Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

PubMed Central

McKeown, Tammy R.; Abrams, Lisa M.; Slattum, Patricia W.; Kirk, Suzanne V.

2017-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers’ efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants’ fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. PMID:29732236

Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program.

PubMed

McKeown, Tammy R; Abrams, Lisa M; Slattum, Patricia W; Kirk, Suzanne V

2016-01-01

Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction.

Discussing Science in Professional Learning Communities

ERIC Educational Resources Information Center

Harris, Emily; Rosenman, Amelia

2017-01-01

Teachers who participate in the Teacher Institute on Science and Sustainability (TISS) at the California Academy of Sciences commit to intensive professional development--that is, two two-week summer sessions, four evening workshops, and four Professional Learning Community (PLC) meetings throughout each school year--focused on creating more…

A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students.

ERIC Educational Resources Information Center

LeLoup, Jean W.; Schmidt-Rinehart, Barbara C.

2003-01-01

Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL)

The University Scientist's Role in Promoting Collaborative K-12 Professional Development

NASA Astrophysics Data System (ADS)

Schuster, D.; Brown, L. L.; Carlsen, W. S.

2004-12-01

Comprehensive K-12 science teacher professional development is dependent upon the successful interaction between the university and K-12 communities (National Research Council, 2001), which can be realized through partnerships between university scientists and K-12 science teachers. This paper will identify some best practices of university scientists in the professional development of science teachers, first by citing the professional development and science education literature (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Research Council, 1996a, 1996b), and then by highlighting how these best practices were actualized in summer workshops for science educators offered at Penn State. Each summer the Pennsylvania Space Grant Consortium supports seven one-week courses for secondary science teachers taught by university scientists from disciplines representative of NASA's research interests. Approximately 100 teachers enroll in these two-credit, graduate-level workshops from a variety of locations and contexts throughout the United States. These summer courses share a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.), making them a unique dataset for comparative research on science teacher professional development. By recognizing the role of university scientists relating to both practice and standards of professional development, we identify areas in which teachers could be empowered to lead and, alternatively, where scientists and administrators should improve and continue to direct-- both supporting a culture of collaboration that builds K-12 science teacher capacity (Fullan, 2001, 2003; Hawley & Valli, 1999). In our observations and analysis of the evaluations, three best practices, as defined by the literature, appeared to distinguish the exceptional workshops: First, teachers give high marks and make affirmative comments about workshops with clearly presented curricular goals. Second, teachers respond well to workshops and the university scientists who taught them when they are treated as professionals. Third, teachers welcome the opportunity to be integrally involved in the planning, implementation, and evaluation of the workshops. By identifying best practices and delineating the roles of university scientists in K-12 professional development, teachers, university faculty, and policy makers are better equipped to improve the quality of professional development programs at all levels; school, district, university, and state, ultimately actualizing the symbiotic relationship that needs to exists between professional development and school improvement efforts (Fullan, 2001, 2003; Hawley & Valli, 1999).

Beliefs, Classroom Practices, and Professional Development Activities of Teacher Consultants

ERIC Educational Resources Information Center

Kenreich, Todd W.

2004-01-01

After more than a decade of funding from the "National Geographic Society," questions have increasingly been raised about the effectiveness of geographic alliances as vehicles for professional development in geographic education. This study explores the impact of participation in a summer institute on teacher beliefs and practices in…

Faculty Development in Higher Education: Long-Term Impact of a Summer Teaching and Learning Workshop

ERIC Educational Resources Information Center

Persellin, Diane; Goodrick, Terry

2010-01-01

Past participants of the Associated Colleges of the South Summer Teaching and Learning Workshop were surveyed to determine long-term impact of this type of professional development experience. Results indicate a large majority of participants across rank and academic discipline continued to view the workshop as effective and valued feedback from…

i-STEM Summer Institute: An Integrated Approach to Teacher Professional Development in STEM

ERIC Educational Resources Information Center

Nadelson, Louis S.; Seifert, Anne; Moll, Amy J.; Coats, Bradley

2012-01-01

The importance of STEM education to societal developments provides justification for assuring K-12 teachers are prepared to teach the related content. Inservice teacher professional development is critical to achieving the goal of enhanced student knowledge of STEM. Combining the need for increased capacity to teach STEM and the extant literature…

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

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1994-01-01

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

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

NASA Astrophysics Data System (ADS)

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

2014-12-01

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

Museum-Based Teacher Professional Development: Peabody Fellows in Earth Science

ERIC Educational Resources Information Center

Pickering, Jane; Ague, Jay J.; Rath, Kenneth A.; Heiser, David M.; Sirch, James N.

2012-01-01

The Peabody Fellows in Earth Science program was a professional development opportunity for middle and high school teachers to enhance their knowledge of, and teaching skills in, the Earth sciences. It combined a summer institute and academic year workshops with the production of new curricular resources on the interpretation of landforms in…

More Alike than Different: Early Childhood Professional Development in Guatemala

ERIC Educational Resources Information Center

Hardin, Belinda J.; Vardell, Rosemarie; de Castaneda, Albertina

2008-01-01

This article describes an early childhood professional development project that took place in the summer of 2005 in Guatemala City. Located in Central America, Guatemala has a population of approximately 12.3 million people, including more than two million children under the age of 5 (UNESCO Institute for Statistics, 2007; UNICEF, 2004). Events…

Coteaching in Tanzania Benefits Both the School of St. Jude and Collegiate

ERIC Educational Resources Information Center

Independent School, 2016

2016-01-01

In 2012, Louisville Collegiate School (Kentucky) formed a partnership with The School of St. Jude in Arusha, Tanzania. As part of their professional development, six Collegiate faculty members travel each summer to spend two weeks coteaching and interacting with Tanzanian faculty and students. This professional development experience forces…

Study Abroad as Professional Development: Voices of In-Service Spanish Teachers

ERIC Educational Resources Information Center

Jochum, Christopher J.; Rawlings, Jared R.; Tejada, Ana María

2015-01-01

The purpose of this qualitative inquiry was to understand how four in-service Spanish teachers interpreted their participation in a summer study abroad program and how the experience contributed to their ongoing professional development and language proficiency. Using a multiple case design (Simons, 2009; Stake, 2005; Yin, 2009), the researchers…

Lessons from Bhutan: Embrace Cultural Differences to Effect Change

ERIC Educational Resources Information Center

Levine, Laurie; Telsey, Alison; McCormack, Kim

2011-01-01

Nestled in the Himalayan Mountains, Bhutan, a Buddhist country, is one of the most isolated nations in the world. After spending a month there, the authors all agreed it deserved its title of "The Last Shangri-La." Their team of professional development specialists spent the summer of 2010 providing professional development in the basic…

You're Doing "What" This Summer? Making the Most of International Professional Development

ERIC Educational Resources Information Center

Patterson, Timothy

2014-01-01

The content of social studies curricula make studying abroad during the summer months a win-win for social studies teachers. During these experiences, teachers have the opportunity to develop their knowledge of global history and other cultures and to see a bit of the world. That said, the most dangerous assumption one can make is that simply…

Summer Professional Development in Chemistry for Inservice Teachers Using OWL Quick Prep

NASA Astrophysics Data System (ADS)

Powell, Cynthia B.; Pamplin, Kim L.; Blake, Robert E.; Mason, Diana S.

2010-04-01

Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY, 1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions in the tutoring modules showed significant improvement in content mastery.

Adapting and Bending the Portal to the Public: Evaluation of an NSF-Funded Science Communication Model for UNAVCO's Geoscience Summer Internships

NASA Astrophysics Data System (ADS)

Dutilly, E.; Charlevoix, D. J.; Bartel, B. A.

2017-12-01

UNAVCO is a National Science Foundation (NSF) facility specializing in geodesy. As part of its education and outreach work, it operates annual summer internships. In 2016, UNAVCO joined the Portal to the Public (PoP) network and the PoP model was adapted and bent to provide science communication professional development for summer interns. PoP is one way that UNAVCO invests in and trains future generations of geoscientists. The NSF-funded PoP initiative and its network, PoPNet, is a premier outreach framework connecting scientists and public audiences for over a decade. PoPNet is a network of sixty organizations committed to using the PoP method to engage the public in face-to-face interactions with practicing scientists. The PoP initiative provides professional development to scientists focused on best practices in science communication, helps them to develop an interactive exhibit consistent with their current research, and offers them a venue for interacting with the public. No other evaluation work to date has examined how summer internships can uptake the PoP model. This presentation focuses on evaluation findings from two cohorts of summer interns across two years. Three primary domains were assessed: how demographic composition across cohorts required changes to the original PoP framework, which of the PoP professional development trainings were valued (or not) by interns, and changes to intern knowledge, attitudes, and abilities to communicate science. Analyses via surveys and interviews revealed that level of intern geoscience knowledge was a major factor in deciding the focus of the work, specifically whether to create new hands-on exhibits or use existing ones. Regarding the use of PoP trainings, there was no obvious pattern in what interns preferred. Most growth and learning for interns occurred during and after the outreach activity. Results of this evaluation can be used to inform other applications of the PoP approach in summer internships.

A Kindergarten Teacher Bringing Science to a Community

ERIC Educational Resources Information Center

Theis, Becky; Galindo, Ed; Shockey, Tod

2014-01-01

The National Aeronautical and Space Administration (NASA) sponsored professional development of educators in the NASA Summer of Innovation (SOI) program. The Idaho, Montana, and Utah (IMU-SOI) program worked with educators and students from thirteen Native American communities. The summer sessions were focused on problem based learning and…

A Summer Program Designed to Educate College Students for Careers in Bioinformatics

ERIC Educational Resources Information Center

Krilowicz, Beverly; Johnston, Wendie; Sharp, Sandra B.; Warter-Perez, Nancy; Momand, Jamil

2007-01-01

A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from…

American Society for Engineering Education/NASA Summer Faculty Fellowship Program 1982

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1983-01-01

A program of summer faculty fellowships for engineering and science educators is described. The program involves participation in cooperative research and study. Results of the program evaluation are summarized. The research fellows indicated satisfaction with the program. Benefits of the program cited include: (1) enhancement of professional abilities; (2) contact with professionals in a chosen area of research; (3) familiarity with research facilities; and (4) development of new research techniques and their adaptation to an academic setting. Abstracts of each of the research projects undertaken are presented.

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

ERIC Educational Resources Information Center

Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

2016-01-01

This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership

ERIC Educational Resources Information Center

Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

2010-01-01

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

The Impact of a Professional Development Model on Middle School Science Teachers' Efficacy and Implementation of Inquiry

ERIC Educational Resources Information Center

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-01-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and…

The Effects of Professional Development on Universal Design for Instruction on Faculty Perception and Practice

ERIC Educational Resources Information Center

Park, Hye Jin; Roberts, Kelly; Delise, Danielle

2017-01-01

The authors conducted professional development (PD) for university personnel, focused on Universal Design for Instruction (UDI), over three days during a summer institute. The UDI-focused PD provided 20 hours of training across six content areas: (a) UDI, (b) accessible distance education and assistive technology, (c) student and faculty rights…

Creating Teachers' Perceptual, Behavioral, and Attitudinal Change Using Professional Development Workshops

ERIC Educational Resources Information Center

Shriner, Michael; Schlee, Bethanne; Hamil, Melissa; Libler, Rebecca

2009-01-01

As part of an on-going project designed to impact teacher quality at the pre-service, induction, and professional development levels, this paper summarizes the parametric results of a series of four different workshops conducted in the summer of 2007. In an effort to glean a better understanding of their knowledge, attitudinal, perceptual, and…

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

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1992-01-01

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

Promethean Summer: Professional Development Boldly Focuses on the Classics

ERIC Educational Resources Information Center

Dubin, Jennifer

2014-01-01

This article describes the Sue Rose Summer Institute for Teachers at the Dallas Institute of Humanities and Culture, which, for 30 years, has treated teachers as intellectuals. To that end, the nonprofit educational organization offers teachers from all grade levels and all disciplines an experience that either reacquaints them with or introduces…

Scientists' Participation in Teacher Professional Development: The Impact on Fourth to Eighth Grade Teachers' Understanding and Implementation of Inquiry Science

ERIC Educational Resources Information Center

Morrison, Judith A.

2014-01-01

The impact of a professional development experience involving scientists and fourth to eighth grade teachers of science was explored. Teachers attended a summer program at a research facility where they had various experiences such as job shadowing and interviewing scientists. They also participated in authentic inquiry investigations and planned…

Summer of Innovation Kick Off

NASA Image and Video Library

2010-06-09

Erin Gilbert, Director of Professional Development from the National Summer Learning Associations, motivates teachers and middle school students during the kick off of NASA's Summer of Innovation program at the Jet Propulsion Laboratory in Pasadena, Calif., Thursday, June 10, 2010. Through the program, NASA will engage thousands of middle school students and teachers in stimulating math and science-based education programs with the goal of increasing the number of future scientists, mathematicians, and engineers. Photo Credit: (NASA/Bill Ingalls)

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

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1991-01-01

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

Mighty Mathematicians: Using Problem Posing and Problem Solving to Develop Mathematical Power

ERIC Educational Resources Information Center

McGatha, Maggie B.; Sheffield, Linda J.

2006-01-01

This article describes a year-long professional development institute combined with a summer camp for students. Both were designed to help teachers and students develop their problem-solving and problem-posing abilities.

Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

NASA Astrophysics Data System (ADS)

Reeves, Katrina; Miller, Scott; Foster, Andrea

2015-01-01

The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

Professional Development across Borders: The Promise of U.S.-Mexico Binational Teacher Education Programs

ERIC Educational Resources Information Center

Sawyer, Adam

2014-01-01

As the school year gave way to summer vacation, a group of 11 Nebraska educators embarked on a 16-day professional development journey to the western Mexico city of Guadalajara. During a two week stay in Mexico, these educators--who were made up of in-service and pre-service teachers and school support personnel--engaged in a structured program of…

The Master's in Teaching and Learning: Expanding Utilitarianism in the Continuing Professional Development of Teachers in England

ERIC Educational Resources Information Center

Frankham, Jo; Hiett, Sandra

2011-01-01

The article focuses on the policy rhetoric of the Masters in Teaching and Learning (MTL). This is a new degree being launched in the summer of 2010 aimed, initially, at teachers who have just joined the profession. The degree presages the aspiration for a Master's level teaching profession in England. Professional development as conceived in the…

Perceptions of Heat Risk to Health: A Qualitative Study of Professional Bus Drivers and Their Managers in Jinan, China

PubMed Central

Zhou, Lin; Xin, Zheng; Bai, Li; Wan, Fangjun; Wang, Yongming; Sang, Shaowei; Liu, Shouqin; Zhang, Ji; Liu, Qiyong

2014-01-01

Summer extreme heat threatens the health of individuals, especially persons who are involved in outdoor activities. Ensuring the normal function of a city, bus drivers are among those who participate in outdoor physical activities and are exposed to excessive heat in hot summer weather. This qualitative study was performed to explore professional bus drivers’ in-depth views of extreme heat risks to their health, and ultimately develop targeted advice and policy interventions for city bus drivers. An interview-based study was performed among professional bus drivers in Jinan, China, including four focus groups with professional bus drivers (n = 37) and three interviews with their managers (n = 14). Five central themes or categories from the bus driver interviews were found: concerns about summer heat; health effects related to extreme heat; adaptive measures; barriers in implementing these adaptive measures; and suggested interventions. The beneficial role of cooling facilities (particularly air-conditioning) during extreme heat are addressed. The barriers not only impede the implementation of behavioral adaptive measures but also enhance the negative attitudes of bus drivers towards their effectiveness. The responsibilities of managers in promoting preventive actions are addressed. PMID:24477213

NASFAA Diversity and Inclusion: Recommendations of the Professional Diversity Caucus

ERIC Educational Resources Information Center

National Association of Student Financial Aid Administrators, 2015

2015-01-01

NASFAA's Diversity and Inclusion Report emphasizes the importance of diversity and inclusivity to NASFAA. Included in this report is a diversity statement developed by NASFAA's Professional Diversity Caucus, and approved by NASFAA's Board in March of 2015. The Caucus convened in the summer of 2014 to better understand issues related to diversity…

SWEEP: Sciencing with Watersheds, Environmental Education and Partnerships. Instructor's Guide to Implementation and Summer Institute Participant Notebook.

ERIC Educational Resources Information Center

Bainer, Deb; Barron, Pat; Cantrell, Diane

Sciencing with Watersheds, Environmental Education, and Partnerships (SWEEP) is a professional development program designed to help elementary teachers improve the way they teach science using partnerships among teachers and resource professionals. SWEEP follows a thematic approach using watersheds as the core concept of an integrated elementary…

School nurse summer institute: a model for professional development.

PubMed

Neighbors, Marianne; Barta, Kathleen

2004-06-01

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.

Teachers' Assessments of Professional Development Quality, Value, and Benefits: Results from Seven Annual Surveys of Participants in National Writing Project Summer Institutes

ERIC Educational Resources Information Center

Stokes, Laura; St. John, Mark

2008-01-01

The National Writing Project (NWP) is the nation's premier professional development network dedicated to improving the teaching of writing. The NWP network comprises nearly 200 local sites in all 50 states, Puerto Rico, and the Virgin Islands. This report presents the results of a seven-year survey study of teachers participating in NWP summer…

Scientist-Teacher Partnerships as Professional Development: An Action Research Study

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

Willcuts, Meredith H.

The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.« less

Examining Teachers' Understanding of the Mathematical Learning Progression through Vertical Articulation during Lesson Study

ERIC Educational Resources Information Center

Suh, Jennifer; Seshaiyer, Padmanabhan

2015-01-01

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

iSTEM Summer Institute: An Integrated Approach to Teacher Professional Development inSTEM

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

Anne Seifert; Louis Nadelson

The importance of STEM education to our national prosperity and global competitiveness was recently reinforced by the Obama administration support for Change the Equation. Change the Equation is a multi-entity initiative formed in response to the rapidly increasing demand for STEM related careers and the potential lack of preparation by many Americans to be employed in these positions. To address the issue many are calling for increased emphasis on K-12 STEM education, as early preparation in STEM provides the foundation essential for further learning and competencies (National Research Council, 2007). Achieving and sustaining depth and breadth of K-12 STEM educationmore » is inextricably linked to ongoing professional development of K-12 educators. The need for teacher continuing education in STEM education and the link between teacher effectiveness and student preparation in STEM was the impetus behind our i- STEM professional development summer institute. The i-STEM initiative is a collaborative effort between business, industry, government, K-12, and higher education. Although the organization is working on a number of projects, including policy, research, communication, and collaborations, the i-STEM group has directed significant resources toward K-12 educator professional development opportunities in STEM. Our report focuses on the structure and impact of the intensive four-day i-STEM residential professional development institute which we designed to increase the capacity of grade 4-9 teachers to teach STEM content. We structured the summer institute using the outcome of a survey we conducted of grade 4-9 teachers’ to assess their STEM professional development needs, the extant literature on teacher development, the increasing need for a STEM informed society, and our desire to use evidence based practices to enhance teacher capacity to teach STEM content. We developed this investigation to determine if our summer institute influenced the participating teachers comfort with teaching STEM, efficacy for teaching STEM, content knowledge of STEM, inquiry implementation in STEM, and perceptions of STEM education. These parameters in-part have been gathered previously for specific areas of math or science education, but we are not aware of any study in which these variables have been attended to and assessed in the context of enhancing inservice teacher preparation to teach STEM. Therefore, our project provides a unique contribution to the literature because of our focus on STEM education and our adaptation and use of an array of assessment tools to measure the impact on our participants’ perceptions of teaching STEM, affective perspectives, and knowledge of the related content. Further, we are responding to the position of Putnam and Borko (2000) who contend there has been a dearth of attention paid toward creating teacher professional development experiences consistent with the teacher learning and investigations of the impact of the experience on the participating educators. Before we present our research and results, we discuss the relevant literature establishing the justification for our study. Following the presentation of our study results we discuss the related implications and directions for future research. We conclude with a discussion of study limitations and some closing remarks of our study contributions to the field of teacher professional development in STEM education.« less

Effects of a Competency-Based Professional Development Training on Children's Physical Activity and Staff Physical Activity Promotion in Summer Day Camps

ERIC Educational Resources Information Center

Weaver, R. Glenn; Beets, Michael W.; Turner-McGrievy, Gabrielle; Webster, Collin A.; Moore, Justin

2014-01-01

The YMCA of the USA serves more than nine million youth in its summer day camping programs nationwide. In spring 2011, the YMCA of Columbia, SC, with support from the University of South Carolina, adopted a competency-based staff-level training approach in an attempt to align staff behaviors with the YMCA of the USA new physical activity standards…

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-12-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction.

Holistic Approach to Secondary Earth Science Teacher Professional Development: the Triad of Project-based Instruction, Earth Science Content, and GIS Technology

NASA Astrophysics Data System (ADS)

Rubino-Hare, L.; Sample, J. C.; Fredrickson, K.; Claesgens, J.; Bloom, N.; Henderson-Dahms, C.; Manone, M.

2011-12-01

We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011. The NAz-POD project (funded by Arizona Department of Education and administered by Science Foundation Arizona) provided similar PD experiences, but the institutes occurred during weekends in the academic year. The institutes were led by a team with expertise in Earth science content, professional development and pedagogy, and GIS. The teachers developed learning modules using the project based learning instructional model. Pedagogy, content, and GIS skills were combined throughout the professional development activities. Academic year follow up by NAU personnel included classroom observations and technical support. For assessing student work we provided a rubric, but learned that teachers were not prepared to assess GIS products in order to determine the level of student understanding. In year two of the project we incorporated strategies for assessment of student products into the professional development. Teacher-participants and their students completed several pre- and post- assessments. Teacher assessments included a geospatial performance assessment, classroom observations, and content tests. Student data collection included attitude and efficacy questionnaires, content tests, and authentic assessments including products using GIS. Content tests were the same for teachers and students and included spatial reasoning, data analysis, and Earth science content. Data was also collected on teacher perception of professional development delivery and self-reported confidence in teaching with PBI and geospatial technology. Student assessments show that improvement occurred in all areas on the content test. Possible factors resulting in this improvement will be shared, and placed in the context of other assessment results.

Engaging Science Faculty in Teacher Professional Development: Renewable Energy

NASA Astrophysics Data System (ADS)

Czajkowski, K. P.; Czerniak, C.; Struble, J.; Mentzer, G.; Brooks, L.; Hedley, M.

2011-12-01

The LEADERS Program (Leadership for Educators: Academy for Driving Economic Revitalization in Science) is an NSF funded Math and Science Partnership program that aims to link economic revitalization in the Great Lakes region with K-12 education through renewable energy technology using a project-based learning approach. The LEADERS Program brings teacher leaders together with science and education faculty from the University of Toledo. Teacher leaders, from Toledo Public and Catholic Schools, attended a six week long institute in the summers of 2010 and 2011 and offered professional development for their colleagues during the school year. The teacher leaders took two science courses during the summer of 2010 in Physics and Chemistry of Renewable Energy as well as classes in Project-Based Science and Leadership and three courses in the summer of 2011, Earth Technologies, Climate Change and Biofuels. In addition, teachers were introduced to industry leaders in renewable energies as well as conservation. This presentation will discuss the implementation of the program and focus on the involvement of science faculty. We will discuss the challenges and successes in bringing together science faculty with teachers including how the experience has changed the teaching style of the scientists.

Maximizing Undergraduate Success By Combining Research Experiences with Outreach, Peer Mentoring and Professional Development

NASA Astrophysics Data System (ADS)

Bruno, B. C.

2014-12-01

The C-MORE Scholars Program provides hands-on, closely mentored research experiences to University of Hawaii (UH) undergraduates during the academic year. Students majoring in the geosciences, especially underrepresented students, from all campuses are encouraged to apply. The academic-year research is complemented by outreach, professional development and summer internships. Combined, these experiences help students develop the skills, confidence and passion that are essential to success in a geoscience career. Research. All students enter the program as trainees, where they learn lab and field research methods, computer skills and science principles. After one year, they are encouraged to reapply as interns, where they work on their own research project. Students who have successfully completed their intern year can reapply as fellows, where they conduct an independent research project such as an honors thesis. Students present their research at a Symposium through posters (trainees) or talks (interns and fellows). Interns and fellows help organize program activities and serve as peer mentors to trainees.Multi-tiered programs that build a pathway toward graduation have been shown to increase student retention and graduation success. Outreach. Undergraduate researchers rarely feel like experts when working with graduate students and faculty. For students to develop their identity as scientists, it is essential that they be given the opportunity to assume the role as expert. Engaging students in outreach is a win-win situation. Students gain valuable skills and confidence in sharing their research with their local community, and the public gets to learn about exciting research happening at UH. Professional Development. Each month, the Scholars meet to develop their professional skills on a particular topic, such as outreach, scientific presentations, interviewing, networking, and preparing application materials for jobs, scholarships and summer REUs. Students are strongly encouraged to participate in summer REUs on the mainland US, both to gain independence and as a testing ground for graduate school. In December, qualitative and quantitative evaluation results will be shared to demonstrate the effectiveness of this model in increasing student retention and graduation success.

A Program Evaluation of a Summer Research Training Institute for American Indian and Alaska Native Health Professionals

ERIC Educational Resources Information Center

Zaback, Tosha; Becker, Thomas M.; Dignan, Mark B.; Lambert, William E.

2010-01-01

In this article, the authors describe a unique summer program to train American Indian/Alaska Native (AI/AN) health professionals in a variety of health research-related skills, including epidemiology, data management, statistical analysis, program evaluation, cost-benefit analysis, community-based participatory research, grant writing, and…

Paint Bucket Polygons

ERIC Educational Resources Information Center

Edwards, Michael Todd; Harper, Suzanne R.

2010-01-01

During a two-week summer professional development workshop, teams of intermediate-level school teachers and college methods instructors crafted mathematics learning modules--activities, lesson plans, work sheets, and technology-oriented tasks--with the primary goal of strengthening students' understanding of various geometric concepts. They recast…

Research reports: The 1980 NASA/ASEE Summer Faculty Fellowship Program. [aeronautical research and development

NASA Technical Reports Server (NTRS)

Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

1980-01-01

The Summer Faculty Fellowship Research Program objectives are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants and institutions; and to contribute to the research objectives at the NASA centers. The Faculty Fellows engaged in research projects commensurate with their interests and background and worked in collaboration with a NASA/MSFC colleague.

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

A Fifth Year Professional Training Program for Elementary School Teachers: Its Development through Mentoring and Internship.

ERIC Educational Resources Information Center

Jablonski, Ann

This paper describes the development of an experimental, alternative, graduate-level preservice teacher education program at Fordham University, the Internship Fellowship Program. The 15-month program includes an Instructional Training Laboratory (ITL) during the first summer, which supports the intern's acquisition of cognitive and performance…

Summer faculty fellowship program, 1984

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1984-01-01

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

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

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1987-01-01

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

Professional development utilizing an oncology summer nursing internship.

PubMed

Mollica, Michelle; Hyman, Zena

2016-01-01

The aim of this study was to examine the effect of an oncology student nursing internship on role socialization and professional self-concept. This mixed-methods study utilized a convergent parallel approach that incorporated a quasi-experimental and qualitative design. Data was collected through pre and post-survey and open-ended questions. Participants were 11 baccalaureate nursing students participating in a summer oncology student nursing internship between their junior and senior years. Investigators completed a content analysis of qualitative questionnaires resulted in categories of meaning, while the Wilcoxon signed-ranks test was used to compare pre and post internship scores. Aggregated mean scores from all instruments showed an increase in professionalism, role socialization, and sense of belonging from pre to post-internship, although no differences were significant. Qualitative data showed participants refined their personal philosophy of nursing and solidified their commitment to the profession. Participants did indicate, however, that the internship, combined with weekly debriefing forums and conferences, proved to have a positive impact on the students' role socialization and sense of belonging. Despite quantitative results, there is a need for longitudinal research to confirm the effect of nursing student internships on the transition from student to professional. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Journal of Staff, Program, & Organization Development, Volume 12. Summer 1994-Spring 1995.

ERIC Educational Resources Information Center

Lewis, Karron G., Ed.

1995-01-01

This quarterly publication serves as a medium for the exchange of ideas regarding the planning, design, implementation, and evaluation of professional development practices at two- and four-year colleges. The four issues in volume 12 feature the following articles: (1) "The Course Syllabus Reexamined," by James O. Hammons and Jackson R. Shock; (2)…

Community Portraits: County Atlases as Resources for Teaching U.S. History. Cartographic Traditions in American History.

ERIC Educational Resources Information Center

Danzer, Gerald A., Ed.; Newman, Mark, Ed.

This collection of cartographic projects grew out of a professional development summer institute for teachers conducted in 1995 in the History Department of the University of Illinois at Chicago. Curriculum materials developed during the institute were used in various classrooms during the following school year. The collection contains selected…

Observation and assessment of faculty development learning outcomes.

PubMed

Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

2010-11-01

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development initiatives was sustained.

