Professional Development for Culturally Responsive and Relationship-Based Pedagogy. Black Studies and Critical Thinking. Volume 24

ERIC Educational Resources Information Center

Sleeter, Christine E., Ed.

2011-01-01

The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and…

Imaging Spectrograph as a Tool to Enhance the Undergraduate Student Research Experience

NASA Astrophysics Data System (ADS)

Williams, B.; Nielsen, K.; Johnson, S.

2015-12-01

Undergraduate students often engage in research activities that are part of a larger project outlined by research faculty, while it is less common for students to explore and define their own research project. The later has been shown to have tremendous impact on the learning outcome of the students and provide a stronger sense of pride and ownership of the research project. It is unrealistic to expect starting undergraduate students to define transformative research projects. However, with the proper training and guidance student-driven transformative research is possible for upper division students. We have instituted a student research paradigm with focus on the development of student research skills in coordination with their course progress. We present here a specific student project that engage students in aeronomy research activities and provide them with a solid base to establish their own research projects for senior year. The core of the project is an imaging spectrograph, which is constructed, tested, and calibrated by the students. The instrument provides unique opportunities student research projects across subject such as optics, quantum mechanics, and how these subjects are applied in the geosciences of aeronomy and space physics.

The Effect of Performance Assessment-Driven Instruction on the Attitude and Achievement of Senior High School Students in Mathematics in Cape Coast Metropolis, Ghana

ERIC Educational Resources Information Center

Arhin, Ato Kwamina

2015-01-01

The study was a quasi-experimental research project conducted to investigate the effect of performance assessment-driven instructions on the attitude and achievement in mathematics of senior high school students in Ghana at Ghana National College in Cape Coast. Two Form 1 science classes were used for the study and were assigned as experimental…

Biomedical engineering education through global engineering teams.

PubMed

Scheffer, C; Blanckenberg, M; Garth-Davis, B; Eisenberg, M

2012-01-01

Most industrial projects require a team of engineers from a variety of disciplines. The team members are often culturally diverse and geographically dispersed. Many students do not acquire sufficient skills from typical university courses to function efficiently in such an environment. The Global Engineering Teams (GET) programme was designed to prepare students such a scenario in industry. This paper discusses five biomedical engineering themed projects completed by GET students. The benefits and success of the programme in educating students in the field of biomedical engineering are discussed.

Leveling the Playing Field: Increasing Student Achievement through Data-Driven Ability Grouping and Instructional Practices

ERIC Educational Resources Information Center

Sexton, Jami

2010-01-01

This action research project focuses on increasing student comprehension and achievement. The study examined the effectiveness of completing detailed item analysis of assessments for the purpose of placing students into different Language Arts classes and learning groups within those classes. Research advocates placing students of similar ability…

The use of student-driven video projects as an educational and outreach tool

NASA Astrophysics Data System (ADS)

Bamzai, A.; Farrell, W.; Klemm, T.

2014-12-01

With recent technological advances, the barriers to filmmaking have been lowered, and it is now possible to record and edit video footage with a smartphone or a handheld camera and free software. Students accustomed to documenting their every-day experiences for multimedia-rich social networking sites feel excited and creatively inspired when asked to take on ownership of more complex video projects. With a small amount of guidance on shooting primary and secondary footage and an overview of basic interview skills, students are self-motivated to identify the learning themes with which they resonate most strongly and record their footage in a way that is true to their own experience. The South Central Climate Science Center (SC-CSC) is one of eight regional centers formed by the U.S. Department of the Interior in order to provide decision makers with the science, tools, and information they need to address the impacts of climate variability and change on their areas of responsibility. An important component of this mission is to innovate in the areas of translational science and science communication. This presentation will highlight how the SC-CSC used student-driven video projects to document our Early Career Researcher Workshop and our Undergraduate Internship for Underrepresented Minorities. These projects equipped the students with critical thinking and project management skills, while also providing a finished product that the SC-CSC can use for future outreach purposes.

Interactive instruction of cellular physiology for remote learning.

PubMed

Huang, C; Huang, H K

2003-12-01

The biomedical sciences are a rapidly changing discipline that have adapted to innovative technological advances. Despite these many advances, we face two major challenges: a) the number of experts in the field is vastly outnumbered by the number of students, many of whom are separated geographically or temporally and b) the teaching methods used to instruct students and learners have not changed. Today's students have adapted to technology--they use the web as a source of information and communicate via email and chat rooms. Teaching in the biomedical sciences should adopt these new information technologies (IT), but has thus far failed to capitalize on technological opportunity. Creating a "digital textbook" of the traditional learning material is not sufficient for dynamic processes such as cellular physiology. This paper describes innovative teaching techniques that incorporate familiar IT and high-quality interactive learning content with user-centric instruction design models. The Virtual Labs Project from Stanford University has created effective interactive online teaching modules in physiology (simPHYSIO) and delivered them over broadband networks to their undergraduate and medical students. Evaluation results of the modules are given as a measure of success of such innovative teaching method. This learning media strategically merges IT innovations with pedagogy to produce user-driven animations of processes and engaging interactive simulations.

The SMORE Project: A Model for Transforming Authentic Research into Classroom Curricula

NASA Astrophysics Data System (ADS)

Abmayr, V.

2016-12-01

The SMORE (Students Monitoring Ocean Response to Eutrophication) Project is the direct result of a partnership between marine scientist Dr. Patricia Yager (UGA) and Lollie Garay, a middle school classroom teacher from Texas. Partnered by PolarTREC on an expedition to the Southern Ocean in 2007, they have since traveled together building not only a lasting teacher/scientist collaboration, but also a tri-state student collaboration based on authentic fieldwork. Inspired by Dr. Yager's research, this student -driven project has generated biogeochemical data from Alaska, Texas, and Georgia. Moreover, it has enhanced student understanding of ocean science topics traditionally underemphasized in classrooms. Engaging students in scientific practices and application benefits not only the students and teachers, but also the scientists.

Student ownership of projects in an upper-division optics laboratory course: A multiple case study of successful experiences

NASA Astrophysics Data System (ADS)

Dounas-Frazer, Dimitri R.; Stanley, Jacob T.; Lewandowski, H. J.

2017-12-01

We investigate students' sense of ownership of multiweek final projects in an upper-division optics lab course. Using a multiple case study approach, we describe three student projects in detail. Within-case analyses focused on identifying key issues in each project, and constructing chronological descriptions of those events. Cross-case analysis focused on identifying emergent themes with respect to five dimensions of project ownership: student agency, instructor mentorship, peer collaboration, interest and value, and affective responses. Our within- and cross-case analyses yielded three major findings. First, coupling division of labor with collective brainstorming can help balance student agency, instructor mentorship, and peer collaboration. Second, students' interest in the project and perceptions of its value can increase over time; initial student interest in the project topic is not a necessary condition for student ownership of the project. Third, student ownership is characterized by a wide range of emotions that fluctuate as students alternate between extended periods of struggle and moments of success while working on their projects. These findings not only extend the literature on student ownership into a new educational domain—namely, upper-division physics labs—they also have concrete implications for the design of experimental physics projects in courses for which student ownership is a desired learning outcome. We describe the course and projects in sufficient detail that others can adapt our results to their particular contexts.

Auditory cortex controls sound-driven innate defense behaviour through corticofugal projections to inferior colliculus

PubMed Central

Xiong, Xiaorui R.; Liang, Feixue; Zingg, Brian; Ji, Xu-ying; Ibrahim, Leena A.; Tao, Huizhong W.; Zhang, Li I.

2015-01-01

Defense against environmental threats is essential for animal survival. However, the neural circuits responsible for transforming unconditioned sensory stimuli and generating defensive behaviours remain largely unclear. Here, we show that corticofugal neurons in the auditory cortex (ACx) targeting the inferior colliculus (IC) mediate an innate, sound-induced flight behaviour. Optogenetic activation of these neurons, or their projection terminals in the IC, is sufficient for initiating flight responses, while the inhibition of these projections reduces sound-induced flight responses. Corticocollicular axons monosynaptically innervate neurons in the cortex of the IC (ICx), and optogenetic activation of the projections from the ICx to the dorsal periaqueductal gray is sufficient for provoking flight behaviours. Our results suggest that ACx can both amplify innate acoustic-motor responses and directly drive flight behaviours in the absence of sound input through corticocollicular projections to ICx. Such corticofugal control may be a general feature of innate defense circuits across sensory modalities. PMID:26068082

Design-Driven Education in Primary and Secondary School Contexts. A Qualitative Study on Teachers' Conceptions on Designing

ERIC Educational Resources Information Center

Heikkilä, Anni-Sofia; Vuopala, Essi; Leinonen, Teemu

2017-01-01

Design in educational contexts is a relatively new topic. The basic idea of design and design-driven education is that students and teachers participate together in the planning, implementation and evaluation of learning projects. However, how design-driven education should be carried out in practice is yet to be established. Therefore, the aim of…

Learning the scientific method using GloFish.

PubMed

Vick, Brianna M; Pollak, Adrianna; Welsh, Cynthia; Liang, Jennifer O

2012-12-01

Here we describe projects that used GloFish, brightly colored, fluorescent, transgenic zebrafish, in experiments that enabled students to carry out all steps in the scientific method. In the first project, students in an undergraduate genetics laboratory course successfully tested hypotheses about the relationships between GloFish phenotypes and genotypes using PCR, fluorescence microscopy, and test crosses. In the second and third projects, students doing independent research carried out hypothesis-driven experiments that also developed new GloFish projects for future genetics laboratory students. Brianna Vick, an undergraduate student, identified causes of the different shades of color found in orange GloFish. Adrianna Pollak, as part of a high school science fair project, characterized the fluorescence emission patterns of all of the commercially available colors of GloFish (red, orange, yellow, green, blue, and purple). The genetics laboratory students carrying out the first project found that learning new techniques and applying their knowledge of genetics were valuable. However, assessments of their learning suggest that this project was not challenging to many of the students. Thus, the independent projects will be valuable as bases to widen the scope and range of difficulty of experiments available to future genetics laboratory students.

A new approach to learning how to teach: medical students as instructional designers.

PubMed

Novak, Sean H; Quinn, Molly; Canan, Timothy; Metten, Shaleen; Wisco, Jonathan J; Wimmers, Paul F; Uijtdehaage, Sebastian

2011-01-01

As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

Zines in the Classroom: Reading Culture

ERIC Educational Resources Information Center

Buchanan, Rebekah

2012-01-01

Gunther Kress and Theo van Leeuwen assert that language-based pedagogy is not sufficient reading in the technology-driven society. Educators need to incorporate ways for students to read other signs and symbols and redefine what it means to be literate in a digital age. Still, there are many ways in which print-based texts can be used effectively…

Stone Soup: Photo-Elicitation as a Learning Tool in the Food Geography Classroom

ERIC Educational Resources Information Center

Kurtz, Hilda E.; Wood, Jason

2014-01-01

This paper showcases self-reflective and inclusive pedagogy using photo-elicitation in a food geography course assignment. The Stone Soup project positions students as both researchers and participant-subjects in a participant-driven photo-elicitation (PDPE) study of students' foodways. Student papers for this assignment demonstrate rich…

Reader Response Makes History.

ERIC Educational Resources Information Center

Shafer, Gregory

1997-01-01

Describes an interdisciplinary unit that brought the Civil War to life for 11th-grade students in a team-taught unit that highlighted student-driven response to reading. Describes use of a 19th-century essay supporting slavery, Upton Sinclair's "The Jungle,""Huckleberry Finn," Civil War poetry and other writings, and student projects based on the…

Fostering Soft Skills in Project-Oriented Learning within an Agile Atmosphere

ERIC Educational Resources Information Center

Chassidim, Hadas; Almog, Dani; Mark, Shlomo

2018-01-01

The project-oriented and Agile approaches have motivated a new generation of software engineers. Within the academic curriculum, the issue of whether students are being sufficiently prepared for the future has been raised. The objective of this work is to present the project-oriented environment as an influential factor that software engineering…

Infusing Technology Driven Design Thinking in Industrial Design Education: A Case Study

ERIC Educational Resources Information Center

Mubin, Omar; Novoa, Mauricio; Al Mahmud, Abdullah

2017-01-01

Purpose: This paper narrates a case study on design thinking-based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user-driven innovation strategies. Design/methodology/approach: A renewed…

Evaluating the utility of dynamical downscaling in agricultural impacts projections

PubMed Central

Glotter, Michael; Elliott, Joshua; McInerney, David; Best, Neil; Foster, Ian; Moyer, Elisabeth J.

2014-01-01

Interest in estimating the potential socioeconomic costs of climate change has led to the increasing use of dynamical downscaling—nested modeling in which regional climate models (RCMs) are driven with general circulation model (GCM) output—to produce fine-spatial-scale climate projections for impacts assessments. We evaluate here whether this computationally intensive approach significantly alters projections of agricultural yield, one of the greatest concerns under climate change. Our results suggest that it does not. We simulate US maize yields under current and future CO2 concentrations with the widely used Decision Support System for Agrotechnology Transfer crop model, driven by a variety of climate inputs including two GCMs, each in turn downscaled by two RCMs. We find that no climate model output can reproduce yields driven by observed climate unless a bias correction is first applied. Once a bias correction is applied, GCM- and RCM-driven US maize yields are essentially indistinguishable in all scenarios (<10% discrepancy, equivalent to error from observations). Although RCMs correct some GCM biases related to fine-scale geographic features, errors in yield are dominated by broad-scale (100s of kilometers) GCM systematic errors that RCMs cannot compensate for. These results support previous suggestions that the benefits for impacts assessments of dynamically downscaling raw GCM output may not be sufficient to justify its computational demands. Progress on fidelity of yield projections may benefit more from continuing efforts to understand and minimize systematic error in underlying climate projections. PMID:24872455

Student scientific inquiry in the core curriculum.

PubMed

Vaidean, Georgeta D; Vansal, Sandeep S; Moore, Ronnie J; Feldman, Stuart

2013-10-14

To design and implement a required student-driven research program as a capstone experience in the doctor of pharmacy (PharmD) curriculum. A research proposal in the form of a competitive grant application was required for each of 65 fourth-year students in an inaugural PharmD class at Touro College of Pharmacy in New York. The focus of the proposals was on hypothesis-driven research in basic science, clinical research, health outcomes, and public health. Students' research proposals were graded using a standardized grading instrument. On a post-experience survey, most students rated the overall experience positively, indicating increased confidence in their research skills. About two-thirds of faculty members were satisfied with their students' performance, and the great majority thought the experience would be useful in the students' careers. The capstone research project was a positive experience for fourth-year students.

Junk Yard Treasures

ERIC Educational Resources Information Center

Mathes, Len

2009-01-01

The author describes a project that she developed as a challenge for her students and ended up with some fantastic student paintings. The author told her group of reluctant art students they must first research on the Internet for old, junky cars. The older and more junky the cars, the better. Once a vehicle is selected, it is driven into Adobe…

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…

Youth Climate Summits: Empowering & Engaging Youth to Lead on Climate Change

NASA Astrophysics Data System (ADS)

Kretser, J.

2017-12-01

The Wild Center's Youth Climate Summits is a program that engages youth in climate literacy from knowledge and understanding to developing action in their schools and communities. Each Youth Climate Summit is a one to three day event that brings students and teachers together to learn about climate change science, impacts and solutions at a global and local level. Through speakers, workshops and activities, the Summit culminates in a student-driven Climate Action Plan that can be brought back to schools and communities. The summits have been found to be powerful vehicles for inspiration, learning, community engagement and youth leadership development. Climate literacy with a focus on local climate impacts and solutions is a key component of the Youth Climate Summit. The project-based learning surrounding the creation of a unique, student driven, sustainability and Climate Action Plan promotes leadership skills applicable and the tools necessary for a 21st Century workforce. Student driven projects range from school gardens and school energy audits to working with NYS officials to commit to going 100% renewable electricty at the three state-owned downhill ski facilities. The summit model has been scaled and replicated in other communities in New York State, Vermont, Ohio, Michigan and Washington states as well as internationally in Finland, Germany and Sri Lanka.

Labour Market Driven Learning Analytics

ERIC Educational Resources Information Center

Kobayashi, Vladimer; Mol, Stefan T.; Kismihók, Gábor

2014-01-01

This paper briefly outlines a project about integrating labour market information in a learning analytics goal-setting application that provides guidance to students in their transition from education to employment.

Intel ISEF 2008 Student Handbook

ERIC Educational Resources Information Center

Science Service, 2008

2008-01-01

Research is a process by which people discover or create new knowledge about the world in which they live. The International Science and Engineering Fair (ISEF) and Affiliated Fairs are research (data) driven. Students design research projects that provide quantitative data through experimentation followed by analysis and application of that data.…

Foreign Language/Area Studies Enhancement Project. Final Report.

ERIC Educational Resources Information Center

Felker, William; Fuller, Clark

The Foreign Language/Area Studies Enhancement Program at Central State University (Ohio) is an experience-centered work and study program in Africa designed to give students training in language, culture, and technology. It parallels and supports the university's northern Senegal water management project designed to promote self-sufficiency among…

Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

ERIC Educational Resources Information Center

Lin, Su-ching; Wu, Ming-sui

2016-01-01

This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

Think to Learn (Creating a Standards-Driven Thinking Classroom). Occasional Paper Series. Volume 1, Number 2

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2006-01-01

Think to Learn. That's how Robert Sternberg boils down his approach for teaching thinking. In an urban technology high school, two Teacher Consultants in the District of Columbia Area Writing Project at Howard University co-constructed a prototype for creating standards driven thinking classrooms. With 132 high school students, they used the…

Practice and Policy to Enhance Student Induction and Transition: A Case Study of Institution-Wide Change

ERIC Educational Resources Information Center

Alsford, Sally; Rose, Christine

2014-01-01

This case study gives an analytical account of institutional development in induction provision. Driven by student experience concerns, a London post-1992 University set up an "enhanced induction project" to provide a more integrated, personalised approach through more coordinated processes. In a large, diverse context, university-wide…

Independent Research Projects Using Protein Extraction: Affordable Ways to Inquire, Discover & Publish for Undergraduate Students

ERIC Educational Resources Information Center

Pu, Rongsun

2010-01-01

This article describes how to use protein extraction, quantification, and analysis in the undergraduate teaching laboratory to engage students in inquiry-based, discovery-driven learning. Detailed instructions for obtaining proteins from animal tissues, using BCA assay to quantify the proteins, and data analysis are provided. The experimental…

The Effect of Student-Driven Projects on the Development of Statistical Reasoning

ERIC Educational Resources Information Center

Sovak, Melissa M.

2010-01-01

Research has shown that even if students pass a standard introductory statistics course, they often still lack the ability to reason statistically. Many instructional techniques for enhancing the development of statistical reasoning have been discussed, although there is often little to no experimental evidence that they produce effective results…

Integrating Biology, Chemistry, and Mathematics to Evaluate Global Water Problems

ERIC Educational Resources Information Center

Kosal, Erica; Lawrence, Carol; Austin, Rodney

2010-01-01

An interdisciplinary and context-driven course focused on global water issues was developed and taught at the college level. Students designed a semester-long research project, collected and analyzed data, and ultimately presented their results and conclusions to the larger community. As a result of the course, students' science literacy improved…

Position Posters: An Alternative Take on Science Posters

ERIC Educational Resources Information Center

Dorner, Meredith

2015-01-01

Research shows the importance of active learning, especially within science classes. One way to achieve this goal is to incorporate student-driven projects into the course (e.g., posters). Traditionally, science-poster assignments follow the spirit of the science fair in which a student conducts an experiment and analyzes the results. This article…

Beyond the Success of the Students: Effects of Participation on School-to-Career Partners.

ERIC Educational Resources Information Center

MacAllum, Keith; Charner, Ivan

The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and emphasizes work-based and project-based learning, team teaching, and opportunities for staff and students to establish close and ongoing…

Connecting Urban Students with Engineering Design: Community-Focused, Student-Driven Projects

ERIC Educational Resources Information Center

Parker, Carolyn; Kruchten, Catherine; Moshfeghian, Audrey

2017-01-01

The STEM Achievement in Baltimore Elementary Schools (SABES) program is a community partnership initiative that includes both in-school and afterschool STEM education for grades 3-5. It was designed to broaden participation and achievement in STEM education by bringing science and engineering to the lives of low-income urban elementary school…

Exploring Marine Ecosystems with Elementary School Portuguese Children: Inquiry-Based Project Activities Focused on "Real-Life" Contexts

ERIC Educational Resources Information Center

Guilherme, Elsa; Faria, Cláudia; Boaventura, Diana

2016-01-01

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

Towards Designing Cognitively-Enriched Project-Oriented Courses within a Blended Problem-Based Learning Context

ERIC Educational Resources Information Center

Tambouris, Efthimios; Zotou, Maria; Tarabanis, Konstantinos

2014-01-01

Traditional education seems to gradually and moderately make way for self-directed and student-centred learning strategies that will efficiently enable students to reach their full potentials and will sufficiently prepare them for their upcoming professional careers. Problem-Based Learning (PBL) is such a strategy, since it enables active…

Does Digital Handwriting of Instructors Using the iPad Enhance Student Learning?

ERIC Educational Resources Information Center

Lee, Hyeon Woo; Lim, Kyu Yon

2013-01-01

Recently, projected electronic slides have been the most common tool used in classrooms. However, electronic projection slides, such as PowerPoint slides, do not provide sufficient flexibility to augment the displayed materials; therefore, instructors are not able to adjust their instruction instantly in response to the audience reaction and…

Charting Success: Data Use and Student Achievement in Urban Schools

ERIC Educational Resources Information Center

Faria, Ann-Marie; Heppen, Jessica; Li, Yibing; Stachel, Suzanne; Jones, Wehmah; Sawyer, Katherine; Thomsen, Kerri; Kutner, Melissa; Miser, David; Lewis, Sharon; Casserly, Michael; Simon, Candace; Uzzell, Renata; Corcoran, Amanda; Palacios, Moses

2012-01-01

In recent years, interest has spiked in data-driven decision making in education--that is, using various types of student data to inform decisions in schools and classrooms. In October 2008, the Council of the Great City Schools and American Institutes for Research (AIR) launched a project funded by The Bill & Melinda Gates Foundation that focused…

Connectedness Is Key: The Evolution of a Process-Driven High School Program

ERIC Educational Resources Information Center

Nitza, Amy; Dobias, Brian

2015-01-01

This article discusses a collaborative project to improve freshman transition into a high school and to increase connectedness among high school students. What started out for the authors, a high school guidance counselor and a counselor educator, as two independent projects on similar topics, evolved in a scholarly partnership that seeks to link…

Student-Driven Engagement: An Interdisciplinary-Team Research-Learning Renewable Energy Laboratory Experience for Undergraduates

NASA Astrophysics Data System (ADS)

Tuominen, Mark

How does engagement and deep learning happen? Every science department seeks to cultivate an excellent level of scientific skills and knowledge in its undergraduate students. Yet, this is not sufficient to thrive as a professional. Engaging directly in real-world challenges can foster a professional attitude: a high level of self-efficacy, a genuine sense of relevance, and proactivity. This talk will describe pedagogical developments of a junior-year renewable energy laboratory course at the University of Massachusetts Amherst that is part of a four-year Integrated Concentration in Science (iCons) program. Over the four years, the interdisciplinary iCons students-from 24 various majors-work through case studies, selection and analysis of real-world problems, inception and development of potential solutions, integrative communication, experimental practice, and capstone research. The team dynamic is a central aspect of the experience, yielding significant educational and developmental benefits. The third-year energy course uses adopts a culture of a small vibrant R and D company (I3E - ``Energy, Powered By Intelligence''), in which every person in the course has a vital responsibility and creative resourcefulness must be employed in the project work. The course emphasizes the practice of using reflection and redesign, as a means of generating better solutions and embedding the practice of learning in a real-world context. This work is supported in part by NSF Grant DUE-1140805.

Getting the Swing of Surface Gravity

NASA Astrophysics Data System (ADS)

Thomas, Brian C.; Quick, Matthew

2012-04-01

Sports are a popular and effective way to illustrate physics principles. Baseball in particular presents a number of opportunities to motivate student interest and teach concepts. Several articles have appeared in this journal on this topic,1 illustrating a wide variety of areas of physics. In addition, several websites2 and an entire book3 are available. In this paper we describe a student-designed project that illustrates the relative surface gravity on the Earth, Sun, and other solar system bodies using baseball. We describe the project and its results here as an example of a simple, fun, and student-driven use of baseball to illustrate an important physics principle.

Student Scientific Inquiry in the Core Curriculum

PubMed Central

Vansal, Sandeep S.; Moore, Ronnie J.; Feldman, Stuart

2013-01-01

Objective. To design and implement a required student-driven research program as a capstone experience in the doctor of pharmacy (PharmD) curriculum. Design. A research proposal in the form of a competitive grant application was required for each of 65 fourth-year students in an inaugural PharmD class at Touro College of Pharmacy in New York. The focus of the proposals was on hypothesis-driven research in basic science, clinical research, health outcomes, and public health. Assessment. Students’ research proposals were graded using a standardized grading instrument. On a post-experience survey, most students rated the overall experience positively, indicating increased confidence in their research skills. About two-thirds of faculty members were satisfied with their students’ performance, and the great majority thought the experience would be useful in the students’ careers. Conclusion. The capstone research project was a positive experience for fourth-year students. PMID:24159217

A research capacity strengthening project for infectious diseases in Honduras: experience and lessons learned.

PubMed

Sanchez, Ana Lourdes; Canales, Maritza; Enriquez, Lourdes; Bottazzi, Maria Elena; Zelaya, Ada Argentina; Espinoza, Vilma Esther; Fontecha, Gustavo Adolfo

2013-08-07

In Honduras, research capacity strengthening (RCS) has not received sufficient attention, but an increase in research competencies would enable local scientists to advance knowledge and contribute to national priorities, including the Millennium Development Goals (MDGs). This project aimed at strengthening research capacity in infectious diseases in Honduras, focusing on the School of Microbiology of the National Autonomous University of Honduras (UNAH). The primary objective was the creation of a research-based graduate program for the continued training of researchers. Parallel objectives included institutional strengthening and the facilitation of partnerships and networks. Based on a multi-stakeholder consultation, an RCS workplan was designed and undertaken from 2007 to 2012. Due to unexpected adverse circumstances, the first 2 years were heavily dedicated to implementing the project's flagship, an MSc program in infectious and zoonotic diseases (MEIZ). In addition, infrastructure improvements and demand-driven continuing education opportunities were facilitated; biosafety and research ethics knowledge and practices were enhanced, and networks fostering collaborative work were created or expanded. The project coincided with the peak of UNAH's radical administrative reform and an unprecedented constitutional crisis. Challenges notwithstanding, in September 2009, MEIZ admitted the first cohort of students, all of whom undertook MDG-related projects graduating successfully by 2012. Importantly, MEIZ has been helpful in expanding the School of Microbiology's traditional etiology-based, disciplinary model to infectious disease teaching and research. By fulfilling its objectives, the project contributed to a stronger research culture upholding safety and ethical values at the university. The resources and strategic vision afforded by the project enhanced UNAH's overall research capacity and its potential contribution to the MDGs. Furthermore, increased research activity and the ensuing improvement in performance indicators at the prime Honduran research institution invoke the need for a national research system in Honduras.

Decentering Self in Leadership: Putting Community at the Center in Leadership Studies.

PubMed

Hartman, Eric

2016-06-01

Although students' personal passions typically determine the issue addressed by service-learning leadership initiatives, this chapter advocates for a community-centered alternative. This in-depth exploration of a leadership development course series models a community-need driven project and explores the benefits for both community and student learning. © 2016 Wiley Periodicals, Inc., A Wiley Company.

Charting Success: Data Use and Student Achievement in Urban Schools. Executive Summary

ERIC Educational Resources Information Center

Faria, Ann-Marie; Heppen, Jessica; Li, Yibing; Stachel, Suzanne; Jones, Wehmah; Sawyer, Katherine; Thomsen, Kerri; Kutner, Melissa; Miser, David; Lewis, Sharon; Casserly, Michael; Simon, Candace; Uzzell, Renata; Corcoran, Amanda; Palacios, Moses

2012-01-01

In recent years, interest has spiked in data-driven decision making in education--that is, using various types of student data to inform decisions in schools and classrooms. In October 2008, the Council of the Great City Schools and American Institutes for Research (AIR) launched a project funded by The Bill & Melinda Gates Foundation that focused…

Environmental Data-Driven Inquiry and Exploration (EDDIE)- Water Focused Modules for interacting with Big Hydrologic Data

NASA Astrophysics Data System (ADS)

Meixner, T.; Gougis, R.; O'Reilly, C.; Klug, J.; Richardson, D.; Castendyk, D.; Carey, C.; Bader, N.; Stomberg, J.; Soule, D. C.

2016-12-01

High-frequency sensor data are driving a shift in the Earth and environmental sciences. The availability of high-frequency data creates an engagement opportunity for undergraduate students in primary research by using large, long-term, and sensor-based, data directly in the scientific curriculum. Project EDDIE (Environmental Data-Driven Inquiry & Exploration) has developed flexible classroom activity modules designed to meet a series of pedagogical goals that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. The modules cover a wide range of topics, including lake physics and metabolism, stream discharge, water quality, soil respiration, seismology, and climate change. In this presentation we will focus on a sequence of modules of particular interest to hydrologists - stream discharge, water quality and nutrient loading. Assessment results show that our modules are effective at making students more comfortable analyzing data, improved understanding of statistical concepts, and stronger data analysis capability. This project is funded by an NSF TUES grant (NSF DEB 1245707).

Urban Health Project: A Sustainable and Successful Community Internship Program for Medical Students.

PubMed

Roberts, Kasey; Park, Thomas; Elder, Nancy C; Regan, Saundra; Theodore, Sarah N; Mitchell, Monica J; Johnson, Yolanda N

2015-11-01

Urban Health Project (UHP) is a mission and vision-driven summer internship at the University of Cincinnati College of Medicine that places first-year medical students at local community agencies that work with underserved populations. At the completion of their internship, students write Final Intern Reflections (FIRs). Final Intern Reflections written from 1987 to 2012 were read and coded to both predetermined categories derived from the UHP mission and vision statements and new categories created from the data themselves. Comments relating to UHP's mission and vision were found in 47% and 36% of FIRs, respectively. Positive experiences outweighed negative by a factor of eight. Interns reported the following benefits: educational (53%), valuable (25%), rewarding (25%), new (10%), unique (6%), and life-changing (5%). Urban Health Project is successful in providing medical students with enriching experiences with underserved populations that have the potential to change their understanding of vulnerable populations.

Intended Consequences: Challenging White Teachers' Habitus and Its Influence in Urban Schools Implementing an Arts-Based Educational Reform

ERIC Educational Resources Information Center

Woollen, Susan; Otto, Stacy

2014-01-01

Reform efforts like the urban, arts-based initiative Project ARTS are designed to provide intentional, equitable methods of improving students' learning, yet few urban educators have been sufficiently trained to recognize differences in habitus between themselves and their students. For equitable reform to occur teachers must understand their…

Doing that thing that scientists do: A discovery-driven module on protein purification and characterization for the undergraduate biochemistry laboratory classroom.

PubMed

Garrett, Teresa A; Osmundson, Joseph; Isaacson, Marisa; Herrera, Jennifer

2015-01-01

In traditional introductory biochemistry laboratory classes students learn techniques for protein purification and analysis by following provided, established, step-by-step procedures. Students are exposed to a variety of biochemical techniques but are often not developing procedures or collecting new, original data. In this laboratory module, students develop research skills through work on an original research project and gain confidence in their ability to design and execute an experiment while faculty can enhance their scholarly pursuits through the acquisition of original data in the classroom laboratory. Students are prepared for a 6-8 week discovery-driven project on the purification of the Escherichia coli cytidylate kinase (CMP kinase) through in class problems and other laboratory exercises on bioinformatics and protein structure analysis. After a minimal amount of guidance on how to perform the CMP kinase in vitro enzyme assay, SDS-PAGE, and the basics of protein purification, students, working in groups of three to four, develop a protein purification protocol based on the scientific literature and investigate some aspect of CMP kinase that interests them. Through this process, students learn how to implement a new but perhaps previously worked out procedure to answer their research question. In addition, they learn the importance of keeping a clear and thorough laboratory notebook and how to interpret their data and use that data to inform the next set of experiments. Following this module, students had increased confidence in their ability to do basic biochemistry techniques and reported that the "self-directed" nature of this lab increased their engagement in the project. © 2015 The International Union of Biochemistry and Molecular Biology.

The gross anatomy laboratory: a novel venue for critical thinking and interdisciplinary teaching in dental education.

PubMed

Rowland, Kevin C; Joy, Anita

2015-03-01

Reports on the status of dental education have concluded that there is a need for various types of curricular reform, making recommendations that include better integration of basic, behavioral, and clinical sciences, increased case-based teaching, emphasis on student-driven learning, and creation of lifelong learners. Dental schools faced with decreasing contact hours, increasing teaching material, and technological advancements have experimented with alternate curricular strategies. At Southern Illinois University School of Dental Medicine, curricular changes have begun with a series of integrated biomedical sciences courses. During the process of planning and implementing the integrated courses, a novel venue-the gross anatomy laboratory-was used to introduce all Year 1 students to critical thinking, self-directed learning, and the scientific method. The venture included student-driven documentation of anatomical variations encountered in the laboratory using robust scientific methods, thorough literature review, and subsequent presentation of findings in peer review settings. Students responded positively, with over 75% agreeing the experience intellectually challenged them. This article describes the process of re-envisioning the gross anatomy laboratory as an effective venue for small group-based, student-driven projects that focus on key pedagogical concepts to encourage the development of lifelong learners.

The WHATs and HOWs of maturing computational and software engineering skills in Russian higher education institutions

NASA Astrophysics Data System (ADS)

Semushin, I. V.; Tsyganova, J. V.; Ugarov, V. V.; Afanasova, A. I.

2018-05-01

Russian higher education institutions' tradition of teaching large-enrolled classes is impairing student striving for individual prominence, one-upmanship, and hopes for originality. Intending to converting these drawbacks into benefits, a Project-Centred Education Model (PCEM) has been introduced to deliver Computational Mathematics and Information Science courses. The model combines a Frontal Competitive Approach and a Project-Driven Learning (PDL) framework. The PDL framework has been developed by stating and solving three design problems: (i) enhance the diversity of project assignments on specific computation methods algorithmic approaches, (ii) balance similarity and dissimilarity of the project assignments, and (iii) develop a software assessment tool suitable for evaluating the technological maturity of students' project deliverables and thus reducing instructor's workload and possible overlook. The positive experience accumulated over 15 years shows that implementing the PCEM keeps students motivated to strive for success in rising to higher levels of their computational and software engineering skills.

Project NANO (nanoscience and nanotechnology outreach): a STEM training program that brings SEM's and stereoscopes into high-school and middle-school classrooms

NASA Astrophysics Data System (ADS)

Cady, Sherry L.; Blok, Mikel; Grosse, Keith; Wells, Jennifer

2014-09-01

The program Project NANO (Nanoscience and Nanotechnology Outreach) enables middle and high school students to discover and research submicroscopic phenomena in a new and exciting way with the use of optical and scanning electron microscopes in the familiar surroundings of their middle or high school classrooms. Project NANO provides secondary level professional development workshops, support for classroom instruction and teacher curriculum development, and the means to deliver Project NANO toolkits (SEM, stereoscope, computer, supplies) to classrooms with Project NANO trained teachers. Evaluation surveys document the impact of the program on student's attitudes toward science and technology and on the learning outcomes for secondary level teachers. Project NANO workshops (offered for professional development credit) enable teachers to gain familiarity using and teaching with the SEM. Teachers also learn to integrate new content knowledge and skills into topic-driven, standards-based units of instruction specifically designed to support the development of students' higher order thinking skills that include problem solving and evidence-based thinking. The Project NANO management team includes a former university science faculty, two high school science teachers, and an educational researcher. To date, over 7500 students have experienced the impact of the Project NANO program, which provides an exciting and effective model for engaging students in the discovery of nanoscale phenomena and concepts in a fun and engaging way.

Precipice or Crossroads? Where America's Great Public Universities Stand and Where They Are Going Midway through Their Second Century

ERIC Educational Resources Information Center

Fogel, Daniel Mark, Ed.; Malson-Huddle, Elizabeth, Ed.

2012-01-01

President Lincoln signed the Morrill Land-grant Act in 1862, launching a nationwide project in public higher education that would build democracy, prosperity, and competitiveness to levels undreamed of 150 years ago. As student costs skyrocket, driven by steep drops in public funding, the viability of that project, like the nation itself, is under…

Environmental regulation of plant gene expression: an RT-qPCR laboratory project for an upper-level undergraduate biochemistry or molecular biology course.

PubMed

Eickelberg, Garrett J; Fisher, Alison J

2013-01-01

We present a novel laboratory project employing "real-time" RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current "gold standard" for gene expression analysis, including detailed data analysis using the common 2-ΔΔCT method. Moreover, it provides a convenient starting point for many inquiry-driven projects addressing diverse questions concerning ecological biochemistry, naturally occurring genetic variation, developmental biology, and the regulation of gene expression in nature. Copyright © 2013 Wiley Periodicals, Inc.

Laser Boron Fusion Reactor With Picosecond Petawatt Block Ignition

NASA Astrophysics Data System (ADS)

Hora, Heinrich; Eliezer, Shalom; Wang, Jiaxiang; Korn, Georg; Nissim, Noaz; Xu, Yan-Xia; Lalousis, Paraskevas; Kirchhoff, Gotz J.; Miley, George H.

2018-05-01

For developing a laser boron fusion reactor driven by picosecond laser pulses of more than 30 petawatts power, advances are reported about computations for the plasma block generation by the dielectric explosion of the interaction. Further results are about the direct drive ignition mechanism by a single laser pulse without the problems of spherical irradiation. For the sufficiently large stopping lengths of the generated alpha particles in the plasma results from other projects can be used.

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

NASA Astrophysics Data System (ADS)

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

2013-01-01

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

Application driven interface generation for EASIE. M.S. Thesis

NASA Technical Reports Server (NTRS)

Kao, Ya-Chen

1992-01-01

The Environment for Application Software Integration and Execution (EASIE) provides a user interface and a set of utility programs which support the rapid integration and execution of analysis programs about a central relational database. EASIE provides users with two basic modes of execution. One of them is a menu-driven execution mode, called Application-Driven Execution (ADE), which provides sufficient guidance to review data, select a menu action item, and execute an application program. The other mode of execution, called Complete Control Execution (CCE), provides an extended executive interface which allows in-depth control of the design process. Currently, the EASIE system is based on alphanumeric techniques only. It is the purpose of this project to extend the flexibility of the EASIE system in the ADE mode by implementing it in a window system. Secondly, a set of utilities will be developed to assist the experienced engineer in the generation of an ADE application.

Conduct of a Survey to Determine Why Blacks Do Not Have Sufficient Enrollment in Vocational-Technical Programs in Community Colleges, Area Vocational-Technical Centers and Secondary Schools, and Development of Strategies for Increasing the Number of Students Enrolling in Vocational-Technical Programs.

ERIC Educational Resources Information Center

West Virginia Research Coordinating Unit for Vocational Education, Huntington.

A project involving literature and demographic data reviews, survey development, survey administration, data analysis, and document preparation was conducted in West Virginia to determine why blacks do not have sufficient enrollments in vocational technical centers and secondary schools. Three separate multiple-choice questionnaires were developed…

How do we interest students in science?

NASA Astrophysics Data System (ADS)

Murray, L.

2016-02-01

In today's world science literacy is now, more than ever, critical to society. However, today's technically savvy student tends to be bored by "cook-book" laboratory exercises and dated lecture style, which typifies the way that most science courses are taught. To enhance student interest in and understanding of the sciences, we developed two unique programs, in which teachers were provided with the tools and hands-on experience that enabled them to implement research- and inquiry-based projects with their students. The approach was based a framework that is student driven and enables active participation and innovation in the study of the environment. The framework involved selection of a theme and an activity that captured the interest of the participants, participant development of research or investigative questions based on the theme, experimentation to address the research questions, formulation of conclusions, and communication of these results. The projects consisted of two parts: a professional development institute for teachers and the classroom implementation of student research projects, both of which incorporated the framework process. The institutes focused on modeling the framework process, with teachers actively developing questions, researching the question, formulating results and conclusions. This method empowered teachers to be confident in the implementation of the process with their students. With support from project staff, teachers followed up by incorporating the method of teaching with their students. Evaluation results from the programs concluded that projects such as these can increase student interest in and understanding of the scientific process.

Projective synchronization of nonidentical fractional-order neural networks based on sliding mode controller.

PubMed

Ding, Zhixia; Shen, Yi

2016-04-01

This paper investigates global projective synchronization of nonidentical fractional-order neural networks (FNNs) based on sliding mode control technique. We firstly construct a fractional-order integral sliding surface. Then, according to the sliding mode control theory, we design a sliding mode controller to guarantee the occurrence of the sliding motion. Based on fractional Lyapunov direct methods, system trajectories are driven to the proposed sliding surface and remain on it evermore, and some novel criteria are obtained to realize global projective synchronization of nonidentical FNNs. As the special cases, some sufficient conditions are given to ensure projective synchronization of identical FNNs, complete synchronization of nonidentical FNNs and anti-synchronization of nonidentical FNNs. Finally, one numerical example is given to demonstrate the effectiveness of the obtained results. Copyright © 2016 Elsevier Ltd. All rights reserved.

Utilizing a scale model solar system project to visualize important planetary science concepts and develop technology and spatial reasoning skills

NASA Astrophysics Data System (ADS)

Kortenkamp, Stephen J.; Brock, Laci

2016-10-01

Scale model solar systems have been used for centuries to help educate young students and the public about the vastness of space and the relative sizes of objects. We have adapted the classic scale model solar system activity into a student-driven project for an undergraduate general education astronomy course at the University of Arizona. Students are challenged to construct and use their three dimensional models to demonstrate an understanding of numerous concepts in planetary science, including: 1) planetary obliquities, eccentricities, inclinations; 2) phases and eclipses; 3) planetary transits; 4) asteroid sizes, numbers, and distributions; 5) giant planet satellite and ring systems; 6) the Pluto system and Kuiper belt; 7) the extent of space travel by humans and robotic spacecraft; 8) the diversity of extrasolar planetary systems. Secondary objectives of the project allow students to develop better spatial reasoning skills and gain familiarity with technology such as Excel formulas, smart-phone photography, and audio/video editing.During our presentation we will distribute a formal description of the project and discuss our expectations of the students as well as present selected highlights from preliminary submissions.

Medical students' perceptions of their learning environment during a mandatory research project.

PubMed

Möller, Riitta; Ponzer, Sari; Shoshan, Maria

2017-10-20

To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project. This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001).  Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors.  Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ 2 (3, N=437) =20.29, p<0.001). A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff.  Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration.

Undergraduate Labs for Biological Physics: Brownian Motion and Optical Trapping

NASA Astrophysics Data System (ADS)

Chu, Kelvin; Laughney, A.; Williams, J.

2006-12-01

We describe a set of case-study driven labs for an upper-division biological physics course. These labs are motivated by case-studies and consist of inquiry-driven investigations of Brownian motion and optical-trapping experiments. Each lab incorporates two innovative educational techniques to drive the process and application aspects of scientific learning. Case studies are used to encourage students to think independently and apply the scientific method to a novel lab situation. Student input from this case study is then used to decide how to best do the measurement, guide the project and ultimately evaluate the success of the program. Where appropriate, visualization and simulation using VPython is used. Direct visualization of Brownian motion allows students to directly calculate Avogadro's number or the Boltzmann constant. Following case-study driven discussion, students use video microscopy to measure the motion of latex spheres in different viscosity fluids arrive at a good approximation of NA or kB. Optical trapping (laser tweezer) experiments allow students to investigate the consequences of 100-pN forces on small particles. The case study consists of a discussion of the Boltzmann distribution and equipartition theorem followed by a consideration of the shape of the potential. Students can then use video capture to measure the distribution of bead positions to determine the shape and depth of the trap. This work supported by NSF DUE-0536773.

Revitalization of Nonstandard Calculus.

ERIC Educational Resources Information Center

Fetta, Iris B.

This project developed materials for an innovative new approach to calculus for students in business, economics, liberal arts, management, and the social sciences. With the focus on rates and accumulation of change and their interpretations in real life situations, the materials are data driven, technology based, and feature a unique modeling…

Successfully Integrating Climate Change Education into School System Curriculum

NASA Astrophysics Data System (ADS)

Scallion, M.

2017-12-01

Maryland's Eastern Shore is threatened by climate change driven sea level rise. By working with school systems, rather than just with individual teachers, educators can gain access to an entire grade level of students, assuring that all students, regardless of socioeconomic background or prior coursework have an opportunity to explore the climate issue and be part of crafting community level solutions for their communities. We will address the benefits of working with school system partners to achieve a successful integration of in-school and outdoor learning by making teachers and administrators part of the process. We will explore how, through the Maryland and Delaware Climate Change Education, Assessment, and Research Project, teachers, content supervisors and informal educators worked together to create a climate curriculum with local context that effectively meets Common Core and Next Generation Science Standards. Over the course of several weeks during the year, students engage in a series of in-class and field activities directly correlated with their science curriculum. Wetlands and birds are used as examples of the local wildlife and habitat being impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and strengthened by material covered by classroom teachers, students get a thorough introduction to the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change. The project concludes with a habitat and carbon stewardship project that gives students and teachers a sense of hope as they tackle this big issue on a local scale. We'll explore how the MADE-CLEAR Informal Climate Change Education (ICCE) Community of Practice supports Delaware and Maryland environmental educators in collaboratively learning and expanding their programming on the complex issue of climate change. Participants will learn how to include climate change education as part of a larger ecological exploration, giving students and teachers local context to this global issue and memorable outdoor hands-on experiences and student driven adaptation projects.

The parametric resonance—from LEGO Mindstorms to cold atoms

NASA Astrophysics Data System (ADS)

Kawalec, Tomasz; Sierant, Aleksandra

2017-07-01

We show an experimental setup based on a popular LEGO Mindstorms set, allowing us to both observe and investigate the parametric resonance phenomenon. The presented method is simple but covers a variety of student activities like embedded software development, conducting measurements, data collection and analysis. It may be used during science shows, as part of student projects and to illustrate the parametric resonance in mechanics or even quantum physics, during lectures or classes. The parametrically driven LEGO pendulum gains energy in a spectacular way, increasing its amplitude from 10° to about 100° within a few tens of seconds. We provide also a short description of a wireless absolute orientation sensor that may be used in quantitative analysis of driven or free pendulum movement.

Learning about Non-Newtonian Fluids in a Student-Driven Classroom

ERIC Educational Resources Information Center

Dounas-Frazer, D. R.; Lynn, J.; Zaniewski, A. M.; Roth, N.

2013-01-01

We describe a simple, low-cost experiment and corresponding pedagogical strategies for studying fluids whose viscosities depend on shear rate, referred to as "non-Newtonian fluids." We developed these materials teaching for the Compass Project, an organization that fosters a creative, diverse, and collaborative community of science…

A Cognitive Theory Driven New Orientation of Indonesian Lessons

ERIC Educational Resources Information Center

Nowinska, Edyta

2014-01-01

The main focus of this design research was on students' mathematical thinking and skills and on their understanding of mathematical concepts and methods. The mathematical content our project starts with is the introduction of integers. For this content new learning environments have been developed, implemented and evaluated. An important question…

Optical engineering capstone design projects with industry sponsors

NASA Astrophysics Data System (ADS)

Bunch, Robert M.; Leisher, Paul O.; Granieri, Sergio C.

2014-09-01

Capstone senior design is the culmination of a student's undergraduate engineering education that prepares them for engineering practice. In fact, any engineering degree program that pursues accreditation by the Engineering Accreditation Commission of ABET must contain "a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints." At Rose-Hulman, we offer an interdisciplinary Optical Engineering / Engineering Physics senior design curriculum that meets this requirement. Part of this curriculum is a two-course sequence where students work in teams on a design project leading to a functional prototype. The students begin work on their capstone project during the first week of their senior year. The courses are deliverable-driven and the students are held accountable for regular technical progress through weekly updates with their faculty advisor and mid-term design reviews. We have found that client-sponsored projects offer students an enriched engineering design experience as it ensures consideration of constraints and standards requirements similar to those that they will encounter as working engineers. Further, client-sponsored projects provide teams with an opportunity for regular customer interactions which help shape the product design. The process that we follow in both soliciting and helping to scope appropriate industry-related design projects will be described. In addition, an outline of the capstone course structure as well as methods used to hold teams accountable for technical milestones will be discussed. Illustrative examples of past projects will be provided.

Loyalty, Harm and Duty: PBL in a Media Ethics Course.

ERIC Educational Resources Information Center

Slattery, Karen L.

2002-01-01

Considers how to teach the various areas of mass media in sufficient depth, without sacrificing breadth. Discusses a variation of problem-based learning (PBL) as one possible solution to that educational conundrum. Focuses on a project developed by a group of public relations students using the PBL method. (SG)

The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

A research capacity strengthening project for infectious diseases in Honduras: experience and lessons learned

PubMed Central

Sanchez, Ana Lourdes; Canales, Maritza; Enriquez, Lourdes; Bottazzi, Maria Elena; Zelaya, Ada Argentina; Espinoza, Vilma Esther; Fontecha, Gustavo Adolfo

2013-01-01

Background In Honduras, research capacity strengthening (RCS) has not received sufficient attention, but an increase in research competencies would enable local scientists to advance knowledge and contribute to national priorities, including the Millennium Development Goals (MDGs). Objective This project aimed at strengthening research capacity in infectious diseases in Honduras, focusing on the School of Microbiology of the National Autonomous University of Honduras (UNAH). The primary objective was the creation of a research-based graduate program for the continued training of researchers. Parallel objectives included institutional strengthening and the facilitation of partnerships and networks. Methods Based on a multi-stakeholder consultation, an RCS workplan was designed and undertaken from 2007 to 2012. Due to unexpected adverse circumstances, the first 2 years were heavily dedicated to implementing the project's flagship, an MSc program in infectious and zoonotic diseases (MEIZ). In addition, infrastructure improvements and demand-driven continuing education opportunities were facilitated; biosafety and research ethics knowledge and practices were enhanced, and networks fostering collaborative work were created or expanded. Results The project coincided with the peak of UNAH's radical administrative reform and an unprecedented constitutional crisis. Challenges notwithstanding, in September 2009, MEIZ admitted the first cohort of students, all of whom undertook MDG-related projects graduating successfully by 2012. Importantly, MEIZ has been helpful in expanding the School of Microbiology's traditional etiology-based, disciplinary model to infectious disease teaching and research. By fulfilling its objectives, the project contributed to a stronger research culture upholding safety and ethical values at the university. Conclusions The resources and strategic vision afforded by the project enhanced UNAH's overall research capacity and its potential contribution to the MDGs. Furthermore, increased research activity and the ensuing improvement in performance indicators at the prime Honduran research institution invoke the need for a national research system in Honduras. PMID:23930937

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

PubMed

van Veggel, Nieky; Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

Watershed Watch Undergraduate Research Projects: Monitoring Environmental Impacts on Tree Growth - Urban Development and Hurricanes

NASA Astrophysics Data System (ADS)

Rock, B. N.; Hale, S.

2009-12-01

Watershed Watch (NSF 0525433) is designed to engage early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). Two Watershed Watch students from the 2009 Summer Research Institute (SRI), held on the ECSU campus, August 3-14, 2009 investigated the use of wood cores collected from loblolly pine (Pinus taeda) and bald cypress (Taxodium distichum). One student team studied the possible impacts of urban development on tree growth, focusing on the use of dendrochronology to assess the effect of environmental factors on the trees. Tree cores and foliar samples were collected at the ECSU Outdoor Classroom and compared with the same species from the Great Dismal Swamp (GDS) in Virginia. The main targets of this experiment were one aquatic tree, the bald cypress, and a land based tree, the loblolly pine. This allowed us to compare an urbanized area (ECSU) with a more natural setting (GDS) to evaluate factors impacting tree growth. This experiment suggests that there may be potentially harmful impacts of an urban environment with the data that at ECSU. The growth rings of the ECSU campus tree cores are noticeably narrow, especially in the loblolly pine from the ECSU outdoor classroom, and multiple fluctuations in more recent tree rings of the bald cypress in the ECSU campus. Growth ring compression, beginning approximately in 1956 in 100-year old loblolly pines, corresponds in timing with the nearby construction of two student dormitories within 100 feet of the trees. The other student team studied cores for evidence of possible impacts from four recent hurricanes (Isabel, category 5, 2003; Floyd, category 4, 1999; Bonnie, category 3, 1998; and Fran, Category 3, 1996) on trees from the Alligator River (near Cape Hatteras, NC) and from the ECSU campus (well inland). Cores were evaluated for the presence or absence of false growth rings that could be the result of saltwater impoundment associated with storm surges. False growth rings were seen in the cores of loblolly pine from the Alligator River site, but only for the years 2003 and 1999. No false growth rings were seen in the cores of loblolly pine from the ECSU campus. Both hurricanes Isabel and Floyd were stronger storms and had higher storm surges (8-10 ft) than either Bonnie or Fran (storm surges of 3-5 feet). The team hypothesized that the false growth rings were related to the impacts of the two stronger storms.

