01

Over the past decade, the PolarTREC (Teachers and Researchers Exploring and Collaborating) program, administered by the Arctic Research Consortium of the United States (ARCUS), has provided over 150 U.S. K-12 teachers the opportunity to work directly with scientists in the polar regions. As a Teacher Research Experiences (TRE), it has provided teachers with a unique professional development opportunity to increase their teacher content knowledge. From recent program evaluation data, there has been a statistically significant improvement in the teacher's self-assessed ability and confidence to increase a variety of scientific processes in their lessons. This is important, as a growing emphasis is in Next Generation Science Standards is not only increasing student achievement in science but the practice of science. In PolarTREC, we have witnessed numerous examples where the increased STEM content knowledge of the teachers has transferred to their students of teachers with more student initiated and student driven research projects. In this presentation, we will share examples of this success and showcase several student-led research projects that have not only demonstrated the practice of science but have also contributed to polar research.

Digital collaborative learning: identifying what students value.

PubMed

Hemingway, Claire; Adams, Catrina; Stuhlsatz, Molly

2015-01-01

Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience ( www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.

The Biological and Chemical Oceanography Data Management Office

NASA Astrophysics Data System (ADS)

Allison, M. D.; Chandler, C. L.; Groman, R. C.; Wiebe, P. H.; Glover, D. M.; Gegg, S. R.

2011-12-01

Oceanography and marine ecosystem research are inherently interdisciplinary fields of study that generate and require access to a wide variety of measurements. In late 2006 the Biological and Chemical Oceanography Sections of the National Science Foundation (NSF) Geosciences Directorate Division of Ocean Sciences (OCE) funded the Biological and Chemical Oceanography Data Management Office (BCO-DMO). In late 2010 additional funding was contributed to support management of research data from the NSF Office of Polar Programs Antarctic Organisms & Ecosystems Program. The BCO-DMO is recognized in the 2011 Division of Ocean Sciences Sample and Data Policy as one of several program specific data offices that support NSF OCE funded researchers. BCO-DMO staff members offer data management support throughout the project life cycle to investigators from large national programs and medium-sized collaborative research projects, as well as researchers from single investigator awards. The office manages and serves all types of oceanographic data and information generated during the research process and contributed by the originating investigators. BCO-DMO has built a data system that includes the legacy data from several large ocean research programs (e.g. United States Joint Global Ocean Flux Study and United States GLOBal Ocean ECosystems Dynamics), to which data have been contributed from recently granted NSF OCE and OPP awards. The BCO-DMO data system can accommodate many different types of data including: in situ and experimental biological, chemical, and physical measurements; modeling results and synthesis data products. The system enables reuse of oceanographic data for new research endeavors, supports synthesis and modeling activities, provides availability of "real data" for K-12 and college level use, and provides decision-support field data for policy-relevant investigations. We will present an overview of the data management system capabilities including: map-based and text-based data discovery and access systems; recent enhancements to data search tools; data export and download utilities; and strategic use of controlled vocabularies to facilitate data integration and to improve data system interoperability.

Report to the International Global Atmospheric Chemistry Project

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

Reisdorf, Jill; Wiedinmyer, Christine

IGAC’s mission is to facilitate atmospheric chemistry research towards a sustainable world. This is achieved through IGAC’s three focal activities: fostering community, building capacity, and providing leadership. A key component to achieving IGAC’s mission is its developing early career program. These scientists join an international network early in their career that puts the cogs in motion to further facilitate atmospheric chemistry research at an international level for years to come. IGAC’s Science Conference is a primary mechanism for IGAC to build cooperation and disseminate scientific information across its international community. The first IGAC Science Conference was held in 1993 in Eilat,more » Israel. Since then, IGAC has successfully held fourteen science conferences, consistently becoming a biennial conference starting in 2002. The biennial IGAC Science Conference is regarded as THE international conference on atmospheric chemistry and participation in the conference is typically in the range of 350-650 participants. Since 2004, IGAC has included an Early Career Scientists Program as part of the conference to foster the next generation of scientists. IGAC believes, and has seen, that by allowing scientists to form an international network of colleagues early in their career that future international collaborations in atmospheric chemistry are enhanced. The 2016 IGAC Science Conference Early Career Program consisted of numerous events throughout the week giving these scientists the opportunity to not only create a community amongst themselves, but to also engage and build relationships with senior scientists. In order to support the Early Career Scientists Program, IGAC sought funding from international, regional and local organizations to provide Travel Grants to the conference based on an assessment of both need and merit. This conference summary reports on outcomes of the 2016 IGAC Science Conference and the Early Career Program, which included early career travel grants funded by this DOE grant.« less

Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards (Abstract)

NASA Astrophysics Data System (ADS)

Gillette, S.; Wolf, D.; Harrison, J.

2017-12-01

(Abstract only) The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

Engaging Teenagers in Astronomy Using the Lens of Next Generation Science Standards and Common Core State Standards

NASA Astrophysics Data System (ADS)

Gillette, Sean; Wolf, Debbie; Harrison, Jeremiah

2017-06-01

The Vanguard Double Star Workshop has been developed to teach eighth graders the technique of measuring position angle and separation of double stars. Through this program, the students follow in the footsteps of a professional scientist by researching the topic, performing the experiment, writing a scientific article, publishing a scientific article, and finally presenting the material to peers. An examination of current educational standards grounds this program in educational practice and philosophy.

Modular biowaste monitoring system

NASA Technical Reports Server (NTRS)

Fogal, G. L.

1975-01-01

The objective of the Modular Biowaste Monitoring System Program was to generate and evaluate hardware for supporting shuttle life science experimental and diagnostic programs. An initial conceptual design effort established requirements and defined an overall modular system for the collection, measurement, sampling and storage of urine and feces biowastes. This conceptual design effort was followed by the design, fabrication and performance evaluation of a flight prototype model urine collection, volume measurement and sampling capability. No operational or performance deficiencies were uncovered as a result of the performance evaluation tests.

Defining science literacy: A pedagogical approach

NASA Astrophysics Data System (ADS)

Brilakis, Kathryn

A functional knowledge of science is required to capably evaluate the validity of conflicting positions on topics such as fracking, climate change, and the safety of genetically modified food. Scientifically illiterate individuals are at risk of favoring the persuasive arguments of those championing partisan, anti-science agendas. In an effort to enhance the scientific literacy of community college students and equip them with the skill set necessary to make informed decisions, this study generated a pedagogical definition of science literacy using survey methodology and then utilized the definition to construct an accessible, comprehensive, and pragmatic web-based science literacy program. In response to an email solicitation, college and university science educators submitted lists of topics within their specialty they considered essential when assessing science literacy. Their responses were tabulated and those topics cited most frequently by the participating physicists, biologists, chemists and geoscientists were assembled into a definition of science literacy. This definition was translated into a modular, web-based course suitable for both online and classroom learning published as: www.scienceliteracyforum.com.

The Energy Problem: What the Helios Project Can Do About it (LBNL Science at the Theater)

ScienceCinema

Chu, Steven

2018-06-15

The energy problem is one of the most important issues that science and technology has to solve. Nobel laureate and Berkeley Lab Director Steven Chu proposes an aggressive research program to transform the existing and future energy systems of the world away from technologies that emit greenhouse gases. Berkeley Lab's Helios Project concentrates on renewable fuels, such as biofuels, and solar technologies, including a new generation of solar photovoltaic cells and the conversion of electricity into chemical storage to meet future demand.

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

Dickerson, James Henry

We have had considerable success on this project, particularly in the understanding of the relationship between nanostructure and magnetic properties in lanthanide nanocrystals. We also have successfully facilitated the doctoral degrees of Dr. Suseela Somarajan, in the Department of Physics and Astronomy, and Dr. Melissa Harrison, in the Materials Science Program. The following passages summarize the various accomplishments that were featured in 9 publications that were generated based on support from this grant. We thank the Department of Energy for their generous support of our research efforts in this area of materials science, magnetism, and electron microscopy.

From Foucault to Freire Through Facebook: Toward an Integrated Theory of mHealth.

PubMed

Bull, Sheana; Ezeanochie, Nnamdi

2016-08-01

To document the integration of social science theory in literature on mHealth (mobile health) and consider opportunities for integration of classic theory, health communication theory, and social networking to generate a relevant theory for mHealth program design. A secondary review of research syntheses and meta-analyses published between 2005 and 2014 related to mHealth, using the AMSTAR (A Measurement Tool to Assess Systematic Reviews) methodology for assessment of the quality of each review. High-quality articles from those reviews using a randomized controlled design and integrating social science theory in program design, implementation, or evaluation were reviewed. Results There were 1,749 articles among the 170 reviews with a high AMSTAR score (≥30). Only 13 were published from 2005 to 2014, used a randomized controlled design and made explicit mention of theory in any aspect of their mHealth program. All 13 included theoretical perspectives focused on psychological and/or psychosocial theories and constructs. Conclusions There is a very limited use of social science theory in mHealth despite demonstrated benefits in doing so. We propose an integrated theory of mHealth that incorporates classic theory, health communication theory, and social networking to guide development and evaluation of mHealth programs. © 2015 Society for Public Health Education.

Developmental Programming: State-of-the-Science and Future Directions

PubMed Central

Sutton, Elizabeth F.; Gilmore, L. Anne; Dunger, David B.; Heijmans, Bas T.; Hivert, Marie-France; Ling, Charlotte; Martinez, J. Alfredo; Ozanne, Susan E.; Simmons, Rebecca A.; Szyf, Moshe; Waterland, Robert A.; Redman, Leanne M.; Ravussin, Eric

2016-01-01

Objective On December 8–9, 2014, the Pennington Biomedical Research Center convened a scientific symposium to review the state-of-the-science and future directions for the study of developmental programming of obesity and chronic disease. The objectives of the symposium were to discuss: (i) past and current scientific advances in animal models, population-based cohort studies and human clinical trials, (ii) the state-of-the-science of epigenetic-based research, and (iii) considerations for future studies. Results The overarching goal was to provide a comprehensive assessment of the state of the scientific field, to identify research gaps and opportunities for future research in order to identify and understand the mechanisms contributing to the developmental programming of health and disease. Conclusions Identifying the mechanisms which cause or contribute to developmental programming of future generations will be invaluable to the scientific and medical community. The ability to intervene during critical periods of prenatal and early postnatal life to promote lifelong health is the ultimate goal. Considerations for future research including the use of animal models, the study design in human cohorts with considerations about the timing of the intrauterine exposure and the resulting tissue specific epigenetic signature were extensively discussed and are presented in this meeting summary. PMID:27037645

Cassini Tour Atlas Automated Generation

NASA Technical Reports Server (NTRS)

Grazier, Kevin R.; Roumeliotis, Chris; Lange, Robert D.

2011-01-01

During the Cassini spacecraft s cruise phase and nominal mission, the Cassini Science Planning Team developed and maintained an online database of geometric and timing information called the Cassini Tour Atlas. The Tour Atlas consisted of several hundreds of megabytes of EVENTS mission planning software outputs, tables, plots, and images used by mission scientists for observation planning. Each time the nominal mission trajectory was altered or tweaked, a new Tour Atlas had to be regenerated manually. In the early phases of Cassini s Equinox Mission planning, an a priori estimate suggested that mission tour designers would develop approximately 30 candidate tours within a short period of time. So that Cassini scientists could properly analyze the science opportunities in each candidate tour quickly and thoroughly so that the optimal series of orbits for science return could be selected, a separate Tour Atlas was required for each trajectory. The task of manually generating the number of trajectory analyses in the allotted time would have been impossible, so the entire task was automated using code written in five different programming languages. This software automates the generation of the Cassini Tour Atlas database. It performs with one UNIX command what previously took a day or two of human labor.

Accelerators: Sparking Innovation and Transdisciplinary Team Science in Disparities Research

PubMed Central

Horowitz, Carol R.; Shameer, Khader; Gabrilove, Janice; Atreja, Ashish; Shepard, Peggy; Goytia, Crispin N.; Smith, Geoffrey W.; Dudley, Joel; Manning, Rachel; Bickell, Nina A.; Galvez, Maida P.

2017-01-01

Development and implementation of effective, sustainable, and scalable interventions that advance equity could be propelled by innovative and inclusive partnerships. Readied catalytic frameworks that foster communication, collaboration, a shared vision, and transformative translational research across scientific and non-scientific divides are needed to foster rapid generation of novel solutions to address and ultimately eliminate disparities. To achieve this, we transformed and expanded a community-academic board into a translational science board with members from public, academic and private sectors. Rooted in team science, diverse board experts formed topic-specific “accelerators”, tasked with collaborating to rapidly generate new ideas, questions, approaches, and projects comprising patients, advocates, clinicians, researchers, funders, public health and industry leaders. We began with four accelerators—digital health, big data, genomics and environmental health—and were rapidly able to respond to funding opportunities, transform new ideas into clinical and community programs, generate new, accessible, actionable data, and more efficiently and effectively conduct research. This innovative model has the power to maximize research quality and efficiency, improve patient care and engagement, optimize data democratization and dissemination among target populations, contribute to policy, and lead to systems changes needed to address the root causes of disparities. PMID:28241508

Accelerators: Sparking Innovation and Transdisciplinary Team Science in Disparities Research.

PubMed

Horowitz, Carol R; Shameer, Khader; Gabrilove, Janice; Atreja, Ashish; Shepard, Peggy; Goytia, Crispin N; Smith, Geoffrey W; Dudley, Joel; Manning, Rachel; Bickell, Nina A; Galvez, Maida P

2017-02-23

Development and implementation of effective, sustainable, and scalable interventions that advance equity could be propelled by innovative and inclusive partnerships. Readied catalytic frameworks that foster communication, collaboration, a shared vision, and transformative translational research across scientific and non-scientific divides are needed to foster rapid generation of novel solutions to address and ultimately eliminate disparities. To achieve this, we transformed and expanded a community-academic board into a translational science board with members from public, academic and private sectors. Rooted in team science, diverse board experts formed topic-specific "accelerators", tasked with collaborating to rapidly generate new ideas, questions, approaches, and projects comprising patients, advocates, clinicians, researchers, funders, public health and industry leaders. We began with four accelerators-digital health, big data, genomics and environmental health-and were rapidly able to respond to funding opportunities, transform new ideas into clinical and community programs, generate new, accessible, actionable data, and more efficiently and effectively conduct research. This innovative model has the power to maximize research quality and efficiency, improve patient care and engagement, optimize data democratization and dissemination among target populations, contribute to policy, and lead to systems changes needed to address the root causes of disparities.