Scientific Teaching Targeting Faculty from Diverse Institutions

ERIC Educational Resources Information Center

Gregg, Christopher S.; Ales, Jo Dale; Pomarico, Steven M.; Wischusen, E. William; Siebenaller, Joseph F.

2013-01-01

We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges,…

Improving Inquiry Teaching through Reflection on Practice

ERIC Educational Resources Information Center

Lotter, Christine R.; Miller, Cory

2017-01-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned…

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Dunlap, C.; Bardar, E.; Youngman, B.; Ellins, K. K.; McNeal, K. S.; Libarkin, J.

2012-12-01

Confronting the Challenges of Climate Literacy (CCCL) is an NSF-funded (DRK-12) project that includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at high school teachers and students. The project's evaluation efforts inform and guide all major components of the project. The research effort addresses the question of what interventions are most effective in helping high school students grasp the complexities of the Earth system and climate processes, which occur over a range of spatial and temporal scales. The curriculum unit includes three distinct but related modules: Climate and the Cryosphere; Climate, Weather, and the Biosphere; and Climate and the Carbon Cycle. Climate-related themes that cut across all three modules include the Earth system, with the complexities of its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. The professional development component of the project includes online science resources to support the teaching of the curriculum modules, summer workshops for high school teachers, and a support system for developing the teacher leaders who plan and implement those summer workshops. When completed, the project will provide a model high school curriculum with online support for implementing teachers and a cadre of leaders who can continue to introduce new teachers to the resource. This presentation will introduce the curriculum and the university partnerships that are key to the project's success, and describe how the project addresses the challenge of helping teachers develop their understanding of climate science and their ability to convey climate-related concepts articulated in the Next Generation Science Standards to their students. We will also describe the professional development and support system to develop teacher leaders and explain some of the challenges that accompany this approach of developing teacher leaders in the area of climate literacy.

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

Adult Education & Literacy Needs Assessment. New Jersey 1995. A Report on Local Demand for Professional Development and Training.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia; Streeter, Sandra

In response to the National Goals 2000 Literacy initiative, literacy programs in New Jersey increased their efforts to meet literacy goals. In the summer of 1993, a needs assessment survey was conducted to determine the training and program development needs of adult education classroom teachers, teacher aides, substitute teachers, program…

Multifaceted NOS Instruction: Contextualizing Nature of Science with Documentary Films

ERIC Educational Resources Information Center

Bloom, Mark; Binns, Ian C.; Koehler, Catherine

2015-01-01

This research focuses on inservice science teachers' conceptions of nature of science (NOS) before and after a two-week intensive summer professional development (PD). The PD combined traditional explicit NOS instruction, numerous interactive interventions that highlighted NOS aspects, along with documentary films that portrayed NOS in context of…

Travel and Correspondence

ERIC Educational Resources Information Center

Shauck, Barry

2004-01-01

Professional development through the advanced planning of themed exhibitions provides art instructors in Howard County the impetus for many art problems. This art problem, centered on the art and writing contained in the storybooks of Holly Hobbie. In late summer, the art teaching staff of the Howard County Public School System gathered at the…

Investigating the Impact of Field Trips on Teachers' Mathematical Problem Posing

ERIC Educational Resources Information Center

Courtney, Scott A.; Caniglia, Joanne; Singh, Rashmi

2014-01-01

This study examines the impact of field trip experiences on teachers' mathematical problem posing. Teachers from a large urban public school system in the Midwest participated in a professional development program that incorporated experiential learning with mathematical problem formulation experiences. During 2 weeks of summer 2011, 68 teachers…

34 CFR 200.41 - School improvement plan.

Code of Federal Regulations, 2012 CFR

2012-07-01

... school improvement status, for the purpose of providing high-quality professional development to the... activities before school, after school, during the summer, and during any extension of the school year. (d)(1... 34 Education 1 2012-07-01 2012-07-01 false School improvement plan. 200.41 Section 200.41...

34 CFR 200.41 - School improvement plan.

Code of Federal Regulations, 2013 CFR

2013-07-01

... school improvement status, for the purpose of providing high-quality professional development to the... activities before school, after school, during the summer, and during any extension of the school year. (d)(1... 34 Education 1 2013-07-01 2013-07-01 false School improvement plan. 200.41 Section 200.41...

34 CFR 200.41 - School improvement plan.

Code of Federal Regulations, 2014 CFR

2014-07-01

... school improvement status, for the purpose of providing high-quality professional development to the... activities before school, after school, during the summer, and during any extension of the school year. (d)(1... 34 Education 1 2014-07-01 2014-07-01 false School improvement plan. 200.41 Section 200.41...

Earth System Science for Elementary Teachers: An Innovative Approach to Teacher Professional Development.

NASA Astrophysics Data System (ADS)

Purkiss, C.

2015-12-01

In many professional development programs, teachers attend workshops to learn new knowledge and skills and then are expected to go back to their classrooms and implement what they learned. Often skills or an activity is learned but does not necessarily get practiced in the classroom. Very few professional development programs add direct, immediate practice with children where teachers can try out immediately the new activities or the knowledge they have just learned. In this case, the program directors wanted to see that, by having children to practice with in a non-threatening, low stakes environment, if participants would incorporate the activities and knowledge learned during the workshop into their classrooms in a more immediate way. Would immediate practice help participants internalize the new knowledge and skills and thus create a fund of knowledge that they would use immediately on their return to the classroom. As part of a grant for professional development for underserved elementary teachers on climate literacy, an innovative children's camp was added to a summer intensive workshop. Prior to the summer workshop, participants completed an eight-week online graduate level course on the basics of inquiry-based science. Participants then attended the intensive three-week workshop to gain knowledge in weather and climate and how to teach these concepts in their classrooms. The workshop was rich in materials and resources for participants. During the third week of the workshop, teachers were camp leaders to 100 elementary students in grades 3 through 5 who were participating in "Climate Camp". Various evaluation and assessments were completed during the program on all participants. Through various evaluation methods, it was found that there was a positive transfer of knowledge to the classroom.

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

NASA Technical Reports Server (NTRS)

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

1998-01-01

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

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

NASA Technical Reports Server (NTRS)

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

2002-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

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

NASA Technical Reports Server (NTRS)

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

2000-01-01

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

A Study of the National Science Foundation Summer Institutes in Science and Mathematics held at the University of Idaho from 1957 through 1964 and their Impact on Professional Activities of the Recipients.

ERIC Educational Resources Information Center

Martinen, Gordon David

Investigated were the participants of Summer Institutes in Science and Mathematics at the University of Idaho and their subsequent educational and professional stature, occupational mobility, ability to initiate change in the curriculums of the schools in which they taught, and reactions to the social and academic climate which prevailed at the…

Retaining Aspiring Scholars (retention, Students of Color)

NASA Astrophysics Data System (ADS)

Walters, Nancy Bannister

Tinto's retention model provided the theoretical framework for this research study of the academic and social integration of academically talented students of color into the graduate and professional science degree pipeline. The site for this study was the Life Sciences Summer Undergraduate Research Program of the University of Minnesota. This program recruits academically talented undergraduates from throughout the nation for participation in two months of research, academic study and orientation to science graduate and professional programs. The quantitative data source consisted of survey responses by 108 alumni of the Summer Undergraduate Research Program to the Institutional Integration Scale developed by Ernest Pascarella and Patrick Terenzini. The scale measures academic integration, social integration and institutional and goal commitment of students. The qualitative data source consisted of one-on-one interviews of 14 summer program alumni of Caucasian, Latino and African American background. The quantitative results were not significant, while the qualitative results demonstrated the importance to alumni interviewed of the challenging academic research work, personally confirming peer group socialization, and supportive student faculty interactions. The study showed the importance of programs like these for helping students of color plan upper level college study and graduate/professional school enrollment. Program characteristics that influenced decision making regarding school and career choices by study participants and specifically by students of color were involvement of faculty in recruiting and mentoring students; socialization to the graduate student role through peer group relations and student maturation and empowerment through participation in a high level academic program. Study findings indicated that supportive and empowering faculty contact was considered most important by students of color who continued on to graduate and professional programs.

The Collaboration of Two Professors from Two Disparate Disciplines: What It Has Taught Us.

ERIC Educational Resources Information Center

Bowles, Philip David

The dynamics of planning together, team teaching, troubleshooting problems, reflecting on and assessing a program's impact on students, and navigating the paths of institutional proposals and approvals together has become a process of professional growth for 2 professors who developed a summer program for provisionally admitted students. Point…

Core Leadership: Teacher Leaders and Common Core Implementation in Tennessee

ERIC Educational Resources Information Center

Aspen Institute, 2014

2014-01-01

In the summer of 2012, thousands of teachers across the United States attended several days of professional development workshops. The workshops, which focused on the Common Core State Standards, were part of a Tennessee Department of Education initiative in teacher leadership. The department recruited and trained 200 highly-effective teachers to…

Professional Development on a Shoestring

ERIC Educational Resources Information Center

Young, Terrence E., Jr.; Harvey, Carl A., II

2010-01-01

Summer is nearly here, and school librarians will have a little more time to catch up with the current thinking in the world of school libraries. There are many options--both traditional and nontraditional--for learning about some of the latest thinking in the profession. In this article, the authors have chosen several available formats and…

Visualizing Gaia Data with Science Teachers at AMNH

NASA Astrophysics Data System (ADS)

Faherty, Jacqueline K.; Desir, Deion; Coker, Kristina; Nelson, Olivia; Vasquez, Chelsea; Smithka, Iliya

2018-01-01

The American Museum of Natural History is an accredited graduate school and offers an innovative Master of Arts in Teaching (MAT) degree that leverages its unique scientific resources and long history of leadership in teacher education and professional development. The MAT program consists of 15-months of intensive mentoring, classroom experience, lab work, and professional development with AMNH scientists and educators. It is then followed by a 4 year commitment by all degree awardees to teach at an in needs New York high school. During the second summer of their first 15 months of the program, students are paired with a scientific mentor to obtain an REU like experience in Astronomy, Geology or Paleontology. During the summer of 2017 five teachers worked on incorporating a subset of the Tycho Gaia Astrometric Survey into the Partiview open source software. The result is an interactive experience where we can fly live through all of TGAS and highlight nearby clusters and associations. The tool is (1) a demonstration of the power of Partiview at visualizing a vast dataset such as Gaia, and (2) an extremely powerful instrument for teaching science through visualization.

The World Nuclear University Alumni Assembly

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

White-Horton, Jessica L; Lynch, Patrick D; Gilligan, Kimberly V

The World Nuclear University Summer Institute was established by the World Nuclear Association in 2005 as a program for future leaders in the nuclear field. Since the Summer Institute s inception in 2005, a total of some 800 fellows from more than 70 countries have participated in the program. In 2012, the World Nuclear University held its first ever alumni event at the IAEA in Vienna, Austria, and at that time, the precedent was set that the reunion would be held biennially. The 2014 alumni assembly was held at Oak Ridge National Laboratory from March 31 April 4, 2014. Themore » event offered three separate areas of opportunities for the participating alumni: professional development, leadership, and peer-to-peer engagement. The professional development consisted of training groups, while the leadership will involve discussions with invited leaders, including members of the Blue Ribbon Commission. The peer-to-peer engagement not only give past fellows a chance to reconnect with their own classmates, but it allowed for further international engagement, between the speakers and alumni, as well as between the classes themselves.« less

Professional development by scientists and teachers' understanding of the nature of science

NASA Astrophysics Data System (ADS)

Schuster, Dwight A.

The educational literature suggests that the success of professional development is contingent upon both a professional developer's presentation of the curriculum and his/her comprehension of the complex interactions that occur between instructor and the adult learner. While these suggestions appear forthright and logical, very little research has been conducted to demarcate how professional development approaches defined by these notions impact teacher knowledge. This study investigates the effects of scientist-delivered teacher professional development on teachers' understanding of the nature of science. Using a mixed-method comparative case study, my goal was to build theory focusing specifically on two dimensions of professional development: the pedagogical approaches used by the scientist-instructors and their views/treatment of teachers as professionals or as technicians. Seven credit-bearing summer courses from multiple scientific disciplines were studied, and each course shared a number of important features (duration, general format, teacher recruitment and admission, location, number of participants, etc.); consequently, they comprise a unique dataset for comparative research on science teacher professional development. A wide variety of data collection approaches were used, including interviews, questionnaires, a VNOS instrument, and systematic classroom observation by ten trained observers (each course was continuously observed by at least two observers). Analysis shows that teachers were more likely to experience change in their views about the nature of science in courses in which they were treated as professionals, compared to courses in which they were treated as technicians. It also shows that syllabi and participant reports tend to overstate the use of inquiry methods when reviewed in the light of close classroom observation. By recognizing and defining professional development contexts that build teachers' knowledge, this study suggests how university-based professional development for science educators can be improved, helping to actualize the collaborative relationships that need to exist between staff developers and discipline specialists. In conclusion, I use the findings from this study to expand the current literature and suggest how improved university-based professional development contexts can be created.

NASA GSFC Opportunities for STEM Professionals Using the Vantage Point of Space

NASA Technical Reports Server (NTRS)

Meeson, Blanche W.; Robbins, Geraldine B.

2012-01-01

NASA has a variety of learning opportunities for STEM professionals. Three opportunities at GSFC are examined in this chapter: 1) standard summer research and development internship for undergraduates, 2) senior internship for undergraduate and graduate students and 3) a workshop series for informal learning center professionals. We describe these programs, examine their evolution with respect to most effective education practices and their assessment and evaluation, and identify the similarities and differences between them. The internship programs highlight authentic project-based research and development experiences with the senior internship providing a richer, deeper, and more demanding experience that has greater professional value. The workshops for informal learning center professionals on-the-other hand, focus on building knowledge of GSFC s science and engineering strengths among these professionals, and on building enduring partnerships between individuals (participants and GSFC scientist, engineers and educators) and between organizations (GSFC and the informal learning center). Finally, we examine the characteristics of these programs from a design and management perspective. Through this examination we identify a general structure that provides insight into more effective design and management of similar education programs.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

1998 NASA-ASEE-Stanford Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

1998-01-01

This report presents the essential features and highlights of the 1998 Summer Faculty Fellowship Program at Ames Research Center and Dryden Flight Research Center in a comprehensive and concise form. Summary reports describing the fellows' technical accomplishments are enclosed in the attached technical report. The proposal for the 1999 NASA-ASEE-Stanford Summer Faculty Fellowship Program is being submitted under separate cover. Of the 31 participating fellows, 27 were at Ames and 4 were at Dryden. The Program's central feature is the active participation by each fellow in one of the key technical activities currently under way at either the NASA Ames Research Center or the NASA Dryden Flight Research Center. The research topic is carefully chosen in advance to satisfy the criteria of: (1) importance to NASA, (2) high technical level, and (3) a good match to the interests, ability, and experience of the fellow, with the implied possibility of NASA-supported follow-on work at the fellow's home institution. Other features of the Summer Faculty Fellowship Program include participation by the fellows in workshops and seminars at Stanford, the Ames Research Center, and other off-site locations. These enrichment programs take place either directly or remotely, via the Stanford Center for Professional Development, and also involve specific interactions between fellows and Stanford faculty on technical and other academic subjects. A few, brief remarks are in order to summarize the fellows' opinions of the summer program. It is noteworthy that 90% of the fellows gave the NASA-Ames/Dryden- Stanford program an "excellent" rating and the remaining 10%, "good." Also, 100% would recommend the program to their colleagues as an effective means of furthering their professional development as teachers and researchers. Last, but not least, 87% of the fellows stated that a continuing research relationship with their NASA colleagues' organization probably would be maintained. Therefore, the NASA-ASEE- Ames/Dryden-Stanford Program has met its goals very well and every effort will be made to continue to do so in the future.

Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

PubMed Central

Shernoff, David J.; Sinha, Suparna; Bressler, Denise M.; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD. PMID:28670294

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

PubMed

Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD.

NASA Planetary Science Summer School: Preparing the Next Generation of Planetary Mission Leaders

NASA Astrophysics Data System (ADS)

Lowes, L. L.; Budney, C. J.; Sohus, A.; Wheeler, T.; Urban, A.; NASA Planetary Science Summer School Team

2011-12-01

Sponsored by NASA's Planetary Science Division, and managed by the Jet Propulsion Laboratory, the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. Participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. For this professional development opportunity, applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, and doctoral students, and faculty teaching such students. Disciplines include planetary science, geoscience, geophysics, environmental science, aerospace engineering, mechanical engineering, and materials science. Participants are selected through a competitive review process, with selections based on the strength of the application and advisor's recommendation letter. Under the mentorship of a lead engineer (Dr. Charles Budney), students select, design, and develop a mission concept in response to the NASA New Frontiers Announcement of Opportunity. They develop their mission in the JPL Advanced Projects Design Team (Team X) environment, which is a cross-functional multidisciplinary team of professional engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. About 36 students participate each year, divided into two summer sessions. In advance of an intensive week-long session in the Project Design Center at JPL, students select the mission and science goals during a series of six weekly WebEx/telecons, and develop a preliminary suite of instrumentation and a science traceability matrix. Students assume both a science team and a mission development role with JPL Team X mentors. Once at JPL, students participate in a series of Team X project design sessions, during which their mentors aid them in finalizing their mission design and instrument suite, and in making the necessary trade-offs to stay within the cost cap. Tours of JPL facilities highlight the end-to-end life cycle of a mission. At week's end, students present their Concept Study to a "proposal review board" of JPL scientists and engineers and NASA Headquarters executives, who feed back the strengths and weaknesses of their proposal and mission design. A survey of Planetary Science Summer School alumni administered in summer of 2011 provides information on the program's impact on students' career choices and leadership roles as they pursue their employment in planetary science and related fields. Preliminary results will be discussed during the session. Almost a third of the approximately 450 Planetary Science Summer School alumni from the last 10 years of the program are currently employed by NASA or JPL. The Planetary Science Summer School is implemented by the JPL Education Office in partnership with JPL's Team X Project Design Center.

Development and evaluation of an educational intervention program for pre-professional adolescent ballet dancers: nutrition for optimal performance.

PubMed

Doyle-Lucas, Ashley F; Davy, Brenda M

2011-06-01

The purpose of this investigation was to develop, implement, and evaluate a theoretically based nutritional education intervention through a DVD lecture series (three 30-minute classes) in summer intensive programs for pre-professional, adolescent ballet dancers. Objectives of this intervention program were to increase knowledge of basic sports nutrition principles and the Female Athlete Triad and promote self-efficacy for adopting healthier dietary habits. Dancers ranging from 13 to 18 years old who were attending summer intensive programs affiliated with professional ballet companies were recruited. Group One (n = 231) participated in the nutrition education program, while Group Two the control participants (n = 90) did not. Assessments of the participants' dietary status consisted of a demographic questionnaire, a Sports Nutrition Knowledge and Behavior Questionnaire, and a Food Frequency Questionnaire. The intervention group was assessed at baseline, immediately post-program, and at six weeks post-program. The control group was assessed at baseline and at six weeks post-baseline. The intervention program was effective at increasing nutrition knowledge, perceived susceptibility to the Female Athlete Triad, and self-efficacy constructs. Improvements in dietary intake were also observed among intervention group participants. To improve overall health and performance nutrition education should be incorporated into the training regimens of adolescent dancers. This potentially replicable DVD-based program may be an effective, low-cost mechanism for doing that.

Topics, Aims, and Constraints in English Teacher Research: A Chinese Case Study

ERIC Educational Resources Information Center

Barkhuizen, Gary

2009-01-01

This article reports on one aspect of a larger study which aimed to explore the context-specific experiences of English teachers at tertiary institutions in China (Wette & Barkhuizen, 2007). Data were collected during a professional development program run in the summer of 2006. The program aimed to cover recent trends in the field of second…

Association of Small Computer Users in Education (ASCUE) Summer Conference. Proceedings (27th, North Myrtle Beach, South Carolina, June 12-16, 1994).

ERIC Educational Resources Information Center

Huston, Rick, Ed.; Armel, Donald, Ed.

Topics addressed by 40 papers from a conference on microcomputers include: developing a campus wide computer ethics policy; integrating new technologies into professional education; campus computer networks; computer assisted instruction; client/server architecture; competencies for entry-level computing positions; auditing and professional…

"The False Promise of Group Harmony": The Centrality of Challenging Practices in Teachers' Professional Development

ERIC Educational Resources Information Center

Raider-Roth, Miriam; Stieha, Vicki; Kohan, Mark; Turpin, Carrie

2014-01-01

This article discusses an action research study of a week-long Summer Teachers Institute which immersed teachers in the study of Jewish historical and cultural texts. We investigate how this kind of cultural immersion created opportunities for transformative learning--the kind of learning that would not merely be the application of "new…

Going Places with Books. Suggestions from "NSTA Recommends" Reviewers

ERIC Educational Resources Information Center

Texley, Juliana

2008-01-01

The National Science Education Standards encourage teachers to go on their own special path to professional development. Whether your budget and personal schedule allow real travel or vicarious adventure, summer is a great time to take a book along. So, once again this year, the reviewers of "NSTA Recommends" have come up with suggestions for your…

An Examination of Science Teachers' Knowledge Structures towards Technology

ERIC Educational Resources Information Center

Bilici, Sedef Canbazoglu

2016-01-01

The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

Windows into Teaching and Learning: Professional Growth of Classroom Teachers in an Online Environment

ERIC Educational Resources Information Center

Petty, Teresa M.; Heafner, Tina L.; Farinde, Abiola; Plaisance, Michelle

2015-01-01

The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue…

History of Mathematics: Three Activities to Use with Undergraduate Students and In-Service Teachers

ERIC Educational Resources Information Center

Loats, Jim; White, Diana; Rubino, Carmen

2014-01-01

We provide in-depth information and analysis on three activities for use in History of Mathematics courses taught either in a traditional semester format for undergraduates or in a summer professional development course for middle school teachers. These activities require students to be active participants in their own learning. They also…

The Challenge for Educators: Seattle's Superintendent Outlines Social Justice Priorities and Their Importance in Efforts to Close the Achievement Gap

ERIC Educational Resources Information Center

Journal of Staff Development, 2010

2010-01-01

Seattle Superintendent Maria Goodloe-Johnson spoke at National Staff Development Council's (NSDC) 2010 Summer Conference in Seattle in July. Goodloe-Johnson shared her insights on the role of professional learning in reaching all students in a diverse urban district. Selected excerpts from her speech are presented.

On-Line Learning Technologies: Networking in the Classroom. Rural, Small Schools Network Information Exchange No. 16, Summer 1994.

ERIC Educational Resources Information Center

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

This packet includes reprints of articles and other information concerning the use of computer networks in small, rural schools. Computer networks can minimize isolation; develop stronger links to the community; access reference information from remote sources; and create professional and academic exchanges for teachers, administrators, and…

Evaluation of an innovative nursing exchange programme: health counselling skills and cultural awareness.

PubMed

Lee, Regina L T; Pang, Samantha M C; Wong, Thomas K S; Chan, M F

2007-11-01

In 2006, a two-week summer exchange programme was conducted for nursing students from 15 institutes and/or universities, including places in Taiwan, Macau, Chinese mainland and Hong Kong. This paper evaluates a summer exchange programme focusing on nursing students' professional and personal development within the context of learning health counselling skills and studying cultural aspects of the host Region. The programme was evaluated using a mixed method of both quantitative and qualitative research design. Three dimensions include students' exchange perspective, professional development and personal development were evaluated at the end of the two-week programme. Data for this evaluation were derived from the results of questionnaires completed by the 64 nursing students enrolled in this programme, and from the analysis of five focus group interviews. Overall, students (98%) reported that they were very positive about their experiences during the programme, and felt they had gained a greater awareness of effective health counselling skills, of the latest developments in advanced nursing technology within the host School, and of cultural diversity in relation to their personal and professional development. Comparison of sub-total mean scores and standard deviations (mean+/-SD) of the three dimensions among students from Taiwan, Chinese mainland and Hong Kong/Macau, revealing significant differences in the exchange perspective (Taiwan: 18.6+/-1.4; Chinese mainland: 18.8+/-1.4; and Hong Kong/Macau: 16.5+/-1.1) professional development (Taiwan: 18.4+/-1.6; Chinese mainland: 18.2+/-1.5; and Hong Kong/Macau: 16.2+/-2.0) and personal development dimensions (Taiwan: 18.9+/-1.0; Chinese mainland: 18.6+/-1.4; and Hong Kong/Macau: 17.3+/-1.1) among these three places (p<0.001). For paired comparison (post-hoc test), the findings also show that the sub-total mean scores of the students from Taiwan and Chinese mainland were significantly higher than those of students from Hong Kong and Macau in the exchange perspective (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), professional development (Taiwan versus Hong Kong/Macau, p=0.001; Chinese mainland versus Hong Kong/Macau, p<0.001), and personal development (Taiwan versus Hong Kong/Macau, p<0.001; Chinese mainland versus Hong Kong/Macau, p=0.002). Although the findings cannot be generalized, the programme evaluation highlights the positive impact on one's exchange perspective and professional and personal development of a culturally integrated exchange programme for nursing students, with emphasis on skill practices and cultural diversity.

Teachers' professional development needs and current practices at the Alexander Science Center School

NASA Astrophysics Data System (ADS)

Gargus, Gerald Vincent

This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.

Reflections of Educators in Pursuit of Inclusive Science Classrooms

NASA Astrophysics Data System (ADS)

Kirch, Susan A.; Bargerhuff, Mary Ellen; Cowan, Heidi; Wheatly, Michele

2007-08-01

General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices, a combination of survey and reflective journal entries was used to monitor participants’ experience. Here we discuss the findings from this benchmark study and discuss how others might adapt this professional development model for use by schools interested in moving toward inclusive practices.

Six for Summer: Professional Learning Opportunities

ERIC Educational Resources Information Center

Curran, Ben

2014-01-01

Teaching is and always has been a year-round job. Even when educators are not working during the summer months, they are always planning for the year ahead. This has not changed in the 21st century. In fact, teachers might work harder now than ever. While summer is the perfect time for teachers to relax and recharge their batteries, it also…

Helping High School Students Explore Nursing Careers in a Summer Internship Program.

PubMed

Gómez, Eva; Brostoff, Marcie

Although nursing remains the most trusted profession in the United States, it is still challenging to attract high school students due to a perception that nursing may not be as intellectual, challenging, or prestigious as other careers in health care. Nursing professional development practitioners can create an opportunity to change this perception by engaging high school students through a summer internship program. The Student Career Opportunity Outreach Program embeds high school students in the hospital environment, enabling them to be a part of a clinical area and engage with nurses in a meaningful way. This article aims to explain the components of the summer internship program for high school students in a pediatric academic medical center and discuss findings from a survey exploring career choices pre- and postprogram as well as other outcome measures.

PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences

NASA Astrophysics Data System (ADS)

Gallagher, Hugh

2005-04-01

PR2EPS, is an NSF-DUE sponsored program at SUNY Oneonta designed to attract students to pursue physics, chemistry and related physical science degrees in college. For those students who choose to study at SUNY Oneonta, the program also seeks to increase the retention rate of all students in the physical sciences by providing specialized skills and professional development courses, an evening tutoring center, and exposure to research and professional activities early in their undergraduate careers. A key focus of the project is drawing students from the five, primarily rural and agricultural, counties surrounding Oneonta, NY. Their first direct exposure to the program will be in recruiting visits to local high schools where promising candidates will be invited to participate in a weeklong summer camp designed to demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. We will provide a brief description of the program and discuss outcomes of the first year including the inaugural summer camp.

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

NASA Technical Reports Server (NTRS)

Spencer, J. H. (Compiler)

1986-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1998-01-01

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

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

NASA Technical Reports Server (NTRS)

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

2000-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1995-01-01

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

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

NASA Technical Reports Server (NTRS)

Goglia, G. (Compiler)

1985-01-01

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

Real-World Learning of Public Affairs and Environmental Journalism: Two Models

ERIC Educational Resources Information Center

Freedman, Eric; Poulson, David

2015-01-01

Traditionally, journalism majors gain professional experience before graduation through internships, part-time or summer jobs, and campus media. Those avenues are often insufficient to adequately prepare them for the professional workplace and professional standards. This essay explores two of a journalism school's practice-based programs that…

Co-Teaching to Support Early Adolescents' Writing Development in an Inclusive Summer Enrichment Program

ERIC Educational Resources Information Center

Chandler-Olcott, Kelly

2017-01-01

Co-teaching, defined by Friend and Cook (2013) as substantive instruction by two or more professionals of a diverse group of learners in a shared space, has long been a key feature of middle level instruction. This article reports on a four-year formative experiment (Reinking & Bradley, 2008) intended to generate insights to guide teachers'…

O Taste and See: A Commemorative History of the Wye Seminars

ERIC Educational Resources Information Center

Holyer, Robert

2014-01-01

Each summer, faculty and academic deans from institutions across the country make their way to the Wye River campus of the Aspen Institute on the Eastern Shore of Maryland for a weeklong seminar. Described as professional development, it often turns out to be much more. The Wye Seminars have at their core a collection of classic texts--from Plato…

Our Practice Is Our Passion: Development and Delivery of a 21st-Century Doctor of Public Health Program

PubMed Central

Petersen, Donna J.; Wathington, Deanna; Wolfe-Quintero, Kate

2015-01-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world. PMID:25706012

Our practice is our passion: development and delivery of a 21st-century doctor of public health program.