A Curriculum Experiment in Climate Change Education Using and Integrated Approach of Content Knowledge Instruction and Student-Driven Research to Promote Civic Engagement

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2009-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The current course, based on prior findings, utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The emphasis on civic engagement by students is reflected in the course structure. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on local and regional data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research.

Designing Cancer-Killing Artificial Viruses to Improve Student Understanding of Microbiology

PubMed Central

Kuniyuki, Andy; Sharp, Gwen

2011-01-01

Our objective was to assess the effectiveness of a “learning by designing” group project used in a lower-division Microbiology course. Students used knowledge gained from the course to design an artificial virus that would kill cancer cells. The assignment required groups to integrate the individual course topics into a unified, complex understanding of the field of microbiology. Throughout the course, students and the instructor collaborated in creating a rubric to evaluate the groups’ final presentations. This paper reports the results of an assessment of the project by comparing the instructor’s and the students’ scores for the presentations. Students’ and the instructor’s scores were correlated; the Pearson coefficient of 0.52 was statistically significant. The results indicate that students gained sufficient knowledge to accurately evaluate proposed designs. Additionally, the overall course grade distribution improved compared to the semester before the project was introduced. Finally, in order to engage students in thinking about their own learning process, they completed a reflection assignment that required them to discuss the changes in their understanding of microbiology over the course of the semester. Our assessment indicates that a design project can serve as an effective and useful learning technique in undergraduate Microbiology courses, though modifications are suggested. PMID:23653757

Assessing Autonomous Learning in Research Methods Courses: Implementing the Student-Driven Research Project

ERIC Educational Resources Information Center

Vandiver, Donna M.; Walsh, Jeffrey A.

2010-01-01

As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching-learning issue addressed…

Effective Practices in Teacher Preparation Programs: Reading Action Research Projects

ERIC Educational Resources Information Center

Beal, Jennifer S.

2018-01-01

Data-driven instruction is simply good educational practice. In the deaf education certification program--which confers master's degrees in education at Valdosta State University, Georgia, through a variety of online options--the professors address this issue directly with graduate students, all of whom are teacher candidates. One of the ways they…

Research and Teaching: WikiED--Using Web 2.0 Tools to Teach Content and Critical Thinking

ERIC Educational Resources Information Center

Frisch, Jennifer K.; Jackson, Paula C.; Murray, Meg C.

2013-01-01

WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which the authors developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in…

User-Driven Planning for Digital-Image Delivery

ERIC Educational Resources Information Center

Pisciotta, Henry; Halm, Michael J.; Dooris, Michael J.

2006-01-01

This article draws on two projects funded by the Andrew W. Mellon Foundation concerning the ways colleges and universities can support the legitimate sharing of digital learning resources for scholarly use. The 2001-03 Visual Image User Study (VIUS) assessed the scholarly needs of digital image users-faculty, staff, and students. That study led to…

Balancing Data, Time, and Expectations: The Complex Decision-­Making Environment of Enrollment Management

ERIC Educational Resources Information Center

Johnson, Adam W.

2016-01-01

As a growing entity within higher education organizational structures, enrollment managers (EMs) are primarily tasked with projecting, recruiting, and retaining the student population of their campuses. Enrollment managers are expected by institutional presidents as well as through industry standards to make data-driven planning decisions to reach…

Towards the Successful Integration of Design Thinking in Industrial Design Education

ERIC Educational Resources Information Center

Mubin, Omar; Novoa, Mauricio; Al Mahmud, Abdullah

2016-01-01

This paper narrates a case study on design thinking based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user driven innovation strategies. A renewed culture and environment for Industrial…

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…

Balancing Data, Time, and Expectations: The Complex Decision-Making Environment of Enrollment Management

ERIC Educational Resources Information Center

Johnson, Adam W.

2013-01-01

As a growing entity within higher education organizational structures, enrollment managers (EMs) are primarily tasked with projecting, recruiting, and retaining the student population of their campuses. Enrollment managers are expected by institutional presidents as well as through industry standards to make data-driven planning decisions to reach…

E-Labs - Learning with Authentic Data

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

Bardeen, Marjorie G.; Wayne, Mitchell

the success teachers have had providing an opportunity for students to: • Organize and conduct authentic research. • Experience the environment of scientific collaborations. • Possibly make real contributions to a burgeoning scientific field. We've created projects that are problem-based, student driven and technology dependent. Students reach beyond classroom walls to explore data with other students and experts and share results, publishing original work to a worldwide audience. Students can discover and extend the research of other students, modeling the processes of modern, large-scale research projects. From start to finish e-Labs are student-led, teacher-guided projects. Students need only a Webmore » browser to access computing techniques employed by professional researchers. A Project Map with milestones allows students to set the research plan rather than follow a step-by-step process common in other online projects. Most importantly, e-Labs build the learning experience around the students' own questions and let them use the very tools that scientists use. Students contribute to and access shared data, most derived from professional research databases. They use common analysis tools, store their work and use metadata to discover, replicate and confirm the research of others. This is where real scientific collaboration begins. Using online tools, students correspond with other research groups, post comments and questions, prepare summary reports, and in general participate in the part of scientific research that is often left out of classroom experiments. Teaching tools such as student and teacher logbooks, pre- and post-tests and an assessment rubric aligned with learner outcomes help teachers guide student work. Constraints on interface designs and administrative tools such as registration databases give teachers the "one-stop-shopping" they seek for multiple e-Labs. Teaching and administrative tools also allow us to track usage and assess the impact on student learning.« less

A Curriculum Experiment in Climate Change Education Using an Integrated Approach of Content Knowledge Instruction and Student-Driven Research, Year 2

NASA Astrophysics Data System (ADS)

Adams, P. E.; Heinrichs, J. F.

2010-12-01

One of the greatest challenges facing the world is climate change. Coupled with this challenge is an under-informed population that has not received a rigorous education about climate change other than what is available through the media. Fort Hays State University is in a second year of piloting a course on climate change targeted to students early in their academic careers. The course is modeled after our past work (NSF DUE-0088818) of integrating content knowledge instruction and student-driven research where there was a positive correlation between student research engagement and student knowledge gains. The second pilot offering utilizes a mix of inquiry-based instruction, problem-based learning, and student-driven research to educate and engage the students in understanding climate change. The course was collaboratively developed by a geoscientist and science educator both of whom are active in citizen science programs. The course model is unique in that 50% of the course is dedicated to developing core knowledge and technical skills (e.g. global climate change, critical analysis, writing, data acquisition, data representation, and research design), and 50% to conducting a research project using available data sets from federal agencies and research groups. A key element of the course is a focus on data sets to make climate change relevant to the students. The research serves as a means of civic engagement by the students as they are tasked to understand their role in communicating their research findings to the community and coping with the local and regional changes they find through their research. The impacts of course changes from the first offering to the second offering of the course will be reported, as well as the structure of the course.

Photo Z: A Real Research Project for Undergraduate Non-Majors

NASA Astrophysics Data System (ADS)

Rector, Travis A.; Puckett, A. W.; Hinnah, K. D.

2009-01-01

Research-Based Science Education (RBSE) is a method of instruction that models the processes of scientific inquiry and exploration used by scientists to discover new knowledge. It is "research-based" in the sense that students work together on a real astronomical research project. In other words, in order to learn science, students are given the opportunity to actually do science. We present "Photo Z," a new RBSE project wherein students search for distant galaxies using data from the NOAO Deep Wide Field Survey (NDWFS). Students download FITS data files from the NDWFS cutout server. They then complete photometry of galaxies in three bands (Bw, V and I) using Polaris, a custom-made plugin written for ImageJ. The photometric color of each galaxy allows an estimate of its redshift as well as its star-formation history. Many student projects are possible. An example is to search for galaxies clustered around high-redshift quasars. An advantage of this project is that the datasets are readily available online. This project is part of an NSF CCLI grant to develop and test RBSE curricula in an undergraduate course setting. The goals of RBSE are fourfold: (1) To teach that science is a process, not just a body of knowledge; (2) To improve retention of science content by using it in a research project; (3) to improve attitudes towards STEM careers, particularly among first-year students; and (4) to develop task-driven skills, such as critical thinking and teamwork skills, that are useful in any career path. These curricula are currently being developed and tested at the University of Alaska Anchorage, Indiana University Bloomington, and Pima Community College.

Medical students’ perceptions of their learning environment during a mandatory research project

PubMed Central

Ponzer, Sari; Shoshan, Maria

2017-01-01

Objectives To explore medical students´ perceptions of their learning environment during a mandatory 20-week scientific research project.  Methods This cross-sectional study was conducted between 2011 and 2013. A total of 651 medical students were asked to fill in the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) questionnaire, and 439 (mean age 26 years, range 21-40, 60% females) returned the questionnaire, which corresponds to a response rate of 67%. The Mann-Whitney U test or the Kruskal-Wallis test were used to compare the research environments. Results The item My workplace can be regarded as a good learning environment correlated strongly with the item There were sufficient meaningful learning situations (r= 0.71, p<0.001). Overall satisfaction with supervision correlated strongly with the items interaction (r=0.78, p < 0.001), feedback (r=0.76, p<0.001), and a sense of trust (r=0.71, p < 0.001).  Supervisors´ failures to bridge the gap between theory and practice or to explain intended learning outcomes were important negative factors.  Students with basic science or epidemiological projects rated their learning environments higher than did students with clinical projects (χ2(3, N=437)=20.29, p<0.001). Conclusions A good research environment for medical students comprises multiple meaningful learning activities, individual supervision with continuous feedback, and a trustful atmosphere including interactions with the whole staff.  Students should be advised that clinical projects might require a higher degree of student independence than basic science projects, which are usually performed in research groups where members work in close collaboration. PMID:29056611

Problem-based learning: Using students' questions to drive knowledge construction

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the right'' questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.

Climate-driven effects of fire on winter habitat for caribou in the Alaskan-Yukon Arctic.

PubMed

Gustine, David D; Brinkman, Todd J; Lindgren, Michael A; Schmidt, Jennifer I; Rupp, T Scott; Adams, Layne G

2014-01-01

Climatic warming has direct implications for fire-dominated disturbance patterns in northern ecosystems. A transforming wildfire regime is altering plant composition and successional patterns, thus affecting the distribution and potentially the abundance of large herbivores. Caribou (Rangifer tarandus) are an important subsistence resource for communities throughout the north and a species that depends on terrestrial lichen in late-successional forests and tundra systems. Projected increases in area burned and reductions in stand ages may reduce lichen availability within caribou winter ranges. Sufficient reductions in lichen abundance could alter the capacity of these areas to support caribou populations. To assess the potential role of a changing fire regime on winter habitat for caribou, we used a simulation modeling platform, two global circulation models (GCMs), and a moderate emissions scenario to project annual fire characteristics and the resulting abundance of lichen-producing vegetation types (i.e., spruce forests and tundra >60 years old) across a modeling domain that encompassed the winter ranges of the Central Arctic and Porcupine caribou herds in the Alaskan-Yukon Arctic. Fires were less numerous and smaller in tundra compared to spruce habitats throughout the 90-year projection for both GCMs. Given the more likely climate trajectory, we projected that the Porcupine caribou herd, which winters primarily in the boreal forest, could be expected to experience a greater reduction in lichen-producing winter habitats (-21%) than the Central Arctic herd that wintered primarily in the arctic tundra (-11%). Our results suggest that caribou herds wintering in boreal forest will undergo fire-driven reductions in lichen-producing habitats that will, at a minimum, alter their distribution. Range shifts of caribou resulting from fire-driven changes to winter habitat may diminish access to caribou for rural communities that reside in fire-prone areas.

Climate-driven effects of fire on winter habitat for caribou in the Alaskan-Yukon Arctic

USGS Publications Warehouse

Gustine, David D.; Brinkman, Todd J.; Lindgren, Michael A.; Schmidt, Jennifer I.; Rupp, T. Scott; Adams, Layne G.

2014-01-01

Climatic warming has direct implications for fire-dominated disturbance patterns in northern ecosystems. A transforming wildfire regime is altering plant composition and successional patterns, thus affecting the distribution and potentially the abundance of large herbivores. Caribou (Rangifer tarandus) are an important subsistence resource for communities throughout the north and a species that depends on terrestrial lichen in late-successional forests and tundra systems. Projected increases in area burned and reductions in stand ages may reduce lichen availability within caribou winter ranges. Sufficient reductions in lichen abundance could alter the capacity of these areas to support caribou populations. To assess the potential role of a changing fire regime on winter habitat for caribou, we used a simulation modeling platform, two global circulation models (GCMs), and a moderate emissions scenario to project annual fire characteristics and the resulting abundance of lichen-producing vegetation types (i.e., spruce forests and tundra >60 years old) across a modeling domain that encompassed the winter ranges of the Central Arctic and Porcupine caribou herds in the Alaskan-Yukon Arctic. Fires were less numerous and smaller in tundra compared to spruce habitats throughout the 90-year projection for both GCMs. Given the more likely climate trajectory, we projected that the Porcupine caribou herd, which winters primarily in the boreal forest, could be expected to experience a greater reduction in lichen-producing winter habitats (−21%) than the Central Arctic herd that wintered primarily in the arctic tundra (−11%). Our results suggest that caribou herds wintering in boreal forest will undergo fire-driven reductions in lichen-producing habitats that will, at a minimum, alter their distribution. Range shifts of caribou resulting from fire-driven changes to winter habitat may diminish access to caribou for rural communities that reside in fire-prone areas.

The Lichen-GIS Project, Teaching Students How to Use Bioindicator Species to Assess Environmental Quality.

PubMed

Wagner, Stephen C; McDonald, Darrel; Watson, Trey; Taylor, Josephine; Sowards, Alan B

2009-01-01

A content-driven biology course for preservice K-8 teachers has been developed. This course uses the constructivist approach, where instructors engage students by organizing information around concept-based problems. To this end, a semester-long, inquiry-based project was introduced where students studied lichen populations on trees located on their campus to monitor air quality. Data were incorporated into a geographical information systems (GIS) database to demonstrate how it can be used to map communities. Student teams counted the number of each lichen type within a grid placed on each tree trunk sampled and entered this information into a GIS database. The students constructed maps of lichen populations at each sample site and wrote abstracts about their research. Student performance was assessed by the preparation of these abstracts as well as by scores on pre- and posttests of key content measures. Students also completed a survey to determine whether the project aided in their comprehension as well as their interest in incorporating this activity into their own curricula. The students' pre- and posttest results showed an eightfold improvement in the total score after the semester project. Additionally, correct responses to each individual content measure increased by at least 35%. Total scores for the abstract ranged from 12 to 20 points out of 20 total points possible (60% to 100%), with a mean score of 15.8 points (78%). These results indicate that this exercise provided an excellent vehicle to teach students about lichens and their use as bioindicators and the application of geospatial technologies to map environmental data.

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

PubMed Central

Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

NASA Astrophysics Data System (ADS)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three notions of the integrated learning are important for understanding what the students learned from their project work. By considering these notions together, and by deliberating about their interrelations, we take a step towards understanding the integrated learning.

Exploring Do-It-Yourself Approaches in Computational Quantum Chemistry: The Pedagogical Benefits of the Classical Boys Algorithm

ERIC Educational Resources Information Center

Orsini, Gabriele

2015-01-01

The ever-increasing impact of molecular quantum calculations over chemical sciences implies a strong and urgent need for the elaboration of proper teaching strategies in university curricula. In such perspective, this paper proposes an extensive project for a student-driven, cooperative, from-scratch implementation of a general Hartree-Fock…

On-Line Support and Portfolio Assessment for NETS-T Standards In Pre-Service Programs at a Large Southeastern University.

ERIC Educational Resources Information Center

Shoffner, Mary B.; Dias, Laurie B.

This paper details the theoretical underpinnings of one university's approach to technology integration in its pre-service teacher preparation programs, and the results of a continuous, feedback-driven project to evaluate for technology integration through a student portfolio development process. Portfolios are assessed for multiple education and…

Let Them See It: A Project to Build Capacity by Raising Awareness of Teaching-Development Pathways

ERIC Educational Resources Information Center

Bolt, Susan; Fenn, Jody; Ohly, Christian

2016-01-01

In an ideal world, university teaching and research would be valued equally; however, this is not currently the case. The notion that university reputation should be judged predominantly by research metrics has been challenged by a global trend towards a demand-driven system that encourages widening participation, student choice and social…

Examining Learning Styles and Perceived Benefits of Analogical Problem Construction on SQL Knowledge Acquisition

ERIC Educational Resources Information Center

Mills, Robert J.; Dupin-Bryant, Pamela A.; Johnson, John D.; Beaulieu, Tanya Y.

2015-01-01

The demand for Information Systems (IS) graduates with expertise in Structured Query Language (SQL) and database management is vast and projected to increase as "big data" becomes ubiquitous. To prepare students to solve complex problems in a data-driven world, educators must explore instructional strategies to help link prior knowledge…

International Students with Dependent Children: The Reproduction of Gender Norms

ERIC Educational Resources Information Center

Brooks, Rachel

2015-01-01

Extant research on family migration for education has focused almost exclusively on the education of children. We thus know very little about family migration when it is driven by the educational projects of parents. To begin to redress this gap, this paper explores the experiences of families who have moved to the United Kingdom primarily to…

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.

Supervised dictionary learning for inferring concurrent brain networks.

PubMed

Zhao, Shijie; Han, Junwei; Lv, Jinglei; Jiang, Xi; Hu, Xintao; Zhao, Yu; Ge, Bao; Guo, Lei; Liu, Tianming

2015-10-01

Task-based fMRI (tfMRI) has been widely used to explore functional brain networks via predefined stimulus paradigm in the fMRI scan. Traditionally, the general linear model (GLM) has been a dominant approach to detect task-evoked networks. However, GLM focuses on task-evoked or event-evoked brain responses and possibly ignores the intrinsic brain functions. In comparison, dictionary learning and sparse coding methods have attracted much attention recently, and these methods have shown the promise of automatically and systematically decomposing fMRI signals into meaningful task-evoked and intrinsic concurrent networks. Nevertheless, two notable limitations of current data-driven dictionary learning method are that the prior knowledge of task paradigm is not sufficiently utilized and that the establishment of correspondences among dictionary atoms in different brains have been challenging. In this paper, we propose a novel supervised dictionary learning and sparse coding method for inferring functional networks from tfMRI data, which takes both of the advantages of model-driven method and data-driven method. The basic idea is to fix the task stimulus curves as predefined model-driven dictionary atoms and only optimize the other portion of data-driven dictionary atoms. Application of this novel methodology on the publicly available human connectome project (HCP) tfMRI datasets has achieved promising results.

Korthagen's ALACT Model: Application and Modification in the Science Project "Kolumbus-Kids"

ERIC Educational Resources Information Center

Wegner, Claas; Weber, Phillip; Ohlberger, Stephanie

2014-01-01

In order to improve one's teaching in the long run, reflection on the lessons makes up an integral part in the process of developing a sufficient reflection competence. The problem, however, is how this reflection competence can be established in student teachers already and if that concept is compatible with current systems of teacher education…

Scholarly Concentration Program Development: A Generalizable, Data-Driven Approach.

PubMed

Burk-Rafel, Jesse; Mullan, Patricia B; Wagenschutz, Heather; Pulst-Korenberg, Alexandra; Skye, Eric; Davis, Matthew M

2016-11-01

Scholarly concentration programs-also known as scholarly projects, pathways, tracks, or pursuits-are increasingly common in U.S. medical schools. However, systematic, data-driven program development methods have not been described. The authors examined scholarly concentration programs at U.S. medical schools that U.S. News & World Report ranked as top 25 for research or primary care (n = 43 institutions), coding concentrations and mission statements. Subsequently, the authors conducted a targeted needs assessment via a student-led, institution-wide survey, eliciting learners' preferences for 10 "Pathways" (i.e., concentrations) and 30 "Topics" (i.e., potential content) augmenting core curricula at their institution. Exploratory factor analysis (EFA) and a capacity optimization algorithm characterized best institutional options for learner-focused Pathway development. The authors identified scholarly concentration programs at 32 of 43 medical schools (74%), comprising 199 distinct concentrations (mean concentrations per program: 6.2, mode: 5, range: 1-16). Thematic analysis identified 10 content domains; most common were "Global/Public Health" (30 institutions; 94%) and "Clinical/Translational Research" (26 institutions; 81%). The institutional needs assessment (n = 468 medical students; response rate 60% overall, 97% among first-year students) demonstrated myriad student preferences for Pathways and Topics. EFA of Topic preferences identified eight factors, systematically related to Pathway preferences, informing content development. Capacity modeling indicated that offering six Pathways could guarantee 95% of first-year students (162/171) their first- or second-choice Pathway. This study demonstrates a generalizable, data-driven approach to scholarly concentration program development that reflects student preferences and institutional strengths, while optimizing program diversity within capacity constraints.

Lamont-Doherty's Secondary School Field Research Program: Institutionalizing outreach to secondary school students at a soft-money research institute

NASA Astrophysics Data System (ADS)

Sambrotto, R.

2015-12-01

The Secondary School Field Research Program is a field and laboratory internship for high school students at the Lamont-Doherty Earth Observatory. Over the past 11 years it has grown into a significant program, engaging approximately 50 high school and college students each summer, most of them from ethnic and economic groups that are under-represented in the STEM fields. The internships are based on research-driven science questions on estuarine physics, chemistry, ecology and the paleo-environment. Field studies are linked to associated laboratory analyses whose results are reported by the students as a final project. For the past two years, we have focused on the transition to an institutional program, with sustainable funding and organizational structures. At a grant-driven institution whose mission is largely restricted to basic research, institutionalization has not been an easy task. To leverage scarce resources we have implemented a layered structure that relies on near-peer mentoring. So a typical research team might include a mix of new and more experienced high school students, a college student, a high school science teacher and a Lamont researcher as a mentor. Graduates of the program are employed to assist with administration. Knowledge and best practices diffuse through the organization in an organic, if not entirely structured, fashion. We have found that a key to long-term funding has been survival: as we have sustained a successful program and developed a model adapted to Lamont's unique environment, we have attracted longer term core financing on which grant-driven extensions can be built. The result is a highly flexible program that is student-centered in the context of a broader research culture connecting our participants with the advantages of working at a premier soft-money research institution.

Introductory Geophysics at Colorado College: A Research-Driven Course

NASA Astrophysics Data System (ADS)

Bank, C.

2003-12-01

Doing research during an undergraduate course provides stimulus for students and instructor. Students learn to appreciate the scientific method and get hands-on experience, while the instructor remains thrilled about teaching her/his discipline. The introductory geophysics course taught at Colorado College is made up of four units (gravity, seismic, resistivity, and magnetic) using available geophysical equipment. Within each unit students learn the physical background of the method, and then tackle a small research project selected by the instructor. Students pose a research question (or formulate a hypothesis), collect near-surface data in the field, process it using personal computers, and analyse it by creating computer models and running simple inversions. Computer work is done using the programming language Matlab, with several pre-coded scripts to make the programming experience more comfortable. Students then interpret the data and answer the question posed at the beginning. The unit ends with students writing a summary report, creating a poster, or presenting their findings orally. First evaluations of the course show that students appreciate the emphasis on field work and applications to real problems, as well as developing and testing their own hypotheses. The main challenge for the instructor is to find feasible projects, given the time constraints of a course and availability of field sites with new questions to answer. My presentation will feature a few projects done by students during the course and will discuss the experience students and I have had with this approach.

Project BioEYES: Accessible Student-Driven Science for K-12 Students and Teachers.

PubMed

Shuda, Jamie R; Butler, Valerie G; Vary, Robert; Farber, Steven A

2016-11-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K-12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students' pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students' content knowledge and produced favorable shifts in students' attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations.

The University of Washington Mobile Planetarium: A Do-it-yourself Guide

NASA Astrophysics Data System (ADS)

Rosenfield, P.; Gaily, J.; Fraser, O.; Wisniewski, J.

2014-07-01

The University of Washington mobile planetarium project is a student-driven effort to bring astronomy to secondary schools, and the community, in Seattle, USA. This paper presents the solution that was designed and built in order to use the World- Wide Telescope — a computer program created by Microsoft that displays the astronomical sky as maps, the 3D Universe, and earth science data — from a laptop and an off-the-shelf high-definition (HD) projector located in an inflatable plane- tarium. In the first six months of operation, undergraduates at the University of Washington presented planetarium shows to over 1500 people, and 150 secondary school students created and presented their own astronomy projects in our dome, at their school. This paper aims to share the technical aspects of the project so that others can replicate the model or adapt it to their needs. This project was made possible thanks to a NASA/ESA Hubble Space Telescope education/public outreach grant.

Best Practices in Mentoring in NOAA Scholarship Programs

NASA Astrophysics Data System (ADS)

Kaplan, M.; Sarvis, S.; Dancy, V.

2015-12-01

Through established scholarship programs, NOAA hosts 125 - 175 undergraduate students each summer to participate in internship opportunities at agency facilities. In order to host a scholar, NOAA labs and offices must designate a mentor who develops a project and oversees activities of the student throughout the summer. NOAA implements best practices in mentoring in the following ways: mentor and intern responsibilities are clearly defined in a manual; mentors are required to take an online mentor training class; mentors and scholars are matched through an online system and scholars conduct a site visit prior to beginning the internship; proposed internship projects are reviewed by scholarship program managers to assure they are sufficiently analytical and will advance the student in their future academic and career goals; and mentors are surveyed at the midpoint, allowing scholarship program managers to identify problems and intervene if possible. These practices have resulted in strong results. Students identify the mentor relationship, hands-on experience and networking with professionals as the three most important outcomes of the internship experience.

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.

Experimental instruction in photonics for high school students: approaches to managing problems faced

NASA Astrophysics Data System (ADS)

Choong, Zhengyang

2017-08-01

Student research projects are increasingly common at the K-12 level. However, students often face difficulties in the course of their school research projects such as setting realistic timelines and expectations, handling problems stemming from a lack of self-confidence, as well as being sufficiently disciplined for sustained communication and experimentation. In this work, we explore manifestations of these problems in the context of a photonics project, characterising the spectrum of the breakdown flash from Silicon Avalanche Photodiodes. We report on the process of planning and building the setup, data collection, analysis and troubleshooting, as well as the technical and human problems at each step. Approaches that were found to be helpful in managing the aforementioned problems are discussed, including an attention to detail during experimental work, as well as communicating in a forthcoming manner. Œe former allowed for clearer planning and the setting of quantifiable proximal goals; the latter helped in motivating discipline, and also helped in the understanding of research as an iterative learning process without a clear definition of success or failure.

Climate Change and the Long-term Viability of the World's Busiest Heavy Haul Ice Road

NASA Astrophysics Data System (ADS)

Mullan, D.

2016-12-01

Climate models project that the northern high latitudes will warm at a rate in excess of the global mean. This will pose severe problems for Arctic and sub-Arctic infrastructure dependent on maintaining low temperatures for structural integrity. This is the case for the economically important Tibbitt to Contwoyto Winter Road (TCWR)—the world's busiest heavy haul ice road, spanning 400 km across mostly frozen lakes within the Northwest Territories of Canada. In this study, future climate scenarios are developed for the region using statistical downscaling methods. In addition, changes in lake ice thickness are projected based on historical relationships between measured ice thickness and air temperatures. These projections are used to infer the theoretical operational dates of the TCWR based on weight limits for trucks on the ice. Results across three climate models driven by four RCPs reveal a considerable warming trend over the coming decades. Projected changes in ice thickness reveal a trend towards thinner lake ice and a reduced time window when lake ice is at sufficient thickness to support trucks on the ice road, driven by increasing future temperatures. Given the uncertainties inherent in climate modelling and the resultant projections, caution should be exercised in interpreting the magnitude of these scenarios. More certain is the direction of change, with a clear trend towards winter warming that will reduce the operation time window of the TCWR. This illustrates the need for planners and policymakers to consider future changes in climate when planning annual haulage along the TCWR.

Climate change and the long-term viability of the World's busiest heavy haul ice road

NASA Astrophysics Data System (ADS)

Mullan, Donal; Swindles, Graeme; Patterson, Tim; Galloway, Jennifer; Macumber, Andrew; Falck, Hendrik; Crossley, Laura; Chen, Jie; Pisaric, Michael

2017-08-01

Climate models project that the northern high latitudes will warm at a rate in excess of the global mean. This will pose severe problems for Arctic and sub-Arctic infrastructure dependent on maintaining low temperatures for structural integrity. This is the case for the economically important Tibbitt to Contwoyto Winter Road (TCWR)—the world's busiest heavy haul ice road, spanning 400 km across mostly frozen lakes within the Northwest Territories of Canada. In this study, future climate scenarios are developed for the region using statistical downscaling methods. In addition, changes in lake ice thickness are projected based on historical relationships between measured ice thickness and air temperatures. These projections are used to infer the theoretical operational dates of the TCWR based on weight limits for trucks on the ice. Results across three climate models driven by four RCPs reveal a considerable warming trend over the coming decades. Projected changes in ice thickness reveal a trend towards thinner lake ice and a reduced time window when lake ice is at sufficient thickness to support trucks on the ice road, driven by increasing future temperatures. Given the uncertainties inherent in climate modelling and the resultant projections, caution should be exercised in interpreting the magnitude of these scenarios. More certain is the direction of change, with a clear trend towards winter warming that will reduce the operation time window of the TCWR. This illustrates the need for planners and policymakers to consider future changes in climate when planning annual haulage along the TCWR.

Creating Data and Modeling Enabled Hydrology Instruction Using Collaborative Approach

NASA Astrophysics Data System (ADS)

Merwade, V.; Rajib, A.; Ruddell, B. L.; Fox, S.

2017-12-01

Hydrology instruction typically involves teaching of the hydrologic cycle and the processes associated with it such as precipitation, evapotranspiration, infiltration, runoff generation and hydrograph analysis. With the availability of observed and remotely sensed data related to many hydrologic fluxes, there is an opportunity to use these data for place based learning in hydrology classrooms. However, it is not always easy and possible for an instructor to complement an existing hydrology course with new material that requires both the time and technical expertise, which the instructor may not have. The work presented here describes an effort where students create the data and modeling driven instruction material as a part of their class assignment for a hydrology course at Purdue University. The data driven hydrology education project within Science Education Resources Center (SERC) is used as a platform to publish and share the instruction material so it can be used by future students in the same course or any other course anywhere in the world. Students in the class were divided into groups, and each group was assigned a topic such as precipitation, evapotranspiration, streamflow, flow duration curve and frequency analysis. Each student in the group was then asked to get data and do some analysis for an area with specific landuse characteristic such as urban, rural and agricultural. The student contribution were then organized into learning units such that someone can do a flow duration curve analysis or flood frequency analysis to see how it changes for rural area versus urban area. The hydrology education project within SERC cyberinfrastructure enables any other instructor to adopt this material as is or through modification to suit his/her place based instruction needs.

Impacts of boundary condition changes on regional climate projections over West Africa

NASA Astrophysics Data System (ADS)

Kim, Jee Hee; Kim, Yeonjoo; Wang, Guiling

2017-06-01

Future projections using regional climate models (RCMs) are driven with boundary conditions (BCs) typically derived from global climate models. Understanding the impact of the various BCs on regional climate projections is critical for characterizing their robustness and uncertainties. In this study, the International Center for Theoretical Physics Regional Climate Model Version 4 (RegCM4) is used to investigate the impact of different aspects of boundary conditions, including lateral BCs and sea surface temperature (SST), on projected future changes of regional climate in West Africa, and BCs from the coupled European Community-Hamburg Atmospheric Model 5/Max Planck Institute Ocean Model are used as an example. Historical, future, and several sensitivity experiments are conducted with various combinations of BCs and CO2 concentration, and differences among the experiments are compared to identify the most important drivers for RCMs. When driven by changes in all factors, the RegCM4-produced future climate changes include significantly drier conditions in Sahel and wetter conditions along the Guinean coast. Changes in CO2 concentration within the RCM domain alone or changes in wind vectors at the domain boundaries alone have minor impact on projected future climate changes. Changes in the atmospheric humidity alone at the domain boundaries lead to a wetter Sahel due to the northward migration of rain belts during summer. This impact, although significant, is offset and dominated by changes of other BC factors (primarily temperature) that cause a drying signal. Future changes of atmospheric temperature at the domain boundaries combined with SST changes over oceans are sufficient to cause a future climate that closely resembles the projection that accounts for all factors combined. Therefore, climate variability and changes simulated by RCMs depend primarily on the variability and change of temperature aspects of the RCM BCs. Moreover, it is found that the response of the RCM climate to different climate change factors is roughly linear in that the projected changes driven by combined factors are close to the sum of projected changes due to each individual factor alone at least for long-term averages. Findings from this study are important for understanding the source(s) of uncertainties in regional climate projections and for designing innovative approaches to climate downscaling and impact assessment.

Interactive Design Environment: Tools for Facilitating Communication and Collaboration Among Universities on Projects Related to a Mars Mission

NASA Astrophysics Data System (ADS)

1999-01-01

The HEDS-UP program is comprised of student groups from many different universities across the United States working independently on various aspects of the grand objective - a manned mission to Mars. The inherent value of the program is in the nature of the students working in it. Students offer a different perspective on an existing project. Their contribution is in bringing the off the wall ideas to the table, among others. Students are unbounded by tradition and precedents in methodology. This enables them to approach the problem from a unique angle. They have the potential to bring fresh ideas and new dimensions to the overall project, thus contributing something original rather than mimicking existing projects. With proper facilitation the HEDS-UP program can become an evolutionary dynamic im environment in which ideas are proposed and tested under pressure and those with sufficient merit survive. Moreover, the incredibly cheap price of student labor gives the HEDS-UP program enormous potential to provide a substantial and lasting contribution to the Mars mission. The potential value of the projects completed by the HEDS-UP universities is limited by the geographical and academic separation of the universities, the short term nature of the projects, and insufficient input from NASA. If communication exists between the universities at all, it is minimal and limited to the conference, The projects are limited by the school term and the turn over rate of the participants is exceedingly high with an influx of new students each semester. This means that much of the work from previous semesters is lost as it is improperly passed on, incompletely understood, and consequently disregarded. There is no consistent method employed across the universities for storing the information and making it accessible to others in the field. Moreover the projects suffer from a dislocation from NASA itself. The insufficient feedback and inadequate resources for the projects limit their technical content. If a means of overcoming these limiting factors is found, the Mars mission project could then fully take advantage of the enormous pool of talent that currently exists within the HEDS-UP program.

Andragogical Modeling and the Success of the "EMPACTS" project-based learning model in the STEM disciplines: A decade of growth and learner success in the 2Y College Learning Environment.

NASA Astrophysics Data System (ADS)

Phillips, C. D.; Thomason, R.; Galloway, M.; Sorey, N.; Stidham, L.; Torgerson, M.

2014-12-01

EMPACTS (Educationally Managed Projects Advancing Curriculum, Technology/Teamwork and Service) is a project-based, adult learning modelthat is designed to enhance learning of course content through real-world application and problem solving self directed and collaborative learning use of technology service to the community EMPACTS students are self-directed in their learning, often working in teams to develop, implement, report and present final project results. EMPACTS faculty use community based projects to increase deeper learning of course content through "real-world" service experiences. Learners develop personal and interpersonal work and communication skills as they plan, execute and complete project goals together. Technology is used as a tool to solve problems and to publish the products of their learning experiences. Courses across a broad STEM curriculum integrate the EMPACTS project experience into the overall learning outcomes as part of the learning college mission of preparing 2Y graduates for future academic and/or workforce success. Since the program began in 2005, there have been over 200 completed projects/year. Student driven successes have led to the establishment of an EMPACTS Technology Corp, which is funded through scholarship and allows EMPACTS learners the opportunity to serve and learn from one another as "peer instructors." Engineering and 3D graphic design teams have written technology proposals and received funding for 3D printing replication projects, which have benefited the college as a whole through grant opportunities tied to these small scale successes. EMPACTS students engage in a variety of outreachprojects with area schools as they share the successes and joys of self directed, inquiry, project based learning. The EMPACTS Program has successfully trained faculty and students in the implementation of the model and conduct semester to semester and once a year workshops for college and K-12 faculty, who are interested in enhancing the learning experience and retention of course content through meaningful, engaging, character building projects. Learner Project successes are celebrated and archived within the framework of the EMPACTS Student Project website. http://faculty.nwacc.edu/EAST_original/Spring2014/Spring2014index.htm

Linear equations and rap battles: how students in a wired classroom utilized the computer as a resource to coordinate personal and mathematical positional identities in hybrid spaces

NASA Astrophysics Data System (ADS)

Langer-Osuna, Jennifer

2015-03-01

This paper draws on the constructs of hybridity, figured worlds, and cultural capital to examine how a group of African-American students in a technology-driven, project-based algebra classroom utilized the computer as a resource to coordinate personal and mathematical positional identities during group work. Analyses of several vignettes of small group dynamics highlight how hybridity was established as the students engaged in multiple on-task and off-task computer-based activities, each of which drew on different lived experiences and forms of cultural capital. The paper ends with a discussion on how classrooms that make use of student-led collaborative work, and where students are afforded autonomy, have the potential to support the academic engagement of students from historically marginalized communities.

Excellence in Physics Education Award: SCALE-UP, Student Centered Active Learning Environment with Upside-down Pedagogies

NASA Astrophysics Data System (ADS)

Beichner, Robert

2016-03-01

The Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) Project combines curricula and a specially-designed instructional space to enhance learning. SCALE-UP students practice communication and teamwork skills while performing activities that enhance their conceptual understanding and problem solving skills. This can be done with small or large classes and has been implemented at more than 250 institutions. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. SCALE-UP classtime is spent primarily on ``tangibles'' and ``ponderables''--hands-on measurements/observations and interesting questions. There are also computer simulations (called ``visibles'') and hypothesis-driven labs. Students sit at tables designed to facilitate group interactions. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Impressive learning gains have been measured at institutions across the US and internationally. This talk describes today's students, how lecturing got started, what happens in a SCALE-UP classroom, and how the approach has spread. The SCALE-UP project has greatly benefitted from numerous Grants made by NSF and FIPSE to NCSU and other institutions.

A model teaching session for the hypothesis-driven physical examination.

PubMed

Nishigori, Hiroshi; Masuda, Kozo; Kikukawa, Makoto; Kawashima, Atsushi; Yudkowsky, Rachel; Bordage, Georges; Otaki, Junji

2011-01-01

The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.

Beyond Borders: Understanding the Development and Mobility of Human Capital in an Age of Data-Driven Accountability. A Report on WICHE's Multistate Longitudinal Data Exchange Pilot Project

ERIC Educational Resources Information Center

Prescott, Brian T.

2014-01-01

As educational attainment grows increasingly more essential to individual and societal prosperity and simultaneously more expensive, policymakers' appetite for evidence of the return on the investment in a college education has swelled and they increasingly want to equip prospective college students and their families with concrete information…

Exploring the Socio-Politics of the Greek Debt Crisis in a Primary Art Classroom: A Political Cartooning Project

ERIC Educational Resources Information Center

Christopoulou, Martha

2013-01-01

This article reports on an event-driven case study which took the form of a curriculum intervention in order to examine how a class of fifth-graders understood, interpreted and commented visually on the Greek debt crisis. Considering art education as a safe place where students can critically investigate through relevant visual culture genres…

The U.S.-China E-Language Project: A Study of a Gaming Approach to English Language Learning for Middle School Students

ERIC Educational Resources Information Center

Green, Patricia J.; Sha, Mandy; Liu, Lu

2011-01-01

In 2001, the U.S. Department of Education and the Ministry of Education in China entered into a bilateral partnership to develop a technology-driven approach to foreign language learning that integrated gaming, immersion, voice recognition, problem-based learning tasks, and other features that made it a significant research and development pilot…

Games for Enhancing Sustainability of Year 7 Maths Classes in Indonesia: Theory-Driven Development, Testing and Analyses of Lessons, and of Students' Outcomes

ERIC Educational Resources Information Center

Kaune, Christa; Nowinska, Edyta; Paetau, Annika; Griep, Mathilde

2013-01-01

The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the…

Gravitational Wave Detection in the Introductory Lab

NASA Astrophysics Data System (ADS)

Burko, Lior M.

2017-01-01

Great physics breakthroughs are rarely included in the introductory physics course. General relativity and binary black hole coalescence are no different, and can be included in the introductory course only in a very limited sense. However, we can design activities that directly involve the detection of GW150914, the designation of the Gravitation Wave signal detected on September 14, 2015, thereby engage the students in this exciting discovery directly. The activities naturally do not include the construction of a detector or the detection of gravitational waves. Instead, we design it to include analysis of the data from GW150914, which includes some interesting analysis activities for students of the introductory course. The same activities can be assigned either as a laboratory exercise or as a computational project for the same population of students. The analysis tools used here are simple and available to the intended student population. It does not include the sophisticated analysis tools, which were used by LIGO to carefully analyze the detected signal. However, these simple tools are sufficient to allow the student to get important results. We have successfully assigned this lab project for students of the introductory course with calculus at Georgia Gwinnett College.

Project BioEYES: Accessible Student-Driven Science for K–12 Students and Teachers

PubMed Central

Shuda, Jamie R.; Butler, Valerie G.; Vary, Robert; Farber, Steven A.

2016-01-01

BioEYES, a nonprofit outreach program using zebrafish to excite and educate K–12 students about science and how to think and act like scientists, has been integrated into hundreds of under-resourced schools since 2002. During the week-long experiments, students raise zebrafish embryos to learn principles of development and genetics. We have analyzed 19,463 participating students’ pre- and post-tests within the program to examine their learning growth and attitude changes towards science. We found that at all grade levels, BioEYES effectively increased students’ content knowledge and produced favorable shifts in students’ attitudes about science. These outcomes were especially pronounced in younger students. Having served over 100,000 students, we find that our method for providing student-centered experiences and developing long-term partnerships with teachers is essential for the growth and sustainability of outreach and school collaborations. PMID:27832064

Assessment of Proton Deflectometry for Exploding Wire Experiments

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

Beg, Farhat Nadeem

2013-09-25

This project provides the first demonstration of the application of proton deflectometry for the diagnosis of electromagnetic field topology and current-carrying regions in Z-pinch plasma experiments. Over the course of this project several milestones were achieved. High-energy proton beam generation was demonstrated on the short-pulse high-intensity Leopard laser, (10 Joules in ~350 femtoseconds, and the proton beam generation was shown to be reproducible. Next, protons were used to probe the electromagnetic field structure of short circuit loads in order to benchmark the two numerical codes, the resistive-magnetohydrodynamics (MHD) code, Gorgon, and the hybrid particle-in-cell code, LSP for the interpretation ofmore » results. Lastly, the proton deflectometry technique was used to map the magnetic field structure of pulsed-power-driven plasma loads including wires and supersonic jets formed with metallic foils. Good agreement between the modeling and experiments has been obtained. The demonstrated technique holds great promise to significantly improve the understanding of current flow and electromagnetic field topology in pulsed power driven high energy density plasmas. Proton probing with a high intensity laser was for the first time implemented in the presence of the harsh debris and x-ray producing z-pinch environment driven by a mega-ampere-scale pulsed-power machine. The intellectual merit of the program was that it investigated strongly driven MHD systems and the influence of magnetic field topology on plasma evolution in pulsed power driven plasmas. The experimental program involved intense field-matter interaction in the generation of the proton probe, as well as the generation of plasma subjected to 1 MegaGauss scale magnetic fields. The computational aspect included two well-documented codes, in combination for the first time to provide accurate interpretation of the experimental results. The broader impact included the support of 2 graduate students, one at UCSD and one at NTF, who were exposed to both the experimental physics work, the MHD and PIC modeling of the system. A first generation college undergraduate student was employed to assist in experiments and data analysis throughout the project. Data resulting from the research program were broadly disseminated by publication in scientific journals, and presentation at international and national conferences and workshops.« less

[Actual state and problems in neurology training at graduate school].

PubMed

Kira, Jun-ichi; Ohyagi, Yasumasa; Taniwaki, Takayuki; Inuzuka, Takashi; Yoshii, Fumihito; Aoki, Masashi; Amano, Takahiro; Toyoshima, Itaru; Fukutake, Toshio; Hashimoto, Yoichiro

2014-01-01

To understand the status of postgraduate education in neurology in Japan, the Committee for the Education of Undergraduate Students and Junior Residents within the Japanese Society of Neurology investigated the four-year trend at 80 medical schools from 2009 to 2012. The mean number of new students to each postgraduate school increased from 1.24 to 1.67 during these four years. After training clinical neurology, more than half of the neurological residents entered the postgraduate schools. Students in the postgraduate schools seemed to be researching major neurological diseases using various methods at each neurology laboratory. However, some problems were suggested. First, the mean number of newcomers to the neurology departments of the universities decreased gradually from 2.29/year to 1.96/year. Second, many of the postgraduate students were working in patient services at university hospitals or as part-time workers at other hospitals, and may not have sufficient time for their research projects. Third, many of the postgraduate students were carrying out research at each affiliated department of neurology, and may not have the opportunity to work in laboratories specializing in basic science. Finally, there may not be sufficient opportunities for further research at other laboratories in Japan or overseas after they finished their work at postgraduate school.

Climate-Driven Effects of Fire on Winter Habitat for Caribou in the Alaskan-Yukon Arctic

PubMed Central

Gustine, David D.; Brinkman, Todd J.; Lindgren, Michael A.; Schmidt, Jennifer I.; Rupp, T. Scott; Adams, Layne G.

2014-01-01

Climatic warming has direct implications for fire-dominated disturbance patterns in northern ecosystems. A transforming wildfire regime is altering plant composition and successional patterns, thus affecting the distribution and potentially the abundance of large herbivores. Caribou (Rangifer tarandus) are an important subsistence resource for communities throughout the north and a species that depends on terrestrial lichen in late-successional forests and tundra systems. Projected increases in area burned and reductions in stand ages may reduce lichen availability within caribou winter ranges. Sufficient reductions in lichen abundance could alter the capacity of these areas to support caribou populations. To assess the potential role of a changing fire regime on winter habitat for caribou, we used a simulation modeling platform, two global circulation models (GCMs), and a moderate emissions scenario to project annual fire characteristics and the resulting abundance of lichen-producing vegetation types (i.e., spruce forests and tundra >60 years old) across a modeling domain that encompassed the winter ranges of the Central Arctic and Porcupine caribou herds in the Alaskan-Yukon Arctic. Fires were less numerous and smaller in tundra compared to spruce habitats throughout the 90-year projection for both GCMs. Given the more likely climate trajectory, we projected that the Porcupine caribou herd, which winters primarily in the boreal forest, could be expected to experience a greater reduction in lichen-producing winter habitats (−21%) than the Central Arctic herd that wintered primarily in the arctic tundra (−11%). Our results suggest that caribou herds wintering in boreal forest will undergo fire-driven reductions in lichen-producing habitats that will, at a minimum, alter their distribution. Range shifts of caribou resulting from fire-driven changes to winter habitat may diminish access to caribou for rural communities that reside in fire-prone areas. PMID:24991804

Group-Effort Applied Research (GEAR): Expanding Opportunities for Undergraduate Research Through Original, Class-Based Research Projects

PubMed Central

Moore, Sean D.; Teter, Ken

2014-01-01

Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student - one mentor model for undergraduate research. Group-Effort Applied Research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with meaningful research experiences. The GEAR curriculum delivers concept-driven lecture material and provides hands-on training in the context of an active research project from the instructor's lab. Because GEAR is structured as a class, participating students benefit from intensive, supervised research training that involves a built-in network of peer support and abundant contact with faculty mentors. The class format also ensures a relatively standardized and consistent research experience. Furthermore, meaningful progress toward a research objective can be achieved more readily with GEAR than with the traditional one student - one mentor model of undergraduate research because sporadic mistakes by individuals in the class are overshadowed by the successes of the group as a whole. Three separate GEAR classes involving three distinct research projects have been offered to date. In this paper, we provide an overview of the GEAR format and review some of the recurring themes for GEAR instruction. We propose GEAR can serve as a template to expand student opportunities for life science research without sacrificing the quality of the mentored research experience. PMID:24898007

Group-effort applied research: expanding opportunities for undergraduate research through original, class-based research projects.

PubMed

Moore, Sean D; Teter, Ken

2014-01-01

Undergraduate research clearly enriches the educational development of participating students, but these experiences are limited by the inherent inefficiency of the standard one student-one mentor model for undergraduate research. Group-effort applied research (GEAR) was developed as a strategy to provide substantial numbers of undergraduates with meaningful research experiences. The GEAR curriculum delivers concept-driven lecture material and provides hands-on training in the context of an active research project from the instructor's laboratory. Because GEAR is structured as a class, participating students benefit from intensive, supervised research training that involves a built-in network of peer support and abundant contact with faculty mentors. The class format also ensures a relatively standardized and consistent research experience. Furthermore, meaningful progress toward a research objective can be achieved more readily with GEAR than with the traditional one student-one mentor model of undergraduate research because sporadic mistakes by individuals in the class are overshadowed by the successes of the group as a whole. Three separate GEAR classes involving three distinct research projects have been offered to date. In this article, we provide an overview of the GEAR format and review some of the recurring themes for GEAR instruction. We propose GEAR can serve as a template to expand student opportunities for life science research without sacrificing the quality of the mentored research experience. © 2014 The International Union of Biochemistry and Molecular Biology.

Carrying BioMath education in a Leaky Bucket.

PubMed

Powell, James A; Kohler, Brynja R; Haefner, James W; Bodily, Janice

2012-09-01

In this paper, we describe a project-based mathematical lab implemented in our Applied Mathematics in Biology course. The Leaky Bucket Lab allows students to parameterize and test Torricelli's law and develop and compare their own alternative models to describe the dynamics of water draining from perforated containers. In the context of this lab students build facility in a variety of applied biomathematical tools and gain confidence in applying these tools in data-driven environments. We survey analytic approaches developed by students to illustrate the creativity this encourages as well as prepare other instructors to scaffold the student learning experience. Pedagogical results based on classroom videography support the notion that the Biology-Applied Math Instructional Model, the teaching framework encompassing the lab, is effective in encouraging and maintaining high-level cognition among students. Research-based pedagogical approaches that support the lab are discussed.

The German medical dissertation--time to change?

PubMed

Diez, C; Arkenau, C; Meyer-Wentrup, F

2000-08-01

German medical students must conduct a research project and write a dissertation in order to receive the title "Doctor." However, the dissertation is not required to graduate, enter a residency, or practice medicine. About 90% of practicing physicians hold the title "Doctor"; a career in academic medicine almost always requires it. Although no convincing evidence supports the usefulness of the dissertation, many regard its completion as important to maintaining a high level of scientific competence and patient care. In recent years, the number of successfully completed dissertations has declined. Lack of time during medical school, the perceived irrelevance of the dissertation to medical practice, and the poor design of many projects may be at least part of the problem. There is also increasing evidence that conducting research frequently delays graduation and may affect clinical skills because students working on projects attend fewer classes, ward rounds, and clinical tutorials and do not spent sufficient time preparing for examinations. The scientific value of students' research has also been criticized; critics point out that students do not have enough time or experience to critically analyze methods and data, and they often are not properly supervised. European unification will probably lead to standardized requirements for medical education and research. The authors hope this will eliminate the dissertation requirement in Germany.

Multilevel perspectives on community intervention: an example from an Indo-US HIV prevention project in Mumbai, India.

PubMed

Schensul, Stephen L; Saggurti, Niranjan; Singh, Rajendra; Verma, Ravi K; Nastasi, Bonnie K; Mazumder, Papiya Guha

2009-06-01

This paper explores the meaning and applicability of multilevel interventions and the role of ethnography in identifying intervention opportunities and accounting for research design limitations. It utilizes as a case example the data and experiences from a 6-year, NIMH-funded, intervention to prevent HIV/STI among married men in urban poor communities in Mumbai, India. The experiences generated by this project illustrate the need for multilevel interventions to include: (1) ethnographically driven formative research to delineate appropriate levels, stakeholders and collaborators; (2) identification of ways to link interventions to the local culture and community context; (3) the development of a model of intervention that is sufficiently flexible to be consistently applied to different intervention levels using comparable culturally congruent concepts and approaches; (4) mechanisms to involve community residents, community based organizations and community-based institutions; and (5) approaches to data collection that can evaluate the impact of the project on multiple intersecting levels.

Challenges in teaching modern manufacturing technologies

NASA Astrophysics Data System (ADS)

Ngaile, Gracious; Wang, Jyhwen; Gau, Jenn-Terng

2015-07-01

Teaching of manufacturing courses for undergraduate engineering students has become a challenge due to industrial globalisation coupled with influx of new innovations, technologies, customer-driven products. This paper discusses development of a modern manufacturing course taught concurrently in three institutions where students collaborate in executing various projects. Lectures are developed to contain materials featuring advanced manufacturing technologies, R&D trends in manufacturing. Pre- and post-surveys were conducted by an external evaluator to assess the impact of the course on increase in student's knowledge of manufacturing; increase students' preparedness and confidence in effective communication and; increase students' interest in pursuing additional academic studies and/or a career path in manufacturing and high technology. The surveyed data indicate that the students perceived significant gains in manufacturing knowledge and preparedness in effective communication. The study also shows that implementation of a collaborative course within multiple institutions requires a robust and collective communication platform.