How Cardiac Anesthesiology Can Help "STEM" the Tide of Under-representation of Minorities in Science and Medicine.

PubMed

Woodward, Elliott; Lai, Yvonne; Egun, Christyanna; Fitzsimons, Michael G

2018-04-01

The field of medicine is built upon science, technology, engineering, and math (STEM), yet the United States is rapidly falling behind when it comes to educating the next generation in these disciplines, especially under-represented populations. The authors reflect on existing educational literature surrounding efforts to promote interest in STEM among students and under-represented populations. The authors advocate for greater efforts toward the development of youth programing. Cardiac anesthesia is uniquely positioned as a subspecialty to advance the goal of promoting interest in STEM in diverse groups of young students. The authors describe their development and implementation of a community outreach program to enhance interest in medicine through a cardiac dissection experience. Copyright © 2017. Published by Elsevier Inc.

The NGEE Arctic Data Archive -- Portal for Archiving and Distributing Data and Documentation

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

Boden, Thomas A; Palanisamy, Giri; Devarakonda, Ranjeet

2014-01-01

The Next-Generation Ecosystem Experiments (NGEE Arctic) project is committed to implementing a rigorous and high-quality data management program. The goal is to implement innovative and cost-effective guidelines and tools for collecting, archiving, and sharing data within the project, the larger scientific community, and the public. The NGEE Arctic web site is the framework for implementing these data management and data sharing tools. The open sharing of NGEE Arctic data among project researchers, the broader scientific community, and the public is critical to meeting the scientific goals and objectives of the NGEE Arctic project and critical to advancing the mission ofmore » the Department of Energy (DOE), Office of Science, Biological and Environmental (BER) Terrestrial Ecosystem Science (TES) program.« less

Fusion Materials Research at Oak Ridge National Laboratory in Fiscal Year 2014

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

Wiffen, Frederick W.; Noe, Susan P.; Snead, Lance Lewis

2014-10-01

The realization of fusion energy is a formidable challenge with significant achievements resulting from close integration of the plasma physics and applied technology disciplines. Presently, the most significant technological challenge for the near-term experiments such as ITER, and next generation fusion power systems, is the inability of current materials and components to withstand the harsh fusion nuclear environment. The overarching goal of the ORNL fusion materials program is to provide the applied materials science support and understanding to underpin the ongoing DOE Office of Science fusion energy program while developing materials for fusion power systems. In doing so the programmore » continues to be integrated both with the larger U.S. and international fusion materials communities, and with the international fusion design and technology communities.« less

Connecting Teachers and Students with Science Experts: NASA's Expedition Earth and Beyond Program

NASA Astrophysics Data System (ADS)

Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Mailhot, M.; Lindgren, C. F.

2010-12-01

Classroom teachers are challenged with engaging and preparing today’s students for the future. Activities are driven by state required skills, education standards, and high stakes testing. How can educators teach required standards and motivate students to not only learn essential skills, but also acquire a sense of intrigue to want to learn more? One way is to allow students to take charge of their learning and conduct student-driven research. NASA’s Expedition Earth and Beyond program, based at the NASA Johnson Space Center, is designed to do just that. The program, developed by both educators and scientists, promotes inquiry-based investigations in classrooms (grades 5-14) by using current NASA data. By combining the expertise of teachers, who understand the everyday challenges of working with students, and scientists, who work with the process of science as they conduct their own research, the result is a realistic and useable means in which to promote authentic research in classrooms. NASA’s Expedition Earth and Beyond Program was created with the understanding that there are three important aspects that enable teachers to implement authentic research experiences in the classroom. These aspects are: 1) Standards-aligned, inquiry based curricular resources and an implementation structure to support student-driven research; 2) Professional development opportunities to learn techniques and strategies to ensure seamless implementation of resources; and 3) Ongoing support. Expedition Earth and Beyond provides all three of these aspects and adds two additional and inspiring motivators. One is the opportunity for student research teams to request new data. Data requested and approved would be acquired by astronauts orbiting Earth on the International Space Station. This aspect is part of the process of science structure and provides a powerful way to excite students. The second, and perhaps more significant motivator, is the creation of connections between science experts and classrooms. Scientists are able to connect with participating classrooms on a variety of different levels, including being a mentor. These powerful connections provide extraordinary opportunities for students to develop the rigor and relevance of their research, along with encouraging them to have a sense of pride in the work they are doing in school. Providing teachers with skills and the confidence to promote authentic research investigations in the classroom will equip them to create science literate students, and by extension, improve the public understanding of science. The opportunity to connect classrooms with science experts creates personal experiences that are engaging, motivating and impactful. These impactful experiences will help prepare today’s students to become the next generation of scientists or perhaps science educators who can help continue these powerful connections for generations to come.

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

Fusion Materials Research at Oak Ridge National Laboratory in Fiscal Year 2015

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

Wiffen, F. W.; Katoh, Yutai; Melton, Stephanie G.

The realization of fusion energy is a formidable challenge with significant achievements resulting from close integration of the plasma physics and applied technology disciplines. Presently, the most significant technological challenge for the near-term experiments such as ITER, and next generation fusion power systems, is the inability of current materials and components to withstand the harsh fusion nuclear environment. The overarching goal of the Oak Ridge National Laboratory (ORNL) fusion materials program is to provide the applied materials science support and understanding to underpin the ongoing Department of Energy (DOE) Office of Science fusion energy program while developing materials for fusionmore » power systems. In doing so the program continues to be integrated both with the larger United States (US) and international fusion materials communities, and with the international fusion design and technology communities.This document provides a summary of Fiscal Year (FY) 2015 activities supporting the Office of Science, Office of Fusion Energy Sciences Materials Research for Magnetic Fusion Energy (AT-60-20-10-0) carried out by ORNL. The organization of this report is mainly by material type, with sections on specific technical activities. Four projects selected in the Funding Opportunity Announcement (FOA) solicitation of late 2011 and funded in FY2012-FY2014 are identified by “FOA” in the titles. This report includes the final funded work of these projects, although ORNL plans to continue some of this work within the base program.« less

The origins of informatics.

PubMed Central

Collen, M F

1994-01-01

This article summarizes the origins of informatics, which is based on the science, engineering, and technology of computer hardware, software, and communications. In just four decades, from the 1950s to the 1990s, computer technology has progressed from slow, first-generation vacuum tubes, through the invention of the transistor and its incorporation into microprocessor chips, and ultimately, to fast, fourth-generation very-large-scale-integrated silicon chips. Programming has undergone a parallel transformation, from cumbersome, first-generation, machine languages to efficient, fourth-generation application-oriented languages. Communication has evolved from simple copper wires to complex fiberoptic cables in computer-linked networks. The digital computer has profound implications for the development and practice of clinical medicine. PMID:7719803

Planning and implementing an honors degree in environmental science curricula: a case study from the University of Delaware, USA

NASA Astrophysics Data System (ADS)

Levia, Delphis

2015-04-01

Environmental degradation is undermining the sustainability of our planet. The multi-faceted nature of environmental stressors, which inherently couples human-environment interactions across space and time, necessitates that we train environmental scientists holistically within an interdisciplinary framework. Recruiting top-notch honors students to major in the environmental sciences is a critical step to ensure that we have the human capital to tackle complicated environmental problems successfully. Planning and implementing an honors degree is no trivial task. Based upon a recently completed and implemented set of programmatic revisions*, this poster showcases a successful example of an honors curriculum in environmental science to recruit and educate dynamic thinkers capable of improving the quality of our environment. The interdisciplinary environmental science program at the University of Delaware emphasizes the cross-cutting among earth's spheres through a core set of courses which employ a quantitative approach which is supplemented by several environmental policy courses. The core is coupled with six different thematic concentrations (students choose one) which permit the student to delve into a particular area of environmental science. The honors component of the degree consists of twelve additional credits. These credits are met through a specially designed introductory environmental course, a field experience requiring data collection, analysis, and write-up, a capstone course, and one other environmentally related course. The environmental sciences honors curriculum outlined in this poster may serve as a useful guide to others wishing to establish an honors program of their own in environmental science to recruit and prepare the next generation to mitigate environmental degradation. -------------- * Please note that the planning process for the environmental programs was and is the collective effort of many dedicated people. Current members of the advisory Environmental Council include Drs. Delphis Levia (Program Director & Chair), Nancy Targett (Dean), Frank Newton, Tracy Deliberty, Steve Hastings, John Madsen, Paul Imhoff, Jan Johnson, Jerry Kauffman, Murray Johnston.

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

NASA Astrophysics Data System (ADS)

Doerschuk, Peggy; Bahrim, Cristian; Daniel, Jennifer; Kruger, Joseph; Mann, Judith; Martin, Cristopher

2016-08-01

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these "at-risk" students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program's success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program's theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.

Single, composite, and ceramic Nd:YAG 946-nm lasers

NASA Astrophysics Data System (ADS)

Lan, Rui-Jun; Yang, Guang; Zheng-Ping, Wang

2015-06-01

Single, composite crystal and ceramic continuous wave (CW) 946-nm Nd:YAG lasers are demonstrated, respectively. The ceramic laser behaves better than the crystal laser. With 5-mm long ceramic, a CW output power of 1.46 W is generated with an optical conversion efficiency of 13.9%, while the slope efficiency is 17.9%. The optimal ceramic length for a 946-nm laser is also calculated. Project supported by the National Natural Science Foundation of China (Grant No. 61405171), the Natural Science Foundation of Shandong Province, China (Grant No. ZR2012FQ014), and the Science and Technology Program of the Shandong Higher Education Institutions of China (Grant No. J13LJ05).

Citizen Science as a Tool for Mosquito Control.

PubMed

Jordan, Rebecca C; Sorensen, Amanda E; Ladeau, Shannon

2017-09-01

In this paper, we share our findings from a 2-year citizen science program called Mosquito Stoppers. This pest-oriented citizen science project is part of a larger coupled natural-human systems project seeking to understand the fundamental drivers of mosquito population density and spatial variability in potential exposure to mosquito-borne pathogens in a matrix of human construction, urban renewal, and individual behaviors. Focusing on residents in West Baltimore, participants were recruited through neighborhood workshops and festivals. Citizen scientists participated in yard surveys of potential mosquito habitat and in evaluating mosquito nuisance. We found that citizen scientists, with minimal education and training, were able to accurately collect data that reflect trends found in a comparable researcher-generated database.

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.

Maturing Technologies for Stirling Space Power Generation

NASA Technical Reports Server (NTRS)

Wilson, Scott D.; Nowlin, Brentley C.; Dobbs, Michael W.; Schmitz, Paul C.; Huth, James

2016-01-01

Stirling Radioisotope Power Systems (RPS) are being developed as an option to provide power on future space science missions where robotic spacecraft will orbit, flyby, land or rove. A Stirling Radioisotope Generator (SRG) could offer space missions a more efficient power system that uses one fourth of the nuclear fuel and decreases the thermal footprint of the current state of the art. The RPS Program Office, working in collaboration with the U.S. Department of Energy (DOE), manages projects to develop thermoelectric and dynamic power systems, including Stirling Radioisotope Generators (SRGs). The Stirling Cycle Technology Development (SCTD) Project, located at Glenn Research Center (GRC), is developing Stirling-based subsystems, including convertors and controllers. The SCTD Project also performs research that focuses on a wide variety of objectives, including increasing convertor temperature capability to enable new environments, improving system reliability or fault tolerance, reducing mass or size, and developing advanced concepts that are mission enabling. Research activity includes maturing subsystems, assemblies, and components to prepare them for infusion into future convertor and generator designs. The status of several technology development efforts are described here. As part of the maturation process, technologies are assessed for readiness in higher-level subsystems. To assess the readiness level of the Dual Convertor Controller (DCC), a Technology Readiness Assessment (TRA) was performed and the process and results are shown. Stirling technology research is being performed by the SCTD Project for NASA's RPS Program Office, where tasks focus on maturation of Stirling-based systems and subsystems for future space science missions.

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

NONE

The Ames Laboratory conducts fundamental research in the physical, chemical, materials, and mathematical sciences and engineering which underlie energy generating, conversion, transmission and storage technologies, environmental improvement, and other technical areas essential to national needs. These efforts will be maintained so as to contribute to the achievement of the vision of DOE and, more specifically, to increase the general levels of knowledge and technical capabilities, to prepare engineering and physical sciences students for the future, both academia and industry, and to develop new technologies and practical applications from our basic scientific programs that will contribute to a strengthening of themore » US economy. The Laboratory approaches all its operations with the safety and health of all workers as a constant objective and with genuine concern for the environment. The Laboratory relies upon its strengths in materials synthesis and processing, materials reliability, chemical analysis, chemical sciences, photosynthesis, materials sciences, metallurgy, high-temperature superconductivity, and applied mathematical sciences to conduct the long term basic and intermediate range applied research needed to solve the complex problems encountered in energy production, and utilization as well as environmental restoration and waste management. Ames Laboratory will continue to maintain a very significant and highly beneficial pre-college math and science education program which currently serves both teachers and students at the middle school and high school levels. Our technology transfer program is aided by joint efforts with ISU`s technology development and commercialization enterprise and will sustain concerted efforts to implement Cooperative Research and Development Agreements, industrially sponsored Work for Others projects. and scientific personnel exchanges with our various customers.« less

Situating Second-Year Success: Understanding Second-Year STEM Experiences at a Liberal Arts College.

PubMed

Gregg-Jolly, Leslie; Swartz, Jim; Iverson, Ellen; Stern, Joyce; Brown, Narren; Lopatto, David

2016-01-01

Challenges particular to second-year students have been identified that can impact persistence in science, technology, engineering, and mathematics (STEM) fields. We implemented a program to improve student success in intermediate-level science courses by helping students to feel they belonged and could succeed in STEM. We used survey measures of perceptions and attitudes and then qualitative measures to characterize the impact of support strategies, including peer mentoring, a second-year science student retreat, learning and advising support resources, and department-specific activities. Analysis of registration and transcript information revealed underperformance by students of color (SOC) and first-generation (FG) students in 200-level science courses. Comparison of these data before and during programming revealed significant improvement in success rates of these students in 200-level biology and chemistry courses, but success rates of SOC and FG students remain lower than the overall rate for 200-level science courses. Contemporaneous with the program, qualitative and quantitative measures of student attitudes revealed a high level of belongingness and support. The results suggest that a focus on students' metacognition about their own abilities and strategic knowledge of how to succeed may be a fruitful direction for future research. © 2016 L. Gregg-Jolly 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).