PubMed

DeBate, Rita D; Petersen, Donna J; Wathington, Deanna; Wolfe-Quintero, Kate

2015-03-01

Twenty-first century advances have significantly altered the functions of public health professionals, resulting in a need for advanced level training in community health leadership and practice-oriented research without interruption of professional careers. We present an example of an innovative Doctor of Public Health (DrPH) program developed at the University of South Florida College of Public Health. This program incorporates 21st century public health competencies within a competency-based curricular model, delivered in a hybrid format (fall or spring online delivery and a 1-week face-to-face summer institute) in collaboration between academic and practice-based public health professionals at local and national levels. This revised competency-based program is an example of how to meet the needs of the 21st century public health practitioners while maintaining their connections to the practice world.

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

NASA Astrophysics Data System (ADS)

Paik, Sunhee; Zhang, Meilan; Lundeberg, Mary A.; Eberhardt, Jan; Shin, Tae Seob; Zhang, Tianyi

2011-08-01

Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.

Living in a Materials World: Materials Science Engineering Professional Development for K-12 Educators

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

Anne Seifert; Louis Nadelson

2011-06-01

Advances in materials science are fundamental to technological developments and have broad societal impacs. For example, a cellular phone is composed of a polymer case, liquid crystal displays, LEDs, silicon chips, Ni-Cd batteries, resistors, capacitors, speakers, microphones all of which have required advances in materials science to be compacted into a phone which is typically smaller than a deck of cards. Like many technological developments, cellular phones have become a ubiquitous part of society, and yet most people know little about the materials science associated with their manufacture. The probable condition of constrained knowledge of materials science was the motivationmore » for developing and offering a 20 hour fourday course called 'Living in a Materials World.' In addition, materials science provides a connection between our every day experiences and the work of scientists and engineers. The course was offered as part of a larger K-12 teacher professional development project and was a component of a week-long summer institute designed specifically for upper elementary and middle school teachers which included 20 hour content strands, and 12 hours of plenary sessions, planning, and collaborative sharing. The focus of the institute was on enhancing teacher content knowledge in STEM, their capacity for teaching using inquiry, their comfort and positive attitudes toward teaching STEM, their knowledge of how people learn, and strategies for integrating STEM throughout the curriculum. In addition to the summer institute the participating teachers were provided with a kit of about $300 worth of materials and equipment to use to implement the content they learned in their classrooms. As part of this professional development project the participants were required to design and implement 5 lesson plans with their students this fall and report on the results, as part of the continuing education course associated with the project. 'Living in a Materials World' was one of the fifteen content strands offered at the institute. The summer institute participants were pre/post tested on their comfort with STEM, their perceptions of STEM education, their pedagogical discontentment, their implementations of inquiry, their attitudes toward student learning of STEM, and their content knowledge associated with their specific content strand. The results from our research indicate a significant increase in content knowledge (t = 11.36, p < .01) for the Living in a Materials World strand participants. Overall the summer institute participants were found to have significant increases in their comfort levels for teaching STEM (t = 10.94, p < .01), in inquiry implementation (t = 5.72, p < .01) and efficacy for teaching STEM (t = 6.27, p < .01) and significant decrease in pedagogical discontentment (t = -6.26, p < .01).« less

Insights From the Development of an Environmental Science Professional Development Field Course for Undergraduates from Two-Year and Four-Year Colleges.

NASA Astrophysics Data System (ADS)

Schmidt, C. M.; Hall, S. R.; Walker, B.; Paul, J.

2017-12-01

Existing STEM retention and diversity programs have identified access to field and professional experiences as critical to helping students identify as scientists, form networks, and gain important skills necessary for employment. This program reimagines the traditional geology field course as a professional development experience for students at 2-year and 4-year institutions interested in environmental careers. Students participate in a summer field course in the Sierra Nevada of California, during which time they complete geology, geomorphology, hydrology, and ecology field projects designed to compliment the curriculum of Environmental Geoscience, Environmental Science, and Environmental Studies programs. During the course students interact with local professionals in the environmental sector and work to earn badges based on the skills demonstrated during field projects. Badges create transparent documentation of skill mastery for students and provide a new way for students to understand and market their skills and competencies to potential employers. We will report on the curriculum development, implementation and assessment of the first cohort of students to participate in the program. Preliminary results of formative and summative assessments and their implications for student success and program design will be addressed.

Professional development in photonics: the advanced technology education projects of the New England Board of Education

NASA Astrophysics Data System (ADS)

Donnelly, Judith; Hanes, Fenna; Massa, Nicholas

2007-09-01

Since 1995, the New England Board of Education (NEBHE) has been providing curriculum and professional development as well as laboratory improvement in optics/photonics to middle school and high school teachers and college faculty across the United States. With funding from the National Science Foundation's Advanced Technology Education program, NEBHE's optics/photonics education projects have created a national network of educational and industry alliances resulting in opportunities in optics and photonics for students at participating schools and colleges. The cornerstone of NEBHE projects is collaboration among educational levels, career counselors and teachers/faculty, and industry and academia. In such a rich atmosphere of cooperation, participants have been encouraged to create their own regional projects and activities involving students from middle school through four-year universities. In this paper we will describe the evolution of teacher/faculty professional development from a traditional week-long summer workshop to a collaborative distance learning laboratory course based on adult learning principles and supported by a national network of industry mentors.

Central Dog-ma Disease Detectives: A Molecular Biology Inquiry Activity for Undergraduates

NASA Astrophysics Data System (ADS)

Quan, T. K.; Yuh, P.; Black, F.

2010-12-01

The Minority Access to Research Careers (MARC) and Minority Biomedical Research Support (MBRS) are programs at the University of California at Santa Cruz designed to support minority undergraduate students majoring in the sciences. Each summer MARC/MBRS sponsors a Summer Institute that involves week long "rotations" with different faculty mentors. In 2008, the Center for Adaptive Optics (CfAO) Professional Development Program (PDP) was responsible for overseeing one week of the Summer Institute, and designed it to be a Biomedical Short Course. As part of this short course, we designed a four-hour activity in which students collected their own data and explored relationships between the basic biomolecules DNA, RNA, and protein. The goal was to have the students use experimental data to support their explanation of the "Central Dogma" of molecular biology. Here we describe details of our activity and provide a post-teaching reflection on its success.

IPY STEM Polar Connections Links Teachers with the Global Relevance of the High Latitudes

NASA Astrophysics Data System (ADS)

Brigham-Grette, J.; Sternheim, M.; Bradley, R.; Caissie, B.; Snyder, R.; Devlin, K.; Silver, M.; Hargraves, H.

2008-12-01

IPY STEM Polar Connections is a curriculum development and professional development program involving a summer residential institute at UMass-Amherst and academic year, on-line communication for teachers involved in the professional development of colleagues. The project produces and disseminates a range of curriculum modules related to the Polar regions and climate change. The purpose of the summer institutes (2008 and 2009) is to test the modules and prepare teachers to disseminate selected materials in workshops in their districts, in their states and nationally. The institute agenda balanced content presentations with hands-on activities for use by teachers with diverse backgrounds and classroom settings. Power point presentations and accompanying flash videos are all posted on our website along with teacher guides and student handouts. Most of the materials were designed to be adaptable to a range of inquiry-based levels. The teachers shared their own experiences with dissemination in rounds of focus groups. Pre institute and post institute surveys confirmed our success in increasing the personal knowledge base of the teachers despite the fact that most were veteran teachers. The main outcomes of participation were the development of relationships with other teachers, enhanced knowledge of earth system science and inspiration for introducing the materials to their students. Many did see funding, time and state frameworks as potential barriers to including materials in their classrooms.

Lewis' Educational and Research Collaborative Internship Program

NASA Technical Reports Server (NTRS)

Heyward, Ann; Gott, Susan (Technical Monitor)

2004-01-01

The Lewis Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships in addition to summer and winter extensions if funding is available and/or is requested by mentor (no less than 1 week no more than 4 weeks) for undergraduate/graduate students and secondary school teachers. Students who meet the travel reimbursement criteria receive up to $500 for travel expenses. Approximately 178 interns are selected to participate in this program each year and begin arriving the fourth week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, and lectures. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds. The purpose of this report is to document the program accomplishments for 2004.

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

NASA Astrophysics Data System (ADS)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and materials aimed at K-12 or at faculty teaching geoscience majors tend not to attract 2YC faculty. Conducting a needs assessment and including 2YC faculty in workshop planning helps ensure that the outcomes of professional development opportunities for 2YC faculty are achieved. Financial support for travel seems to be important, although typically it is not necessary to compensate 2YC faculty beyond expenses. 2YC faculty availability varies significantly during the summer as well as during the academic year, so offering multiple opportunities throughout the year and/or virtual events is important. The Geo2YC website at SERC is a resource for geoscience education at two-year colleges and the associated Geo2YC mailing has facilitated the targeted marketing of opportunities for this important group of educators.

Compendium: Graduate student papers on advanced surface transportation systems, 1998

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

NONE

1998-08-01

This document is the culmination of the eighth offering of an innovative transportation engineering graduate course at Texas A and M University entitled, Advanced Surface Transportation Systems. The eighth offering of the course was presented during the summer 1998 term. As part of the course, a mentors program provides students with unique learning experiences. Six top-level transportation professionals from private enterprise and departments of transportation, who are leaders in their field and who have extensive experience with intelligent transportation systems, were invited to Texas A and M University to present a 1 1/2-day symposium on advanced surface transportation systems atmore » the beginning of the summer term. Immediately following the symposium, the students enrolled in the course participated in a forum and a workshop with the transportation professionals and course instructor. Each students had discussions with the transportation professionals and the course instructor to identify a topic area for a term paper. Based on mutual interests, each student was assigned to one of the professionals who served as a mentor (along with the course instructor) for the remainder of the summer term. Each student worked with his/her mentor and course instructor to identify a topic area and objectives for a term paper. In addition to discussions with the course instructor, the students (communicating via telephone, fax, e-mail, and mail) worked directly with the mentors throughout the term while preparing their term papers. The mentors returned to the Texas A and M University campus near the end of the summer term to hear and critique the students` presentations.« less

Math Corps Summer Camp: An Inner City Intervention Program.

ERIC Educational Resources Information Center

Edwards, Thomas; Kahn, Steven; Brenton, Lawrence

2001-01-01

Describes a mathematics-focused summer camp for inner city, African American, at-risk secondary school students. Situated on a college campus, the camp grouped participants with college students and professional mathematicians. Results of pre- and posttests indicated that students' mathematics scores increased significantly. Both participants and…

The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

ERIC Educational Resources Information Center

Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

2011-01-01

This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

Partnering through Staff Rotation in a Multi-Branch Academic Library: One Example at the UCSD Libraries

ERIC Educational Resources Information Center

Goodson, Kymberly Anne

2006-01-01

The article describes a partnership between two of the libraries at the University of California, San Diego (UCSD) through which two staff in one library worked part-time at the other during the summer of 2006 in order to maximize staffing efficiency among the units, as well as to realize professional development-related goals for the staff…

Scientific Modeling for Inquiring Teachers Network (SMIT'N): The Influence on Elementary Teachers' Views of Nature of Science, Inquiry, and Modeling

ERIC Educational Resources Information Center

Akerson, Valarie L.; Townsend, J. Scott; Donnelly, Lisa A.; Hanson, Deborah L.; Tira, Praweena; White, Orvil

2009-01-01

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers' views…

The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices

ERIC Educational Resources Information Center

Painter, Diane D.

2016-01-01

The four-week university-sponsored summer Computer-based Writing (CBW) Program directed by the head of a special education initial teacher licensure program gave teaching interns opportunities to work with young struggling writers in a supervised clinical setting to address keyboarding skills, writing conventions and knowledge and application of…

A Community-Engaged Cardiovascular Health Disparities Research Training Curriculum: Implementation and Preliminary Outcomes

PubMed Central

Golden, Sherita Hill; Purnell, Tanjala; Halbert, Jennifer P.; Matens, Richard; Miller, Edgar R. “Pete”; Levine, David M.; Nguyen, Tam H.; Gudzune, Kimberly A.; Crews, Deidra C.; Mahlangu-Ngcobo, Mankekolo; Cooper, Lisa A.

2014-01-01

To overcome cardiovascular disease (CVD) disparities impacting high-risk populations, it is critical to train researchers and leaders in conducting community-engaged CVD disparities research. The authors summarize the key elements, implementation, and preliminary outcomes of the CVD Disparities Fellowship and Summer Internship Programs at the Johns Hopkins University Schools of Medicine, Nursing, and Bloomberg School of Public Health. In 2010, program faculty and coordinators established a trans-disciplinary CVD disparities training and career development fellowship program for scientific investigators who desire to conduct community-engaged clinical and translational disparities research. The program was developed to enhance mentorship support and research training for faculty, post-doctoral fellows, and pre-doctoral students interested in conducting CVD disparities research. A CVD Disparities Summer Internship Program for undergraduate and pre-professional students was also created to provide a broad experience in public health and health disparities in Baltimore, Maryland, with a focus on CVD. Since 2010, 39 pre-doctoral, post-doctoral, and faculty fellows have completed the program. Participating fellows have published disparities-related research and given presentations both nationally and internationally. Five research grant awards have been received by faculty fellows. Eight undergraduates, 1 post-baccalaureate, and 2 medical professional students representing seven universities have participated in the summer undergraduate internship. Over half of the undergraduate students are applying to or have been accepted into medical or graduate school. The tailored CVD health disparities training curriculum has been successful at equipping varying levels of trainees (from undergraduate students to faculty) with clinical research and public health expertise to conducting community-engaged CVD disparities research. PMID:25054421

Noyce SWARMS Scholars and Two Professional Development Models (LASSI and RAMPED): Summer 2015, 2016, and 2017

NASA Astrophysics Data System (ADS)

Burrows, Andrea C.; Myers, Adam D.; Borowczak, Mike

2018-06-01

This poster showcases an astronomy professional development (PD) for 41 K-12 teachers. The project was entitled Launching Astronomy Standards and STEM Integration (LASSI). A project description (activities in the 18 months - Summer 2015 and 2016) for the astronomy, authentic science, and pre-service teacher opportunities is included. The PD team utilized real-world problems, participant-generated questions, science instruments, technology, evidence, communication, dissemination, and collaboration in the LASSI PD model. Computer science was a feature of the PD and the K-12 teacher participants showcased various methods of its use. Embracing an engineering process with an authentic astronomy PD allowed participants to make connections to current topics and create shareable projects. The PD team highlights teacher work from LASSI entitled - A Model for Determining Size of Objects in an Artificial Solar System. The Sustaining Wyoming's Advancing Reach in Mathematics and Science (SWARMS) Scholars (NSF Noyce funded) interacted with and used the materials from the LASSI PD. The poster highlights PD use from the LASSI participants and SWARMS Scholars as well as explains lessons learned to date as a follow-up PD Robotics, Applied Mathematics, Physics, and Engineering Design (RAMPED) was implemented in Summer 2017 and carried methods from LASSI. The LASSI and RAMPED PD teams included faculty from the College of Education, College of Engineering and Applied Science, College of Arts and Sciences, graduate students, and the teachers themselves. The PD teams created a website with these and other PD materials - UWpd.org - for others to view and change to meet their needs.

STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University

PubMed Central

Sens, Donald A.; Cisek, Karen L.; Garrett, Scott H.; Somji, Seema; Dunlevy, Jane R.; Sens, Mary Ann; Conway, Pat; Doze, Van A.

2017-01-01

This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor’s degree, 102 are still undergraduates, and 19 either did not complete a bachelor’s degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician’s assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor’s degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments. PMID:29057317

STEERing an IDeA in Undergraduate Research at a Rural Research Intensive University.

PubMed

Sens, Donald A; Cisek, Karen L; Garrett, Scott H; Somji, Seema; Dunlevy, Jane R; Sens, Mary Ann; Conway, Pat; Doze, Van A

2017-01-01

This study documents outcomes, including student career choices, of the North Dakota Institutional Development Award Networks of Biomedical Research Excellence program that provides 10-week, summer undergraduate research experiences at the University of North Dakota School of Medicine and Health Sciences. Program evaluation initiated in 2008 and, to date, 335 students have completed the program. Of the 335, 214 students have successfully completed their bachelor's degree, 102 are still undergraduates, and 19 either did not complete a bachelor's degree or were lost to follow-up. The program was able to track 200 of the 214 students for education and career choices following graduation. Of these 200, 76% continued in postgraduate health-related education; 34.0% and 20.5% are enrolled in or have completed MD or PhD programs, respectively. Other postbaccalaureate pursuits included careers in pharmacy, optometry, dentistry, public health, physical therapy, nurse practitioner, and physician's assistant, accounting for an additional 21.5%. Most students electing to stop formal education at the bachelor's degree also entered fields related to health care or science, technology, engineering, and mathematics (19.5%), with only a small number of the 200 students tracked going into service or industries which lacked an association with the health-care workforce (4.5%). These student outcomes support the concept that participation in summer undergraduate research boosts efforts to populate the pipeline of future researchers and health professionals. It is also an indication that future researchers and health professionals will be able to communicate the value of research in their professional and social associations. The report also discusses best practices and issues in summer undergraduate research for students originating from rural environments.

Infrared Astronomy Professional Development for K-12 Educators: WISE Telescope

NASA Astrophysics Data System (ADS)

Borders, Kareen; Mendez, B. M.

2010-01-01

K-12 educators need effective and relevant astronomy professional development. WISE Telescope (Wide-Field Infrared Survey Explorer) and Spitzer Space Telescope Education programs provided an immersive teacher professional development workshop at Arecibo Observatory in Puerto Rico during the summer of 2009. As many common misconceptions involve scale and distance, teachers worked with Moon/Earth scale, solar system scale, and distance of objects in the universe. Teachers built and used basic telescopes, learned about the history of telescopes, explored ground and satellite based telescopes, and explored and worked on models of WISE Telescope. An in-depth explanation of WISE and Spitzer telescopes gave participants background knowledge for infrared astronomy observations. We taught the electromagnetic spectrum through interactive stations. The stations included an overview via lecture and power point, the use of ultraviolet beads to determine ultraviolet exposure, the study of WISE lenticulars and diagramming of infrared data, listening to light by using speakers hooked up to photoreceptor cells, looking at visible light through diffraction glasses and diagramming the data, protocols for using astronomy based research in the classroom, and infrared thermometers to compare environmental conditions around the observatory. An overview of LIDAR physics was followed up by a simulated LIDAR mapping of the topography of Mars. We will outline specific steps for K-12 infrared astronomy professional development, provide data demonstrating the impact of the above professional development on educator understanding and classroom use, and detail future plans for additional K-12 professional development. Funding was provided by WISE Telescope, Spitzer Space Telescope, Starbucks, Arecibo Observatory, the American Institute of Aeronautics and Astronautics, and the Washington Space Grant Consortium.

New Graduate Degrees at Middlebury College

ERIC Educational Resources Information Center

Peel, Roger M.

1975-01-01

MA and DML degrees offered by Middlebury College can be earned by spending a year abroad and a summer at Middlebury or three or four summers in Vermont. The programs are separate. The DML combines academic and professional training. The types of courses offered, language, literature, etc., are mentioned. (SC)

Toward the Ideal Professional Master's Degree Program.

ERIC Educational Resources Information Center

Russell, Maria P.

1999-01-01

Outlines work accomplished at the 1998 National Communication Association Summer Conference, presenting a model for a professional master's-degree program in public relations that integrates outcomes, assessment, curriculum, and pedagogy. Outlines program outcomes, curriculum, essential curriculum-content areas, pedagogical approaches, and…

Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development

NASA Astrophysics Data System (ADS)

Hunter, Anne-Barrie; Laursen, Sandra L.; Seymour, Elaine

2007-01-01

In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students' UR gains. Specific student gains relating to the process of becoming a scientist were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students' outcomes - including cognitive and personal growth and the development of a professional identity - strongly exemplify many facets of these theories, particularly, student-centered and situated learning as part of cognitive apprenticeship in a community of practice.

Teacher Research Programs: An Effective Form of Professional Development to Increase Student Achievement and Benefit the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2008-12-01

U.S. high school students perform markedly less well in science, technology, engineering and math (STEM) than students in other economically advanced countries. This low level of STEM performance endangers our democracy and economy. The President's Council of Advisors in Science and Technology's 2004 report attributed the shortfall of students attracted to the sciences is a result of the dearth of teachers sufficiently conversant with science and scientists to enable them to communicate to their students the excitement of scientific exploration and discovery, and the opportunities science provides for highly rewarding and remunerative careers. Nonetheless, the United States has made little progress in correcting these deficiencies. Studies have shown that high-quality teaching matters more to student achievement than anything else schools do. This belief is buttressed by evidence from Columbia University's Summer Research Program for Science Teachers (SRP) that highly motivated, in-service science teachers require professional development to enable them and their students to perform up to their potential. Columbia's Summer Research Program is based on the premise that to teach science effectively requires experience in using the tools of contemporary science to answer unsolved questions. From its inception, SRP's goal has been to enhance interest and improve performance in science of students. It seeks to achieve this goal by increasing the professional competence of teachers. The reports of Elmore, Sanders and Rivers, and our own studies, show that professional development is a "key lever for improving student outcomes." While most middle and high school science teachers have taken college science courses that include cookbook laboratory exercises, the vast majority of them have never attempted to answer an unsolved question. Just as student learning depends on the expertise of teachers, the expertise of teachers depends on the quality of their professional development. Columbia University's teacher research program is a very effective form of professional development for pre- college science teachers and has a direct correlation to increased student motivation and achievement in science. The Program is premised on the beliefs that hands-on experience in the practice of science improves the quality and authenticity of science teaching, and that improved science teaching is correlated with increased student interest and achievement in science. The author will present the methodology of the program's evaluation citing statistically significant findings. The author will also show the economic benefits of teacher participation in a well-designed research program.

The Impact of the 5E Teaching Model on Changes in Neuroscience, Drug Addiction, and Research Methods Knowledge of Science Teachers Attending California's ARISE Professional Development Workshops

ERIC Educational Resources Information Center

Manzo, Rosa D.; Whent, Linda; Liets, Lauren; de la Torre, Adela; Gomez-Camacho, Rosa

2016-01-01

This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings…

The 1982 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Barfield, B. F. (Editor); Kent, M. I. (Editor); Dozier, J. (Editor); Karr, G. (Editor)

1982-01-01

A NASA/ASEE Summer Faculty Fellowship Research Program was conducted to further the professional knowledge of qualified engineering and science faculty members, to stimulate an exchange of ideas between participants and NASA, to enrich and refresh the research and teaching activities of participants' institutions, and to contribute to the research objectives of the NASA Centers.

Building professional capacity in ITS : documentation and analysis of training and education needs in support of ITS deployment

DOT National Transportation Integrated Search

1999-04-01

This report summarizes a comprehensive effort conducted in the summer of 1998 to more systematically investigate the intelligent transportation systems (ITS) training and education needs of transportation professionals. A team of analysts conducted a...

Training Early Career Space Weather Researchers and other Space Weather Professionals at the CISM Space Weather Summer School

NASA Astrophysics Data System (ADS)

Gross, N. A.; Hughes, W.

2011-12-01

This talk will outline the organization of a summer school designed to introduce young professions to a sub-discipline of geophysics. Through out the 10 year life time of the Center for Integrated Space Weather Modeling (CISM) the CISM Team has offered a two week summer school that introduces new graduate students and other interested professional to the fundamentals of space weather. The curriculum covers basic concepts in space physics, the hazards of space weather, and the utility of computer models of the space environment. Graduate students attend from both inside and outside CISM, from all the sub-disciplines involved in space weather (solar, heliosphere, geomagnetic, and aeronomy), and from across the nation and around the world. In addition, between 1/4 and 1/3 of the participants each year are professionals involved in space weather in some way, such as: forecasters from NOAA and the Air Force, Air Force satellite program directors, NASA specialists involved in astronaut radiation safety, and representatives from industries affected by space weather. The summer school has adopted modern pedagogy that has been used successfully at the undergraduate level. A typical daily schedule involves three morning lectures followed by an afternoon lab session. During the morning lectures, student interaction is encouraged using "Timeout to Think" questions and peer instruction, along with question cards for students to ask follow up questions. During the afternoon labs students, working in groups of four, answer thought provoking questions using results from simulations and observation data from a variety of source. Through the interactions with each other and the instructors, as well as social interactions during the two weeks, students network and form bonds that will last them through out their careers. We believe that this summer school can be used as a model for summer schools in a wide variety of disciplines.

Teacher Professional Develpment That Meets 21st Century Science Education Standards

NASA Astrophysics Data System (ADS)

van der Veen, Wil E.; Roelofsen Moody, T.

2011-01-01

The National Academies are working with several other groups to develop new National Science Education Standards, with the intention that they will be adopted by all states. It is critical that the science education community uses these new standards when planning teacher professional development and understands the potential implementation challenges. As a first step in developing these new standards, the National Research Council (NRC) recently published a draft Framework for Science Education. This framework describes the major scientific ideas and practices that all students should be familiar with by the end of high school. Following recommendations from the NRC Report "Taking Science to School” (NRC, 2007), it emphasizes the importance of integrating science practices with the learning of science content. These same recommendations influenced the recently revised New Jersey Science Education Standards. Thus, the revised New Jersey standards can be valuable as a case study for curriculum developers and professional development providers. While collaborating with the New Jersey Department of Education on the development of these revised science standards, we identified two critical needs for successful implementation. First, we found that many currently used science activities must be adapted to meet the revised standards and that new activities must be developed. Second, teacher professional development is needed to model the integration of science practices with the learning of science content. With support from the National Space Grant Foundation we developed a week-long Astronomy Institute, which was presented in the summers of 2009 and 2010. We will briefly describe our professional development model and how it helped teachers to bridge the gap between the standards and their current classroom practice. We will provide examples of astronomy activities that were either adapted or developed to meet the new standards. Finally, we will briefly discuss the evaluation results.

Assessing tree care professionals' awareness and knowledge about the Asian Longhorned Beetle

Treesearch

Jason M. Hathaway; Cem M. Basman; Susan C. Barro

2003-01-01

The level of knowledge and awareness possessed by tree care professionals about the Asian Longhorned Beetle (ALB) is critical for the successful detection and eradication of this pest. A small sample of tree care professionals was surveyed about the ALB (from within the City of Chicago) in the summer of 2001. Results indicate that only 35 percent of survey respondents...

Working toward equitable opportunities for science students with disabilities: using professional development and technology.

PubMed

Bargerhuff, Mary Ellen; Cowan, Heidi; Kirch, Susan A

2010-01-01

As a result of federal legislation, adolescents with disabilities and other exceptionalities are increasingly included in science and math classes alongside their peers who are typically developing. The effectiveness of this placement option, however, is largely dependent on the skill level of the general educator and the support afforded to this teacher through various channels. Efforts arising from two National Science Foundation grants address both skill and support. Center's Lesson Adaptations for Student Success (CLASS) project used summer professional development opportunities to equip teachers with the knowledge and skills needed to provide students with physical, sensory and learning disabilities equitable access to laboratory and field experiences. Second, to support teachers back in their classrooms, the Ohio Resource Center's Lesson Adaptations for Student Success (OR-CLASS) uses web resources to share high quality, peer-reviewed lesson plans, complete with specific recommendations on adaptations for students with a variety of exceptional learning needs.

Approaches for the Evaluation of the National Cancer Institute's Summer Curriculum in Cancer Prevention: lessons from the all-Ireland NCI cancer consortium.

PubMed

Otero, Isabel V; Williams, Makeda; Harford, Joe B

2012-06-01

The NCI Summer Curriculum in Cancer Prevention (SCCP) has provided interdisciplinary training in cancer prevention and control to cancer health-care professionals, including nurses, physicians, and scientists, since 1986. It has trained over 1,200 participants, 256 of them from Ireland and Northern Ireland through two summer courses: a 4-week course on Principles and Practice of Cancer Prevention and Control (PP) and 1-week on Molecular Prevention (MP). This report is our attempt to measure achievements and level of satisfaction among alumni from the island of Ireland upon return to their home institution. A questionnaire was developed to assess this. Our analysis found statistically significant differences in the types of accomplishments reported among respondents of the MP and PP courses as well as statistically significant differences in their level of satisfaction. More data are needed to better explain the differences observed as well as level of resources available to alumni upon their return home.

A master of arts in chemistry for in-service teachers

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

Crosby, G.A.; Crosby, J.L.