Using In-class Group Exercises to Enhance Lectures and Provide Introductory Physics Students an Opportunity to Perfect Problem Solving Skills through Interactions with Fellow Students

NASA Astrophysics Data System (ADS)

Trout, Joseph; Bland, Jared

2013-03-01

In this pilot project, one hour of lecture time was replaced with one hour of in-class assignments, which groups of students collaborated on. These in-class assignments consisted of problems or projects selected for the calculus-based introductory physics students The first problem was at a level of difficulty that the majority of the students could complete with a small to moderate amount of difficulty. Each successive problem was increasingly more difficult, the last problem being having a level of difficulty that was beyond the capabilities of the majority of the students and required some instructor intervention. The students were free to choose their own groups. Students were encouraged to interact and help each other understand. The success of the in-class exercises were measured using pre-tests and post-tests. The pre-test and post-test were completed by each student independently. Statistics were also compiled on each student's attendance record and the amount of time spent reading and studying, as reported by the student. Statistics were also completed on the student responses when asked if they had sufficient time to complete the pre-test and post-test and if they would have completed the test with the correct answers if they had more time. The pre-tests and post-tests were not used in the computation of the grades of the students.

Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience.

PubMed

O'Flaherty, Jacqueline A; Laws, Thomas A

2014-11-01

Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature. In this study, a web-based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an 'evaluation of experience' survey following their final assessment. A comparison was made between 'on-campus' and 'external to campus' students to determine the relationship between i) overall satisfaction with the course and ii) final grades, as well as their experience of the virtual class. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

NITARP: An Example of Effective Data-Based Research in the Classroom

NASA Astrophysics Data System (ADS)

Orr, Laura; Rowe, Jamie L.; Lineberger, Howard; Duranko, Gary; Gorjian, Varoujan

2018-01-01

The use of data in the classroom is a core component of both project based learning and STEM based education. Authentic student driven research using real-world data is a primary focus of both teaching strategies. To make the educational outcome effective and long lasting, the type and quality of data used in the lessons is important. The NASA/IPAC Teacher Archive Research Project (NITARP) program encapsulates this in very meaningful ways by providing both teachers and students the opportunity to ask deep meaningful questions, collaborate with peers, and arrive at meaningful conclusions. Teachers trained in the use of scientific archives and the application of those archives for authentic research is critical for this type of learning to be successful.In this study we use the NITARP program as an example of effective STEM project based learning using archived scientific data. We explore the components of the program that are most effective, the effects on teacher competency and ease of use with students, and use in the classroom. For each area we also explore alternate sources of teacher support, data archives, and techniques for implementation in classrooms for various topics and skill levels.

Fostering soft skills in project-oriented learning within an agile atmosphere

NASA Astrophysics Data System (ADS)

Chassidim, Hadas; Almog, Dani; Mark, Shlomo

2018-07-01

The project-oriented and Agile approaches have motivated a new generation of software engineers. Within the academic curriculum, the issue of whether students are being sufficiently prepared for the future has been raised. The objective of this work is to present the project-oriented environment as an influential factor that software engineering profession requires, using the second year course 'Software Development and Management in Agile Approach' as a case-study. This course combines academic topics, self-learned and soft skills implementation, the call for creativity, and the recognition of updated technologies and dynamic circumstances. The results of a survey that evaluated the perceived value of the course showed that the highest contribution of our environment was in the effectiveness of the team-work and the overall development process of the project.

Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology

PubMed Central

Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy

2016-01-01

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students’ experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students. PMID:27810870

The impact of Global Warming on global crop yields due to changes in pest pressure

NASA Astrophysics Data System (ADS)

Battisti, D. S.; Tewksbury, J. J.; Deutsch, C. A.

2011-12-01

A billion people currently lack reliable access to sufficient food and almost half of the calories feeding these people come from just three crops: rice, maize, wheat. Insect pests are among the largest factors affecting the yield of these three crops, but models assessing the effects of global warming on crops rarely consider changes in insect pest pressure on crop yields. We use well-established relationships between temperature and insect physiology to project climate-driven changes in pest pressure, defined as integrated population metabolism, for the three major crops. By the middle of this century, under most scenarios, insect pest pressure is projected to increase by more than 50% in temperate areas, while increases in tropical regions will be more modest. Yield relationships indicate that the largest increases in insect pest pressure are likely to occur in areas where yield is greatest, suggesting increased strain on global food markets.

A miniature solar device for overall water splitting consisting of series-connected spherical silicon solar cells.

PubMed

Kageshima, Yosuke; Shinagawa, Tatsuya; Kuwata, Takaaki; Nakata, Josuke; Minegishi, Tsutomu; Takanabe, Kazuhiro; Domen, Kazunari

2016-04-18

A novel "photovoltaics (PV) + electrolyzer" concept is presented using a simple, small, and completely stand-alone non-biased device for solar-driven overall water splitting. Three or four spherical-shaped p-n junction silicon balls were successfully connected in series, named "SPHELAR." SPHELAR possessed small projected areas of 0.20 (3PVs) and 0.26 cm(2) (4PVs) and exhibited working voltages sufficient for water electrolysis. Impacts of the configuration on the PV module performance were carefully analyzed, revealing that a drastic increase in the photocurrent (≈20%) was attained by the effective utilization of a reflective sheet. Separate investigations on the electrocatalyst performance showed that non-noble metal based materials with reasonably small sizes (<0.80 cm(2)) exhibited substantial currents at the PV working voltage. By combining the observations of the PV characteristics, light management and electrocatalyst performance, solar-driven overall water splitting was readily achieved, reaching solar-to-hydrogen efficiencies of 7.4% (3PVs) and 6.4% (4PVs).

Water Photo-oxidation Initiated by Surface-Bound Organic Chromophores.

PubMed

Eberhart, Michael S; Wang, Degao; Sampaio, Renato N; Marquard, Seth L; Shan, Bing; Brennaman, M Kyle; Meyer, Gerald J; Dares, Christopher; Meyer, Thomas J

2017-11-15

Organic chromophores can be synthesized by established methods and offer an opportunity to expand overall solar spectrum utilization for dye-sensitized photoelectrosynthesis cells. However, there are complications in the use of organic chromophores arising from the instability of their oxidized forms, the inability of their oxidized forms to activate a water oxidation catalyst, or the absence of a sufficiently reducing excited state for electron injection into appropriate semiconductors. Three new triarylamine donor-acceptor organic dyes have been investigated here for visible-light-driven water oxidation. They offer highly oxidizing potentials (>1 V vs NHE in aqueous solution) that are sufficient to drive a water oxidation catalyst and excited-state potentials (∼-1.2 V vs NHE) sufficient to inject into TiO 2 . The oxidized form of one of the chromophores is sufficiently stable to exhibit reversible electrochemistry in aqueous solution. The chromophores also have favorable photophysics. Visible-light-driven oxygen production by an organic chromophore for up to 1 h of operation has been demonstrated with reasonable faradaic efficiencies for measured O 2 production. The properties of organic chromophores necessary for successfully driving water oxidation in a light-driven system are explored along with strategies for improving device performance.

An Inquiry-Based Approach to Study the Synapse: Student-Driven Experiments Using C. elegans

PubMed Central

Lemons, Michele L.

2016-01-01

Inquiry-based instruction has been well demonstrated to enhance long term retention and to improve application and synthesis of knowledge. Here we describe an inquiry-based teaching module that trains undergraduates as scientists who pose questions, design and execute hypothesis-driven experiments, analyze data and communicate their research findings. Before students design their research projects, they learn and practice several research techniques with the model organism, Caenorhabditis elegans. This nematode is an ideal choice for experimentation in an undergraduate lab due to its powerful genetics, ease and low cost of maintenance, and amenability for undergraduate training. Students are challenged to characterize an instructor-assigned “mystery mutant” C. elegans strain. The “mystery mutant” strain has a defect in cholinergic synaptic transmission. Students are well poised to experimentally test how the mutation impacts synaptic transmission. For example, students design experiments that address questions including: Does the effected gene influence acetylcholine neurotransmitter release? Does it inhibit postsynaptic cholinergic receptors? Students must apply their understanding of the synapse while using their recently acquired research skills (including aldicarb and levamisole assays) to successfully design, execute and analyze their experiments. Students prepare an experimental plan and a timeline for proposed experiments. Undergraduates work collaboratively in pairs and share their research findings in oral and written formats. Modifications to suit instructor-specific goals and courses with limited or no lab time are provided. Students have anonymously reported their surprise regarding how much can be learned from a worm and feelings of satisfaction from conducting research experiments of their own design. PMID:27980470

Bringing Geoscience Research into Undergraduate Education in the Classroom and Online

NASA Astrophysics Data System (ADS)

Reed, D. L.

2008-12-01

The growth of the cyberinfrastructure provides new opportunities for students and instructors to place data- driven, classroom and laboratory exercises in the context of an integrated research project. Undergraduate majors in a classroom section of the applied geophysics course at SJSU use Google Earth to first visualize the geomorphic expression of the Silver Creek fault in the foothills of the eastern Santa Clara Valley in order to identify key research questions regarding the northward projection of the fault beneath the valley floor, near downtown San Jose. The 3-D visualization, both regionally and locally, plays a key element in establishing the overall framework of the research. Students then plan a seismic hazards study in an urban environment, which is the primary focus of the class, using satellite imagery to locate specific stations along a geophysical transect crossing the inferred location of the fault. Geophysical modeling along the transect combines field-based data acquisition by members of the class with regional geophysical data, downloaded from an online USGS database. Students carry out all aspects of the research from project planning, to data acquisition and analysis, report writing, and an oral presentation of the results. In contrast, online courses present special challenges as students may become frustrated navigating complex user interfaces, sometimes employed in research-driven online databases, and not achieve the desired learning outcomes. Consequently, an alternate approach, implemented in an online oceanography course, is for the instructor to first extract research data from online databases, build visualizations, and then place the learning objects in the context of a virtual oceanographic research expedition. Several examples of this approach, to engage students in the experience of oceanographic research, will be presented, including seafloor mapping studies around the Golden Gate and across the major ocean basins, using data obtained in part through the use of the Marine Geoscience Data System and GeoMapApp. Students also locate and undertake submersible dives inside hydrothermal vents using visualizations provided by the OceanExplorer program and New Millennium Observatory of NOAA/PMEL. Other learning activities include participation, at least virtually, in an iron fertilization experiment in the Southern Ocean (SOFeX) and the development of a model of surface circulation using data from the Global Drifter Program and the National Data Buoy Center. One factor contributing to student learning is to establish a research context for the class early on, so that students become engaged in a sense of exploration, testing and discovery.

Why Engaging in Mathematical Practices May Explain Stronger Outcomes in Affect and Engagement: Comparing Student-Driven with Highly Guided Inquiry

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Enyedy, Noel

2015-01-01

This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of…

Efficacy of ACA Strategies in Biography-Driven Science Teaching: An Investigation

ERIC Educational Resources Information Center

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-01-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in…

The Effects of Educational Technology Usage Profiles and Legally Protected Bio-Demographic Data on Behaviorally-Based Predictive Student Success Models in Learning Analytics: An Exploratory Study

ERIC Educational Resources Information Center

Arnold, Kimberly E.

2017-01-01

In the 21st century, attainment of a college degree is more important than ever to achieve economic self-sufficiency, employment, and an adequate standard of living. Projections suggest that by 2020, 65% of jobs available in the U.S. will require postsecondary education. This reality creates an unprecedented demand for higher education, and…

A Value-Based Case Study to Increasing Community Mentoring in STEM for Hispanic Students

NASA Astrophysics Data System (ADS)

Moreno, Gilberto

This case study investigates the implementation of a unique community-driven mentoring pilot program (PASOS2) forging stronger community and K-12 partnerships. Focused on surfacing what matters most in engaging community mentors, this case study explores a civic organization's quest to impact, expand, and bring value via mentoring to Hispanic students' pursuit of post-secondary studies with emphasis in STEM careers. A major stumbling block faced by many underprivileged students is the lack of mentorship vital to expanding their social capital support system. This innovative mentoring approach provides students with critical access to STEM community empowerment agents supporting aspiring students' dreams. Analytical methods and principles of case study research focus on how community mentor choices impact community mentorship value. The study examines whether or not a formal mentoring system with a value-driven mentoring curriculum matters in attracting, preparing, and sustaining community mentors to advocate for STEM careers to Hispanic students. A mentor value equation is introduced correlating mentor capacity to build student relationships, demystify STEM, deliver career guidance, and fortify student readiness. A formal mentor development training program integrates a technology-based 'grit' software platform to enhance student awareness, understanding, and commitment to considering a STEM career. Through the investigation of a formal mentoring experience, the study reveals what best practices, tools, and techniques influence community mentor engagement. The findings of this case study underscore the value in preparing community mentor capacity and competency. The very nature of the PASOS2 project being civic community-based informs other communities on how their investments can fortify Hispanic student social capital in their successful pursuit of STEM careers.

On the Use of Client-Driven Projects in the Mathematics Classroom

ERIC Educational Resources Information Center

Maki, Dan; Winston, Wayne; Shafii-Mousavi, Morteza; Kochanowski, Paul; Lang, Chris; Ernstberger, Kathy; Hodgson, Ted

2006-01-01

In this article, we discuss the use of client-driven projects--projects that are posed by business, government, and non-profit organizations and based upon real problems facing the organization. Although client-driven projects have long been used in business and engineering education, their use in the mathematics classroom is rare. Client-driven…

Physics teaching by infrared remote sensing of vegetation

NASA Astrophysics Data System (ADS)

Schüttler, Tobias; Maman, Shimrit; Girwidz, Raimund

2018-05-01

Context- and project-based teaching has proven to foster different affective and cognitive aspects of learning. As a versatile and multidisciplinary scientific research area with diverse applications for everyday life, satellite remote sensing is an interesting context for physics education. In this paper we give a brief overview of satellite remote sensing of vegetation and how to obtain your own, individual infrared remote sensing data with affordable converted digital cameras. This novel technique provides the opportunity to conduct individual remote sensing measurement projects with students in their respective environment. The data can be compared to real satellite data and is of sufficient accuracy for educational purposes.

Project EDDIE: Improving Big Data skills in the classroom

NASA Astrophysics Data System (ADS)

Soule, D. C.; Bader, N.; Carey, C.; Castendyk, D.; Fuller, R.; Gibson, C.; Gougis, R.; Klug, J.; Meixner, T.; Nave, L. E.; O'Reilly, C.; Richardson, D.; Stomberg, J.

2015-12-01

High-frequency sensor-based datasets are driving a paradigm shift in the study of environmental processes. The online availability of high-frequency data creates an opportunity to engage undergraduate students in primary research by using large, long-term, and sensor-based, datasets for science courses. Project EDDIE (Environmental Data-Driven Inquiry & Exploration) is developing flexible classroom activity modules designed to (1) improve quantitative and reasoning skills; (2) develop the ability to engage in scientific discourse and argument; and (3) increase students' engagement in science. A team of interdisciplinary faculty from private and public research universities and undergraduate institutions have developed these modules to meet a series of pedagogical goals that include (1) developing skills required to manipulate large datasets at different scales to conduct inquiry-based investigations; (2) developing students' reasoning about statistical variation; and (3) fostering accurate student conceptions about the nature of environmental science. The modules cover a wide range of topics, including lake physics and metabolism, stream discharge, water quality, soil respiration, seismology, and climate change. Assessment data from questionnaire and recordings collected during the 2014-2015 academic year show that our modules are effective at making students more comfortable analyzing data. Continued development is focused on improving student learning outcomes with statistical concepts like variation, randomness and sampling, and fostering scientific discourse during module engagement. In the coming year, increased sample size will expand our assessment opportunities to comparison groups in upper division courses and allow for evaluation of module-specific conceptual knowledge learned. This project is funded by an NSF TUES grant (NSF DEB 1245707).

Connecting Education to Quality: Engaging Medical Students in the Development of Evidence-Based Clinical Decision Support Tools.

PubMed

Crabtree, Elizabeth A; Brennan, Emily; Davis, Amanda; Squires, Jerry E

2017-01-01

Evidence-based practice (EBP) skills are crucial for delivering high-quality patient care. It is essential that medical students learn EBP concepts through a practical, in-depth research project. To date, literature on preparing students in this manner is limited. In academic year 2014-2015, the Medical University of South Carolina's (MUSC's) Center for Evidence-Based Practice (now known as the Value Institute) partnered with College of Medicine faculty to revitalize the undergraduate medical student EBP curriculum. Without adding to the number of the lecture hours, the curriculum was restructured to be more process driven, project based, and clinically relevant. The resulting yearlong EBP course partnered small teams of medical students with interprofessional clinical teams to engage the students in developing evidence-based clinical decision support tools. The content developed during the EBP projects is currently being used to develop evidence-based clinical practice guidelines and accompanying order sets. It is likely that this model will serve as a new framework for guideline development and will greatly expand the breadth of evidence-based content currently produced and available for clinicians at the MUSC. It would be feasible to offer a similar course within the MUSC to other disciplines and colleges, or at other institutions, if there were support from administration, interest on the part of clinicians and medical faculty, and individuals with the required expertise available to develop the curriculum and facilitate the course. It is worth considering how to improve the course and evaluating opportunities to implement it within other settings.

Engaging Underrepresented High School Students in Data Driven Storytelling: An Examination of Learning Experiences and Outcomes for a Cohort of Rising Seniors Enrolled in the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP)

ERIC Educational Resources Information Center

Dierker, Lisa; Ward, Nadia; Alexander, Jalen; Donate, Emmanuel

2017-01-01

Background: Upward trends in data-oriented careers threaten to further increase the underrepresentation of both females and individuals from racial minority groups in programs focused on data analysis and applied statistics. To begin to develop the necessary skills for a data-oriented career, project-based learning seems the most promising given…

Undergraduate-driven interventions to increase representation in science classrooms

NASA Astrophysics Data System (ADS)

Freilich, M.; Aluthge, D.; Bryant, R. M.; Knox, B.; McAdams, J.; Plummer, A.; Schlottman, N.; Stanley, Z.; Suglia, E.; Watson-Daniels, J.

2014-12-01

Recognizing that racial, ethnic, and gender underrepresentation in science classrooms persists despite intervention programs and institutional commitments to diversity, a group of undergraduates from a variety of backgrounds and academic disciplines came together for a group independent study to (a) study the theoretical foundations of the current practice of science and of programs meant to increase diversity, (b) utilize the experiences of course participants and our peers to better understand the drivers of underrepresentation, and (c) design and implement interventions at Brown University. We will present on individual and small group projects designed by course members in collaboration with faculty. The projects emerged from an exploration of literature in history, philosophy, and sociology of science, as well as an examination of anthropological and psychological studies. We also evaluated the effectiveness of top-down and bottom-up approaches that have already been attempted in developing our projects. They focus on the specific problems faced by underrepresented minorities, women, LGBTQ+ people, and well-represented minorities. We will share experiences of faculty-student collaboration and engaged scholarship focused on representation in science and discuss student-designed interventions.

Students as partners: Our experience of setting up and working in a student engagement friendly framework.

PubMed

Zdravković, Marko; Serdinšek, Tamara; Sobočan, Monika; Bevc, Sebastjan; Hojs, Radovan; Krajnc, Ivan

2018-03-11

Student engagement (SE) in the curriculum is a positive indicator in the development of students deeply involved in their learning. It also has several benefits for the schools' level of educational innovation and quality assurance. In order to identify the most important pearls from the last decade of educational developments within the field of SE at the Faculty of Medicine University of Maribor, we searched through our school's archives, publications and research in the field of medical education. Three areas were identified as the most important SE complements: (i) peer teaching, (ii) school governance, and (iii) extracurricular activities. The paper highlights how many student-driven initiatives move from informal frameworks toward a formal structure, elective courses, and, in the end, compulsory components of the curriculum. As demonstrated by the three educational achievements at our school, fostering a high level of SE can lead to innovative curricular changes, benefit the whole school and enable students to deliver highly impactful extracurricular projects.

Researching the Real: Transforming the Science Fair through Relevant and Authentic Research

NASA Astrophysics Data System (ADS)

Davidson, Rosemary McBryan

This teacher research study documents the processes used to help students in an all-female, religious-based high school create science fair projects that are personally meaningful, scientifically sophisticated and up-to date in terms of science content. One-hundred sixteen young women in an honors chemistry class were introduced by their teacher to the methods used by science journalists when researching and crafting articles. The students then integrated these strategies into their science fair research through collaborative classroom activities designed by their teacher. Data collected during the process included audio and video tapes of classroom activities, student interviews, process work, finished projects, email conversations and the reflective journaling, annotated lesson plans, and memories of the lived experience by the teacher. The pedagogical changes which resulted from this project included the use of Read Aloud-Think Alouds (RATA) to introduce content and provide relevance, a discussion based topic selection process, the encouragement of relevant topic choices, the increased use of technology for learning activities and for sharing research, and an experimental design process driven by the student's personally relevant, topic choice. Built in feedback loops, provided by the teacher, peer editors and an outside editor, resulted in multiple revisions and expanded opportunities for communicating results to the community-at-large. Greater student engagement in science fair projects was evident: questioning for understanding, active involvement in decision making, collaboration within the classroom community, experience and expertise with reading, writing and the use of technology, sense of agency and interest in science related activities and careers all increased. Students communicated their evolving practices within the school community and became leaders who promoted the increased use of technology in all of their classes. Integrating journalistic practices into the research projects of these honors chemistry students also brought about positive changes in the attitude of the students toward science. The pedagogy implemented was successful at increasing the engagement of the participants in their own learning processes as well as increased interest in science. Moreover, the teacher researcher has expanded her skill set and is transitioning toward a more student-centered classroom. While this study focused on 116 honors chemistry students over the course of three years, it identified changes in practices that can be taken up and examined more broadly by science teachers who include science fairs as part of their curriculum.

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

Hoekman, S. Kent; Broch, Broch; Robbins, Curtis

The primary objective of this project was to utilize a flexible, energy-efficient facility, called the DRI Renewable Energy Experimental Facility (REEF) to support various renewable energy research and development (R&D) efforts, along with education and outreach activities. The REEF itself consists of two separate buildings: (1) a 1200-ft2 off-grid capable house and (2) a 600-ft2 workshop/garage to support larger-scale experimental work. Numerous enhancements were made to DRI's existing renewable power generation systems, and several additional components were incorporated to support operation of the REEF House. The power demands of this house are satisfied by integrating and controlling PV arrays, solarmore » thermal systems, wind turbines, an electrolyzer for renewable hydrogen production, a gaseous-fuel internal combustion engine/generator set, and other components. Cooling needs of the REEF House are satisfied by an absorption chiller, driven by solar thermal collectors. The REEF Workshop includes a unique, solar air collector system that is integrated into the roof structure. This system provides space heating inside the Workshop, as well as a hot water supply. The Workshop houses a custom-designed process development unit (PDU) that is used to convert woody biomass into a friable, hydrophobic char that has physical and chemical properties similar to low grade coal. Besides providing sufficient space for operation of this PDU, the REEF Workshop supplies hot water that is used in the biomass treatment process. The DRI-REEF serves as a working laboratory for evaluating and optimizing the performance of renewable energy components within an integrated, residential-like setting. The modular nature of the system allows for exploring alternative configurations and control strategies. This experimental test bed is also highly valuable as an education and outreach tool both in providing an infrastructure for student research projects, and in highlighting renewable energy features to the public.« less

Emerging climate change signals in the interior ocean oxygen content

NASA Astrophysics Data System (ADS)

Tjiputra, Jerry; Goris, Nadine; Schwinger, Jörg; Lauvset, Siv

2017-04-01

Earth System Models (ESMs) indicate that human-induced climate change will introduce spatially heterogeneous modifications of dissolved oxygen in the North Atlantic. In the upper ocean, an increase (decrease) is predicted at low (high) latitude. Oxygen increase is driven by a reduction of the oxygen consumption for biological remineralization while warming-induced reduction in air-sea fluxes and increase in remineralization due to weaker overturning circulation lead to the projected decrease. In the interior ocean, modifications in the apparent oxygen utilization (AOU) dominate the overall oxygen changes. Moreover, for the southern subpolar gyre, both observations and model hindcast indicate a close relationship between interior ocean oxygen and the subpolar gyre index. Over the 21st century, all ESMs consistently project a steady weakening of this index and consequently the oxygen. Our finding shows that climate change-induced oxygen depletion in the interior has likely occurred and can already be detected. Nevertheless, considering the observational uncertainties, we show that in the proximity of southern subpolar gyre the projected interior trend is sufficiently large enough for early detection.

Design of a turbofan powered regional transport aircraft

NASA Technical Reports Server (NTRS)

1991-01-01

The majority of the market for small commercial transport aircraft is dominated by high-efficiency, propeller-driven aircraft of non-U.S. manufacture. During the past year senior student design teams at Purdue developed and then responded to a Request For Proposal (RFP) for a regional transport aircraft. The RFP development identified promising world markets and their needs. The students responded by designing aircraft with ranges of up to 1500 n.m. and passenger loads of 50 to 90. During the design project, special emphasis was placed upon keeping acquisition cost and direct operating costs at a low level while providing passengers with quality comfort levels. Twelve student teams worked for one semester developing their designs. Several of the more successful designs and those that placed a high premium on innovation are described. The depth of detail and analysis in these student efforts are also illustrated.

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students.

PubMed

Staitieh, Bashar S; Saghafi, Ramin; Kempker, Jordan A; Schulman, David A

2016-04-01

Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the "intervention" group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools.

Pilot Field Demonstration of Alternative Fuels in Force Projection Petroleum and Water Distribution Equipment

DTIC Science & Technology

2014-09-04

They included two Force Projection Technology (FPT) diesel driven pumping assemblies of 350 and 600 gallons per minute (GPM), and the Advanced...Army Tank Automotive Research Development and Engineering Center (TARDEC). They included two Force Projection Technology (FPT) diesel driven...research programs. The first two systems identified were Force Projection Technology (FPT) diesel -driven pumping assemblies of 350 and 600 gallons per

Creating a web-enhanced interactive preclinic technique manual: case report and student response.

PubMed

Boberick, Kenneth G

2004-12-01

This article describes the development, use, and student response to an online manual developed with off-the-shelf software and made available using a web-based course management system (Blackboard) that was used to transform a freshman restorative preclinical technique course from a lecture-only course into an interactive web-enhanced course. The goals of the project were to develop and implement a web-enhanced interactive learning experience in a preclinical restorative technique course and shift preclinical education from a teacher-centered experience to a student-driven experience. The project was evaluated using an anonymous post-course survey (95 percent response rate) of 123 freshman students that assessed enabling (technical support and access to the technology), process (the actual experience and usability), and outcome criteria (acquisition and successful use of the knowledge gained and skills learned) of the online manual. Students responded favorably to sections called "slide galleries" where ideal and non-ideal examples of projects could be viewed. Causes, solutions, and preventive measures were provided for the errors shown. Sections called "slide series" provided cookbook directions allowing for self-paced and student-directed learning. Virtually all of the students, 99 percent, found the quality of the streaming videos adequate to excellent. Regarding Internet connections and video viewing, 65 percent of students successfully viewed the videos from a remote site; cable connections were the most reliable, dial-up connections were inadequate, and DSL connections were variable. Seventy-three percent of the students felt the videos were an effective substitute for in-class demonstrations. Students preferred video with sound over video with subtitles and preferred short video clips embedded in the text over compilation videos. The results showed it is possible to develop and implement web-enhanced and interactive dental education in a preclinical restorative technique course that successfully delivered information beyond the textual format.

Temporal patterns of inputs to cerebellum necessary and sufficient for trace eyelid conditioning.

PubMed

Kalmbach, Brian E; Ohyama, Tatsuya; Mauk, Michael D

2010-08-01

Trace eyelid conditioning is a form of associative learning that requires several forebrain structures and cerebellum. Previous work suggests that at least two conditioned stimulus (CS)-driven signals are available to the cerebellum via mossy fiber inputs during trace conditioning: one driven by and terminating with the tone and a second driven by medial prefrontal cortex (mPFC) that persists through the stimulus-free trace interval to overlap in time with the unconditioned stimulus (US). We used electric stimulation of mossy fibers to determine whether this pattern of dual inputs is necessary and sufficient for cerebellar learning to express normal trace eyelid responses. We find that presenting the cerebellum with one input that mimics persistent activity observed in mPFC and the lateral pontine nuclei during trace eyelid conditioning and another that mimics tone-elicited mossy fiber activity is sufficient to produce responses whose properties quantitatively match trace eyelid responses using a tone. Probe trials with each input delivered separately provide evidence that the cerebellum learns to respond to the mPFC-like input (that overlaps with the US) and learns to suppress responding to the tone-like input (that does not). This contributes to precisely timed responses and the well-documented influence of tone offset on the timing of trace responses. Computer simulations suggest that the underlying cerebellar mechanisms involve activation of different subsets of granule cells during the tone and during the stimulus-free trace interval. These results indicate that tone-driven and mPFC-like inputs are necessary and sufficient for the cerebellum to learn well-timed trace conditioned responses.

Outcomes from the GLEON fellowship program. Training graduate students in data driven network science.

NASA Astrophysics Data System (ADS)

Dugan, H.; Hanson, P. C.; Weathers, K. C.

2016-12-01

In the water sciences there is a massive need for graduate students who possess the analytical and technical skills to deal with large datasets and function in the new paradigm of open, collaborative -science. The Global Lake Ecological Observatory Network (GLEON) graduate fellowship program (GFP) was developed as an interdisciplinary training program to supplement the intensive disciplinary training of traditional graduate education. The primary goal of the GFP was to train a diverse cohort of graduate students in network science, open-web technologies, collaboration, and data analytics, and importantly to provide the opportunity to use these skills to conduct collaborative research resulting in publishable scientific products. The GFP is run as a series of three week-long workshops over two years that brings together a cohort of twelve students. In addition, fellows are expected to attend and contribute to at least one international GLEON all-hands' meeting. Here, we provide examples of training modules in the GFP (model building, data QA/QC, information management, bayesian modeling, open coding/version control, national data programs), as well as scientific outputs (manuscripts, software products, and new global datasets) produced by the fellows, as well as the process by which this team science was catalyzed. Data driven education that lets students apply learned skills to real research projects reinforces concepts, provides motivation, and can benefit their publication record. This program design is extendable to other institutions and networks.

An Innovative Course in Technical Communication and More

NASA Astrophysics Data System (ADS)

Cranor, Maria B.; Price, Richard H.

2004-05-01

Several studies have shown that otherwise well-prepared physics undergraduates do not develop writing and speaking skills sufficient to the demands of graduate school or the technical workplace. To rectify this, we have developed and taught, for five semesters, a very successful course for junior and senior physics majors. Students improve their writing and speaking skills through technical projects and through a reading list which includes modules on scientific practice and ethics, pseudo science, management, and workplace collaboration. We present here an overview of this course, and discuss the pros and cons of introducing a useful, yet unusual and highly labor-intensive (for teachers and for students) class into the traditional physics curriculum.

The Development of University Students' Self-Sufficiency Based on Interactive Technologies by Their Immersion in the Professional Activity

ERIC Educational Resources Information Center

Ljubimova, Elena Mikhaelovna; Galimullina, Elvira Zufarovna; Ibatullin, Rinat Rivkatovich

2015-01-01

The article discusses the problems of using web technologies in the development of self-sufficiency of University students. We hypothesize that real professional situations in which he/she is obliged to work independently on the basis of web technologies contribute to the development of students' self-sufficiency. It is shown that the activity…

Transforming Student Health Services through Purpose-Driven Assessment Techniques

ERIC Educational Resources Information Center

Knoll, Dorothy; Meiers, Chris; Honeck, Sara

2006-01-01

The University of Kansas Medical Center did a comprehensive review of the services provided in the Student Health Center (SHC). Using purpose-driven assessment techniques, areas needing improvement were identified. The results of the survey were presented to students and, with student support, student health fees were increased to fund desired…

Constructed wetlands and solar-driven disinfection technologies for sustainable wastewater treatment and reclamation in rural India: SWINGS project.

PubMed

Álvarez, J A; Ávila, C; Otter, P; Kilian, R; Istenič, D; Rolletschek, M; Molle, P; Khalil, N; Ameršek, I; Mishra, V K; Jorgensen, C; Garfi, A; Carvalho, P; Brix, H; Arias, C A

2017-09-01

SWINGS was a cooperation project between the European Union and India, aiming at implementing state of the art low-cost technologies for the treatment and reuse of domestic wastewater in rural areas of India. The largest wastewater treatment plant consists of a high-rate anaerobic system, followed by vertical and horizontal subsurface flow constructed wetlands with a treatment area of around 1,900 m 2 and a final step consisting of solar-driven anodic oxidation (AO) and ultraviolet (UV) disinfection units allowing direct reuse of the treated water. The implementation and operation of two pilot plants in north (Aligarh Muslim University, AMU) and central India (Indira Gandhi National Tribal University, IGNTU) are shown in this study. The overall performance of AMU pilot plant during the first 7 months of operation showed organic matter removal efficiencies of 87% total suspended solids, 95% 5-day biological oxygen demand (BOD 5 ) and 90% chemical oxygen demand, while Kjeldahl nitrogen removal reached 89%. The UV disinfection unit produces water for irrigation and toilet flushing with pathogenic indicator bacteria well below WHO guidelines. On the other hand, the AO disinfection unit implemented at IGNTU and operated for almost a year has been shown to produce an effluent of sufficient quality to be reused by the local population for agriculture and irrigation.

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

Five Years of Research Into Technology-Enhanced Learning at the Faculty of Materials Science and Technology

NASA Astrophysics Data System (ADS)

Svetský, Štefan; Moravčík, Oliver; Rusková, Dagmar; Balog, Karol; Sakál, Peter; Tanuška, Pavol

2011-01-01

The article describes a five-year period of Technology Enhanced Learning (TEL) implementation at the Faculty of Materials Science and Technology (MTF) in Trnava. It is a part of the challenges put forward by the 7th Framework Programme (ICT research in FP7) focused on "how information and communication technologies can be used to support learning and teaching". The empirical research during the years 2006-2008 was focused on technology-driven support of teaching, i. e. the development of VLE (Virtual Learning Environment) and the development of database applications such as instruments developed simultaneously with the information support of the project, and tested and applied directly in the teaching of bachelor students. During this period, the MTF also participated in the administration of the FP7 KEPLER project proposal in the international consortium of 20 participants. In the following period of 2009-2010, the concept of educational activities automation systematically began to develop. Within this concept, the idea originated to develop a universal multi-purpose system BIKE based on the batch processing knowledge paradigm. This allowed to focus more on educational approach, i.e. TEL educational-driven and to finish the programming of the Internet application - network for feedback (communication between teachers and students). Thanks to this specialization, the results of applications in the teaching at MTF could gradually be presented at the international conferences focused on computer-enhanced engineering education. TEL was implemented at a detached workplace and four institutes involving more than 600 students-bachelors and teachers of technical subjects. Four study programmes were supported, including technical English language. Altogether, the results have been presented via 16 articles in five countries, including the EU level (IGIP-SEFI).

OF MICROBES AND MEN: A SPECIAL REPORT IN THE JOURNAL FOR MINORITY MEDICAL STUDENTS

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

BILL BOWERS

2008-11-12

In support of the mission for the Office of Science and the Office of Biological and Environmental Research (BER), Spectrum Publishers proposes an editorial project to inform and educate minority undergraduate students in the sciences, minority medical students and minority medical residents of the opportunities and challenges available to them as they complete their training. This editorial project will take the form of a 32-page insert in the Journal for Minority Medical Students. The subject matter will be determined by BER based on mission requirements. The material will be compiled, assembled, edited, revised, designed, printed and distributed as a totalmore » package with a vast majority of the work performed by our staff. Our objective is to provide the special report without added (and burdensome) work to the BER staff. The 32-page report will be distributed to our readership of 10,000 future scientists and physicians. In addition, we will prepare the insert so that it can also be used by BER as a stand-alone piece and outreach tool. After publication, we will solicit feedback from our readers through our unique Campus Rep Program of students strategically located on campuses across the nation who will provide valuable editorial feedback. This innovative program will give BER a quick read on the effectiveness of its message. The total cost for this mission-related project is only $30,000.00. Based on our earlier experience with DOE, we are confident that this level of funding will be sufficient to develop an effective educational campaign.« less

Data-driven Inquiry in Environmental Restoration Studies

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Montgomery, D. R.

2008-12-01

Place-based field work has been recognized as an important component of geoscience education programs for engaging students. Field work helps students appreciate the spatial extent of data and the systems operating in a locale. Data collected in a place has a temporal aspect that can be explored through representations such as photographs and maps and also though numerical data sets that capture characteristics of place. Yet, experiencing authentic geoscience research in an educational setting requires going beyond fieldwork: students must develop data literacy skills that will enable them to connect abstract representations of spatio-temporal data with place. Educational researchers at SRI International led by Dr. Daniel Zalles, developer of inquiry-based geoscience curricula, and geoscientists at the University of Washington (UW) led by Dr. David Montgomery, Professor of Earth and Space Sciences, are building educational curriculum modules that help students make these connections. The modules concern the environmental history of the Puget Sound area in Washington State and its relevance for the American Indians living there. This collaborative project relies on environmental data collected in the Puget Sound Regional Synthesis Model (PRISM) and Puget Sound River History Project. The data sets are being applied to inquiry-based geoscience investigations at the undergraduate and high school level. The modules consist of problem-based units centered on the data sets, plus geographic and other data representations. The modules will rely on educational "design patterns" that characterize geoscientific inquiry tasks. Use of design patterns will enable other modules to be built that align to the modes of student thinking and practice articulated in the design patterns. The modules will be accompanied by performance assessments that measure student learning from their data investigations. The design principles that drive this project have already been used effectively in a prior SRI project reported about at AGU 2007 called Data Sets and Inquiry in Geoscience Education. The modules are being readied for pilot-testing with undergraduate students in a new environmental history course at the University of Washington and with students taking science courses in high schools serving American Indian students in the Puget Sound area. This NSF-funded project is contributing to our knowledge base about how students can become more engaged and more skilled in geoscience inquiry and data analysis and what variations in educational supports and expectations need to exist to build successful experiences for the students with the materials. It is also expanding our knowledge of how to better connect place-based education to inquiry tasks that expand students" quantitative reasoning skills. Lastly, it is providing a model of how scientists can work effectively with educational researchers to provide educational outlets for their research. We will report on the progress of the project so far, which is in its first year of funding.

Parents Studying Medicine – the dichotomy of studying with a family

PubMed Central

Iden, Kirstin; Nürnberger, Frank; Sader, Robert; Dittrich, Winand

2012-01-01

Introduction: In this article the personal study and life situation of parents who are also medical students at the Medical School of the Goethe University Frankfurt am Main is discussed. There is a special focus on the topics “studying with children” and “family-friendly university”, which have been present in discussions about university development and in the daily life of academics, especially during the last decade. The workgroup “Individual Student Services” at the medical faculty at the Goethe University tries to meet the necessities of the individual study courses and to support the study success with a new counselling and student service concept. Methods: The experience of parents studying medicine was recorded in semi-structured interviews (Date: April 2010), which were held as part of the sponsored pilot project on part-time medical studies (“Pilot Project Part-time Medical Studies”). Additionally, study results from the Medical School of the Goethe University Frankfurt am Main were integrated as well as a literature analysis. Results: It was found that the teaching demands and support services, which have been suggested and needed for years now, have been partially implemented and are without sufficient support at the faculty level to date. Thus the current situation of medical students with children is still difficult and seems a big challenge for everyone involved. Solution: As part of the “Individual Student Services” a new pilot project on part-time medical studies was established in November 2009. Only the use of new, unconventional and innovative ideas allows universities to adequately support the changing and heterogeneous student population and support them to successfully completing their medical studies. PMID:22558026

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students

PubMed Central

Saghafi, Ramin; Kempker, Jordan A.; Schulman, David A.

2016-01-01

Rationale: Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. Objectives: To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Methods: Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the “intervention” group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Measurements and Main Results: Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Conclusions: Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools. PMID:26730644

A miniature solar device for overall water splitting consisting of series-connected spherical silicon solar cells

PubMed Central

Kageshima, Yosuke; Shinagawa, Tatsuya; Kuwata, Takaaki; Nakata, Josuke; Minegishi, Tsutomu; Takanabe, Kazuhiro; Domen, Kazunari

2016-01-01

A novel “photovoltaics (PV) + electrolyzer” concept is presented using a simple, small, and completely stand-alone non-biased device for solar-driven overall water splitting. Three or four spherical-shaped p-n junction silicon balls were successfully connected in series, named “SPHELAR.” SPHELAR possessed small projected areas of 0.20 (3PVs) and 0.26 cm2 (4PVs) and exhibited working voltages sufficient for water electrolysis. Impacts of the configuration on the PV module performance were carefully analyzed, revealing that a drastic increase in the photocurrent (≈20%) was attained by the effective utilization of a reflective sheet. Separate investigations on the electrocatalyst performance showed that non-noble metal based materials with reasonably small sizes (<0.80 cm2) exhibited substantial currents at the PV working voltage. By combining the observations of the PV characteristics, light management and electrocatalyst performance, solar-driven overall water splitting was readily achieved, reaching solar-to-hydrogen efficiencies of 7.4% (3PVs) and 6.4% (4PVs). PMID:27087266

A miniature solar device for overall water splitting consisting of series-connected spherical silicon solar cells

NASA Astrophysics Data System (ADS)

Kageshima, Yosuke; Shinagawa, Tatsuya; Kuwata, Takaaki; Nakata, Josuke; Minegishi, Tsutomu; Takanabe, Kazuhiro; Domen, Kazunari

2016-04-01

A novel “photovoltaics (PV) + electrolyzer” concept is presented using a simple, small, and completely stand-alone non-biased device for solar-driven overall water splitting. Three or four spherical-shaped p-n junction silicon balls were successfully connected in series, named “SPHELAR.” SPHELAR possessed small projected areas of 0.20 (3PVs) and 0.26 cm2 (4PVs) and exhibited working voltages sufficient for water electrolysis. Impacts of the configuration on the PV module performance were carefully analyzed, revealing that a drastic increase in the photocurrent (≈20%) was attained by the effective utilization of a reflective sheet. Separate investigations on the electrocatalyst performance showed that non-noble metal based materials with reasonably small sizes (<0.80 cm2) exhibited substantial currents at the PV working voltage. By combining the observations of the PV characteristics, light management and electrocatalyst performance, solar-driven overall water splitting was readily achieved, reaching solar-to-hydrogen efficiencies of 7.4% (3PVs) and 6.4% (4PVs).

US Food Security and Climate Change: Mid-Century Projections of Commodity Crop Production by the IMPACT Model

NASA Astrophysics Data System (ADS)

Takle, E. S.; Gustafson, D. I.; Beachy, R.; Nelson, G. C.; Mason-D'Croz, D.; Palazzo, A.

2013-12-01

Agreement is developing among agricultural scientists on the emerging inability of agriculture to meet growing global food demands. The lack of additional arable land and availability of freshwater have long been constraints on agriculture. Changes in trends of weather conditions that challenge physiological limits of crops, as projected by global climate models, are expected to exacerbate the global food challenge toward the middle of the 21st century. These climate- and constraint-driven crop production challenges are interconnected within a complex global economy, where diverse factors add to price volatility and food scarcity. We use the DSSAT crop modeling suite, together with mid-century projections of four AR4 global models, as input to the International Food Policy Research Institute IMPACT model to project the impact of climate change on food security through the year 2050 for internationally traded crops. IMPACT is an iterative model that responds to endogenous and exogenous drivers to dynamically solve for the world prices that ensure global supply equals global demand. The modeling methodology reconciles the limited spatial resolution of macro-level economic models that operate through equilibrium-driven relationships at a national level with detailed models of biophysical processes at high spatial resolution. The analysis presented here suggests that climate change in the first half of the 21st century does not represent a near-term threat to food security in the US due to the availability of adaptation strategies (e.g., loss of current growing regions is balanced by gain of new growing regions). However, as climate continues to trend away from 20th century norms current adaptation measures will not be sufficient to enable agriculture to meet growing food demand. Climate scenarios from higher-level carbon emissions exacerbate the food shortfall, although uncertainty in climate model projections (particularly precipitation) is a limitation to impact studies.

Embedding Agile Practices within a Plan-Driven Hierarchical Project Life Cycle

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

Millard, W. David; Johnson, Daniel M.; Henderson, John M.

2014-07-28

Organizations use structured, plan-driven approaches to provide continuity, direction, and control to large, multi-year programs. Projects within these programs vary greatly in size, complexity, level of maturity, technical risk, and clarity of the development objectives. Organizations that perform exploratory research, evolutionary development, and other R&D activities can obtain the benefits of Agile practices without losing the benefits of their program’s overarching plan-driven structure. This paper describes application of Agile development methods on a large plan-driven sensor integration program. While the client employed plan-driven, requirements flow-down methodologies, tight project schedules and complex interfaces called for frequent end-to-end demonstrations to provide feedbackmore » during system development. The development process maintained the many benefits of plan-driven project execution with the rapid prototyping, integration, demonstration, and client feedback possible through Agile development methods. This paper also describes some of the tools and implementing mechanisms used to transition between and take advantage of each methodology, and presents lessons learned from the project management, system engineering, and developer’s perspectives.« less

Poetic Signs of Third Place: A Case Study of Student-Driven Imitation in a Shelter for Young Homeless People in Copenhagen

ERIC Educational Resources Information Center

Matthiesen, Christina

2014-01-01

During a series of writing workshops at a shelter for young homeless people in Copenhagen, I examined to what extent the literary practice of student-driven imitation with its emphasis on self-governance and a dialogical approach can engage marginalized learners in reading and writing. I found that student-driven imitation had the potential to…

Stability and instability of axisymmetric droplets in thermocapillary-driven thin films

NASA Astrophysics Data System (ADS)

Nicolaou, Zachary G.

2018-03-01

The stability of compactly supported, axisymmetric droplet states is considered for driven thin viscous films evolving on two-dimensional surfaces. Stability is assessed using Lyapunov energy methods afforded by the Cahn-Hilliard variational form of the governing equation. For general driving forces, a criterion on the gradient of profiles at the boundary of their support (their contact slope) is shown to be a necessary condition for stability. Additional necessary and sufficient conditions for stability are established for a specific driving force corresponding to a thermocapillary-driven film. It is found that only droplets of sufficiently short height that satisfy the contact slope criterion are stable. This destabilization of droplets with increasing height is characterized as a saddle-node bifurcation between a branch of tall, unstable droplets and a branch of short, stable droplets.

Recognising and developing students as teachers: Introduction of a novel Undergraduate Certificate in Veterinary Medical Education.

PubMed

Hudson, Neil; Stansbie, Nigel; Rhind, Susan; Brown, Gillian; Handel, Ian; Mellanby, Richard; Bell, Catriona

2016-01-01

A key responsibility of healthcare professionals is the education of clients/patients, colleagues and students undertaking placements. Peer-assisted learning (PAL) has been incorporated in our veterinary medicine programme for a number of years. The aim of this project was to develop a mechanism to formally recognise the important role that students play in the School's teaching and learning processes and foster students as partners in education through the development of a novel Undergraduate Certificate in Veterinary Medical Education (UCVME). Students and veterinarians were surveyed in order to inform the design of the programme. The programme is modular and aligned with the UK Professional Standards Framework (UKPSF). Students enrol in their third year, undertaking core and elective components, with completion over the final three years of the degree. The UCVME has been positively received, with 30 of 160 third year students enrolling in the programme's first year. Activities receiving credit and designed in partnership between staff and students have included: PAL sessions, widening participation school educational workshops and client education events. This initiative has created numerous student-driven educational opportunities. It is hoped that this programme will facilitate the educational training of students and enhance employability and career satisfaction.

Using a Summer REU to Help Develop the Next Generation of Mathematical Ecologists.

PubMed

Bennie, Barbara; Eager, Eric Alan; Peirce, James P; Sandland, Gregory J

2018-04-01

Understanding the complexities of environmental issues requires individuals to bring together ideas and data from different disciplines, including ecology and mathematics. With funding from the national science foundation (NSF), scientists from the University of Wisconsin-La Crosse and the US geological survey held a research experience for undergraduates (REU) program in the summer of 2016. The goals of the program were to expose students to open problems in the area of mathematical ecology, motivate students to pursue STEM-related positions, and to prepare students for research within interdisciplinary, collaborative settings. Based on backgrounds and interests, eight students were selected to participate in one of two research projects: wind energy and wildlife conservation or the establishment and spread of waterfowl diseases. Each research program was overseen by a mathematician and a biologist. Regardless of the research focus, the program first began with formal lectures to provide students with foundational knowledge followed by student-driven research projects. Throughout this period, student teams worked in close association with their mentors to create, parameterize and evaluate ecological models to better understand their systems of interest. Students then disseminated their results at local, regional, and international meetings and through publications (one in press and one in progress). Direct and indirect measures of student development revealed that our REU program fostered a deep appreciation for and understanding of mathematical ecology. Finally, the program allowed students to gain experiences working with individuals with different backgrounds and perspectives. Taken together, this REU program allowed us to successfully excite, motivate and prepare students for future positions in the area of mathematical biology, and because of this it can be used as a model for interdisciplinary programs at other institutions.

The Polaris Project: Undergraduate Research Catalyzing Advances in Arctic Science

NASA Astrophysics Data System (ADS)

Schade, J. D.; Holmes, R. M.; Natali, S.; Mann, P. J.; Bunn, A. G.; Frey, K. E.

2017-12-01

With guidance and sufficient resources, undergraduates can drive the exploration of new research directions, lead high impact scientific products, and effectively communicate the value of science to the public. As mentors, we must recognize the strong contribution undergraduates make to the advancement of scientific understanding and their unique ability and desire to be transdisciplinary and to translate ideas into action. Our job is to be sure students have the resources and tools to successfully explore questions that they care about, not to provide or lead them towards answers we already have. The central goal of the Polaris Project is to advance understanding of climate change in the Arctic through an integrated research, training, and outreach program that has at its heart a research expedition for undergraduates to a remote field station in the Arctic. Our integrative approach to training provides undergraduates with strong intellectual development and they bring fresh perspectives, creativity, and a unique willingness to take risks on new ideas that have an energizing effect on research and outreach. Since the projects inception in summer 2008, we have had >90 undergraduates participate in high-impact field expeditions and outreach activities. Over the years, we have also been fortunate enough to attract an ethnically, racially, and culturally diverse group of students, including students from Puerto Rico, Hispanic-, African- and Native-Americans, members of the LGBT community, and first-generation college students. Most of these students have since pursued graduate degrees in ecology, and many have received NSF fellowships and Fulbright scholarships. One of our major goals is to increase the diversity of the scientific community, and we have been successful in our short-term goal of recruiting and retaining a diverse group of students. The goal of this presentation is to provide a description of the mentoring model at the heart of the Polaris Project, share narratives to highlight student research and outreach activities, and summarize the impact these experiences have had on our students over the years. We hope that sharing our perspective will spur a wider conversation on the role of a diverse group of undergraduate researchers as catalysts of both scientific advancement and effective communication.

SEA Semester Undergraduates Research the Ocean's Role in Climate Systems in the Pacific Ocean

NASA Astrophysics Data System (ADS)

Meyer, A. W.; Becker, M. K.; Grabb, K. C.

2014-12-01

Sea Education Association (SEA)'s fully accredited Oceans & Climate SEA Semester program provides upper-level science undergraduates a unique opportunity to explore the ocean's role in the global climate system as they conduct real-world oceanographic research and gain first-hand understanding of and appreciation for the collaborative nature of the scientific research process. Oceans & Climate is an interdisciplinary science and policy semester in which students also explore public policy perspectives to learn how scientific knowledge is used in making climate-related policy. Working first at SEA's shore campus, students collaborate with SEA faculty and other researchers in the local Woods Hole scientific community to design and develop an original research project to be completed at sea. Students then participate as full, working members of the scientific team and sailing crew aboard the 134-foot brigantine SSV Robert C. Seamans; they conduct extensive oceanographic sampling, manage shipboard operations, and complete and present the independent research project they designed onshore. Oceans & Climate SEA Semester Cruise S-250 sailed from San Diego to Tahiti on a 7-week, >4000nm voyage last fall (November-December 2013). This remote open-ocean cruise track traversed subtropical and equatorial regions of the Pacific particularly well suited for a diverse range of climate-focused studies. Furthermore, as SEA has regularly collected scientific data along similar Pacific cruise tracks for more than a decade, students often undertake projects that require time-series analyses. 18 undergraduates from 15 different colleges and universities participated in the S-250 program. Two examples of the many projects completed by S-250 students include a study of the possible relationship between tropical cyclone intensification, driven by warm sea surface temperatures, and the presence of barrier layers; and a study of nutrient cycling in the eastern Pacific, focusing on primary nitrite maximum changes in various oceanographic regions with differing levels of stratification and accompanying localization of microbial communities. These studies, as well as additional scientific and policy projects conducted by other Oceans & Climate students, will be highlighted in this poster presentation.