Scientific and Technical Development of the Next Generation Space Telescope

NASA Technical Reports Server (NTRS)

Burg, Richard

2003-01-01

The Next Generation Space Telescope (NGST) is part of the Origins program and is the key mission to discover the origins of galaxies in the Universe. It is essential that scientific requirements be translated into technical specifications at the beginning of the program and that there is technical participation by astronomers in the design and modeling of the observatory. During the active time period of this grant, the PI participated in the NGST program at GSFC by participating in the development of the Design Reference Mission, the development of the full end-to-end model of the observatory, the design trade-off based on the modeling, the Science Instrument Module definition and modeling, the study of proto-mission and test-bed development, and by participating in meetings including quarterly reviews and support of the NGST SWG. This work was documented in a series of NGST Monographs that are available on the NGST web site.

Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program.

PubMed

Saetermoe, Carrie L; Chavira, Gabriela; Khachikian, Crist S; Boyns, David; Cabello, Beverly

2017-01-01

Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT). By employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means "power" or "to be able to" in Spanish. Essentially, we are "building power" using students' strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER's student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER's program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals. Biomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars.

MeerKAT Science: On the Pathway to the SKA

NASA Astrophysics Data System (ADS)

MeerKAT Science: On the Pathway to the SKA. MeerKAT is a next generation radio telescope under construction on the African SKA central site in the Karoo plateau of South Africa. When completed in 2017 MeerKAT will be a 64-element array of 13.5-m parabolic antennas distributed over an area with a diameter of 8 km. With a combination of wide bandwidth and field of view, with the large number of antennas and total collecting area, MeerKAT will be one of the world’s most powerful imaging telescopes operating at GHz frequencies. MeerKAT is a science and technology precursor of the SKA mid-frequency dish array, and following several years of operation as a South African telescope will be incorporated into the SKA phase-one facility. The MeerKAT science program will consist of a combination of key science, legacy-style, large survey projects, and smaller projects based on proposals for open time. This workshop, which took place in Stellenbosch in the Western Cape, was held to discuss and plan the broad range of scientific investigations that will be undertaken during the pre-SKA phase of MeerKAT. Topics covered included: technical development and roll out of the MeerKAT science capabilities, details of the large survey projects presented by the project teams, science program concepts for open time, commensal programs such as the Search for Extraterrestrial Intelligence, and the impact of MeerKAT on global Very Long Baseline Interferometry. These proceedings serve as a record of the scientific vision of MeerKAT in the year before its completion, foreshadowing a new era of radio astronomy on the African continent.

From ivory tower to prison watchtower: The STEM Ambassador Program promotes exchange outside of traditional venues

NASA Astrophysics Data System (ADS)

Nadkarni, N.; Weber, C.

2017-12-01

Scientists can be effective in engaging the public, due to their deep content knowledge and passion for their research. However, most training programs prepare scientists to communicate with public groups who seek out informal science education (ISE) activities at science centers and zoos, but not all Americans regularly participate in ISE activities. Opportunities for scientists to exchange information with those who may not seek out science but who hold the potential to contribute novel ideas and generate political support for our discipline can enhance the scientific enterprise. With support of the National Science Foundation (NSF), we created the "STEM Ambassador Program" (STEMAP), a research and public engagement project that aims to bridge science and society by training scientists to engage audiences outside of traditional venues. Activities are based on commonalities between the scientist's research interests and/or personal characteristics, and the interests, professions, and recreational pursuits of community groups. Scientists are encouraged to work with underserved communities (e.g., senior citizens), communities facing barriers to science learning (e.g., incarcerated men and women), and non-academic stakeholders in scientific research (e.g., decision-makers). STEMAP training is derived from three NSF-funded ISE models: Portal to the Public, the Research Ambassador Program, and Design Thinking. In 2016-2017, two cohorts of 20 scientists each, representing 15 departments at the University of Utah, received training. Examples of engagement activities included: An engineer presented his work to develop air quality monitoring devices to a local government council, and invited members to participate in his understanding of regional air quality. A microbiologist provided a microscope view of the microbes that are involved in fermentation with classes at a local cooking school. An urban planning researcher met with inmates in a horticulture training program at the Salt Lake County Jail to discuss waterwise landscaping practices of the horticulture industry. STEMAP researchers and evaluators collect data from Ambassadors and community participants to inform program development. STEMAP is now expanding to offer workshop, cohort, and online formats to institutions nationwide.

Generation SMH (shaking my head): Work-Life Balance and Generational Realities

NASA Astrophysics Data System (ADS)

Jones, M. B.

2012-12-01

Many Federal Agencies have 'workforce development' programs that focus on preparing the next generation of scientists and engineers at the graduate and undergraduate level. Several of the science Agencies (e.g., NASA, NOAA, EPA, etc.), have programs that support students in many of the diverse disciplines that are unique to those Agency missions. While financial support certainly is critical to assist students in the STEM and other fields, professional development is just as important to equip students with a balanced arsenal of tactics to be successful professionals in the STEM workforce of today. Finding life balance as one moves through a STEM career path poses unique challenges that require a certain skill set that is not always intuitive. Some of those challenges include: selecting grad or post doc positions (negotiating to a family's advantage); balancing work and family commitments; and dealing with employer/advisor perceptions and expectations. For current and future generations in STEM, many of the above mentioned challenges require additional skill in negotiating interactions with individuals from other generations. Understanding perceptions and managing expectations are learnable skills that do not necessarily come with project funding.

Fundamental Physics Program and the NASA Mission

NASA Technical Reports Server (NTRS)

Trinh, Eugene

2003-01-01

The accomplishments of Physics, the increasing power of its instruments, and its expanding reach into other sciences have generated an unprecedented set of scientific opportunities. The committee has identified six such Grand Challenges listed below in no particular order: Developing quantum technologies. Creating new materials. Understanding complex systems. Unifying the forces of Nature. Exploring the universe Applying Physics to Biology.

Promoting Breast Cancer Screening in Rural, African American Communities: The "Science and Art" of Community Health Promotion.

ERIC Educational Resources Information Center

Altpeter, Mary; Earp, Jo Anne L.; Shopler, Janice H.

1998-01-01

Social ecological theory, social-work community organization models, and health-promotion models are brought together to address ways to generate change at the individual and policy levels, and to provide guidance for community health-promotion programs. An eight-year cancer-prevention project is presented as a case study. (EMK)

STEM Pilot Project Grant Program: Report to the Legislature, December 2016

ERIC Educational Resources Information Center

Noahr, Lorrell; Black, Scott; Rogers, Justin

2016-01-01

As our world becomes more and more steeped in technology, educating our students in that and related areas becomes crucial. Science, technology, engineering and math (STEM) education focuses on helping students become the next generation of professionals who will create the new ideas, new products and new industries of the future. Teaching STEM…

LASP-05: Time Course Assessment of Tumor Response to Therapeutics in Kras/p53 Pancreatic Ductal Adenocarcinoma (PDAC) Mice | Frederick National Laboratory for Cancer Research

Cancer.gov

The Laboratory Animal Sciences Program will breed 25 KPC animals with the intent of generating a cohort of 20 animals with confirmed tumor-load matching the following enrollment criteria:female mice are considered eligible for enrollment when u

An International Basic Science and Clinical Research Summer Program for Medical Students

ERIC Educational Resources Information Center

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

2012-01-01

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…

Eye-Rollers, Risk-Takers, and Turn Sharks: Target Students in a Professional Science Education Program

ERIC Educational Resources Information Center

Martin, Sonya N.; Milne, Catherine; Scantlebury, Kathryn

2006-01-01

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students,…

Science research annual, volume II: a collection of science staff memoranda and letters from the Illinois Legislature Council - January-June 1980. Annual report Jan 80-Sep 81

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

Dutton, J.A.

This volume contains a collection of correspondence and contributions from the Illinois Legislative Council. The memoranda, which have been organized into research reports, answer requests from individual legislators for information on specific science, technology, and public policy issues, and include information sources and pertinent legislation of the 81st Illinois General Assembly. Topics covered are as follows: abortion information; accidental deer slaughter; regulation of airport noise pollution; historical artifacts preservation; asbestos health hazards; automobile repair legislation; HLA blood tests; financial aid for catastrophic illness; cost comparison of coal and nuclear power; mandates for coroners versus medical examiners; dialysis patient programs; drugmore » paraphernalia legislation; electric generating capacity of Fox River dams; energy efficiency in appliances; euthanasia; farmland preservation; licenses for fish dealers; gasohol definition, grants, and other states' laws; medical precautions at football games; the Ames, Iowa methane plant; metric sales laws; proposed mining regulations; nuclear power referenda; nuclear waste disposal; pharmaceutical assistance and renewable prescriptions for the aged; licensing of radiation device operators; scientific creationism; solar energy grants and loans; funding for solar energy programs; sulfur dioxide standards; and visual aid programs.« less

Geothermal energy program overview

NASA Astrophysics Data System (ADS)

1991-12-01

The mission of the Geothermal Energy Program is to develop the science and technology necessary for tapping our nation's tremendous heat energy sources contained within the Earth. Geothermal energy is a domestic energy source that can produce clean, reliable, cost-effective heat and electricity for our nation's energy needs. Geothermal energy - the heat of the Earth - is one of our nation's most abundant energy resources. In fact, geothermal energy represents nearly 40 percent of the total U.S. energy resource base and already provides an important contribution to our nation's energy needs. Geothermal energy systems can provide clean, reliable, cost-effective energy for our nation's industries, businesses, and homes in the form of heat and electricity. The U.S. Department of Energy's (DOE) Geothermal Energy Program sponsors research aimed at developing the science and technology necessary for utilizing this resource more fully. Geothermal energy originates from the Earth's interior. The hottest fluids and rocks at accessible depths are associated with recent volcanic activity in the western states. In some places, heat comes to the surface as natural hot water or steam, which have been used since prehistoric times for cooking and bathing. Today, wells convey the heat from deep in the Earth to electric generators, factories, farms, and homes. The competitiveness of power generation with lower quality hydrothermal fluids, geopressured brines, hot dry rock, and magma (the four types of geothermal energy), still depends on the technical advancements sought by DOE's Geothermal Energy Program.

A continuously self regenerating high-flux neutron-generator facility

NASA Astrophysics Data System (ADS)

Rogers, A. M.; Becker, T. A.; Bernstein, L. A.; van Bibber, K.; Bleuel, D. L.; Chen, A. X.; Daub, B. H.; Goldblum, B. L.; Firestone, R. B.; Leung, K.-N.; Renne, P. R.; Waltz, C.

2013-10-01

A facility based on a next-generation, high-flux D-D neutron generator (HFNG) is being constructed at UC Berkeley. The current generator, designed around two RF-driven multicusp deuterium ion sources, is capable of producing a neutron output of >1011 n/s. A specially designed titanium-coated copper target located between the ion sources accelerates D+ ions up to 150 keV, generating 2.45 MeV neutrons through the d(d,3He)n fusion reaction. Deuterium in the target is self loaded and regenerating through ion implantation, enabling stable and continuous long-term operation. The proposed science program is focused on pioneering advances in the 40Ar/39Ar dating technique for geochronology, new nuclear data measurements, basic nuclear science research including statistical model studies of radiative-strength functions and level densities, and education. An overview of the facility and its unique capabilities as well as first measurements from the HFNG commissioning will be presented. Work supported by NSF Grant No. EAR-0960138, U.S. DOE LBL Contract No. DE-AC02-05CH11231, and U.S. DOE LLNL Contract No. DE-AC52-07NA27344.

Advanced Stirling Technology Development at NASA Glenn Research Center

NASA Technical Reports Server (NTRS)

Shaltens, Richard K.; Wong, Wayne A.

2007-01-01

The NASA Glenn Research Center has been developing advanced energy-conversion technologies for use with both radioisotope power systems and fission surface power systems for many decades. Under NASA's Science Mission Directorate, Planetary Science Theme, Technology Program, Glenn is developing the next generation of advanced Stirling convertors (ASCs) for use in the Department of Energy/Lockheed Martin Advanced Stirling Radioisotope Generator (ASRG). The next-generation power-conversion technologies require high efficiency and high specific power (watts electric per kilogram) to meet future mission requirements to use less of the Department of Energy's plutonium-fueled general-purpose heat source modules and reduce system mass. Important goals include long-life (greater than 14-yr) reliability and scalability so that these systems can be considered for a variety of future applications and missions including outer-planet missions and continual operation on the surface of Mars. This paper provides an update of the history and status of the ASC being developed for Glenn by Sunpower Inc. of Athens, Ohio.

Putting teachers-to-be in the field and the lab: Hands-on research at the American Museum of Natural History

NASA Astrophysics Data System (ADS)

Nadeau, P. A.; Ebel, D. S.; Harlow, G. E.; Landman, N. H.; Pagnotta, A.; Sessa, J.; Shara, M.; Ustunisik, G. K.; Webster, J. D.; Blair, D.; Shumer, M.

2013-12-01

The American Museum of Natural History (AMNH) is halfway through a pilot program designed to prepare Earth Science teachers for grades 7-12 in high-needs schools in New York. The program was implemented to address a critical shortage of qualified Earth Science teachers throughout the state as well as to reach student populations that traditionally have limited science exposure and hands-on learning opportunities. This Master of Arts in Teaching is unique amongst teacher preparation programs, not only in that it is housed at a world-class research museum and places the teacher candidates in a year-long teaching residency, but also in that it accepts only students with a strong background in Earth Science via a degree in geology, meteorology, oceanography, astronomy, or a related discipline. Following a year of graduate courses in science and pedagogy, as well as teaching residencies, and only months before embarking on teaching career, candidates begin a seven-week science practicum. This exercise combines field and lab work under the tutelage of AMNH science curators and postdoctoral research fellows to provide experience with the scientific process, from field work and data collection to interpretation and public presentation of results. In the science practicum, teaching candidates begin by selecting one of four topics on which to focus their research: astrophysics, experimental petrology, mineralogy, or paleontology. An introduction to lab materials, techniques, and instrumentation is followed by two weeks in the field, both upstate and in New York City, where rocks of all types are encountered and discussed. Nights are devoted to astronomical observing and data collection to supplement the geology-oriented daytime sessions. Following the trips, candidates are back at AMNH analyzing data and samples in preparation for a short, scientific-style manuscript and presentation of results in an AGU-style talk. Three research groups have already discovered potentially publishable results from candidate-oriented lab work. Here we report on the practicum experiences of the first cohort of teacher candidates. Teacher preparation programs such as this will be increasingly valuable in coming years as a result of the recently released national Next Generation Science Standards (NGSS). These new standards shift emphasis from students memorizing scientific content to understanding the practice of science. While NGSS have not yet been adopted in New York State, they likely will be in the near future, making this program at AMNH highly relevant to the current state of science education in the United States.