Because many teachers of high school chemistry do not have degrees in that subject, there is a growing need for professional development programs to improve the capacity of practicing teachers to teach modem chemistry competently, safely, and in a manner that engages the interest of the student. Because teachers are place bound (except during the summer) it is difficult to devise programs that meet their needs. At Washington State University we are using a combination of summer laboratory programs and technology during the academic year to deliver instruction to high school teachers. The delivery methods include VCR instruction during themore » academic year via U.S. post, two-way interactive television instruction to cohorts of teachers employed as chemists during summers, and an Electronic Bulletin Board to facilitate information exchange. An outline of the program with emphasis on the problems and benefits, and the degree of acceptance of instructional delivery by technology will be presented. Within three years the teachers earn a Master of Arts in Chemistry.« less

Occupational health crossing borders - part 1: concept, teaching methods, and user evaluation of the first international summer school in Munich, Germany.

PubMed

Radon, Katja; Ehrenstein, Vera; Bigaignon-Cantineau, Janine; Vellore, Arun Dev; Fingerhut, Marilyn; Nowak, Dennis

2009-10-01

Occupational health and safety (OHS) is relevant for occupational health professionals (OHP) throughout the world. However, training opportunities are often limited and exchange between OHP from industrialized and developing countries is sparse. We aimed to contribute to the international exchange of OHP through a 2-week summer school program. Twenty-three OHP from 11 countries participated. Teaching methods included interactive lectures, participants' presentations, case-based e-learning, enterprise visits, and hands-on sessions. After completion, participants evaluated the course. OHS systems of 18 different countries were presented using the same set of clinical cases as a starting point. Opportunities and challenges in the different OHS systems were considered. On median, participants rated the course as excellent and totally agreed that it will help them in their daily work. An international summer school teaching basic aspects of different OHS systems is a useful tool for training and exchange at the global level. Copyright 2009 Wiley-Liss, Inc.

Problem Solvers: MathLab's Design Brings Professional Learning into the Classroom

ERIC Educational Resources Information Center

Morales, Sara; Sainz, Terri

2017-01-01

Imagine teachers, administrators, and university mathematicians and staff learning together in a lab setting where students are excited about attending a week-long summer math event because they are at the forefront of the experience. Piloted in three New Mexico classrooms during summer 2014, MathLab expanded into 17 lab settings over six…

Report of the Experimental Summer Professional Semester. June 3 - August 14, 1968.

ERIC Educational Resources Information Center

Beasley, Wayne; Henry, Marvin

A program was initiated at Indiana State University (ISU), Terre Haute, to enable students to complete their student teaching during the summer. Twenty-four students participated in the program which provided four hours of activity daily, two to four hours of which were spent in teaching. Principles of using video tape for studying lesson…

The 80's: How Will Public Education Respond? A Report of the Council of Chief State School Officers' Annual Summer Institute (10th, Jeffersonville, Vermont, Just 25-August 2, 1979).

ERIC Educational Resources Information Center

Council of Chief State School Officers, Washington, DC.

This document reproduces the presentations given in a 1979 professional development seminar conducted for state officials responsible for education. The focus of the seminar was how the states can respond to the educational problems of the 1980s. Topics addressed include the overall picture of education in the 1980s, the implications of…

Lessons from Outreach: What works; what doesn't

NASA Astrophysics Data System (ADS)

Sadler, Philip M.

2011-05-01

Outreach to teachers in the form of professional development can help to inform college instructors as to the effectiveness of methods aimed at increasing subject matter and pedagogical content knowledge. College faculty employ a wide range of activities in summer institute programs, often in all-day, residential programs. Comparing such immersion experiences can tell us quite a bit about learning using a variety of systematic approaches to teaching physics and astronomy under ideal conditions.

Teaching business ethics to professional engineers.

PubMed

Sauser, William I

2004-04-01

Without question "business ethics" is one of the hot topics of the day. Over the past months we have seen business after business charged with improper practices that violate commonly-accepted ethical norms. This has led to a loss of confidence in corporate management, and has had severe economic consequences. From many quarters business educators have heard the call to put more emphasis on ethical practices in their business courses and curricula. Engineering educators are also heeding this call, since the practice of engineering usually involves working for (or leading) a business and/or engaging in business transactions. In the summer of 2002, Auburn University's Engineering Professional Development program made the decision to produce--based on the author's Executive MBA course in Business Ethics--a distance-delivered continuing education program for professional engineers and surveyors. Participants across the USA now may use the course to satisfy continuing education requirements with respect to professional licensing and certification. This paper outlines the purpose and content of the course and describes its production, distribution, application, and evaluation.

NASA Planetary Science Summer School: Preparing the Next Generation of Planetary Mission Leaders

NASA Astrophysics Data System (ADS)

Budney, C. J.; Lowes, L. L.; Sohus, A.; Wheeler, T.; Wessen, A.; Scalice, D.

2010-12-01

Sponsored by NASA’s Planetary Science Division, and managed by the Jet Propulsion Laboratory, the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. Participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. For this professional development opportunity, applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, and doctoral students, and faculty teaching such students. Disciplines include planetary science, geoscience, geophysics, environmental science, aerospace engineering, mechanical engineering, and materials science. Participants are selected through a competitive review process, with selections based on the strength of the application and advisor’s recommendation letter. Under the mentorship of a lead engineer (Dr. Charles Budney), students select, design, and develop a mission concept in response to the NASA New Frontiers Announcement of Opportunity. They develop their mission in the JPL Advanced Projects Design Team (Team X) environment, which is a cross-functional multidisciplinary team of professional engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. About 36 students participate each year, divided into two summer sessions. In advance of an intensive week-long session in the Project Design Center at JPL, students select the mission and science goals during a series of six weekly WebEx/telecons, and develop a preliminary suite of instrumentation and a science traceability matrix. Students assume both a science team and a mission development role with JPL Team X mentors. Once at JPL, students participate in a series of Team X project design sessions, during which their mentors aid them in finalizing their mission design and instrument suite, and in making the necessary trade-offs to stay within the cost cap. Tours of JPL facilities highlight the end-to-end life cycle of a mission. At week’s end, students present their Concept Study to a “proposal review board” of JPL scientists and engineers and NASA Headquarters executives, who feed back the strengths and weaknesses of their proposal and mission design. The majority of students come from top US universities with planetary science or engineering programs, such as Brown University, MIT, Georgia Tech, University of Colorado, Caltech, Stanford, University of Arizona, UCLA, and University of Michigan. Almost a third of Planetary Science Summer School alumni from the last 10 years of the program are currently employed by NASA or JPL. The Planetary Science Summer School is implemented by the JPL Education Office in partnership with JPL’s Team X Project Design Center.

Preparing culturally responsive teachers of science, technology, engineering, and math using the Geophysical Institute Framework for Professional Development in Alaska

NASA Astrophysics Data System (ADS)

Berry Bertram, Kathryn

2011-12-01

The Geophysical Institute (GI) Framework for Professional Development was designed to prepare culturally responsive teachers of science, technology, engineering, and math (STEM). Professional development programs based on the framework are created for rural Alaskan teachers who instruct diverse classrooms that include indigenous students. This dissertation was written in response to the question, "Under what circumstances is the GI Framework for Professional Development effective in preparing culturally responsive teachers of science, technology, engineering, and math?" Research was conducted on two professional development programs based on the GI Framework: the Arctic Climate Modeling Program (ACMP) and the Science Teacher Education Program (STEP). Both programs were created by backward design to student learning goals aligned with Alaska standards and rooted in principles of indigenous ideology. Both were created with input from Alaska Native cultural knowledge bearers, Arctic scientists, education researchers, school administrators, and master teachers with extensive instructional experience. Both provide integrated instruction reflective of authentic Arctic research practices, and training in diverse methods shown to increase indigenous student STEM engagement. While based on the same framework, these programs were chosen for research because they offer distinctly different training venues for K-12 teachers. STEP offered two-week summer institutes on the UAF campus for more than 175 teachers from 33 Alaska school districts. By contrast, ACMP served 165 teachers from one rural Alaska school district along the Bering Strait. Due to challenges in making professional development opportunities accessible to all teachers in this geographically isolated district, ACMP offered a year-round mix of in-person, long-distance, online, and local training. Discussion centers on a comparison of the strategies used by each program to address GI Framework cornerstones, on methodologies used to conduct program research, and on findings obtained. Research indicates that in both situations the GI Framework for Professional Development was effective in preparing culturally responsive STEM teachers. Implications of these findings and recommendations for future research are discussed in the conclusion.

Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

NASA Astrophysics Data System (ADS)

Wells, Jennifer Gayle

The Next Generation Science Standards represent a significant challenge for K--12 school reform in the United States in the science, technology, engineering and mathematics (STEM) disciplines (NSTA, 2012). One important difference between the National Science Education Standards (NRC, 1996) and the Next Generation Science Standards (Achieve, 2013) is the more extensive inclusion of nanoscale science and technology. Teacher PD is a key vehicle for implementing this STEM education reform effort (NRC, 2012; Smith, 2001). The context of this dissertation study is Project Nanoscience and Nanotechnology Outreach (NANO), a secondary level professional development program for teachers that provides a summer workshop, academic year coaching and the opportunity for teacher participants to borrow a table-top Phenom scanning electron microscope and a research grade optical microscope for use in their classrooms. This designed-based descriptive case study examined the thinking of secondary teachers in the 2012 Project NANO cohort as they negotiated the inclusion of novel science concepts and technology into secondary science curriculum. Teachers in the Project NANO 2012 summer workshop developed a two-week, inquiry-based unit of instruction drawing upon one or more of nine big ideas in nanoscale science and technology as defined by Stevens, Sutherland, and Krajcik (2011). This research examined teacher participants' metastrategic thinking (Zohar, 2006) which they used to inform their pedagogical content knowledge (Shulman, 1987) by focusing on the content knowledge teachers chose to frame their lessons, their rationales for such choices as well as the teaching strategies that they chose to employ in their Project NANO unit of instruction. The study documents teachers various entry points on a learning progression as teachers negotiated the inclusion of nanoscale science and technology into the curriculum for the first time. Implications and recommendations for teacher professional development are offered.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2014-12-01

This last summer we held the 4th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. On average we have accepted ~10 students per year to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving 20 min presentations on their research projects to the research group. Over the past four years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.

2015-12-01

This last summer we held the 5th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and one postdoc hire to date.

Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies

PubMed Central

Evans, Dabney P.; Anderson, Mark; Shahpar, Cyrus; del Rio, Carlos; Curran, James W.

2017-01-01

The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000–2009 as there were from 1980–1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009–2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public health in humanitarian response. These modest efforts are just the beginning in terms of addressing the global shortage of skilled public health professionals that can coordinate humanitarian response. Evaluating existing programs will allow for refinement of current programs. Ultimately, these programs may influence the development of new programs and inform others interested in this area. PMID:27492749

Educational activities of CAREER: Crystallization Kinetics in Volcanology

NASA Astrophysics Data System (ADS)

Hammer, J. E.

2011-12-01

Professional development of teachers is recognized as critical for improving student learning outcomes. The major outreach initiative of my CAREER award was to develop a teacher professional development program for middle school (grades 6-8) teachers that would improve teacher's mastery of geoscience and basic science skills and practices and expose them to an authentic research environment. The explicit objectives of the Research Experience for Teachers in Volcano-Petrology (RET/V-P) were for teachers to (1) master technical skills for safe and productive laboratory work, (2) deepen understanding of science content, (3) develop scientific "habits of the mind" as outlined in the National Science Standards, and (4) hone science communication skills. Six teachers, one undergraduate, and two graduate students participated in the teacher professional development program during the summers of the CAREER award period. A subsequent EAR award now supports the program, and summer 2011 saw the participation of five additional teachers. The teachers span a wide range of educational backgrounds, prior exposure to geoscience, and teaching assignments at public and private schools. Each year, the program was modified using formative and summative evaluation tools to better serve the scheduling needs and content preferences. In general, the program has evolved from an emphasis on research exposure to an emphasis on imparting basic geoscience concepts. A myriad of approaches including field trips to local outcrops, lecture tutorials and lecture-based active engagement exercises (such as iclicker delivery of Geoscience Concept Inventory questions), with a taste of laboratory work (crystal growth experiments, optics primer), has emerged as the most successful means of achieving objectives 1-4, above. The first summer I advertised the RET/V-P, no teachers applied. (This challenge was overcome in subsequent years by targeting the solicitation using teacher list serves, the Hawaii Science Teachers Association web site, and direct email to teachers at nearby schools.) Instead, I modified the way I taught Mineralogy, using CAREER resources to implement a peer-mentoring program in which upper-level undergraduates assisted with a semester-long mineral specimen identification project. The enrolled students received an authentic discovery-based inquiry experience and were required to write and revise incremental and final reports detailing the physical (primarily optical) and chemical evidence supporting their claim. The peer-mentors benefitted from strengthened understanding of subject material and experience teaching and communicating science. A continuing challenge in implementing this and other innovative teaching strategies is obtaining the necessary institutional support in a climate of deep budget cuts. The benefits of receiving the CAREER and PECASE awards are personal and professional. The awards eased the tenure process at my institution, created opportunities to visit other institutions, and liberated me to pursue new research directions and collaborations. Implementing my educational outreach program improves my introductory-level undergraduate teaching and teaches me to communicate my research more effectively.

The National Astronomy Consortium Summer Student Research Program at NRAO-Socorro: Year 2 structure

NASA Astrophysics Data System (ADS)

Mills, Elisabeth A.; Sheth, Kartik; Giles, Faye; Perez, Laura M.; Arancibia, Demian; Burke-Spolaor, Sarah

2016-01-01

I will present a summary of the program structure used for the second year of hosting a summer student research cohort of the National Astronomy Consortium (NAC) at the National Radio Astronomy Observatory in Socorro, NM. The NAC is a program partnering physics and astronomy departments in majority and minority-serving institutions across the country. The primary aim of this program is to support traditionally underrepresented students interested in pursuing a career in STEM through a 9-10 week summer astronomy research project and a year of additional mentoring after they return to their home institution. I will describe the research, professional development, and inclusivity goals of the program, and show how these were used to create a weekly syllabus for the summer. I will also highlight several unique aspects of this program, including the recruitment of remote mentors for students to better balance the gender and racial diversity of available role models for the students, as well as the hosting of a contemporaneous series of visiting diversity speakers. Finally, I will discuss structures for continuing to engage, interact with, and mentor students in the academic year following the summer program. A goal of this work going forward is to be able to make instructional and organizational materials from this program available to other sites interested in joining the NAC or hosting similar programs at their own institution.

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

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Innovation in Graduate Education for Health Professionals in Humanitarian Emergencies.

PubMed

Evans, Dabney P; Anderson, Mark; Shahpar, Cyrus; Del Rio, Carlos; Curran, James W

2016-10-01

The objective of this report was to show how the Center for Humanitarian Emergencies (the Center) at Emory University (Atlanta, Georgia USA) has trained graduate students to respond to complex humanitarian emergencies (CHEs) through innovative educational programs, with the goal of increasing the number of trained humanitarian workers. Natural disasters are on the rise with more than twice as many occurring from 2000-2009 as there were from 1980-1989. In 2012 alone, 144 million people were affected by a natural disaster or displaced by conflict worldwide. This has created an immense need for trained humanitarian workers to respond effectively to such disasters. The Center has developed a model for educational programming that targets learners along an educational continuum ranging from the undergraduate level through continuing professional education. These programs, based in the Rollins School of Public Health (RSPH) of Emory University, include: a competency-based graduate certificate program (the Certificate) in humanitarian emergencies; a fellowship program for mid-career professionals; and funded field practica. The competency-based Certificate program began in 2010 with a cohort of 14 students. Since then, 101 students have received the Certificate with 50 more due for completion in 2016 and 2017 combined. The fellowship program for mid-career professionals has hosted four fellows from conflict-affected or resource-poor countries, who have then gone on to assume leadership positions with humanitarian organizations. From 2009-2015, the field practicum program supported 34 students in international summer practicum experiences related to emergency response or preparedness. Students have participated in summer field experiences on every continent but Australia. Together the Certificate, funded field practicum opportunities, and the fellowship comprise current efforts in providing innovative education and training for graduate and post-graduate students of public health in humanitarian response. These modest efforts are just the beginning in terms of addressing the global shortage of skilled public health professionals that can coordinate humanitarian response. Evaluating existing programs will allow for refinement of current programs. Ultimately, these programs may influence the development of new programs and inform others interested in this area. Evans DP , Anderson M , Shahpar C , del Rio C , Curran JW . Innovation in graduate education for health professionals in humanitarian emergencies. Prehosp Disaster Med. 2016;31(5):532-538.

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

NASA Astrophysics Data System (ADS)

Moore, K. D.

2014-12-01

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

A Space Science Teacher Professional Development Program

NASA Astrophysics Data System (ADS)

Limaye, Sanjay S.; Pertzborn, Rosalyn A.

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

Advancing the "One Health" Workforce by Integrating Ecosystem Health Practice into Veterinary Medical Education: The Envirovet Summer Institute

ERIC Educational Resources Information Center

Schwind, Jessica S.; Gilardi, Kirsten V. K.; Beasley, Val R.; Mazet, Jonna A. K.; Smith, Woutrina A.

2016-01-01

Objectives: The objectives of this study were to assess whether the Envirovet programme served to increase the number of practising ecosystem health professionals, as well as to measure the lasting professional and personal impact of the programme on participants. Design: Impact programme evaluation. Setting: An emerging strategy among global…

Working Professional Journalists Add Depth to the Classroom.

ERIC Educational Resources Information Center

Grubaugh, Karl

2001-01-01

Describes a high-school journalism adviser's experience working at the Sports desk of the "Sacramento Bee" during one summer. Suggests the short-term job helped the author flesh out what it means to be a working journalist, and helped him take some of the passion, energy, and excitement of the professional newsroom back to his classroom.…

Engaging students in STEM outside the classroom walls: preliminary evaluation of two informal science education programs at NASA Goddard Space Flight Center

NASA Astrophysics Data System (ADS)

Robbins, G.; Delaney, M. P.; Conaty, C.

2011-12-01

"School is not where most Americans learn most of their science" (Falk, Dierking). With a recent focus on summer learning and the understanding that much of the achievement gap may be directly related to "unequal access to summer learning opportunities" (Russo), educators are targeting after-school and summer times to fill the gap. For those students who "don't get it" during the day, a longer school day may not be the solution. More of the same is not always better. Different, on the other hand, may well be the key to improved learning. The nature of this investigation was to identify those informal science education programs at NASA Goddard Space Flight Center that instilled STEM inspiration and engagement in participants. During 2011, NASA Goddard Space Flight Center hosted two such programs: an open house event for the general public and a museum educators' workshop. The open house drew approximately 15,000 people and the workshop supported 30 participants from museums across the United States. Each was a very unique experience. Formative evaluation of these programs was implemented and preliminary results indicated high level of engagement, desire for follow-on learning, and interest in additional hands-on, internship or partnership opportunities. These results confirmed the design of the museum workshop and lead to the development of a new student summer experience and educator professional development, planned for 2012.

Langley's DEVELOP Team Applies NASA's Earth Observations to Address Environmental Issues Across the Country and Around the Globe

NASA Technical Reports Server (NTRS)

Childs, Lauren M.; Miller, Joseph E.

2011-01-01

The DEVELOP National Program was established over a decade ago to provide students with experience in the practical application of NASA Earth science research results. As part of NASA's Applied Sciences Program, DEVELOP focuses on bridging the gap between NASA technology and the public through projects that innovatively use NASA Earth science resources to address environmental issues. Cultivating a diverse and dynamic group of students and young professionals, the program conducts applied science research projects during three terms each year (spring, summer, and fall) that focus on topics ranging from water resource management to natural disasters.

The Los Alamos Space Weather Summer School: Career and Research Benefits to Students and Mentors

NASA Astrophysics Data System (ADS)

Cowee, M.; Woodroffe, J. R.

2017-12-01

In 2016 we held the 6th Los Alamos Space Weather Summer School. This 8-week long program is designed for mid-career graduate students in related fields to come to LANL, receive lectures on space physics and space environment topics, and carry out a research project under the mentorship of LANL staff members. We accept typically 6-8 students via competitive admissions to the program, with a strong applicant pool to choose from. This type of summer school program is relatively unique in the space physics community—there are several other summer schools but they are of shorter duration and do not include the mentor-research project aspect which builds a strong one-on-one connection between the summer student and his/her LANL mentor(s). From the LANL perspective, this program was intended to have several benefits including building collaborations between LANL staff and universities and recruitment of potential postdocs. From the student perspective, this program is not only an educational opportunity but a strong networking opportunity and a chance to enhance their professional skills and publication record. Students are permitted to work on projects directly related to their thesis or on projects in areas that are completely new to them. At the end of the summer school, the students also develop their presentation skills by preparing and giving AGU-style presentations on their research projects to the research group. Over the past five years the summer school has increased in popularity, and the feedback from the student participants has been very positive. Alumni of the program have continued collaborations with their mentors, resulting in publications and conference presentations, and three postdoc hires to date.

A summer academic research experience for disadvantaged youth.

PubMed

Kabacoff, Cathryn; Srivastava, Vasudha; Robinson, Douglas N

2013-01-01

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.

A Summer Academic Research Experience for Disadvantaged Youth

PubMed Central

Kabacoff, Cathryn; Srivastava, Vasudha; Robinson, Douglas N.

2013-01-01

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future. PMID:24006390

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

NASA Astrophysics Data System (ADS)

Stolle-McAllister, Kathy; Sto. Domingo, Mariano R.; Carrillo, Amy

2011-02-01

The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: (1) new Meyerhoff students participating in Summer Bridge ( n = 45), (2) currently enrolled Meyerhoff students ( n = 92), and (3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree ( n = 19). Students described the importance of several key aspects of the MSP: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks—all of which serve to integrate students both academically and socially.

The Meyerhoff Way: How the Meyerhoff Scholarship Program Helps Black Students Succeed in the Sciences

PubMed Central

Stolle-McAllister, Kathy; Sto. Domingo, Mariano R.; Carrillo, Amy

2011-01-01

The Meyerhoff Scholarship Program (MSP) is widely recognized for its comprehensive approach of integrating students into the science community. The supports provided by the program aim to develop students, primarily Blacks, into scientists by offering them academic, social, and professional opportunities to achieve their academic and career goals. The current study allowed for a rich understanding of the perceptions of current Meyerhoff students and Meyerhoff alumni about how the program works. Three groups of MSP students were included in the study: 1) new Meyerhoff students participating in Summer Bridge (n=45), 2) currently enrolled Meyerhoff students (n=92), and 3) graduates of the MSP who were currently enrolled in STEM graduate studies or had completed an advanced STEM degree (n=19). Students described the importance of several key aspects of the Meyerhoff Scholars Program: financial support, the Summer Bridge Program, formation of Meyerhoff identity, belonging to the Meyerhoff family, and developing networks - all of which serve to integrate students both academically and socially. PMID:21850153

Developing Elementary Teachers' Understandings of Hedges and Personal Pronouns in Inquiry-Based Science Classroom Discourse

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.

2010-02-01

This study examined the effectiveness of introducing elementary teachers to the scholarly literature on personal pronouns and hedges in classroom discourse, a professional development strategy adopted during a summer institute to enhance teachers’ social understanding (i.e., their understanding of the social functions of language in science discussions). Teachers became aware of how hedges can be employed to remain neutral toward students’ oral contributions to classroom discussions, invite students to share their opinions and articulate their own ideas, and motivate students to inquire. Teachers recognized that the combined use of I and you can render their feedback authoritative, you can shift the focus from the investigation to students’ competence, and we can lead to authority loss. It is argued that explicitness, reflectivity, and contextualization are essential features of professional development programs aimed at improving teachers’ understandings of the social dimension of inquiry-based science classrooms and preparing teachers to engage in inquiry-based teacher-student interactions.

The Ganymede Interior Structure, and Magnetosphere Observer (GISMO) Mission Concept

NASA Technical Reports Server (NTRS)

Lynch, K. L.; Smith, I. B.; Singer, K. N.; Vogt, M. F.; Blackburn, D. G.; Chaffin, M.; Choukroun, M.; Ehsan, N.; DiBraccio, G. A.; Gibbons, L. J.;

Valuing Professional Development Components for Emerging Undergraduate Researchers

NASA Astrophysics Data System (ADS)

Cheung, I.

2015-12-01

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

Support for International Space University?s (ISU) 2003 Summer Session Program and the Theme Day on ?Living and Working in Space?

NASA Technical Reports Server (NTRS)

Finarelli, Margaret G.

2004-01-01

The 2003 Summer Session Program of the International Space University (ISU) was conducted at the ISU Central Campus in Strasbourg, France, July 5-September 6, 2003. Attending the Summer Session were 114 students from 27 countries including the US. The International Space University (ISU) offers its students a unique and comprehensive educational package covering all disciplines related to space programs and enterprises - space science, space engineering, systems engineering, space policy and law, business and management, and space and society. By providing international graduate students and young space professionals both an intensive interdisciplinary curriculum and also the opportunity to solve complex problems together in an intercultural environment, ISU is preparing the future leaders of the emerging global space community. Since its founding in 1988, ISU has graduated more than 2200 students from 87 countries. Together with hundreds of ISU faculty and lecturers from around the world, ISU alumni comprise an extremely effective network of space professionals and leaders that actively facilitates individual career growth, professional activities and international space cooperation. ISU's interdisciplinary Student Theme Days and Student Workshops are intended to have great educational value for the participants. Along with the interdisciplinary Core Lectures, they apprise the students of state-of-the-art activities, programs and policies in spacefaring nations. They also provide ISU students the opportunity to meet world experts in space-related subjects.

Teachers' perceptions and use of a large-scale science education reform initiative for middle schools

NASA Astrophysics Data System (ADS)

Pistorius, Carolyn Sue

Reform efforts in science education have been increasing over the past decade. This quantitative design study explored middle school teachers' perceptions and attitudes about one such reform effort. Quantitative and qualitative data were gathered from teachers and their classrooms. The population consisted of all of the middle school science teachers who had completed at least one two-week session of professional development in the University of Alabama in Huntsville in-service region. The teachers were all involved in the Alabama Math, Science, and Technology Initiative (AMSTI). This initiative provided professional development and complete science modules, including materials for all K-8 teachers of science to use. Middle school teachers' (grades 6-8) perceptions, attitudes, and information about classroom decisions in teaching science using the AMSTI were obtained through the uses of the AMSTI Science Questionnaire, teacher interviews and classroom observations using the Reformed Teaching Observation Protocol (RTOP). Quantitative data were analyzed using ANOVA, chi-square, Tukey HSD statistical analyses. Qualitative data involved transcribing, coding, and determination of emerging themes. The AMSTI Science Questionnaire was found to have evidence of reliability and validity for the determination of the impact of professional development on teachers' perceptions and attitudes towards teaching science in their classrooms. Results of this study demonstrated that the more professional development experienced by the teachers was related to the number of lessons that the teachers used from the AMSTI modules. The amount of professional development was also related to the amount of time spent teaching and quality of the teaching as rated using the Reformed Teacher Observation Protocol. The more professional development the teachers received, the higher they self-reported their level of expertise in teaching the AMSTI science modules. Some of the strengths of the initiative included easy access to all materials necessary for teaching hands-on science, the availability of science specialists who come to the schools, and the professional development offered during the Summer Institutes. Some of the limitations of the initiative included a lack of communication between teachers and those involved with materials management. There were also materials management issues on utilization of science materials in the schools.

Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University

PubMed Central

Quiñones, Catherine; Kakietek, Jakub; Teodorescu, Daniel; Marsteller, Pat

2010-01-01

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the program's first 15 summer cohorts (1990–2004). Our follow-up survey indicated significant increases in all research preparedness skills considered, notably in ability to give a poster research presentation, to discuss research at a graduate school interview, and to apply research ethics principles. About a third of SURE graduates went on to complete a graduate degree >90% considered SURE as important or very important in their academic development. Respondents reported postprogram increases in the level of interest in academic and research careers, and reported high levels of employment in science careers and job satisfaction. Regression analyses of Emory SURE participant transcripts revealed that participants take significantly more science courses as seniors and earn higher grades in those courses than nonparticipants. This trend held after correcting for indicators of prior interest (first-year course work, GPA, and math SAT scores), gender, and minority status. We also report on an external survey completed by SURE participants. PMID:20516357

Exploring Space Physics Concepts Using Simulation Results

NASA Astrophysics Data System (ADS)

Gross, N. A.

2008-05-01

The Center for Integrated Space Weather Modeling (CISM), a Science and Technology Center (STC) funded by the National Science Foundation, has the goal of developing a suite of integrated physics based computer models of the space environment that can follow the evolution of a space weather event from the Sun to the Earth. In addition to the research goals, CISM is also committed to training the next generation of space weather professionals who are imbued with a system view of space weather. This view should include an understanding of both helio-spheric and geo-space phenomena. To this end, CISM offers a yearly Space Weather Summer School targeted to first year graduate students, although advanced undergraduates and space weather professionals have also attended. This summer school uses a number of innovative pedagogical techniques including devoting each afternoon to a computer lab exercise that use results from research quality simulations and visualization techniques, along with ground based and satellite data to explore concepts introduced during the morning lectures. These labs are suitable for use in wide variety educational settings from formal classroom instruction to outreach programs. The goal of this poster is to outline the goals and content of the lab materials so that instructors may evaluate their potential use in the classroom or other settings.