Climate Research by K-12 Students: Can They Do It? Will Anybody Care?

NASA Astrophysics Data System (ADS)

Brooks, D. R.

2011-12-01

Starting from the premise that engaging students in authentic science research is an activity that benefits science education in general, it is first necessary to consider whether students, in collaboration with teachers and climate scientists, can do climate-related research that actually has scientific value. A workshop held in November 2010, co-sponsored by NSF and NOAA, addressed this question. It took as its starting point this "scientific interest" test: "If students conduct a climate-related research project according to protocols designed in collaboration with climate scientists, when they get done, will any of those scientists care whether they did it or not?" If the answer to this question is "yes," then the project may constitute authentic research, but if the answer is "no," then the project may have educational value, but it is not research. This test is important because only when climate scientists (and other stakeholders interested in climate and climate change) are invested in the outcomes of student research will meaningful student research programs with sustainable support be forthcoming. The absence of climate-related projects in high-level student science fair competitions indicates that, currently, the investment and infrastructure required to support student climate research is lacking. As a result, climate science is losing the battle for the "hearts and minds" of today's best students. The critical task for student climate research is to define projects that are theoretically and practically accessible. This excludes the "big questions" of climate science, such as "Is Earth getting warmer?", but includes many observationally based projects that can help to refine our understanding of climate and climate change. The characteristics of collaborative climate research with students include: 1. carefully drawn distinctions between inquiry-based "learning about" activities and actual research; 2. an identified audience of potential stakeholders who will care about the results of the research; 3. clearly defined expectations, logistics, and outcomes for all participants. Some examples of appropriate data-based research topics include: 1. monitoring black carbon, atmospheric aerosols, and water vapor; 2. pyranometry at sufficiently high temporal resolution to study cloud patterns; 3. urban heat island and other microclimate effects; 4. monitoring benthic habitats and seafloor temperatures; 5. monitoring free-floating ocean buoys to help in the establishment of mobile marine sanctuaries; 6. monitoring surface reflectivity to generate highly localized normalized difference vegetation indices; 7. tracking habitats for vector-borne disease carriers in developing countries. Both education and science communities need to work harder to support student climate research. Educational institutions must build authentic student research into their mission statements. Scientists need to be more aware of the constraints under which teachers and their students must operate on a day-to-day basis. But, students can participate in authentic climate research if educators and scientists expect them to do real research, are honest with them about what is required to do real research, and are willing to provide persistent ongoing support.

One more thing: Faculty response to increased emphasis on project teams in undergraduate engineering education

NASA Astrophysics Data System (ADS)

Hunter, Jane

Tenured and tenure-track faculty members at institutions of higher education, especially those at Research I institutions, are being asked to do more than ever before. With rapidly changing technology, significant decreases in public funding, the shift toward privately funded research, and the ever increasing expectations of students for an education that adequately prepares them for professional careers, engineering faculty are particularly challenged by the escalating demands on their time. In 1996, the primary accreditation organization for engineering programs (ABET) adopted new criteria that required, among other things, engineering programs to teach students to function on multidisciplinary teams and to communicate effectively. In response, most engineering programs utilize project teams as a strategy for teaching these skills. The purpose of this qualitative study of tenured and tenure track engineering faculty at a Research I institution in the southwestern United States was to explore the variety of ways in which the engineering faculty responded to the demands placed upon them as a result of the increased emphasis on project teams in undergraduate engineering education. Social role theory and organizational climate theory guided the study. Some faculty viewed project teams as an opportunity for students to learn important professional skills and to benefit from collaborative learning but many questioned the importance and feasibility of teaching teamwork skills and had concerns about taking time away from other essential fundamental material such as mathematics, basic sciences and engineering sciences. Although the administration of the College of Engineering articulated strong support for the use of project teams in undergraduate education, the prevailing climate did little to promote significant efforts related to effective utilization of project teams. Too often, faculty were unwilling to commit sufficient time or effort to make project teamwork a truly valuable learning opportunity because those efforts were not perceived to be valuable and were rarely rewarded. Few formal professional development opportunities were available and few incentives were in place to encourage other informal efforts to develop the necessary skills. Those who committed significant effort to project teams were challenged by concerns about team composition, student accountability and assigning individual grades for group teamwork.

[Case control trial on putative factors antagonising the successful project course of MD thesis projects].

PubMed

Scharfenberg, J; Schaper, K; Krummenauer, F

2015-05-01

Award of the degree MD has special relevance in Germany since the underlying research project can be started during the qualification for admission to doctoral training. This leads to a large number of thesis projects with a not always sufficiently pronounced enthusiasm and thus poor chances of success. Accordingly a case control study was undertaken in the Department of Human Medicine, Witten/Herdecke University to investigate reported drop-outs of thesis projects. In autumn 2012 all students in the clinical phases of human medicine education were surveyed using a self-conceived questionnaire on previously initiated or terminated thesis projects, "terminated" is defined as the unsuccessful ending of a project after working for at least 3 months. Individually reported thesis terminations were evaluated using defined items in a 4-stage Likert scale regarding thesis plan and project, subsequently, graduate students who successfully completed a project received the same questionnaire. The items possibly corresponding to process determinants were averaged to a total of 7 dimensions prior to the analysis; the resulting scores were normalised in value ranges 0.0 to 1.0 (1.0 = optimal project situation) whereby individual items could be included in several scores. By means of 5 items a primary endpoint from the faculty's perspective on "compliance with formal procedures" was aggregated; by means of a two-sided Wilcoxon test at the 5 % level students with unsuccessful and successful courses were compared along the corresponding scores. 181 of 276 students from 7 study semesters participated in the screening; details of 17 terminations and 23 currently successful courses could be evaluated in the case control study. For significant differences (p < 0.001) between unsuccessful and successful courses in the primary endpoint, median scores of 0.17 (0.07-0.50) versus 0.73 (0.53-0.83) were estimated. There were differences between unsuccessful and (as yet) successful courses, especially with regard to the aspects "compliance with formal procedures". Thus a recommendation can be derived in the sense of a stricter and, if necessary, sanctioning demand for formal procedures such as early reporting of thesis projects to the responsible committees. A weakness is the low number of evaluable self-reported drop-outs as well as the overall moderate response rate. Georg Thieme Verlag KG Stuttgart · New York.

Data Driven Math Intervention: What the Numbers Say

ERIC Educational Resources Information Center

Martin, Anthony W.

2013-01-01

This study was designed to determine whether or not data driven math skills groups would be effective in increasing student academic achievement. From this topic three key questions arose: "Would the implementation of data driven math skills groups improve student academic achievement more than standard instruction as measured by the…

A community continuity programme: volunteer faculty mentors and continuity learning.

PubMed

McGeehan, John; English, Richard; Shenberger, Keith; Tracy, Gerald; Smego, Raymond

2013-02-01

Longitudinal generalist preceptorship experiences early in medical education can have beneficial effects on how students practise the art and science of medicine, regardless of their eventual career choices. We evaluated the first 2 years of implementation of an integrated, regional campus-based, early clinical experience programme, the Community Continuity Program, at our new community-based medical school that is under the supervision of volunteer primary care faculty members acting as continuity mentors (CMs). Curricular components for years 1 and 2 consisted of three annual 1-week community-based experiences with CMs, extensive physical diagnosis practice, interprofessional learning activities, a multigenerational family care experience, a mandatory Community Health Research Project (CHRP) in year 1 and a mandatory Quality Improvement Project in year 2. Outcome measures included student, faculty member and programme evaluations, student reflective narratives in portal-based e-journals, a Liaison Committee on Medical Education (LCME) self-study student survey and serial level-of-empathy surveys.   Students found all elements of this integrated community experience programme beneficial and worthwhile, especially the CMs and the use of standardised and real-life patients. CMs noted effective and professional student-patient interactions. The number of reflective e-journal postings per student during year1 ranged from 14 to 81 (mean, 47). Serial empathy questionnaires administered over 2 years demonstrated preservation of student empathy, and students believed that the programme had a positive effect on their personal level of empathy.   An integrative, longitudinal, community-based, early clinical experience programme driven by volunteer CMs provides patient-centered instruction for preclinical students in the clinical, social, behavioural, ethical and research foundations of medicine. © Blackwell Publishing Ltd 2013.

Advancing Heliophysics and Space Weather Research with Student Internships and Faculty Development

NASA Astrophysics Data System (ADS)

Johnson, L. P.; Ng, C.; Marchese, P.; Austin, S. A.; Frost, J.; Cheung, T. K.; Tremberger, G.; Robbins, I.; Carlson, B. E.; Paglione, T.; Damas, C.; Steiner, J. C.; Rudolph, E.; Lewis, E.; Ford, K. S.; Cline, T.

2011-12-01

Expanding research capability in Heliophysics and Space Weather is the major focus of a collaboration between the City University of New York (CUNY) and NASA Goddard Space Fight Center (GSFC). The Heliophysics Education Consortium has a two-pronged approach centered on undergraduate research and faculty development. Summer 2011 student research projects include: Comparison of Fast Propagating Solar Waves and Slow Kelvin-Helmholtz Waves captured by SDO; Brightness Fluctuation of March 8, 2011 Eruption with Magnetic Rope Structure Measured by SDO; Investigation of Sunspot Regions, Coronal Mass Ejections and Solar Flares; An Integration and Testing Methodology for a Microsatellite; Comparative Analysis of Attitude Control Systems for Microsatellites; Spectral Analysis of Aerosols in Jupiter's Atmosphere Using HST Data; Alternative Sources of 5 GHz and 15 GHz Emissions in Active Galactic Nuclei; Probing Starburst-Driven Superwinds; Asteroid Astrometry; and Optimize an Electrostatic Deflection Element on PIXIES (Plasma Ion Experiment - Ion and Electron Sensor) for a CUNY student at GSFC. Faculty development workshops were conducted by Space Weather Action Center scientists. These workshops included a faculty development session at the CUNY Graduate Center and high school teachers professional development series at Queensborough Community College. The project is supported by NASA award NNX10AE72G.

Efficacy of ACA strategies in biography-driven science teaching: an investigation

NASA Astrophysics Data System (ADS)

MacDonald, Grizelda L.; Miller, Stuart S.; Murry, Kevin; Herrera, Socorro; Spears, Jacqueline D.

2013-12-01

This study explored the biography-driven approach to teaching culturally and linguistically diverse students in science education. Biography-driven instruction (BDI) embraces student diversity by incorporating students' sociocultural, linguistic, cognitive, and academic dimensions of their biographies into the learning process (Herrera in Biography-driven culturally responsive teaching. Teachers College Press, New York, 2010). Strategies have been developed (Herrera, Kavimandan and Holmes in Crossing the vocabulary bridge: differentiated strategies for diverse secondary classrooms. Teachers College Press, New York, 2011) that provide teachers with instructional routines that facilitate BDI. Using systematic classroom observations we empirically demonstrate that these activate, connect, affirm, strategies are likely to be effective in increasing teachers' biography-driven practices. Implications for theory and practice are discussed.

Not Just for Big Dogs: the NSF Career Program from AN Undergraduate College Perspective

NASA Astrophysics Data System (ADS)

Harpp, K. S.

2011-12-01

Relatively few NSF CAREER grants are awarded to faculty at undergraduate colleges, leading to a perception that the program is geared for major research institutions. The goal of this presentation is to dispel this misconception by describing a CAREER grant at a small, liberal arts institution. Because high quality instruction is the primary mission of undergraduate colleges, the career development plan for this proposal was designed to use research as a teaching tool. Instead of distinct sets of objectives for the research and education components, the proposal's research and teaching plans were integrated across the curriculum to maximize opportunities for undergraduate engagement. The driving philosophy was that students learn science by doing it. The proposal plan therefore created opportunities for students to be involved in hands-on, research-driven projects from their first through senior years. The other guiding principle was that students become engaged in science when they experience its real life applications. Stage 1 of the project provided mechanisms to draw students into science in two ways. The first was development of an inquiry-based curriculum for introductory classes, emphasizing practical applications and hands-on learning. The goal was to energize, generate confidence, and provide momentum for early science students to pursue advanced courses. The second mechanism was the development of a science outreach program for area K-9 schools, designed and implemented by undergraduates, an alternative path for students to discover science. Stages 2 and 3 consisted of increasingly advanced project-based courses, with in-depth training in research skills. The courses were designed along chemical, geological, and environmental themes, to capture the most student interest. The students planned their projects within a set of constraints designed to lead them to fundamental concepts and centered on questions of importance to the local community, thereby reinforcing the accessibility and relevance of science. The final stage was independent research with the PI on a focused research question, the equivalent of the research plan in most CAREER proposals. The overarching research objectives had to satisfy 2 criteria: a) questions had to be accessible and compelling (e.g., investigating the origin of volcanic islands in the Galapagos); and b) the project had to be divisible into tractable units for students, yet substantive enough for presentation at national meetings. Together, the projects ultimately addressed the PI's major research questions. The impacts of this grant were far-reaching. First, it supported a multi-year research project for the PI, which ultimately led to publications and successful proposals. More than 25 undergraduates carried out research projects, most presenting at national conferences. The outreach component engaged over 60 undergraduates; at least 20 have pursued science-teaching careers and another 25 have gone on to science graduate studies. The undergraduates brought hands-on science to more than 15,000 school children. Less obviously, the grant provided leverage for the PI to expand projects beyond their initial scope, involving more students and establishing on-going collaboration with colleagues at research institutions that have continued beyond the life of the grant.

Art, Reflection, and Creativity in the Classroom: The Student-Driven Art Course

ERIC Educational Resources Information Center

Andrews, Barbara Henriksen

2005-01-01

The structure and functioning mechanics of a student-driven art course, "Arts and Ideas" [described in the September 2001 issue of "Art Education" in "Art and Ideas: Reaching Nontraditional Art Students" (Andrews, 2001)] were designed to create a classroom environment that would promote greater student input into learning and the choice of art…

Welcome to 2012: Australian Academic Developers and Student-Driven University Funding

ERIC Educational Resources Information Center

Ling, Peter; Fraser, Kym; Gosling, David

2013-01-01

Are there consequences for academic development arising from the move to student-driven funding in the Australian higher education sector from 2012? In a move that has similarities to the UK, Australian government-supported student university funding will, from 2012, attach to students who can select a programme at the university of their choice…

An Adaptation of the Distance Driven Projection Method for Single Pinhole Collimators in SPECT Imaging

NASA Astrophysics Data System (ADS)

Ihsani, Alvin; Farncombe, Troy

2016-02-01

The modelling of the projection operator in tomographic imaging is of critical importance especially when working with algebraic methods of image reconstruction. This paper proposes a distance-driven projection method which is targeted to single-pinhole single-photon emission computed tomograghy (SPECT) imaging since it accounts for the finite size of the pinhole, and the possible tilting of the detector surface in addition to other collimator-specific factors such as geometric sensitivity. The accuracy and execution time of the proposed method is evaluated by comparing to a ray-driven approach where the pinhole is sub-sampled with various sampling schemes. A point-source phantom whose projections were generated using OpenGATE was first used to compare the resolution of reconstructed images with each method using the full width at half maximum (FWHM). Furthermore, a high-activity Mini Deluxe Phantom (Data Spectrum Corp., Durham, NC, USA) SPECT resolution phantom was scanned using a Gamma Medica X-SPECT system and the signal-to-noise ratio (SNR) and structural similarity of reconstructed images was compared at various projection counts. Based on the reconstructed point-source phantom, the proposed distance-driven approach results in a lower FWHM than the ray-driven approach even when using a smaller detector resolution. Furthermore, based on the Mini Deluxe Phantom, it is shown that the distance-driven approach has consistently higher SNR and structural similarity compared to the ray-driven approach as the counts in measured projections deteriorates.

Introducing Risk Management Techniques Within Project Based Software Engineering Courses

NASA Astrophysics Data System (ADS)

Port, Daniel; Boehm, Barry

2002-03-01

In 1996, USC switched its core two-semester software engineering course from a hypothetical-project, homework-and-exam course based on the Bloom taxonomy of educational objectives (knowledge, comprehension, application, analysis, synthesis, and evaluation). The revised course is a real-client team-project course based on the CRESST model of learning objectives (content understanding, problem solving, collaboration, communication, and self-regulation). We used the CRESST cognitive demands analysis to determine the necessary student skills required for software risk management and the other major project activities, and have been refining the approach over the last 5 years of experience, including revised versions for one-semester undergraduate and graduate project course at Columbia. This paper summarizes our experiences in evolving the risk management aspects of the project course. These have helped us mature more general techniques such as risk-driven specifications, domain-specific simplifier and complicator lists, and the schedule as an independent variable (SAIV) process model. The largely positive results in terms of review of pass / fail rates, client evaluations, product adoption rates, and hiring manager feedback are summarized as well.

Design and construction of driven pile foundations--lessons learned on the Central Artery/Tunnel project

DOT National Transportation Integrated Search

2006-06-01

Five contracts from the Central Artery/Tunnel (CA/T) project in Boston, MA, were reviewed to document issues related to design and construction of driven pile foundations. Given the soft and compressible marine clays in the Boston area, driven pile f...

The General Education Astronomy Source (GEAS) Project: Extending the Reach of Astronomy Education

NASA Astrophysics Data System (ADS)

Vogt, N. P.; Muise, A. S.

2014-07-01

We present a set of NASA and NSF sponsored resources to aid in teaching astronomy remotely and in the classroom at the college level, with usage results for pilot groups of students. Our goal is to increase the accessibility of general education science coursework to underserved populations nationwide. Our materials are available for use without charge, and we are actively looking for pilot instructors. Primary components of our program include an interactive online tutorial program with over 12,000 questions, an instructor review interface, a set of hands-on and imaging- and spectra-driven laboratory exercises, including video tutorials, and interviews with diverse individuals working in STEM fields to help combat stereotypes. We discuss learning strategies often employed by students without substantial scientific training and suggest ways to incorporate them into a framework based on the scientific method and techniques for data analysis, and we compare cohorts of in-class and distance-education students.

Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology.

PubMed

Kowalski, Jennifer R; Hoops, Geoffrey C; Johnson, R Jeremy

2016-01-01

Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members' research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tuberculosis enzyme activity and neural signaling using fluorescent molecules. Each CURE laboratory involved multiple experimental phases and culminated in novel, open-ended, and reiterative student-driven research projects. Course assessments showed CURE participation increased students' experimental design skills, attitudes and confidence about research, perceived understanding of the scientific process, and interest in science, technology, engineering, and mathematics disciplines. More than 75% of CURE students also engaged in independent scientific research projects, and faculty CURE contributors saw substantial increases in research productivity, including increased undergraduate student involvement and academic outputs. Our collaborative CUREs demonstrate the advantages of multicourse CUREs for achieving increased faculty research productivity and traditional CURE-associated student learning and attitude gains. Our collaborative CURE design represents a novel CURE model for ongoing laboratory reform that benefits both faculty and students. © 2016 J. R. Kowalski et al. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A randomized, controlled trial to teach middle school children to recognize stroke and call 911: the kids identifying and defeating stroke project.

PubMed

Morgenstern, Lewis B; Gonzales, Nicole R; Maddox, Katherine E; Brown, Devin L; Karim, Asha P; Espinosa, Nina; Moyé, Lemuel A; Pary, Jennifer K; Grotta, James C; Lisabeth, Lynda D; Conley, Kathleen M

2007-11-01

Underutilization of acute stroke therapy is driven by delay to hospital arrival. We present the primary results of a pilot, randomized, controlled trial to encourage calling 911 for witnessed stroke among middle school children and their parents. This project occurred in Corpus Christi, an urban Texas community of 325,000. Three intervention and 3 control schools were randomly selected. The intervention contained 12 hours of classroom instruction divided among sixth, seventh, and eighth grades. Parents were educated indirectly through homework assignments. Two-sample t tests were used to compare pretest and posttest responses. Domain 1 test questions involved stroke pathophysiology. Intervention students improved from 29% to 34% correct; control students changed from 28% to 25%. Domain 2 test questions involved stroke symptom knowledge. Intervention school students changed from 28% correct to 43%; control school students answered 25% correctly on the pretest and 29% on the posttest. Domain 3 test questions involved what to do for witnessed stroke. Intervention school students answered 36% of questions correctly on the pretest and 54% correctly on the posttest, whereas control students changed from 32% correct to 34%. A comparison of change in the mean proportion correct over time between intervention and control students was P<0.001 for each of the 3 individual domains. A poor parental response rate impaired the ability to assess parental improvement. A scientific, theory-based, educational intervention can potentially improve intent to call 911 for stroke among middle school children. A different mechanism is needed to effectively diffuse the curriculum to parents.

Improving the Perception of Self-Sufficiency towards Creative Drama

ERIC Educational Resources Information Center

Pekdogan, Serpil; Korkmaz, Halil Ibrahim

2016-01-01

The purpose of this study is to investigate the effects of a Creative Drama Based Perception of Self-sufficiency Skills Training Program on 2nd grade bachelor degree students' (who are attending a preschool teacher training program) perception of self-sufficiency. This is a quasi-experimental study. Totally 50 students were equally divided into…

Why Johnny can't reengineer health care processes with information technology.

PubMed

Webster, C; McLinden, S; Begler, K

1995-01-01

Many educational institutions are developing curricula that integrate computer and business knowledge and skills concerning a specific industry, such as banking or health care. We have developed a curriculum that emphasizes, equally, medical, computer, and business management concepts. Along the way we confronted a formidable obstacle, namely the domain specificity of the reference disciplines. Knowledge within each domain is sufficiently different from other domains that it reduces the leverage of building on preexisting knowledge and skills. We review this problem from the point of view of cognitive science (in particular, knowledge representation and machine learning) to suggest strategies for coping with incommensurate domain ontologies. These strategies include reflective judgment, implicit learning, abstraction, generalization, analogy, multiple inheritance, project-orientation, selectivity, goal- and failure-driven learning, and case- and story-based learning.

Guide to a Student-Family-School-Community Partnership: Using a Student & Data Driven Process to Improve School Environments & Promote Student Success

ERIC Educational Resources Information Center

Burgoa, Carol; Izu, Jo Ann

2010-01-01

This guide presents a data-driven, research-based process--referred to as the "school-community forum process"--for increasing youth voice, promoting resilience, strengthening adult-youth connections, and ultimately, for improving schools. It uses a "student listening circle"--a special type of focus group involving eight to…

Transforming Barriers into Bridges: The Benefits of a Student-Driven Accessibility Planning Committee. Practice Brief

ERIC Educational Resources Information Center

Cragg, Stephanie J.; Carter, Irene; Nikolova, Kristina

2013-01-01

The School of Social Work and Disability Studies Accessibility Planning Committee (APC) is a student-driven initiative that has been in existence for over 10 years. This practice brief looked at the committee through interviews with faculty and student members. The investigation aimed to determine whether the benefits of having a student-driven…

Integrating Undergraduate Students in Faculty-Driven Motor Behavior Research

ERIC Educational Resources Information Center

Robinson, Leah E.

2013-01-01

This article described the faculty-sponsored, faculty-driven approach to undergraduate research (UGR) at Auburn University. This approach is centered around research in the Pediatric Movement and Physical Activity Laboratory, and students can get elective course credit for their participation in UGR. The article also describes how students' roles…

How much are Chevrolet Volts in The EV Project driven in EV Mode?

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

Smart, John

2013-08-01

This report summarizes key conclusions from analysis of data collected from Chevrolet Volts participating in The EV Project. Topics include how many miles are driven in EV mode, how far vehicles are driven between charging events, and how much energy is charged from the electric grid per charging event.

The delta cooperative model: a dynamic and innovative team-work activity to develop research skills in microbiology.

PubMed

Rios-Velazquez, Carlos; Robles-Suarez, Reynaldo; Gonzalez-Negron, Alberto J; Baez-Santos, Ivan

2006-05-01

The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student's perception of the workshops' effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student's knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.

Using a Modified Argument-Driven Inquiry to Promote Elementary School Students' Engagement in Learning Science and Argumentation

ERIC Educational Resources Information Center

Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R

2016-01-01

This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n?=?36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the…

Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning.

ERIC Educational Resources Information Center

Renzulli, Joseph S.; Gentry, Marcia; Reis, Sally M.

This guidebook provides a rationale and guidelines for implementing a student-driven learning approach using enrichment clusters. Enrichment clusters allow students who share a common interest to meet each week to produce a product, performance, or targeted service based on that common interest. Chapter 1 discusses different models of learning.…

Closing the Loop: How We Better Serve Our Students through a Comprehensive Assessment Process

ERIC Educational Resources Information Center

Arcario, Paul; Eynon, Bret; Klages, Marisa; Polnariev, Bernard A.

2013-01-01

Outcomes assessment is often driven by demands for accountability. LaGuardia Community College's outcomes assessment model has advanced student learning, shaped academic program development, and created an impressive culture of faculty-driven assessment. Our inquiry-based approach uses ePortfolios for collection of student work and demonstrates…

Engaging Students with Autism Spectrum Disorder in Research through Participant-Driven Photo-Elicitation Research Technique

ERIC Educational Resources Information Center

Danker, Joanne; Strnadová, Iva; Cumming, Therese M.

2017-01-01

Participant-driven photo-elicitation, a visual research technique, is commonly used with marginalised and vulnerable groups of individuals. Reflections on the use of this technique are illustrated through a study examining the conceptualisation of student wellbeing from the perspectives of teachers, parents, and students with autism spectrum…

Do Business Students' Culturally Anchored Values Shape Student-Driven or Teacher-Driven Learning Style Preferences?

ERIC Educational Resources Information Center

Mitsis, Ann; Foley, Patrick W.

2009-01-01

University education is part of a globally competitive service industry and contributes more to Australia's export earnings than agriculture. This article argues that a deeper understanding of diverse cultural student groups is important for Australian and other universities that wish to differentiate their education service offerings by…

A framework for a process-driven common foundation programme for graduates.

PubMed

Jasper, M; Rolfe, G

1993-10-01

This paper discusses some of the problems encountered in writing a shortened Common Foundation Programme in nursing for graduates, and outlines a course which takes as its starting point the particular educational needs and requirements of the student group. Thus, the first question to be addressed by the curriculum writers when designing the course was "How can we teach these students?", rather than "What can we teach them?". The resulting process-driven course is heavily influenced by the student-centred philosophy of Carl Rogers, and utilizes a variety of large- and small-group methods to facilitate the students in gradually taking responsibility for, and making decisions about, their learning needs. The paper continues with some strategies for ensuring a smooth transition from a tutor-led, syllabus-driven start to the course, to a student-led, process-driven finish for both the theoretical and clinical components, and for the assessment schedule. Finally, a student-centred approach to evaluation is briefly outlined, and the paper concludes by suggesting that the principles employed in designing and implementing this course could be successfully transferred to a wide variety of other educational settings.

Correlation, necessity, and sufficiency: Common errors in the scientific reasoning of undergraduate students for interpreting experiments.

PubMed

Coleman, Aaron B; Lam, Diane P; Soowal, Lara N

2015-01-01

Gaining an understanding of how science works is central to an undergraduate education in biology and biochemistry. The reasoning required to design or interpret experiments that ask specific questions does not come naturally, and is an essential part of the science process skills that must be learned for an understanding of how scientists conduct research. Gaps in these reasoning skills make it difficult for students to become proficient in reading primary scientific literature. In this study, we assessed the ability of students in an upper-division biochemistry laboratory class to use the concepts of correlation, necessity, and sufficiency in interpreting experiments presented in a format and context that is similar to what they would encounter when reading a journal article. The students were assessed before and after completion of a laboratory module where necessary vs. sufficient reasoning was used to design and interpret experiments. The assessment identified two types of errors that were commonly committed by students when interpreting experimental data. When presented with an experiment that only establishes a correlation between a potential intermediate and a known effect, students frequently interpreted the intermediate as being sufficient (causative) for the effect. Also, when presented with an experiment that tests only necessity for an intermediate, they frequently made unsupported conclusions about sufficiency, and vice versa. Completion of the laboratory module and instruction in necessary vs. sufficient reasoning showed some promise for addressing these common errors. © 2015 The International Union of Biochemistry and Molecular Biology.

Human factors simulation in construction management education

NASA Astrophysics Data System (ADS)

Jaeger, M.; Adair, D.

2010-06-01

Successful construction management depends primarily on the representatives of the involved construction project parties. In addition to effective application of construction management tools and concepts, human factors impact significantly on the processes of any construction management endeavour. How can human factors in construction management be taught effectively? Although simulations are applied in construction management education, they have not incorporated human factors sufficiently. The focus on human factors as part of the simulation of construction management situations increases students' learning effectiveness within a cross-cultural teaching setting. This paper shows the development of discrete-event human factors in construction management simulation. A description of the source code is given. Learning effectiveness in a cross-cultural education setting was analysed by evaluating data obtained through student questionnaire surveys. The mean score obtained by the students using the simulator was 32% better than those not exposed to the simulator. The spread of results was noticeably greater for the students not exposed to the simulator. The human factors simulation provides an effective means to teach students the complexities and dynamics of interpersonal relationships in construction management.

In Vivo Time-Lapse Imaging in the Zebrafish Lateral Line: A Flexible, Open-Ended Research Project for an Undergraduate Neurobiology Laboratory Course.

PubMed

Marra, Molly H; Tobias, Zachary J C; Cohen, Hannah R; Glover, Greta; Weissman, Tamily A

2015-01-01

The lateral line sensory system in fish detects movements in the water and allows fish to respond to predators, prey, and other stimuli. As the lateral line forms in the first two days of zebrafish development, axons extend caudally along the lateral surface of the fish, eventually forming synapses with hair cells of neuromasts. Growing lateral line axons are located superficially under the skin and can be labeled in living zebrafish using fluorescent protein expression. This system provides a relatively straightforward approach for in vivo time-lapse imaging of neuronal development in an undergraduate setting. Here we describe an upper-level neurobiology laboratory module in which students investigate aspects of axonal development in the zebrafish lateral line system. Students learn to handle and image living fish, collect time-lapse videos of moving mitochondria, and quantitatively measure mitochondrial dynamics by generating and analyzing kymographs of their movements. Energy demands may differ between axons with extending growth cones versus axons that have already reached their targets and are forming synapses. Since relatively little is known about this process in developing lateral line axons, students generate and test their own hypotheses regarding how mitochondrial dynamics may differ at two different time points in axonal development. Students also learn to incorporate into their analysis a powerful yet accessible quantitative tool, the kymograph, which is used to graph movement over time. After students measure and quantify dynamics in living fish at 1 and 2 days post fertilization, this module extends into independent projects, in which students can expand their studies in a number of different, inquiry-driven directions. The project can also be pared down for courses that wish to focus solely on the quantitative analysis (without fish handling), or vice versa. This research module provides a useful approach for the design of open-ended laboratory research projects that integrate the scientific process into undergraduate Biology courses, as encouraged by the AAAS and NSF Vision and Change Initiative.

Using a Web-based GIS to Teach Problem-based Science in High School and College

NASA Astrophysics Data System (ADS)

Metzger, E.; Lenkeit Meezan, , K. A.; Schmidt, C.; Taketa, R.; Carter, J.; Iverson, R.

2008-12-01

Foothill College has partnered with San Jose State University to bring GIS web mapping technology to the high school and college classroom. The project consists of two parts. In the first part, Foothill and San Jose State University have teamed up to offer classes on building and maintaining Web based Geographic Information Systems (GIS). Web-based GIS such as Google Maps, MapQuest and Yahoo Maps have become ubiquitous, and the skills to build and maintain these systems are in high demand from many employers. In the second part of the project, high school students will be able to learn about Web GIS as a real world tool used by scientists. The students in the Foothill College/San Jose State class will build their Web GIS using scientific data related to the San Francisco/San Joaquin Delta region, with a focus on watersheds, biodiversity and earthquake hazards. This project includes high school level curriculum development that will tie in to No Child Left Behind and National Curriculum Standards in both Science and Geography, and provide workshops for both pre-and in- service teachers in the use of Web GIS-driven course material in the high school classroom. The project will bring the work of professional scientists into any high school classroom with an internet connection; while simultaneously providing workforce training in high demand technology based jobs.

Recovery Act: Web-based CO{sub 2} Subsurface Modeling

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

Paolini, Christopher; Castillo, Jose

2012-11-30

The Web-based CO{sub 2} Subsurface Modeling project focused primarily on extending an existing text-only, command-line driven, isothermal and isobaric, geochemical reaction-transport simulation code, developed and donated by Sienna Geodynamics, into an easier-to-use Web-based application for simulating long-term storage of CO{sub 2} in geologic reservoirs. The Web-based interface developed through this project, publically accessible via URL http://symc.sdsu.edu/, enables rapid prototyping of CO{sub 2} injection scenarios and allows students without advanced knowledge of geochemistry to setup a typical sequestration scenario, invoke a simulation, analyze results, and then vary one or more problem parameters and quickly re-run a simulation to answer what-if questions.more » symc.sdsu.edu has 2x12 core AMD Opteron™ 6174 2.20GHz processors and 16GB RAM. The Web-based application was used to develop a new computational science course at San Diego State University, COMP 670: Numerical Simulation of CO{sub 2} Sequestration, which was taught during the fall semester of 2012. The purpose of the class was to introduce graduate students to Carbon Capture, Use and Storage (CCUS) through numerical modeling and simulation, and to teach students how to interpret simulation results to make predictions about long-term CO{sub 2} storage capacity in deep brine reservoirs. In addition to the training and education component of the project, significant software development efforts took place. Two computational science doctoral and one geological science masters student, under the direction of the PIs, extended the original code developed by Sienna Geodynamics, named Sym.8. New capabilities were added to Sym.8 to simulate non-isothermal and non-isobaric flows of charged aqueous solutes in porous media, in addition to incorporating HPC support into the code for execution on many-core XSEDE clusters. A successful outcome of this project was the funding and training of three new computational science students and one geological science student in technologies relevant to carbon sequestration and problems involving flow in subsurface media. The three computational science students are currently finishing their doctorial studies on different aspects of modeling CO{sub 2} sequestration, while the geological science student completed his master’s thesis in modeling the thermal response of CO{sub 2} injection in brine and, as a direct result of participation in this project, is now employed at ExxonMobil as a full-time staff geologist.« less

Measuring Teaching Quality and Student Engagement in South Korea and The Netherlands

ERIC Educational Resources Information Center

van de Grift, Wim J. C. M.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle

2017-01-01

Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the factor loadings and intercepts of the scales are the…

A Community-Driven Intervention in Tuftonboro, New Hampshire, Succeeds in Altering Water Testing Behavior.

PubMed

Paul, Michael P; Rigrod, Pierce; Wingate, Steve; Borsuk, Mark E

2015-12-01

Maximum contaminant levels created by the U.S. Environmental Protection Agency under the Safe Drinking Water Act do not apply to private wells. Rather, the onus is on individual households to undertake regular water testing. Several barriers exist to testing and treating water from private wells, including a lack of awareness about both well water as a potential source of contaminants and government-recommended water testing schedules; a health literacy level that may not be sufficient to interpret complex environmental health messages; the inconvenience of water testing; the financial costs of testing and treatment; and a myriad of available treatment options. The existence of these barriers is problematic because well water can be a source of hazardous contaminants. This article describes an initiative--undertaken by the Tuftonboro (New Hampshire) Conservation Commission, with support from state agencies and a research program at Dartmouth College--to increase water testing rates in a rural region with a relatively high number of wells. The project prompted more water tests at the state laboratory in one day than in the prior six years. This suggests that community-driven, collaborative efforts to overcome practical barriers could be successful at raising testing rates and ultimately improving public health.

Of taps and toilets: quasi-experimental protocol for evaluating community-demand-driven projects.

PubMed

Pattanayak, Subhrendu K; Poulos, Christine; Yang, Jui-Chen; Patil, Sumeet R; Wendland, Kelly J

2009-09-01

Sustainable and equitable access to safe water and adequate sanitation are widely acknowledged as vital, yet neglected, development goals. Water supply and sanitation (WSS) policies are justified because of the usual efficiency criteria, but also major equity concerns. Yet, to date there are few scientific impact evaluations showing that WSS policies are effective in delivering social welfare outcomes. This lack of an evaluation culture is partly because WSS policies are characterized by diverse mechanisms, broad goals and the increasing importance of decentralized delivery, and partly because programme administrators are unaware of appropriate methods. We describe a protocol for a quasi-experimental evaluation of a community-demand-driven programme for water and sanitation in rural India, which addresses several evaluation challenges. After briefly reviewing policy and implementation issues in the sector, we describe key features of our protocol, including control group identification, pre-post measurement, programme theory, sample sufficiency and robust indicators. At its core, our protocol proposes to combine propensity score matching and difference-in-difference estimation. We conclude by briefly summarizing how quasi-experimental impact evaluations can address key issues in WSS policy design and when such evaluations are needed.

Data-Driven Exercises for Chemistry: A New Digital Collection

ERIC Educational Resources Information Center

Grubbs, W. Tandy

2007-01-01

The analysis presents a new digital collection for various data-driven exercises that are used for teaching chemistry to the students. Such methods are expected to help the students to think in a more scientific manner.

Controversy in Biology Classrooms-Citizen Science Approaches to Evolution and Applications to Climate Change Discussions.

PubMed

Yoho, Rachel A; Vanmali, Binaben H

2016-03-01

The biological sciences encompass topics considered controversial by the American public, such as evolution and climate change. We believe that the development of climate change education in the biology classroom is better informed by an understanding of the history of the teaching of evolution. A common goal for science educators should be to engender a greater respect for and appreciation of science among students while teaching specific content knowledge. Citizen science has emerged as a viable yet underdeveloped method for engaging students of all ages in key scientific issues that impact society through authentic data-driven scientific research. Where successful, citizen science may open avenues of communication and engagement with the scientific process that would otherwise be more difficult to achieve. Citizen science projects demonstrate versatility in education and the ability to test hypotheses by collecting large amounts of often publishable data. We find a great possibility for science education research in the incorporation of citizen science projects in curriculum, especially with respect to "hot topics" of socioscientific debate based on our review of the findings of other authors. Journal of Microbiology & Biology Education.

Assessing Satisfaction with Selected Student Services Using SERVQUAL, a Market-Driven Model of Service Quality.

ERIC Educational Resources Information Center

Ruby, Carl A.

1998-01-01

Demonstrates how the use of SERVQUAL, a market-driven assessment model adapted from business, can be used to study student satisfaction with four areas of support services hypothetically related to enrollment management. The sample included 748 students enrolled in general education courses at ten different private institutions. (Contains 27…

Orchestrating the Move to Student-Driven Learning

ERIC Educational Resources Information Center

Kallick, Bena; Zmuda, Allison

2017-01-01

"We might view the movement from teacher-directed to student-driven learning as a set of controls, much like the controls on an audio sound board," write Bena Kallick and Allison Zmuda. For each element of personalization, the teacher can turn the volume up or down, amplifying or reducing the amount of student agency depending on the…

Using Service-Learning Projects to Jump Start Research at Small Institutions

NASA Astrophysics Data System (ADS)

Ongley, L. K.; Spigel, K.; Olin, J.

2010-12-01

Geoscientists at small institutions must frequently be very creative about funding and conducting research. High teaching loads, tuition-driven budgets, and a dearth of geosciences colleagues all contribute challenges to an intellectual life that includes research as a scholarship endeavor. Fortunately, service-learning can be used as a multi-purpose pedagogical technique. Unity College is a very small environmentally-focused undergraduate institution in rural Maine with a student population of less than 600 students. Our students really appreciate learning in the field and through participation in projects that impact the communities in which they live and study. Our Environmental Science (geosciences) and Environmental Analysis (chemistry) majors have been showing increasing interest in pursuing graduate school and independent projects in greater and greater depth. In the past 5 years we have had a complete turn-over in geoscience and chemistry faculty (2 persons), a shift that has brought new ideas to campus and a different idea about importance of research. Unity College has always been a big proponent of community-based projects so the extension to service learning as a pedagogical technique has been smooth. A wide variety of towns, schools, land trusts, pond associations and other groups approach Unity College with project ideas. We are best equipped to handle suggestions that relate to environmental chemistry and to lake sedimentation owing to the research interests of our geoscience faculty. We present two examples of ways to sequence student work that ultimately end in student/faculty research projects. Sophomores in the Unity College Environmental Stewardship Core curriculum may choose to take a course that introduces lake sedimentation as a tool to study environmental change. Students in the course take several sediment cores to analyze proxies of environmental change to reconstruct past environments. The final results are reported to the community client. Other sediment cores are preserved for upper-level students to use as detailed independent studies or senior thesis projects. In time, there will be enough data from enough lakes in the area to build a detailed picture of environmental change in this region of Maine and to predict expected impacts of climate change. The community clients for project of this type include Friends of Lake Winnecook and the Sebasticook Regional Land Trust. Over the past four years Environmental Analysis students have been working on arsenic in drinking water systems. Students have performed literature reviews, evaluated field techniques for analysis of arsenic in water and looked for diurnal variation in arsenic concentrations in a domestic water well. Next spring, one general chemistry lab section will set up and run “Arsenic Days”, a community event to which residents may bring a water sample for analysis of arsenic and other water quality parameters. This will provide a large dataset to assess the overall water quality in the three aquifers present in Unity, Maine. Some of this work is applicable to global water quality problems. The “clients” for this work include Chemists Without Borders and the Unity Barnraisers. In each case, the results of the research have been reported at various professional meetings as well as to the “client”.

Research Experiences in Community College Science Programs

NASA Astrophysics Data System (ADS)

Beauregard, A.

2011-12-01

The benefits of student access to scientific research opportunities and the use of data in curriculum and student inquiry-driven approaches to teaching as effective tools in science instruction are compelling (i.e., Ledley, et al., 2008; Gawel & Greengrove, 2005; Macdonald, et al., 2005; Harnik & Ross. 2003). Unfortunately, these experiences are traditionally limited at community colleges due to heavy faculty teaching loads, a focus on teaching over research, and scarce departmental funds. Without such hands-on learning activities, instructors may find it difficult to stimulate excitement about science in their students, who are typically non-major and nontraditional. I present two different approaches for effectively incorporating research into the community college setting that each rely on partnerships with other institutions. The first of these is a more traditional approach for providing research experiences to undergraduate students, though such experiences are limited at community colleges, and involves student interns working on a research project under the supervision of a faculty member. Specifically, students participate in a water quality assessment study of two local bayous. Students work on different aspects of the project, including water sample collection, bio-assay incubation experiments, water quality sample analysis, and collection and identification of phytoplankton. Over the past four years, nine community college students, as well as two undergraduate students and four graduate students from the local four-year university have participated in this research project. Aligning student and faculty research provides community college students with the unique opportunity to participate in the process of active science and contribute to "real" scientific research. Because students are working in a local watershed, these field experiences provide a valuable "place-based" educational opportunity. The second approach links cutting-edge oceanographic research with my community college students by partnering with a research oceanographer. Through this partnership, students have had access to an active oceanographic researcher through classroom visits, use of data in curriculum, and research/cruise progress updates. With very little research activity currently going on at the community college, this "window" into scientific research is invaluable. Another important aspect of this project is the development of a summer internship program that has allowed four community college students to work directly with an oceanographer in her lab for ten weeks. This connection of community college students with world-class scientists in the field promotes better understanding of research and potentially may encourage more students to major in the sciences. In either approach, the interaction with scientists at different stages of their careers, from undergraduate and graduate students at universities to post docs and research scientists, also provides community college students with the opportunity to gain insight into possible career pathways. For both majors and non-majors, a key outcome of such experiences will be gaining experience in using inquiry and reasoning through the scientific method and becoming comfortable with data and technology.

Exploration of the Moon and Asteroids by Secondary Students

NASA Astrophysics Data System (ADS)

Shaner, A. J.; Bakerman, M. N.; Buxner, S.

2016-12-01

Since 2014, the Exploration of the Moon and Asteroids by Secondary Students, or ExMASS, program provides an opportunity for students to participate in authentic scientific research. The ExMASS program is an effort managed by the Center for Lunar Science and Exploration (CLSE). Led by the Lunar and Planetary Institute and Johnson Space Center, CLSE is one of nine teams comprising NASA's Solar System Exploration Research Virtual Institute (SSERVI). Over the course of one academic year, 10 teams of U.S. high school students conduct their own scientific investigations of Earth's Moon, or asteroids, with guidance from a scientist advisor. The program includes two elements: 1) two guided-inquiry introductory research activities that builds student knowledge of current lunar/asteroid science and lunar/asteroid data, and 2) an open-inquiry research project in which the students apply their knowledge to a self-defined project. Because the research is student-driven, it is not necessarily original research; original research is therefore not required. However, one team's research has been published in a professional journal. At the end of the school year, teams submit an abstract and research poster which are scored by a panel a judges. The top four scoring teams gather virtually to give short presentations to the judges. After presentations and time for Q&A, the judges choose one team to present in person at the Exploration Science Forum (ESF). The posters of all finalist schools are displayed at the ESF. The ExMASS program is evaluated by collecting data on changes in students' lunar/asteroid content knowledge, student attitudes toward science and science careers, and student perceptions of the processes of science in which their team participated. Exit surveys for teachers, students, and advisors are also distributed at the end of each program year to gather general feedback about the program and its impact. Results of this data from the first two years of the ExMASS program (2014 and 2015) will be discussed.

Improving Scientific Research and Writing Skills through Peer Review and Empirical Group Learning †

PubMed Central

Senkevitch, Emilee; Smith, Ann C.; Marbach-Ad, Gili; Song, Wenxia

2011-01-01

Here we describe a semester-long, multipart activity called “Read and wRite to reveal the Research process” (R3) that was designed to teach students the elements of a scientific research paper. We implemented R3 in an advanced immunology course. In R3, we paralleled the activities of reading, discussion, and presentation of relevant immunology work from primary research papers with student writing, discussion, and presentation of their own lab findings. We used reading, discussing, and writing activities to introduce students to the rationale for basic components of a scientific research paper, the method of composing a scientific paper, and the applications of course content to scientific research. As a final part of R3, students worked collaboratively to construct a Group Research Paper that reported on a hypothesis-driven research project, followed by a peer review activity that mimicked the last stage of the scientific publishing process. Assessment of student learning revealed a statistically significant gain in student performance on writing in the style of a research paper from the start of the semester to the end of the semester. PMID:23653760

Models for Experimental High Density Housing

NASA Astrophysics Data System (ADS)

Bradecki, Tomasz; Swoboda, Julia; Nowak, Katarzyna; Dziechciarz, Klaudia

2017-10-01

The article presents the effects of research on models of high density housing. The authors present urban projects for experimental high density housing estates. The design was based on research performed on 38 examples of similar housing in Poland that have been built after 2003. Some of the case studies show extreme density and that inspired the researchers to test individual virtual solutions that would answer the question: How far can we push the limits? The experimental housing projects show strengths and weaknesses of design driven only by such indexes as FAR (floor attenuation ratio - housing density) and DPH (dwellings per hectare). Although such projects are implemented, the authors believe that there are reasons for limits since high index values may be in contradiction to the optimum character of housing environment. Virtual models on virtual plots presented by the authors were oriented toward maximising the DPH index and DAI (dwellings area index) which is very often the main driver for developers. The authors also raise the question of sustainability of such solutions. The research was carried out in the URBAN model research group (Gliwice, Poland) that consists of academic researchers and architecture students. The models reflect architectural and urban regulations that are valid in Poland. Conclusions might be helpful for urban planners, urban designers, developers, architects and architecture students.

Astronomical Data in Undergraduate courses

NASA Astrophysics Data System (ADS)

Clarkson, William I.; Swift, Carrie; Hughes, Kelli; Burke, Christopher J. F.; Burgess, Colin C.; Elrod, Aunna V.; Howard, Brittany; Stahl, Lucas; Matzke, David; Bord, Donald J.

2016-06-01

We present status and plans for our ongoing efforts to develop data analysis and problem-solving skills through Undergraduate Astronomy instruction. While our initiatives were developed with UM-Dearborn’s student body primarily in mind, they should be applicable for a wide range of institution and of student demographics. We focus here on two strands of our effort.Firstly, students in our Introductory Astronomy (ASTR 130) general-education course now perform several “Data Investigations”, in which they interrogate the Hubble Legacy Archive to illustrate important course concepts. This was motivated in part by the realization that typical public data archives now include tools to interrogate the observations that are sufficiently accessible that introductory astronomy students can use them to perform real science, albeit mostly at a descriptive level. We are continuing to refine these investigations, and, most importantly, to critically assess their effectiveness in terms of the student learning outcomes we wish to achieve. This work is supported by grant HST-EO-13758, provided by NASA through a grant from the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.Secondly, at the advanced-undergraduate level, students taking courses in our Astronomy minor are encouraged to gain early experience in techniques of astronomical observation and analysis that are used by professionals. We present two example projects from the Fall 2015 iteration of our upper-division course ASTR330 (The Cosmic Distance Ladder), one involving Solar System measurements, the second producing calibrated aperture photometry. For both projects students conducted, analysed, and interpreted observations using our 0.4m campus telescope, and used many of the same analysis tools as professional astronomers. This work is supported partly from a Research Initiation and Seed grant from the University of Michigan-Dearborn.

Providing Opportunities for Interdisciplinary Research through Partnering two Undergraduate Research Programs: RESESS and SOARS

NASA Astrophysics Data System (ADS)

Pandya, R. E.; Eriksson, S. C.

2005-12-01

Undergraduate research provides a unique opportunity to explore scientifically novel questions, particularly those at the intersection of disciplines. This opportunity should be balanced with the need to provide the strong discipline-based training that undergraduate students require to continue their academic careers. This need for balance is especially acute for students from groups who are historically under-represented in geosciences; their status as minorities and women makes them especially vulnerable to the devaluing of their research if it isn't along traditional lines. Combining undergraduate research with a strong, diverse learning community is one way to balance the opportunity of interdisciplinary research with the need for depth of understanding in a field. In this model, students individually pursue focused research in partnership with a particular scientist as they work collaboratively across disciplines to prepare scientific papers, presentations, and posters to share the results of their research. Over time, programmatic success can even help insulate students from the risks of interdisciplinary work. Research Experience for Students in Solid Earth Science (RESESS) and Significant Opportunities in Atmospheric Science (SOARS) implement this approach. SOARS is a program with a 10-year history in the atmospheric science; RESESS is a new program focused on Solid Earth Sciences. The two currently collaborate by merging their learning communities while maintaining distinct research focuses. While still in the pilot phase of partnering, initial discussions by the student participants indicate a growing awareness of potential for cross-disciplinary collaboration. In fact, two projects, both by graduate students who have participated for multiple summers, straddle the disciplines of geology and meteorology. One project characterized dust storms in the Southwest US using remote sensing, and a second project studied wind-driven migration of sand dunes on the Navajo Nation. Based on the RESESS/SOARS partnership in 2005 and plans for a three-year collaboration, we describe the ongoing process of navigating the partnership and developing a cohesive learning community. We also provide evidence of the growing acceptance of interdisciplinary research within the SOARS and RESESS students and the scientists who work with them.

Teaching the basics of electricity using a flexible piezoelectric generator

NASA Astrophysics Data System (ADS)

Seveno, R.; Dufay, T.; El Gibari, M.; Guiffard, B.; Li, H. W.; Morsli, S.; Pichon, A.; Tanguy, E.

2018-07-01

Lecturer-researchers, because of the duality of their profession, can introduce students directly to their research. Stimulating student interest through practical research topics enables students to see the relevance of the teaching/learning process and thereby enhance their motivation. As a major societal issue, research on renewable energies is held in great esteem, particularly among young students with a strong interest in environmental issues. The work presented here relates to the realization of a practical class on the testing of a flexible piezoelectric generator studied as part of the ‘N-air-J’ regional research project. The particular characteristic of piezoelectric materials is that they produce electricity when compressed, which means that they can be used in energy recovery devices. The electrical model associated with this type of generator, consisting of an ideal current source in parallel with a linear capacitor and a load resistor, is sufficiently simple to understand following a course on electricity for first-year university students. High school students in their first year of a science and laboratory technology baccalaureate in France have already taken this practical class as part of a dissemination campaign on scientific culture.