Developing an Education and Public Outreach (EPO) program for Caltech's Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2012-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past four years, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) inspire students to learn Earth Sciences, particularly tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools and community colleges. Our work toward these goals includes hosting local high school teachers and students each summer for six weeks of research experience (as part of Caltech's "Summer Research Connection"); organizing and hosting an NAGT conference aimed at Geoscience teachers at community colleges; participating in teacher training workshops (organized by the local school district); hosting tours for K-12 students from local schools as well as from China; and bringing hands-on activities into local elementary, middle, and high school classrooms. We also lead local school students and teachers on geology field trips through nearby canyons; develop education modules for undergraduate classes (as part of MARGINS program); write educational web articles on TO research (http://www.tectonics.caltech.edu/outreach/highlights/), and regularly give presentations to the general public. This year, we started providing content expertise for the development of video games to teach Earth Science, being created by GameDesk Institute. And we have just formed a scientist/educator partnership with a 6th grade teacher, to help in the school district's pilot program to incorporate new national science standards (NSTA's Next Generation Science Standards, current draft), as well as use Project-Based Learning. This presentation gives an overview of these activities.

Communicating the Results and Activities of the U.S. Climate Change Science Program

NASA Astrophysics Data System (ADS)

Chatterjee, K.; Parker, K.

2004-12-01

The Climate Change Science Program (CCSP) has a responsibility for credible and effective communications on issues related to climate variability and climate change science. As an essential part of its mission and responsibilities, the CCSP aims to enhance the quality of public discussion by stressing openness and transparency in its scientific research processes and results, and ensuring the widespread availability of credible, science-based information. The CCSP and individual federal agencies generate substantial amounts of authoritative scientific information on climate variability and change. Research findings are generally well reported in the scientific literature, but relevant aspects of these findings need to be reported in formats suitable for use by diverse audiences whose understanding and familiarity with climate change science issues vary. To further its commitment to the effective communication of climate change science information, the CCSP has established the Communications Interagency Working Group, which has produced an implementation plan for Climate Change communication, aimed at achieving the following goals: * Disseminate the results of CCSP activities credibly and effectively * Make CCSP science findings and products easily available to a diverse set of audiences. In addition to CCSP efforts, the individual federal agencies that comprise CCSP disseminate science-based climate information through their agency networks. The agencies of the CCSP are the Departments of Agriculture, Commerce, Defense, Energy, Health and Human Services, Interior, State, and Transportation and the U.S. EPA, NASA, NSF, Smithsonian Institute, and USAID.

Heliophysics

NASA Astrophysics Data System (ADS)

Austin, M.; Guhathakurta, M.; Bhattacharjee, A.; Longcope, D. W.; Sojka, J. J.; Schrijver, C. J.; Siscoe, G. L.

2011-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliopsphere, and climate environments. Over the past few centuries, our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Programs, sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. The first three years of the school resulted in the publication of three textbooks now being used at universities worldwide. Subsequent years have also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The textbooks are edited by Carolus J. Schrijver, Lockheed Martin, and George L. Siscoe, Boston University. The books provide a foundational reference for researchers in heliophysics, astrophysics, plasma physics, space physics, solar physics, aeronomy, space weather, planetary science and climate science. The Jack Eddy Postdoctoral Fellowship program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation of researchers needed in heliophysics. The fellowships are for two years, and any U.S university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors play critical roles. Potential hosts may enter information about their research on a central database. Application deadline: January 11, 2012

Graduate Biomedical Science Education Needs a New Philosophy.

PubMed

Bosch, Gundula; Casadevall, Arturo

2017-12-19

There is a growing realization that graduate education in the biomedical sciences is successful at teaching students how to conduct research but falls short in preparing them for a diverse job market, communicating with the public, and remaining versatile scientists throughout their careers. Major problems with graduate level education today include overspecialization in a narrow area of science without a proper grounding in essential critical thinking skills. Shortcomings in education may also contribute to some of the problems of the biomedical sciences, such as poor reproducibility, shoddy literature, and the rise in retracted publications. The challenge is to modify graduate programs such that they continue to generate individuals capable of conducting deep research while at the same time producing more broadly trained scientists without lengthening the time to a degree. Here we describe our first experiences at Johns Hopkins and propose a manifesto for reforming graduate science education. Copyright © 2017 Bosch and Casadevall.

Graduate Biomedical Science Education Needs a New Philosophy

PubMed Central

Bosch, Gundula

2017-01-01

ABSTRACT There is a growing realization that graduate education in the biomedical sciences is successful at teaching students how to conduct research but falls short in preparing them for a diverse job market, communicating with the public, and remaining versatile scientists throughout their careers. Major problems with graduate level education today include overspecialization in a narrow area of science without a proper grounding in essential critical thinking skills. Shortcomings in education may also contribute to some of the problems of the biomedical sciences, such as poor reproducibility, shoddy literature, and the rise in retracted publications. The challenge is to modify graduate programs such that they continue to generate individuals capable of conducting deep research while at the same time producing more broadly trained scientists without lengthening the time to a degree. Here we describe our first experiences at Johns Hopkins and propose a manifesto for reforming graduate science education. PMID:29259084

GSFC Heliophysics Science Division FY2010 Annual Report

NASA Technical Reports Server (NTRS)

Gilbert, Holly R.; Strong, Keith T.; Saba, Julia L. R.; Clark, Judith B.; Kilgore, Robert W.; Strong, Yvonne M.

2010-01-01

This report is intended to record and communicate to our colleagues, stakeholders, and the public at large about heliophysics scientific and flight program achievements and milestones for 2010, for which NASA Goddard Space Flight Center's Heliophysics Science Division (HSD) made important contributions. HSD comprises approximately 323 scientists, technologists, and administrative personnel dedicated to the goal of advancing our knowledge and understanding of the Sun and the wide variety of domains that its variability influences. Our activities include: Leading science investigations involving flight hardware, theory, and data analysis and modeling that will answer the strategic questions posed in the Heliophysics Roadmap; Leading the development of new solar and space physics mission concepts and support their implementation as Project Scientists; Providing access to measurements from the Heliophysics Great Observatory through our Science Information Systems; and Communicating science results to the public and inspiring the next generation of scientists and explorers.

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.

2015-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors plan critical roles. Potential hosts may enter information about their research on a central database.

Heliophysics as a Scientific Discipline

NASA Astrophysics Data System (ADS)

Greb, K.; Austin, M.; Guhathakurta, M.

2016-12-01

Heliophysics is a developing scientific discipline integrating studies of the Sun's variability, the surrounding heliosphere, and climate environments. Over the past few centuries our understanding of how the Sun drives space weather and climate on the Earth and other planets has advanced at an ever-increasing rate. NASA Living With a Star and the UCAR Visiting Scientist Progams sponsor the annual Heliophysics Summer Schools to build the next generation of scientists in this emerging field. The highly successful series of the summer schools (commencing 2007) trains a select group of graduate students, postdoctoral fellows and university faculty to learn and develop the science of heliophysics as a broad, coherent discipline that reaches in space from the Earth's troposphere to the depths of the Sun, and in time from the formation of the solar system to the distant future. Now in its tenth year, the School has resulted in the publication of five Heliophysics textbooks now being used at universities worldwide. The books provide a foundational reference for researchers in space physics, solar physics, aeronomy, space weather, planetary science and climate science, astrophysics, plasma physics,. In parallel, the School also developed the complementary materials that support teaching of heliophysics at both graduate and undergraduate levels. The Jack Eddy Postdoctoral Fellowship Program matches newly graduated postdoctorates with hosting mentors for the purpose of training the next generation researchers needed in heliophysics. The fellowships are for two years, and any U.S. university or research lab may apply to host a fellow. Two major topics of focus for the program are the science of space weather and of the Sun-climate connection. Since the goal of this fellowship program is to train Sun-Earth system researchers, preference is also given to research projects that cross the traditional heliophysics subdomains of the Sun, heliosphere, magnetosphere, and ionosphere/upper atmosphere, as well as Sun-climate investigations. Host mentors play critical roles. Potential hosts may enter information about their research on a central database.

2101, Sciences & Fiction: a way of developing teenagers' interest for science

NASA Astrophysics Data System (ADS)

Vauglin, I.; Chiuzzi, P.

2017-12-01

Since nearly 30 years, many european studies have demonstrated a worrying decline of young people's interest in science and technical studies. Despite the number of efforts and programs made to reverse the trend, there are still few signs of improvement. We must step up our efforts otherwise this will impact the long-term innovation capacities of our country. We have tried to participate to these efforts with the creation of a digital and interactive comics "2101, Science & Fiction", created by Chromatiques, that explores the connections between reality of science and science fiction. It takes advantage of the new opportunities opened by digital technology and is another way of developing interest in learning sciences. Free access on: http://2101.fr The goal is to create an new opportunity to popularize science and attract the young generation in different fields of technology and science. L'e-poster présentant cette BD numérique interactive en français est disponible à cette adresse: ttp://sf2a.eu/semaine-sf2a/2017/posterpdfs/294_224_66.pdf

The Costa Rica GLOBE (Global Learning and Observations to Benefit the Environment) Project as a Learning Science Environment

NASA Astrophysics Data System (ADS)

Castro Rojas, María Dolores; Zuñiga, Ana Lourdes Acuña; Ugalde, Emmanuel Fonseca

2015-12-01

GLOBE is a global educational program for elementary and high school levels, and its main purpose in Costa Rica is to develop scientific thinking and interest for science in high school students through hydrology research projects that allow them to relate science with environmental issues in their communities. Youth between 12 and 17 years old from public schools participate in science clubs outside of their regular school schedule. A comparison study was performed between different groups, in order to assess GLOBE's applicability as a learning science atmosphere and the motivation and interest it generates in students toward science. Internationally applied scales were used as tools for measuring such indicators, adapted to the Costa Rican context. The results provide evidence statistically significant that the students perceive the GLOBE atmosphere as an enriched environment for science learning in comparison with the traditional science class. Moreover, students feel more confident, motivated and interested in science than their peers who do not participate in the project. However, the results were not statistically significant in this last respect.

The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

NASA Astrophysics Data System (ADS)

Weinburgh, Molly; Silva, Cecilia; Smith, Kathy Horak; Groulx, Judy; Nettles, Jenesta

2014-08-01

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298-341, 2013; Lee et al. in Educ Res 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

Integrating Collaborative Learning and Competition in a Hematology/Oncology Training Program.

PubMed

Makhoul, Issam; Motwani, Pooja; Schafer, Liudmila; Arnaoutakis, Konstantinos; Mahmoud, Fade; Safar, Mazin; Graves, Dorothy; Mehta, Paulette; Govindarajan, Rang; Hutchins, Laura; Thrush, Carol

2018-02-01

New educational methods and structures to improve medical education are needed to face the challenge of an exponential increase and complexity of medical knowledge. Collaborative learning has been increasingly used in education, but its use in medical training programs is in its infancy, and its impact is still unknown; the role of competition in education is more controversial. We introduced these pedagogical methods to the hematology/oncology fellowship program at the University of Arkansas for Medical Sciences to improve attendance and performance at didactic activities and different educational outcomes. One year after the adoption of these methods, the fellowship program has reached many of the expected goals from this intervention without the negative consequences of competition observed in younger learners. The most important conclusion of this project is that collaboration and cross-generational team work provide a healthy and effective learning environment and competition may not add further benefit. Analysis, interpretation, and discussion of our experience are provided. This study was approved by the University of Arkansas for Medical Sciences IRB as a low risk educational intervention not requiring a consent form.

Applying the Science of Science Communication to Climate Change and Clean Energy: Lessons Learned from the NSF- and PBS-supported "Earth: The Operators' Manual"

NASA Astrophysics Data System (ADS)

Haines-Stiles, G.; Akuginow, E.; Sanford, C.

2014-12-01

Yale legal scholar and professor of psychology Dan Kahan has criticized the climate change science community for not applying what's known about effective communications strategies to topics with potentially controversial content. "Earth: The Operators' Manual," funded by NSF's Informal Science Education program and appearing on PBS was hosted by Penn State geoscientist Richard Alley. From the initial proposal forward into airing on public television in 2011 and 2012, ETOM aimed to be authoritative and apolitical while still being engaging to general audiences. Based on social scientific insights from project Advisor, Suzanne Moser, and others, ETOM aimed to avoid "climate porn" scare tactics and over-used footage, and to enlist a diverse group of "messengers" in addition to Alley. An important design criterion was to give equal time to clean energy solutions while pulling no punches as to the consensus findings of leading climate scientists. With the ETOM project now completed and final reports submitted to NSF, what results can be shared to inform future efforts? And how did ETOM compare in audience impact with other major media efforts such as Al Gore's "An Inconvenient Truth" or Showtime's more recent "Years of Living Dangerously"? Results reported draw on the external evaluation by Rockman Et Al, and include both quantitative and qualitative data. Key findings are the importance of including Texan ranchers enthusiastic about wind power alongside Navy Admirals adamant that climate change is human-caused and Marines implementing solar energy to reduce casualties incurred while transporting fossil fuels. In-person presentations by Alley and others at science centers served as de facto focus groups for scripting the TV programs, along with actual focus groups convened by Rockman. The 3rd program, ENERGY QUEST USA, documented 5 quite different communities, from Alaska to Forth Worth, Baltimore, Portland and Kansas, all using competition, local values, and economic incentives to move ahead. Might a more political approach have generated larger audiences? Perhaps, but at the cost of generating materials that have proven potential for long-lived use in both secondary and tertiary education.