K-12 Professional Development at the Harvard Forest LTER

NASA Astrophysics Data System (ADS)

Bennett, K.

2012-12-01

As part of the Long Term Ecological Research (LTER) program, the Harvard Forest in Petersham, Massachusetts seeks to train the next generation of researchers, by involving K-12 grade students and their teachers in hands-on, field-based, ecological research in their own schoolyard and community. Students learn to collect data on important long-term ecological issues and processes. Student data are then shared on the Harvard Forest website. To prepare teachers for project protocols, teachers are given direct access to Harvard ecologists with professional development workshops and on-line resources. With the Harvard Forest Schoolyard LTER program, students can participate in three different research projects focusing on phenology, invasive insects, and vernal pools. Teachers attend the Summer Institute for Teachers to learn project content and methods. They return in fall to participate in one of three levels of data workshops to learn how to input, manage, and analyze project data. In the spring, teachers again meet with the Harvard ecologists about project protocols, and to share, through a series of teacher presentations, the ways these project themes are being integrated into class curricula. These professional development opportunities result in long term collaborative partnerships with local schools and the Harvard Forest LTER. In addition to the LTER Schoolyard Ecology Program, the Harvard Forest has supported a successful Research Experience for Teachers (RET) program for the last six years. Throughout the summer, teachers work on research projects alongside Harvard Forest and affiliated scientists, post-docs, graduate students, and REU's (Research Experience for Undergraduates). The RET program provides teachers with the opportunity to build scientific knowledge, develop an understanding of research methods, and translate their new knowledge and experiences into cutting edge classroom lessons. The past two summers I have worked with Dr. Andrew Richardson's Phenocam project, a network of near remote sensing digital phenology cameras that send images of forest, shrub, and grassland vegetation cover at more than 130 diverse sites in North America to the digital archives at the University of New Hampshire. Our school district is now part of this network providing a digital image every half hour of the mixed deciduous/ coniferous forest canopy due north from Overlook Middle School in Ashburnham, Massachusetts. As a part of the Phenocam network, students at the K-12 level have expanded the scope of phenological monitoring that is part of the Harvard Forest LTER Schoolyard Ecology Program protocol, Buds, Leaves, and Global Warming. I have developed a series of lessons comparing student data to phenology data derived from Phenocam network images and Modis satellites. The Phenocam Project and the RET program is supported by NASA.

CAMPARE and Cal-Bridge: Two Institutional Networks Increasing Diversity in Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Impey, Chris David; Smecker-Hane, Tammy A.

2016-01-01

We describe two programs, CAMPARE and Cal-Bridge, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, leading to an increase in their numbers successfully pursuing a PhD in the field.In 6 years, the CAMPARE program has sent 62 students, >85% from underrepresented groups, to conduct summer research at one of twelve major research institutions in California, Arizona, and Wyoming. The graduation rate among CAMPARE scholars is 97%, and of the 37 CAMPARE scholars who have graduated with a Bachelor's degree, almost 60% (21) have completed or are pursuing graduate education in astronomy or a related field, at institutions including UCLA, USC, UC Riverside, Stanford, Univ. of Rochester, Georgia Tech, Kent State, Indiana Univ., Univ. of Oregon, Syracuse, and the Fisk-Vanderbilt Master's-to-PhD program. The Cal-Bridge program is a CSU-UC Bridge program comprised of faculty form 5 University of California (UC), 8 California State University (CSU), and 8 California Community College (CCC) campuses in Southern California. Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

Sports Jobs Shine for Olympic Summer.

ERIC Educational Resources Information Center

Mariani, Matthew

1995-01-01

Gives information about opportunities, job tasks, and educational requirements of sports-related jobs in high school, college, and professional athletics: coaches, sports medicine specialists, managers, public relations specialists, and trainers. (SK)

On-the-job, real-time professional development for graduate students and early career scientists at the University of Hawaii

NASA Astrophysics Data System (ADS)

Bruno, B. C.; Guannel, M.; Wood-Charlson, E.; Choy, A.; Wren, J.; Chang, C.; Alegado, R.; Leon Soon, S.; Needham, H.; Wiener, C.

2015-12-01

Here we present an overview of inter-related programs designed to promote leadership and professional development among graduate students and early career scientists. In a very short time, these young scientists have developed into an impressive cohort of leaders. Proposal Writing. The EDventures model combines proposal-writing training with the incentive of seed money. Rather than providing training a priori, the EDventures model encourages students and post-docs to write a proposal based on guidelines provided. Training occurs during a two-stage review stage: proposers respond to panel reviews and resubmit their proposal within a single review cycle. EDventures alumni self-report statistically significant confidence gains on all questions posed. Their subsequent proposal success is envious: of the 12 proposals submitted by program alumni to NSF, 50% were funded. (Wood Charlson & Bruno, in press; cmore.soest.hawaii.edu/education/edventures.htm)Mentoring. The C-MORE Scholars and SOEST Maile Mentoring Bridgeprograms give graduate students the opportunity to serve as research mentors and non-research mentors, respectively, to undergraduates. Both programs aim to develop a "majority-minority" scientist network, where Native Hawaiians and other underrepresented students receive professional development training and personal support through one-on-one mentoring relationships (Gibson and Bruno, 2012; http://cmore.soest.hawaii.edu/scholars; http://maile.soest.hawaii.edu).Outreach & Science Communication. Ocean FEST (Families Exploring Science Together), Ocean TECH (Technology Explores Career Horizons) and the Kapiolani Community College summer bridge program provide opportunities for graduate students and post-docs to design and deliver outreach activities, lead field trips, communicate their research, and organize events (Wiener et al, 2011, Bruno & Wren, 2014; http://oceanfest.soest.hawaii.edu; http://oceantech.soest.hawaii.edu)Professional Development Course. In this career-focused graduate seminar, students and post-docs explore a range of career paths, identify and build skills, prepare application materials, and develop a class project around their professional development interests (Guannel et al, 2014).

Issues in summer safety: a call for sun protection.

PubMed

Sheer, B

1999-01-01

Summer is associated with vacation and time spent in the outdoors. It is also a time when parents and children need to be reminded of the dangers and long-term health effects of being exposed to hazards of the sun. It has been estimated that the regular use of sunscreen during childhood would reduce the lifetime incidence of certain types of skin cancer by 78%. Selecting a sunscreen may be a difficult task. Pediatric nurses and other health care professionals are in a pivotal position to educate both parents and children on the benefits of sun protection and offer information about strategies for enjoying a safe summer.

Promoting Undergraduate Interest, Preparedness, and Professional Pursuit in the Sciences: An Outcomes Evaluation of the SURE Program at Emory University

ERIC Educational Resources Information Center

Junge, Benjamin; Quinones, Catherine; Kakietek, Jakub; Teodorescu, Daniel; Marsteller, Pat

2010-01-01

We report on an outcomes assessment of the Summer Undergraduate Research Experience (SURE) Program at Emory University in Atlanta, GA. Using follow-up survey data and academic transcripts, we gauge SURE's impact on levels of interest in, preparedness for, and actual pursuit of graduate study and professional careers in the sciences for the…

Attributes Affecting the Acceptance and Integration of Best Practices in Secondary Professional-Technical Education (PTE): A Mixed-Methods Study

ERIC Educational Resources Information Center

Nevill, Harold Anderson

2010-01-01

This mixed-methods study examined which attributes Professional-Technical Education (PTE) teachers desire to see in the best practices presented to them. The study used data from two separate pilot studies to create a survey administered during the June, 2009 PTE summer conference; which was returned by 229 responders; and in addition used to…

Guidelines for Project Management

NASA Technical Reports Server (NTRS)

Ben-Arieh, David

2001-01-01

Project management is an important part of the professional activities at Kennedy Space Center (KSC). Project management is the means by which many of the operations at KSC take shape. Moreover, projects at KSC are implemented in a variety of ways in different organizations. The official guidelines for project management are provided by NASA headquarters and are quite general. The project reported herein deals with developing practical and detailed project management guidelines in support of the project managers. This report summarizes the current project management effort in the Process Management Division and presents a new modeling approach of project management developed by the author. The report also presents the Project Management Guidelines developed during the summer.

TXESS Revolution: Utilizing TERC's EarthLabs Cryosphere Module to Support Professional Development of Texas Teachers

NASA Astrophysics Data System (ADS)

Odell, M.; Ellins, K. K.; Polito, E. J.; Castillo Comer, C. A.; Stocks, E.; Manganella, K.; Ledley, T. S.

2010-12-01

TERC’s EarthLabs project provides rigorous and engaging Earth and environmental science labs. Four existing modules illustrate sequences for learning science concepts through data analysis activities and hands-on experiments. A fifth module, developed with NSF, comprises a series of linked inquiry based activities focused on the cryosphere to help students understand concepts around change over time on multiple and embedded time scales. Teachers recruited from the NSF-OEDG-sponsored Texas Earth and Space Science (TXESS) Revolution teacher professional development program conducted a pedagogical review of the Cryosphere EarthLabs module and provided feedback on how well the materials matched high school needs in Texas and were aligned with state and national standards. Five TXESS Revolution teachers field tested the materials in their classrooms and then trained other TXESS Revolution teachers on their implementation during spring and summer 2010. Here we report on the results of PD delivery during the summer 2010 TXESS Revolution summer institute as determined by (1) a set of evaluation instruments that included a pre-post concept map activity to assess changes in workshop teachers’ understanding of the concepts presented, a pre-post test content knowledge test, and a pre-post survey of teachers’ comfort in teaching the Texas Earth and Space Science standards addressed by the module; (2) teacher reflections; and (3) focus group responses. The findings reveal that the teachers liked the module activities and felt they could use them to teach Environmental and Earth Science. They appreciated that the sequence of activities contributed to a deeper understanding and observed that the variety of methods used to present the information accommodates different learning styles. Information about the cryosphere was new to all the teachers. The content knowledge tests reveal that although teachers made appreciable gains, their understanding of cryosphere, how it changes over time, and it’s role in Earth’s climate system remains weak. Our results clearly reflect the challenges of addressing the complexity of climate science and critical need for climate literacy education.

Professional Development in Remote Sensing for Community College Instructors

NASA Astrophysics Data System (ADS)

Allen, J. E.; Cruz, C.

2014-11-01

The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007-2011, and NSF DUE #1205069, 2012-2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.

2014 Summer Series - Lewis Braxton III - Lessons Learned Enroute to Becoming Deputy Center Director

NASA Image and Video Library

2014-07-01

This talk will take you on a journey of Mr. Lewis Braxton's successful career through the lens of an African American. You will gain insights to his success as he shares the wisdom he gained through personal and professional experiences. He will walk you through his early childhood, education, NASA internship at Dryden Flight Research Center (DFRC), and his transition to Ames as he developed and matured into a senior leader. Mr. Braxton will also provide a special focus on his CFO and Deputy Director roles at NASA Ames.

Teacher Research Experience Programs = Increase in Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2010-12-01

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

Summer Safety Tips - Staying Safe Outdoors

MedlinePlus

... this site from a secured browser on the server. Please enable scripts and reload this page. Turn ... Families should attend community fireworks displays run by professionals rather than using fireworks at home. The AAP ...

Interns Add "Class" to State's Newsrooms.

ERIC Educational Resources Information Center

Cripe, Dennis

1994-01-01

Describes a program cosponsored by the Indiana High School Press Association and the Hoosier State Press Association which offered one-month paid summer internships for nine Indiana high-school journalism advisors in professional newspapers. (SR)

The Challenges of Designing and Implementing Effective Professional Development for Out-of-Field High School Physics Teachers

NASA Astrophysics Data System (ADS)

Escalada, Lawrence T.; Moeller, Julia K.

2006-02-01

With the existing shortage of qualified high school physics teachers and the current mandate of the No Child Left Behind Act requiring teachers to be "highly qualified" in all subjects they teach, university physics departments must offer content courses and programs that would allow out-of-field high school physics teachers to meet this requirement. This paper will identify how the University of Northern Iowa Physics Department is attempting to address the needs of the high school physics teacher through its course offerings and professional development programs for teachers. The effectiveness of one such physics professional development program, the UNI Physics Institute (UNI-PI), on secondary science teachers' and their students' conceptual understanding of Newtonian mechanics, and the teachers' instructional practices was investigated. Twenty-one Iowa out-of-field high school physics teachers participating in the program were able to complete the physics coursework required to obtain the State of Iowa 7-12 Grade Physics Teaching endorsement. Twelve of the participants completed a two-year program during the 2002 and 2003 summers. Background information, pre- and post-test physics conceptual assessments and other data was collected from participants throughout the Institute. Participants collected pre and post-test conceptual assessment data from their students during the 2002-2003 and 2003-2004 academic years. This comprehensive assessment data revealed the Institute's influence on participants' and students' conceptual understanding of Newtonian Mechanics. The results of this investigation, the insights we have gained, and possible future directions for professional development will be shared.

Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

NASA Astrophysics Data System (ADS)

Hathcock, Stephanie J.

Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide evaluating and designing PD experiences for teachers.

Use of SMART Learning Objectives to Introduce Continuing Professional Development Into the Pharmacy Curriculum

PubMed Central

Khandoobhai, Anand; Leadon, Kim

2012-01-01

Objective. To determine whether a 2-year continuing professional development (CPD) training program improved first-year (P1) and second-year (P2) pharmacy students’ ability to write SMART (specific, measurable, achievable, relevant, and timed) learning objectives. Design. First-year students completed live or online CPD training, including creating portfolios and writing SMART objectives prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2 students were included. SMART learning objectives were graded and analyzed. Assessment. On several objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In 2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been trained in online modules performed the same as did live-session trainees with respect to SMART objectives. Conclusion. With focused online or live training, students are capable of incorporating principles of CPD by writing SMART learning objectives. PMID:22611277

The Examining Your Environment through the Power of Data Project (EYE-POD) Project at NAU: Professional Development for Secondary Education Teachers Using Earth Sciences and GIS

NASA Astrophysics Data System (ADS)

Sample, J. C.; Rubino-Hare, L.; Claesgens, J.; Fredrickson, K.; Manone, M.; White, M.

2010-12-01

The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins Summer, 2011. The workshops are led by a team with distinct expertise in science content, professional development and pedagogy, GIS, and project evaluation. Learning modules and a workshop agenda are developed using the Legacy Cycle of learning. Rather than compartmentalize pedagogical, content, and GIS learning activities, they have been combined throughout the workshop timeline. Early activities focus on learning of climate and weather processes through GIS modules provided by ESRI-“Mapping our World” and “Analyzing our World”. Participants learn the technical aspects of GIS software while investigating real phenomena. The science/GIS learning activities are augmented by laboratory demonstrations and field data collection using Labquest handheld field measurement systems with a variety of probes. At the end of the first week teacher-participants presented the solution to a problem, using GIS-based climate and weather data, involving travel to various locations on Earth. The second week focused on classroom, lab, and field activities devoted to recommendations to the City of Flagstaff for development in the Rio de Flag floodplain. Teacher-participant groups presented solutions making claims and recommendations supported by evidence from georeferenced field data and other GIS data acquired from various sources. At the close of the workshop teachers were provided with GIS software, hardware for field data collection, and several reference materials to aid in curriculum development. They have been tasked with implementing two GIS-based Earth science content modules in their schools, to one science class and one CTE class. One module must involve a field-based problem at their school site. The EYE-POD team will provide support to each school team through site visits and phone consultation. As part of the project, data on learning efficacy is being collected by an independent evaluator and analyzed by a science education faculty member (summarized in companion paper by Claesgens, et al.).

THE MEYERHOFF SCHOLARS PROGRAM: A STRENGTHS-BASED, INSTITUTION-WIDE APPROACH TO INCREASING DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

PubMed Central

Maton, Kenneth I.; Pollard, Shauna A.; McDougall Weise, Tatiana V.; Hrabowski, Freeman A.

2012-01-01

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering and mathematics (STEM) PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are five times more likely than comparison students to pursue a STEM PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development and emphasizing the importance of academic skills. Among Meyerhoff students, several pre-college and college factors have emerged as predictors of successful entrance into a PhD program in the STEM fields, including pre-college research excitement, pre-college intrinsic math/science motivation, number of summer research experiences during college, and college GPA. Limitations of the research to date are noted, and directions for future research are proposed. PMID:22976367

Meyerhoff Scholars Program: a strengths-based, institution-wide approach to increasing diversity in science, technology, engineering, and mathematics.

PubMed

Maton, Kenneth I; Pollard, Shauna A; McDougall Weise, Tatiana V; Hrabowski, Freeman A

2012-01-01

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed. © 2012 Mount Sinai School of Medicine.

Summer Institute for High School Teachers

NASA Astrophysics Data System (ADS)

Maheswaranathan, Ponn; Calloway, Cliff

2008-04-01

We have conducted again a summer institute for high-school teachers in South Carolina at Winthrop University. The target audience were 9th grade physical science teachers in schools within a 50-mile radius from Winthrop. We developed a graduate level physics professional development course covering selected topics from the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included the traditional lectures and the following innovative approaches in science teaching: hands-on experiments, group activities, computer based data collection, group discussions, and presentations. Two master teachers assisted us during the delivery of the course which took place in June 20-29, 2007 using Winthrop facilities. Requested funds were used for the following: salary for us and master teachers, contract course fee, some of the participants' room and board, startup equipment for all the teachers, and indirect costs to Winthrop University. Startup equipment included Pasco's stand-alone and portable Xplorer GLX interface and sensors (temperature, voltage, pH, pressure, motion, and sound). What we learned and ideas for continued K-12 teacher preparation initiatives will be presented.

Summer Institute for Physical Science Teachers

NASA Astrophysics Data System (ADS)

Maheswaranathan, Ponn; Calloway, Cliff

2007-04-01

A summer institute for physical science teachers was conducted at Winthrop University, June 19-29, 2006. Ninth grade physical science teachers at schools within a 50-mile radius from Winthrop were targeted. We developed a graduate level physics professional development course covering selected topics from both the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included traditional lectures and the following new approaches in science teaching: hands-on experiments, group activities, computer based data collection, computer modeling, with group discussions & presentations. Two experienced master teachers assisted us during the delivery of the course. The institute was funded by the South Carolina Department of Education. The requested funds were used for the following: faculty salaries, the University contract course fee, some of the participants' room and board, startup equipment for each teacher, and indirect costs to Winthrop University. Startup equipment included a Pasco stand-alone, portable Xplorer GLX interface with sensors (temperature, voltage, pH, pressure, motion, and sound), and modeling software (Wavefunction's Spartan Student and Odyssey). What we learned and ideas for future K-12 teacher preparation initiatives will be presented.

Small Bodies, Big Concepts: Engaging Teachers and Their Students in Visual Analysis of Comets and Asteroids

NASA Astrophysics Data System (ADS)

Cobb, W. H.; Buxner, S.; Lebofsky, L. A.; Ristvey, J.; Weeks, S.; Zolensky, M.

2011-12-01

Small Bodies, Big Concepts is a multi-disciplinary, professional development project that engages 5th - 8th grade teachers in high end planetary science using a research-based pedagogical framework, Designing Effective Science Instruction (DESI). In addition to developing sound background knowledge with a focus on visual analysis, teachers' awareness of the process of learning new content is heightened, and they use that experience to deepen their science teaching practice. Culling from NASA E/PO educational materials, activities are sequenced to enhance conceptual understanding of big ideas in space science: what do we know, how do we know it, why do we care? Helping teachers develop a picture of the history and evolution of our understanding of the solar system, and honing in on the place of comets and asteroids in helping us answer old questions and discover new ones, teachers see the power and excitement underlying planetary science as human endeavor. Research indicates that science inquiry is powerful in the classroom and mission scientists are real-life models of science inquiry in action. Using guest scientist facilitators from the Planetary Science Institute, NASA Johnson Space Center, Lockheed Martin, and NASA E/PO professionals from McREL and NASA AESP, teachers practice framing scientific questions, using current visual data, and adapting NASA E/PO activities related to current exploration of asteroids and comets in our Solar System. Cross-curricular elements included examining research-based strategies for enhancing English language learners' ability to engage in higher order questions and a professional astronomy artist's insight into how visual analysis requires not just our eyes engaged, but our brains: comparing, synthesizing, questioning, evaluating, and wondering. This summer we pilot tested the SBBC curriculum with thirteen 5th- 10th grade teachers modeling a variety of instructional approaches over eight days. Each teacher developed lesson plans that incorporate DESI strategies with new space science content to implement during the coming year in their classroom. Initial evaluation of the workshop showed that teachers left with an increased understanding of small bodies in the solar system, current exploration, and ways to integrate this exploration into their current curriculum. We will reconvene the teachers in the spring of 2012 to share their implementation experiences. The professional development is a year-long effort, supported both online and through future face-to-face workshops. Next summer there will be a field test of the project will be implemented after evaluation data informs best steps for improvement. The result of the project will be a model for implementing professional development that integrates research-based instructional strategies and science findings from NASA missions to improve teacher practice. Small Bodies, BIG Concepts is based upon work supported by the National Aeronautics and Space Administration (NASA) under Grant/Contract/Agreement No. 09-EPOESS09-0044 issued through the Science Mission Directorate.

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

NASA Technical Reports Server (NTRS)

Spencer, John H. (Compiler)

1990-01-01

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

U.S. Army Medical Department Journal, October-December 2005

DTIC Science & Technology

2005-12-01

body image. The BOSS program has conducted ongoing video game Soldiers of the 421st were 100% professional, tournaments and a local summer jam in the...community. courteous, and caring. They quickly established rapport This summer was highlighted by the theater show "Beyond and put students at ease while...Wallace (((7th from left), B.F. Stout (8th from left), Dr Stewart (9th from left), Mrs. Stewart (next to husband), Robert Hausman (4th from right), BG

Impacting the Science Community through Teacher Development: Utilizing Virtual Learning.

PubMed

Boulay, Rachel; van Raalte, Lisa

2014-01-01

Commitment to the STEM (science, technology, engineering, math) pipeline is slowly declining despite the need for professionals in the medical field. Addressing this, the John A. Burns School of Medicine developed a summer teacher-training program with a supplemental technology-learning component to improve science teachers' knowledge and skills of Molecular Biology. Subsequently, students' skills, techniques, and application of molecular biology are impacted. Science teachers require training that will prepare them for educating future professionals and foster interest in the medical field. After participation in the program and full access to the virtual material, twelve high school science teachers completed a final written reflective statement to evaluate their experiences. Using thematic analysis, knowledge and classroom application were investigated in this study. Results were two-fold: teachers identified difference areas of gained knowledge from the teacher-training program and teachers' reporting various benefits in relation to curricula development after participating in the program. It is concluded that participation in the program and access to the virtual material will impact the science community by updating teacher knowledge and positively influencing students' experience with science.

What Schooling Could Be Like: Analogies for Learning

ERIC Educational Resources Information Center

Engel, Martin

1974-01-01

A survey of alternative models of education is presented metaphorically. Alternatives suggested include schools more like mobile homes, teaching hospital complexes, summer camps, art classrooms, professional practice, a physician's practice, and libraries and museums. (SDH)

Enrichment programs to create a pipeline to biomedical science careers.

PubMed

Cregler, L L

1993-01-01

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

Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices

NASA Astrophysics Data System (ADS)

Fincher, Bridgette Ann

The purpose of this study was to describe the perceptions and approaches of 14 third-through-fifth grade Arkansan elementary teachers towards integrative engineering and engineering practices during 80 hours of integrated STEM professional development training in the summer and fall of 2014. This training was known as Project Flight. The purpose of the professional development was to learn integrated STEM content related to aviation and to write grade level curriculum units using Wiggins and McTighe's Understanding by Design curriculum framework. The current study builds upon on the original research. Using a mixed method exploratory, embedded QUAL[quan] case study design and a non-experimental convenience sample derived from original 20 participants of Project Flight, this research sought to answer the following question: Does professional development influence elementary teachers' perceptions of the curriculum and instruction of integrated STEM engineering and engineering practices in a 3-to-5 grade level setting? A series of six qualitative and one quantitative sub-questions informed the research of the mixed method question. Hermeneutic content analysis was applied to archival and current qualitative data sets while descriptive statistics, independent t-tests, and repeated measures ANOVA tests were performed on the quantitative data. Broad themes in the teachers' perceptions and understanding of the nature of integrated engineering and engineering practices emerged through triangulation. After the professional development and the teaching of the integrated STEM units, all 14 teachers sustained higher perceptions of personal self-efficacy in their understanding of Next Generation Science Standards (NGSS). The teachers gained understanding of engineering and engineering practices, excluding engineering habits of mind, throughout the professional development training and unit teaching. The research resulted in four major findings specific to elementary engineering, which included engineering as student social agency and empowerment and the emergence of the engineering design loop as a new heuristic, and three more general non-engineering specific findings. All seven, however, have implications for future elementary engineering professional development as teachers in adopting states start to transition into using the NGSS standards.

Astronomy Education in Greece

NASA Astrophysics Data System (ADS)

Metaxa, M.

Basic education is fundamental to higher education and scientific and technological literacy. We can confront the widespread adult ignorance and apathy about science and technology. Astronomy, an interdisciplinary science, enhances students' interest and overcomes educational problems. Three years ago, we developed astronomy education in these ways: 1. Summer School for School Students. (50 students from Athens came to the first Summer School in Astrophysics at the National Observatory, September 2-5, 1996, for lectures by professional astronomers and to be familiarized with observatory instruments. 2. Introducing Students to Research. (This teaches students more about science so they are more confident about it. Our students have won top prizes in European research contests for their studies of objects on Schmidt plates and computations on PCs.) 3. Hands-on Activities. (Very important because they bring students close to their natural environment. Activities are: variable-star observations (AAVSO), Eratosthenes project, solar-eclipse, sunspot and comet studies. 4. Contact with Professional Astronomers and Institutes. (These help students reach their social environment and motivate them as "science carriers". We try to make contacts at astronomical events, and through visits to appropriate institutions.) 5. Internet Programs. (Students learn about and familiarize themselves with their technological environment.) 6. Laboratory exercises. (Students should do science, not just learn about it We introduced the following lab. exercises: supernova remnants, galaxy classification, both from Schmidt plates, celestial sphere.

Learning and teaching about the nature of science through process skills

NASA Astrophysics Data System (ADS)

Mulvey, Bridget K.

This dissertation, a three-paper set, explored whether the process skills-based approach to nature of science instruction improves teachers' understandings, intentions to teach, and instructional practice related to the nature of science. The first paper examined the nature of science views of 53 preservice science teachers before and after a year of secondary science methods instruction that incorporated the process skills-based approach. Data consisted of each participant's written and interview responses to the Views of the Nature of Science (VNOS) questionnaire. Systematic data analysis led to the conclusion that participants exhibited statistically significant and practically meaningful improvements in their nature of science views and viewed teaching the nature of science as essential to their future instruction. The second and third papers assessed the outcomes of the process skills-based approach with 25 inservice middle school science teachers. For the second paper, she collected and analyzed participants' VNOS and interview responses before, after, and 10 months after a 6-day summer professional development. Long-term retention of more aligned nature of science views underpins teachers' ability to teach aligned conceptions to their students yet it is rarely examined. Participants substantially improved their nature of science views after the professional development, retained those views over 10 months, and attributed their more aligned understandings to the course. The third paper addressed these participants' instructional practices based on participant-created video reflections of their nature of science and inquiry instruction. Two participant interviews and class notes also were analyzed via a constant comparative approach to ascertain if, how, and why the teachers explicitly integrated the nature of science into their instruction. The participants recognized the process skills-based approach as instrumental in the facilitation of their improved views. Additionally, the participants saw the nature of science as an important way to help students to access core science content such as the theory of evolution by natural selection. Most impressively, participants taught the nature of science explicitly and regularly. This instruction was student-centered, involving high levels of student engagement in ways that represented applying, adapting, and innovating on what they learned in the summer professional development.

EarthLabs Meet Sister Corita Kent

NASA Astrophysics Data System (ADS)

Quartini, E.; Ellins, K. K.; Cavitte, M. G.; Thirumalai, K.; Ledley, T. S.; Haddad, N.; Lynds, S. E.

2013-12-01

The EarthLabs project provides a framework to enhance high school students' climate literacy and awareness of climate change. The project provides climate science curriculum and teacher professional development, followed by research on students' learning as teachers implement EarthLabs climate modules in the classroom. The professional development targets high school teachers whose professional growth is structured around exposure to current climate science research, data observation collection and analysis. During summer workshops in Texas and Mississippi, teachers work through the laboratories, experiments, and hand-on activities developed for their students. In summer 2013, three graduate students from the University of Texas at Austin Institute for Geophysics with expertise in climate science participated in two weeklong workshops. The graduate students partnered with exemplary teacher leaders to provide scientific content and lead the EarthLabs learning activities. As an experiment, we integrated a visit to the Blanton Museum and an associated activity in order to motivate participants to think creatively, as well as analytically, about science. This exercise was inspired by the work and educational philosophy of Sister Corita Kent. During the visit to the Blanton Museum, we steered participants towards specific works of art pre-selected to emphasize aspects of the climate of Texas and to draw participants' attention to ways in which artists convey different concepts. For example, artists use of color, lines, and symbols conjure emotional responses to imagery in the viewer. The second part of the exercise asked participants to choose a climate message and to convey this through a collage. We encouraged participants to combine their experience at the museum with examples of Sister Corita Kent's artwork. We gave them simple guidelines for the project based on techniques and teaching of Sister Corita Kent. Evaluation results reveal that participants enjoyed the activity and saw its value for enhancing their own appreciation of climate science. However, participants expressed skepticism about using the exercise with their own students. Teachers' perception was that students would not make the same connections that they did. From our perspective and participants' enthusiasm we encourage collaboration between art and science teachers in joint activities that emphasize the link between art and science.