Towards Adaptive Educational Assessments: Predicting Student Performance using Temporal Stability and Data Analytics in Learning Management Systems

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

Thakur, Gautam; Olama, Mohammed M; McNair, Wade

Data-driven assessments and adaptive feedback are becoming a cornerstone research in educational data analytics and involve developing methods for exploring the unique types of data that come from the educational context. For example, predicting college student performance is crucial for both the students and educational institutions. It can support timely intervention to prevent students from failing a course, increasing efficacy of advising functions, and improving course completion rate. In this paper, we present our efforts in using data analytics that enable educationists to design novel data-driven assessment and feedback mechanisms. In order to achieve this objective, we investigate temporal stabilitymore » of students grades and perform predictive analytics on academic data collected from 2009 through 2013 in one of the most commonly used learning management systems, called Moodle. First, we have identified the data features useful for assessments and predicting student outcomes such as students scores in homework assignments, quizzes, exams, in addition to their activities in discussion forums and their total Grade Point Average(GPA) at the same term they enrolled in the course. Second, time series models in both frequency and time domains are applied to characterize the progression as well as overall projections of the grades. In particular, the model analyzed the stability as well as fluctuation of grades among students during the collegiate years (from freshman to senior) and disciplines. Third, Logistic Regression and Neural Network predictive models are used to identify students as early as possible who are in danger of failing the course they are currently enrolled in. These models compute the likelihood of any given student failing (or passing) the current course. The time series analysis indicates that assessments and continuous feedback are critical for freshman and sophomores (even with easy courses) than for seniors, and those assessments may be provided using the predictive models. Numerical results are presented to evaluate and compare the performance of the developed models and their predictive accuracy. Our results show that there are strong ties associated with the first few weeks for coursework and they have an impact on the design and distribution of individual modules.« less

Tensor sufficient dimension reduction

PubMed Central

Zhong, Wenxuan; Xing, Xin; Suslick, Kenneth

2015-01-01

Tensor is a multiway array. With the rapid development of science and technology in the past decades, large amount of tensor observations are routinely collected, processed, and stored in many scientific researches and commercial activities nowadays. The colorimetric sensor array (CSA) data is such an example. Driven by the need to address data analysis challenges that arise in CSA data, we propose a tensor dimension reduction model, a model assuming the nonlinear dependence between a response and a projection of all the tensor predictors. The tensor dimension reduction models are estimated in a sequential iterative fashion. The proposed method is applied to a CSA data collected for 150 pathogenic bacteria coming from 10 bacterial species and 14 bacteria from one control species. Empirical performance demonstrates that our proposed method can greatly improve the sensitivity and specificity of the CSA technique. PMID:26594304

CUREs in biochemistry—where we are and where we should go

PubMed Central

Bell, Jessica K.; Eckdahl, Todd T.; Hecht, David A.; Killion, Patrick J.; Latzer, Joachim; Mans, Tamara L.; Rakus, John F.; Siebrasse, Erica A.; Ellis Bell, J.

2016-01-01

Abstract Integration of research experience into classroom is an important and vital experience for all undergraduates. These course‐based undergraduate research experiences (CUREs) have grown from independent instructor lead projects to large consortium driven experiences. The impact and importance of CUREs on students at all levels in biochemistry was the focus of a National Science Foundation funded think tank. The state of biochemistry CUREs and suggestions for moving biochemistry forward as well as a practical guide (supplementary material) are reported here. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):7–12, 2017. PMID:27357379

Unconscious memory bias in depression: perceptual and conceptual processes.

PubMed

Watkins, P C; Martin, C K; Stern, L D

2000-05-01

Mood-congruent memory (MCM) bias in depression was investigated using 4 different implicit memory tests. Two of the implicit tests were perceptually driven, and 2 were conceptually driven. Depressed participants and nondepressed controls were assigned to 1 of 4 implicit memory tests after studying positive and negative adjectives. Results showed no MCM bias in the perceptually driven tests. MCM was demonstrated in 1 of the conceptually driven tests, but only for adjectives that were conceptually encoded. Results support the theory that mood-congruent processes in depression are limited to conceptual processing. However, activation of conceptual processes may not be sufficient for demonstrating mood congruency.

Teaching Advanced Leadership Skills in Community Service (ALSCS) to medical students.

PubMed

Goldstein, Adam O; Calleson, Diane; Bearman, Rachel; Steiner, Beat D; Frasier, Pamela Y; Slatt, Lisa

2009-06-01

Inadequate access to health care, lack of health insurance, and significant health disparities reflect crises in health care affecting all of society. Training U.S. physicians to possess not only clinical expertise but also sufficient leadership skills is essential to solve these problems and to effectively improve health care systems. Few models in the undergraduate medical curriculum exist for teaching students how to combine needed leadership competencies with actual service opportunities.The Advanced Leadership Skills in Community Service (ALSCS) selective developed in response to the shortage of leadership models and leadership training for medical students. The ALSCS selective is designed specifically to increase students' leadership skills, with an emphasis on community service. The selective integrates classroom-based learning, hands-on application of learned skills, and service learning. More than 60 medical students have participated in the selective since inception. Short-term outcomes demonstrate an increase in students' self-efficacy around multiple dimensions of leadership skills (e.g., fundraising, networking, motivating others). Students have also successfully completed more than a dozen leadership and community service projects. The selective offers an innovative model of a leadership-skills-based course that can have a positive impact on leadership skill development among medical school students and that can be incorporated into the medical school curriculum.

Constructionism and the space of reasons

NASA Astrophysics Data System (ADS)

Mackrell, Kate; Pratt, Dave

2017-12-01

Constructionism, best known as the framework for action underpinning Seymour Papert's work with Logo, has stressed the importance of engaging students in creating their own products. Noss and Hoyles have argued that such activity enables students to participate increasingly in a web of connections to further their activity. Ainley and Pratt have elaborated that learning is best facilitated when the student is engaged in a purposeful activity that leads to appreciation of the power of mathematical ideas. Constructionism gives prominence to how the learner's logical reasoning and emotion-driven reasons for engagement are inseparable. We argue that the dependence of constructionism upon the orienting framework of constructivism fails to provide sufficient theoretical underpinning for these ideas. We therefore propose an alternative orienting framework, in which learning takes place through initiation into the space of reasons, such that a person's thoughts, actions and feelings are increasingly open to critique and justification. We argue that knowing as responsiveness to reasons encompasses not only the powerful ideas of mathematics and disciplinary knowledge of modes of enquiry but also the extralogical, such as in feelings of the aesthetic, control, excitement, elegance and efficiency. We discuss the implication that mathematics educators deeply consider the learner's reasons for purposeful activity and design settings in which these reasons can be made public and open to critique.

Impact of Alternate Assessment on Curricula for Students with Severe Disabilities: Purpose Driven or Process Driven?

ERIC Educational Resources Information Center

Lowrey, K. Alisa; Drasgow, Erik; Renzaglia, Adelle; Chezan, Laura

2007-01-01

In this article, the authors highlight the impact of alternate assessment on curriculum content for students with severe disabilities. Alternate assessment is a requirement of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and the No Child Left Behind Act (NCLB) of 2001 to ensure that students with the most significant…

Convening Young Leaders for Climate Resilience in New York State

NASA Astrophysics Data System (ADS)

Kretser, J.

2017-12-01

This project, led by The Wild Center, will partner with Cornell Cooperative Extension of Delaware County, the Kurt Hahn Expeditionary Learning School in Brooklyn, and the Alliance for Climate Education to do the following over three years: 1) increase climate literacy and preparedness planning in high school students through place-based Youth Climate Summits in the Adirondacks, Catskills, and New York City; 2) enhance young people's capacity to lead on climate issues through a Youth Climate Leadership Practicum 3) increase teacher comprehension and understanding of climate change through a Teacher Climate Institute and 4) communicate climate change impacts and resilience through student-driven Community Climate Outreach activities. The project will align with New York State's climate resiliency planning by collaborating with the NYS Department of Environmental Conservation Office of Climate (OCC), NYS Energy Research Development Authority (NYSERDA), and NOAA's Climate Program Office to provide accurate scientific information, resources, and tools. This collaboration will result in an increase in understanding of the impacts of climate change in rural (Adirondacks, Catskills) and urban (New York City) regions of New York State; a wider awareness of the threats and vulnerabilities that are associated with a community's location; and a stronger connection between current community resilience initiatives, educators, and youth. All three of the project sites are critically underserved in both climate literacy and action, making addressing the need of these sites to be resilient and proactive in the face of climate change critical. Our model will provide pilot lessons for how youth in both rural and urban areas can draw on local assets to address resiliency in ways appropriate for their own areas, and these lessons may be able to be applied across the United States.The proposed project is informed by best practices and specifically strengthens and replicates The Wild Center's past success with the Adirondack Youth Climate Summit, student leadership, and student-led community outreach for climate awareness - all work that has been tested or piloted over the last seven years.

Patient safety and technology-driven medication - A qualitative study on how graduate nursing students navigate through complex medication administration.

PubMed

Orbæk, Janne; Gaard, Mette; Fabricius, Pia; Lefevre, Rikke S; Møller, Tom

2015-05-01

The technology-driven medication process is complex, involving advanced technologies, patient participation and increased safety measures. Medication administration errors are frequently reported, with nurses implicated in 26-38% of in-hospital cases. This points to the need for new ways of educating nursing students in today's medication administration. To explore nursing students' experiences and competences with the technology-driven medication administration process. 16 pre-graduate nursing students were included in two focus group interviews which were recorded, transcribed and analyzed using the systematic horizontal phenomenological-hermeneutic template methodology. The interviews uncovered that understanding the technologies; professionalism and patient safety are three crucial elements in the medication process. The students expressed positivity and confidence in using technology, but were fearful of committing serious medication errors. From the nursing students' perspective, experienced nurses deviate from existing guidelines, leaving them feeling isolated in practical learning situations. Having an unclear nursing role model for the technology-driven medication process, nursing students face difficulties in identifying and adopting best practices. The impact of using technology on the frequency, type and severity of medication errors; the technologies implications on nursing professionalism and the nurses ability to secure patient adherence to the medication process, still remains to be studied. Copyright © 2014 Elsevier Ltd. All rights reserved.

The enhancement of environmental literacy of High School students within the Sparkling Science project "Traisen w3"

NASA Astrophysics Data System (ADS)

Poppe, Michaela; Zitek, Andreas; Böck, Kerstin; Scheikl, Sigrid; Heidenreich, Andrea; Kurz-Aigner, Roman; Schrittwieser, Martin; Muhar, Susanne

2015-04-01

Environmental literacy is the knowledge necessary to understand the environment as an ecological system. It comprises the insight in the impact of human behaviour on the natural world and the disposition and motivation to apply ones knowledge, skills and insight in order to make environmentally beneficial decisions as rational citizen. The United Nations Environmental Programme states that young people will face major challenges in providing sufficient water and food, generating energy and adapting to climate change in future. Dealing with these challenges will require a major contribution from science and technology. But even more important, it is an issue of education to transfer the required system understanding as a basis to take informed decisions. In this way an education towards environmental literacy contributes significantly to the personal, social, and professional lives of young people, plays therefore a central role in young person`s "preparedness for life", and is a major prerequisite for sustainable development. For the purpose of developing new and engaging forms of learning, "Sparkling Science" projects are funded by the Federal Ministry of Science, Research and Economy in Austria. These projects target at integrating science with school learning by involving young people into scientific research. Within the Sparkling Science Projects "FlussAu:WOW" and" "Traisen.w3" scientists work together with 15-18-year-old students of an Austrian High School over four years. The projects aim to assess and evaluate crucial functions and processes of riverine landscapes particularly considering the floodplain area in near natural and anthropogenically changed landscapes. Within the first project "FlussAu:WOW" (2012-2014), students and scientists elaborated on indicators for assessing and evaluating the ecological functionality of floodplains and rivers. In a case study in the "Traisen.w3" project (2014-2016), scientists and students will focus at the catchment level of the river Traisen in Lower Austria and investigate ecological and cultural ecosystem services in these river landscapes. From the second year on (2014), students are going to develop qualitative causal models on processes in river floodplain systems by means of the learning software "DynaLearn". It is an engaging, interactive, hierarchically structured learning environment that was developed within the EU-FP7 project "DynaLearn" (http://www.dynalearn.eu) to capture and simulate cause-effect relationships across disciplines and scales. Students work in small groups and are forced to think about processes and interactions of hydrological, biological, ecological, spatial and societal elements. Within this setting the collaborative problem solving competency is necessary to develop by sharing knowledge, understanding and different perspectives. The students start with building their own causal models, perform simulations and develop scenarios for the development of the catchment. Thus the students' understanding of environmental processes in river landscapes is advanced. As an important benefit, scientists learn about viewpoints and conceptions young people have on their environment. Formative evaluations of the effectiveness of different methods of collaboration between scientists and students will be conducted during the whole project. The results of the motivation questionnaires and pre- and mid-tests clearly highlighted the potential of the multi-modal collaboration approach to be used to communicate essential knowledge and skills in environmental understanding.

Event-driven management algorithm of an Engineering documents circulation system

NASA Astrophysics Data System (ADS)

Kuzenkov, V.; Zebzeev, A.; Gromakov, E.

2015-04-01

Development methodology of an engineering documents circulation system in the design company is reviewed. Discrete event-driven automatic models using description algorithms of project management is offered. Petri net use for dynamic design of projects is offered.

Competing Atmospheric and Surface-Driven Impacts of Absorbing Aerosols on the East Asian Summer Monsoon

NASA Astrophysics Data System (ADS)

Persad, G.; Paynter, D.; Ming, Y.; Ramaswamy, V.

2015-12-01

Absorbing aerosols, by attenuating shortwave radiation within the atmosphere and reemitting it as longwave radiation, redistribute energy both vertically within the surface-atmosphere column and horizontally between polluted and unpolluted regions. East Asia has the largest concentrations of anthropogenic absorbing aerosols globally, and these, along with the region's scattering aerosols, have both reduced the amount of solar radiation reaching the Earth's surface regionally ("solar dimming") and increased shortwave absorption within the atmosphere, particularly during the peak months of the East Asian Summer Monsoon (EASM). We here analyze how atmospheric absorption and surface solar dimming compete in driving the response of EASM circulation to anthropogenic absorbing aerosols, which dominates, and why—issues of particular importance for predicting how the EASM will respond to projected changes in absorbing and scattering aerosol emissions in the future. We probe these questions in a state-of-the-art general circulation model (GCM) using a combination of realistic and idealized aerosol perturbations that allow us to analyze the relative influence of absorbing aerosols' atmospheric and surface-driven impacts on EASM circulation. In combination, our results make clear that, although absorption-driven dimming has a less detrimental effect on EASM circulation than purely scattering-driven dimming, aerosol absorption is still a net impairment to EASM strength when both its atmospheric and surface effects are considered. Because atmospheric heating is not efficiently conveyed to the surface, the surface dimming and associated cooling from even a pure absorber is sufficient to counteract its atmospheric heating, resulting in a net reduction in EASM strength. These findings elevate the current understanding of the impacts of aerosol absorption on the EASM, improving our ability to diagnose EASM responses to current and future regional changes in aerosol emissions.

Lazy evaluation of FP programs: A data-flow approach

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

Wei, Y.H.; Gaudiot, J.L.

1988-12-31

This paper presents a lazy evaluation system for the list-based functional language, Backus` FP in data-driven environment. A superset language of FP, called DFP (Demand-driven FP), is introduced. FP eager programs are transformed into DFP lazy programs which contain the notions of demands. The data-driven execution of DFP programs has the same effects of lazy evaluation. DFP lazy programs have the property of always evaluating a sufficient and necessary result. The infinite sequence generator is used to demonstrate the eager-lazy program transformation and the execution of the lazy programs.

Next Generation Life Support Project Status

NASA Technical Reports Server (NTRS)

Barta, Daniel J.; Chullen, Cinda; Vega, Leticia; Cox, Marlon R.; Aitchison, Lindsay T.; Lange, Kevin E.; Pensinger, Stuart J.; Meyer, Caitlin E.; Flynn, Michael; Jackson, W. Andrew;

The Self-Sufficiency Project at 36 Months: Effects of a Financial Work Incentive on Employment and Income.

ERIC Educational Resources Information Center

Michalopoulos, Charles; Card, David; Gennetian, Lisa A.; Harknett, Kristen; Robins, Philip K.

This report previews the Self-Sufficiency Project's (SSP's) longer-term effects by looking at these four related issues: wage progression, job retention, marital status, and attitudes toward work. A companion report, available separately, examines SSP's effects on children. Chapter 1 discusses the SSP research and demonstration project that…

A tale of two slinkies: learning about scientific models in a student-driven classroom

NASA Astrophysics Data System (ADS)

Gandhi, Punit; Berggren, Calvin; Livezey, Jesse; Olf, Ryan

2014-11-01

We describe a set of conceptual activities and hands-on experiments based around understanding the dynamics of a slinky that is hung vertically and released from rest. The motion, or lack thereof, of the bottom of the slinky after the top is dropped sparks students' curiosity by challenging their expectations and provides context for learning about scientific model building. This curriculum helps students learn about the model building process by giving them an opportunity to enlist their collective intellectual and creative resources to develop and explore two different physical models of the falling slinky system. By engaging with two complementary models, students not only have the opportunity to understand an intriguing phenomenon from multiple perspectives, but also learn deeper lessons about the nature of scientific understanding, the role of physical models, and the experience of doing science. The activities we present were part of a curriculum developed for a week-long summer program for incoming freshmen as a part of the Compass Project at UC Berkeley, but could easily be implemented in a wide range of classrooms at the high school or introductory college level.

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.

Investigating the Factor Structure and Measurement Invariance of Phonological Abilities in a Sufficiently Transparent Language

ERIC Educational Resources Information Center

Papadopoulos, Timothy C.; Kendeou, Panayiota; Spanoudis, George

2012-01-01

Theory-driven conceptualizations of phonological abilities in a sufficiently transparent language (Greek) were examined in children ages 5 years 8 months to 7 years 7 months, by comparing a set of a priori models. Specifically, the fit of 9 different models was evaluated, as defined by the Number of Factors (1 to 3; represented by rhymes,…

The TIPS Evaluation Project: A Theory-Driven Approach to Dissemination Research.

ERIC Educational Resources Information Center

Mulvey, Kevin P.; Hayashi, Susan W.; Hubbard, Susan M.; Kopstien, Andrea; Huang, Judy Y.

2003-01-01

Introduces the special section that focuses on four major studies under the treatment improvement protocols (TIPs) evaluation project. Provides an overview of each article, and addresses the value of using a theory-driven approach to dissemination research. (SLD)

Rainwater Wildlife Area Management Plan : Executive Summary.

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

Childs, Allen B.; Confederated Tribes of the Umatilla Indian Reservation in Oregon.

The purpose of the project is to protect, enhance, and mitigate fish and wildlife resources impacted by Columbia River Basin hydroelectric development. The effort is one of several wildlife mitigation projects in the region developed to compensate for terrestrial habitat losses resulting from the construction of McNary and John Day Hydroelectric facilities located on the mainstem Columbia River. While this project is driven primarily by the purpose and need to mitigate for wildlife habitat losses, it is also recognized that management strategies will also benefit many other non-target fish and wildlife species and associated natural resources. The Northwest Power Actmore » directs the NPPC to develop a program to ''protect, mitigate, and enhance'' fish and wildlife of the Columbia River and its tributaries. The overarching goals include: A Columbia River ecosystem that sustains an abundant, productive, and diverse community of fish and wildlife; Mitigation across the basin for the adverse effects to fish and wildlife caused by the development and operation of the hydrosystem; Sufficient populations of fish and wildlife for abundant opportunities for tribal trust and treaty right harvest and for non-tribal harvest; and Recovery of the fish and wildlife affected by the development and operation of the hydrosystem that are listed under the Endangered Species Act.« less

Longitudinal Study of a Cooperation-Driven, Socio-Scientific Issue Intervention on Promoting Students' Critical Thinking and Self-Regulation in Learning Science

ERIC Educational Resources Information Center

Wang, Hsin-Hui; Chen, Hsiang-Ting; Lin, Huann-shyang; Huang, Yu-Ning; Hong, Zuway-R

2017-01-01

This longitudinal study explored the effects of a Cooperation-driven Socioscientific Issue (CDSSI) intervention on junior high school students' perceptions of critical thinking (CT) and self-regulation (SR) in Taiwan. Forty-nine grade 7 students were randomly selected as an experimental group (EG) to attend a 3-semester 72-hour intervention; while…

Developing High School Students' Self-Efficacy and Perceptions about Inquiry and Laboratory Skills through Argument-Driven Inquiry

ERIC Educational Resources Information Center

Eymur, Guluzar

2018-01-01

The present study investigated how students' self-efficacy changed after participation in four lab investigations that were designed on the basis of a new laboratory instructional strategy, namely, argument-driven inquiry (ADI). The study was conducted with 64 10th grade students from two intact classes in a public high school in the northeast of…

Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

ERIC Educational Resources Information Center

Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

2016-01-01

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ~5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and…

DEEPEGS and the IDDP, Focus on Reykjanes Demonstration

NASA Astrophysics Data System (ADS)

Ómar Friðleifsson, Guðmundur; Bogason, Sigurður G.; Ingólfsson, Hjalti P.; Vergnes, Pierre; Thorbjörnsson, Ingólfur Ö.; Peter-Borie, Mariane; Kohl, Tohmas; Gaucher, Emmanuel; Edelmann, Thomas; Bertani, Ruggero; Sæther, Sturla; Pálsson, Bjarni

2016-04-01

The DEEPEGS project is a demonstration project, supported by the European Commission, Horizon 2020. The goal is to demonstrate the feasibility of enhanced geothermal systems (EGS) for delivering energy from renewable resources in Europe. It is a four years project coordinated by HS Orka, Iceland, in cooperation with partners from Iceland, France, Germany, Italy, and Norway. The project will be testing stimulation technologies for EGS in deep wells in different geological settings, and intends to deliver new innovative solutions and models for wider deployments of EGS reservoirs with sufficient permeability to delivering significant amounts of geothermal power across Europe. The project will demonstrate advanced technologies in three types of geothermal reservoirs, (i) in high enthalpy resource beneath existing hydrothermal field at Reykjanes (volcanic environment with a saline fluid) with temperature up to 550°C and (ii) two very deep hydrothermal reservoirs in southern France with temperatures up to 220°C. The focus of the talk at EGU 2016 will be on the Icelandic part of the DEEPEGS project and its connection to the IDDP project in Iceland, and to the ICDP. The deep well at Reykjanes, identified as well IDDP-2, is expected to be completed in 2016. A 2.5 km deep production well will be refurbished and deepened to 5 km by HS Orka, Statoil and IDDP. After drilling the well it will be extensively tested for injectivity, and connection to the overlying conventional hydrothermal field, and subsequently flow tested for fluid chemistry and production properties. The DEEPEGS consortium is industry driven with five energy companies that will implement the project's goal through cross-fertilisation and sharing of knowledge. The companies are all highly experienced in energy production, and three of them are already delivering power to national grids from geothermal resources.

The VISPA Internet Platform for Students

NASA Astrophysics Data System (ADS)

Asseldonk, D. v.; Erdmann, M.; Fischer, R.; Glaser, C.; Müller, G.; Quast, T.; Rieger, M.; Urban, M.

2016-04-01

The VISPA internet platform enables users to remotely run Python scripts and view resulting plots or inspect their output data. With a standard web browser as the only user requirement on the client-side, the system becomes suitable for blended learning approaches for university physics students. VISPA was used in two consecutive years each by approx. 100 third year physics students at the RWTH Aachen University for their homework assignments. For example, in one exercise students gained a deeper understanding of Einsteins mass-energy relation by analyzing experimental data of electron-positron pairs revealing J / Ψ and Z particles. Because the students were free to choose their working hours, only few users accessed the platform simultaneously. The positive feedback from students and the stability of the platform lead to further development of the concept. This year, students accessed the platform in parallel while they analyzed the data recorded by demonstrated experiments live in the lecture hall. The platform is based on experience in the development of professional analysis tools. It combines core technologies from previous projects: an object-oriented C++ library, a modular data-driven analysis flow, and visual analysis steering. We present the platform and discuss its benefits in the context of teaching based on surveys that are conducted each semester.

School Astronomy Club: from Project to Knowledge

NASA Astrophysics Data System (ADS)

Folhas, Alvaro

2016-04-01

Prepare a generation of young people for the challenges of the future is a task which forces us to rethink the school, not just for being difficult, but also because students feel that the school has very little to offer, especially something that interests them. Thus, the school is dysfunctional, is ill, and needs prompt treatment. School have to adjust to the new times, and this does not mean changing the old blackboards by advanced interactive whiteboards. The school has to find the way to the students with something that seduce them: the Challenge. The Astronomy Club that I lead in my school is essentially a Project space. Students who voluntarily joined the club, organize themselves according to their interests around projects whose outcome is not defined from the beginning, which requires them to do, undo and redo. Which obliges them to feel the need to ask for help to mathematics or physics to achieve answers, to feel the passion to study with a genuine purpose of learning. Some examples of the work: The younger students are challenged to reproduce the historical astronomical experiments that have opened the doors of knowledge such as the Eratosthenes experiment to determine the perimeter of the Earth (on equinox), or by using congruent triangles, determine the diameter the sun. These students are driven to establish distance scales in the solar system, which, to their astonishment, allows them to clear misconceptions that arise from some pictures of books and allows them to have a scientifically correct idea of the planetary orbit and distance separating the planets of the Solar System. For students from 15 to 18 years, I have to raise the level of the challenges and use the natural tendency of this age bracket to assert making new and exciting things. To this purpose, I am fortunate to have the support of large organizations like NUCLIO, ESA, CERN, and Go-Lab Project, Inspiring Science Education, Open Discovery Space and Global Hands on Universe. Through them the students have participated in various activities such as scientific research of NEOs (Near Earth Objects) of the IASC Project (International Astronomical Search Collaboration (pronounced "Isaac")), an educational outreach program which provides high quality astronomical data from several Professional Astronomy Observatories, to allow students to scrutinize the space with professional tools and be able to make original astronomical discoveries. They use also professional, robotically controlled telescope for astronomical research and education projects, such as the two telescopes of Faulkes Telescope Project (2.0m diameter telescope at Hawaii and Australia) and the Liverpool Telescope of Astrophysics Research Institute of Liverpool John Moores University (2.0m diameter telescope, Canary Islands), to obtain pictures and data from galaxies and nebulae, and try to solve problems using real science data that they have either obtained themselves through their own observations or data acquired from other sources. These students learn what is, and how to make Science, develop their own skills and knowledge, transferring this enthusiasm to others and promoting a culture of school we all desire.

Outreach, Diversity, and Education Supported by NSF Facilities LacCore and the Continental Scientific Drilling Coordination Office (CSDCO), University of Minnesota

NASA Astrophysics Data System (ADS)

Myrbo, A.

2015-12-01

Climatic and environmental change are a powerful hook to engage students and the public with geoscience. Recent lake sediments often feature visual and compositional evidence of anthropogenic changes, which can pique curiosity and serve as a gateway for interest in more remote past changes. Cores provide an integrative, place-based geoscience education/outreach platform: lake dynamics incorporate principles of chemistry, physics, and biology; lake basin formation and sedimentary signals trace back to numerous geoscience subdisciplines. Lakes reflect local changes, and so are inherently place-based and relevant to both rural and urban populations. The esthetics of lakes in the landscape and sediments under the microscope spark the artistic sensibilities of those who do not consider themselves scientists: lakes are readymade for STEAM education. LacCore has exploited the magic of lake sediment cores in its 15 years as an NSF Facility, and now expands to additional environments as the NSF Continental Scientific Drilling Coordination Office. Part of scaling up is the formalization of major support for the Broader Impacts (BI) activities of Facility users. LacCore/CSDCO now musters its collaborative experiences in site REUs and other undergrad research projects, in-depth training of students, teachers, and faculty, a long list of informal education experiences, and common-good software development, to provide assistance to researchers seeking meaningful broader impacts and educators seeking extra- or co-curricular field and laboratory research experiences for their students. Outreach, diversity, and education support includes dissemination of best practices, as well as coordination, administration, and basic capacity for such activities in collaboration with project PIs and students, through no-cost support, or collaborative proposals or supplements from NSF where necessary for project scale. Community-driven research and broadening participation are central to the vision. In the same way that LacCore/CSDCO nurtures drilling and coring project concepts through to fruition, it can foster the BI activities critical to project success in 21st century geoscience, where the challenges are profound, the answers are depressing, and real impacts may occur on the scale of only a few individuals.

Ultrafast Absorption Spectroscopy of Aluminum Plasmas Created by LCLS using Betatron X-Ray Radiation

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

Albert, Felicie

2016-10-12

This document summarizes the goals and accomplishments of a six month-long LDRD project, awarded through the LLNL director Early and Mid Career Recognition (EMCR) program. This project allowed us to support beamtime awarded at the Matter under Extreme Conditions (MEC) end station of the Linac Coherent Light Source (LCLS). The goal of the experiment was to heat metallic samples with the bright x-rays from the LCLS free electron laser. Then, we studied how they relaxed back to equilibrium by probing them with ultrafast x-ray absorption spectroscopy using laser-based betatron radiation. Our work enabled large collaborations between LLNL, SLAC, LBNL, andmore » institutions in France and in the UK, while providing training to undergraduate and graduate students during the experiment. Following this LDRD project, the PI was awarded a 5-year DOE early career research grant to further develop applications of laser-driven x-ray sources for high energy density science experiments and warm dense matter states.« less

High speed semiconductor lasers and integrated receivers for microwave and millimeter wave signal transmission

NASA Technical Reports Server (NTRS)

Eastman, L. F.; Wicks, G. W.

1987-01-01

This project was proposed to be a three-year contract, but was cut off after one year (1987) of support. Sufficient progress was made to allow continuation for a year on minimal internal funds before proper support levels were received from a combination of ONR, RADC, and IBM contracts at about the start of 1989. A major DARPA grant, expected to start August 1, 1990, will sharply expand this effort to include several faculty members. During the course of this project, two students did thesis research, one Ph.D. on lasers and one M.S. on high speed photodetectors. These theses were finished in September 1988, nine months after the contract was cut off. This report covers excerpts from those theses as well as information obtained on other programs since that time.

A "Carbon Reduction Challenge" as tool for undergraduate engagement on climate change

NASA Astrophysics Data System (ADS)

Cobb, K. M.; Toktay, B.

2017-12-01

Institutions of higher education must meet the challenges of educating the generation that must make significant progress towards stabilizing atmospheric greenhouse gases. However, the interdisciplinary nature of the climate change problem, and the fact that solutions will necessarily involve manipulating natural systems, advancing energy technologies, and developing innovative policy instruments means that traditional disciplinary tracks are not well-suited for the task. Furthermore, institutions must not only equip students with fundamental knowledge about climate and energy, but they must empower a generation of students to become part of the climate change solution. Here we present the cumulative results of the `Carbon Reduction Challenge' - a team-based competition to reduce CO2 that is conducted in an interdisciplinary undergraduate class called "Energy, the Environment, and Society" at Georgia Institute of Technology. Working with 30 undergraduate students from all years and all majors, we demonstrate how student teams move through a highly-structured timeline of deliverables towards achieving their team's end-of-semester goals. We discuss the importance of student creativity, ingenuity, initiative, and perseverance in achieving project outcomes, which in 2017 topped 5 million pounds of CO2 reductions - the all-time record for the class. Student-driven reductions on a year-to-year basis track an exponential growth curve through time. Based on the success of a pilot Carbon Reduction Challenge conducted in the summer of 2017, we present evidence that student-led partnerships with large corporations represents the area of largest potential for student success. Such partnerships deliver significant value added to students (professional conduct, on-the-job training, networking), the corporate partner (cost savings, talent recruitment, and public relations), and to the higher education institution (corporate relations contacts). In summary, the Carbon Reduction Challenge represents a solutions-oriented, hands-on, project-based learning tool that has achieved significant pedagogical benefits while delivering real-world carbon reductions and cost savings to community stakeholders.

Do Work Incentives Have Unintended Consequences? Measuring "Entry Effects" in the Self-Sufficiency Project.

ERIC Educational Resources Information Center

Berlin, Gordon; Bancroft, Wendy; Card, David; Lin, Winston; Robins, Philip K.

The Self-Sufficiency Project (SSP) is a Canadian social demonstration and research project designed to test an employment alternative to welfare. The SSP makes work pay by offering generous earnings supplements to long-term, single-parent welfare recipients who find full-time jobs and leave Canada's Income Assistance (IA) welfare system. The SSP's…

The relationship between Nairobi adolescents' media use and their sexual beliefs and attitudes.

PubMed

Miller, Ann Neville; Kinnally, William; Maleche, Hellen; Booker, Nancy Achieng'

2017-07-01

Adolescents in sub-Saharan Africa are at risk for contracting HIV. Although media campaigns have educated the population as a whole, few studies are available about the time sub-Saharan African youth spend listening to and viewing sexual messages via the entertainment and informational media. The goals of this project were: 1) to investigate what programming Nairobi adolescents access; and 2) to investigate the association between frequency of access and level of focus on physical relationships with adolescents' perceptions of descriptive norms of peer sexual behaviour, and their attitudes regarding men as sex driven, women as sex objects, and dating as a sport. A total of 464 students from 6 Nairobi secondary schools were surveyed. When students' favourite musicians had a strong focus on physical relationships in their songs, those students estimated the prevalence of risky sexual behaviours among their peers higher. These students also endorsed gender stereotypical and casual attitudes about sex. Large amounts of time spend on the Internet was predictive of all sexual attitude variables. Students whose favourite TV programmes had a strong focus on physical relationships also estimated prevalence of peer sexual behaviour as high.

Irreducible Uncertainty in Terrestrial Carbon Projections

NASA Astrophysics Data System (ADS)

Lovenduski, N. S.; Bonan, G. B.

2016-12-01

We quantify and isolate the sources of uncertainty in projections of carbon accumulation by the ocean and terrestrial biosphere over 2006-2100 using output from Earth System Models participating in the 5th Coupled Model Intercomparison Project. We consider three independent sources of uncertainty in our analysis of variance: (1) internal variability, driven by random, internal variations in the climate system, (2) emission scenario, driven by uncertainty in future radiative forcing, and (3) model structure, wherein different models produce different projections given the same emission scenario. Whereas uncertainty in projections of ocean carbon accumulation by 2100 is 100 Pg C and driven primarily by emission scenario, uncertainty in projections of terrestrial carbon accumulation by 2100 is 50% larger than that of the ocean, and driven primarily by model structure. This structural uncertainty is correlated with emission scenario: the variance associated with model structure is an order of magnitude larger under a business-as-usual scenario (RCP8.5) than a mitigation scenario (RCP2.6). In an effort to reduce this structural uncertainty, we apply various model weighting schemes to our analysis of variance in terrestrial carbon accumulation projections. The largest reductions in uncertainty are achieved when giving all the weight to a single model; here the uncertainty is of a similar magnitude to the ocean projections. Such an analysis suggests that this structural uncertainty is irreducible given current terrestrial model development efforts.

The Test and Evaluation of Non-Chromate Finishing Agent

NASA Technical Reports Server (NTRS)

Okhio, Cyril; Gulley, Harold; Steele, Gynelle (Technical Monitor)

2002-01-01

Clark Atlanta University (CAU) has engaged a team comprised of university faculty members, student research assistants, and consultants from industrial and technology firms in order to ensure that NASA receives a quality product on time and within budget. In addition to the current related expertise which CAU possess, we have enlisted materials and aid from several other agencies, and machine manufacturers to assist us in completing the project on time and according to plan and budget. The research team is employing sound engineering principles in its approach to this project. Each phase of the project is preceded by a thorough and complete planning session that details the work plan and provide a comprehensive review of the work to be accomplished during the particular phase and by whom. Maximum use is being made of existing or already planned capabilities to ensure maximum economy, and frequent online reviews are being held to measure progress and to identify a potential problem in sufficient time to allow for corrective action.

Laser Wakefield Acceleration: Structural and Dynamic Studies. Final Technical Report ER40954

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

Downer, Michael C.

2014-04-30

Particle accelerators enable scientists to study the fundamental structure of the universe, but have become the largest and most expensive of scientific instruments. In this project, we advanced the science and technology of laser-plasma accelerators, which are thousands of times smaller and less expensive than their conventional counterparts. In a laser-plasma accelerator, a powerful laser pulse exerts light pressure on an ionized gas, or plasma, thereby driving an electron density wave, which resembles the wake behind a boat. Electrostatic fields within this plasma wake reach tens of billions of volts per meter, fields far stronger than ordinary non-plasma matter (suchmore » as the matter that a conventional accelerator is made of) can withstand. Under the right conditions, stray electrons from the surrounding plasma become trapped within these “wake-fields”, surf them, and acquire energy much faster than is possible in a conventional accelerator. Laser-plasma accelerators thus might herald a new generation of compact, low-cost accelerators for future particle physics, x-ray and medical research. In this project, we made two major advances in the science of laser-plasma accelerators. The first of these was to accelerate electrons beyond 1 gigaelectronvolt (1 GeV) for the first time. In experimental results reported in Nature Communications in 2013, about 1 billion electrons were captured from a tenuous plasma (about 1/100 of atmosphere density) and accelerated to 2 GeV within about one inch, while maintaining less than 5% energy spread, and spreading out less than ½ milliradian (i.e. ½ millimeter per meter of travel). Low energy spread and high beam collimation are important for applications of accelerators as coherent x-ray sources or particle colliders. This advance was made possible by exploiting unique properties of the Texas Petawatt Laser, a powerful laser at the University of Texas at Austin that produces pulses of 150 femtoseconds (1 femtosecond is 10-15 seconds) in duration and 150 Joules in energy (equivalent to the muzzle energy of a small pistol bullet). This duration was well matched to the natural electron density oscillation period of plasma of 1/100 atmospheric density, enabling efficient excitation of a plasma wake, while this energy was sufficient to drive a high-amplitude wake of the right shape to produce an energetic, collimated electron beam. Continuing research is aimed at increasing electron energy even further, increasing the number of electrons captured and accelerated, and developing applications of the compact, multi-GeV accelerator as a coherent, hard x-ray source for materials science, biomedical imaging and homeland security applications. The second major advance under this project was to develop new methods of visualizing the laser-driven plasma wake structures that underlie laser-plasma accelerators. Visualizing these structures is essential to understanding, optimizing and scaling laser-plasma accelerators. Yet prior to work under this project, computer simulations based on estimated initial conditions were the sole source of detailed knowledge of the complex, evolving internal structure of laser-driven plasma wakes. In this project we developed and demonstrated a suite of optical visualization methods based on well-known methods such as holography, streak cameras, and coherence tomography, but adapted to the ultrafast, light-speed, microscopic world of laser-driven plasma wakes. Our methods output images of laser-driven plasma structures in a single laser shot. We first reported snapshots of low-amplitude laser wakes in Nature Physics in 2006. We subsequently reported images of high-amplitude laser-driven plasma “bubbles”, which are important for producing electron beams with low energy spread, in Physical Review Letters in 2010. More recently, we have figured out how to image laser-driven structures that change shape while propagating in a single laser shot. The latter techniques, which use the methods of computerized tomography, were demonstrated on test objects – e.g. laser-driven filaments in air and glass – and reported in Optics Letters in 2013 and Nature Communications in 2014. Their output is a multi-frame movie rather than a snapshot. Continuing research is aimed at applying these tomographic methods directly to evolving laser-driven plasma accelerator structures in our laboratory, then, once perfected, to exporting them to plasma-based accelerator laboratories around the world as standard in-line metrology instruments.« less

Improving Quality: How Leaders Advance Student Engagement at Private, Tuition-Driven Institutions

ERIC Educational Resources Information Center

Sluis, Kimberly A.

2017-01-01

Students and families, lawmakers, and the general public have become increasingly concerned about the quality of U.S. higher education. Given the competitive higher education landscape, private, tuition-driven colleges and universities are particularly vulnerable to concerns about quality. This study investigates how faculty and administrative…

Task Demands in OSCEs Influence Learning Strategies.

PubMed

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with similar contents but different task demands lead to opposite learning strategies regarding how students manage their study time. Measuring pre-assessment effects from a metacognitive perspective provides empirical evidence to redesign assessments for learning.

The Role of Interdisciplinary GIS and Data Curation Librarians in Enhancing Authentic Scientific Research in the Classroom

NASA Astrophysics Data System (ADS)

Branch, B. D.; Fosmire, M.

2012-12-01

Data science is a recently evolved area of scientific inquiry, where data, often collected by others, is analyzed by independent investigators to draw new conclusions. As such, data literacy needs to be incorporated into authentic research activities. The earth sciences in particular have a trove of data that resides in national data centers as well as individual investigators' labs, which can be repurposed to provide the inputs for students to make their own inquiries into the data. With the amount of data available, students can make more substantive conclusions than if relying just on data they've collected themselves. A new scientific role is that of the data scientist or data curation specialist. This person understands best practices in data and knowledge management and can translate those skills into an environment appropriate for K-20 students and teachers. In particular, data curation specialists can transform raw data into data that is audience appropriate that can be re-used. First, appropriate research data can be located, as well as foundational or baseline data (topography, political maps, etc.), and that data needs to be converted (or directions for conversion supplied) so that it can be ingested into the processing system used for the activity. Furthermore, data needs to be organized, especially as it is processed by students, and multiple versions of data created. Data also should be appropriately annotated to allow for effective sharing among students and determining reproducibility of the data. Finally, appropriate visualization of the data can be facilitated by a data curation specialist. To provide a concrete example, one of the authors developed, a data-driven authentic research project for a group of middle school students looking at water quality in a North Carolina community. Students needed to find relevant hydrologic, environmental, and political data as inputs for their project. They then collected local data to add to the standard data, so they could build a profile of water quality over time. Once the data had been appropriately collected, processed, and added, students could then develop queries to run against the data to evaluate their research questions. Simple statistical analysis was then run to determine the validity of their conclusions, and finally, presentations were developed to explain their results. Furthermore, students were empowered to connect the results of the research project to suggest policy changes for their community.

Efficient kinetic method for fluid simulation beyond the Navier-Stokes equation.

PubMed

Zhang, Raoyang; Shan, Xiaowen; Chen, Hudong

2006-10-01

We present a further theoretical extension to the kinetic-theory-based formulation of the lattice Boltzmann method of Shan [J. Fluid Mech. 550, 413 (2006)]. In addition to the higher-order projection of the equilibrium distribution function and a sufficiently accurate Gauss-Hermite quadrature in the original formulation, a regularization procedure is introduced in this paper. This procedure ensures a consistent order of accuracy control over the nonequilibrium contributions in the Galerkin sense. Using this formulation, we construct a specific lattice Boltzmann model that accurately incorporates up to third-order hydrodynamic moments. Numerical evidence demonstrates that the extended model overcomes some major defects existing in conventionally known lattice Boltzmann models, so that fluid flows at finite Knudsen number Kn can be more quantitatively simulated. Results from force-driven Poiseuille flow simulations predict the Knudsen's minimum and the asymptotic behavior of flow flux at large Kn.

Motivation of synthesis, with an example on groundwater quality sustainability

NASA Astrophysics Data System (ADS)

Fogg, G. E.; Labolle, E. M.

2007-12-01

Synthesis of ideas and theories from disparate disciplines is necessary for addressing the major problems faced by society. Such integration happens neither via edict nor via lofty declarations of what is needed or what is best. It happens mainly through two mechanisms: limited scope collaborations (e.g., ~2-3 investigators) in which the researchers believe deeply in their need for each other's expertise and much larger scope collaborations driven by the 'big idea.' Perhaps the strongest motivation for broad, effective synthesis is the 'big idea' that is sufficiently important and inspiring to marshal the appropriate collaborative efforts. Examples include the Manhattan Project, the quest for cancer cures, predicting effects of climate change, and groundwater quality sustainability. The latter is posed as an example of a 'big idea' that would potentially unify research efforts in both the sciences and social sciences toward a common, pressing objective.

The Colorado Student Space Weather Experiment : A CubeSat for Space Physics

NASA Astrophysics Data System (ADS)

Palo, Scott; Li, Xinlin; Gerhardt, David; Turner, Drew; Hoxie, V.; Kohnert, Rick; Batiste, Susan

Energetic particles, electrons and protons either directly associated with solar flares or trapped in the terrestrial radiation belt, have a profound space weather impact. A National Science Foundation supported 3U CubeSat mission with a single instrument, Relativistic Electrons and Proton Telescope integrated little experiment (REPTile), is proposed to address fundamental scientific questions relating to these high energy particles. Of key importance are the relation-ship between solar flares and energetic particles and the acceleration and loss mechanism of outer radiation belt electrons. REPTile, operating in a highly inclined low earth orbit, will measure differential fluxes of relativistic electrons in the energy range of 0.5-3.5 MeV and pro-tons in 10-40 MeV. The Colorado Student Space Weather Experiment cubesat will be designed, integrated and testing by students at the University of Colorado under the oversight of pro-fessional engineers with the Laboratory of Atmospheric and Space Physics who have extensive space hardware experience. Our design philosophy is to use commercially off the shelf (COTS) parts where available and only engage in detailed designed where COTS parts cannot meet the system needs. The top level science requirements for the mission have driven the system and subsystem level performance requirements and the specific design choices such as a passive magnetic attitude system and instrument design. In this paper we will present details of the CSSWE design and management approach. Specifically we will discuss the top level science requirements for the mission and show that these measurements are novel and will address open questions in the scientific community. The overall system architecture resulting from a flow-down of these requirements will be presented with a focus on the novel aspects of the system including the instrument design. Finally we will discuss how this project is organized and man-aged as part of the Department of Aerospace Engineering graduate projects course sequence along with the integration of professional engineers in the program. It is often underappreciated that the management of a student project, given the transient nature of the students in the program, is more challenging than many of the technical aspects. We will discuss our process to managing this project risk along with our pedagological philosophy for student learning and its relationship to a small satellite program.

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation during a Laboratory Course

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…

Biological inquiry: a new course and assessment plan in response to the call to transform undergraduate biology.

PubMed

Goldey, Ellen S; Abercrombie, Clarence L; Ivy, Tracie M; Kusher, Dave I; Moeller, John F; Rayner, Doug A; Smith, Charles F; Spivey, Natalie W

2012-01-01

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students' interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course.

PubMed

Gardner, Stephanie M; Adedokun, Omolola A; Weaver, Gabriela C; Bartlett, Edward L

2011-01-01

Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research.

Controversy in Biology Classrooms—Citizen Science Approaches to Evolution and Applications to Climate Change Discussions

PubMed Central

Yoho, Rachel A.; Vanmali, Binaben H.

2016-01-01

The biological sciences encompass topics considered controversial by the American public, such as evolution and climate change. We believe that the development of climate change education in the biology classroom is better informed by an understanding of the history of the teaching of evolution. A common goal for science educators should be to engender a greater respect for and appreciation of science among students while teaching specific content knowledge. Citizen science has emerged as a viable yet underdeveloped method for engaging students of all ages in key scientific issues that impact society through authentic data-driven scientific research. Where successful, citizen science may open avenues of communication and engagement with the scientific process that would otherwise be more difficult to achieve. Citizen science projects demonstrate versatility in education and the ability to test hypotheses by collecting large amounts of often publishable data. We find a great possibility for science education research in the incorporation of citizen science projects in curriculum, especially with respect to “hot topics” of socioscientific debate based on our review of the findings of other authors. Journal of Microbiology & Biology Education PMID:27047604

Increasing medical student exposure to clinical dermatology through participation in volunteer clinics.

PubMed

Beroukhim, Kourosh; Nguyen, Catherine; Danesh, Melissa; Lee, Kristina; Liao, Wilson

2015-10-16

Over the previous decade, several innovative teaching methods have been introduced to overcome the decreasing allotment of time dedicated to dermatology in U.S. medical school curricula. We report our experience of increasing medical student exposure to clinical dermatology thorough involvement in an extracurricular, volunteer-driven dermatology clinic. The clinic was well received by students and faculty. Our experience demonstrates that volunteer-driven dermatology clinics may be an effective method of teaching and engendering a culture of community outreach among medical students and faculty.

A Community-Driven Intervention in Tuftonboro, New Hampshire, Succeeds in Altering Water Testing Behavior

PubMed Central

Paul, Michael P.; Rigrod, Pierce; Wingate, Steve; Borsuk, Mark E.

2016-01-01

Maximum contaminant levels created by the U.S. Environmental Protection Agency under the Safe Drinking Water Act do not apply to private wells. Rather, the onus is on individual households to undertake regular water testing. Several barriers exist to testing and treating water from private wells, including a lack of awareness about both well water as a potential source of contaminants and government-recommended water testing schedules; a health literacy level that may not be sufficient to interpret complex environmental health messages; the inconvenience of water testing; the financial costs of testing and treatment; and a myriad of available treatment options. The existence of these barriers is problematic because well water can be a source of hazardous contaminants. This article describes an initiative—undertaken by the Tuftonboro (New Hampshire) Conservation Commission, with support from state agencies and a research program at Dartmouth College—to increase water testing rates in a rural region with a relatively high number of wells. The project prompted more water tests at the state laboratory in one day than in the prior six years. This suggests that community-driven, collaborative efforts to overcome practical barriers could be successful at raising testing rates and ultimately improving public health. PMID:26738316

Teacher Research Experiences: Impacting and Benefiting Teacher Professional Development and School-wide Practices (Invited)

NASA Astrophysics Data System (ADS)

Manning, C. B.

2013-12-01

Providing authentic research opportunities is a potent form of professional development that significantly impacts teaching practices. The University of Rhode Island's ARMADA Project (2003-2010) was funded by the National Science Foundation to create opportunities for teachers to work with marine science researchers and implement best-practices in their classrooms. In early 2009, I participated in a 6-week research experience that has changed how I teach and how I learn. On board the R/V Knorr, I worked as a sedimentologist with an international crew who used geophysics, geochemistry, microbiology and geology to understand the controls on and distribution of subseafloor microbial life in the equatorial Pacific. This experience has affected my educational practices in two ways: (1) motivating me to fill gaps in my own understanding of natural chemical processes, and (2) prioritizing authentic research opportunities for all students at my school. My participation in the ARMADA project underscored the importance of an interdisciplinary approach to research. The team of scientists exposed me to a variety of topics. Biochemistry and the role of redox reactions in biological systems were relatively new to me. Scientists encouraged me to dig deeper into the chemical systems that we were researching. Through self-study and coursework focusing on biogeochemical cycles, deriving energy through chemical processes, and atmospheric chemistry, I have learned much of the chemistry that I am now expected to teach in my courses. I continue to seek out opportunities to learn more and am currently volunteering at geochemistry laboratories at the USGS. My ARMADA research experience depended on teamwork. I learned that while the dynamics of research teams can be simplified if the teams are carefully designed, it is important that students need to learn to work with a variety of people in different situations. Therefore, in my courses, students work in different teams to design and conduct research projects. Currently, I work with other science teachers creating student-driven research opportunities that involve designing and carrying out experiments, reading scientific literature, and evaluating evidence. Depending on the grade level, students also work across disciplines with teachers in English, Math, and Social Studies to develop research projects, report on results and evaluate the work of other student groups. My ARMADA experience emphasized the importance of ensuring that students understand and implement proper protocols, value academic integrity, and civic responsibility. In our program, students learn valuable teamwork and leadership skills, build on experiences from one year to the next, and develop a sense of pride in their own learning endeavors. While we do not expect every student to pursue a STEM career, we do expect our students to think critically, solve problems in a logical manner, and invest in their own creativity.

POWER GENERATION USING MEGNETOHYDRODYNAMIC GENERATOR WITH A CIRCULATION FLOW DRIVEN BY SOLAR-HEAT-INDUCED NATURAL CONVECTION

EPA Science Inventory

The project team has theoretically studied the mechanism of magnetohydrodynamic generator, the coupling of heat transfer and buoyancy-driven free convection, and radiation heat transfer. A number of ideas for the projects have been brainstormed in the team. The underline physi...

Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory

ERIC Educational Resources Information Center

Westberry, Nicola; Franken, Margaret

2015-01-01

This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between…

Contextualizing Nature of Science Instruction in Socioscientific Issues

ERIC Educational Resources Information Center

Eastwood, Jennifer Lynne; Sadler, Troy D.; Zeidler, Dana L.; Lewis, Anna; Amiri, Leila; Applebaum, Scott

2012-01-01

The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th and 12th grade anatomy and physiology students participated. Two classes experienced a curricular…

Data-Driven Hint Generation in Vast Solution Spaces: A Self-Improving Python Programming Tutor

ERIC Educational Resources Information Center

Rivers, Kelly; Koedinger, Kenneth R.

2017-01-01

To provide personalized help to students who are working on code-writing problems, we introduce a data-driven tutoring system, ITAP (Intelligent Teaching Assistant for Programming). ITAP uses state abstraction, path construction, and state reification to automatically generate personalized hints for students, even when given states that have not…

Purpose-Driven Education: Social Entrepreneurship as a Pedagogical Tool for Student Success

ERIC Educational Resources Information Center

Zabenah, Rachel

2017-01-01

Across the United States, systems of education are failing, and this dysfunction is characterized by both academic underachievement and overachievement. This research was an investigation of whether a purpose-driven curriculum contributed to student success in school and in life. This dissertation was intended to inform school systems about…

Simulating the physician as healthcare manager: An innovative course to train for the manager role.