The South Carolina Amazing Coast Program: Using Ocean Sciences to Address Next Generation Science Standards in Grades 3-5

NASA Astrophysics Data System (ADS)

Bell, E. V.; Thomas, C.; Weiss, B.; Bliss, A.; Spence, L.

2013-12-01

The Next Generation Science Standards (NGSS) are more inclusive of ocean sciences than the National Science Standards and respective state science standards. In response, the Center for Ocean Sciences Education Excellence-SouthEast (COSEE SE) is piloting the South Carolina's Amazing Coast (SCAC) program: a three-year initiative that incorporates ocean science concepts in grades 3-5 with the goals of addressing NGSS, STEM (science-technology-engineering-math) disciplines, and inquiry skills. The SCAC program targeted two Charleston County, South Carolina elementary schools that were demographically similar: Title 1 status (75% free or reduced lunch), > 90% African American student population, grade level size <55, and proximity to tidal salt marsh or barrier islands (< 2 miles). Fourteen teachers and approximately 240 students participated in the SCAC program between 2010 and 2013. The SCAC framework uses a scaffolding and multi-pronged approach for teacher professional development and student engagement. The scaffolding approach to curriculum implementation focuses on one grade level per year (Year 1 = 3rd; Year 2 = 4th, and Year 3 = 5th), thus building student and teacher literacy in ocean sciences. The coach-mentor model of teacher professional development was also used for the implementation of the program which differs from the traditional 'train the trainer' method in allowing for more frequent and consistent interaction by COSEE SE staff with the students and teachers during the school year. The coach mentor model enabled the creation of a community of practice where teachers served as both learners and practitioners of student learning. Methods for student engagement aligned with the NGSS and included hands-on classroom activities, use of 'hook' species such as loggerhead sea turtles (Caretta caretta), diamondback terrapins (Malaclemys terrapin) and smooth cord grass (Spartina alterniflora), field experiences to explore local ecosystems, interactions with marine scientists, and a capstone project incorporating STEM and inquiry skills. Specifically, third grade students learn about coastal habitats, animal and plant adaptations, and human impacts to the environment, and engage in a salt marsh restoration capstone project. This part of the curriculum aligns with the NGSS Core Ideas 3-LS1, 3-LS3, 3-LS4, 3-ESS3. The fourth grade students learn about weather, organism responses to the environment, and engage in a weather buoy construction capstone project. This part of the curriculum aligns with the NGSSS Core Ideas 4-LS1, 4-ESS2, 4-ESS3, 3-5-ETS1. In 5th grade, students focus specifically on the ocean ecosystem, human impacts on the environment and engage in a capstone project of designing and constructing remotely operated vehicles. This part of the curriculum aligns with NGSS Core Ideas 5-PS2, 5-LS1, 5-LS2, 5-ESS2, 3-5-ETS1. Initial evaluation results indicate that the SCAC teachers value the coach mentor approach for teacher professional development as well as the impact of field based experiences, place-based learning, and a culminating capstone project on student learning. Teacher feedback also indicates elements of sustainability that extend beyond the scope of the pilot project.These initial evaluation results poise the SCAC curriculum to be replicated in other southeastern states.

The Next Generation Space Telescope

NASA Technical Reports Server (NTRS)

Mather, John C.; Seery, Bernard (Technical Monitor)

2001-01-01

The Next Generation Space Telescope NGST is an 6-7 m class radiatively cooled telescope, planned for launch to the Lagrange point L2 in 2009, to be built by a partnership of NASA, ESA, and CSA. The NGST science program calls for three core instruments: 1) Near IR camera, 0.6 - 5 micrometer; 2) Near IR multiobject spectrometer, 1 - 5 micrometer, and 3) Mid IR camera and spectrometer, 5 - 28 micrometers. I will report on the scientific goals, project status, and the recent reduction in aperture from the target of 8 m.

Out of Boom and Bust, but Where to now for Geoscience Departments?

NASA Astrophysics Data System (ADS)

Keane, C. M.

2005-12-01

For most of the last 50 years, the fortunes of geoscience programs at the university level have waxed and waned with the health of the natural resources industries. These industries, and petroleum in particular, have experience major boom and bust cycles, of which geoscience programs often mirrored. This relationship began to change in the early 1990's when many geosciences programs began to offer environmental concentrations. This shift only lasted about five years before job opportunities began to decline in that field as well. By the mid 1990s, for the first time, the fortunes of geoscience departments began to mirror the overall trend of the other physical sciences - and just at the wrong time. The dot-com boom put negative pressure on enrollments, but since 2001, the geosciences, like many sciences, have now begun to experience 4-6 percent enrollment growth each year. Through all of this a number of departments have largely remained strong, and continue to grow. The trends of growth through the past twenty-five years gives us some insight into what healthy departments are doing right, and what opportunities exist for future growth for all programs. Two aspects of successful programs of particular note are those that retained strong, core basic geology academic programs, and those that continue to actively produce master's students. In particular, the master's level poses a unique opportunity for departmental growth. In other science disciplines, combined science master's with MBA's are generating substantial revenue for schools and enhancing the science program's status within the university community and the potential employer pool. However, though the number of master's degrees awarded in the geosciences has remained relatively steady, the number of schools that are actually awarding degrees has shrunk substantially, with the historically strong departments producing a large proportion of master's recipients. The challenge is to now 'read the tea leaves' of what future department success will require in an era of largely replacement-level hiring in the traditional geoscience job sectors and continuing shrinking federal research support. Recent departmental successes point to what appears to be paths for strong a strong future.

Stellar Presentations (Abstract)

NASA Astrophysics Data System (ADS)

Young, D.

2015-12-01

(Abstract only) The AAVSO is in the process of expanding its education, outreach and speakers bureau program. powerpoint presentations prepared for specific target audiences such as AAVSO members, educators, students, the general public, and Science Olympiad teams, coaches, event supervisors, and state directors will be available online for members to use. The presentations range from specific and general content relating to stellar evolution and variable stars to specific activities for a workshop environment. A presentation—even with a general topic—that works for high school students will not work for educators, Science Olympiad teams, or the general public. Each audience is unique and requires a different approach. The current environment necessitates presentations that are captivating for a younger generation that is embedded in a highly visual and sound-bite world of social media, twitter and U-Tube, and mobile devices. For educators, presentations and workshops for themselves and their students must support the Next Generation Science Standards (NGSS), the Common Core Content Standards, and the Science Technology, Engineering and Mathematics (STEM) initiative. Current best practices for developing relevant and engaging powerpoint presentations to deliver information to a variety of targeted audiences will be presented along with several examples.

Inspiring the Next Generation through Real Time Access to Ocean Exploration

NASA Astrophysics Data System (ADS)

Bell, K. L.; Ballard, R. D.; Witten, A. B.; O'Neal, A.; Argenta, J.

2011-12-01

Using live-access exposure to actual shipboard research activities where exciting discoveries are made can be a key contributor to engaging students and their families in learning about earth science and STEM subjects. The number of bachelor's degrees awarded annually in the Earth sciences peaked at nearly 8000 in 1984, and has since declined more than 50%; for the last several years, the number of bachelor's degrees issued in U.S. schools in the geosciences has hovered around 2500 (AGI, 2009). In 2008, the last year for which the data are published, only 533 Ph.D.s were awarded in Earth, Atmospheric and Ocean sciences (NSF, 2009). By 2030, the supply of geoscientists for the petroleum industry is expected to fall short of the demand by 30,000 scientists (AGI, 2009). The National Science Foundation (NSF) reports that minority students earn approximately 15% of all bachelor's degrees in science and engineering, but only 4.6% of degrees in the geosciences. Both of these percentages are very low in comparison to national and state populations, where Hispanics and African-Americans make up 29% of the U.S. overall. The Ocean Exploration Trust (OET) is a non-profit organization whose mission is to explore the world's ocean, and to capture the excitement of that exploration for audiences of all ages, but primarily to inspire and motivate the next generation of explorers. The flagship of OET's exploratory programs is the Exploration Vessel Nautilus, on which annual expeditions are carried out to support our mission. The ship is equipped with state of the art satellite telecommunications "telepresence" technology that enables 24/7 world-wide real time access to the data being collected by the ships remotely operated vehicles. It is this "live" access that affords OET and its partners the opportunity to engage and inspire audiences across the United States and abroad. OET has formed partnerships with a wide-range of educational organizations that collectively offer life-time learning opportunities to capitalize on interest sparked by this live access: through live internet-based coverage of expeditions, informal learning programs and venues, formal curriculum-based programs, internships, undergraduate and graduate programs, and professional development programs including the incorporation of Educators at Sea on each expedition leg. Most importantly, OET emphasizes role models from across the array of professions found on the ship and on shore through our partners. The essential element all of these programs is that initial effort to engage and inspire children by giving them a compelling "view over the shoulder" of scientists and engineers at sea as they are making real time discoveries, and to show kids the path to putting themselves on a future ship of exploration.

Zebrafish embryology and cartilage staining protocols for high school students.

PubMed

Emran, Farida; Brooks, Jacqueline M; Zimmerman, Steven R; Johnson, Susan L; Lue, Robert A

2009-06-01

The Life Sciences-Howard Hughes Medical Institute Outreach Program at Harvard University supports high school science education by offering an on-campus program for students and their teachers to participate in investigative, hands-on laboratory sessions. The outreach program has recently designed and launched a successful zebrafish embryology protocol that we present here. The main objectives of this protocol are to introduce students to zebrafish as a model research organism and to provide students with direct experience with current techniques used in embryological research. The content of the lab is designed to generate discussions on embryology, genetics, fertilization, natural selection, and animal adaptation. The protocol produces reliable results in a time-efficient manner using a minimum of reagents. The protocol presented here consists of three sections: observations of live zebrafish larvae at different developmental stages, cartilage staining of zebrafish larvae, and a mutant hunt involving identification of two zebrafish mutants (nacre and chokh). Here, we describe the protocol, show the results obtained for each section, and suggest possible alternatives for different lab settings.

Brain awareness week and beyond: encouraging the next generation.

PubMed

McNerney, Colleen D; Chang, Eun-Joo; Spitzer, Nicholas C

2009-01-01

The field of neuroscience is generating increased public appetite for information about exciting brain research and discoveries. As stewards of the discipline, together with FUN and others, the Society for Neuroscience (SfN) embraces public outreach and education as essential to its mission of promoting understanding of the brain and nervous system. The Society looks to its members, particularly the younger generation of neuroscientists, to inspire, inform and engage citizens of all ages, and most importantly our youth, in this important endeavor. Here we review SfN programs and resources that support public outreach efforts to inform, educate and tell the story of neuroscience. We describe the important role the Brain Awareness campaign has played in achieving this goal and highlight opportunities for FUN members and students to contribute to this growing effort. We discuss specific programs that provide additional opportunities for neuroscientists to get involved with K-12 teachers and students in ways that inspire youth to pursue further studies and possible careers in science. We draw attention to SfN resources that support outreach to broader audiences. Through ongoing partnerships such as that between SfN and FUN, the neuroscience community is well positioned to pursue novel approaches and resources, including harnessing the power of the Internet. These efforts will increase science literacy among our citizens and garner more robust support for scientific research.

Exploring Science Teachers' Argumentation and Personal Epistemology About Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu; Roehrig, Gillian

2017-06-01

This case study investigated the nature of in-service science teachers' argumentation and personal epistemology about global climate change during a 3-year professional development program on climate change education. Qualitative analysis of data from interviews and written assessments revealed that while these teachers grounded their arguments on climate issues in evidence, the evidence was often insufficient to justify their causal claims. Compared with generating arguments for their own views, teachers had more difficulties in constructing evidence-based arguments for alternative perspectives. Moreover, while these teachers shared some similarities in their epistemology about climate science, they varied in their beliefs about specific aspects such as scientists' expertise and the credibility of scientific evidence. Such similarities and distinctions were shown to relate to how teachers used evidence to justify claims in their arguments. The findings also suggested a mismatch between teachers' personal epistemology about science in general and climate science, which was revealed through their argumentation. This work helps to further the ongoing discussions in environmental education about what knowledge and skills teachers need in order to teach climate issues and prepare students for future decision making. It constitutes first steps to facilitate reasoning and argumentation in climate change education and provides important implications for future design of professional development programs.

The Physics Learning Program at UW-Madison: Strategies for Creating an Inclusive Learning Environment

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Jacob, A. T.; Reading, J. A.

2005-05-01

The Physics Learning Program at the University of Wisconsin-Madison provides a supportive learning environment for introductory physics students potentially at-risk for having academic trouble or for feeling isolated at the University. Physics is a gateway course for many undergraduate science majors such as biology, physics, geophysics, atmospheric science, and astronomy, and for pre-health professions. Many students struggle with their physics courses due to factors including large class sizes, isolation and lack of study partners, and/or lack of confidence in mathematical problem solving skills. Our students include those with learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students who may be feeling isolated, such as students from historically underrepresented racial and ethnic groups, first generation college students, returning adults, international students, and students from small rural schools. Many of our students are also part of retention programs such as the TRIO program, the Academic Advancement Program, the McNair Scholars Program, and the McBurney Disability Resource Center. The Physics Learning Program's Peer Mentor Tutor program is run in conjunction with similar programs for chemistry and biochemistry at the University of Wisconsin. We will discuss strategies we use for creating an inclusive learning environment that engages students in their learning. Such strategies include small group instruction, ongoing training of the tutors, teaching problem solving skills, and creating a welcoming atmosphere.

NIRCam/NGST Education and Public Outreach: ``Linking Girls with the Sky"

NASA Astrophysics Data System (ADS)

McCarthy, D. W., Jr.; Lebofsky, L. A.; Slater, T. F.; Rieke, M. J.; Pompea, S. M.