Title: The Impact of 2006-2012 CReSIS Summer Research Programs that Influence Student's Choice of a STEM Related Major in College Authors: Dr. Darnell Johnson Djohnson@mail.ecsu.edu Elizabeth City State University, Elizabeth City, North Carolina 27909 Dr. Linda Hayden Haydenl@mindspring.com Elizabeth City State University, Elizabeth City, North Carolina, 27909

NASA Astrophysics Data System (ADS)

Johnson, D.

2013-12-01

Abstract: Researchers, policymakers, business, and industry have indicated that the United States will experience a future shortage of professionals in the Science, Technology, Engineering, and Mathematics (STEM) fields. Several strategies have been suggested to address this impending shortage, one of which includes increasing the representation of females and minorities in the STEM fields. In order to increase the representation of underrepresented students in the STEM fields, it is important to understand the motivational factors that impact underrepresented students' interest in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa (Denissen et al., 2007). In this paper, the mathematics research team examined the role of practical research experience during the summer for talented minority secondary students studying in STEM fields. An undergraduate research mathematics team focused on the link between summer research and the choice of an undergraduate discipline. A Chi Square Statistical Test was used to examine Likert Scale results on the attitude of students participating in the 2006-2012 Center for Remote Sensing of Ice Sheets (CReSIS) Summer Research Programs for secondary students. This research was performed at Elizabeth City State University located in northeastern North Carolina about the factors that impact underrepresented students' choices of STEM related majors in college. Results can be used to inform and guide educators, administrators, and policy makers in developing programs and policy that support and encourage the STEM development of underrepresented students. Index Terms: Science, Technology, Engineering, and Mathematics (STEM), Underrepresented students

Ohio Teacher Professional Development in the Physical Sciences

NASA Astrophysics Data System (ADS)

Cervenec, Jason; Harper, Kathleen A.

2006-02-01

An in-service teacher program held during the summers of 2004 and 2005 is described. This program, sponsored with state funds, drew a varied group of participants to learn Modeling Instruction in physics. The workshop leaders used the state science proficiency standards and physics education research (PER) results to guide many of the workshop's activities. In 2004, the participants experienced the Modeling mechanics curriculum while pretending to be students; in 2005, the teachers worked in small teams to develop Modeling-consistent units in other areas, often utilizing PER-based materials. Indications are that the experience was valuable to the teachers and that the workshop series should be offered for a new cohort.

A community of scientists: cultivating scientific identity among undergraduates within the Berkeley Compass Project

NASA Astrophysics Data System (ADS)

Aceves, Ana V.; Berkeley Compass Project

2015-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at UC Berkeley. Our goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations typically underrepresented in the physical sciences. For students who enter as freshmen, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Compass encourages undergraduates to develop an identity as a scientist from the beginning of their university experience.

Lewis' Educational and Research Collaborative Intership Program Grant Closeout Report

NASA Technical Reports Server (NTRS)

2003-01-01

The Lewis' Educational and Research Collaborative Internship Program (LERCIP) is a collaborative undertaking by the Office of Educational Programs at NASA Glenn Research Center at Lewis Field (formerly NASA Lewis Research Center) and the Ohio Aerospace Institute. This program provides 10-week internships and 10 or 12-week fellowships for undergraduate/graduate students and secondary school teachers. Approximately 130 interns are selected to participate in this program each year and begin arriving the second week in May. The internships provide students with introductory professional experiences to complement their academic programs. The interns are given assignments on research and development projects under the personal guidance of NASA professional staff members. Each intern is assigned a NASA mentor who facilitates a research assignment. In addition to the research assignment, the summer program includes a strong educational component that enhances the professional stature of the participants. The educational activities include a research symposium and a variety of workshops, lectures and short courses. An important aspect of the program is that it includes students with diverse social, cultural and economic backgrounds.

Contributions of the NOAA Hollings Undergraduate Scholarship Program to the Geosciences Pipeline

NASA Astrophysics Data System (ADS)

Kaplan, M.

2016-12-01

Since 2005, the NOAA Ernest F. Hollings Undergraduate Scholarship Program has provided tuition support and paid summer internship opportunities at NOAA to exceptional students majoring in the geosciences. The purpose of the scholarship program is to train students in NOAA mission fields. Multiple methods were used to track the career trajectories of Hollings alumni, including mining LinkedIn data, conducting an impact analysis based on a professionally developed web-based evaluation survey, and a web-based alumni update system. At least one postgraduate record was recorded for 80% of Hollings Scholarship alumni. Of the alumni reached, more than 75% continued on to graduate school in a NOAA mission field, and 86% of those graduate degrees were in a NOAA mission field or other STEM field. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government.

The value of art-oriented pedagogical approaches to the teaching of optics and photonics

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Regens, Nancy L.

2017-08-01

Art-oriented pedagogical approaches have been successfully applied to optics and photonics education. We will describe how art-based programs that incorporate a Visual Thinking Strategies (VTS) approach can be used by optics and photonics educators. VTS encourages both a deep appreciation of the content of optics images and phenomena and a highly participatory approach to understanding them. This type of approach has been used by the authors in a variety of educational settings including teacher professional development workshops, museum and science center-based programs, after school programs and in two-week intensive summer academies for students. These approaches work well with multiple age groups including primary and secondary grade students, university students, and adults who may have little apparent connection to optics and photonics. This art-science hybrid approach can be used by university professors, optics/photonics professionals who do public programs, museum educators, and classroom science teachers.

Research Reports: 1986 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1986-01-01

For the 22th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted for the summer of 1986 by the University of Alabama and Marshall Space Flight Center. The basic objectives of the program are: (1)to further the professional knowledge of qualified engineering and science faculty members; (2)to stimulate an exchange of ideas between participants and NASA; (3)to enrich and refresh the research and teaching activities of the participants' institution; and (4)to contribute to the research objectives of the NASA center. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interest and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of Fellows' reports on their research.

An investigation of a professional development model in science education: A systems approach

NASA Astrophysics Data System (ADS)

Bell, Glenda Love

The Mathematics and Science Cooperative (MSEC), a four year longevity model of professional development education for in-service teachers, is closely aligned with the spirit and tenets of science for all. This partnership of a university, a school district, and a higher education coordinating board, seeks to promote and improve science and mathematics achievement for underserved and underrepresented populations. This study sought to explore how this model affects elementary in-service teachers' feelings of self-efficacy toward science and science teaching. Interactive Qualitative Research (IQR), a systems approach of natural inquiry, was used for this study. Theory is grounded in the data collected and analyzed through group processes. A core group of teachers, key teachers representing grades one through six and lead teachers the campus contact representatives, received professional development education from university professors in semi-monthly after school workshops and in a three week summer science institute held on-site. In this study, (N = 18) key and lead teachers participated in a focus group, a picture board exercise (a projective type exercise), interviews, and classroom observations. Within the system of the MSEC professional development model, cause and effect relationships among eleven phenomena were identified which had the greatest impact on the teachers' feelings of self-efficacy and science teaching practices. Changed teaching practices were indicated by inquiry-based science lessons with students as active learners. Five principles of self-efficacy: (1) efficacy; (2) goals setting; (3) values; (4) expectancy; and, (5) control beliefs were used to evaluate efficacy beliefs. Findings from the data collection and analysis identified two phenomena, the university instructional leadership role and teacher time commitments and time constraints, both internally and externally imposed, which seemed to have the greatest impact on elementary teachers' efficacy and science teaching practices. Provision of science materials and equipment and college level science content, process skills, and pedagogical skills knowledge facilitated by the university and the amount of time teachers chose to commit to professional development education work sessions and to the preparation and implementation of inquiry-based instruction in contrast to other professional and personal commitments were significant factors.

Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

NASA Astrophysics Data System (ADS)

Knowles, J. Geoff

This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

NASA Astrophysics Data System (ADS)

Rye, James; Landenberger, Rick; Warner, Timothy A.

2013-06-01

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers' convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students' vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers' use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.

NASA-Ames Summer High School Apprenticeship Research Program (SHARP)

NASA Technical Reports Server (NTRS)

Powell, P.

1983-01-01

The function of SHARP is to recognize high school juniors who have demonstrated unusually high promise for sucess in mathemtics and science. Twenty academically talented students who will be seniors in high school in September were chosen to participate in SHARP 83. Mentors were selected to provide students with first-hand experiences in a research and development environment in order that each student might try out his or her tentative professional career choice. Some special features of SHARP included field trips to private industries doing similar and related research, special lectures on topics of research here at ARC, individual and group counseling sessions, written research papers and oral reports, and primarily the opportunity to be exposed to the present frontiers in space exploration and research. The long-range goal of SHARP is to contribute to the future recruitment of needed scientists and engineers. This final report is summary of all the phases of the planning and implemenation of the 1983 Summer High School Apprenticeship Research Program (SHARP).

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.

Partners in Earth System Science: a Field, Laboratory and Classroom Based Professional Development Program for K-12 Teachers Designed to Build Scientific and Pedagogical Understandings of Teaching Climate Change.

NASA Astrophysics Data System (ADS)

Slattery, W.; Lunsford, S.; Diedrick, A.; Crane, C.

2015-12-01

The purpose of the Partners in Earth System Science summer and academic year professional development program for Ohio K-12 teachers is to build their understandings of the scientific observations, methods and resources that scientists use when studying past and present climate change. Participants then use these tools to develop inquiry-based activities to teach their K-12 students how the scientific method and data are used to understand the effects of global climate change. The summer portion of the program takes teachers from throughout Ohio to the Duke University Marine Laboratory in Beaufort, North Carolina. There they engage in a physical and biological exploration of the modern and ancient ocean. For example, they collect samples of sediment and test water samples collected from modern coastal environments and connect their findings with evidence of the fauna living in those environments. Then, using observations from the geological record of the Eocene through Pleistocene sediments exposed in eastern North Carolina and inferences from observations made from the modern ocean they seek to answer scientifically testable questions regarding the physical and biological characteristics of the ocean during Cenozoic climate change events. During the academic year participants connect with each other and project faculty online to support the development of inquiry based science activities for their K-12 students. These activities focus on how evidence and observations such as outcrop extent, sediment type and biological assemblages can be used to infer past climates. The activities are taught in participant's classrooms and discussed with other participants in an online discussion space. Assessment of both teachers and K-12 students document significant positive changes in science knowledge, their confidence in being able to do science and a clearer understanding of how oceans are impacted by global climate change.

Comparison of Summer and Winter Objectively Measured Physical Activity and Sedentary Behavior in Older Adults: Age, Gene/Environment Susceptibility Reykjavik Study.

PubMed

Arnardottir, Nanna Yr; Oskarsdottir, Nina Dora; Brychta, Robert J; Koster, Annemarie; van Domelen, Dane R; Caserotti, Paolo; Eiriksdottir, Gudny; Sverrisdottir, Johanna E; Johannsson, Erlingur; Launer, Lenore J; Gudnason, Vilmundur; Harris, Tamara B; Chen, Kong Y; Sveinsson, Thorarinn

2017-10-21

In Iceland, there is a large variation in daylight between summer and winter. The aim of the study was to identify how this large variation influences physical activity (PA) and sedentary behavior (SB). Free living PA was measured by a waist-worn accelerometer for one week during waking hours in 138 community-dwelling older adults (61.1% women, 80.3 ± 4.9 years) during summer and winter months. In general, SB occupied about 75% of the registered wear-time and was highly correlated with age (β = 0.36). Although the differences were small, more time was spent during the summer in all PA categories, except for the moderate-to-vigorous PA (MVPA), and SB was reduced. More lifestyle PA (LSPA) was accumulated in ≥5-min bouts during summer than winter, especially among highly active participants. This information could be important for policy makers and health professionals working with older adults. Accounting for seasonal difference is necessary in analyzing SB and PA data.

Can a Strategic Pipeline Initiative Increase the Number of Women and Underrepresented Minorities in Orthopaedic Surgery?

PubMed

Mason, Bonnie S; Ross, William; Ortega, Gezzer; Chambers, Monique C; Parks, Michael L

2016-09-01

Women and minorities remain underrepresented in orthopaedic surgery. In an attempt to increase the diversity of those entering the physician workforce, Nth Dimensions implemented a targeted pipeline curriculum that includes the Orthopaedic Summer Internship Program. The program exposes medical students to the specialty of orthopaedic surgery and equips students to be competitive applicants to orthopaedic surgery residency programs. The effect of this program on women and underrepresented minority applicants to orthopaedic residencies is highlighted in this article. (1) For women we asked: is completing the Orthopaedic Summer Internship Program associated with higher odds of applying to orthopaedic surgery residency? (2) For underrepresented minorities, is completing the Orthopaedic Summer Internship Program associated with higher odds of applying to orthopaedic residency? Between 2005 and 2012, 118 students completed the Nth Dimensions/American Academy of Orthopaedic Surgeons Orthopaedic Summer Internship Program. The summer internship consisted of an 8-week clinical and research program between the first and second years of medical school and included a series of musculoskeletal lectures, hands-on, practical workshops, presentation of a completed research project, ongoing mentoring, professional development, and counselling through each participant's subsequent years of medical school. In correlation with available national application data, residency application data were obtained for those Orthopaedic Summer Internship Program participants who applied to the match between 2011 through 2014. For these 4 cohort years, we evaluated whether this program was associated with increased odds of applying to orthopaedic surgery residency compared with national controls. For the same four cohorts, we evaluated whether underrepresented minority students who completed the program had increased odds of applying to an orthopaedic surgery residency compared with national controls. Fifty Orthopaedic Summer Internship scholars applied for an orthopaedic residency position. For women, completion of the Orthopaedic Summer Internship was associated with increased odds of applying to orthopaedic surgery residency (after summer internship: nine of 17 [35%]; national controls: 800 of 78,316 [1%]; odds ratio [OR], 51.3; 95% confidence interval [CI], 21.1-122.0; p < 0.001). Similarly, for underrepresented minorities, Orthopaedic Summer Internship completion was also associated with increased odds of orthopaedic applications from 2011 to 2014 (after Orthopaedic Summer Internship: 15 of 48 [31%]; non-Orthopaedic Summer Internship applicants nationally: 782 of 25,676 [3%]; OR, 14.5 [7.3-27.5]; p < 0.001). Completion of the Nth Dimensions Orthopaedic Summer Internship Program has a positive impact on increasing the odds of each student participant applying to an orthopaedic surgery residency program. This program may be a key factor in contributing to the pipeline of women and underrepresented minorities into orthopaedic surgery. Level III, therapeutic study.

Professional Development Graduate Courses and a Masters of Arts in Physics Education with Web Based Course Components

NASA Astrophysics Data System (ADS)

Lindgren, Richard; Thornton, Stephen

2010-02-01

Professional development courses offered in physical/Earth science and physics by the Department of Physics are delivered by different venues to accommodate the needs of the K-12 teaching community. The majority of teachers take our courses off-site or through our distance-learning web-based program on the Internet for endorsement or recertification, but with a gradually increasing number enrolling in our 30 credit Masters of Arts in Physics Education degree (MAPE) program. The purpose of the Masters program is to provide increased physics content to those teachers who feel inadequately prepared to teach high school physics. The increase in numbers and success of this program is partly due to the convenience of taking online web-based courses which is made possible by using the latest communication technologies on the high speed internet. There is also a residential component of the MAPE program, which requires the candidates to earn 14 credits of calculus-based core physics in residence in the summer at the University. We have graduated a total of 91 teachers since the program began in 2000. )

Online Mentoring.

ERIC Educational Resources Information Center

Duff, Carole

2000-01-01

When Urseline Academy girls need career advice, academic guidance, or personal support, they e-mail their mentors--professional women in the Dallas area whose "real-world" knowledge helps the students make informed choices. The program is an outgrowth of a summer internship program stressing student-centered learning. (MLH)

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

NASA Technical Reports Server (NTRS)

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

1987-01-01

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

Research reports: 1994 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1994-01-01

For the 30th consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs, which are in the 31st year of operation nationally, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. The Faculty Fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1994.

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

NASA Technical Reports Server (NTRS)

Bannerot, Richard; Sickorez, Donn G.

1995-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1997-01-01

The 1996 JSC NASA/ASEE Summer Faculty Fellowship Program was conducted by the University of Houston and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965 are to (1) further the professional knowledge qualified engineering and science faculty members, (2) stimulate an exchange of ideas between participants and NASA, (3) refresh the research and teaching activities of participants' institutions, and (4) contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA JSC colleague. This document is a compilation of the final reports on the research projects completed by the faculty fellows during the summer of 1996.

The National Technical Association: A Hallmark for Access and Success

NASA Astrophysics Data System (ADS)

Jearld, A., Jr.

2017-12-01

Minority Technical Organizations (MTO) are under-utilized as a valuable resource that can help develop the next generation of scientists and engineers. For over 90 years, the National Technical Association (NTA) (www.ntaonline.org) has been the premiere technical association for scientists, engineers, architects, technologist, educators, and technical business entrepreneurs for people of color, offering professional development, mentoring and awards recognition to technical professionals. NTA and its partners are developing a diverse workforce by emphasizing enhanced access opportunities to skills development for youth among underrepresented STEM populations. Established in 1925 by Charles Summer Duke, the first African American to receive an engineering degree from Harvard University, NTA served as the model organization for more than 40 other minority technical organizations that began forming in the 1970's. NTA has served as consultants to the US government on the status of African Americans in science and engineering. The first technical organization to establish community based technical mentoring programs targeting minorities, NTA shares information and assists institutions in identifying minority talent. Members developed the first science and engineering curriculum at Historically Black Colleges and Universities (HBCU's), and are working to produce more students with geoscience degrees to ensure greater career placement with increased minority participation in the geosciences. NTA addresses the lack of access, support, and the need for networking through the longest running annual conference for technical practitioners of color. A hallmark of NTA has been access and success through inter-organizational collaborations with communities of scholars, highly experienced professionals and students to discuss the definition of what is successful geoscience education, research, and employment.

"I Know I've Made a Difference"

ERIC Educational Resources Information Center

Harriman, Jenny

2011-01-01

This author retired this summer after 23 years leading one of the country's most creative and enterprising adult learning services. She departs convinced that adult and community learning needs not only tenacity, passion, and imagination but also professional management and support if it is to thrive.

Teachers engaging in Authentic Education Research as They Engage Students in Authentic Science Research: A Collaboration Among Scientists, Education Researchers and Practitioners

NASA Astrophysics Data System (ADS)

Schielack, J. F.; Herbert, B. E.

2004-12-01

The ITS Center for Teaching and Learning (http://its.tamu.edu) is a five-year NSF-funded collaborative effort to engage scientists, educational researchers, and educators in the use of information technology to enhance science teaching and learning at Grades 7 - 16. The ITS program combines graduate courses in science and science education leadership for both science and education graduate students with professional development experiences for classroom teachers. The design of the ITS professional development experience is based upon the assumption that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology to support inquiry in science classrooms has been shown to help achieve this objective. In particular, the professional development for teachers centers around support for implementing educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. As a design study that is "working toward a greater understanding of the "learning ecology," the research related to the creation and refinement of the ITS Center's collaborative environment for integrating professional development for faculty, graduate students, and classroom teachers is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, science education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. In this presentation, we will discuss the results of the formative evaluation process that has moved the ITS Center's collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). Phase II highlighted learning experiences over two summers focused on the exploration of environmentally-related science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum.

What Can We Learn from Teacher Dissent Online?

ERIC Educational Resources Information Center

Stitzlein, Sarah M.; Quinn, Sarah

2012-01-01

Given the prevailing spirit of teacher frustration regarding current educational policy, the authors perused frequently visited teacher blogs and discussion boards in the summer of 2009 to determine whether teachers are effectively using them to express professionally informed political dissent regarding educational policy. While many teachers are…

Notice to nurserymen of the naming and release for propagation of 'USS Arizona'

USDA-ARS?s Scientific Manuscript database

The Agricultural Research Service, United States Department of Agriculture, hereby releases to nurserymen a new evergreen compact ornamental Hibiscus rosa-sinensis cultivar ‘U.S.S. ARIZONA’, which is recommended for trial by nurserymen and professional horticulturists as a summer flowering container...

Summer 1980 Directory of Navy Electro-Optical Professionals.

DTIC Science & Technology

1981-01-19

4864 E-0 Oceanographic Applications Pressman , A. 335 4864 Satellite Analysis-, Environinental/Intelligence Tooma. S, 332 4810 E-0 Measurement of Sea...Teate. George 3924 372 1/ TV Trackers 3722 Teppo, E. A. 3151 3723 Laser Technology Thomas, Virgil 31404 5283 TV Camera/Trackers Thompson, Barry 3943

PERSONAL VALUES, BELIEFS, AND ECOLOGICAL RISK PERCEPTION

EPA Science Inventory

A mail survey on ecological risk perception was administered in the summer of 2002 to a randomized sample of the lay public and to selected risk professionals at the U.S. Environmental Protection Agency (US EPA). The ranking of 24 ecological risk items, from global climate change...

Financial Advice: Who Pays

ERIC Educational Resources Information Center

Finke, Michael S.; Huston, Sandra J.; Winchester, Danielle D.

2011-01-01

Using a cost-benefit framework for financial planning services and proprietary data collected in the summer of 2008, the client characteristics that are associated with the likelihood of paying for professional financial advice, as well as the type of financial services purchased, are identified. Results indicate that respondents who pay for…

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

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1999-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

The Plate Boundary Observatory Student Field Assistant Program in Southern California

NASA Astrophysics Data System (ADS)

Seider, E. L.

2007-12-01

Each summer, UNAVCO hires students as part of the Plate Boundary Observatory (PBO) Student Field Assistant Program. PBO, the geodetic component of the NSF-funded EarthScope project, involves the reconnaissance, permitting, installation, documentation, and maintenance of 880 permanent GPS stations in five years. During the summer 2007, nine students from around the US and Puerto Rico were hired to assist PBO engineers during the busy summer field season. From June to September, students worked closely with PBO field engineers to install and maintain permanent GPS stations in all regions of PBO, including Alaska. The PBO Student Field Assistant Program provides students with professional hands-on field experience as well as continuing education in the geosciences. It also gives students a glimpse into the increasing technologies available to the science community, the scope of geophysical research utilizing these technologies, and the field techniques necessary to complete this research. Students in the PBO Field Assistant Program are involved in all aspects of GPS support, including in-warehouse preparation and in-field installations and maintenance. Students are taught practical skills such as drilling, wiring, welding, hardware configuration, documentation, and proper field safety procedures needed to construct permanent GPS stations. These real world experiences provide the students with technical and professional skills that are not always available to them in a classroom, and will benefit them greatly in their future studies and careers. The 2007 summer field season in Southern California consisted of over 35 GPS permanent station installations. To date, the Southern California region of PBO has installed over 190 GPS stations. This poster presentation will highlight the experiences gained by the Southern California student field assistants, while supporting PBO- Southern California GPS installations in the Mohave Desert and the Inyo National Forest.

2002 NASA-HU Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

2004-01-01

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

Starting them Early: Incorporating Communication Training into Undergraduate Research Internships

NASA Astrophysics Data System (ADS)

Bartel, B. A.; Morris, A. R.; Charlevoix, D.

2014-12-01

In order to truly broaden the impact of our scientific community, effective communication should be taught alongside research skills to developing scientists. In the summer of 2014, we incorporated an informal communications course into the 10th year of UNAVCO's Research Experiences in Solid Earth Science for Students (RESESS), a year-long internship program centered around an 11-week intensive summer research experience. The goals of the newly designed course included giving students the tools they need to make a broader impact with their science, starting now; improving the students' confidence in public speaking and using social media for outreach; and giving students the tools they need to apply for jobs or graduate school. Specifically, the course included teaching of professional communication skills, such as e-mail and phone etiquette, resume and CV tailoring, and interview techniques, and public communications skills, such as crafting and simplifying messages, visual communication for the public, and public speaking. Student interns were encouraged to step back from the details of their research projects to put their work into a big-picture context relevant to the public and to policy makers. The course benefited from input and/or participation from UNAVCO Education and Community Engagement staff, engineering and managerial staff, and graduate student interns outside the RESESS program, and University of Colorado research and communications mentors already involved in RESESS. As the summer program is already packed with research and skill development, one major challenge was fitting in teaching these communications skills amongst many other obligations: a GRE course, a peer-focused scientific communications course, a computing course, and, of course, research. Can we do it all? This presentation will provide an overview of the course planning, articulation of course goals, and execution challenges and successes. We will present our lessons learned from summer 2014 as well as feedback from both student interns and UNAVCO staff who helped support the course.

Thirty Years of Meteorological Education at a Historically Black University

ERIC Educational Resources Information Center

White, Loren D.; Reddy, R. S.; Liu, Heping; Williams, Quinton; Shoemake, John

2013-01-01

Since 1975, the Jackson State University Meteorology Program (JSUMP) has played a unique role in the preparation of minorities for careers in the atmospheric sciences. Through external partnerships, incorporation of undergraduate research, summer internships, and involvement in activities of the professional societies, the JSUMP has graduated…

Give This Teachers' Conference a Tryout.

ERIC Educational Resources Information Center

Fisher, Scott M.

2000-01-01

Describes an "excellent and inspiring educators' conference" attended by the author: a three-day summer baseball camp for youngsters (attended by his 12-year-old daughter) sponsored by the local minor league professional team, a marvel of collaborative learning, team teaching, and respect, friendly encouragement, and high expectations for all. (SR)

Evaluation of a Student Health Project

ERIC Educational Resources Information Center

Johnson, Patricia C.; and others

1969-01-01

Analyzes the reaction of 53 medical students to their work experience in 3 poverty areas of California during the summer of 1967. They and 50 students from other professional schools were placed by The Student Health Organization in dental, community, and Planned Parenthood clinics, county hospitals, school districts, and Head Start programs. (WM)

Every Child. Volume 12, Number 1, Summer 2006

ERIC Educational Resources Information Center

Elliott, Alison, Ed.

2006-01-01

"Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years-in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such…

Reference site selection for the National Wetland Condition Assessment: Integrating best professional judgement and objective selection criteria

EPA Science Inventory

The National Wetlands Condition Assessment (NWCA), one of a series of environmental assessments being conducted by states, tribes, the U.S. Environmental Protection Agency, and other partners, surveyed over 900 wetland sites across the lower 48 states during Summer 2011. The NWC...

Reference site selection for wetland condition assessments: Integrating best professional judgement and objective selection criteria

EPA Science Inventory

The National Wetlands Condition Assessment (NWCA), one of a series of water assessments being conducted by states, tribes, the U.S. Environmental Protection Agency (EPA), and other partners, surveyed over 900 wetland sites across the lower 48 states during Summer 2011. The NWCA ...

A Novel High School Chemistry Camp as an Outreach Model for Regional Colleges and Universities.

ERIC Educational Resources Information Center

Exstrom, Christopher L.; Mosher, Michael D.

2000-01-01

Describes the summer chemistry camp offered by the University of Nebraska at Kearney which consists of multistage open-ended laboratory projects. Focuses on introducing high school students to principles, methods, and equipment used in academic and professional chemistry laboratories. (Contains 19 references.) (YDS)

Notice to nurserymen of the naming and release for propagation of 'USS California' a new evergreen

USDA-ARS?s Scientific Manuscript database

The Agricultural Research Service, United States Department of Agriculture, hereby releases to nurserymen a new evergreen compact ornamental Hibiscus rosa-sinensis cultivar ‘U.S.S. CALIFORNIA’, which is recommended for trial by nurserymen and professional horticulturists as a summer flowering contai...

Healthy Games and Teasers. An INMED Activity Book.

ERIC Educational Resources Information Center

Ripley, David; And Others

Indians into Medicine (INMED) provides academic, financial, and personal support for Indian college and professional students training for health careers, and supports summer enrichment sessions beginning in junior high school. This INMED activity book contains puzzles, coloring pages, quizzes, and facts about health and the human body. Topics…

Impact. Volume 22, Number 1, Summer-Fall 2009

ERIC Educational Resources Information Center

Gaylord, Vicki, Ed.

2009-01-01

How can families and early childhood professionals provide quality, inclusive early childhood education for young children with and without disabilities? That's the question posed in this "Impact "issue. In its pages, parents reflect on their experiences with early childhood education and inclusion for their children--what was helpful, what was…

Electricity and Magnetism 2, Magnetostatics.