PubMed

Gradel, Maximilian; Moder, Stefan; Nicolai, Leo; Pander, Tanja; Hoppe, Boj; Pinilla, Severin; Von der Borch, Philip; Fischer, Martin R; Dimitriadis, Konstantinos

2016-01-01

During their formal studies medical students acquire extensive medical expertise. However, the medical profession demands additional competencies, such as those involved in efficient resource allocation, business administration, development, organization, and process management in the healthcare system. At present students are not sufficiently prepared for the physician's role as manager. In response, we designed the seminar course, MeCuM-SiGma, to impart basic knowledge about healthcare policy and management to students of medicine. This project report describes our teaching strategies and the initial evaluation of this educational project. In this semester-long, seminar course introduced in 2010, medical students gather experience with the competencies mentioned above as well as learn basic management skills. The course is offered each winter semester, and students sign up to attend voluntarily; course coordination and organization is done on a voluntary basis by physicians and employees of the Mentoring Office (MeCuM-Mentor) at the Medical School of the Ludwig Maximilian University (LMU) in Munich, Germany. The course is open to all students enrolled at the two medical schools in Munich. During the first part of this elective, students learn about the basic principles of the German political and healthcare systems in case-based, problem-based tutorials led by trained tutors and in lectures held by experts. In the second part of the course students take on the roles of the University Hospital's executive board of directors and supervisory board to work on an existing hospital project as a group within the scope of a simulation. This phase of the course is accompanied by workshops conducted in cooperation with university-based and off-campus partners that address the procedural learning objectives (teamwork, project management, negotiation strategies, etc.). A suitable, authentic issue currently facing the hospital is selected in advance by the course organizers in coordination with the hospital's executive board. Students then work on this issue in the third and final phase of the course under the supervision of tutors and with assistance from hospital employees. At the end of the course the students formally present the results of their work to the hospital's executive and supervisory boards. The course undergoes written student evaluation, a round of oral feedback, evaluation of the final projects, and feedback from the hospital's executive and supervisory boards. All attendees to date have reported a substantial gain in general knowledge and increased knowledge about the healthcare system, and rate the relevance of the course as being high. The majority felt the content was important for their future practice of medicine. Overall, students evaluated the course very positively [overall rating on a six-point grading scale (1=excellent; 6=unsatisfactory): 1.28 (mean)±0.45 (standard deviation)]. The importance of the physician's role as manager in medical organizations and as a guiding force in the healthcare system is neglected in medical degree programs. Our seminar course attempts to address this shortcoming, is the object of great interest and receives positive evaluations from seminar participants, our cooperative partners and the executive and supervisory boards of the University Hospital in Munich.

The Self-Sufficiency Project at 36 Months: Effects on Children of a Program That Increased Parental Employment and Income.

ERIC Educational Resources Information Center

Morris, Pamela; Michalopoulos, Charles

This report examines effects of the Self-Sufficiency Project (SSP) for three age groups of children (younger cohort aged 3-5, middle cohort aged 6-11, and older cohort aged 12-18) at the 36-month interview. A companion report on effects of the SSP on adults is available separately. Chapter 1 describes the SSP incentive, project design, and SSP…

Life cycle ecophysiology of small pelagic fish and climate-driven changes in populations

NASA Astrophysics Data System (ADS)

Peck, Myron A.; Reglero, Patricia; Takahashi, Motomitsu; Catalán, Ignacio A.

2013-09-01

Due to their population characteristics and trophodynamic role, small pelagic fishes are excellent bio-indicators of climate-driven changes in marine systems world-wide. We argue that making robust projections of future changes in the productivity and distribution of small pelagics will require a cause-and-effect understanding of historical changes based upon physiological principles. Here, we reviewed the ecophysiology of small pelagic (clupeiform) fishes including a matrix of abiotic and biotic extrinsic factors (e.g., temperature, salinity, light, and prey characteristics) and stage-specific vital rates: (1) adult spawning, (2) survival and development of eggs and yolk sac larvae, and (3) feeding and growth of larvae, post-larvae and juveniles. Emphasis was placed on species inhabiting Northwest Pacific and Northeast Atlantic (European) waters for which summary papers are particularly scarce compared to anchovy and sardine in upwelling systems. Our review revealed that thermal niches (optimal and sub-optimal ranges in temperatures) were species- and stage-specific but that temperature effects only partly explained observed changes in the distribution and/or productivity of populations in the Northwest Pacific and Northeast Atlantic; changes in temperature may be necessary but not sufficient to induce population-level shifts. Prey availability during the late larval and early juvenile period was a common, density-dependent mechanism linked to fluctuations in populations but recruitment mechanisms were system-specific suggesting that generalizations of climate drivers across systems should be avoided. We identified gaps in knowledge regarding basic elements of the growth physiology of each life stage that will require additional field and laboratory study. Avenues of research are recommended that will aid the development of models that provide more robust, physiological-based projections of the population dynamics of these and other small pelagic fish. In our opinion, the continued development of biophysical models that close the life cycle (depict all life stages) offers the best chance of revealing processes causing historical fluctuations on the productivity and distribution of small pelagic fishes and to project future climate-driven impacts. Correctly representing physiological-based mechanisms will increase confidence in the outcomes of models simulating the potential impacts of bottom-up processes, a first step towards evaluating the mixture of factors and processes (e.g. intra-guild dynamics, predation, fisheries exploitation) which interact with climate to affect populations of small pelagic fishes. Understand the impacts of reduced growth rates during the juvenile stage on the process of maturation and spawning condition of small pelagic fishes. Examine the effects of changes in prey quality on the duration and magnitude of spawning by small pelagic fishes to capture how climate-driven changes in zooplankton species composition might act as a “bottom-up” regulator of fish productivity. Identify the drivers for spawning location and timing to better understand how spawning dynamics may be influenced by climate change (e.g. changes in water salinity or turbidity resulting from changes in river discharges or wind-driven turbulence, respectively).

Spatial Thinking and Visualisation of Real-World Concepts using GeoMapApp

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.

2015-12-01

Commonly, geoscience data is presented to students in the lab and classroom in the form of data tables, maps and graphs. Successful data interpretation requires learners to become proficient with spatial thinking skills, allowing them to gain insight and understanding of the underlying real-world 3-D processes and concepts. Yet, educators at both the school and university level often witness students having difficulty in performing that translation. As a result, tools and resources that help to bridge that spatial capability gap can have useful application in the educational realm. A free, map-based data discovery and visualisation tool developed with NSF funding at Lamont-Doherty Earth Observatory caters to students and teachers alike by providing a variety of data display and manipulation techniques that enhance geospatial awareness. Called GeoMapApp (http://www.geomapapp.org), the tool provides access to hundreds of built-in authentic geoscience data sets. Examples include earthquake and volcano data, geological maps, lithospheric plate boundary information, geochemical, oceanographic, and environmental data. Barriers to entry are lowered through easy installation, seamless integration of research-grade data sets, intuitive menus, and project-saving continuity. The default base map is a cutting-edge elevation model covering the oceans and land. Dynamic contouring, artificial illumination, 3-D visualisations, data point manipulations, cross-sectional profiles, and other display techniques help students grasp the content and geospatial context of data. Data sets can also be layered for easier comparison. Students may import their own data sets in Excel, ASCII, shapefile, and gridded format, and they can gain a sense of ownership by being able to tailor their data explorations and save their own projects. GeoMapApp is adaptable to a range of learning environments from lab sessions, group projects, and homework assignments to in-class pop-ups. A new Save Session function allows educators to preserve a pre-loaded state of GeoMapApp. When shared with a class, the saved file allows every student to open GeoMapApp at exactly the same starting point from which to begin their data explorations. A wide range of enquiry-driven education modules for GeoMapApp is already available at SERC.

Sufficient Forecasting Using Factor Models

PubMed Central

Fan, Jianqing; Xue, Lingzhou; Yao, Jiawei

2017-01-01

We consider forecasting a single time series when there is a large number of predictors and a possible nonlinear effect. The dimensionality was first reduced via a high-dimensional (approximate) factor model implemented by the principal component analysis. Using the extracted factors, we develop a novel forecasting method called the sufficient forecasting, which provides a set of sufficient predictive indices, inferred from high-dimensional predictors, to deliver additional predictive power. The projected principal component analysis will be employed to enhance the accuracy of inferred factors when a semi-parametric (approximate) factor model is assumed. Our method is also applicable to cross-sectional sufficient regression using extracted factors. The connection between the sufficient forecasting and the deep learning architecture is explicitly stated. The sufficient forecasting correctly estimates projection indices of the underlying factors even in the presence of a nonparametric forecasting function. The proposed method extends the sufficient dimension reduction to high-dimensional regimes by condensing the cross-sectional information through factor models. We derive asymptotic properties for the estimate of the central subspace spanned by these projection directions as well as the estimates of the sufficient predictive indices. We further show that the natural method of running multiple regression of target on estimated factors yields a linear estimate that actually falls into this central subspace. Our method and theory allow the number of predictors to be larger than the number of observations. We finally demonstrate that the sufficient forecasting improves upon the linear forecasting in both simulation studies and an empirical study of forecasting macroeconomic variables. PMID:29731537

A Narrative in Search of a Methodology.

PubMed

Treloar, Anna; Stone, Teresa Elizabeth; McMillan, Margaret; Flakus, Kirstin

2015-07-01

Research papers present us with the summaries of scholars' work; what we readers do not see are the struggles behind the decision to choose one methodology over another. A student's mental health portfolio contained a narrative that led to an exploration of the most appropriate methodology for a projected study of clinical anecdotes told by nurses who work in mental health settings to undergraduates and new recruits about mental health nursing. This paper describes the process of struggle, beginning with the student's account, before posing a number of questions needing answers before the choice of the most appropriate methodology. We argue, after discussing the case for the use of literary analysis, discourse analysis, symbolic interactionism, hermeneutics, and narrative research, that case study research is the methodology of choice. Case study is frequently used in educational research and is sufficiently flexible to allow for an exploration of the phenomenon. © 2014 Wiley Periodicals, Inc.

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.

Tle Triangulation Campaign by Japanese High School Students as a Space Educational Project of the Ssh Consortium Kochi

NASA Astrophysics Data System (ADS)

Yamamoto, Masa-Yuki; Okamoto, Sumito; Miyoshi, Terunori; Takamura, Yuzaburo; Aoshima, Akira; Hinokuchi, Jin

As one of the space educational projects in Japan, a triangulation observation project of TLE (Transient Luminous Events: sprites, elves, blue-jets, etc.) has been carried out since 2006 in collaboration between 29 Super Science High-schools (SSH) and Kochi University of Technol-ogy (KUT). Following with previous success of sprite observations by "Astro High-school" since 2004, the SSH consortium Kochi was established as a national space educational project sup-ported by Japan Science and Technology Agency (JST). High-sensitivity CCD camera (Watec, Neptune-100) with 6 mm F/1.4 C-mount lens (Fujinon) and motion-detective software (UFO-Capture, SonotaCo) were given to each participating team in order to monitor Northern night sky of Japan with almost full-coverage. During each school year (from April to March in Japan) since 2006, thousands of TLE images were taken by many student teams, with considerably large numbers of successful triangulations, i.e., (School year, Numbers of TLE observations, Numbers of triangulations) are (2006, 43, 3), (2007, 441, 95), (2008, 734, 115), and (2009, 337, 78). Note that, school year in Japan begins on April 1 and ends on March 31. The observation campaign began in December 2006, numbers are as of Feb. 28, 2010. Recently, some high schools started wide field observations using multiple cameras, and others started VLF observations using handmade loop antennae and amplifiers. Infomation exchange among the SSH consortium Kochi is frequently communicated with scientific discussion via KUT's mailing lists. Also, interactions with amateur observers in Japan are made through an internet forum of "SonotaCo Network Japan" (http://sonotaco.jp). Not only as an educational project but also as a scientific one, the project is also in success. In February 2008, simultaneous observations of Elves were obtained, in November 2009 a Giant "Graft-shaped" Sprites driven by Jets was clearly imaged with VLF signals. Most recently, ob-servations of Elves and sprite halos with stripes like wave structures on airglow were successfully imaged in January 2010. In this talk, four years activities of the SSH consortium Kochi will be presented by participating high-school students and teachers with their own impressions.

Process-Driven Culture Learning in American KFL Classroom Settings

ERIC Educational Resources Information Center

Byon, Andrew Sangpil

2007-01-01

Teaching second language (L2) culture can be either content- or process-driven. The content-driven approach refers to explicit instruction of L2 cultural information. On the other hand, the process-driven approach focuses on students' active participation in cultural learning processes. In this approach, teachers are not only information…

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

NASA Astrophysics Data System (ADS)

Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

2014-08-01

This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.

Importance of food-demand management for climate mitigation

NASA Astrophysics Data System (ADS)

Bajželj, Bojana; Richards, Keith S.; Allwood, Julian M.; Smith, Pete; Dennis, John S.; Curmi, Elizabeth; Gilligan, Christopher A.

2014-10-01

Recent studies show that current trends in yield improvement will not be sufficient to meet projected global food demand in 2050, and suggest that a further expansion of agricultural area will be required. However, agriculture is the main driver of losses of biodiversity and a major contributor to climate change and pollution, and so further expansion is undesirable. The usual proposed alternative--intensification with increased resource use--also has negative effects. It is therefore imperative to find ways to achieve global food security without expanding crop or pastureland and without increasing greenhouse gas emissions. Some authors have emphasized a role for sustainable intensification in closing global `yield gaps' between the currently realized and potentially achievable yields. However, in this paper we use a transparent, data-driven model, to show that even if yield gaps are closed, the projected demand will drive further agricultural expansion. There are, however, options for reduction on the demand side that are rarely considered. In the second part of this paper we quantify the potential for demand-side mitigation options, and show that improved diets and decreases in food waste are essential to deliver emissions reductions, and to provide global food security in 2050.

Building policy capacities: an interactive approach for linking knowledge to action in health promotion.

PubMed

Rütten, Alfred; Gelius, Peter

2014-09-01

This article outlines a theoretical framework for an interactive, research-driven approach to building policy capacities in health promotion. First, it illustrates how two important issues in the recent public health debate, capacity building and linking scientific knowledge to policy action, are connected to each other theoretically. It then introduces an international study on an interactive approach to capacity building in health promotion policy. The approach combines the ADEPT model of policy capacities with a co-operative planning process to foster the exchange of knowledge between policy-makers and researchers, thus improving intra- and inter-organizational capacities. A regional-level physical activity promotion project involving governmental and public-law institutions, NGOs and university researchers serves as a case study to illustrate the potential of the approach for capacity building. Analysis and comparison with a similar local-level project indicate that the approach provides an effective means of linking scientific knowledge to policy action and to planning concrete measures for capacity building in health promotion, but that it requires sufficiently long timelines and adequate resources to achieve adequate implementation and sustainability. © The Author (2013). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Student Mentors' system in the Higher European Education

NASA Astrophysics Data System (ADS)

Saa-Requejo, Antonio; Medina-Rojas, Silvia; Sanchez, Maria Elena; Gascó, Gabriel; Moratiel, Ruben; Antón, Jose Manuel; Durán-Altisent, Jose Maria; Tarquis, Ana Maria

2013-04-01

For several years the Spanish University has been experiencing changes that affect not only the educational area but also innovation and investigation in the classroom. Even the use of so-called New Technologies has been focus of much attention in the Higher Educational System, student mentoring has been revealed as an important factor in the first university courses. In this sense, we carried out a first step in a senior student mentor project in order to facilitate adaptation of the new students, providing information, advice and guidance on different academic and social aspects. Here, we understand mentoring as a relationship between a more senior student (mentor) and a few junior lesser experienced students (mentees). Mentoring is intended to develop and grow the skills, knowledge, confidence, and cultural understanding of the mentees aiming to help them succeed. Consequently, this work arises from our concern about students need. A test has been designed to assess students interest in the three fundamental aspects of mentoring: academic, social and administrative orientation. The test involved 16 questions related to these three different aspects on mentoring, evaluating each question from 1 (none) to 4 (totally). Surveys have been conducted on this topic at the Universidad Politécnica de Madrid (UPM) with students on different levels and modules of degrees in Agricultural Engineering. The same activity has been applied to the new degrees that have started at 2010-11 course in the Bologna Plan's requirements and are replacing the precedents progressively. We have analysed the answers performing a multifactor analysis of variance for each question. It constructs various tests and graphs to determine which questions have statistically significant interactions, given sufficient data. The F-tests in the ANOVA table allowed identifying the significant ones. For each significant factor, the Multiple Range Tests (MRT) tells which means are significantly different from which others. We have applied it to Bologna Plan and Plan 96 separately. The results are discussed. Acknowledgements Funded provided by educational innovation projects "Training of mentors' students in different subjects in the first degree and postgraduate ETSI Agrónomos" and "Students mentoring system in undergraduate and graduate courses at ETS Ingenieros Agrónomos" given by UPM are gratefully appreciated.

The MDE Diploma: First International Postgraduate Specialization in Model-Driven Engineering

ERIC Educational Resources Information Center

Cabot, Jordi; Tisi, Massimo

2011-01-01

Model-Driven Engineering (MDE) is changing the way we build, operate, and maintain our software-intensive systems. Several projects using MDE practices are reporting significant improvements in quality and performance but, to be able to handle these projects, software engineers need a set of technical and interpersonal skills that are currently…

Utilizing a Low-Cost, Laser-Driven Interactive System (LaDIS) to Improve Learning in Developing Rural Regions

ERIC Educational Resources Information Center

Liou, Wei-Kai; Chang, Chun-Yen

2014-01-01

This study proposes an innovation Laser-Driven Interactive System (LaDIS), utilizing general IWBs (Interactive Whiteboard) didactics, to support student learning for rural and developing regions. LaDIS is a system made to support traditional classroom practices between an instructor and a group of students. This invention effectively transforms a…

Should All Student Loan Payments Be Income-Driven? Trade-Offs and Challenges. White Paper

ERIC Educational Resources Information Center

Asher, Lauren; Cheng, Diane; Thompson, Jessica

2014-01-01

This white paper analyzes the potential effects of requiring income-driven repayment for all federal loans as well as relying on paycheck withholding for loan payments, with particular attention to the implications for low-income students and families. The Institute for College Access & Success (TICAS) also examines the relevance and evolution…

Corpus of High School Academic Texts (COHAT): Data-Driven, Computer Assisted Discovery in Learning Academic English

ERIC Educational Resources Information Center

Bohát, Róbert; Rödlingová, Beata; Horáková, Nina

2015-01-01

Corpus of High School Academic Texts (COHAT), currently of 150,000+ words, aims to make academic language instruction a more data-driven and student-centered discovery learning as a special type of Computer-Assisted Language Learning (CALL), emphasizing students' critical thinking and metacognition. Since 2013, high school English as an additional…

Design and Data in Balance: Using Design-Driven Decision Making to Enable Student Success

ERIC Educational Resources Information Center

Fairchild, Susan; Farrell, Timothy; Gunton, Brad; Mackinnon, Anne; McNamara, Christina; Trachtman, Roberta

2014-01-01

Data-driven approaches to school decision making have come into widespread use in the past decade, nationally and in New York City. New Visions has been at the forefront of those developments: in New Visions schools, teacher teams and school teams regularly examine student performance data to understand patterns and drive classroom- and…

Developing Students' Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study

ERIC Educational Resources Information Center

C¸etin, Pinar Seda; Eymur, Gülüzar

2017-01-01

In this study, we employed a new instructional model that helps students develop scientific writing and presentation skills. Argument-driven inquiry (ADI) is one of the most novel instructional models that emphasizes the role of argumentation and inquiry in science education equally. This is an exploratory study where five ADI lab activities take…

The Effects of Data-Driven Learning upon Vocabulary Acquisition for Secondary International School Students in Vietnam

ERIC Educational Resources Information Center

Karras, Jacob Nolen

2016-01-01

Within the field of computer assisted language learning (CALL), scant literature exists regarding the effectiveness and practicality for secondary students to utilize data-driven learning (DDL) for vocabulary acquisition. In this study, there were 100 participants, who had a mean age of thirteen years, and were attending an international school in…

Inquiry into chemotherapy-induced p53 activation in cancer cells as a model for teaching signal transduction.

PubMed

Srougi, Melissa C; Carson, Susan

2013-01-01

Intracellular and extracellular communication is conducted through an intricate and interwoven network of signal transduction pathways. The mechanisms for how cells speak with one another are of significant biological importance to both basic and industrial scientists from a number of different disciplines. We have therefore developed and implemented a new laboratory-intensive course that teaches students the theory and techniques used to study cell signaling pathways. Students learn these methodologies as they conduct a hypothesis-driven research project where they elucidate the mechanism of breast cancer cell death caused by a cancer chemotherapeutic agent. While each lab experiment can be conducted independently, the findings build upon one another to form the beginnings of a signaling pathway. In the lecture component of the course, students investigate different signaling pathways and the methods employed to study them. In addition, students actively participate in journal article discussions where they assess the primary scientific literature. We evaluated the course over two semesters and found that in both semesters learning outcomes were met by both undergraduate and graduate students. The evaluation of the course was based on a number of instructor assessments of student work, including lab reports, experimental results, journal article discussions, and a final cumulative exam. Furthermore, students' self-assessments revealed gains in perceived confidence in both conceptual knowledge and technical skills Copyright © 2013 Wiley-Liss, Inc.

Computer literacy and attitudes towards e-learning among first year medical students

PubMed Central

Link, Thomas Michael; Marz, Richard

2006-01-01

Background At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. Methods The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. Results While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Conclusion Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes. PMID:16784524

Computer literacy and attitudes towards e-learning among first year medical students.

PubMed

Link, Thomas Michael; Marz, Richard

2006-06-19

At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes.

Modality-Driven Classification and Visualization of Ensemble Variance

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

Bensema, Kevin; Gosink, Luke; Obermaier, Harald

Paper for the IEEE Visualization Conference Advances in computational power now enable domain scientists to address conceptual and parametric uncertainty by running simulations multiple times in order to sufficiently sample the uncertain input space.

Global Youth Voices: engaging Bedouin youth in health promotion in the Middle East.

PubMed

Bader, Russell; Wanono, Revital; Hamden, Sami; Skinner, Harvey A

2007-01-01

This study evaluated the six-phase Global Youth Voices model (EIPARS) for engaging youth in community health promotion in the Middle East: 1) engagement, 2) issue identification, 3) planning, 4) action, 5) Rs; research, reflect, reward and 6) sustainability. 20 Grade 9 students (10 boys, 10 girls) from two Bedouin communities: 10 from Tuba-Zangaria in North Israel; 10 from Segev Shalom in the Negev--South Israel. Using low-end (photo-voice, photography) and high-end internet-based technology, youth identified and documented the strengths and weaknesses of their communities, and then undertook a community action project focusing on one important issue. Workbooks including process guides and tools for each step of the EIPARS model are available online at: http://www.globalyouthvoices.org/resources.html. Similar issues were identified in each community: e.g., smoking, injuries, friendships, Bedouin culture. Unique issues identified were suicide at Tuba and industrial pollution at Segev Shalom. Students at Tuba selected Suicide Prevention for a community project and prepared a PowerPoint presentation for educating their peers, teachers and parents. Youth from Segev Shalom created a video and photo exhibit on Violence Prevention. Photo-essays and their action projects were uploaded to the Global Youth Voices website for virtual discussion and sharing with youth globally (www.globalyouthvoices.org/middle-east/greetings-en.html). This project demonstrated that the EIPARS model can be used successfully for engaging youth and creating youth-driven community action in the Middle East. This public health intervention provides a positive approach for building cooperation in conflicted regions.

Transforming the Online Course

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

2013-12-01

Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to investigate how students interact with the exercises, both in aggregate and at the individual level. These data have allowed us to identify and fix hidden problems in the exercises that students do not vocalize. More importantly, the AeLP provides the opportunity to construct and evaluate hypotheses in content presentation and evaluation methods that are simply not possible in traditional classroom settings, a task we are currently undertaking to determine the effectiveness of our approach.

MEMS scanner mirror based system for retina scanning and in eye projection

NASA Astrophysics Data System (ADS)

Woittennek, Franziska; Knobbe, Jens; Pügner, Tino; Dallmann, Hans-Georg; Schelinski, Uwe; Grüger, Heinrich

2015-02-01

Many applications could benefit from miniaturized systems to scan blood vessels behind the retina in the human eye, so called "retina scanning". This reaches from access control to sophisticated security applications and medical devices. High volume systems for consumer applications require low cost and a user friendly operation. For example this includes no need for removal of glasses and self-adjustment, in turn guidance of focus and point of attraction by simultaneous projection for the user. A new system has been designed based on the well-known resonantly driven 2-d scanner mirror of Fraunhofer IPMS. A combined NIR and VIS laser system illuminates the eye through an eye piece designed for an operating distance allowing the use of glasses and granting sufficient field of view. This usability feature was considered to be more important than highest miniaturization. The modulated VIS laser facilitates the projection of an image directly onto the retina. The backscattered light from the continuous NIR laser contains the information of the blood vessels and is detected by a highly sensitive photo diode. A demonstrational setup has been realized including readout and driving electronics. The laser power was adjusted to an eye-secure level. Additional security features were integrated. Test measurements revealed promising results. In a first demonstration application the detection of biometric pattern of the blood vessels was evaluated for issues authentication in.

Overview and status of the Giant Magellan Telescope Project

NASA Astrophysics Data System (ADS)

McCarthy, Patrick J.; Fanson, James; Bernstein, Rebecca; Ashby, David; Bigelow, Bruce; Boyadjian, Nune; Bouchez, Antonin; Chauvin, Eric; Donoso, Eduardo; Filgueira, Jose; Goodrich, Robert; Groark, Frank; Jacoby, George; Pearce, Eric

2016-08-01

The Giant Magellan Telescope Project is in the construction phase. Production of the primary mirror segments is underway with four of the seven required 8.4m mirrors at various stages of completion and materials purchased for segments five and six. Development of the infrastructure at the GMT site at Las Campanas is nearing completion. Power, water, and data connections sufficient to support the construction of the telescope and enclosure are in place and roads to the summit have been widened and graded to support transportation of large and heavy loads. Construction pads for the support buildings have been graded and the construction residence is being installed. A small number of issues need to be resolved before the final design of the telescope structure and enclosure can proceed and the GMT team is collecting the required inputs to the decision making process. Prototyping activities targeted at the active and adaptive optics systems are allowing us to finalize designs before large scale production of components begins. Our technically driven schedule calls for the telescope to be assembled on site in 2022 and to be ready to receive a subset of the primary and secondary mirror optics late in the year. The end date for the project is coupled to the delivery of the final primary mirror segments and the adaptive secondary mirrors that support adaptive optics operations.

Promoting Art through Technology, Education and Research of Natural Sciences (PATTERNS) across Wyoming, A Wyoming NSF EPSCoR Funded Project

NASA Astrophysics Data System (ADS)

Gellis, B. S.; McElroy, B. J.

2016-12-01

PATTERNS across Wyoming is a science and art project that promotes new and innovative approaches to STEM education and outreach, helping to re-contextualize how educators think about creative knowledge, and how to reach diverse audiences through informal education. The convergence of art, science and STEM outreach efforts is vital to increasing the presence of art in geosciences, developing multidisciplinary student research opportunities, expanding creative STEM thinking, and generating creative approaches of visualizing scientific data. A major goal of this project is to train art students to think critically about the value of scientific and artistic inquiry. PATTERNS across Wyoming makes science tangible to Wyoming citizens through K-14 art classrooms, and promotes novel maker-based art explorations centered around Wyoming's geosciences. The first PATTERNS across Wyoming scientific learning module (SIM) is a fish-tank sized flume that recreates natural patterns in sand as a result of fluid flow and sediment transport. It will help promotes the understanding of river systems found across Wyoming (e.g. Green, Yellowstone, Snake). This SIM, and the student artwork inspired by it, will help to visualize environmental-water changes in the central Rocky Mountains and will provide the essential inspiration and tools for Wyoming art students to design biological-driven creative explorations. Each art class will receive different fluvial system conditions, allowing for greater understanding of river system interactions. Artwork will return to the University of Wyoming for a STE{A}M Exhibition inspired by Wyoming's varying fluvial systems. It is our hope that new generations of science and art critical thinkers will not only explore questions of `why' and `how' scientific phenomena occur, but also `how' to better predict, conserve and study invaluable artifacts, and visualize conditions which allow for better control of scientific outcomes and public understanding.

K-12 Phenology Lessons for the Phenocam Project

NASA Astrophysics Data System (ADS)

Bennett, K. F.

2013-12-01

Phenology is defined as periodic [or annual] life cycles of plants and animals driven by seasonal environmental changes. Climate change impinges a strong effect on phenology, potentially altering the structure and functioning of ecosystems. In the fall of 2011, the Ashburnham-Westminster Regional School District became the first of five schools to join Harvard University's Phenocam Network with the installation of a webcam to monitor phenology (or 'phenocam') at Overlook Middle School in Ashburnham, Massachusetts. Our school district is now part of a network of near-surface remote sensing phenocams that capture and send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America. Our phenocam provides a digital image every half hour of the mixed forest canopy north from the school, enabling the detection of changes in canopy development, quantified as canopy 'greenness'. As a part of the Phenocam project, students at the K-12 level have expanded the scope of phenological monitoring protocol that is part of the Harvard Forest Schoolyard Ecology Program, Buds, Leaves, and Global Warming. In this protocol, students work with ecologists at Harvard Forest to monitor buds and leaves on schoolyard trees to determine the length of the growing season, giving them the opportunity to be a part of real and important research concerning the critical environmental issue of climate change. Students involved in the Buds, Leaves, and Global Warming study have the opportunity to compare their ground data on budburst, color change, and leaf drop to the phenocam images, as well as to similar forested sites in locations throughout the United States. Lessons have been developed for comparing student data to phenocam images, canopy greenness time series graphs extracted from the images, and satellite data. Lessons addressing map scale and the Urban Heat Island effect will also be available for teachers. This project will greatly enhance the district's Science, Technology, Engineering and Math, (STEM) initiative and further our goal of educating ecologically literate citizens.

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology

PubMed Central

Goldey, Ellen S.; Abercrombie, Clarence L.; Ivy, Tracie M.; Kusher, Dave I.; Moeller, John F.; Rayner, Doug A.; Smith, Charles F.; Spivey, Natalie W.

2012-01-01

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students. PMID:23222831

For Argument's Sake: the shadow side of argumentation and debate in the science classroom (Invited)

NASA Astrophysics Data System (ADS)

Berbeco, M.; McCaffrey, M.

2013-12-01

Though the science on climate change is clear, those dismissive of current findings and future projections continue to influence the public sphere. This is never more problematic than in an educational setting, where a concern for fairness has driven the push for unscientific material to be used to balance the science. The introduction of the Next Generation Science Standards in many states across the country, which emphasizes the use of argumentation as a theme for engaging students in critical thinking, and the appeal of having students 'debate' politically controversial concepts such as climate change could unintentionally undermine the science by casting doubt and manufacturing 'controversy' where scientifically there is none. How can scientists help support teachers to use appropriate material for educating about climate change? Where is the line between supporting good science and activism? How can teachers separate the science from the politics without undermining its value in informing policy decisions? In this presentation, we will address how teachers can manage these challenges to engage students about politically and socially controversial topics while maintaining a clear, current and robust scientific basis for instruction.

Direct and indirect effects of climate change on projected future fire regimes in the western United States.

PubMed

Liu, Zhihua; Wimberly, Michael C

2016-01-15

We asked two research questions: (1) What are the relative effects of climate change and climate-driven vegetation shifts on different components of future fire regimes? (2) How does incorporating climate-driven vegetation change into future fire regime projections alter the results compared to projections based only on direct climate effects? We used the western United States (US) as study area to answer these questions. Future (2071-2100) fire regimes were projected using statistical models to predict spatial patterns of occurrence, size and spread for large fires (>400 ha) and a simulation experiment was conducted to compare the direct climatic effects and the indirect effects of climate-driven vegetation change on fire regimes. Results showed that vegetation change amplified climate-driven increases in fire frequency and size and had a larger overall effect on future total burned area in the western US than direct climate effects. Vegetation shifts, which were highly sensitive to precipitation pattern changes, were also a strong determinant of the future spatial pattern of burn rates and had different effects on fire in currently forested and grass/shrub areas. Our results showed that climate-driven vegetation change can exert strong localized effects on fire occurrence and size, which in turn drive regional changes in fire regimes. The effects of vegetation change for projections of the geographic patterns of future fire regimes may be at least as important as the direct effects of climate change, emphasizing that accounting for changing vegetation patterns in models of future climate-fire relationships is necessary to provide accurate projections at continental to global scales. Copyright © 2015 Elsevier B.V. All rights reserved.

Calibration of resistance factors needed in the LRFD design of driven piles.

DOT National Transportation Integrated Search

2009-05-01

This research project presents the calibration of resistance factors for the Load and Resistance Factor Design (LRFD) method of driven : piles driven into Louisiana soils based on reliability theory. Fifty-three square Precast-Prestressed-Concrete (P...

Calibration of Resistance Factors Needed in the LRFD Design of Driven Piles

DOT National Transportation Integrated Search

2009-05-01

This research project presents the calibration of resistance factors for the Load and Resistance Factor Design (LRFD) method of driven : piles driven into Louisiana soils based on reliability theory. Fifty-three square Precast-Prestressed-Concrete (P...

Assessment Data-Driven Inquiry: A Review of How to Use Assessment Results to Inform Chemistry Teaching

ERIC Educational Resources Information Center

Harshman, Jordan; Yezierski, Ellen

2017-01-01

With abundant access to assessments of all kinds, many high school chemistry teachers have the opportunity to gather data from their students on a daily basis. This data can serve multiple purposes, such as informing teachers of students' content difficulties and guiding instruction in a process of data-driven inquiry. In this paper, 83 resources…

City Connects Prompts Data-Driven Action in Community Schools in the Bronx

ERIC Educational Resources Information Center

Haywoode, Alyssa

2018-01-01

Community schools have a long history of helping students succeed in school by addressing the problems they face outside of school. But without specific data on students and the full range of their needs, community schools cannot be as effective as they would like to be. Driven by the desire to make more data-informed decisions, the Children's Aid…

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

ERIC Educational Resources Information Center

Sampson, Victor; Walker, Joi Phelps

2012-01-01

This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large…

Application of the Socio-Ecological Model to predict physical activity behaviour among Nigerian University students.

PubMed

Essiet, Inimfon Aniema; Baharom, Anisah; Shahar, Hayati Kadir; Uzochukwu, Benjamin

2017-01-01

Physical activity among university students is a catalyst for habitual physical activity in adulthood. Physical activity has many health benefits besides the improvement in academic performance. The present study assessed the predictors of physical activity among Nigerian university students using the Social Ecological Model (SEM). This cross-sectional study recruited first-year undergraduate students in the University of Uyo, Nigeria by multistage sampling. The International Physical Activity Questionnaire (IPAQ) short-version was used to assess physical activity in the study. Factors were categorised according to the Socio-Ecological Model which consisted of individual, social environment, physical environment and policy level. Data was analysed using the IBM SPSS statistical software, version 22. Simple and multiple logistic regression were used to determine the predictors of sufficient physical activity. A total of 342 respondents completed the study questionnaire. Majority of the respondents (93.6%) reported sufficient physical activity at 7-day recall. Multivariate analysis revealed that respondents belonging to the Ibibio ethnic group were about four times more likely to be sufficiently active compared to those who belonged to the other ethnic groups (AOR = 3.725, 95% CI = 1.383 to 10.032). Also, participants who had a normal weight were about four times more likely to be physically active compared to those who were underweight (AOR = 4.268, 95% CI = 1.323 to 13.772). This study concluded that there was sufficient physical activity levels among respondents. It is suggested that emphasis be given to implementing interventions aimed at sustaining sufficient levels of physical activity among students.

Current-driven domain wall motion based memory devices: Application to a ratchet ferromagnetic strip

NASA Astrophysics Data System (ADS)

Sánchez-Tejerina, Luis; Martínez, Eduardo; Raposo, Víctor; Alejos, Óscar

2018-04-01

Ratchet memories, where perpendicular magnetocristalline anisotropy is tailored so as to precisely control the magnetic transitions, has been recently proven to be a feasible device to store and manipulate data bits. For such devices, it has been shown that the current-driven regime of domain walls can improve their performances with respect to the field-driven one. However, the relaxing time required by the traveling domain walls constitutes a certain drawback if the former regime is considered, since it results in longer device latencies. In order to speed up the bit shifting procedure, it is demonstrated here that the application of a current of inverse polarity during the DW relaxing time may reduce such latencies. The reverse current must be sufficiently high as to drive the DW to the equilibrium position faster than the anisotropy slope itself, but with an amplitude sufficiently low as to avoid DW backward shifting. Alternatively, it is possible to use such a reverse current to increase the proper range of operation for a given relaxing time, i.e., the pair of values of the current amplitude and pulse time that ensures single DW jumps for a certain latency time.

Fostering research skills in undergraduate medical students through mentored students projects: example from an Indian medical school.

PubMed

Devi, V; Abraham, R R; Adiga, A; Ramnarayan, K; Kamath, A

2010-01-01

Healthcare decision-making is largely reliant on evidence-based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. This study examines students' perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students' research projects were guided by their mentors. A questionnaire (Likert's five point scale) on students' perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project. The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students' and faculty perspectives.

A gap analysis for future supply of and demand for psychiatrists in Austria.

PubMed

Riedel, Monika; Röehrling, Gerald; Czypionka, Thomas; Kasper, Siegfried

2014-03-01

In the recent past, a rising caseload demonstrates increasing demand for psychiatrists, and ageing of the current mental health workforce will soon result in growing numbers of retirees. Under these conditions there is some concern whether we soon will face widening gaps in supply. This study calculates projections of future use and supply of psychiatrists' services in Austria until 2030. Resulting gaps are calculated for different scenarios. We mostly use administrative data from several public authorities. To estimate the demand for services, we start from utilization data rather than medical need for services, as we do not have sufficient epidemiological information for Austria. We define several scenarios for the future development of use, all calculated separately for hospital and non-hospital services. Future supply of psychiatric services is projected by applying activity levels to projected numbers of physicians, which are calculated using a stock and flow model. Outflows are modeled using assumptions derived from past activity patterns and current legislation on retirement. To model inflows, we need to gauge the impact of recent developments: Entrance barriers into medical education were introduced, Austria experienced a surge of medical students coming from Germany, and medical schools implemented quotas for different nationalities. Scenarios take several factors into account, like the shifting sex composition of the medical workforce, re-migration of foreign students, and the impact of entrance barriers on enrolment and drop-out rates. Depending on scenario assumptions, demand for psychiatrists will increase by 8% to 52%. But in all supply scenarios, supply will decline from 2016 onwards, thus widening gaps between supply and demand. Even in the most optimistic scenario, supply will have fallen below current levels by 2030. Compared to current rates of service use, a gap between supply and demand will start to widen soon. In the most optimistic combination of scenarios, demand will exceed supply from 2028 onwards, and the projected gap will amount to about 5% of projected demand for services in 2030. Gaps could be miscalculated due to lack of more detailed data, such as retirement patterns of psychiatrists. Shifting responsibilities between psychiatrists and other (mental) health workers as well as changes in psychiatrists' "productivity", e.g. due to more effective medications, were not modeled but would affect results. It will be necessary to improve working and training conditions in order to avoid emigration and to attract a sufficient number of young entrants into the profession.

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course

PubMed Central

Gardner, Stephanie M.; Adedokun, Omolola A.; Weaver, Gabriela C.; Bartlett, Edward L.

2011-01-01

Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research. PMID:23626490

The Value of Understanding Indigenous Thinking in the Geosciences: The Understudied Genius of Hawaiian Schoolchildren

NASA Astrophysics Data System (ADS)

Slater, S. J.; Dye, A.; Veincent, L.; Slater, T. F.; CenterAstronomy; Physics Education Research

2011-12-01

The national effort to describe the "learning progressions" that students undertake as they come to master the Big Ideas of science has evolved into a machine that is making a great deal of motion, but that may not actually be taking us into new territory. The original vision of thoughtful, long-term collaborations between scientists, anthropologists, linguists, and other who could shed new light on students' science learning has been replaced by a research agenda that sounds rigorous, but may or may not provide new insight. Moreover, there is little evidence that the learning pathways of under-represented populations are being taken into account in this work, even though these are the very students that were intended to benefit from potential learning progression-driven curricular changes. Our observations of a sample of Native Hawaiian elementary school children indicate that their particular scientific strengths provide sufficient cause to slow the engines of the learning progressions movement to allow for careful research into the thinking of underrepresented populations. This paper presents preliminary results of our mixed methods analysis of interviews and artifacts related to K-2 students' understanding of the celestial sphere. Our findings indicate that contrary to all previous research and rationale tasks analyses, these students possess full mastery of the constellations, starlines, right ascension and declination within the celestial sphere, and can generatively use this knowledge. This knowledge is flexible to include two culture's starmaps and languages. This study suggests that in order to respond to the needs of underrepresented minorities, further research across indigenous populations is warranted prior to the nationalization of learning progression-based curriculum materials.

Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School.

PubMed

Thacher, Pamela V; Onyper, Serge V

2016-02-01

To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011-2012 and 2012-2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the "Owl-Lark" Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010-2011 through 2013-2014. Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. A commentary on this article appears in this issue on page 267. © 2016 Associated Professional Sleep Societies, LLC.

Diesel exhaust exposure among adolescents in Harlem: a community-driven study.

PubMed

Northridge, M E; Yankura, J; Kinney, P L; Santella, R M; Shepard, P; Riojas, Y; Aggarwal, M; Strickland, P

1999-07-01

This study sought individual-level data on diesel exhaust exposure and lung function among adolescents in Harlem as part of a community-driven research agenda. High school students administered in-person surveys to seventh grade students to ascertain information on demographics, asthma history, and self-reported and maternal smoking. Urine samples were assayed for 1-hydroxypyrene (1-HP), a marker of diesel exhaust exposure, and cotinine, a marker of tobacco smoke exposure. Computer-assisted spirometry was used to measure lung function. Three quarters (76%) of the participating students had detectable levels of 1-HP. Three students (13%) had an FEF25-75 of less than or equal to 80% of their predicted measurements, and 4 students (17%) had results between 80% and 90% of the predicted value, all of which are suggestive of possible lung impairment. These data suggest that most adolescents in Harlem are exposed to detectable levels of diesel exhaust, a known exacerbator and possible cause of chronic lung disorders such as asthma. Community-driven research initiatives are important for empowering communities to make needed changes to improve their environments and health.

Teacher Talk about Student Ability and Achievement in the Era of Data-Driven Decision Making

ERIC Educational Resources Information Center

Datnow, Amanda; Choi, Bailey; Park, Vicki; St. John, Elise

2018-01-01

Background: Data-driven decision making continues to be a common feature of educational reform agendas across the globe. In many U.S. schools, the teacher team meeting is a key setting in which data use is intended to take place, with the aim of planning instruction to address students' needs. However, most prior research has not examined how the…

Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction

ERIC Educational Resources Information Center

Schifter, Catherine C.; Natarajan, Uma; Ketelhut, Diane Jass; Kirchgessner, Amanda

2014-01-01

Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on student progress or to differentiate instruction. This paper presents a process used in an National…

A Corpus-Driven Design of a Test for Assessing the ESL Collocational Competence of University Students

ERIC Educational Resources Information Center

Jaen, Maria Moreno

2007-01-01

This paper reports an assessment of the collocational competence of students of English Linguistics at the University of Granada. This was carried out to meet a two-fold purpose. On the one hand, we aimed to establish a solid corpus-driven approach based upon a systematic and reliable framework for the evaluation of collocational competence in…

School Budgeting and School Performance: The Impact of New York City's Performance Driven Budgeting Initiative.

ERIC Educational Resources Information Center

Stiefel, Leanna; Schwartz, Amy Ellen; Portas, Carole; Kim, Dae Yeop

2003-01-01

Analyzes the impact of Performance Driven Budgeting (PDB), a school-based budgeting initiative, on student test scores in the fourth and fifth grades and on spending patterns in selected New York City schools. Finds that PDB has a positive effect on some student test scores and leads to a change in the mix of spending, but not its level. (Contains…

The Effect of Data-Driven Approach to Teaching Vocabulary on Iranian Students' Learning of English Vocabulary

ERIC Educational Resources Information Center

Barabadi, Elyas; Khajavi, Yaser

2017-01-01

Corpus-based data-driven learning (DDL) is an innovation in teaching and learning new vocabulary for EFL students. Using teacher-prepared materials obtained from COCA corpus, the goal of the present study is to compare DDL and traditional methods of teaching vocabulary like consultation of dictionary or a grammar book. As such, two intact classes…

Argument-Driven Inquiry as a Way to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Study

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon; Walker, Joi Phelps

2011-01-01

This exploratory study examines how a series of laboratory activities designed using a new instructional model, called Argument-Driven Inquiry (ADI), influences the ways students participate in scientific argumentation and the quality of the scientific arguments they craft as part of this process. The two outcomes of interest were assessed with a…

It's Not the Moore Method, But… a Student-Driven, Textbook-Supported, Approach to Teaching Upper-Division Mathematics

ERIC Educational Resources Information Center

Shannon, Kathleen

2018-01-01

This paper describes, as an alternative to the Moore Method or a purely flipped classroom, a student-driven, textbook-supported method for teaching that allows movement through the standard course material with differing depths, but the same pace. This method, which includes a combination of board work followed by class discussion, on-demand brief…

Which patients are most challenging for second-year medical students?

PubMed

Walling, Anne; Montello, Martha; Moser, Scott E; Menikoff, Jerry A; Brink, Melanie

2004-01-01

Fostering appropriate attitudes toward patients begins with recognition of the physician's personal biases and preferences about patients. We sought to assist second-year medical students to identify those patient attributes that may influence their clinical behavior, especially in difficult patient encounters. This study's objectives were (1) to identify the principal patient characteristics reported by students to evoke negative or positive affective reactions sufficient to compromise the quality of patient care and (2) to examine differences between male and female students on these patient characteristics. An anonymous survey was made of all second-year medical students attending a seminar on medical errors. Students recorded the three principal patient characteristics that might evoke in them a negative personal reaction sufficient to compromise the quality of clinical care. Students then recorded three principal patient characteristics that might evoke a positive reaction sufficient to compromise the quality of clinical care. The data were analyzed to identify the primary concerns of the entire group of students and any significant differences between male and female students. Information on negative attitudes was provided by 67 of 71 (94%) students and on positive attitudes by 70 of 71 (99%). Content analysis identified four general categories of patient characteristics associated with negative attitudes (patients who are rude, contributed to medical problem, are abusive to others, and other attributes). Five general categories (patients with whom students have personal connection or patients who have physical and/or social attractiveness, vulnerability, power/influence, and other) were associated with positive attitudes by the students. The leading patient attributes reported as likely to influence clinical behavior were the positive attributes of "personal connection" and "attractiveness." These were reported by 60% and 53% of the class, respectively, compared to the leading negative attributes of "rudeness" and "contributed to own condition," each reported by 51% of students. Significant differences between male and female students only occurred in the categories of "rude" and "attractive." Students are willing to disclose specific, personal attitudes toward patients that they perceive as sufficiently serious to influence the quality of clinical care. More than half of the students anticipated difficulty in providing optimal care to patients who exhibit certain characteristics. More students reported concerns about positive affective reactions to patients than about negative reactions. Medical education should address these issues in strategies to adequately prepare students for practice.

Factors associated with children being driven to school: implications for walk to school programs.

PubMed

Wen, Li Ming; Fry, Denise; Rissel, Chris; Dirkis, Helen; Balafas, Angela; Merom, Dafna

2008-04-01

In this study, we examined factors associated with children being driven to school. Participants were 1603 students (aged 9-11 years) and their parents from 24 public primary schools in inner western Sydney, Australia. Students recorded their modes of travel to and from school for 5 days in a student survey. Parents recorded their demographic data, their attitudes to travel, and their modes of travel to work, using a self-administered survey. An analysis of the two linked data sets found that 41% of students travelled by car to or from school for more than 5 trips per week. Almost a third (32%) of students walked all the way. Only 1% of students rode a bike and 22% used more than one mode of travel. Of those who were driven, 29% lived less than 1 km and a further 18% lived between 1 and 1.5 km from school. Factors associated with car travel (after adjusting for other potential confounders) were mode of parents' travel to work, parent attitudes, number of cars in the household, and distance from home to school. To be effective, walk to school programs need to address the link between parent journey to work and student journey to school.

Responsible conduct of research in communication sciences and disorders: faculty and student perceptions.

PubMed

Minifie, Fred D; Robey, Randall R; Horner, Jennifer; Ingham, Janis C; Lansing, Charissa; McCartney, James H; Alldredge, Elham-Eid; Slater, Sarah C; Moss, Sharon E

2011-02-01

Two Web-based surveys (Surveys I and II) were used to assess perceptions of faculty and students in Communication Sciences and Disorders (CSD) regarding the responsible conduct of research (RCR). Survey questions addressed 9 RCR domains thought important to the responsible conduct of research: (a) human subjects protections; (b) research involving animals; (c) publication practices and responsible authorship; (d) mentor/trainee responsibilities; (e) collaborative science; (f) peer review; (g) data acquisition, management, sharing, and ownership; (h) conflicts of interest; and (i) research misconduct. Respondents rated each of 37 topics for importance and for sufficiency of instructional coverage. Respondents to Survey I were 137 faculty members from 68 (26%) of the 261 graduate programs in CSD. By comparison, 237 students from 39 (15%) programs responded to Survey II. Data about the importance and sufficiency of coverage of each of the 37 items were transformed into z scores to reveal relative ratings among the 37 topics. Data presentations were grouped for topics in each of the 9 RCR domains. Ratings indicated the relatively high importance assigned among the 37 topics by CSD faculty and students. Sufficiency of coverage of those same topics received lower ratings. The results of these surveys support the notion that students in CSD perceive that they are receiving information about RCR. The data pertaining to sufficiency of coverage provide a basis for improving instruction in this important aspect of research education.

The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics

NASA Astrophysics Data System (ADS)

Seeley, Lane

2008-05-01

The United States faces a critical shortage of qualified physics and physical science teachers. The number of high school students taking physics is increasing but the number of physics majors pursuing careers in pre-college teaching is not nearly sufficient to meet the demand. College and university physics departments have content expertise and ready access to potential future teachers of physics. In order to address the crisis in physics and physical science education, APS, AAPT, and AIP have developed the PhysTEC project. Seattle Pacific University is one of six fully funded PhysTEC sites. The PhysTEC project also supports a coalition of more than one hundred institutions that are committed to improving K-12 physics and physical science education. This talk will describe the national PhysTEC project along with our local PhysTEC program. We will explore ways in which physics departments can more fully integrate the preparation of pre-college physics teachers within existing departmental priorities. We will discuss opportunities for regional partnerships between 2-year and 4-year colleges, school districts, and teacher preparation programs. We will also highlight ways in which our research on the learning and teaching of physics informs the development of tools that teachers and teacher educators can use to diagnose student ideas and to design subsequent instruction that capitalizes on these ideas. In collaboration with Stamatis Vokos, Seattle Pacific University and Pam Kraus, Facet Innovations LLC.

Studying Weather and Climate Using Atmospheric Retrospective Analyses

NASA Astrophysics Data System (ADS)

Bosilovich, M. G.

2014-12-01

Over the last 35 years, tremendous amounts of satellite observations of the Earth's atmosphere have been collected along side the much longer and diverse record of in situ measurements. The satellite data records have disparate qualities, structure and uncertainty which make comparing weather from the 80s and 2000s a challenging prospect. Likewise, in-situ data records lack complete coverage of the earth in both space and time. Atmospheric reanalyses use the observations with numerical models and data assimilation to produce continuous and consistent weather data records for periods longer than decades. The result is a simplified data format with a relatively straightforward learning curve that includes many more variables available (through the modeling component of the system), but driven by a full suite of observational data. The simplified data format allows introduction into weather and climate data analysis. Some examples are provided from undergraduate meteorology program internship projects. We will present the students progression through the projects from their initial understanding and competencies to some final results and the skills learned along the way. Reanalyses are a leading research tool in weather and climate, but can also provide an introductory experience as well, allowing students to develop an understanding of the physical system while learning basic programming and analysis skills.

Does SSP Plus Increase Employment? The Effect of Adding Services to the Self-Sufficiency Project's Financial Incentives.

ERIC Educational Resources Information Center

Quets, Gail; Robins, Philip K.; Pan, Elsie C.; Michalopoulos, Charles; Card, David

In 1992, Human Resources Development Canada launched the Self-Sufficiency Project (SSP), which was a research and demonstration effort involving long-term, single-parent Income Assistance (IA) recipients in New Brunswick and British Columbia. Under SSP, IA recipients who left IA and worked at least 30 hours per week were offered a generous but…

Is Ontario Selling Its Children Short?

ERIC Educational Resources Information Center

Grossman, Alana; Jordan, Anne

1998-01-01

Ontario, Canada's grassroots movement toward integrating disabled students harmonizes with governmental intentions to reduce costs while preserving student rights and accountability. However, decentralized, market-driven models hamper equity. More students are labelled exceptional, schools target privileged enrollees, minority students lack…

A Multiyear Approach to Student-Driven Investigations in Exercise Physiology

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Campisi, Jay

2009-01-01

Many undergraduate institutions offer individual research opportunities for upper-level students in independent study courses and summer undergraduate research programs. These are necessarily limited to a small number of students. Greater numbers of students can benefit from incorporating student-directed investigative experiences into…

Sequence-of-events-driven automation of the deep space network

NASA Technical Reports Server (NTRS)

Hill, R., Jr.; Fayyad, K.; Smyth, C.; Santos, T.; Chen, R.; Chien, S.; Bevan, R.