2002-09-01

Astronomical images can inspire a new generation. The clarity of the Next Generation Space Telescope (NGST), combined with the near-infrared camera's (NIRCam) ability to see farther back in time and through murky regions of space, may unveil the ``First Light" from a newborn Universe and the origins of planetary systems. The NIRCam science team, led by Dr. Marcia Rieke, unites scientists from across the U.S., Canada, and Lockheed Martin's Advanced Technology Center with prominent science educators. The E/PO program especially targets K-14 girls in a partnership with the Girl Scouts of the USA, to address such specific needs as (1) the review of existing badge programs for younger girls, (2) new, community-based activities and research experiences for older girls, (3) interaction experiences in person and on-line with inspiring mentors and role-models, and (4) leadership and training experiences for adult trainers. New activities will be inquiry-based and appropriate in both formal and informal settings. They will also used for training future teachers of science. Topics such as ``Light pollution" can be related thematically to such NGST concepts as a ``low thermal background". The Astronomy Camp facilities on historic Mt. Lemmon will be used to ``train the trainers" by providing Girl Scouts and their adult leaders hands-on experiences with 8- to 60-inch telescopes, CCD and infrared cameras, and image processing techniques. NIRCam scientists will also be involved in developing authentic research-based projects using NIRCam datasets for in-class use by middle and high school teachers. The NIRCam E/PO program is funded by NASA under prime contract, NAS502105, with Goddard Space Flight Center to The University of Arizona.

A case study of systemic curricular reform: A forty-year history

NASA Astrophysics Data System (ADS)

Laubach, Timothy Alan

What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a school district's (K-12) science program and also impacted district- and state-wide curriculum reform initiatives. The district's science program has evolved since the inception of the inquiry-based elementary school science curriculum reform forty years ago. Therefore, a historical case study, which incorporated grounded theory methodology, was used to convey the forty-year development of a science curriculum reform effort and its systemic influences. Data for this study were collected primarily through artifacts, such as technical and non-technical documents, and supported and augmented with interviews. Fifteen people comprised the interview consortium with professional responsibilities including (a) administrative roles, such as superintendents, assistant superintendents, principals, and curriculum consultants/coordinators; (b) classroom roles, such as elementary and secondary school teachers who taught science; (c) partnership roles, such as university faculty who collaborated with those in administrative and classroom positions within the district; and (d) the co-director of SCIS who worked with the SCIS trial center director. Data were analyzed and coded using the constant comparative method. The analysis of data uncovered five categories or levels in which the curriculum reform evolved throughout its duration. These themes are Initiation, Education, Implementation, Confirmation, and Continuation. These five categories lead to several working hypotheses that supported the sustaining and continuing of a K-12 science curriculum reform effort. These components are a committed visionary; a theory base of education; forums promoting the education of the theory base components; shared-decision making; a university-school partnership; a core group of committed educators and teachers; evidences of success; national and state reform initiatives; a core group of administrators; longevity of the science program; district support (philosophical, financial, and emotional); and community support all contributed to the initiation, education, implementation, confirmation, and the continuation of the systemic curricular reform. The underlying component, or grounded theory generated by the study, that ties these experiences together is the "theory base" that concurrently evolved in the local school district and in a nearby university.

NASA's Additive Manufacturing Development Materials Science to Technology Infusion - Connecting the Digital Dots

NASA Technical Reports Server (NTRS)

Vickers, John

2017-01-01

At NASA, the first steps of the Journey to Mars are well underway with the development of NASA's next generation launch system and investments in research and technologies that should increase the affordability, capability, and safety of exploration activities. Additive Manufacturing presents a disruptive opportunity for NASA to design and manufacture hardware with new materials at dramatically reduced cost and schedule. Opportunities to incorporate additive manufacturing align very well with NASA missions and with most NASA programs related to space, science, and aeronautics. The Agency also relies on many partnerships with other government agencies, industry and academia.

NASA's Solar System Exploration Research Virtual Institute: Building Collaboration Through International Partnerships

NASA Technical Reports Server (NTRS)

Gibbs, K. E.; Schmidt, G. K.

2017-01-01

The NASA Solar System Exploration Research Virtual Institute (SSERVI) is a virtual institute focused on re-search at the intersection of science and exploration, training the next generation of lunar scientists, and community development. As part of the SSERVI mission, we act as a hub for opportunities that engage the larger scientific and exploration communities in order to form new interdisciplinary, research-focused collaborations. This talk will describe the international partner re-search efforts and how we are engaging the international science and exploration communities through workshops, conferences, online seminars and classes, student exchange programs and internships.

Global Change Data Center: Mission, Organization, Major Activities, and 2003 Highlights

NASA Technical Reports Server (NTRS)

2004-01-01

Rapid, efficient access to Earth sciences data from satellites and ground validation stations is fundamental to the nation's efforts to understand the effects of global environmental changes and their implications for public policy. It becomes a bigger challenge in the future when data volumes increase from current levels to terabytes per day. Demands on data storage, data access, network throughput, processing power, and database and information management are increased by orders of magnitude, while budgets remain constant and even shrink.The Global Change Data Center's (GCDC) mission is to develop and operate data systems, generate science products, and provide archival and distribution services for Earth science data in support of the U.S. Global Change Program and NASA's Earth Sciences Enterprise. The ultimate product of the GCDC activities is access to data to support research, education, and public policy.

#2) Sensor Technology-State of the Science | Science ...

EPA Pesticide Factsheets

Establish market surveys of commercially-available air quality sensorsConduct an extensive literature survey describing the state of sensor technologiesInvestigate emerging technologies and their potential to meet future air quality monitoring needs for the Agency as well as other partners/stakeholders Develop sensor user guidesEducate sensor developers/sensors users on the state of low cost censorsFacilitate knowledge transfer to Federal/Regional/State air quality associatesWork directly with sensor developers to dramatically speed up the development of next generation air monitoring Support ORD’s Sensor Roadmap by focusing on areas of highest priority (NAAQS, Air Toxics, Citizen Science)Establish highly integrated research efforts across ORD and its partners (internal/external) to ensure consistent The National Exposure Research Laboratory (NERL) Human Exposure and Atmospheric Sciences Division (HEASD) conducts research in support of EPA mission to protect human health and the environment. HEASD research program supports Goal 1 (Clean Air) and Goal 4 (Healthy People) of EPA strategic plan. More specifically, our division conducts research to characterize the movement of pollutants from the source to contact with humans. Our multidisciplinary research program produces Methods, Measurements, and Models to identify relationships between and characterize processes that link source emissions, environmental concentrations, human exposures, and target-tissue dose.

Space Biology in the 21st century

NASA Technical Reports Server (NTRS)

Halstead, Thora W.; Krauss, Robert W.

1990-01-01

Space Biology is poised to make significant contributions to science in the next century. A carefully crafted, but largely ground-based, program in the United States has evolved major questions that require answers through experiments in space. Science, scientists, and the new long-term spacecrafts designed by NASA will be available for the first time to mount a serious Space Biology effort. The scientific challenge is of such importance that success will provide countless benefits to biologically dependent areas such as medicine, food, and commerce in the decades ahead. The international community is rapidly expanding its role in this field. The United States should generate the resources that will allow progress in Space Biology to match the recognized progress made in aeronautics and the other space sciences.

In-Space Propulsion Technologies for Robotic Exploration of the Solar System

NASA Technical Reports Server (NTRS)

Johnson, Les; Meyer, Rae Ann; Frame, Kyle

2006-01-01

Supporting NASA's Science Mission Directorate, the In-Space Propulsion Technology Program is developing the next generation of space propulsion technologies for robotic, deep-space exploration. Recent technological advancements and demonstrations of key, high-payoff propulsion technologies have been achieved and will be described. Technologies under development and test include aerocapture, solar electric propulsion, solar sail propulsion, and advanced chemical propulsion.

Teacher's Resource Book for Balloons and Gases. Grade 6. Revised. Anchorage School District Elementary Science Program.

ERIC Educational Resources Information Center

Anchorage School District, AK.

This resource book introduces sixth-grade children to the physical and chemical properties of gases. The unit begins with an investigation of acids and bases. Students then generate carbon dioxide, oxygen, and hydrogen, and investigate the properties of each. The unit culminates with an activity involving an unknown gas. Students conduct tests to…

Effectiveness of Various Computer-Based Instructional Strategies in Language Teaching. Final Report, November 1, 1969-August 31, 1970.

ERIC Educational Resources Information Center

Van Campen, Joseph A.

Computer software for programed language instruction, developed in the second quarter of 1970 at Stanford's Institute for Mathematical Studies in the Social Sciences is described in this report. The software includes: (1) a PDP-10 computer assembly language for generating drill sentences; (2) a coding system allowing a large number of sentences to…

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

ERIC Educational Resources Information Center

Gafney, Leo

2017-01-01

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

Description and Preliminary Evaluation of a Program for Improving Chemistry Learning in High School Students

ERIC Educational Resources Information Center

Armbrecht, Jose´ Pen~aranda; Arago´n-Muriel, Alberto; Micolta, Germania

2014-01-01

High school students have had some difficulties in understanding chemistry due to traditional ways of teaching this specific science. It is important to improve teaching methods that increase student motivation, not only to enhance their capacity for understanding, but also to generate a greater level of interest in the study of chemistry for…

The Effect of a Climate Change Monitoring Program on Students' Knowledge and Perceptions of STEAM Education in Korea

ERIC Educational Resources Information Center

Jeong, Sophia; Kim, Hyoungbum

2015-01-01

Korea has recently started to implement a STEM-like approach in K-12 education, titled STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum, to educate the next generation of students to become creative innovators. As this approach has been shown to increase educational success, it is vital to prepare and develop interest in…

Design of Electronic Experiments Using Computer Generated Virtual Instruments

DTIC Science & Technology

1994-03-01

work associated with the classical electronics laboratory experiments required in a tpical Electrical Engineering program. This thesis reports the...requiremnents for the degree of MASTER OF SCIENCE IN ELECITRICAL ENGINEERING from the NAVAL POSTGRADUATE SCHOOL March 1994 Aufhfi_...Thcdore Joseph SerbinskI Approved by: Sherif Michael, Thesis Advisor Department of Electrical and Comte Engineering ii ABSIRACT The recent availability

Interface between Physics and Biology: Training a New Generation of Creative Bilingual Scientists.

PubMed

Riveline, Daniel; Kruse, Karsten

2017-08-01

Whereas physics seeks for universal laws underlying natural phenomena, biology accounts for complexity and specificity of molecular details. Contemporary biological physics requires people capable of working at this interface. New programs prepare scientists who transform respective disciplinary views into innovative approaches for solving outstanding problems in the life sciences. Copyright © 2017 Elsevier Ltd. All rights reserved.

Nonlinear optimization with linear constraints using a projection method

NASA Technical Reports Server (NTRS)

Fox, T.

1982-01-01

Nonlinear optimization problems that are encountered in science and industry are examined. A method of projecting the gradient vector onto a set of linear contraints is developed, and a program that uses this method is presented. The algorithm that generates this projection matrix is based on the Gram-Schmidt method and overcomes some of the objections to the Rosen projection method.

Applications of wavelet-based compression to multidimensional Earth science data

NASA Technical Reports Server (NTRS)

Bradley, Jonathan N.; Brislawn, Christopher M.

1993-01-01

A data compression algorithm involving vector quantization (VQ) and the discrete wavelet transform (DWT) is applied to two different types of multidimensional digital earth-science data. The algorithms (WVQ) is optimized for each particular application through an optimization procedure that assigns VQ parameters to the wavelet transform subbands subject to constraints on compression ratio and encoding complexity. Preliminary results of compressing global ocean model data generated on a Thinking Machines CM-200 supercomputer are presented. The WVQ scheme is used in both a predictive and nonpredictive mode. Parameters generated by the optimization algorithm are reported, as are signal-to-noise (SNR) measurements of actual quantized data. The problem of extrapolating hydrodynamic variables across the continental landmasses in order to compute the DWT on a rectangular grid is discussed. Results are also presented for compressing Landsat TM 7-band data using the WVQ scheme. The formulation of the optimization problem is presented along with SNR measurements of actual quantized data. Postprocessing applications are considered in which the seven spectral bands are clustered into 256 clusters using a k-means algorithm and analyzed using the Los Alamos multispectral data analysis program, SPECTRUM, both before and after being compressed using the WVQ program.

An Informal Science Education Program's Impact on STEM Major and STEM Career Outcomes

NASA Astrophysics Data System (ADS)

Habig, Bobby; Gupta, Preeti; Levine, Brian; Adams, Jennifer

2018-04-01

While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth perceive a STEM trajectory as an unattractive option. In the USA, women and members of historically marginalized racial and ethnic groups continue to be underrepresented across STEM disciplines. One vehicle for generating and sustaining interest in STEM is providing youth long-term access to informal science education (ISE) institutions. Here, we incorporate triangulation methods, collecting and synthesizing both qualitative and quantitative data, to examine how participation in a longitudinal ISE out-of-school time (OST) program facilitated by the American Museum of Natural History (AMNH) impacted the STEM trajectories of 66 alumni. Findings revealed that 83.2% of alumni engaged in a STEM major, and 63.1% in a STEM career, the majority whom were females and/or members of historically underrepresented racial and ethnic groups. Based on interviews with a purposeful sample of 21 AMNH alumni, we identified four program design principles that contributed to persistence in STEM: (1) affording multiple opportunities to become practitioners of science; (2) providing exposure to and repeated experiences with STEM professionals such as scientists, educators, and graduate students to build social networks; (3) furnishing opportunities for participants to develop shared science identities with like-minded individuals; and (4) offering exposure to and preparation for a variety of STEM majors and STEM careers so that youth can engage in discovering possible selves. These findings support our central thesis that long-term engagement in ISE OST programs fosters persistence in STEM.

Educational Outreach at the MIT Plasma Science and Fusion Center

NASA Astrophysics Data System (ADS)

Thomas, P.; Rivenberg, P.; Censabella, V.

2002-11-01

At the MIT PSFC, student and staff volunteers work together to increase the public's knowledge of fusion science and plasma technology. Seeking to generate excitement in young people about science and engineering, the PSFC hosts a number of educational outreach activities throughout the year, including Middle and High School Outreach Days. The PSFC also has an in-school science-demonstration program on the theme of magnetism. As ``Mr. Magnet," Technical Supervisor Paul Thomas brings a truck-load of hands-on demonstrations to K-12 schools, challenging students to help him with experiments. While teaching fundamentals of magnetism and electricity he shows that science is fun for all, and that any student can have a career in science. This year he reached 82 schools -- 30,000 teachers and students. He has recently expanded his teaching to include an interactive demonstration of plasma, encouraging participants to investigate plasma properties with audiovisual, electromagnetic, and spectroscopic techniques. He has also developed a workshop for middle school on how to build an electromagnet.