ERIC Educational Resources Information Center

Phillips, Melba

This monograph was written for the conference on the New Instructional Materials in Physics, held at the University of Washington in summer, 1965. The approach is phenomenological and microscopic, and is intended for college students who are not preparing to become professional physicists. The monograph has three sections. Section I includes a…

Computer Academy. Western Michigan University: Summer 1985-Present.

ERIC Educational Resources Information Center

Kramer, Jane E.

The Computer Academy at Western Michigan University (Kalamazoo) is a series of intensive, one-credit-hour workshops to assist professionals in increasing their level of computer competence. At the time they were initiated, in 1985, the workshops targeted elementary and secondary school teachers and administrators, were offered on Apple IIe…

Every Child. Volume 10, Number 1, Summer 2004

ERIC Educational Resources Information Center

Elliott, Alison, Ed.

2004-01-01

"Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years--in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such…

Capturing a Different Picture

ERIC Educational Resources Information Center

Nealy, Michelle J.

2008-01-01

This article describes how the New York Times Student Journalism Institute helps train a new generation of minority newsroom professionals. The New York Times Student Journalism Institute offers an intensive two-week internship every summer for students. Averaging about 30 students a year, the institute has graduated nearly 150 Black students,…

Enhancing non-technical skills by a multidisciplinary engineering summer school

NASA Astrophysics Data System (ADS)

Larsen, Peter Gorm; Kristiansen, Erik Lasse; Bennedsen, Jens; Bjerge, Kim

2017-11-01

In general engineering studies focus on the technical skills in their own discipline. However, in their subsequent industrial careers, a significant portion of their time needs to be devoted to non-technical skills. In addition, in an increasingly globalised world collaboration in teams across cultures and disciplines is paramount to the creation of new and innovative products. In order to enhance the non-technical skills for groups of engineering students a series of innovation courses has been arranged and delivered in close collaboration with an industrial company (Bang & Olufsen). These courses have been organised as summer schools called 'Conceptual Design and Development of Innovative Products' (CD-DIP) and delivered outside the usual educational environment. In order to explore the impact of this single course, we have conducted a study among the students participating from 2007 to 2013. This has been carried out both qualitatively using interviews with selected students as well as quantitatively using a survey. The results are outstanding in demonstrating that the non-technical skills obtained in this single course have been of high value for a large portion of the students' subsequent professional life.

"Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom Wanderlei

2009-12-01

This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

Research reports: 1991 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1991-01-01

The basic objectives of the programs, which are in the 28th year of operation nationally, are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The faculty fellows spent 10 weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This is a compilation of their research reports for summer 1991.

Research Reports: 1989 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1989-01-01

For the twenty-fifth consecutive year, a NASA/ASEE Summer Faculty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague.

Latest Developments of the Isprs Student Consortium

NASA Astrophysics Data System (ADS)

Detchev, I.; Kanjir, U.; Reyes, S. R.; Miyazaki, H.; Aktas, A. F.

2016-06-01

The International Society for Photogrammetry and Remote Sensing (ISPRS) Student Consortium (SC) is a network for young professionals studying or working within the fields of photogrammetry, remote sensing, Geographical Information Systems (GIS), and other related geo-spatial sciences. The main goal of the network is to provide means for information exchange for its young members and thus help promote and integrate youth into the ISPRS. Over the past four years the Student Consortium has successfully continued to fulfil its mission in both formal and informal ways. The formal means of communication of the SC are its website, newsletter, e-mail announcements and summer schools, while its informal ones are multiple social media outlets and various social activities during student related events. The newsletter is published every three to four months and provides both technical and experiential content relevant for the young people in the ISPRS. The SC has been in charge or at least has helped with organizing one or more summer schools every year. The organization's e-mail list has over 1,100 subscribers, its website hosts over 1,300 members from 100 countries across the entire globe, and its public Facebook group currently has over 4,500 joined visitors, who connect among one another and share information relevant for their professional careers. These numbers show that the Student Consortium has grown into a significant online-united community. The paper will present the organization's on-going and past activities for the last four years, its current priorities and a strategic plan and aspirations for the future four-year period.

Research Reports: 1984 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Freeman, L. M. (Editor); Osborn, T. L. (Editor); Dozier, J. B. (Editor); Karr, G. R. (Editor)

1985-01-01

A NASA/ASEE Summer Faulty Fellowship Program was conducted at the Marshall Space Flight Center (MSFC). The basic objectives of the programs are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA Centers. The Faculty Fellows spent ten weeks at MSFC engaged in a research project compatible with their interests and background and worked in collaboration with a NASA/MSFC colleague. This document is a compilation of Fellows' reports on their research during the summer of 1984. Topics covered include: (1) data base management; (2) computational fluid dynamics; (3) space debris; (4) X-ray gratings; (5) atomic oxygen exposure; (6) protective coatings for SSME; (7) cryogenics; (8) thermal analysis measurements; (9) solar wind modelling; and (10) binary systems.

Summer 2014 Pathways Report

NASA Technical Reports Server (NTRS)

Hand, Zachary

2014-01-01

Over the summer I had the exciting opportunity to work for NASA at the Kennedy Space Center as a Mission Assurance Engineering intern. When I was offered a position in mission assurance for the Safety and Mission Assurance directorate's Launch Services Division, I didn't really know what I would be doing, but I knew it would be an excellent opportunity to learn and grow professionally. In this report I will provide some background information on the Launch Services Division, as well as detail my duties and accomplishments during my time as an intern. Additionally, I will relate the significance of my work experience to my current academic work and future career goals. This report contains background information on Mission Assurance Engineering, a description of my duties and accomplishments over the summer of 2014, and relates the significance of my work experience to my school work and future career goals. It is a required document for the Pathways program.

Research reports: 1987 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1987-01-01

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

Master of Arts in Physics Education (MAPE) Program

NASA Astrophysics Data System (ADS)

Lindgren, Richard A.; Thornton, Stephen T.

2001-11-01

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

Innovations in Maternal and Child Health: Pairing Undergraduate and Graduate Maternal and Child Health Students in Summer Practica in State Title V Agencies.

PubMed

Handler, Arden; Klaus, Jaime; Long-White, Deneen; Roth, Marcia; Greenleaf, Rebecca; Sappenfield, Olivia R; Cilenti, Dorothy

2018-02-01

Objective As part of the National MCH Workforce Development Center, an innovative internship program placed MCH undergraduate and graduate students in summer practica in state Title V agencies. Graduate student mentoring of undergraduates and leadership and professional development training and support are key features of the program. The objective of this paper is to report on the results of the evaluation of the MCH Paired Practica Program in its pilot years, 2014-2016. Methods Students completed pre and post internship questionnaires which included closed as well as open-ended questions. In addition, the Title V state health agency preceptors completed a questionnaire at the end of each summer. Results Over the 3-year pilot project, a total of 17 teams participated. Students were from 6 of the 13 graduate Centers of Excellence in MCH programs in Schools of Public Health and two undergraduate MCH Pipeline Programs. There were 11 participating states. After the practicum experience, there was a significant increase in students' confidence in a number of measures related to working in complex, dynamic environments and in their ability to contribute to improvements in MCH population health. Students reported having more confidence in their ability to function effectively as an informal/formal MCH leader (p = 0.02), more confidence in their ability to contribute to improvements in MCH population health (p = 0.04), and being more prepared to enter the workforce after the practicum experience (p = 0.07), although there was no significant change in students' (n = 22) interest in seeking a job in a Title V agency or a community based organization with a MCH focus. Nearly 60% of the students did state at the posttest that they would likely seek additional education in MCH. Overall, the Title V preceptors (n = 14) were very positive about the program although in some instances there was less confidence in the knowledge and skills of the undergraduate students. Conclusion The MCH Paired Practica Program is a unique effort to go beyond the academic training of undergraduate and graduate MCH students to provide them with direct exposure to the field, as well as leadership, mentorship, and professional development training. While some challenges emerged related to differences in skills between undergraduates and graduate MCH students, participating students demonstrated clear improvements in their leadership skills including increased confidence in their ability to take initiative, provide opinions and feedback, to function informally or formally as leaders, and to contribute to improvements in MCH population health.

BIOINFORMATICS IN THE K-8 CLASSROOM: DESIGNING INNOVATIVE ACTIVITIES FOR TEACHER IMPLEMENTATION

PubMed Central

Shuster, Michele; Claussen, Kira; Locke, Melly; Glazewski, Krista

2016-01-01

At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its evolution to support implementation of bioinformatics-based activities in elementary and middle school classrooms. Specifically, we ultimately designed a multi-day summer teacher professional development workshop, in which teachers design innovative classroom activities. By focusing on teachers, our design leverages enhanced teacher knowledge and confidence to integrate innovative instructional materials into K-8 classrooms and contributes to capacity building in STEM instruction. PMID:27429860

Constructing constructivism: The voyage of elementary science teachers

NASA Astrophysics Data System (ADS)

Freed, Andrea Beth

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

Writing for Children: The Report of the Highlights Foundation Writers Workshop (Chautauqua, NY, 1998).

ERIC Educational Resources Information Center

Yoder, Carolyn, Ed.

The atmosphere of focused interaction during a summer conference dealing with professional writing for children is recalled in this publication. The publication reports the experiences of diverse writers-in-residence who spent their days at Lake Chautauqua sharing their love and passion for children's literature--guiding, nurturing, inquiring,…

Reading for Change: Social Justice Unionism Book Groups as an Organizing Tool

ERIC Educational Resources Information Center

Riley, Kathleen

2015-01-01

Kathleen Riley begins this article by providing quotes from James H. Lytle, and Anissa Weinraub, which were published in "Perspectives on Urban Education" in the summer of 2013. While they hold different professional positions (Lytle is a retired administrator and professor; Weinraub is a teacher and organizer), both wrote as…

Connecting Problem-Solving Style to Peer Evaluations of Performance in Secondary Cooperative Learning Projects

ERIC Educational Resources Information Center

Bush, Sarah A.; Friedel, Curtis R.; Hoerbert, Lindsey R.; Broyles, Thomas W.

2017-01-01

With an evolving and expanding agricultural industry, it is crucial to provide future professionals with valuable experiences and skills in problem solving, communication, and teamwork. Agricultural summer programs for secondary students, which provide cooperative learning experiences with a focus on group work and problem solving, aim to help…

Speaking About Teaching: Papers from the 1965 Summer Session of the Commission on English.

ERIC Educational Resources Information Center

College Entrance Examination Board, New York, NY. Commission on English.

Thirteen papers have been collected in this book to indicate professional concern about English instruction at all levels and to articulate the role of the teacher, teacher educator, academician, and federal government in changing current English teaching practices. Topics of articles are (1) the intellectual, civic, and ethical responsibilities…

Women, Islam, and Pakistan: A Selected Annotated Bibliography. Fulbright-Hays Summer Seminar Abroad Project.

ERIC Educational Resources Information Center

Phillips, Brenda

This bibliography features selected books, book chapters, research projects, and journal articles, published between 1953 and 1994, about the social, legal, economic, educational political, and professional position of Muslim Pakistani women. Sixteen of the references are annotated. An additional 41 bibliographic references to other materials, not…

Putting It on the Line

ERIC Educational Resources Information Center

Moore, Michael

2007-01-01

In past years, teachers without professional training in the arts have often been able to avail themselves of summer institutes that introduced them to specific works of art and followed up with artists in the classroom, performance, or trips to an art museum. But what happens when such support is no longer available and teachers have to function…

Connect the Dots: A Dedicated System for Learning Links Teacher Teams to Student Outcomes

ERIC Educational Resources Information Center

Ermeling, Bradley A.

2012-01-01

Establishing school-based professional learning appears so simple and straightforward during inspiring presentations at summer workshops, but keeping collaborative work focused on teaching and learning in such a way that it produces consistent results is a highly underestimated task. Investigations and experience from a group of researchers at the…

Return to a Broadcast Newsroom to Stay Current in the Field.

ERIC Educational Resources Information Center

Youngblood, Steven

1999-01-01

Describes how the author, a broadcasting educator, worked as a summer intern at a professional TV station in order to keep his instruction current, and to keep up on the latest stylistic and technological changes in the business. Discusses the benefits of doing so, and notes some useful information learned. (SR)

A Standards-Based Thematic Unit: "Crictor"

ERIC Educational Resources Information Center

Coblin, Mary Payne; Huss, Dorothy; Kirk, Bonnie; Lonneman, Melissa; Melville, Claire

1998-01-01

This unit was created as a result of a summer institute sponsored by the National K-12 Foreign Language Resource Center at Iowa State University, Ames, Iowa. The Center's goal is to improve student learning of foreign languages in kindergarten through twelfth grade (K-12). To this end, the Center provides professional support for foreign language…

Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom

NASA Astrophysics Data System (ADS)

Frick, Tasha

This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.

Bringing Inquiry Science to K-5 Classrooms

NASA Astrophysics Data System (ADS)

Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

2006-12-01

As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

Developing facilitation skills--a narrative.

PubMed

Newton, Jennifer M

2003-07-01

Effective facilitation has been identified in the literature as one of three elements, along with context and evidence, that have a dynamic and coexisting relationship to enable the successful uptake of evidence into practice. This paper presents an overview of the concept of facilitation within the context of practice development, ahead of a personal and professional reflective account of a 'developing facilitator'. In the summer of 2001, the author was instrumental in organising the first Practice Development School in Melbourne. Thrown in at the deep end, she found herself co-facilitating with an experienced practice developer from the United Kingdom. Having never facilitated in the arena of an action learning group, nor worked in the field of practice development, there was initially a sense of impending overload and drowning in the new knowledge and skills that needed to be acquired. Drawing upon the work of narrative inquiry the author shares her experiences in the anticipation that in telling her story it will assist others in their journey of becoming a facilitator.

Evaluating a 5 year climate change research teacher professional development program in Southern Nevada

NASA Astrophysics Data System (ADS)

Buck, P.; Rudd, L.; McAlister, J.; Bonde, A.

2013-12-01

We present results of a 5 yr NSF funded project, part of Nevada ';s Climate Change Research Education and Outreach EPSCoR award. Goals of the K-12 portion of the project included: a replicable professional development model of K-12 climate change science education for Nevada and other institutions; strengthened relationships between secondary school teachers and NSHE climate change researchers; and greater teacher pedagogical content knowledge in climate change science and greater confidence in ability to teach effectively. Two overarching research questions formed the foundation of our teacher professional development program: 1) How will climate change affect Nevada's baseline water resources (groundwater and surface water) and linked ecosystem services? 2) How will climate change affect natural and anthropogenic disturbances (e.g., wildland fires, invasive species, and insect outbreaks)? All teachers participated in at least one (2-week long) summer institute and academic year follow up focused on one of two overarching research questions forming the basis of the award assisted by a disciplinary graduate student . An on-line class (ENV 794) was a 3 credit graduate credit bearing class from UNLV based on the fundamentals of climate change science was available free to participating teachers. A supplemental program in the final award year was added following advisory board recommendations to develop a cohort or "learning community" approach at an interested high school. The 'About Climate Change' Integrated Curriculum spans several subject areas and cuts across national standards for STEM English and Social Studies; a 2-week unit developed by Clark HS teachers for their classes. Our teachers increased their content knowledge about climate change science. This is indicated in student evaluations of the on-line course ENV 794, and in the summer institute post test of content knowledge which included about 25 questions. There was improvement for our one focus question about climate change having the greatest impact on high-latitudes. While there was no improvement on our focus question of human produced CO2 being greater than nature sequestered CO2, for this question nearly everyone got it correct pre and post, which makes it seem that our group of teachers began the institute with an understanding that humans are producing CO2 which has an impact on climate and our summer institutes nurtured that understanding. Teachers feel that they are more competent to teach climate change science effectively in the classroom. All teachers rated themselves as significantly more confident in reference to selected focus questions (11 in total, only 4 are described here). They were asked to describe their current belief about their level of skill and knowledge in teaching the following topics; Q#1 explain the greenhouse effect; Q#6 relate climate change to disturbances in natural ecosystems; Q#8 incorporate climate change labs into your science teaching; and Q#10 teach about local impacts of climate change in your science classroom. Each teacher was observed delivering a lesson plan in their classroom. We conducted no formal audit or assessment of any teachers pedagogical skill in teaching-this was beyond the scope of the project. Likewise, the program did not attempt to assess learning of the students taught by our teachers.

Summer camps for children with burn injuries: a literature review.

PubMed

Maslow, Gary R; Lobato, Debra

2010-01-01

The first summer camps for children with burn injuries started over 25 years ago, and as of 2008, there were 60 camps worldwide. This review examines the literature on summer pediatric burn camps. The authors describe common characteristics of burn camp structure, activities, and staffing and then examine the scientific evidence regarding the effect of burn camp programs on campers and camp staff volunteers. A search of Pubmed and Psychinfo databases from 1970 to 2008 for articles related to pediatric burn summer camps identified 17 articles, of which 13 fit the inclusion criteria. Existing literature consists primarily of qualitative studies, suggesting that burn camp can decrease camper isolation, improve self-esteem, and promote coping and social skills. Studies examining volunteer staff at burn camp have consistently found that there are both personal and professional benefits. Quantitative studies of self-esteem have yielded equivocal results. No studies have examined safety or the effect of burn camp on medical or rehabilitation outcomes. For the past 25 years, pediatric summer camps for children with burn injuries have played an important rehabilitation role and provided a strong community that benefits both campers and staff. Future research using more rigorous research methods and examining a broader range of outcomes (eg, safety and medical/rehabilitation outcomes) is recommended.

Teacher Research Programs = Increased Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2011-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university professional development programs for science teachers in the U.S. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University's research faculty. In addition to the laboratory experience, all teachers meet weekly during the summer for a series of pedagogical activities to assist them in transferring the experience to their classrooms. The primary goal of the program is to provide K-12 science teachers with opportunities to work at the cutting edge of science and engineering, and thus to revitalize their teaching and help them to appreciate the use of inquiry-based methods in their classroom instruction. The secondary goals of the program are to give the pre-college teacher the ability to guide their students toward careers in science and engineering, to develop new teaching strategies, and to foster long-term scholarly collaborations. The last is especially important as it leads to a model of the teacher as active in science yet committed to the pre-college classroom. Since its inception, SRP has focused on an objective assessment of the program's impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors' laboratories, and most importantly, on the impact of their participation in the program has on student interest and performance in science. Our research resulted in a paper published in the journal Science. SRP also facilitates a multi-site survey-based evaluation of other teacher research programs around the country. The author will present the findings of both studies.

Using sunshine for elementary space science education: A model for IHY scientist teacher partnerships

NASA Astrophysics Data System (ADS)

Moldwin, M. B.; Fiello, D.; Harter, E.; Holman, G.; Nagumo, N.; Pryharski, A.; Takunaga, C.

2008-12-01

An elementary science education professional development partnership between Culver City Unified School District teachers and UCLA has been formed. The project was designed to assist teachers to comfortably present introductory space science concepts, to support them in their efforts, and to aid them in encouraging their students to develop inquiry skills related to space sciences. The project encourages teacher use of observational science techniques in their classrooms, the use of NASA solar mission images and enhanced use of astronomical observation to facilitate discovery learning. The integrated approach of the project has fostered collegial learning activities among the participating teachers and offered them opportunities for continued renewal and professional development of teacher competencies in astronomy and space science. The activities used in the classroom were developed by others, classroom tested, and specifically address National Science Education and California Science Content Standards. These activities have been sustained through on-going collaboration between the scientist and the teachers, a summer Research Experience for Teachers program, and on-going, grade-specific, district-sponsored workshops. Assessment of the value of the program is done by the school district and is used to continuously improve each workshop and program component. Culver City (California) Unified School District is a small urban school district located on the Westside of Los Angeles. This paper describes the program and the plans for incorporating IHY-themed science into the classroom.

Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

NASA Astrophysics Data System (ADS)

Cook, Nicole D.

This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the participants in this study perceived time for science instruction, limits in their students' abilities and behavior, and their own development as facilitators as challenges to their efforts to implement inquiry-based science instruction. They identified their participation in the ISI pilot, the curricular modules and a science notebook strategy promoted by the ISI as supports for their instruction. Two studies of the RGS program were conducted. The first was a pilot study that was conducted in the academic year following the first RGS summer workshop (2011-12). The second was a collective case study conducted after the second RGS workshop (2012-13). In both studies participants were videotaped as they implemented the PBL units that they had developed at their respective RGS workshops and interviewed about their experiences after they implemented the units. The data from the observations were examined using a rubric developed for the study to examine their use of PBL features. Based on the analysis of the data from the observations, the RGS participants exhibited partial fidelity of implementation to the features of PBL. Analysis of the data from the interviews indicated that participants were aware of features of PBL that they were not able to fully implement. Participants also identified several supports, particularly from the RGS program such as being able to order materials to implement their units, as well as supports that were specific to their teaching contexts. The findings from both the ISI study and RGS collective case study suggest that the professional development programs had some positive if limited influence on teachers' instructional practices. Across the studies, persistent challenges were identified regarding teachers' efforts to meaningfully engage students in practices that would develop their abilities to reason scientifically. Comments from participants in both studies about the supportive role of their respective curricula also lend support to arguments about the role of curriculum materials in achieving science education reform (Powell & Anderson, 2002).

Rationale and Initial Design for a Virtual Undergraduate Internship in Astronomy

NASA Astrophysics Data System (ADS)

Berryhill, Katie; Slater, T. F.; Slater, S. J.

2012-01-01

In recent decades, research experiences for undergraduates (REUs) programs have provided students with opportunities to spend a summer working on a research project with a faculty mentor. The aim of these programs has generally been to take up the challenge of the Boyer-2 report to introduce research-based learning into the undergraduate experience (Boyer 1998). Recent efforts have been aimed at encouraging women and underrepresented minorities to pursue STEM careers. With the advent of successful models for online degree programs that can add to the STEM workforce pipeline, there is now the possibility of expanding these research experiences to include the new diverse demographic of previously untapped online learners. Many online learners are working adults, and therefore do not have the same flexibility as traditional undergraduates to attend a summer REU at another institution, nor do they have the opportunity for internships at their home institution. This project is intended to leverage significant developments in rapidly emerging social media; investments in Internet-accessible telescopes for professional and amateur use; and contemporary advances in the learning sciences to build pathways through long-term, collaborative, astronomy research projects. The first stage involves developing initial research protocols and online mentoring infrastructures for establishing an ongoing national program for virtual astronomy internships for undergraduate STEM majors. Underlying this project is a plan for students to work collaboratively alongside active professional and amateur astronomers to conduct original research using remotely controlled and robotic telescopes. We anticipate that by the start of this project, more than 100 robotic and remotely controlled telescopes will exist around the world (mo-www.harvard.edu/OWN, aavso.org/aavsonet, and lcogt.net among others) providing continuous world-wide coverage. We plan to test and iteratively build a successful infrastructure for students to take advantage of these and other rapidly emerging resources and support an expansion of the STEM career workforce.

Universal Design for Learning and Its Application to Clinical Placements in Health Science Courses (Practice Brief)

ERIC Educational Resources Information Center

Heelan, Ann; Halligan, Phil; Quirke, Mary

2015-01-01

In 2013 Ireland's Association for Higher Education, Access and Disability (AHEAD), in partnership with the School of Nursing University College Dublin (UCD), hosted a summer school for professionals working in the Health Sciences sector who have responsibility for including students with disabilities in the health professions, including clinical…

The World of Sports Medicine

ERIC Educational Resources Information Center

Emeagwali, N. Susan

2008-01-01

Soon, the best athletes in the world will face each other at the Summer Olympics in Beijing. Many of them will sustain injuries, or seek to prevent them, and will be thankful that among their entourages are some of the best sports medicine professionals in the world. When an athlete collapses from fatigue, or something else, there will be a group…

Making It in the World of Work.

ERIC Educational Resources Information Center

Riekes, Linda; And Others

1996-01-01

A collaborative effort between the St. Louis Public Schools (Missouri) and the private sector gives junior and senior high school students an orientation to the world of work, plus stipends to work in professional settings for eight weeks during the summer. Although all the students in the program come from low-income families, 95% of those who…

Organizationally-?edagogical Aspect of Preparation of Students to Professional Activity in the Process of Educational Practice

ERIC Educational Resources Information Center

Shinysherova, Gaziza B.; Yessimov, Bolat K.; Childibayev, Jumadil; Tuleubayev, Zhaxybay; Ziyayeva, Gulnar K.; Alpysbaikyzy, Moldir

2018-01-01

One of the main forms of educational process in teaching students is educational and field practice; it is a relatively independent form of training and education of students. A summer educational and field practice is complicated pedagogical system regarding the structure and functional components, which includes theoretical and practical…

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

ERIC Educational Resources Information Center

Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

A Standards-Based Thematic Unit: "Le Geant de Zeralda"

ERIC Educational Resources Information Center

Keoseian, Therese; Ladd, Richard; Moakley, Rosanna; Pierce, Constance

1998-01-01

This unit was created as a result of a summer institute sponsored by the National K-12 Foreign Language Resource Center at Iowa State University, Ames, Iowa. The Center's goal is to improve student learning of foreign languages in kindergarten through twelfth grade (K-12). To this end, the Center provides professional support for foreign language…

Professional Preparation of Teachers of Reading with the Optacon.

ERIC Educational Resources Information Center

Moore, Mary W.

A guide used by inservice teachers and agency caseworkers in three 2-week summer institutions (1973) for teaching visually handicapped children and adults how to read with the Optacon, a portable optical-to-tactile-converter, is presented. The institutes are said to have been of a two-year special education pilot project to demonstrate usefulness…

A Standards-Based Thematic Unit: "Jean de la Lune"

ERIC Educational Resources Information Center

Logan, Eileen; Magurn, Lisa; Schwester, Jennifer Applegate

1998-01-01

This unit was created as a result of a summer institute sponsored by the National K-12 Foreign Language Resource Center at Iowa State University, Ames, Iowa. The Center's goal is to improve student learning of foreign languages in kindergarten through twelfth grade (K-12). To this end, the Center provides professional support for foreign language…

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

ERIC Educational Resources Information Center

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

2017-01-01

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

High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2014-12-01

One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

Characteristics of effective summer learning programs in practice.

PubMed

Bell, Susanne R; Carrillo, Natalie

2007-01-01

The Center for Summer Learning examined various summer program models and found that there are nine characteristics that provide a framework for effective summer programs. In this chapter, the authors demonstrate how effective practices lead to positive results for young people. The nine characteristics of effective summer learning programs are (1) accelerating learning, (2) youth development, (3) proactive approach to summer learning, (4) leadership, (5) advanced planning, (6) staff development, (7) strategic partnerships, (8) evaluation and commitment to program improvement, and (9) sustainability and cost-effectiveness. These characteristics are divided into two sections. The first three characteristics address a program's approach to learning. Summer instructional techniques are most effective when academic learning is woven into enrichment activities and youth development. The second section covers program infrastructure to ensure the organization achieves and maintains quality programming. The nine characteristics complement each other to ensure a strong program that works to prevent summer learning loss and narrow the achievement gap. To demonstrate the variety of high-quality programs that include the nine characteristics, thirteen program profiles at the conclusion of the chapter each highlight one of the characteristics. These profiles show the various approaches that different summer programs have developed to accelerate academic achievement and promote positive development for young people in their communities.

Collaborative Aerospace Research and Fellowship Program at NASA Glenn Research Center

NASA Technical Reports Server (NTRS)

Heyward, Ann O.; Kankam, Mark D.

2004-01-01

During the summer of 2004, a 10-week activity for university faculty entitled the NASA-OAI Collaborative Aerospace Research and Fellowship Program (CFP) was conducted at the NASA Glenn Research Center in collaboration with the Ohio Aerospace Institute (OAI). This is a companion program to the highly successful NASA Faculty Fellowship Program and its predecessor, the NASA-ASEE Summer Faculty Fellowship Program that operated for 38 years at Glenn. The objectives of CFP parallel those of its companion, viz., (1) to further the professional knowledge of qualified engineering and science faculty,(2) to stimulate an exchange of ideas between teaching participants and employees of NASA, (3) to enrich and refresh the research and teaching activities of participants institutions, and (4) to contribute to the research objectives of Glenn. However, CFP, unlike the NASA program, permits faculty to be in residence for more than two summers and does not limit participation to United States citizens. Selected fellows spend 10 weeks at Glenn working on research problems in collaboration with NASA colleagues and participating in related activities of the NASA-ASEE program. This year's program began officially on June 1, 2004 and continued through August 7, 2004. Several fellows had program dates that differed from the official dates because university schedules vary and because some of the summer research projects warranted a time extension beyond the 10 weeks for satisfactory completion of the work. The stipend paid to the fellows was $1200 per week and a relocation allowance of $1000 was paid to those living outside a 50-mile radius of the Center. In post-program surveys from this and previous years, the faculty cited numerous instances where participation in the program has led to new courses, new research projects, new laboratory experiments, and grants from NASA to continue the work initiated during the summer. Many of the fellows mentioned amplifying material, both in undergraduate and graduate courses, on the basis of the summer s experience at Glenn. A number of 2004 fellows indicated that proposals to NASA will grow out of their summer research projects. In addition, some journal articles and NASA publications will result from this past summer s activities. Fellows from past summers continue to send reprints of articles that resulted from work initiated at Glenn. This report is intended primarily to summarize the research activities comprising the 2004 CFP Program at Glenn. Particular research studies include: 1) Development of an Imaging-Based, Computational Fluid Dynamics Tool to Assess Fluid Mechanics in Experimental Models that Simulate Blood Vessels; 2) Analysis of Nanomaterials Produced from Precursors; and 3) LEO Propagation Analysis Tool.