1996-01-01

In February 1995, sequence-of-events (SOE)-driven automation technology was demonstrated for a Voyager telemetry downlink track at DSS 13. This demonstration entailed automated generation of an operations procedure (in the form of a temporal dependency network) from project SOE information using artificial intelligence planning technology and automated execution of the temporal dependency network using the link monitor and control operator assistant system. This article describes the overall approach to SOE-driven automation that was demonstrated, identifies gaps in SOE definitions and project profiles that hamper automation, and provides detailed measurements of the knowledge engineering effort required for automation.

Sequence-of-Events-Driven Automation of the Deep Space Network

NASA Technical Reports Server (NTRS)

Hill, R., Jr.; Fayyad, K.; Smyth, C.; Santos, T.; Chen, R.; Chien, S.; Bevan, R.

1996-01-01

In February 1995, sequence-of-events (SOE)-driven automation technology was demonstrated for a Voyager telemetry downlink track at DSS 13. This demonstration entailed automated generation of an operations procedure (in the form of a temporal dependency network) from project SOE information using artificial intelligence planning technology and automated execution of the temporal dependency network using the link monitor and control operator assistant system. This article describes the overall approach to SOE-driven automation that was demonstrated, identifies gaps in SOE definitions and project profiles that hamper automation, and provides detailed measurements of the knowledge engineering effort required for automation.

Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

PubMed Central

Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

2016-01-01

Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students. PMID:27543637

Laser driven plasmas based incoherent x-ray sources at PALS and ELI Beamlines (Conference Presentation)

NASA Astrophysics Data System (ADS)

Kozlová, Michaela

2017-05-01

We will present data on a various X-ray production schemes from laser driven plasmas at the PALS Research Center and discuss the plan for the ELI Beamlines project. One of the approaches, how to generate ultrashort pulses of incoherent X-ray radiation, is based on interaction of femtosecond laser pulses with solid or liquid targets. So-called K-alpha source depending on used targets emits in hard X-ray region from micrometric source size. The source exhibits sufficient spatial coherence to observe phase contrast. Detailed characterization of various sources including the x-ray spectrum and the x-ray average yield along with phase contrast images of test objects will be presented. Other method, known as laser wakefield electron acceleration (LWFA), can produce up to GeV electron beams emitting radiation in collimated beam with a femtosecnond pulse duration. This approach was theoretically and experimentally examined at the PALS Center. The parameters of the PALS Ti:S laser interaction were studied by extensive particle-in-cell simulations with radiation post-processors in order to evaluate the capabilities of our system in this field. The extensions of those methods at the ELI Beamlines facility will enable to generate either higher X-ray energies or higher repetition rate. The architecture of such sources and their considered applications will be proposed.

Shifting Engagements in Figured Worlds: Middle School Mathematics Students' Participation in an Architectural Design Project

ERIC Educational Resources Information Center

Jurow, A. Susan

2005-01-01

Project-based curricula have the potential to engage students' interests. But how do students become interested in the goals of a project? This article documents how a group of 8th-grade students participated in an architectural design project called the Antarctica Project. The project is based on the imaginary premise that students need to design…

Learning by stimulation avoidance: A principle to control spiking neural networks dynamics

PubMed Central

Sinapayen, Lana; Ikegami, Takashi

2017-01-01

Learning based on networks of real neurons, and learning based on biologically inspired models of neural networks, have yet to find general learning rules leading to widespread applications. In this paper, we argue for the existence of a principle allowing to steer the dynamics of a biologically inspired neural network. Using carefully timed external stimulation, the network can be driven towards a desired dynamical state. We term this principle “Learning by Stimulation Avoidance” (LSA). We demonstrate through simulation that the minimal sufficient conditions leading to LSA in artificial networks are also sufficient to reproduce learning results similar to those obtained in biological neurons by Shahaf and Marom, and in addition explains synaptic pruning. We examined the underlying mechanism by simulating a small network of 3 neurons, then scaled it up to a hundred neurons. We show that LSA has a higher explanatory power than existing hypotheses about the response of biological neural networks to external simulation, and can be used as a learning rule for an embodied application: learning of wall avoidance by a simulated robot. In other works, reinforcement learning with spiking networks can be obtained through global reward signals akin simulating the dopamine system; we believe that this is the first project demonstrating sensory-motor learning with random spiking networks through Hebbian learning relying on environmental conditions without a separate reward system. PMID:28158309

Learning by stimulation avoidance: A principle to control spiking neural networks dynamics.

PubMed

Sinapayen, Lana; Masumori, Atsushi; Ikegami, Takashi

2017-01-01

Learning based on networks of real neurons, and learning based on biologically inspired models of neural networks, have yet to find general learning rules leading to widespread applications. In this paper, we argue for the existence of a principle allowing to steer the dynamics of a biologically inspired neural network. Using carefully timed external stimulation, the network can be driven towards a desired dynamical state. We term this principle "Learning by Stimulation Avoidance" (LSA). We demonstrate through simulation that the minimal sufficient conditions leading to LSA in artificial networks are also sufficient to reproduce learning results similar to those obtained in biological neurons by Shahaf and Marom, and in addition explains synaptic pruning. We examined the underlying mechanism by simulating a small network of 3 neurons, then scaled it up to a hundred neurons. We show that LSA has a higher explanatory power than existing hypotheses about the response of biological neural networks to external simulation, and can be used as a learning rule for an embodied application: learning of wall avoidance by a simulated robot. In other works, reinforcement learning with spiking networks can be obtained through global reward signals akin simulating the dopamine system; we believe that this is the first project demonstrating sensory-motor learning with random spiking networks through Hebbian learning relying on environmental conditions without a separate reward system.

An Overview Of The Ecosystem Services Research Program Decision Support Framework

EPA Science Inventory

There is an increasing understanding that top-down regulatory and technology driven responses are not sufficient to address current and emerging environmental challenges such as climate change, sustainable communities, and environmental justice. Such problems require ways to dee...

Modeling radiation belt electron dynamics during GEM challenge intervals with the DREAM3D diffusion model

NASA Astrophysics Data System (ADS)

Tu, Weichao; Cunningham, G. S.; Chen, Y.; Henderson, M. G.; Camporeale, E.; Reeves, G. D.

2013-10-01

a response to the Geospace Environment Modeling (GEM) "Global Radiation Belt Modeling Challenge," a 3D diffusion model is used to simulate the radiation belt electron dynamics during two intervals of the Combined Release and Radiation Effects Satellite (CRRES) mission, 15 August to 15 October 1990 and 1 February to 31 July 1991. The 3D diffusion model, developed as part of the Dynamic Radiation Environment Assimilation Model (DREAM) project, includes radial, pitch angle, and momentum diffusion and mixed pitch angle-momentum diffusion, which are driven by dynamic wave databases from the statistical CRRES wave data, including plasmaspheric hiss, lower-band, and upper-band chorus. By comparing the DREAM3D model outputs to the CRRES electron phase space density (PSD) data, we find that, with a data-driven boundary condition at Lmax = 5.5, the electron enhancements can generally be explained by radial diffusion, though additional local heating from chorus waves is required. Because the PSD reductions are included in the boundary condition at Lmax = 5.5, our model captures the fast electron dropouts over a large L range, producing better model performance compared to previous published results. Plasmaspheric hiss produces electron losses inside the plasmasphere, but the model still sometimes overestimates the PSD there. Test simulations using reduced radial diffusion coefficients or increased pitch angle diffusion coefficients inside the plasmasphere suggest that better wave models and more realistic radial diffusion coefficients, both inside and outside the plasmasphere, are needed to improve the model performance. Statistically, the results show that, with the data-driven outer boundary condition, including radial diffusion and plasmaspheric hiss is sufficient to model the electrons during geomagnetically quiet times, but to best capture the radiation belt variations during active times, pitch angle and momentum diffusion from chorus waves are required.

'Have a nice day': consumerism, compassion and health care.

PubMed

Sturgeon, David

Plans to implement a quality measurement framework that will rate nurses according to the level of care and compassion they demonstrate have been proposed and discussed in a number of Department of Health documents. From September 2010 degree-level nursing students in Wales will receive regular feedback on their communication skills and whether they are exhibiting sufficient levels of compassion. This article examines the reasons why there have been such moves by both politicians and health professionals to demonstrate, in quantifiable terms, that they are able to measure something that is frequently contextual and subject to individual interpretation. It explores how these moves have been influenced by the disclosure of unacceptable standards of care by the Patients Association report and the enquiry into Mid-Staffordshire NHS Foundation Trust. It also discusses how the adoption of targets to evaluate care and compassion seems to reflect a market-driven and bureaucratic approach to health care that has resulted in a system in which measurability and outcome are considered the most important indicator of quality.

Assessment of High-school Students Engaged in the EarthLabs Climate Modules using the Climate Concept Inventory

NASA Astrophysics Data System (ADS)

McNeal, K.; Libarkin, J. C.; Ledley, T. S.; Gold, A. U.; Lynds, S. E.; Haddad, N.; Ellins, K.; Dunlap, C.; Bardar, E. W.; Youngman, E.

2015-12-01

Instructors must have on hand appropriate assessments that align with their teaching and learning goals in order to provide evidence of student learning. We have worked with curriculum developers and scientists to develop the Climate Concept Inventory (CCI), which meets goals of the EarthLabs Climate on-line curriculum. The developed concept inventory includes 19 content-driven multiple choice questions, six affective-based multiple choice questions, one confidence question, three open-ended questions, and eight demographic questions. Our analysis of the instrument applies item response theory and uses item characteristic curves. We have assessed over 500 students in nearly twenty high school classrooms in Mississippi and Texas that have engaged in the implementation of the EarthLabs curriculum and completed the CCI. Results indicate that students had pre-post gains on 9 out of 10 of the content-based multiple choice questions with positive gains in answer choice selection ranging from 1.72% to 42%. Students significantly reported increased confidence with 15% more students reporting that they were either very or fairly confident with their answers. Of the six affective questions posed, 5 out of 6 showed significant shifts towards gains in knowledge, awareness, and information about Earth's climate system. The research has resulted in a robust and validated climate concept inventory for use with advanced high school students, where we have been able to apply its use within the EarthLabs project.

Rejection of unfair offers can be driven by negative emotions, evidence from modified ultimatum games with anonymity.

PubMed

Ma, Ning; Li, Nan; He, Xiao-Song; Sun, De-Lin; Zhang, Xiaochu; Zhang, Da-Ren

2012-01-01

The rejection of unfair offers can be affected by both negative emotions (e.g. anger and moral disgust) and deliberate cognitive processing of behavioral consequences (e.g. concerns of maintaining social fairness and protecting personal reputation). However, whether negative emotions are sufficient to motivate this behavior is still controversial. With modified ultimatum games, a recent study (Yamagishi T, et al. (2009) Proc Natl Acad Sci USA 106:11520-11523) found that people reject unfair offers even when this behavior increases inequity, and even when they could not communicate to the proposers. Yamagishi suggested that rejection of unfair offers could occur without people's concerning of maintaining social fairness, and could be driven by negative emotions. However, as anonymity was not sufficiently guaranteed in Yamagishi's study, the rejection rates in their experiments may have been influenced by people's concerns of protecting personal reputation (reputational concerns) in addition to negative emotions; thus, it was unclear whether the rejection was driven by negative emotions, or by reputational concerns, or both. In the present study, with specific methods to ensure anonymity, the effect of reputational concerns was successfully ruled out. We found that in a private situation in which rejection could not be driven by reputational concerns, the rejection rates of unfair offers were significantly larger than zero, and in public situations in which rejection rates could be influenced by both negative emotions and reputational concerns, rejection rates were significantly higher than that in the private situation. These results, together with Yamagishi's findings, provided more complete evidence suggesting (a) that the rejection of unfair offers can be driven by negative emotions and (b) that deliberate cognitive processing of the consequences of the behavior can increase the rejection rate, which may benefit social cooperation.

Process-Driven Math: An Auditory Method of Mathematics Instruction and Assessment for Students Who Are Blind or Have Low Vision

ERIC Educational Resources Information Center

Gulley, Ann P.; Smith, Luke A.; Price, Jordan A.; Prickett, Logan C.; Ragland, Matthew F.

2017-01-01

Process-Driven Math is a fully audio method of mathematics instruction and assessment that was created at Auburn University at Montgomery, Alabama, to meet the needs of one particular student, Logan. He was blind, mobility impaired, and he could not speak above a whisper. Logan was not able to use traditional low vision tools like braille and…

Do you kiss your mother with that mouth? An authentic large-scale undergraduate research experience in mapping the human oral microbiome.

PubMed

Wang, Jack T H; Daly, Joshua N; Willner, Dana L; Patil, Jayee; Hall, Roy A; Schembri, Mark A; Tyson, Gene W; Hugenholtz, Philip

2015-05-01

Clinical microbiology testing is crucial for the diagnosis and treatment of community and hospital-acquired infections. Laboratory scientists need to utilize technical and problem-solving skills to select from a wide array of microbial identification techniques. The inquiry-driven laboratory training required to prepare microbiology graduates for this professional environment can be difficult to replicate within undergraduate curricula, especially in courses that accommodate large student cohorts. We aimed to improve undergraduate scientific training by engaging hundreds of introductory microbiology students in an Authentic Large-Scale Undergraduate Research Experience (ALURE). The ALURE aimed to characterize the microorganisms that reside in the healthy human oral cavity-the oral microbiome-by analyzing hundreds of samples obtained from student volunteers within the course. Students were able to choose from selective and differential culture media, Gram-staining, microscopy, as well as polymerase chain reaction (PCR) and 16S rRNA gene sequencing techniques, in order to collect, analyze, and interpret novel data to determine the collective oral microbiome of the student cohort. Pre- and postsurvey analysis of student learning gains across two iterations of the course (2012-2013) revealed significantly higher student confidence in laboratory skills following the completion of the ALURE (p < 0.05 using the Mann-Whitney U-test). Learning objectives on effective scientific communication were also met through effective student performance in laboratory reports describing the research outcomes of the project. The integration of undergraduate research in clinical microbiology has the capacity to deliver authentic research experiences and improve scientific training for large cohorts of undergraduate students.

West Coast Swing Dancing as a Driven Harmonic Oscillator Model

NASA Astrophysics Data System (ADS)

Ferrara, Davon; Holzer, Marie; Kyere, Shirley

The study of physics in sports not only provides valuable insight for improved athletic performance and injury prevention, but offers undergraduate students an opportunity to engage in both short- and long-term research efforts. In this project, conducted by two non-physics majors, we hypothesized that a driven harmonic oscillator model can be used to better understand the interaction between two west coast swing dancers since the stiffness of the physical connection between dance partners is a known factor in the dynamics of the dance. The hypothesis was tested by video analysis of two dancers performing a west coast swing basic, the sugar push, while changing the stiffness of the physical connection. The difference in stiffness of the connection from the ideal was estimated by the leader; the position with time data from the video was used to measure changes in the amplitude and phase difference between the leader and follower. While several aspects of our results agree with the proposed model, some key characteristics do not, possibly due to the follower relying on visual leads. Corresponding author and principal investigator.

The supervision of professional doctorates: experiences of the processes and ways forward.

PubMed

Carr, Susan M; Lhussier, Monique; Chandler, Colin

2010-05-01

The doctoral research terrain is changing, as new-styles, for example professional doctorates, are being developed (Park, C., 2005. New variant PhDL the changing nature of the doctorate in the UK. Journal of Higher Education Policy and Management 27(2), 189-207). There is a scarcity of literature aimed at supervisors (Gatfield, T., 2005, An investigation into PhD supervisory management styles: development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management 27(3), 311-325) and this is particularly so in relation to professional doctorates. In this position paper we argue that the supervisory approach required for a professional doctorate student is different than that required for a PhD. Professional doctorate students, like PhD students, are required to make an explicit contribution to knowledge. Their emphasis, however, needs to be in producing knowledge that is theoretically sound, original, and of relevance to their practice area. This is of increasing importance within healthcare with the growing emphasis on patient driven translational research. As such, the students and their supervisors face unique challenges of balancing academic requirements with praxis. We suggest this requires specific tools to make explicit the dialogical relationship between a particular project and the cultural, social, educational and political aspects of its environment. We expose the potential of soft systems methodology as a means to highlight the emergent aspects of a doctoral practice development project, their respective and evolving supervisory interactions. This focus of this paper is therefore not about guiding supervision in a managerial sense, but rather at offering methodological suggestions that could underpin applied research at doctoral level. Copyright 2009 Elsevier Ltd. All rights reserved.

The nuclear weapons inheritance project: student-to-student dialogues and interactive peer education in disarmament activism.

PubMed

Buhmann, Caecilie Böck

2007-01-01

The Nuclear Weapons Inheritance Project is a student run and student initiated project founded in 2001 with the purpose of increasing awareness of health effects of nuclear policies and empowering university students to take action in a local and international context. The project uses dialogues to discuss nuclear disarmament with university students and a method of interactive peer education to train new trainers. The project has met more than 1500 students in nuclear weapon states in dialogue and trained about 400 students from all over the world. This article describes the methods and results of the project and discuss how the experience of the project can be used in other projects seeking to increase awareness of a topic and to initiate action on social injustice.

Intergroup Cooperation in Common Pool Resource Dilemmas.

PubMed

Sadowski, Jathan; Spierre, Susan G; Selinger, Evan; Seager, Thomas P; Adams, Elizabeth A; Berardy, Andrew

2015-10-01

Fundamental problems of environmental sustainability, including climate change and fisheries management, require collective action on a scale that transcends the political and cultural boundaries of the nation-state. Rational, self-interested neoclassical economic theories of human behavior predict tragedy in the absence of third party enforcement of agreements and practical difficulties that prevent privatization. Evolutionary biology offers a theory of cooperation, but more often than not in a context of discrimination against other groups. That is, in-group boundaries are necessarily defined by those excluded as members of out-groups. However, in some settings human's exhibit behavior that is inconsistent with both rational economic and group driven cooperation of evolutionary biological theory. This paper reports the results of a non-cooperative game-theoretic exercise that models a tragedy of the commons problem in which groups of players may advance their own positions only at the expense of other groups. Students enrolled from multiple universities and assigned to different multi-university identity groups participated in experiments that repeatedly resulted in cooperative outcomes despite intergroup conflicts and expressions of group identity. We offer three possible explanations: (1) students were cooperative because they were in an academic setting; (2) students may have viewed their instructors as the out-group; or (3) the emergence of a small number of influential, ethical leaders is sufficient to ensure cooperation amongst the larger groups. From our data and analysis, we draw out lessons that may help to inform approaches for institutional design and policy negotiations, particularly in climate change management.

Seating Arrangement, Group Composition and Competition-driven Interaction: Effects on Students' Performance in Physics

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

Roxas, R. M.; Monterola, C.; Carreon-Monterola, S. L.

2010-07-28

We probe the effect of seating arrangement, group composition and group-based competition on students' performance in Physics using a teaching technique adopted from Mazur's peer instruction method. Ninety eight lectures, involving 2339 students, were conducted across nine learning institutions from February 2006 to June 2009. All the lectures were interspersed with student interaction opportunities (SIO), in which students work in groups to discuss and answer concept tests. Two individual assessments were administered before and after the SIO. The ratio of the post-assessment score to the pre-assessment score and the Hake factor were calculated to establish the improvement in student performance.more » Using actual assessment results and neural network (NN) modeling, an optimal seating arrangement for a class was determined based on student seating location. The NN model also provided a quantifiable method for sectioning students. Lastly, the study revealed that competition-driven interactions increase within-group cooperation and lead to higher improvement on the students' performance.« less

MATER - Pianeta Terra-Mare: an interactive and multidisciplinary approach to Geosphere sciences

NASA Astrophysics Data System (ADS)

Piangiamore, Giovanna Lucia; Fanelli, Emanuela; Furia, Stefania; Garau, Daniela; Merlino, Silvia; Musacchio, Gemma; Carla Centineo, Maria

2016-04-01

Recent studies demonstrate that Earth and Marine Sciences are not properly treated in scholastic programs and in textbooks are included in a superficial way. These topics are interdisciplinary and experimental (biology, ecology, oceanography and geology) and the recent advance in these fields is strictly linked to technologic improvement. School cannot keep up with the huge advances of knowledge experimented in the last 20 years, also for the lack of didactic laboratories sufficiently updated to support experimental activities. In this context, in 2014-15 three Italian Research Institutes (INGV, ISMAR-CNR and ENEA-CRAM) have decided to support the Unified School District "ISA 10"of Lerici (Liguria, Italy) - comprehensive of kindergartner, primary and middle schools - to develop the project MATER - Pianeta Terra-Mare (Planet Earth and Sea). The acronym MATER (MARe and TERra) has also a gender value, as people involved in the projects were women, mostly researchers and teachers, which have worked side by side with other women belonging to environmental and cultural associations of the territory. This heterogeneous group has a common objective: to promote the diffusion of a scientific culture and to sensitize students from 3 to 14 years towards problems occurring in marine and terrestrial environments, fostering the settlement of a sustainable attitude to the exploitation of natural resources and consciousness to natural hazards, such as earthquakes and floods, quite common in the Ligurian region. MATER has been considered as one of the best projects funded by MIUR (Italian Ministry of Education, University and Research) inside the Dissemination of Scientific and Technological Culture call for the year 2014. Natural hazards (Planet Earth) and the chemical-physical aspects and resources of the marine environment (Planet Sea) were the two modules of the project. Planet Earth developed through Piovono Idee! (Cloudy with a chance of Ideas!), an interactive exhibition on hydro-geological risk and climate change targeted to students from 8 to 14 years; Planet Sea was articulated in a series of laboratories on the physical-chemical properties ("a sustaining sea") and of the bio-ecological aspects ("a sea of resources") of the sea, engaging students from 4 to 14 years. Scientific conferences, targeted from teenagers and up and open to public, have been organized during the opening and closing weeks of the project, inside the "Week of Planet Earth" 2014 and 2015. The project was also a "peer-education experiment", where students of the High School "Pacinotti" (La Spezia) and of "ISA 10" (Lerici) and "ISA 2" (La Spezia) have played the role of guides in the interactive paths. MATER has reached ca. 1000 students and had excellent feedbacks from teachers and students, supported by questionnaires and press releases. Through the dedicated website, MATER is expected to reach a broader scholastic community, outside its local context. The project was a good example of cooperation of different territorial institutions/associations, working together to promote the culture of prevention and sustainability, involving future citizens to reflect on the values of appropriate behaviors and best practices towards an ethical and sustainable interaction between human activities with the geosphere.

Teachers Creating Safe School Environments: Prevention of Elementary Student-to-Student Bullying

ERIC Educational Resources Information Center

Gant Bradley, Heather

2014-01-01

Student-to-student bullying is still a current issue within elementary schools nationwide. Educators are often unaware, improperly trained and/or unwilling to help in student bullying incidences. Without training or willingness, teachers often are driven into silence and inaction, effectively putting the wellbeing of students at risk. The present…

Evaluation of regional climate simulations for air quality modelling purposes

NASA Astrophysics Data System (ADS)

Menut, Laurent; Tripathi, Om P.; Colette, Augustin; Vautard, Robert; Flaounas, Emmanouil; Bessagnet, Bertrand

2013-05-01

In order to evaluate the future potential benefits of emission regulation on regional air quality, while taking into account the effects of climate change, off-line air quality projection simulations are driven using weather forcing taken from regional climate models. These regional models are themselves driven by simulations carried out using global climate models (GCM) and economical scenarios. Uncertainties and biases in climate models introduce an additional "climate modeling" source of uncertainty that is to be added to all other types of uncertainties in air quality modeling for policy evaluation. In this article we evaluate the changes in air quality-related weather variables induced by replacing reanalyses-forced by GCM-forced regional climate simulations. As an example we use GCM simulations carried out in the framework of the ERA-interim programme and of the CMIP5 project using the Institut Pierre-Simon Laplace climate model (IPSLcm), driving regional simulations performed in the framework of the EURO-CORDEX programme. In summer, we found compensating deficiencies acting on photochemistry: an overestimation by GCM-driven weather due to a positive bias in short-wave radiation, a negative bias in wind speed, too many stagnant episodes, and a negative temperature bias. In winter, air quality is mostly driven by dispersion, and we could not identify significant differences in either wind or planetary boundary layer height statistics between GCM-driven and reanalyses-driven regional simulations. However, precipitation appears largely overestimated in GCM-driven simulations, which could significantly affect the simulation of aerosol concentrations. The identification of these biases will help interpreting results of future air quality simulations using these data. Despite these, we conclude that the identified differences should not lead to major difficulties in using GCM-driven regional climate simulations for air quality projections.

Surface based factory for the production of life support and technology support products

NASA Technical Reports Server (NTRS)

1987-01-01

The presence of a manned space colony on Mars may be expected to involve three phases in the utilization of planetary resources: (1) survival phase in which air, water, and food are produced, (2) self sufficiency phase in which chemicals, fuels, pharmaceuticals, polymers, and metals are produced, and (3) export to earth of materials and technology 1 phase in which the unique advantage of the extraterrestrial environment is fully exploited. The Advanced Design Project is administered as an interdisciplinary effort involving students and faculty throughout the College of Engineering. Senior students from Chemical, Civil, Electrical, and Mechanical Engineering are participating as a team. Multi discipline interfacing and coordination are stressed throughout the project. An interdisciplinary senior design course was developed and offered in the Spring of 1987. The first task of the survival phase is that of providing a supply of water and air adequate to support a ten person colony. The project has been divided into three subgroups: (1) design of a manufacturing and storage facility for air, (2) search and drill for water or water-bearing materials, and (3) retrieve, purify, and store potable water. The conceptual design phase has been completed and the project is being documented. The second task of the survival phase is that of providing a replenish able food supply. This task has two requirements: producing a supply of protein and providing an environment for growing plants for food. For the first requirement, we considered the design of a bioreactor system capable of growing beef cells for protein production. For the second, a design must be developed for a manufacturing system to produce materials needed to build a greenhouse farm.

Response of the seagrass Halophila ovalis to altered light quality in a simulated dredge plume.

PubMed

Strydom, Simone; McMahon, Kathryn; Lavery, Paul S

2017-08-15

Seagrass meadows are globally threatened, largely through activities that reduce light quantity (photosynthetic photon flux density) such as dredging. However, these activities can simultaneously alter the spectral quality of light. Previous studies showed that Halophila ovalis seagrass productivity is reduced under monochromatic yellow/green light, wavelengths associated with dredge plumes, but it is unclear how they respond to spectra produced by real dredging projects. We simultaneously subjected adult H. ovalis plants to altered light quality and quantity simulating a real commercial dredging operation (15mgL -1 TSS, 50 and 200μmol photonsm -2 s -1 ). There was a significant effect of reduced light quantity on physiological and morphological variables and a significant effect of light quality on the pigment antheraxanthin. The lack of effect of light quality on growth indicates that while seagrass are sensitive to changes in light quality, natural- and anthropogenic-driven changes may not always be sufficient to produce strong effects on H. ovalis. Copyright © 2017 Elsevier Ltd. All rights reserved.

Smackdown: Adventures in Simulation Standards and Interoperability

NASA Technical Reports Server (NTRS)

Elfrey, Priscilla R.; Zacharewicz, Gregory; Ni, marcus

2011-01-01

The paucity of existing employer-driven simulation education and the need for workers broadly trained in Modeling & Simulation (M&S) poses a critical need that the simulation community as a whole must address. This paper will describe how this need became an impetus for a new inter-university activity that allows students to learn about simulation by doing it. The event, called Smackdown, was demonstrated for the first time in April at the Spring Simulation Multi-conference. Smackdown is an adventure in international cooperation. Students and faculty took part from the US and Europe supported by IEEE/SISO standards, industry software and National Aeronautics and Space Administration (NASA) content of are supply mission to the Moon. The developers see Smackdown providing all participants with a memorable, interactive, problem-solving experience, which can contribute, importantly to the workforce of the future. This is part of the larger need to increase undergraduate education in simulation and could be a prime candidate for senior design projects.

Importance of emotional competence in designing an antidrug education curriculum for junior secondary school students in Hong Kong.

PubMed

Law, Ben M F; Lee, Tak Yan

2011-01-01

Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong.

Importance of Emotional Competence in Designing an Antidrug Education Curriculum for Junior Secondary School Students in Hong Kong

PubMed Central

Law, Ben M. F.; Lee, Tak Yan

2011-01-01

Adolescent substance abuse is a serious problem in Hong Kong. Antidrug education campaigns should aim at enhancing students' understanding of the effects of illegal drugs to themselves. Moreover, life skill training is important in helping adolescents face life's challenges without attempting to do drugs. A major component of life skill training is the promotion of emotional competence. The present study outlines the importance of emotional competence and adolescent development. For an antidrug education campaign to be effective, adolescents should be able to identify their emotions and understand their own emotion regulation mechanism. Likewise, they should be made aware of the consequences of their emotions and emotion-driven behaviors. Finally, the use of an inspirational story with a strong message against substance abuse to trigger emotions is recommended for designing an antidrug education curriculum. All these components are integrated in the newly developed curriculum of the P.A.T.H.S. Project in Hong Kong. PMID:22125472

Self-directed learning: Philosophy and implementation

NASA Astrophysics Data System (ADS)

Silverman, M. P.

1996-10-01

An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognised as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalised; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena; (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and verbal language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

Physics First: Impact on SAT Math Scores

NASA Astrophysics Data System (ADS)

Bouma, Craig E.

Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A Physics First (PF) program with the curriculum sequence of physics, chemistry, and biology (PCB) driven by inquiry- and project-based learning offers a viable alternative to the traditional curricular sequence (BCP) and methods of teaching, but requires more empirical evidence. This study determined impact of a PF program (PF-PCB) on math achievement (SAT math scores) after the first two cohorts of students completed the PF-PCB program at Matteo Ricci High School (MRHS) and provided more quantitative data to inform the PF debate and advance secondary science education. Statistical analysis (ANCOVA) determined the influence of covariates and revealed that PF-PCB program had a significant (p < .05) impact on SAT math scores in the second cohort at MRHS. Statistically adjusted, the SAT math means for PF students were 21.4 points higher than their non-PF counterparts when controlling for prior math achievement (HSTP math), socioeconomic status (SES), and ethnicity/race.

Engaging with Assessment: Increasing Student Engagement through Continuous Assessment

ERIC Educational Resources Information Center

Holmes, Naomi

2018-01-01

Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are "assessment-driven," a low-stakes continuous weekly summative…

24 CFR 572.110 - Identifying and selecting eligible families for homeownership.

Code of Federal Regulations, 2010 CFR

2010-04-01

... otherwise qualified eligible families who have completed participation in one of the following economic self-sufficiency programs: Project Self-Sufficiency, Operation Bootstrap, Family Self-Sufficiency, JOBS, and any... for the disclosure and verification of social security numbers, as provided by part 5, subpart B, of...

Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

2015-12-01

Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.

Play It, Learn It, Make It Last: Developing an Online Game to Create Self-Sufficient Library Information Users.

PubMed

Boyce, Lindsay M

2016-01-01

Library orientation at an academic health sciences library consisted of a five-minute overview within new student orientation. Past experience indicated this brief presentation was insufficient for students to learn about library resources. In 2014, an effort was made to supplement orientation by developing an online game aimed at enabling students to become self-sufficient through hands-on learning. A gaming model was chosen with expectations that competition and rewards would motivate students. Although the pilots suffered from low participation rates, the experience merits further research into the potential of a broader model of online library instruction in the health sciences environment.

Course-based undergraduate research experiences in molecular biosciences-patterns, trends, and faculty support.

PubMed

Wang, Jack T H

2017-08-15

Inquiry-driven learning, research internships and course-based undergraduate research experiences all represent mechanisms through which educators can engage undergraduate students in scientific research. In life sciences education, the benefits of undergraduate research have been thoroughly evaluated, but limitations in infrastructure and training can prevent widespread uptake of these practices. It is not clear how faculty members can integrate complex laboratory techniques and equipment into their unique context, while finding the time and resources to implement undergraduate research according to best practice guidelines. This review will go through the trends and patterns in inquiry-based undergraduate life science projects with particular emphasis on molecular biosciences-the research-aligned disciplines of biochemistry, molecular cell biology, microbiology, and genomics and bioinformatics. This will provide instructors with an overview of the model organisms, laboratory techniques and research questions that are adaptable for semester-long projects, and serve as starting guidelines for course-based undergraduate research. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Social Justice in Medical Education: Strengths and Challenges of a Student-Driven Social Justice Curriculum

PubMed Central

Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

2014-01-01

In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai‘i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service. PMID:25157325

Social justice in medical education: strengths and challenges of a student-driven social justice curriculum.

PubMed

Ambrose, Adrian Jacques H; Andaya, January M; Yamada, Seiji; Maskarinec, Gregory G

2014-08-01

In the current rapidly evolving healthcare environment of the United States, social justice programs in pre-medical and medical education are needed to cultivate socially conscious and health professionals inclined to interdisciplinary collaborations. To address ongoing healthcare inequalities, medical education must help medical students to become physicians skilled not only in the biomedical management of diseases, but also in identifying and addressing social and structural determinants of the patients' daily lives. Using a longitudinal Problem-Based Learning (PBL) methodology, the medical students and faculty advisers at the University of Hawai'i John A. Burns School of Medicine (JABSOM) developed the Social Justice Curriculum Program (SJCP) to supplement the biomedical curriculum. The SJCP consists of three components: (1) active self-directed learning and didactics, (2) implementation and action, and (3) self-reflection and personal growth. The purpose of introducing a student-driven SJ curriculum is to expose the students to various components of SJ in health and medicine, and maximize engagement by using their own inputs for content and design. It is our hope that the SJCP will serve as a logistic and research-oriented model for future student-driven SJ programs that respond to global health inequalities by cultivating skills and interest in leadership and community service.

A Concept of the Differentially Driven Three Wheeled Robot

NASA Astrophysics Data System (ADS)

Kelemen, M.; Colville, D. J.; Kelemenová, T.; Virgala, I.; Miková, L.

2013-08-01

The paper deals with the concept of a differentially driven three wheeled robot. The main task for the robot is to follow the navigation black line on white ground. The robot also contains anti-collision sensors for avoiding obstacles on track. Students learn how to deal with signals from sensors and how to control DC motors. Students work with the controller and develop the locomotion algorithm and can attend a competition

"Click Here to Order This Book": A Case Study of Print and Electronic Patron-Driven Acquisition in University College Dublin

ERIC Educational Resources Information Center

Tynan, Mark; McCarney, Eoin

2014-01-01

University College Dublin became the first library in the Republic of Ireland to trial patron-driven acquisition (PDA) as a collection development tool in 2013. A total of 42% of UCD Library's book budget was allocated to the project, which included both electronic and print books. This article describes the twelve month project from the tender…

The art and science of selecting graduate students in the biomedical sciences: Performance in doctoral study of the foundational sciences.

PubMed

Park, Hee-Young; Berkowitz, Oren; Symes, Karen; Dasgupta, Shoumita

2018-01-01

The goal of this study was to investigate associations between admissions criteria and performance in Ph.D. programs at Boston University School of Medicine. The initial phase of this project examined student performance in the classroom component of a newly established curriculum named "Foundations in Biomedical Sciences (FiBS)". Quantitative measures including undergraduate grade point average (GPA), graduate record examination (GRE; a standardized, computer-based test) scores for the verbal (assessment of test takers' ability to analyze, evaluate, and synthesize information and concepts provided in writing) and quantitative (assessment of test takers' problem-solving ability) components of the examination, previous research experience, and competitiveness of previous research institution were used in the study. These criteria were compared with competencies in the program defined as students who pass the curriculum as well as students categorized as High Performers. These data indicated that there is a significant positive correlation between FiBS performance and undergraduate GPA, GRE scores, and competitiveness of undergraduate institution. No significant correlations were found between FiBS performance and research background. By taking a data-driven approach to examine admissions and performance, we hope to refine our admissions criteria to facilitate an unbiased approach to recruitment of students in the life sciences and to share our strategy to support similar goals at other institutions.

Data-driven medicinal chemistry in the era of big data.

PubMed

Lusher, Scott J; McGuire, Ross; van Schaik, René C; Nicholson, C David; de Vlieg, Jacob

2014-07-01

Science, and the way we undertake research, is changing. The increasing rate of data generation across all scientific disciplines is providing incredible opportunities for data-driven research, with the potential to transform our current practices. The exploitation of so-called 'big data' will enable us to undertake research projects never previously possible but should also stimulate a re-evaluation of all our data practices. Data-driven medicinal chemistry approaches have the potential to improve decision making in drug discovery projects, providing that all researchers embrace the role of 'data scientist' and uncover the meaningful relationships and patterns in available data. Copyright © 2013 Elsevier Ltd. All rights reserved.

Klein–Gordon equation in curved space-time

NASA Astrophysics Data System (ADS)

Lehn, R. D.; Chabysheva, S. S.; Hiller, J. R.

2018-07-01

We report the methods and results of a computational physics project on the solution of the relativistic Klein–Gordon equation for a light particle gravitationally bound to a heavy central mass. The gravitational interaction is prescribed by the metric of a spherically symmetric space-time. Metrics are considered for an impenetrable sphere, a soft sphere of uniform density, and a soft sphere with a linear transition from constant to zero density; in each case the radius of the central mass is chosen to be sufficient to avoid any event horizon. The solutions are obtained numerically and compared with nonrelativistic Coulomb-type solutions, both directly and in perturbation theory, to study the general-relativistic corrections to the quantum solutions for a 1/r potential. The density profile with a linear transition is chosen to avoid singularities in the wave equation that can be caused by a discontinuous derivative of the density. This project should be of interest to instructors and students of computational physics at the graduate and advanced undergraduate levels.

A Projection Quality-Driven Tube Current Modulation Method in Cone-Beam CT for IGRT: Proof of Concept.

PubMed

Men, Kuo; Dai, Jianrong

2017-12-01

To develop a projection quality-driven tube current modulation method in cone-beam computed tomography for image-guided radiotherapy based on the prior attenuation information obtained by the planning computed tomography and then evaluate its effect on a reduction in the imaging dose. The QCKV-1 phantom with different thicknesses (0-400 mm) of solid water upon it was used to simulate different attenuation (μ). Projections were acquired with a series of tube current-exposure time product (mAs) settings, and a 2-dimensional contrast to noise ratio was analyzed for each projection to create a lookup table of mAs versus 2-dimensional contrast to noise ratio, μ. Before a patient underwent computed tomography, the maximum attenuation [Formula: see text] within the 95% range of each projection angle (θ) was estimated according to the planning computed tomography images. Then, a desired 2-dimensional contrast to noise ratio value was selected, and the mAs setting at θ was calculated with the lookup table of mAs versus 2-dimensional contrast to noise ratio,[Formula: see text]. Three-dimensional cone-beam computed tomography images were reconstructed using the projections acquired with the selected mAs. The imaging dose was evaluated with a polymethyl methacrylate dosimetry phantom in terms of volume computed tomography dose index. Image quality was analyzed using a Catphan 503 phantom with an oval body annulus and a pelvis phantom. For the Catphan 503 phantom, the cone-beam computed tomography image obtained by the projection quality-driven tube current modulation method had a similar quality to that of conventional cone-beam computed tomography . However, the proposed method could reduce the imaging dose by 16% to 33% to achieve an equivalent contrast to noise ratio value. For the pelvis phantom, the structural similarity index was 0.992 with a dose reduction of 39.7% for the projection quality-driven tube current modulation method. The proposed method could reduce the additional dose to the patient while not degrading the image quality for cone-beam computed tomography. The projection quality-driven tube current modulation method could be especially beneficial to patients who undergo cone-beam computed tomography frequently during a treatment course.

Passive injection control for microfluidic systems

DOEpatents

Paul, Phillip H.; Arnold, Don W.; Neyer, David W.

2004-12-21

Apparatus for eliminating siphoning, "dead" regions, and fluid concentration gradients in microscale analytical devices. In its most basic embodiment, the present invention affords passive injection control for both electric field-driven and pressure-driven systems by providing additional fluid flow channels or auxiliary channels disposed on either side of a sample separation column. The auxiliary channels are sized such that volumetric fluid flow rate through these channels, while sufficient to move the sample away from the sample injection region in a timely fashion, is less than that through the sample separation channel or chromatograph.

Accelerator driven sub-critical core

DOEpatents

McIntyre, Peter M; Sattarov, Akhdiyor

2015-03-17

Systems and methods for operating an accelerator driven sub-critical core. In one embodiment, a fission power generator includes a sub-critical core and a plurality of proton beam generators. Each of the proton beam generators is configured to concurrently provide a proton beam into a different area of the sub-critical core. Each proton beam scatters neutrons within the sub-critical core. The plurality of proton beam generators provides aggregate power to the sub-critical core, via the proton beams, to scatter neutrons sufficient to initiate fission in the sub-critical core.

Schematic driven layout of Reed Solomon encoders

NASA Technical Reports Server (NTRS)

Arave, Kari; Canaris, John; Miles, Lowell; Whitaker, Sterling

1992-01-01

Two Reed Solomon error correcting encoders are presented. Schematic driven layout tools were used to create the encoder layouts. Special consideration had to be given to the architecture and logic to provide scalability of the encoder designs. Knowledge gained from these projects was used to create a more flexible schematic driven layout system.

Towards Stability Analysis of Jump Linear Systems with State-Dependent and Stochastic Switching

NASA Technical Reports Server (NTRS)

Tejada, Arturo; Gonzalez, Oscar R.; Gray, W. Steven

2004-01-01

This paper analyzes the stability of hierarchical jump linear systems where the supervisor is driven by a Markovian stochastic process and by the values of the supervised jump linear system s states. The stability framework for this class of systems is developed over infinite and finite time horizons. The framework is then used to derive sufficient stability conditions for a specific class of hybrid jump linear systems with performance supervision. New sufficient stochastic stability conditions for discrete-time jump linear systems are also presented.

An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

ERIC Educational Resources Information Center

Chapman, Joseph; Schetzsle, Stacey; Wahlers, Russell

2016-01-01

This article presents an innovative, experiential-learning project that incorporates students from two different courses: sales management and professional selling. Sales management students actually manage sales students on an outside sales project. Students apply classroom knowledge to a real-life sales project for a local community…

7 CFR 4280.116 - Application and documentation.

Code of Federal Regulations, 2012 CFR

2012-01-01

... project goals that includes the following: (i) Title. Provide a descriptive title of the project... sufficient detail to allow the Agency to score the project and evaluate its technical feasibility. (B) Either...

7 CFR 4280.116 - Application and documentation.

Code of Federal Regulations, 2014 CFR

2014-01-01

... project goals that includes the following: (i) Title. Provide a descriptive title of the project... sufficient detail to allow the Agency to score the project and evaluate its technical feasibility. (B) Either...

7 CFR 4280.116 - Application and documentation.

Code of Federal Regulations, 2013 CFR

2013-01-01

... project goals that includes the following: (i) Title. Provide a descriptive title of the project... sufficient detail to allow the Agency to score the project and evaluate its technical feasibility. (B) Either...

CUREs in biochemistry-where we are and where we should go.

PubMed

Bell, Jessica K; Eckdahl, Todd T; Hecht, David A; Killion, Patrick J; Latzer, Joachim; Mans, Tamara L; Provost, Joseph J; Rakus, John F; Siebrasse, Erica A; Ellis Bell, J

2017-01-02

Integration of research experience into classroom is an important and vital experience for all undergraduates. These course-based undergraduate research experiences (CUREs) have grown from independent instructor lead projects to large consortium driven experiences. The impact and importance of CUREs on students at all levels in biochemistry was the focus of a National Science Foundation funded think tank. The state of biochemistry CUREs and suggestions for moving biochemistry forward as well as a practical guide (supplementary material) are reported here. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):7-12, 2017. © 2016 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.

How Important Are 'Entry Effects' in Financial Incentive Programs for Welfare Recipients? Experimental Evidence from the Self-Sufficiency Project. SRDC Working Papers.

ERIC Educational Resources Information Center

Card, David; Robins, Philip K.; Lin, Winston

The Self-Sufficiency Project (SSP) entry effect experiment was designed to measure the effect of the future availability of an earnings supplement on the behavior of newly enrolled income assistance (IA) recipients. It used a classical randomized design. From a sample of 3,315 single parents who recently started a new period of IA, one-half were…

Data-Driven Hint Generation from Peer Debugging Solutions

ERIC Educational Resources Information Center

Liu, Zhongxiu

2015-01-01

Data-driven methods have been a successful approach to generating hints for programming problems. However, the majority of previous studies are focused on procedural hints that aim at moving students to the next closest state to the solution. In this paper, I propose a data-driven method to generate remedy hints for BOTS, a game that teaches…

A Middle School Principal's and Teachers' Perceptions of Leadership Practices in Data-Driven Decision Making

ERIC Educational Resources Information Center

Godreau Cimma, Kelly L.

2011-01-01

The purpose of this qualitative case study was to describe one Connecticut middle school's voluntary implementation of a data-driven decision making process in order to improve student academic performance. Data-driven decision making is a component of Connecticut's accountability system to assist schools in meeting the requirements of the No…

A Framework for Facilitating Ecosystem Services-based Decision-making and the Development of Decision-making Tools

EPA Science Inventory

There is an increasing understanding that top-down regulatory and technology driven responses are not sufficient to address current and emerging environmental challenges such as climate change, sustainable communities, and environmental justice. The vast majority of environmenta...

Creative Exchange: An Evolving Model of Multidisciplinary Collaboration

ERIC Educational Resources Information Center

Fleischmann, Katja; Hutchison, Clive

2012-01-01

Often the traditional creative arts curriculum does not sufficiently respond to, nor reflect, contemporary work practice. Multidisciplinary teams are now increasingly the norm in creative arts practice especially when driven by technological innovation. Drawing on contemporary research that centres on the benefits of multidisciplinary…

Lights! Camera! Action Projects! Engaging Psychopharmacology Students in Service-based Action Projects Focusing on Student Alcohol Abuse

PubMed Central

Kennedy, Susan

2016-01-01

Alcohol abuse continues to be an issue of major concern for the health and well-being of college students. Estimates are that over 80% of college students are involved in the campus “alcohol culture.” Annually, close to 2000 students die in the United States due to alcohol-related accidents, with another 600,000 sustaining injury due to alcohol-related incidents (NIAAA, 2013). Students enrolled in a Psychopharmacology course engaged in action projects (community outreach) focused on alcohol abuse on our campus. Research has indicated that these types of projects can increase student engagement in course material and foster important skills, including working with peers and developing involvement in one’s community. This paper describes the structure and requirements of five student outreach projects and the final projects designed by the students, summarizes the grading and assessment of the projects, and discusses the rewards and challenges of incorporating such projects into a course. PMID:27385923

Lights! Camera! Action Projects! Engaging Psychopharmacology Students in Service-based Action Projects Focusing on Student Alcohol Abuse.

PubMed

Kennedy, Susan

2016-01-01

Alcohol abuse continues to be an issue of major concern for the health and well-being of college students. Estimates are that over 80% of college students are involved in the campus "alcohol culture." Annually, close to 2000 students die in the United States due to alcohol-related accidents, with another 600,000 sustaining injury due to alcohol-related incidents (NIAAA, 2013). Students enrolled in a Psychopharmacology course engaged in action projects (community outreach) focused on alcohol abuse on our campus. Research has indicated that these types of projects can increase student engagement in course material and foster important skills, including working with peers and developing involvement in one's community. This paper describes the structure and requirements of five student outreach projects and the final projects designed by the students, summarizes the grading and assessment of the projects, and discusses the rewards and challenges of incorporating such projects into a course.

[Influence of gender in vocational preferences and personality traits in Medical students].

PubMed

Monleón-Moscardó, P J; Rojo-Moreno, J; Monleón-Moscardó, A; García-Merita, M L; Alonso-Fonfría, A; Valdemoro-García, C

2003-01-01

In this paper, we try to analyze he possible relationships between gender of the Medical students, their personality and their vocational preferences. A total of 1,482 2nd year medical students from the Valencia University were analyzed. They answered and anonymous survey on their sociodemographic characteristics and their vocational interests. We determined their personality profile with the 16 PF of Cattell. The data obtained were analyzed with the logistic regression techniques. Most of the population analyzed were female (62.7%) with a medium age of 20 years. The Pediatric and Gynecology-Obstetrics specialities were preferred mostly by female students and Orthopedic surgery by male students. The female students had a specific personality traits, they were more (A+), (G+), Boldness (H+), (n+) and (Q3+). While the male students were more (I+), (L+), (M+), Q2(+). Gender has a significant influence on the medical student both in their vocational preferences as well as their personality profile.

Student-Centred Learning and Disciplinary Enculturation: An Exploration through Physics

ERIC Educational Resources Information Center

Sin, Cristina

2015-01-01

This study argues that student-centred methods in the teaching of physics can be beneficial for students' enculturation into the discipline and into a physicist's profession. Interviews conducted with academics and students from six master degrees in physics in three different European countries suggest that student-driven classroom activities,…

The Structural Consequences of Big Data-Driven Education.

PubMed

Zeide, Elana

2017-06-01

Educators and commenters who evaluate big data-driven learning environments focus on specific questions: whether automated education platforms improve learning outcomes, invade student privacy, and promote equality. This article puts aside separate unresolved-and perhaps unresolvable-issues regarding the concrete effects of specific technologies. It instead examines how big data-driven tools alter the structure of schools' pedagogical decision-making, and, in doing so, change fundamental aspects of America's education enterprise. Technological mediation and data-driven decision-making have a particularly significant impact in learning environments because the education process primarily consists of dynamic information exchange. In this overview, I highlight three significant structural shifts that accompany school reliance on data-driven instructional platforms that perform core school functions: teaching, assessment, and credentialing. First, virtual learning environments create information technology infrastructures featuring constant data collection, continuous algorithmic assessment, and possibly infinite record retention. This undermines the traditional intellectual privacy and safety of classrooms. Second, these systems displace pedagogical decision-making from educators serving public interests to private, often for-profit, technology providers. They constrain teachers' academic autonomy, obscure student evaluation, and reduce parents' and students' ability to participate or challenge education decision-making. Third, big data-driven tools define what "counts" as education by mapping the concepts, creating the content, determining the metrics, and setting desired learning outcomes of instruction. These shifts cede important decision-making to private entities without public scrutiny or pedagogical examination. In contrast to the public and heated debates that accompany textbook choices, schools often adopt education technologies ad hoc. Given education's crucial impact on individual and collective success, educators and policymakers must consider the implications of data-driven education proactively and explicitly.

Scenario and modelling uncertainty in global mean temperature change derived from emission driven Global Climate Models

NASA Astrophysics Data System (ADS)

Booth, B. B. B.; Bernie, D.; McNeall, D.; Hawkins, E.; Caesar, J.; Boulton, C.; Friedlingstein, P.; Sexton, D.

2012-09-01

We compare future changes in global mean temperature in response to different future scenarios which, for the first time, arise from emission driven rather than concentration driven perturbed parameter ensemble of a Global Climate Model (GCM). These new GCM simulations sample uncertainties in atmospheric feedbacks, land carbon cycle, ocean physics and aerosol sulphur cycle processes. We find broader ranges of projected temperature responses arising when considering emission rather than concentration driven simulations (with 10-90 percentile ranges of 1.7 K for the aggressive mitigation scenario up to 3.9 K for the high end business as usual scenario). A small minority of simulations resulting from combinations of strong atmospheric feedbacks and carbon cycle responses show temperature increases in excess of 9 degrees (RCP8.5) and even under aggressive mitigation (RCP2.6) temperatures in excess of 4 K. While the simulations point to much larger temperature ranges for emission driven experiments, they do not change existing expectations (based on previous concentration driven experiments) on the timescale that different sources of uncertainty are important. The new simulations sample a range of future atmospheric concentrations for each emission scenario. Both in case of SRES A1B and the Representative Concentration Pathways (RCPs), the concentration pathways used to drive GCM ensembles lies towards the lower end of our simulated distribution. This design decision (a legecy of previous assessments) is likely to lead concentration driven experiments to under-sample strong feedback responses in concentration driven projections. Our ensemble of emission driven simulations span the global temperature response of other multi-model frameworks except at the low end, where combinations of low climate sensitivity and low carbon cycle feedbacks lead to responses outside our ensemble range. The ensemble simulates a number of high end responses which lie above the CMIP5 carbon cycle range. These high end simulations can be linked to sampling a number of stronger carbon cycle feedbacks and to sampling climate sensitivities above 4.5 K. This latter aspect highlights the priority in identifying real world climate sensitivity constraints which, if achieved, would lead to reductions on the uppper bound of projected global mean temperature change. The ensembles of simulations presented here provides a framework to explore relationships between present day observables and future changes while the large spread of future projected changes, highlights the ongoing need for such work.

High Performance Automatic Character Skinning Based on Projection Distance

NASA Astrophysics Data System (ADS)

Li, Jun; Lin, Feng; Liu, Xiuling; Wang, Hongrui

2018-03-01

Skeleton-driven-deformation methods have been commonly used in the character deformations. The process of painting skin weights for character deformation is a long-winded task requiring manual tweaking. We present a novel method to calculate skinning weights automatically from 3D human geometric model and corresponding skeleton. The method first, groups each mesh vertex of 3D human model to a skeleton bone by the minimum distance from a mesh vertex to each bone. Secondly, calculates each vertex's weights to the adjacent bones by the vertex's projection point distance to the bone joints. Our method's output can not only be applied to any kind of skeleton-driven deformation, but also to motion capture driven (mocap-driven) deformation. Experiments results show that our method not only has strong generality and robustness, but also has high performance.