Atmosphere Kits: Hands-On Learning Activities with a Foundation in NASA Earth Science Missions.

NASA Astrophysics Data System (ADS)

Teige, V.; McCrea, S.; Damadeo, K.; Taylor, J.; Lewis, P. M., Jr.; Chambers, L. H.

2016-12-01

The Science Directorate (SD) at NASA Langley Research Center provides many opportunities to involve students, faculty, researchers, and the citizen science community in real world science. The SD Education Team collaborates with the education community to bring authentic Earth science practices and real-world data into the classroom, provide the public with unique NASA experiences, engaging activities, and advanced technology, and provide products developed and reviewed by science and education experts. Our goals include inspiring the next generation of Science, Technology, Engineering and Mathematics (STEM) professionals and improving STEM literacy by providing innovative participation pathways for educators, students, and the public. The SD Education Team has developed Atmosphere activity kits featuring cloud and aerosol learning activities with a foundation in NASA Earth Science Missions, the Next Generation Science Standards, and The GLOBE Program's Elementary Storybooks. Through cloud kit activities, students will learn how to make estimates from observations and how to categorize and classify specific cloud properties, including cloud height, cloud cover, and basic cloud types. The purpose of the aerosol kit is to introduce students to aerosols and how they can affect the colors we see in the sky. Students will engage in active observation and reporting, explore properties of light, and model the effects of changing amounts/sizes or aerosols on sky color and visibility. Learning activity extensions include participation in ground data collection of environmental conditions and comparison and analysis to related NASA data sets, including but not limited to CERES, CALIPSO, CloudSat, and SAGE III on ISS. This presentation will provide an overview of multiple K-6 NASA Earth Science hands-on activities and free resources will be available.

Building Climate Literacy Through Strategic Partnerships

NASA Astrophysics Data System (ADS)

Turrin, M.; Creyts, T. T.; Bell, R. E.; Meadows, C. A.

2012-12-01

One of the challenges of developing climate science literacy is establishing the relevance of both climate science and climate change at a local community level. By developing partnerships with community-based informal science education providers, we are able to build our climate science and climate change content into existing programs. Employing a systems science approach facilitates these partnerships as our systems science program links with a range of topics, demonstrating the multiple connections between climate, our communities and our daily lives. Merging hands on activities, collaborative projects, and new technology, we encourage learning through doing by engaging participants in active exploration of climate science concepts. Many informal education venues operating locally, from large science museums to small grass-roots community groups, provide ongoing opportunities to connect with students. Through our collaborations we have worked with various types and sizes of non-classroom science providers including: the Intrepid Sea, Air and Space Museum "Greater Opportunities Advancing Leadership and Science" camps for high school girls, Hudson River Park Trust 'Science on the River' events, the annual New York City World Science Festival, and the AAUW's annual STEM Super Scholars Workshops among others. This range of venues has enabled us to reach various ages, backgrounds and interests advancing climate literacy in a number of forums. Major outcomes of these efforts are: (1) Building capacity with community groups: Many local organizations running community programs do not have in-house science expertise. Both science educators and local organization benefit from these collaborations. Science educators and scientists provide up to date climate science information to the community groups while these programs establish strong working relationships between our research and the local community. (2) Developing climate science literacy and lifelong learning: We have delivered climate science in a variety of ways, each designed to connect the participants with a fundamental science concept while building excitement for the topic and facilitating learning in a non-traditional setting. Our approaches range from launching teams of young people into experiments exploring glacial physics through free-choice inquiry opportunities, to enlisting undergraduate science students in working with the participants demonstrating glacial motion and measurement through engaging technology such as Kinect Xbox 360 sensors, to short single concept hands-on activities designed to deliver a specific climate 'take home' message. (3) Generating a local connection to climate science and impacts: Working with local informal education groups we connect climate topics to community-based issues and 'hot topics' such as sustainable planning, waterfront erosion, storm surge impacts, and local sea level rise projections. Partnering with community based informal education providers allows us to expand our offerings to reach a wider audience of young people, and to connect more directly with our local community. We are excited by the potential in these partnerships to connect students with climate science and develop not only a climate literate group of young people, but also lifelong science learners.

Investigating the Impact of NGSS-Aligned Professional Development on PreK-3 Teachers' Science Content Knowledge and Pedagogy

NASA Astrophysics Data System (ADS)

Tuttle, Nicole; Kaderavek, Joan N.; Molitor, Scott; Czerniak, Charlene M.; Johnson-Whitt, Eugenia; Bloomquist, Debra; Namatovu, Winnifred; Wilson, Grant

2016-11-01

This pilot study investigates the impact of a 2-week professional development Summer Institute on PK-3 teachers' knowledge and practices. This Summer Institute is a component of [program], a large-scale early-childhood science project that aims to transform PK-3 science teaching. The mixed-methods study examined concept maps, lesson plans, and classroom observations to measure possible changes in PK-3 teachers' science content knowledge and classroom practice from 11 teachers who attended the 2014 Summer Institute. Analysis of the concept maps demonstrated statistically significant growth in teachers' science content knowledge. Analysis of teachers' lesson plans demonstrated that the teachers could design high quality science inquiry lessons aligned to the Next Generation Science Standards following the professional development. Finally, examination of teachers' pre- and post-Summer Institute videotaped inquiry lessons showed evidence that teachers were incorporating new inquiry practices into their teaching, especially regarding classroom discourse. Our results suggest that an immersive inquiry experience is effective at beginning a shift towards reform-aligned science and engineering instruction but that early elementary educators require additional support for full mastery.

Educating the Next Generation of Lunar Scientists

NASA Astrophysics Data System (ADS)

Shaner, A. J.; Shipp, S. S.; Allen, J. S.; Kring, D. A.

2010-12-01

The Center for Lunar Science and Exploration (CLSE), a collaboration between the Lunar and Planetary Institute (LPI) and NASA’s Johnson Space Center (JSC), is one of seven member teams of the NASA Lunar Science Institute (NLSI). In addition to research and exploration activities, the CLSE team is deeply invested in education and outreach. In support of NASA’s and NLSI’s objective to train the next generation of scientists, CLSE’s High School Lunar Research Project is a conduit through which high school students can actively participate in lunar science and learn about pathways into scientific careers. The High School Lunar Research Project engages teams of high school students in authentic lunar research that envelopes them in the process of science and supports the science goals of the CLSE. Most high school students’ lack of scientific research experience leaves them without an understanding of science as a process. Because of this, each team is paired with a lunar scientist mentor responsible for guiding students through the process of conducting a scientific investigation. Before beginning their research, students undertake “Moon 101,” designed to familiarize them with lunar geology and exploration. Students read articles covering various lunar geology topics and analyze images from past and current lunar missions to become familiar with available lunar data sets. At the end of “Moon 101”, students present a characterization of the geology and chronology of features surrounding the Apollo 11 landing site. To begin their research, teams choose a research subject from a pool of topics compiled by the CLSE staff. After choosing a topic, student teams ask their own research questions, within the context of the larger question, and design their own research approach to direct their investigation. At the conclusion of their research, teams present their results and, after receiving feedback, create and present a conference style poster to a panel of lunar scientists. This panel judges the presentations and selects one team to present their research at the annual NLSI Forum. In addition to research, teams interact with lunar scientists during monthly webcasts in which scientists present information on lunar science and careers. Working with school guidance counselors, the CLSE staff assists interested students in making connections with lunar science faculty across the country. Evaluation data from the pilot program revealed that the program influenced some students to consider a career in science or helped to strengthen their current desire to pursue a career in science. The most common feedback from both teachers and mentors was that they would like more direction from CLSE staff. In light of these findings, a few questions arise when looking ahead. How do we meet the needs of our participants without compromising the program’s open inquiry philosophy? Are our expectations simply not clear? How do we keep students excited once the program ends? Is it feasible, as a community, to support them from the moment the program ends until they enter college? Finally, do we have a responsibility as a community to work together to connect students with university faculty?

The contributions and future direction of Program Science in HIV/STI prevention.

PubMed

Becker, Marissa; Mishra, Sharmistha; Aral, Sevgi; Bhattacharjee, Parinita; Lorway, Rob; Green, Kalada; Anthony, John; Isac, Shajy; Emmanuel, Faran; Musyoki, Helgar; Lazarus, Lisa; Thompson, Laura H; Cheuk, Eve; Blanchard, James F

2018-01-01

Program Science is an iterative, multi-phase research and program framework where programs drive the scientific inquiry, and both program and science are aligned towards a collective goal of improving population health. To achieve this, Program Science involves the systematic application of theoretical and empirical knowledge to optimize the scale, quality and impact of public health programs. Program Science tools and approaches developed for strategic planning, program implementation, and program management and evaluation have been incorporated into HIV and sexually transmitted infection prevention programs in Kenya, Nigeria, India, and the United States. In this paper, we highlight key scientific contributions that emerged from the growing application of Program Science in the field of HIV and STI prevention, and conclude by proposing future directions for Program Science.

Swiss Life Sciences - a science communication project for both schools and the wider public led by the foundation Science et Cité.

PubMed

Röthlisberger, Michael

2012-01-01

The foundation Science et Cité was founded 1998 with the aim to inform the wider Swiss public about current scientific topics and to generate a dialogue between science and society. Initiated as an independent foundation by the former State Secretary for Science and Research, Dr. Charles Kleiber, Science et Cité is now attached to the Swiss Academies of Arts and Sciences as a competence center for dialogue with the public. Due to its branches in all language regions of the country, the foundation is ideally suited to initiate and implement communication projects on a nationwide scale. These projects are subdivided into three categories: i) science communication for children/adolescents, ii) establishing a dialogue between science and the wider public, and iii) conducting the role of a national center of competence and networking in science communication. Swiss Life Sciences is a project that fits into all of these categories: a year-round program for schools is complemented with an annual event for the wider public. With the involvement of most of the major Swiss universities, the Swiss National Science Foundation, the foundation Gen Suisse and many other partners, Swiss Life Sciences also sets an example of national networking within the science communication community.

First-principles investigations of proton generation in α-quartz

NASA Astrophysics Data System (ADS)

Yue, Yunliang; Song, Yu; Zuo, Xu

2018-03-01

Proton plays a key role in the interface-trap formation that is one of the primary reliability concerns, thus learning how it behaves is key to understand the radiation response of microelectronic devices. The first-principles calculations have been applied to explore the defects and their reactions associated with the proton release in α-quartz, the well-known crystalline isomer of amorphous silica. When a high concentration of molecular hydrogen (H2) is present, the proton generation can be enhanced by cracking the H2 molecules at the positively charged oxygen vacancies in dimer configuration. If the concentration of molecular hydrogen is low, the proton generation mainly depends on the proton dissociation of the doubly-hydrogenated defects. In particular, a fully passivated {E}2^{\\prime } center can dissociate to release a proton barrierlessly by structure relaxation once trapping a hole. This research provides a microscopic insight into the proton release in silicon dioxide, the critical step associated with the interface-trap formation under radiation in microelectronic devices. Project supported by the Science Challenge Project, China (Grant No. TZ2016003-1-105), CAEP Microsystem and THz Science and Technology Foundation, China (Grant No. CAEPMT201501), the National Natural Science Foundation China (Grant No. NSFC 11404300), and the National Basic Research Program of China (Grant No. 2011CB606405).

NIF Discovery Science Eagle Nebula

NASA Astrophysics Data System (ADS)

Kane, Jave; Martinez, David; Pound, Marc; Heeter, Robert; Casner, Alexis; Villette, Bruno; Mancini, Roberto

2017-10-01

The University of Maryland and and LLNL are investigating the origin and dynamics of the famous Pillars of the Eagle Nebula and similar parsec-scale structures at the boundaries of HII regions in molecular hydrogen clouds. The National Ignition Facility (NIF) Discovery Science program Eagle Nebula has performed NIF shots to study models of pillar formation. The shots feature a new long-duration x-ray source, in which multiple hohlraums mimicking a cluster of stars are driven with UV light in series for 10 to 15 ns each to create a 30 to 60 ns output x-ray pulse. The source generates deeply nonlinear hydrodynamics in the Eagle science package, a structure of dense plastic and foam mocking up a molecular cloud containing a dense core. Omega EP and NIF shots have validated the source concept, showing that earlier hohlraums do not compromise later ones by preheat or by ejecting ablated plumes that deflect later beams. The NIF shots generated radiographs of shadowing-model pillars, and also showed evidence that cometary structures can be generated. The velocity and column density profiles of the NIF shadowing and cometary pillars have been compared with observations of the Eagle Pillars made at the millimeter-wave BIMA and CARMA observatories. Prepared by LLNL under Contract DE-AC52-07NA27344.

Reusable experiment controllers, case studies

NASA Astrophysics Data System (ADS)

Buckley, Brian A.; Gaasbeck, Jim Van

1996-03-01

Congress has given NASA and the science community a reality check. The tight and ever shrinking budgets are trimming the fat from many space science programs. No longer can a Principal Investigator (PI) afford to waste development dollars on re-inventing spacecraft controllers, experiment/payload controllers, ground control systems, or test sets. Inheritance of the Ground Support Equipment (GSE) from one program to another is not a significant re-use of technology to develop a science mission in these times. Reduction of operational staff and highly autonomous experiments are needed to reduce the sustaining cost of a mission. The re-use of an infrastructure from one program to another is needed to truly attain the cost and time savings required. Interface and Control Systems, Inc. (ICS) has a long history of re-usable software. Navy, Air Force, and NASA programs have benefited from the re-use of a common control system from program to program. Several standardization efforts in the AIAA have adopted the Spacecraft Command Language (SCL) architecture as a point solution to satisfy requirements for re-use and autonomy. The Environmental Research Institute of Michigan (ERIM) has been a long-standing customer of ICS and are working on their 4th generation system using SCL. Much of the hardware and software infrastructure has been re-used from mission to mission with little cost for re-hosting a new experiment. The same software infrastructure has successfully been used on Clementine, and an end-to-end system is being deployed for the Far Ultraviolet Spectroscopic Explorer (FUSE) for Johns Hopkins University. A case study of the ERIM programs, Clementine and FUSE will be detailed in this paper.

What is in my air? Feds facilitating citizen science in the EPA Next Generation Air Monitoring Program

NASA Astrophysics Data System (ADS)

French, R. A.; Preuss, P.

2013-12-01

Recent advances in the development of small-scale and inexpensive air pollutant sensors, coupled with the ubiquitous use of wireless and mobile technology, will transform the field of air quality monitoring. For the first time, the general public may purchase air monitors, which can measure their personal exposure to NOx, Ozone, black carbon, and VOCs for a few hundred dollars. Concerned citizens may now gather the data for themselves to answer questions such as, ';what am I breathing?' and ';is my air clean?' The research and policy community will have access to real-time air quality data collected at the local and regional scale, making targeted protection of environmental health possible. With these benefits come many questions from citizen scientists, policymakers, and researchers. These include, what is the quality of the data? How will the public interpret data from the air sensors and are there guidelines to interpret that data? How do you know if the air sensor is trustworthy? Recognizing that this revolution in air quality monitoring will proceed regardless of the involvement of the government, the Innovation Team at the EPA Office of Research and Development, in partnership with the Office of Enforcement and Compliance Assistance and the Office of Air and Radiation, seized the opportunity to ensure that users of next generation air sensors can realize the full potential benefits of these innovative technologies. These efforts include releasing an EPA Draft Roadmap for Next Generation Air Monitoring, testing air sensors under laboratory and field conditions, field demonstrations of new air sensor technology for the public, and building a community of air sensor developers, researchers, local, state and federal officials, and community members through workshops and a website. This presentation will review the status of those programs, highlighting the particular programs of interest to citizen scientists. The Next Generation Air Monitoring program may serve as a model for similar efforts in the EPA and at other Federal Agencies, who would like to take an active role in facilitating the future of citizen science and environmental monitoring.

Regional Renewable Energy Cooperatives

NASA Astrophysics Data System (ADS)

Hazendonk, P.; Brown, M. B.; Byrne, J. M.; Harrison, T.; Mueller, R.; Peacock, K.; Usher, J.; Yalamova, R.; Kroebel, R.; Larsen, J.; McNaughton, R.

2014-12-01

We are building a multidisciplinary research program linking researchers in agriculture, business, earth science, engineering, humanities and social science. Our goal is to match renewable energy supply and reformed energy demands. The program will be focused on (i) understanding and modifying energy demand, (ii) design and implementation of diverse renewable energy networks. Geomatics technology will be used to map existing energy and waste flows on a neighbourhood, municipal, and regional level. Optimal sites and combinations of sites for solar and wind electrical generation (ridges, rooftops, valley walls) will be identified. Geomatics based site and grid analyses will identify best locations for energy production based on efficient production and connectivity to regional grids and transportation. Design of networks for utilization of waste streams of heat, water, animal and human waste for energy production will be investigated. Agriculture, cities and industry produce many waste streams that are not well utilized. Therefore, establishing a renewable energy resource mapping and planning program for electrical generation, waste heat and energy recovery, biomass collection, and biochar, biodiesel and syngas production is critical to regional energy optimization. Electrical storage and demand management are two priorities that will be investigated. Regional scale cooperatives may use electric vehicle batteries and innovations such as pump storage and concentrated solar molten salt heat storage for steam turbine electrical generation. Energy demand management is poorly explored in Canada and elsewhere - our homes and businesses operate on an unrestricted demand. Simple monitoring and energy demand-ranking software can easily reduce peaks demands and move lower ranked uses to non-peak periods, thereby reducing the grid size needed to meet peak demands. Peak demand strains the current energy grid capacity and often requires demand balancing projects and infrastructure that is highly inefficient due to overall low utilization.

The National Institute of Environmental Health Sciences Superfund Research Program: a model for multidisciplinary training of the next generation of environmental health scientists.

PubMed

Carlin, Danielle J; Henry, Heather; Heacock, Michelle; Trottier, Brittany; Drew, Christina H; Suk, William A

2018-03-28

The National Institute of Environmental Health Sciences (NIEHS) Superfund Research Program (SRP) funds university-based, multidisciplinary research on human health and environmental science and engineering with the central goals to understand how hazardous substances contribute to disease and how to prevent exposures to these environmental chemicals. This multi-disciplinary approach allows early career scientists (e.g. graduate students and postdoctoral researchers) to gain experience in problem-based, solution-oriented research and to conduct research in a highly collaborative environment. Training the next generation of environmental health scientists has been an important part of the SRP since its inception. In addition to basic research, the SRP has grown to include support of broader training experiences such as those in research translation and community engagement activities that provide opportunities to give new scientists many of the skills they will need to be successful in their field of research. Looking to the future, the SRP will continue to evolve its training component by tracking and analyzing outcomes from its trainees by using tools such as the NIEHS CareerTrac database system, by increasing opportunities for trainees interested in research that goes beyond US boundaries, and in the areas of bioinformatics and data integration. These opportunities will give them the skills needed to be competitive and successful no matter which employment sector they choose to enter after they have completed their training experience.

Adding a dimension to the infrared spectra of interfaces: 2D SFG spectroscopy via mid-IR pulse shaping

NASA Astrophysics Data System (ADS)

Zanni, Martin

2012-02-01

Sum-frequency generation spectroscopy provides an infrared spectrum of interfaces and thus has widespread use in the materials and chemical sciences. In this presentation, I will present our recent work in developing a 2D pulse sequence to generate 2D SFG spectra of interfaces, in analogy to 2D infrared spectra used to measure bulk species. To develop this spectroscopy, we have utilized many of the tricks-of-the-trade developed in the 2D IR and 2D Vis communities in the last decade, including mid-IR pulse shaping. With mid-IR pulse shaping, the 2D pulse sequence is manipulated by computer programming in the desired frequency resolution, rotating frame, and signal pathway. We believe that 2D SFG will become an important tool in the interfacial sciences in an analogous way that 2D IR is now being used in many disciplines.

Repetitively Pulsed High Power RF Solid-State System

NASA Astrophysics Data System (ADS)

Bowman, Chris; Ziemba, Timothy; Miller, Kenneth E.; Prager, James; Quinley, Morgan

2017-10-01

Eagle Harbor Technologies, Inc. (EHT) is developing a low-cost, fully solid-state architecture for the generation of the RF frequencies and power levels necessary for plasma heating and diagnostic systems at validation platform experiments within the fusion science community. In Year 1 of this program, EHT has developed a solid-state RF system that combines an inductive adder, nonlinear transmission line (NLTL), and antenna into a single system that can be deployed at fusion science experiments. EHT has designed and optimized a lumped-element NLTL that will be suitable RF generation near the lower-hybrid frequency at the High Beta Tokamak (HBT) located at Columbia University. In Year 2, EHT will test this system at the Helicity Injected Torus at the University of Washington and HBT at Columbia. EHT will present results from Year 1 testing and optimization of the NLTL-based RF system. With support of DOE SBIR.

EarthScope Education and Outreach: Accomplishments and Emerging Opportunities

NASA Astrophysics Data System (ADS)

Robinson, S.; Ellins, K. K.; Semken, S. C.; Arrowsmith, R.

2014-12-01

EarthScope's Education and Outreach (E&O) program aims to increase public awareness of Earth science and enhance geoscience education at the K-12 and college level. The program is distinctive among major geoscience programs in two ways. First, planning for education and public engagement occurred in tandem with planning for the science mission. Second, the NSF EarthScope program includes funding support for education and outreach. In this presentation, we highlight key examples of the program's accomplishments and identify emerging E&O opportunities. E&O efforts have been collaboratively led by the EarthScope National Office (ESNO), IRIS, UNAVCO, the EarthScope Education and Outreach Subcommittee (EEOSC) and PI-driven EarthScope projects. Efforts by the EEOSC, guided by an EarthScope Education and Outreach Implementation Plan that is periodically updated, focus EarthScope E&O. EarthScope demonstrated early success in engaging undergraduate students (and teachers) in its mission through their involvement in siting USArray across the contiguous U.S. Funded E&O programs such as TOTLE, Illinois EarthScope, CEETEP (for K-12), InTeGrate and GETSI (for undergraduates) foster use of freely available EarthScope data and research findings. The Next Generation Science Standards, which stress science and engineering practices, offer an opportunity for alignment with existing EarthScope K-12 educational resources, and the EEOSC recommends focusing efforts on this task. The EEOSC recognizes the rapidly growing use of mobile smart devices by the public and in formal classrooms, which bring new opportunities to connect with the public and students. This will capitalize on EarthScope's already prominent social media presence, an effort that developed to accomplish one of the primary goals of the EarthScope E&O Implementation Plan to "Create a high-profile public identity for EarthScope" and to "Promote science literacy and understanding of EarthScope among all audiences through informal education venues" Leveraging ESNO, IRIS, and UNAVCO resources has exceeded the capabilities of any single entity, thereby amplifying the impact of EarthScope's education and outreach effort.

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.

NASA advanced cryocooler technology development program

NASA Astrophysics Data System (ADS)

Coulter, Daniel R.; Ross, Ronald G., Jr.; Boyle, Robert F.; Key, R. W.

2003-03-01

Mechanical cryocoolers represent a significant enabling technology for NASA's Earth and Space Science Enterprises. Over the years, NASA has developed new cryocooler technologies for a wide variety of space missions. Recent achievements include the NCS, AIRS, TES and HIRDLS cryocoolers, and miniature pulse tube coolers at TRW and Lockheed Martin. The largest technology push within NASA right now is in the temperature range of 4 to 10 K. Missions such as the Next Generation Space Telescope (NGST) and Terrestrial Planet Finder (TPF) plan to use infrared detectors operating between 6-8 K, typically arsenic-doped silicon arrays, with IR telescopes from 3 to 6 meters in diameter. Similarly, Constellation-X plans to use X-ray microcalorimeters operating at 50 mK and will require ~6 K cooling to precool its multistage 50 mK magnetic refrigerator. To address cryocooler development for these next-generation missions, NASA has initiated a program referred to as the Advanced Cryocooler Technology Development Program (ACTDP). This paper presents an overview of the ACTDP program including programmatic objectives and timelines, and conceptual details of the cooler concepts under development.

Models of interinstitutional partnerships between research intensive universities and minority serving institutions (MSI) across the Clinical Translational Science Award (CTSA) consortium.

PubMed

Ofili, Elizabeth O; Fair, Alecia; Norris, Keith; Verbalis, Joseph G; Poland, Russell; Bernard, Gordon; Stephens, David S; Dubinett, Steven M; Imperato-McGinley, Julianne; Dottin, Robert P; Pulley, Jill; West, Andrew; Brown, Arleen; Mellman, Thomas A

2013-12-01

Health disparities are an immense challenge to American society. Clinical and Translational Science Awards (CTSAs) housed within the National Center for Advancing Translational Science (NCATS) are designed to accelerate the translation of experimental findings into clinically meaningful practices and bring new therapies to the doorsteps of all patients. Research Centers at Minority Institutions (RCMI) program at the National Institute on Minority Health and Health Disparities (NIMHD) are designed to build capacity for biomedical research and training at minority serving institutions. The CTSA created a mechanism fostering formal collaborations between research intensive universities and minority serving institutions (MSI) supported by the RCMI program. These consortium-level collaborations activate unique translational research approaches to reduce health disparities with credence to each academic institutions history and unique characteristics. Five formal partnerships between research intensive universities and MSI have formed as a result of the CTSA and RCMI programs. These partnerships present a multifocal approach; shifting cultural change and consciousness toward addressing health disparities, and training the next generation of minority scientists. This collaborative model is based on the respective strengths and contributions of the partnering institutions, allowing bidirectional interchange and leveraging NIH and institutional investments providing measurable benchmarks toward the elimination of health disparities. © 2013 Wiley Periodicals, Inc.

Models of Interinstitutional Partnerships between Research Intensive Universities and Minority Serving Institutions (MSI) across the Clinical Translational Science Award (CTSA) Consortium

PubMed Central

Fair, Alecia; Norris, Keith; Verbalis, Joseph G.; Poland, Russell; Bernard, Gordon; Stephens, David S.; Dubinett, Steven M.; Imperato‐McGinley, Julianne; Dottin, Robert P.; Pulley, Jill; West, Andrew; Brown, Arleen; Mellman, Thomas A.

2013-01-01

Abstract Health disparities are an immense challenge to American society. Clinical and Translational Science Awards (CTSAs) housed within the National Center for Advancing Translational Science (NCATS) are designed to accelerate the translation of experimental findings into clinically meaningful practices and bring new therapies to the doorsteps of all patients. Research Centers at Minority Institutions (RCMI) program at the National Institute on Minority Health and Health Disparities (NIMHD) are designed to build capacity for biomedical research and training at minority serving institutions. The CTSA created a mechanism fostering formal collaborations between research intensive universities and minority serving institutions (MSI) supported by the RCMI program. These consortium‐level collaborations activate unique translational research approaches to reduce health disparities with credence to each academic institutions history and unique characteristics. Five formal partnerships between research intensive universities and MSI have formed as a result of the CTSA and RCMI programs. These partnerships present a multifocal approach; shifting cultural change and consciousness toward addressing health disparities, and training the next generation of minority scientists. This collaborative model is based on the respective strengths and contributions of the partnering institutions, allowing bidirectional interchange and leveraging NIH and institutional investments providing measurable benchmarks toward the elimination of health disparities. PMID:24119157

Department of Energy's Virtual Lab Infrastructure for Integrated Earth System Science Data

NASA Astrophysics Data System (ADS)

Williams, D. N.; Palanisamy, G.; Shipman, G.; Boden, T.; Voyles, J.

2014-12-01

The U.S. Department of Energy (DOE) Office of Biological and Environmental Research (BER) Climate and Environmental Sciences Division (CESD) produces a diversity of data, information, software, and model codes across its research and informatics programs and facilities. This information includes raw and reduced observational and instrumentation data, model codes, model-generated results, and integrated data products. Currently, most of this data and information are prepared and shared for program specific activities, corresponding to CESD organization research. A major challenge facing BER CESD is how best to inventory, integrate, and deliver these vast and diverse resources for the purpose of accelerating Earth system science research. This talk provides a concept for a CESD Integrated Data Ecosystem and an initial roadmap for its implementation to address this integration challenge in the "Big Data" domain. Towards this end, a new BER Virtual Laboratory Infrastructure will be presented, which will include services and software connecting the heterogeneous CESD data holdings, and constructed with open source software based on industry standards, protocols, and state-of-the-art technology.