Rural outreach in Maine: A research-driven professional development teacher community

NASA Astrophysics Data System (ADS)

Wittmann, Michael

2016-03-01

In the Maine Physical Sciences Partnership (MainePSP), researchers at the University of Maine have joined together with the state's Department of Education, non-profits, and teachers in multiple school districts to create a dynamic and growing community dedicated to improving K12 education of the physical sciences. Through ongoing efforts to introduce and adapt instructional materials, guided by education research and research-guided professional development, we have built a community responsive to student and teacher needs. This work has fed back into the university setting, where teachers are playing a role in graduate courses taken by our Master of Science in Teaching students. In this talk, I will focus on the role of education research in the partnership, showing how we use research in professional development, the development of assessments, and the analysis of the resulting data. I will describe two projects, one to understand how teachers' content knowledge affects the development of items assessing knowledge of acceleration, the other to see how teachers use their content knowledge of systems and energy to make pedagogical choices based on students' incorrect ideas about conservation of energy. Sponsored in part by NSF Grants MSP-0962805, DRL-1222580, and DUE-1340033.

Preservation Education for the Next Generation

ERIC Educational Resources Information Center

Morris, Ronald V.

2017-01-01

Students participate in historic preservation projects that fall along a continuum of student participation. Adults and students need to work to push more projects to be student led rather than students working for adults. A variety of example projects are presented and show how they fall on the continuum. In addition, an example of projects that…

New models to support the professional education of health visitors: A qualitative study of the role of space and place in creating 'community of learning hubs'.

PubMed

Donetto, Sara; Malone, Mary; Sayer, Lynn; Robert, Glenn

2017-07-01

In response to a policy-driven workforce expansion in England new models of preparing health visitors for practice have been implemented. 'Community of Learning hubs' (COLHs) are one such model, involving different possible approaches to student support in clinical practice placements (for example, 'long arm mentoring' or 'action learning set' sessions). Such models present opportunities for studying the possible effects of spatiality on the learning experiences of students and newly qualified health visitors, and on team relationships more broadly. To explore a 'community of learning hub' model in health visitor education and reflect on the role of space and place in the learning experience and professional identity development of student health visitors. Qualitative research conducted during first year of implementation. Three 'community of learning hub' projects based in two NHS community Trusts in London during the period 2013-2015. Managers and leads (n=7), practice teachers and mentors (n=6) and newly qualified and student health visitors (n=16). Semi-structured, audio-recorded interviews analysed thematically. Participants had differing views as to what constituted a 'hub' in their projects. Two themes emerged around the spaces that shape the learning experience of student and newly qualified health visitors. Firstly, a generalised need for a 'quiet place' which allows pause for reflection but also for sharing experiences and relieving common anxieties. Secondly, the role of physical arrangements in open-plan spaces to promote access to support from more experienced practitioners. Attention to spatiality can shed light on important aspects of teaching and learning practices, and on the professional identities these practices shape and support. New configurations of time and space as part of educational initiatives can surface new insights into existing practices and learning models. Copyright © 2017. Published by Elsevier Ltd.

M.E.S.A, not Just a Seat at the Table: a Chicano Geology Student's Experience with Investigative Field Research

NASA Astrophysics Data System (ADS)

Ponce-Zepeda, M. M.

2011-12-01

The MESA (math, engineering, science achievement) program in California engages educationally disadvantaged students, primarily minority groups, providing the opportunity to excel in math and science and graduate with math-based degrees. MESA at East Los Angeles Community College selected me, a returning 24 year-old Chicano student, for the SCEC (Southern California Earthquake Center) summer internship at Utah State University (USU). The project coordinators assigned me to a group with three other undergraduate geology students from across the continent and from a variety of socioeconomic backgrounds to investigate geothermal systems in the Salton Trough and northern Utah. The peer-driven field work transformed student to investigator by forcing each participant to be responsible for the success of the entire group. In this environment, I rose to expectations along with my fellow interns managing a detailed field notebook, sampling, planning routes, level logger maintenance, and x-ray diffractometer analysis interpretation, among other things. Mentorship from and challenges proposed by the USU project advisor further built on this scaffolding of field experience. First hand fieldwork provides a battery of beneficial skills that many undergraduate geology students, especially at the two- year college level, rarely get an opportunity to participate in. The advantage of including non-traditional students from two- year colleges allows for a dynamic research network nationwide. Key sample collection by the East Los Angeles College (ELAC) Geology Club, a student- run club at an inner city community college, facilitated ongoing examination by collecting mud samples from gryphons and mudpots in the Salton Trough and testing temperature, pH levels, electrical conductivity, and total dissolved solids in the field. The samples were sent back to students at USU for further analysis. This collaborative effort is symbiotic as sharing the sampling responsibility allowed USU to save funds and provided ELAC students with the opportunity to gain field- sampling experience. The collaboration that took place allowed community college students to gain confidence in new sampling skills, and students based out of Utah to continue an ongoing study. By sharing the opportunity to conduct fieldwork more students are able to engage in the learning process and contribute to scientific discovery. This feeling of contribution is extremely important to the retention of students in the geosciences. Ultimately, thanks to MESA, this Chicano geology-major gained the confidence and background knowledge necessary to ask critical questions and understand complex concepts that will be the basis for the successful completion of a least a Bachelor of Science degree in geology, and the pursuit of further education.

Undergraduate projects - do they have to be within the conventional medical environment?

PubMed

Murdoch-Eaton, D; Jolly, B

2000-02-01

Undergraduate medical curricula now include increasing amounts of project work aimed at developing skills related to lifelong learning. One course allows students to choose from a wide range of projects, including 'conventional' hospital specialties and also from topics outside the mainstream of medicine. 'Conventional' and 'external' projects were compared in terms of the prior academic abilities of the students undertaking them, the assessment results and student and supervisor feedback, in order to consider whether the unconventional projects were equally valid within the undergraduate medical curriculum. School of Medicine, University of Leeds, UK. Medical students. No difference between the assessment results of the student groups was present, with over 85% of all students reaching a standard of 'excellent' or 'good' in their overall final grade. There was no difference in prior academic abilities between the student groups. Enjoyment of modules was comparable between student groups ('conventional' 89%, 'external' 93%) with good levels of satisfaction with the quality of supervision. There were no differences in students' self-appraisal of generic skill acquisition. Students who had undertaken 'external' projects felt they had gained less experience in data-handling and problem-solving skills. However, 'external' projects were rated higher by students in terms of having realistic and achievable objectives, and the supervisors of these projects were also more realistic about time commitments involved in project supervision. 'External' modules were very popular, with over 45% of students requesting places which were available for fewer than 20% of students per year. Concerns regarding the appropriateness of self-directed undergraduate medical student projects outside the mainstream of medical practice were unfounded.

College students as facilitators in reducing adolescent obesity disparity in Southern Appalachia: Team Up for Healthy Living

PubMed Central

Dalton, William T.; Dula, Taylor McKeehan; Southerland, Jodi; Wang, Liang; Littleton, Mary Ann; Mozen, Diana; Relyea, George; Schetzina, Karen; Lowe, Elizabeth F.; Stoots, James M.; Wu, Tiejian

2015-01-01

The proportion of obese adolescents in Southern Appalachia is among the highest in the nation. Through funding from the National Institute on Minority Health and Health Disparities – National Institutes of Health, the Team Up for Healthy Living project was a cluster-randomized trial targeting obesity prevention in adolescents through a cross-peer intervention. The specific aims of the project were to: 1) develop a peer-based health education program focusing on establishing positive peer norms towards healthy eating and physical activity (PA) among high school students, 2) test program efficacy, and 3) explore mechanisms underlying the program. The study was guided by the Theory of Planned Behavior, which presupposes that human behavior is primarily driven by attitude, subjective norms, perceived behavioral control, and social support. To deliver the intervention, undergraduate students from the disciplines of public health, nutrition, and kinesiology were hired as peer facilitators. Ten area high schools were invited to participate, were matched on demographics and then randomized to intervention or control. The primary outcomes of the study included body mass status, dietary behaviors, PA, and sedentary behaviors which were assessed at baseline and at three and twelve months post baseline. Intervention schools received Team Up for Healthy Living curriculum, which consists of eight 40-minute sessions. The curriculum focused on improving nutrition awareness, PA, leadership and communication. Control schools received their regularly scheduled Lifetime Wellness curriculum. The long-term goal of the study was to establish an effective academia–community partnership program to address adolescent obesity disparity in Southern Appalachia. PMID:25937506

Connecting Schoolwork to Life Work: Students Practice Setting Their Own Educational Goals

ERIC Educational Resources Information Center

Johnson, Theresa; Serrano, John A.; Veit, Daniel

2013-01-01

As educators working with high school students, the author's face questions such as: (1)" How can students become better self-advocates?" (2) "Are students sufficiently prepared for life after graduation?" (3) "How can students become more motivated in planning their future?" (4) "What can be done to encourage…

Access & Equity for All Students: Students with Disabilities and LGBT Students. Commission Report 08-18

ERIC Educational Resources Information Center

California Postsecondary Education Commission, 2008

2008-01-01

In March 2008, the California Postsecondary Education Commission raised the concern that the needs of students with disabilities, and Lesbian, Gay, Bisexual, and Transgender (LGBT) students have not been sufficiently addressed. While facing different issues, these groups constitute sizable proportions of the general population and of postsecondary…

The Link between Teacher Quality and Student Outcomes: A Research Synthesis

ERIC Educational Resources Information Center

Goe, Laura

2007-01-01

Federal law emphasizes the need for states and districts to ensure that "all" students--particularly at-risk students, minority students, and students in high-poverty areas--have access to highly qualified, experienced teachers. But is it sufficient for a teacher to have "paper" qualifications and teaching experience? After all, appropriate…

The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

PubMed

Sparks-Thissen, Rebecca L

2017-02-01

Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Drinking, cannabis use and driving among Ontario students.

PubMed

Adlaf, Edward M; Mann, Robert E; Paglia, Angela

2003-03-04

Little is known about the risk of injury among adolescents who drive after the use of alcohol or cannabis or ride in cars driven by drunk drivers. We examined data from self-administered interviews with 1846 students in grades 7 to 13 who participated in the 2001 Ontario Student Drug Use Survey about their experiences related to alcohol, cannabis and driving during the 12 months preceding the survey. In all, 31.9% of the students reported being a passenger in a car driven by a drunk driver; of the students in grades 10 to 13 who had a driver's licence, 15.1% reported driving within an hour after consuming 2 or more drinks, and 19.7% reported driving within an hour after using cannabis. Our study shows that a sizeable proportion of adolescents are exposed to alcohol- and drug-related driving risks.

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351

Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.

42 CFR 136.105 - Project elements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Project elements. 136.105 Section 136.105 Public... Facilities and Services § 136.105 Project elements. A project supported under this subpart must: (a) Have sufficient, adequately trained staff in relation to the scope of the project. (b) Maintain a mechanism for...

42 CFR 136.105 - Project elements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Project elements. 136.105 Section 136.105 Public... Facilities and Services § 136.105 Project elements. A project supported under this subpart must: (a) Have sufficient, adequately trained staff in relation to the scope of the project. (b) Maintain a mechanism for...

42 CFR 136.105 - Project elements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Project elements. 136.105 Section 136.105 Public... Facilities and Services § 136.105 Project elements. A project supported under this subpart must: (a) Have sufficient, adequately trained staff in relation to the scope of the project. (b) Maintain a mechanism for...

42 CFR 136.105 - Project elements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Project elements. 136.105 Section 136.105 Public... Facilities and Services § 136.105 Project elements. A project supported under this subpart must: (a) Have sufficient, adequately trained staff in relation to the scope of the project. (b) Maintain a mechanism for...

42 CFR 136.105 - Project elements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Project elements. 136.105 Section 136.105 Public... Facilities and Services § 136.105 Project elements. A project supported under this subpart must: (a) Have sufficient, adequately trained staff in relation to the scope of the project. (b) Maintain a mechanism for...

Design and Testing of a Prototype Lunar or Planetary Surface Landing Research Vehicle (LPSLRV)

NASA Technical Reports Server (NTRS)

Murphy, Gloria A.

2010-01-01

This handbook describes a two-semester senior design course sponsored by the NASA Office of Education, the Exploration Systems Mission Directorate (ESMD), and the NASA Space Grant Consortium. The course was developed and implemented by the Mechanical and Aerospace Engineering Department (MAE) at Utah State University. The course final outcome is a packaged senior design course that can be readily incorporated into the instructional curriculum at universities across the country. The course materials adhere to the standards of the Accreditation Board for Engineering and Technology (ABET), and is constructed to be relevant to key research areas identified by ESMD. The design project challenged students to apply systems engineering concepts to define research and training requirements for a terrestrial-based lunar landing simulator. This project developed a flying prototype for a Lunar or Planetary Surface Landing Research Vehicle (LPSRV). Per NASA specifications the concept accounts for reduced lunar gravity, and allows the terminal stage of lunar descent to be flown either by remote pilot or autonomously. This free-flying platform was designed to be sufficiently-flexible to allow both sensor evaluation and pilot training. This handbook outlines the course materials, describes the systems engineering processes developed to facilitate design fabrication, integration, and testing. This handbook presents sufficient details of the final design configuration to allow an independent group to reproduce the design. The design evolution and details regarding the verification testing used to characterize the system are presented in a separate project final design report. Details of the experimental apparatus used for system characterization may be found in Appendix F, G, and I of that report. A brief summary of the ground testing and systems verification is also included in Appendix A of this report. Details of the flight tests will be documented in a separate flight test report. This flight test report serves as a complement to the course handbook presented here. This project was extremely ambitious, and achieving all of the design and test objectives was a daunting task. The schedule ran slightly longer than a single academic year with the complete design closure not occurring until early April. Integration and verification testing spilled over into late May and the first flight did not occur until mid to late June. The academic year at Utah State University ended on May 8, 2010. Following the end of the academic year, testing and integration was performed by the faculty advisor, paid research assistants, and volunteer student help

Meaningful Watershed Experiences for Middle and High School Students

NASA Astrophysics Data System (ADS)

Landry, Melinda; Smith, Cynthia; Greene, Joy

2014-05-01

Prince William County Public Schools and George Mason University in Virginia, USA, partnered to provide Meaningful Watershed Educational Experiences (MWEEs) for over 25,000 middle and high school students (11-18 year olds) across 34 schools. This school district, situated in a rapidly growing region 55 km southwest of Washington DC, has over 82,000 K-12 students. As native forest cover has been replaced with farming and urbanization, water quality has significantly degraded in the 166,534 km2 Chesapeake Bay watershed. This project was designed to increase student awareness of their impact on the land and waters of the largest estuary in the United States. MWEE is a long-term comprehensive project that incorporates a classroom preparation phase, a hands-on outdoor field investigation, and a reflection and data-sharing component. Training and technical assistance enhances the capacity of teachers of 6th grade, high school Earth Science and Environmental Science to deliver MWEEs which includes schoolyard stewardship, inquiry driven field study, use of hand-held technology and computer based mapping and analysis, project sharing and outreach. George Mason University researchers worked closely with K-12 science educators to create a comprehensive watershed-focused curriculum. Graduate and undergraduate students with strong interests in environmental science and education were trained to deliver the field investigation component of the MWEE. Representative teachers from each school were provided 3 days of professional development and were responsible for the training of their school's science education team. A comprehensive curriculum provided teachers with activities and tools designed to enhance students' mastery of state science objectives. Watershed concepts were used as the unifying theme to support student understanding of curriculum and STEM objectives including: scientific investigation, data collection and communication, chemistry, energy, erosion, human interaction with the environment, land use, and decision making based on cost-benefit analysis. Through this program, students make the connection that the health of their local schoolyard will affect the health of the Chesapeake Bay watershed. Groups ranging from 65 - 150 students per day travel to either Occoquan Bay U.S. Fish and Wildlife Refuge or Manassas National Battlefield Park for their field investigation. During the investigation, learners rotate through up to four different 45-minute stations led by GMU students and/or retired science schoolteachers. Depending on the field site visited, stations include water chemistry testing, benthic macroinvertebrate collection and identification, wetland functions, watershed topography and water conservation. Thus this experience raises students' understanding of their place within the Chesapeake Bay watershed and their impact on local and regional ecosystems. Additionally, this field investigation directly increases university students' ability to successfully immerse the public in discussions of complex science topics as well as engage them in hands-on learning experiences. This university-K12 partnership was made possible through grants and partnerships with National Oceanic and Atmospheric Administration, Alice Ferguson Foundation, the National Park Service, U. S. Fish and Wildlife Refuge System, SPARK, PWCS Education Foundation, and Dominion Power.

Teaching qualitative research to BSW students through exposure to aging.

PubMed

Sidell, Nancy L

2007-01-01

This article describes one rural program's efforts to expose students to gerontology through teaching qualitative research methodology. A collaborative research pilot project was developed with a local nursing home. BSW students worked in two groups to conduct and present qualitative research projects by the course's completion. This article describes the research project and evaluates the project's success from student and instructor viewpoints. Significant differences were found in self-reported student knowledge of key concepts at the project's completion, compared with pre-test knowledge. Student comments revealed value in this teaching approach. Implications for further engaging students in gerontological research are discussed.

INVESTIGATING UNCERTAINTY AND SENSITIVITY IN INTEGRATED MULTIMEDIA ENVIRONMENTAL MODELS: TOOLS FOR 3MRA

EPA Science Inventory

Sufficiently elucidating uncertainty and sensitivity structures in environmental models can be a difficult task, even for low-order, single-media constructs driven by a unique set of site-specific data. The ensuing challenge of examining ever more complex, integrated, higher-ord...

User-Driven Quality Certification of Workplace Software, the UsersAward Experience

DTIC Science & Technology

2004-06-01

the set of criteria and the chosen level of approval was sufficiently balanced . Furthermore, the fact that both software providers experienced... Worklife - Building Social Capacity - European Approaches, Edition sigma Berlin. Lind, T. (2002). IT-kartan, användare och IT-system i svenskt

Sinterable Powders from Laser Driven Reactions

DTIC Science & Technology

1979-07-01

18) line was based on information from the liter- ature (Tindal, et. al., 1942) rather than direct correlation with spectro- graphic data. Amonia ...number of lines to be measured; (2) laser intensity was sufficiently low to preclude virtually any heating of the silane or amonia . Two methods were used

Decision Analysis for a Sustainable Environment, Economy, and Society: A Participatory Framework for Ecosystem Services-Based Decision-Making

EPA Science Inventory

There is an increasing understanding that top-down regulatory and technology driven responses are not sufficient to address current and emerging environmental challenges such as climate change, sustainable communities, and environmental justice. The vast majority of environmenta...

Coping by Copying? Higher Education Institutions' Student Recruitment Strategies

ERIC Educational Resources Information Center

Frolich, Nicoline; Brandt, Synnove; Hovdhaugen, Elisabeth; Aamodt, Per Olaf

2009-01-01

Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs' student recruitment strategies. What type of…

The Purpose-Driven Middle School

ERIC Educational Resources Information Center

Chesley, Gary M.; Hartman, Diane

2010-01-01

During the 2008-2009 school year, faculty members at New Fairfield (CT) Middle School examined relevance and student engagement in relation to student achievement. Subtle clues indicated that students were not fully engaged in their learning: many students did not relate their classroom experiences to their personal reality or to their vision of…

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

2015-01-01

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

Institutional Level Student Engagement and Organisational Cultures

ERIC Educational Resources Information Center

van der Velden, Gwen

2012-01-01

Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The…

Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences

NASA Astrophysics Data System (ADS)

Dijkstra, Elma; Goedhart, Martin

2011-07-01

Background and purpose This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from scientists about the global carbon cycle. This study focuses in particular on differences between male and female students, as female students normally like traditional school science less than male students. Sample and design Data, drawn from 1370 students from 60 secondary schools across Europe, were collected through questionnaires taken at the end of the projects. The evaluated aspects were: organization; enjoyment; difficulty; and impact of the projects. Results The findings suggest that authentic science education is appreciated very much by both male students and even more by female students. The projects had positive impacts on climate change ideas, in particular for female students. Female students felt that they had learned many new things more often than male students. Conclusions Both male and female students have positive opinions about the authentic science projects. The results further point to positive effects of activities in which students have an active role, like hands-on experiments or presentation of results. The findings are placed in the international context of science education and their implications for policy are discussed.

Disruption of Information Technology Projects: The Reactive Decoupling of Project Management Methodologies

ERIC Educational Resources Information Center

Schmitz, Kurt W.

2013-01-01

Information Technology projects have migrated toward two dominant Project Management (PM) methodologies. Plan-driven practices provide organizational control through highly structured plans, schedules, and specifications that facilitate oversight by hierarchical bureaucracies. In contrast, agile practices emphasize empowered teams using flexible…

Enhancing the Immunogenicity of a Tetravalent Dengue DNA Vaccine

DTIC Science & Technology

2016-08-01

is safe and well tolerated, but does not elicit a sufficient immune response. The objectives of this project are to conduct studies in non -human...injection for enhancing TVDV in non -human primates. Specific Aim 2: Develop an improved dengue vaccine using a heterologous prime boost approach...not elicit a sufficient immune response. The objectives of this project are to conduct studies in non -human primates to enhance the immunogenicity of

Student decision making in large group discussion

NASA Astrophysics Data System (ADS)

Kustusch, Mary Bridget; Ptak, Corey; Sayre, Eleanor C.; Franklin, Scott V.

2015-04-01

It is increasingly common in physics classes for students to work together to solve problems and perform laboratory experiments. When students work together, they need to negotiate the roles and decision making within the group. We examine how a large group of students negotiates authority as part of their two week summer College Readiness Program at Rochester Institute of Technology. The program is designed to develop metacognitive skills in first generation and Deaf and hard-of-hearing (DHH) STEM undergraduates through cooperative group work, laboratory experimentation, and explicit reflection exercises. On the first full day of the program, the students collaboratively developed a sign for the word ``metacognition'' for which there is not a sign in American Sign Language. This presentation will focus on three aspects of the ensuing discussion: (1) how the instructor communicated expectations about decision making; (2) how the instructor promoted student-driven decision making rather than instructor-driven policy; and (3) one student's shifts in decision making behavior. We conclude by discussing implications of this research for activity-based physics instruction.

Diet therapy--a forgotten art?

PubMed

Ings, S

2000-02-01

This study evaluated paediatric nursing students' knowledge of diet therapy to establish whether it was sufficient to prepare them for practice. A questionnaire sampled 19 1st-year and nine 4th-year students' diet therapy knowledge in relation to chronic renal failure, cystic fibrosis, juvenile diabetes mellitus and liver disease. The knowledge of 1st and 4th-year students was compared and then evaluated against criteria, devised by the researcher to measure whether this knowledge level was sufficient for practice. The Mann-Whitney Utest showed a significant difference between the 1st and 4th-years' diet therapy knowledge. The mean score for overall diet therapy knowledge of 4th-year students was 46 per cent. The results suggest that knowledge of diet therapy is insufficient to prepare nursing students for practice and that this topic needs further emphasis in paediatric nurse education.

Designing a Microhydraulically driven Mini robotic Squid

DTIC Science & Technology

2016-05-20

applications for microrobots include remote monitoring, surveillance, search and rescue, nanoassembly, medicine, and in-vivo surgery . Robotics platforms...Secretary of Defense for Research and Engineering. Designing a Microhydraulically-driven Mini- robotic Squid by Kevin Dehan Meng B.S., U.S. Air...Committee on Graduate Students 2 Designing a Microhydraulically-driven Mini- robotic Squid by Kevin Dehan Meng Submitted to the Department

Using a modified argument-driven inquiry to promote elementary school students' engagement in learning science and argumentation

NASA Astrophysics Data System (ADS)

Chen, Hsiang-Ting; Wang, Hsin-Hui; Lu, Ying-Yan; Lin, Huann-shyang; Hong, Zuway-R.

2016-01-01

This study explored the effects of a modified argument-driven inquiry approach on Grade 4 students' engagement in learning science and argumentation in Taiwan. The students were recruited as an experimental group (EG, n = 36) to join a 12-week study, while another 36 Grade 4 students from the same schools were randomly selected to be the comparison group (CG). All participants completed a questionnaire at the beginning and end of this study. In addition, four target students with the highest and the other four students with the lowest pretest engagement in learning science or argumentation to be observed weekly and interviewed following the posttest. Initial results revealed that the EG students' total engagement in learning science and argumentation and the claim and warrant components were significantly higher than the CG students. In addition, the EG students' anxiety in learning science significantly decreased during the study; and their posttest total engagement in learning science scores were positively associated with their argumentation scores. Interview and observation results were consistent with the quantitative findings. Instructional implications and research recommendations are discussed.

Quality aspects of ex vivo root canal treatments done by undergraduate dental students using four different endodontic treatment systems.

PubMed

Jungnickel, Luise; Kruse, Casper; Vaeth, Michael; Kirkevang, Lise-Lotte

2018-04-01

To evaluate factors associated with treatment quality of ex vivo root canal treatments performed by undergraduate dental students using different endodontic treatment systems. Four students performed root canal treatment on 80 extracted human teeth using four endodontic treatment systems in designated treatment order following a Latin square design. Lateral seal and length of root canal fillings was radiographically assessed; for lateral seal, a graded visual scale was used. Treatment time was measured separately for access preparation, biomechanical root canal preparation, obturation and for the total procedure. Mishaps were registered. An ANOVA mirroring the Latin square design was performed. Use of machine-driven nickel-titanium systems resulted in overall better quality scores for lateral seal than use of the manual stainless-steel system. Among systems with machine-driven files, scores did not significantly differ. Use of machine-driven instruments resulted in shorter treatment time than manual instrumentation. Machine-driven systems with few files achieved shorter treatment times. With increasing number of treatments, root canal-filling quality increased, treatment time decreased; a learning curve was plotted. No root canal shaping file separated. The use of endodontic treatment systems with machine-driven files led to higher quality lateral seal compared to the manual system. The three contemporary machine-driven systems delivered comparable results regarding quality of root canal fillings; they were safe to use and provided a more efficient workflow than the manual technique. Increasing experience had a positive impact on the quality of root canal fillings while treatment time decreased.

Fees, Flows and Imaginaries: Exploring the Destination Choices Arising from Intra-National Student Mobility

ERIC Educational Resources Information Center

Findlay, Allan; Packwood, Helen; McCollum, David; Nightingale, Glenna; Tindal, Scott

2018-01-01

Are intra-national student flows driven by the same forces as international student mobility? This paper addresses this question by analysing cross-border student mobility in the UK. The paper identifies four principles that one might expect to drive the destination choices of students from Scotland enrolling in English universities. Following a…

Student Participation in School ICT Policy-Making: A Case of Students as Researchers

ERIC Educational Resources Information Center

Davies, Patricia M.

2011-01-01

Many questions have been raised about student voice as a channel for change. School Improvement--especially regarding information and communications technology (ICT)--is often driven by adult agendas, and even in the classroom students are least likely to be involved in bringing about change. This paper reports on a case of student action research…

Implementation of a longitudinal mentored scholarly project: an approach at two medical schools.

PubMed

Boninger, Michael; Troen, Philip; Green, Emily; Borkan, Jeffrey; Lance-Jones, Cynthia; Humphrey, Allen; Gruppuso, Philip; Kant, Peter; McGee, James; Willochell, Michael; Schor, Nina; Kanter, Steven L; Levine, Arthur S

2010-03-01

An increasing number of medical schools have implemented or are considering implementing scholarly activity programs as part of their undergraduate medical curricula. The goal of these programs is to foster students' analytical skills, enhance their self-directed learning and their oral and written communication skills, and ultimately to train better physicians. In this article, the authors describe the approach to implementing scholarly activities at a school that requires this activity and at a school where it is elective. Both programs have dealt with significant challenges including orienting students to a complex activity that is fundamentally different than traditional medical school courses and clerkships, helping both students and their mentors understand how to "stay on track" and complete work, especially during the third and fourth years, and educating students and mentors about the responsible conduct of research, especially involving human participants. Both schools have found the implementation process to be evolutionary, requiring experience before faculty could significantly improve processes. A required scholarly activity has highlighted the need for information technology (IT) support, including Web-based document storage and student updates, as well as automatic e-mails alerting supervisory individuals to student activity. Directors of the elective program have found difficulty with both ensuring uniform outcomes across different areas of study and leadership changes in a process that has been largely student-driven. Both programs have found that teamwork, regular meetings, and close communication have helped with implementation. Schools considering the establishment of a scholarly activity should consider these factors when designing programs.

Program Elimination, Financial Emergency, and Student Rights.

ERIC Educational Resources Information Center

Olswang, Steven Glenn; And Others

1982-01-01

The rights of students to complete programs into which they have matriculated and the obligations of colleges and universities to maintain these programs for sufficient periods of time to fulfill any existing contracts with students are discussed. Contract principles are applied in protecting a student's right to complete degree programs. (MLW)

Improving Response Rates among Students with Orthopedic and Multiple Disabilities

ERIC Educational Resources Information Center

Wilkens, Christian P.; Kuntzler, Patrice M.; Cardenas, Shaun; O'Malley, Eileen; Phillips, Carolyn; Singer, Jacqueline; Stoeger, Alex; Kindler, Keith

2014-01-01

One challenge teachers of students with orthopedic and multiple disabilities face is providing sufficient time and opportunity to communicate. This challenge is universal across countries, schools, and settings: teachers want students to communicate because communication lies at the core of what makes us human. Yet students with orthopedic and…

Teaching Students about Plagiarism: An Internet Solution to an Internet Problem

ERIC Educational Resources Information Center

Snow, Eleanour

2006-01-01

The Internet has changed the ways that students think, learn, and write. Students have large amounts of information, largely anonymous and without clear copyright information, literally at their fingertips. Without sufficient guidance, the inappropriate use of this information seems inevitable. Plagiarism among college students is rising, due to…

Students' Knowledge Sources and Knowledge Sharing in the Design Studio--An Exploratory Study

ERIC Educational Resources Information Center

Chiu, Sheng-Hsiao

2010-01-01

Architectural design is a knowledge-intensive activity; however, students frequently lack sufficient knowledge when they practice design. Collaborative learning can supplement the students' insufficient expertise. Successful collaborative learning relies on knowledge sharing between students. This implies that the peers are a considerable design…

Influence of Social Factors on Student Satisfaction among College Students with Disabilities

ERIC Educational Resources Information Center

Fleming, Allison R.; Oertle, Kathleen Marie; Plotner, Anthony J.; Hakun, Jonathan G.

2017-01-01

A significant body of research on student retention reflects that social and environmental factors influence continued enrollment in postsecondary education and academic success. Yet, for students with disabilities, more emphasis is placed on accommodations, access, and support services without sufficient attention to the social aspect of the…

Drivers and uncertainties of forecasted range shifts for warm-water fishes under climate and land cover change

USGS Publications Warehouse

Bouska, Kristen; Whitledge, Gregory W.; Lant, Christopher; Schoof, Justin

2018-01-01

Land cover is an important determinant of aquatic habitat and is projected to shift with climate changes, yet climate-driven land cover changes are rarely factored into climate assessments. To quantify impacts and uncertainty of coupled climate and land cover change on warm-water fish species’ distributions, we used an ensemble model approach to project distributions of 14 species. For each species, current range projections were compared to 27 scenario-based projections and aggregated to visualize uncertainty. Multiple regression and model selection techniques were used to identify drivers of range change. Novel, or no-analogue, climates were assessed to evaluate transferability of models. Changes in total probability of occurrence ranged widely across species, from a 63% increase to a 65% decrease. Distributional gains and losses were largely driven by temperature and flow variables and underscore the importance of habitat heterogeneity and connectivity to facilitate adaptation to changing conditions. Finally, novel climate conditions were driven by mean annual maximum temperature, which stresses the importance of understanding the role of temperature on fish physiology and the role of temperature-mitigating management practices.

Land use compounds habitat losses under projected climate change in a threatened California ecosystem.

PubMed

Riordan, Erin Coulter; Rundel, Philip W

2014-01-01

Given the rapidly growing human population in mediterranean-climate systems, land use may pose a more immediate threat to biodiversity than climate change this century, yet few studies address the relative future impacts of both drivers. We assess spatial and temporal patterns of projected 21(st) century land use and climate change on California sage scrub (CSS), a plant association of considerable diversity and threatened status in the mediterranean-climate California Floristic Province. Using a species distribution modeling approach combined with spatially-explicit land use projections, we model habitat loss for 20 dominant shrub species under unlimited and no dispersal scenarios at two time intervals (early and late century) in two ecoregions in California (Central Coast and South Coast). Overall, projected climate change impacts were highly variable across CSS species and heavily dependent on dispersal assumptions. Projected anthropogenic land use drove greater relative habitat losses compared to projected climate change in many species. This pattern was only significant under assumptions of unlimited dispersal, however, where considerable climate-driven habitat gains offset some concurrent climate-driven habitat losses. Additionally, some of the habitat gained with projected climate change overlapped with projected land use. Most species showed potential northern habitat expansion and southern habitat contraction due to projected climate change, resulting in sharply contrasting patterns of impact between Central and South Coast Ecoregions. In the Central Coast, dispersal could play an important role moderating losses from both climate change and land use. In contrast, high geographic overlap in habitat losses driven by projected climate change and projected land use in the South Coast underscores the potential for compounding negative impacts of both drivers. Limiting habitat conversion may be a broadly beneficial strategy under climate change. We emphasize the importance of addressing both drivers in conservation and resource management planning.

24 CFR 266.630 - Partial payment of claims.

Code of Federal Regulations, 2010 CFR

2010-04-01

... HOUSING FINANCE AGENCY RISK-SHARING PROGRAM FOR INSURED AFFORDABLE MULTIFAMILY PROJECT LOANS Contract... other resources available to the project are sufficient to restore the financial viability of the project; (iii) The project is or can (at reasonable cost) be made structurally sound; (iv) The management...

Promoting seismology education through collaboration between university research scientists and school teachers

NASA Astrophysics Data System (ADS)

Brunt, M. R.; Ellins, K. K.; Boyd, D.; Mote, A. S.; Pulliam, J.; Frohlich, C. A.

2012-12-01

Participation in the NSF-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development project paved the way for several teachers to receive educational seismometers and join the IRIS Seismograph in Schools program. This, in turn, has led to secondary school teachers working with university seismologists on research projects. Examples are the NSF-EarthScope SIEDCAR (Seismic Investigation of Edge Driven Convection Associated with the Rio Grande Rift) project; field studies to compile felt-reports for Texas earthquakes, some which may have been induced by human activities; and a seismic study of the Texas Gulf Coast to investigate ocean-continent transition processes along a passive margin. Such collaborations are mutually beneficial in nature. They help scientists to accomplish their research objectives, involve teachers and their students in the authentic, inquiry-based science, promote public awareness of such projects, and open the doors to advancement opportunities for those teachers involved. In some cases, bringing together research scientists and teachers results in collaborations that produce publishable research. In order to effectively integrate seismology research into 7-12 grade education, one of us (Brunt) established the Eagle Pass Junior High Seismology Team in connection with IRIS Seismograph in Schools, station EPTX (AS-1 seismograph), to teach students about earthquakes using authentic real-time data. The concept has sparked interest among other secondary teachers, leading to the creation of two similarly organized seismology teams: WPTX (Boyd, Williams Preparatory School, Dallas) and THTX (Mote, Ann Richards School for Young Women Leaders, Austin). Although the educational seismometers are basic instruments, they are effective educational tools. Seismographs in schools offer students opportunities to learn how earthquakes are recorded and how modern seismometers work, to collect and interpret seismic data, and to experiment with ground shaking. Recognizing this value, researchers in Texas have proposed to create, maintain and promote a Texas Educational Seismic Network (TESN) as a legacy of the NSF-funded EarthScope program. If funding is obtained, 15 educational seismometers will be added to the existing network of 12 to include more university and two-year college (2YC) faculty, and secondary teachers as operators. University operators would partner with and support nearby secondary and 2YC operators.

Student Views of Class Projects as Learning Experiences

ERIC Educational Resources Information Center

Easter, Beth A.; Evans, Beverly

2014-01-01

Group projects have long been an important element of higher education classes. Class projects involve additional cooperation and coordination among students. Student perceptions are an important factor in evaluating the effectiveness of projects. This exploratory study used a 39-item questionnaire to examine undergraduate student perceptions of…

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

PubMed

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

2012-03-01

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

The Impact of Data-Based Science Instruction on Standardized Test Performance

NASA Astrophysics Data System (ADS)

Herrington, Tia W.

Increased teacher accountability efforts have resulted in the use of data to improve student achievement. This study addressed teachers' inconsistent use of data-driven instruction in middle school science. Evidence of the impact of data-based instruction on student achievement and school and district practices has been well documented by researchers. In science, less information has been available on teachers' use of data for classroom instruction. Drawing on data-driven decision making theory, the purpose of this study was to examine whether data-based instruction impacted performance on the science Criterion Referenced Competency Test (CRCT) and to explore the factors that impeded its use by a purposeful sample of 12 science teachers at a data-driven school. The research questions addressed in this study included understanding: (a) the association between student performance on the science portion of the CRCT and data-driven instruction professional development, (b) middle school science teachers' perception of the usefulness of data, and (c) the factors that hindered the use of data for science instruction. This study employed a mixed methods sequential explanatory design. Data collected included 8th grade CRCT data, survey responses, and individual teacher interviews. A chi-square test revealed no improvement in the CRCT scores following the implementation of professional development on data-driven instruction (chi 2 (1) = .183, p = .67). Results from surveys and interviews revealed that teachers used data to inform their instruction, indicating time as the major hindrance to their use. Implications for social change include the development of lesson plans that will empower science teachers to deliver data-based instruction and students to achieve identified academic goals.

Project-Based Learning in Programmable Logic Controller

NASA Astrophysics Data System (ADS)

Seke, F. R.; Sumilat, J. M.; Kembuan, D. R. E.; Kewas, J. C.; Muchtar, H.; Ibrahim, N.

2018-02-01

Project-based learning is a learning method that uses project activities as the core of learning and requires student creativity in completing the project. The aims of this study is to investigate the influence of project-based learning methods on students with a high level of creativity in learning the Programmable Logic Controller (PLC). This study used experimental methods with experimental class and control class consisting of 24 students, with 12 students of high creativity and 12 students of low creativity. The application of project-based learning methods into the PLC courses combined with the level of student creativity enables the students to be directly involved in the work of the PLC project which gives them experience in utilizing PLCs for the benefit of the industry. Therefore, it’s concluded that project-based learning method is one of the superior learning methods to apply on highly creative students to PLC courses. This method can be used as an effort to improve student learning outcomes and student creativity as well as to educate prospective teachers to become reliable educators in theory and practice which will be tasked to create qualified human resources candidates in order to meet future industry needs.

Data Driven Professional Development Design for Out-of-School Time Educators Using Planetary Science and Engineering Educational Materials

NASA Astrophysics Data System (ADS)

Clark, J.; Bloom, N.

2017-12-01

Data driven design practices should be the basis for any effective educational product, particularly those used to support STEM learning and literacy. Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) is a five-year NASA-funded (NNX16AC53A) interdisciplinary and cross-institutional partnership to develop and disseminate STEM out-of-school time (OST) curricular and professional development units that integrate planetary science, technology, and engineering. The Center for Science Teaching and Learning at Northern Arizona University, the U.S. Geological Survey Astrogeology Science Center, and the Museum of Science Boston are partners in developing, piloting, and researching the impact of three out of school time units. Two units are for middle grades youth and one is for upper elementary aged youth. The presentation will highlight the data driven development process of the educational products used to provide support for educators teaching these curriculum units. This includes how data from the project needs assessment, curriculum pilot testing, and professional support product field tests are used in the design of products for out of school time educators. Based on data analysis, the project is developing and testing four tiers of professional support for OST educators. Tier 1 meets the immediate needs of OST educators to teach curriculum and include how-to videos and other direct support materials. Tier 2 provides additional content and pedagogical knowledge and includes short content videos designed to specifically address the content of the curriculum. Tier 3 elaborates on best practices in education and gives guidance on methods, for example, to develop cultural relevancy for underrepresented students. Tier 4 helps make connections to other NASA or educational products that support STEM learning in out of school settings. Examples of the tiers of support will be provided.

Novice Interpretations of Visual Representations of Geosciences Data

NASA Astrophysics Data System (ADS)

Burkemper, L. K.; Arthurs, L.

2013-12-01

Past cognition research of individual's perception and comprehension of bar and line graphs are substantive enough that they have resulted in the generation of graph design principles and graph comprehension theories; however, gaps remain in our understanding of how people process visual representations of data, especially of geologic and atmospheric data. This pilot project serves to build on others' prior research and begin filling the existing gaps. The primary objectives of this pilot project include: (i) design a novel data collection protocol based on a combination of paper-based surveys, think-aloud interviews, and eye-tracking tasks to investigate student data handling skills of simple to complex visual representations of geologic and atmospheric data, (ii) demonstrate that the protocol yields results that shed light on student data handling skills, and (iii) generate preliminary findings upon which tentative but perhaps helpful recommendations on how to more effectively present these data to the non-scientist community and teach essential data handling skills. An effective protocol for the combined use of paper-based surveys, think-aloud interviews, and computer-based eye-tracking tasks for investigating cognitive processes involved in perceiving, comprehending, and interpreting visual representations of geologic and atmospheric data is instrumental to future research in this area. The outcomes of this pilot study provide the foundation upon which future more in depth and scaled up investigations can build. Furthermore, findings of this pilot project are sufficient for making, at least, tentative recommendations that can help inform (i) the design of physical attributes of visual representations of data, especially more complex representations, that may aid in improving students' data handling skills and (ii) instructional approaches that have the potential to aid students in more effectively handling visual representations of geologic and atmospheric data that they might encounter in a course, television news, newspapers and magazines, and websites. Such recommendations would also be the potential subject of future investigations and have the potential to impact the design features when data is presented to the public and instructional strategies not only in geoscience courses but also other science, technology, engineering, and mathematics (STEM) courses.

Motivating first-year university students by interdisciplinary study projects

NASA Astrophysics Data System (ADS)

Koch, Franziska D.; Dirsch-Weigand, Andrea; Awolin, Malte; Pinkelman, Rebecca J.; Hampe, Manfred J.

2017-01-01

In order to increase student commitment from the beginning of students' university careers, the Technische Universität Darmstadt has introduced interdisciplinary study projects involving first-year students from the engineering, natural, social and history, economics and/or human sciences departments. The didactic concept includes sophisticated task design, individual responsibility and a differentiated support system. Using a self-determination theory framework, this study examined the effects of the projects based on survey findings from two projects with more than 1000 students. The results showed that the projects were successful in fulfilling students' basic psychological needs and in promoting students' academic engagement. Basic psychological needs were found to be significant predictors of academic engagement. These findings suggest that interdisciplinary study projects can potentially contribute to improving higher education as they fulfil students' basic psychological needs for competence, relatedness and autonomy and enhance students' academic engagement.

Knowing One’s Place: Parental Educational Background Influences Social Identification with Academia, Test Anxiety, and Satisfaction with Studying at University

PubMed Central

Janke, Stefan; Rudert, Selma C.; Marksteiner, Tamara; Dickhäuser, Oliver

2017-01-01

First-generation students (i.e., students whose parents did not attend university) often experience difficulties fitting in with the social environment at universities. This experience of personal misfit is supposedly associated with an impaired social identification with their aspired in-group of academics compared to continuing-generation students (i.e., students with at least one parent with an academic degree. In this article, we investigate how the postulated differences in social identification with the group of academics affect first-generation students’ satisfaction with studying and test anxiety over time. We assume that first-generation students’ impaired social identification with the group of academics leads to decreased satisfaction with studying and aggravated test anxiety over the course of the first academic year. In a longitudinal study covering students’ first year at a German university, we found that continuing-generation students consistently identified more strongly with their new in-group of academics than first-generation students. The influence of social identification on test anxiety and satisfaction with studying differed between groups. For continuing-generation students, social identification with the group of academics buffered test anxiety and helped them maintain satisfaction with studying over time. We could not find these direct effects within the group of first-generation students. Instead, first-generation students were more sensitive to effects of test anxiety on satisfaction with studying and vice versa over time. The results suggest that first-generation students might be more sensitive to the anticipation of academic failure. Furthermore, continuing-generation students’ social identification with the group of academics might have buffered them against the impact of negative experiences during the entry phase at university. Taken together, our findings underscore that deficit-driven approaches focusing solely on first-generation status may not be sufficient to fully understand the importance of parental educational background for students’ well-being. More specifically, continuing-generation students might reap benefits from their parental educational background. These benefits widen the social gap in academia in addition to the disadvantages of students with first-generation status. In sum, understanding the benefits of continuing-generation status has important implications for interventions aiming to reduce social class gaps in academia. PMID:28824505

A Multi-mission Event-Driven Component-Based System for Support of Flight Software Development, ATLO, and Operations first used by the Mars Science Laboratory (MSL) Project

NASA Technical Reports Server (NTRS)

Dehghani, Navid; Tankenson, Michael

2006-01-01

This paper details an architectural description of the Mission Data Processing and Control System (MPCS), an event-driven, multi-mission ground data processing components providing uplink, downlink, and data management capabilities which will support the Mars Science Laboratory (MSL) project as its first target mission. MPCS is developed based on a set of small reusable components, implemented in Java, each designed with a specific function and well-defined interfaces. An industry standard messaging bus is used to transfer information among system components. Components generate standard messages which are used to capture system information, as well as triggers to support the event-driven architecture of the system. Event-driven systems are highly desirable for processing high-rate telemetry (science and engineering) data, and for supporting automation for many mission operations processes.

Evaluation of two typical distributed energy systems

NASA Astrophysics Data System (ADS)

Han, Miaomiao; Tan, Xiu

2018-03-01

According to the two-natural gas distributed energy system driven by gas engine driven and gas turbine, in this paper, the first and second laws of thermodynamics are used to measure the distributed energy system from the two parties of “quantity” and “quality”. The calculation results show that the internal combustion engine driven distributed energy station has a higher energy efficiency, but the energy efficiency is low; the gas turbine driven distributed energy station energy efficiency is high, but the primary energy utilization rate is relatively low. When configuring the system, we should determine the applicable natural gas distributed energy system technology plan and unit configuration plan according to the actual load factors of the project and the actual factors such as the location, background and environmental requirements of the project. “quality” measure, the utilization of waste heat energy efficiency index is proposed.

Upper-Division Transfer Students: Designing a Supplemental Instruction Program for Nursing Students within a Science Based Curriculum

ERIC Educational Resources Information Center

Clark, Karen M.; May, Isabell Cserno

2015-01-01

The transition to upper-level course work of transferring students, predominantly students from 2-year/community colleges, has been explored in recent education research literature. Yet, it has not been sufficiently explored whether and what academic support programs could be successful in supporting transfer students with the transfer process.…

Building place-based collaborations to develop high school students' groundwater systems knowledge and decision-making capacity

NASA Astrophysics Data System (ADS)

Podrasky, A.; Covitt, B. A.; Woessner, W.

2017-12-01

The availability of clean water to support human uses and ecological integrity has become an urgent interest for many scientists, decision makers and citizens. Likewise, as computational capabilities increasingly revolutionize and become integral to the practice of science, technology, engineering and math (STEM) disciplines, the STEM+ Computing (STEM+C) Partnerships program seeks to integrate the use of computational approaches in K-12 STEM teaching and learning. The Comp Hydro project, funded by a STEM+C grant from the National Science Foundation, brings together a diverse team of scientists, educators, professionals and citizens at sites in Arizona, Colorado, Maryland and Montana to foster water literacy, as well as computational science literacy, by integrating authentic, place- and data- based learning using physical, mathematical, computational and conceptual models. This multi-state project is currently engaging four teams of six teachers who work during two academic years with educators and scientists at each site. Teams work to develop instructional units specific to their region that integrate hydrologic science and computational modeling. The units, currently being piloted in high school earth and environmental science classes, provide a classroom context to investigate student understanding of how computation is used in Earth systems science. To develop effective science instruction that is rich in place- and data- based learning, effective collaborations between researchers, educators, scientists, professionals and citizens are crucial. In this poster, we focus on project implementation in Montana, where an instructional unit has been developed and is being tested through collaboration among University scientists, researchers and educators, high school teachers and agency and industry scientists and engineers. In particular, we discuss three characteristics of effective collaborative science education design for developing and implementing place- and data- based science education to support students in developing socio-scientific and computational literacy sufficient for making decisions about real world issues such as groundwater contamination. These characteristics include that science education experiences are real, responsive/accessible and rigorous.

Projects in Technology Education and Fostering Learning: The Potential and Its Realization

NASA Astrophysics Data System (ADS)

Barak, Moshe; Shachar, Ahron

2008-06-01

The current study aimed at examining the efficacy of technological projects as learning tools by exploring the following questions: the extent to which projects in technology develop students as independent learners; the types of knowledge the students deal with in working on their projects; the role of problem-solving in technological projects; and how projects integrate into traditional schooling. The subjects were 53 high school (12th grade) students who prepared graduating projects in technology under the supervision of nine teachers. Data were collected by observing the students in the laboratory, administrating two questionnaires to both the students and the teachers, and analyzing 25 portfolios prepared by the students of their projects. The findings indicate that projects in technology provide a good opportunity to engage students in challenging tasks that enhance their learning skills. To maximize this potential, it is necessary to employ the project method from the early stages of learning technology. It is especially important that teachers having a strong engineering orientation also acquire pedagogical knowledge on issues such as fostering independent learning, creativity, peer learning and reflective practice in the technological classroom.

Governance of Innovation and Intermediation in Triple Helix Interactions

ERIC Educational Resources Information Center

Todeva, Emanuela

2013-01-01

Research on sustainability and innovation-driven economic growth has exposed a lack of sufficient knowledge in the governance literature about the appropriate extent of government involvement. This paper focuses on the governance of innovation and the intermediary role of the state. The author synthesizes the literature on governance and…

Accountability for Results: The Realities of Data-Driven Decision Making

ERIC Educational Resources Information Center

McCaw, Donna; Watkins, Sandra

2007-01-01

The format of this book addresses the most salient questions administrators, school board members, and community stakeholders need to ask to ensure academic and fiscal accountability, providing definitions, background information and the current research. Readers will be provided with sufficient knowledge to effectively question the financial…

77 FR 539 - Qualification of Drivers; Exemption Applications; Vision

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-05

..., please include a self-addressed, stamped envelope or postcard or print the acknowledgment page that..., Rene Amaya has sufficient vision to perform the driving tasks required to operate a commercial vehicle.'' Mr. Amaya reported that he has driven straight trucks for 2 years, accumulating 78,000 miles and...

Action Research to Support the Sustainability of Strategic Planning

ERIC Educational Resources Information Center

Antheil, Jane H.; Spinelli, Stephen, Jr.

2011-01-01

This article suggests that developing a strategic plan, even through a highly participative and data-driven process, is not sufficient to sustain change if implementation of the plan is not monitored as an organizational change event. To the degree that a strategic plan is institutionally transformative, monitoring change during implementation…

Estimating Common Parameters of Lognormally Distributed Environmental and Biomonitoring Data: Harmonizing Disparate Statistics from Publications

EPA Science Inventory

The progression of science is driven by the accumulation of knowledge and builds upon published work of others. Another important feature is to place current results into the context of previous observations. The published literature, however, often does not provide sufficient di...

An Earth System Scientist Network for Student and Scientist Partnerships

NASA Astrophysics Data System (ADS)

Ledley, T. S.

2001-05-01

Successful student and scientist partnerships require that there is a mutual benefit from the partnership. This means that the scientist needs to be able to see the advantage of having students work on his/her project, and the students and teachers need to see that the students contribute to the project and develop the skills in inquiry and the content knowledge in the geosciences that are desired. Through the Earth System Scientist Network (ESSN) for Student and Scientist Partnerships project we are working toward developing scientific research projects for the participation of high school students. When these research projects are developed they will be posted on the ESSN web site that will appear in the Digital Library for Earth System Education (DLESE). In DLESE teachers and students who are interested in participating in a research program will be able to examine the criteria for each project and select the one that matches their needs and situation. In this paper we will report on how the various ESSN research projects are currently being developed to assure that both the scientist and the students benefit from the partnership. The ESSN scientists are working with a team of scientists and educators to 1) completely define the research question that the students will be addressing, 2) determine what role the students will have in the project, 3) identify the data that the students and teachers will work with, 4) map out the scientific protocols that the students will follow, and 5) determine the background and support materials needed to facilitate students successfully participating in the project. Other issues that the team is addressing include 1) identifying the selection criteria for the schools, 2) identifying rewards and recognition for the students and teacher by the scientist, and 3) identifying issues in Earth system science, relevant to the scientists data, that the students and teachers could use as a guide help develop students investigative skills and content knowledge in the geosciences. The importance of fully developing each of these aspects of the ESSN research projects and how they can differ between projects will be discussed.