Astronomy Education and Popularization Facilities at Guanajuato University in Mexico

NASA Astrophysics Data System (ADS)

Bravo-Alfaro, H.; Schroeder, K.-P.; Ramirez, L.

2006-08-01

At the Astronomy Department of Universidad de Guanajuato, 400 km NW of Mexico City, nine professional astronomers do research and teaching at both graduate and undergraduate level. In addition, in the last few years, this group has carried out astronomy popularization activities at three different sites. First, a rudimentary observatory named "La Azotea" (the roof) on the top of the main building of the University (at Guanajuato centre), which includes a 16-cm refractor in a dome, a couple of XIXth century astronomical instruments, and a classroom with capacity for 50 people. The refractor was out of use for about twelve years but will be fully operational before summer 2006. Second, the "Observatorio de La Luz", 20 kms away from Guanajuato centre, includes a professional 0.6m Cassegrain and a 2m radio telescope, with a 21cm receiver. Finally, on the roof of the Astronomy Department headquarters, an optical 0.4m Dobsonian is available. We also dispose of internet connection everywhere and 6 portable 8-inch telescopes (two at each site), devoted to regular astronomical observations for the general public, specially for scholars. Numerous repair works are currently carried out on the building of "La Azotea", and recently a project to establish there a Centre for Popularization of Astronomy has been approved by the Regional Science Council. The main activities, some of them currently developed at these sites are: (1) A permanent program of astronomical observations for a wide audience. (2) Training in Observational Astronomy for physics undergraduate students. (3) Regular talks on astronomy and other science domains. (4) Summer schools in Astronomy for elementary and high-school teachers. (5) In the near future, the foundation of an amateur society of astronomy.

PR2EPS: Preparation, Recruitment, Retention and Excellence in the Physical Sciences

NASA Astrophysics Data System (ADS)

Schaumloffel, John; Gallagher, Hugh; Miller, Jeremy; Labroo, Sunil; Bischoff, Paul

2004-03-01

PR2EPS, is an NSF-DUE sponsored program at SUNY Oneonta designed to attract students to study physics, chemistry and related physical science disciplines at SUNY Oneonta. The program also seeks to increase the retention rate for all students in these disciplines by providing specialized skill-building and professional development courses, an evening tutoring center, and exposure to research and professional activities during the students first three-years of undergraduate study. A key focus of the project is drawing students from the five, primarily rural and agricultural, counties surrounding Oneonta, NY. Their first direct exposure to the program will be in recruiting visits to local high schools where promising candidates will be invited to participate in a weeklong summer camp designed to demonstrate to them that they possess the requisite skills and potential to succeed in these technically demanding disciplines. A description of the program, including the collaboration of faculty from the Departments of Physics & Astronomy, Chemistry & Biochemistry, Education and as well as the initial outcomes of the tutoring center and local outreach will be presented.

Improving Inquiry Teaching through Reflection on Practice

NASA Astrophysics Data System (ADS)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

NASA Astrophysics Data System (ADS)

Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

2011-12-01

The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE is supported in countries around the world through bi-lateral agreements between U.S. Department of state and national governments.

KSC-2012-3651

NASA Image and Video Library

2012-07-03

CAPE CANAVERAL, Fla. - Tom Engler, NASA's deputy manager of the Kennedy Space Center Planning and Development Office, provides an overview of the Commercial Crew Program for participants of the International Space University session on July 3 in Kennedy's Operations Support Building II. The International Space University is a nine-week intensive course designed for post-graduate university students and professionals during the summer. The program is hosted by a different country each year, providing a unique educational experience for participants from around the world. NASA Kennedy Space Center and the Florida Institute of Technology are co-hosting this year's event which runs from June 4 to Aug. 3. There are about 125 participants representing 31 countries. For more information, visit http://www.isunet.edu. Photo credit: NASA/Kim Shiflett

Reaching for the Stars: NASA Science for Girl Scouts (Girl Scout Stars)

NASA Astrophysics Data System (ADS)

DeVore, Edna; Harman, Pamela; Girl Scouts of the USA; Girl Scouts of Northern California; University of Arizona; Astronomical Society of the Pacific; Aires Scientific

2017-01-01

Girl Scout Stars aims to enhance STEM experiences for Girl Scouts in grades K-12. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA’s Mission, they explore STEM content, discoveries, and careers. Today’s tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Volunteer Tool Kit taps into the wealth of NASA's online materials for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at Univ. of Arizona’s Astronomy Camp, and “Destination” events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univ. of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts.There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the space science educators and scientists at Astronomical Society of the Pacific, Univ. of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA’s STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators. Funded by NASA: NNX16AB90A.

Reaching for the Stars: NASA Space Science for Girl Scouts (Girl Scout Stars)

NASA Astrophysics Data System (ADS)

DeVore, E. K.; Harman, P. K.; Berg, J.; Friedman, W.; Fahy, J.; Henricks, J.; Chin, W.; Hudson, A.; Grissom, C.; Lebofsky, L. A.; McCarthy, D.; Gurton, S. P.; White, V.; Summer, T.; Mayo, L.; Patel, R.; Bass, K.

2016-12-01

Girl Scout Stars aims to enhance science, technology, engineering and mathermatics (STEM) experiences for Girl Scouts in grades K-12 through the national Girl Scout Leadership Experience. New space science badges are being created for every Girl Scout level. Using best practices, we engage girls and volunteers with the fundamental STEM concepts that underpin our human quest to explore the universe. Through early and sustained exposure to the people and assets of NASA and the excitement of NASA's Mission, they explore STEM content, discoveries, and careers. Today's tech savvy Girl Scout volunteers prefer just-in-time materials and asynchronous learning. The Girl Scout Volunteer Tool Kit taps into the wealth of online materials provided by NASA for the new space science badges. Training volunteers supports troop activities for the younger girls. For older girls, we enhance Girl Scout summer camp activities, support in-depth experiences at University of Arizona's Astronomy Camp, and "Destination" events for the 2017 total solar eclipse. We partner with the Night Sky Network to engage amateur astronomers with Girl Scouts. Univeristy of Arizona also leads Astronomy Camp for Girl Scout volunteers. Aires Scientific leads eclipse preparation and summer sessions at NASA Goddard Space Flight Center for teams of volunteers, amateur astronomers and older Girl Scouts. There are 1,900,000 Girl Scouts and 800,000 volunteers in the USA. During development, we work with the Girl Scouts of Northern California (50,000 girl members and 31,000 volunteers) and expand across the USA to 121 Girl Scout councils over five years. SETI Institute leads the experienced space science educators and scientists at Astronomical Society of the Pacific, University of Arizona, and Aires Scientific. Girl Scouts of the USA leads dissemination of Girl Scout Stars to Councils across the USA with support of Girl Scouts of Northern California. Through professional development of Girl Scout volunteers, Girl Scout Stars enhances public science literacy. Girl Scout Stars supports the NASA Science Mission Directorate Science Education Objectives and NASA's STEM Engagement and Educator Professional Development lines of business. The Girl Scout Research Institute at GSUSA leads program evaluation with Rockman, et al, external evaluators.

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

NASA Astrophysics Data System (ADS)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

Extending the Pathway: Building on a National Science Foundation Workforce Development Project for Underserved k-12 Students

NASA Astrophysics Data System (ADS)

Slattery, W.; Smith, T.

2014-12-01

With new career openings in the geosciences expected and a large number of presently employed geoscientists retiring in the next decade there is a critical need for a new cadre of geoscientists to fill these positions. A project funded by the National Science Foundation titled K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career involving Wright State University and the Ripley, Lewis, Union, Huntington k-12 school district in Appalachian Ohio took led to dozens of seventh and eighth grade students traveling to Sandy Hook, New Jersey for a one week field experience to study oceanography with staff of the New Jersey Sea Grant Consortium. Teachers, parent chaperones, administrators and university faculty accompanied the students in the field. Teachers worked alongside their students in targeted professional development during the weeklong field experience. During the two academic years of the project, both middle school and high school teachers received professional development in Earth system science so that all students, not just those that were on the summer field experience could receive enhanced science learning. All ninth grade high school students were given the opportunity to take a high school/college dual credit Earth system science course. Community outreach provided widespread knowledge of the project and interest among parents to have their children participate. In addition, ninth grade students raised money themselves to fund a trip to the International Field Studies Forfar Field Station on Andros Island, Bahamas to study a tropical aquatic system. Students who before this project had never traveled outside of Ohio are currently discussing ways that they can continue on the pathway to a geoscience career by applying for internships for the summer between their junior and senior years. These are positive steps towards taking charge of their own learning and shows promise of raising parents, teachers, administrators and other k-12 students awareness of educational opportunities in the geosciences, confidence in the ability of underserved rural students to reach their educational goals and supporting them through the critical middle and high school years towards a geoscience career.

A Geoscience Workforce Model for Non-Geoscience and Non-Traditional STEM Students

NASA Astrophysics Data System (ADS)

Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.

2016-12-01

The Summit on the Future of Geoscience Undergraduate Education has recently identified key professional skills, competencies, and conceptual understanding necessary in the development of undergraduate geoscience students (American Geosciences Institute, 2015). Through a comprehensive study involving a diverse range of the geoscience academic and employer community, the following professional scientist skills were rated highly important: 1) critical thinking/problem solving skills; 2) effective communication; 3) ability to access and integrate information; 4) strong quantitative skills; and 5) ability to work in interdisciplinary/cross cultural teams. Based on the findings of the study above, the New York City College of Technology (City Tech) has created a one-year intensive training program that focusses on the development of technical and non-technical geoscience skills for non-geoscience, non-traditional STEM students. Although City Tech does not offer geoscience degrees, the primary goal of the program is to create an unconventional pathway for under-represented minority STEM students to enter, participate, and compete in the geoscience workforce. The selected cohort of STEM students engage in year-round activities that include a geoscience course, enrichment training workshops, networking sessions, leadership development, research experiences, and summer internships at federal, local, and private geoscience facilities. These carefully designed programmatic elements provide both the geoscience knowledge and the non-technical professional skills that are essential for the geoscience workforce. Moreover, by executing this alternate, robust geoscience workforce model that attracts and prepares underrepresented minorities for geoscience careers, this unique pathway opens another corridor that helps to ameliorate the dire plight of the geoscience workforce shortage. This project is supported by NSF IUSE GEOPATH Grant # 1540721.

Evaluation of the Impact of NCI Summer Curriculum on Cancer Prevention’s on Participants from Low- and Middle Income Countries

PubMed Central

Williams, Makeda J.; Otero, Isabel V.; Harford, Joe B.

2013-01-01

The NCI Summer Curriculum on Cancer Prevention provides scientists and health care professionals training in principles and practices of cancer prevention and control, and molecular biology and genetics of cancer. Originally intended for U.S. scientists, the Curriculum’s enrollment of international scientists has increased steadily. The objective of the current study was to evaluate the Curriculum’s impact on knowledge, skills and career accomplishments of the international participants from low- and middle-income countries (LMIC). International participants from 1998 to 2009 completed questionnaires regarding knowledge, overall experience and accomplishments directly associated with the Curriculum. Almost all respondents agreed the Curriculum enhanced their knowledge and skills, prepared them to contribute to cancer control activities in their home countries and addressed specific needs and achieve research goals. The NCI Summer Curriculum on Cancer Prevention gives international participants a unique opportunity to enhance their knowledge and effectively contribute to cancer control activities in their home country. PMID:23355281

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995. Volume 1

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The objectives of the JSC NASA/ASEE Summer Faculty Fellowship Program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the first fifteen of twenty-seven final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports included in Volume 2.

Impacts of reform-based science in middle school classrooms

NASA Astrophysics Data System (ADS)

Ruth, Lisa Mccurry

2007-12-01

In the summer of 2005, the University of South Carolina offered a four week, summer professional development opportunity for middle school science teachers. In this institute, reform-based curricula and strategies were introduced to the teachers. Seven teachers were asked to participate in this study to assess the impacts of reformed curricula and pedagogy. Teachers administered standards-based pretests and posttests to their students before and after the specified unit of study. Teachers were videotaped teaching lessons included in the curriculum unit or teaching a lesson that addressed the same set of standards. Pretests and posttests were analyzed and effect sizes were calculated. Effect sizes ranged from a minimum of 0.57 to 3.18. Videotaped lessons were analyzed using the Reformed Teaching Observation Protocol (RTOP) developed by the Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) project. The level of inquiry-based instruction was not found to be a primary predictor of student learning gains, but was found to be associated with teachers who implemented the curriculum and associated pedagogical techniques. Teachers who presented lessons considered highly reformed had effect sizes as high as or greater than those who continued to utilize more traditional methods of teaching, when student population differences are taken into account. These same teachers were highly successful in facilitating student-directed, scientific discussions in their classrooms as compared to teachers who did not utilize curriculum materials.

The Redesign of a Community Pharmacy Internship Program.

PubMed

Pattin, Anthony J; Kelling, Sarah E; Szyskowski, Jim; Izor, Michelle L; Findley, Susan

2016-06-01

Pharmacy internships provide students with practical experiences that lead to enhancement of clinical skills and personal growth. To describe the design and implementation of a structured 10-week summer pharmacy internship program in a supermarket chain pharmacy. The pharmacy leadership team developed and piloted a new format of the pharmacy internship during the summer of 2013. Pharmacy students in professional year 1 (P1), 2 (P2), and 4 (P4) were invited to apply for a paid internship. Pharmacy students were recruited from all colleges of pharmacy in the state of Michigan. The goal of the new program was to create a focused learning opportunity that encouraged students to develop knowledge, skills, and abilities about patient care, pharmacy management, and working within a team. A total of 19 interns were recruited (P1 = 7, P2 = 7, and P4 = 5). Students practiced 40 hours per week and participated in the medication dispensing process and employee biometrics screening program. Interns provided approximately 500 assessments on pharmacy employees and all P1 and P2 interns completed a patient care project. The restructured internship program provided pharmacy students with a 10-week program that exposed them to many aspects of community pharmacy practice. The program needs future refinement and assessment measures to verify interns improve skills throughout the program. © The Author(s) 2015.

The DataTools Professional Development Program: Sustainability via a University Partnership

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; McAuliffe, C. A.; Reider, D.

2009-12-01

The DataTools professional development program (http://serc.carleton.edu/eet/msdatatools), offered by TERC, helps teachers integrate technology, scientific data, and inquiry into their middle and high school curricula. It leverages the resources and techniques of the Earth Exploration Toolbook (http://serc.carleton.edu/eet), an online collection of investigations that promotes the use of technology and scientific data in the context of studying the earth system. Over the course of the year-long program, teachers develop skills and a pedagogy of inquiry through a combination of on-line and face-to-face professional development and a significant amount of peer support. They learn to use information technologies that support the visualization and analysis of numerical, geospatial, and image data. DataTools was funded by NSF’s ITEST program to operate for three years. During year two we started to investigate the possibility of transforming the program into a graduate-level course at the University of Massachusetts, Dartmouth (UMD). The first step in that process was partnering with UMD to offer the third year of the NSF-funded program as a 3-credit graduate course on a 1-year trial basis. Our UMD partner participated in advertising the program to teachers in its network, provided classroom space at UMD for the face-to-face meetings and summer workshop, and offered three graduate credits to teachers who successfully completed the program. TERC staff continued to provide the professional development. The formation of the School for Education, Public Policy, and Civic Engagement at UMD, and the new STEM Department within that school appear to be favoring the transformation of this NSF-funded program into a sustainable graduate level course for in-service teachers. A key element to developing a sustainable course at a large university is to position it in a way that can service the largest number of students. In addition to the tremendous need of science professional development for teachers in the geographic region of UMD, the course can also serve as a science course for undergraduate students to fulfill general education requirements. This tremendously enlarges the number of students potentially served by the course. Nevertheless, after almost two years and a trial program that was hailed as a success by the participants, the work of transforming the DataTools program into a standard course is ongoing. In this session we will share details of our efforts, past and present, to sustain the operation of the DataTools program.

Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Summer 1970.

ERIC Educational Resources Information Center

Portola Inst., Inc., Menlo Park, CA.

Subtitled "Resources for Our Education", this catalog is aimed not only at the professional educator, but at anyone, young or old, who is interested in learning in its broadest sense. Items listed in the catalog include books, toys, structures, furniture, instructional aids, magazines, films, and any other resource which contains data about or…

2011 Residential Energy Efficiency Technical Update Meeting Summary Report: Denver, Colorado - August 9-11, 2011

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

Not Available

This report provides an overview of the U.S. Department of Energy Building America program's Summer 2011 Residential Energy Efficiency Technical Update Meeting. This meeting was held on August 9-11, 2011, in Denver, Colorado, and brought together more than 290 professionals representing organizations with a vested interest in energy efficiency improvements in residential buildings.

Voices from Around the World: International Undergraduate Student Experiences. Professional File Number 104, Summer 2007

ERIC Educational Resources Information Center

Terkla, Dawn Geronimo; Etish-Andrews, Jane; Roscoe, Heather S.

2007-01-01

This paper explores how students adjust to life at universities outside their home countries. Much of the current research was conducted prior to the 9/11 tragedy and focuses primarily on studies within a single U.S. institution. This project expands the boundaries by including multiple institutions from around the globe post-9/11. Findings…

A Standards-Based Thematic Unit: "La Mujer Que Brillaba Aun Mas Que el Sol"

ERIC Educational Resources Information Center

Bullitt, Leslie Kay; Gonzalez, Augusta C.; Luna, Boni

1998-01-01

This unit was created as a result of a summer institute sponsored by the National K-12 Foreign Language Resource Center at Iowa State University, Ames, Iowa. The Center's goal is to improve student learning of foreign languages in kindergarten through twelfth grade (K-12). To this end, the Center provides professional support for foreign language…

Field Geophysics at SAGE: Strategies for Effective Education

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

The American Indian Summer Institute in Earth System Science (AISESS) at UC Irvine: A Two-Week Residential Summer Program for High School Students

NASA Astrophysics Data System (ADS)

Johnson, K. R.; Polequaptewa, N.; Leon, Y.

2012-12-01

Native Americans remain severely underrepresented in the geosciences, despite a clear need for qualified geoscience professionals within Tribal communities to address critical issues such as natural resource and land management, water and air pollution, and climate change. In addition to the need for geoscience professionals within Tribal communities, increased participation of Native Americans in the geosciences would enhance the overall diversity of perspectives represented within the Earth science community and lead to improved Earth science literacy within Native communities. To address this need, the Department of Earth System Science and the American Indian Resource Program at the University California have organized a two-week residential American Indian Summer Institute in Earth System Science (AISESS) for high-school students (grades 9-12) from throughout the nation. The format of the AISESS program is based on the highly-successful framework of a previous NSF Funded American Indian Summer Institute in Computer Science (AISICS) at UC Irvine and involves key senior personnel from the AISICS program. The AISESS program, however, incorporates a week of camping on the La Jolla Band of Luiseño Indians reservation in Northern San Diego County, California. Following the week of camping and field projects, the students spend a week on the campus of UC Irvine participating in Earth System Science lectures, laboratory activities, and tours. The science curriculum is closely woven together with cultural activities, native studies, and communication skills programs The program culminates with a closing ceremony during which students present poster projects on environmental issues relevant to their tribal communities. The inaugural AISESS program took place from July 15th-28th, 2012. We received over 100 applications from Native American high school students from across the nation. We accepted 40 students for the first year, of which 34 attended the program. The objective of the program is to introduce students to Earth System Science and, hopefully, inspire them to pursue Earth or Environmental Science degrees. Towards this end, we developed a fairly broad curriculum which will be presented here. Evaluation planning was conducted during the first quarter of 2012 during recruitment. A longitudinal database was established for the project to track college preparatory course-taking, GPA, school attendance, participation in earth science activities, and attitudes and interest in attending college and completing a degree after high school. Based on attendance during AISESS, schools and students will be selected as descriptive case studies. A pre-post design for evaluating the Summer Institute includes a survey about student background, attitudes, and knowledge about preparing to complete high school and attend college after graduation and focus groups of participants immediately after the Institute to capture qualitative data about their experiences in the field and at the University. Initial evaluation results will be presented here.

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

NASA Technical Reports Server (NTRS)

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

1987-01-01

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

The University of Oklahoma College of Medicine summer medical program for high school students.

PubMed

Larson, Jerome; Atkins, R Matthew; Tucker, Phebe; Monson, Angela; Corpening, Brian; Baker, Sherri

2011-06-01

To enhance diversity of applicants to University of Oklahoma College of Medicine, a Summer Medical Program for High School Students was started in 2009. This comprehensive pipeline program included sessions on applying to medical school, interaction with a panel of minority physicians and health care professionals role models, clinically oriented didactics taught by physician faculty, shadowing experiences in clinics and hospitals, and presentation of student research reports. Students' assessments in 2009 showed increased understanding of the medical school application process, the medical curriculum and the medical field, and an increase in students'likeliness to choose a medical career. Importance of long-term mentoring and follow-up with students to sustain their medical interests is discussed.

Developing the Next Generation of International Safeguards and Nonproliferation Experts: Highlights of Select Activities at the National Laboratories

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

Reed, J; Mathews, C; Kirk, B

2010-03-31

With many safeguards experts in the United States at or near retirement age, and with the growing and evolving mission of international safeguards, attracting and educating a new generation of safeguards experts is an important element of maintaining a credible and capable international safeguards system. The United States National Laboratories, with their rich experience in addressing the technical and policy challenges of international safeguards, are an important resource for attracting, educating, and training future safeguards experts. This presentation highlights some of the safeguards education and professional development activities underway at the National Laboratories. These include university outreach, summer courses, internships,more » mid-career transition, knowledge retention, and other projects. The presentation concludes with thoughts on the challenge of interdisciplinary education and the recruitment of individuals with the right balance of skills and backgrounds are recruited to meet tomorrow's needs.« less

Development of a pharmacy student research program at a large academic medical center.

PubMed

McLaughlin, Milena M; Skoglund, Erik; Bergman, Scott; Scheetz, Marc H

2015-11-01

A program to promote research by pharmacy students created through the collaboration of an academic medical center and a college of pharmacy is described. In 2009, Midwestern University Chicago College of Pharmacy and Northwestern Memorial Hospital (NMH) expanded their existing partnership by establishing a program to increase opportunities for pharmacy students to conduct clinical-translational research. All professional year 1, 2, or 3 students at the college, as well as professional year 4 students on rotation at NMH, can participate in the program. Central to the program's infrastructure is the mentorship of student leads by faculty- and hospital-based pharmacists. The mentors oversee the student research projects and guide development of poster presentations; student leads mentor junior students and assist with orientation and training activities. Publication of research findings in the peer-reviewed literature is a key program goal. In the first four years after program implementation, participation in a summer research program grew nearly 10-fold (mainly among incoming professional year 2 or 3 students, and student poster presentations at national pharmacy meetings increased nearly 20-fold; the number of published research articles involving student authors increased from zero in 2009 to three in 2012 and two in 2013. A collaborative program between an academic medical center and a college of pharmacy has enabled pharmacy students to conduct research at the medical center and has been associated with increases in the numbers of poster presentations and publications involving students. Copyright © 2015 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Lessons from Providing Professional Development in Remote Sensing for Community College Instructors

NASA Astrophysics Data System (ADS)

Allen, J. E.

2014-12-01

Two-year colleges and Tribal colleges are important centers for workforce education and training. A professional development program funded by the National Science Foundation's Advanced Technological Education Program, 2007-2011 and 2012-2015, is providing the resources needed by instructors at those colleges to develop courses and programs in remote sensing. The highly successful program, "Integrated Geospatial Education and Technology Training-Remote Sensing (iGETT-RS)" will complete its currently funded work in May 2015. 76 instructors of Geographic Information Systems (GIS) from all over the country will have been served. Each of them will have spent 18 months on the project, participating in two Summer Institutes at NASA and USGS and in monthly webinars on science and technology of remote sensing. iGETT-RS participants have created their own exercises and "concept modules" for the classroom, and many have created new courses and new programs across the country. As the external evaluator for iGETT-RS expressed it, the impact on project participants can "only be described as transformational." Viewers of this presentation will learn about the iGETT-RS project design and approach; successes, failures and lessons learned by the staff; and how to access the workshop materials and participant-authored classroom resources. Viewers will also learn about the Geospatial Technology Competency Model at the US Department of Labor, and about specifications for the Remote Sensing Model Course recently developed by the National Geospatial Technology Center to provide invaluable frameworks for faculty, students, administrators and employers.

Professional Development for Graduate Students through Internships at Federal Labs: an NSF/USGS Collaboration

NASA Astrophysics Data System (ADS)

Snow, E.; Jones, E.; Patino, L. C.; Wasserman, E.; Isern, A. R.; Davies, T.

2016-12-01

In 2013 the White House initiated an effort to coordinate STEM education initiatives across federal agencies. This idea spawned several important collaborations, one of which is a set of National Science Foundation programs designed to place graduate students in federal labs for 2-12 months of their Ph.D. training. The Graduate Research Internship Program (GRIP) and the Graduate Student Preparedness program (GSP) each have the goal of exposing PhD students to the federal work environment while expanding their research tools and mentoring networks. Students apply for supplementary support to their Graduate Research Fellowship (GRIP) or their advisor's NSF award (GSP). These programs are available at several federal agencies; the USGS is one partner. At the U.S. Geological Survey, scientists propose projects, which students can find online by searching USGS GRIP, or students and USGS scientists can work together to develop a research project. At NSF, projects are evaluated on both the scientific merit and the professional development opportunities they afford the student. The career development extends beyond the science (new techniques, data, mentors) into the professional activity of writing the proposal, managing the budget, and working in a new and different environment. The USGS currently has 18 GRIP scholars, including Madeline Foster-Martinez, a UC Berkeley student who spent her summer as a GRIP fellow at the USGS Pacific Coastal and Marine Science Center working with USGS scientist Jessica Lacy. Madeline's Ph.D. work is on salt marshes and she has studied geomorphology, accretion, and gas transport using a variety of research methods. Her GRIP fellowship allowed her to apply new data-gathering tools to the question of sediment delivery to the marsh, and build and test a model for sediment delivery along marsh edges. In addition, she gained professional skills by collaborating with a new team of scientists, running a large-scale field deployment, and experiencing a new work environment. The program is succeeding in mentoring the next generation of geoscientists. At the USGS, we hope that some of these scientists will look for their first full-time job here.

How the Use of Remote Sensing is Transferred to Diverse User Communities Through Capacity Building at Columbia University

NASA Astrophysics Data System (ADS)

Ceccato, P.; Bell, M. A.; Mantilla, G.; Thomson, M. C.

2012-12-01

This presentation will provide an overview of capacity-building activities developed by the International Research Institute for Climate and Society to help diverse stakeholder communities use remote sensing to monitor climate and environmental factors that influence public health, natural disasters and food security. Teaching at a graduate level at Columbia University, at summer institutes and in counties, we developed training modules and case studies on how to combine remote sensing data to monitor precipitation, temperature, vegetation, and water bodies with climate information and field data (e.g. fires, infectious disease incidence, Desert Locusts) to 1) understand the relationship between climate, environmental factors and specific challenges to development and 2) provide methodologies and tools to forecast and better manage the problems. At Columbia University, we have developed a graduate course that provides the practical and theoretical foundations for the application of remote sensing techniques to the identification and monitoring of environmental change. We use the IRI Data Library, an online tool, to i) manage diverse data, ii) visualize data, iii) analyze remote sensing images and iii) combine data from different sources (e.g., fires, public health, natural disasters, agriculture). The IRI Data Library tool allows the users to analyze on-line climatic and environmental factors in relation to particular problems at various space and time scales. A Summer Institute on Climate Information for Public Health, first developed in 2008, has brought together experts from the public health and climate communities at the IRI to learn how to integrate climate and environmental factors with public health issues. In countries and regions, we also provide training for climate and public health working professionals in Madagascar, Ethiopia, Eritrea, Colombia and the Mercosur Region (including Uruguay, Paraguay, Brazil and Argentina).

Evaluation of Compliance to National Nutrition Policies in Summer Day Camps

PubMed Central

Tilley, Falon; W.Beets, Michael; Jones, Sonya; Turner-McGrievy, Gabrielle

2015-01-01

Objective The National Afterschool Association (NAA) standards specify the role of summer day camps (SDCs) in promoting healthy nutrition habits of children attending, identifying foods and beverages to be provided to children, and staff roles in promoting good nutrition habits; however, many SDCs to not provide meals. Currently, national guidelines specifying what children are allowed to bring to such settings does not exist, nor is there a solid understanding of the current landscape surrounding healthy eating within SDCs. Design A cross-sectional study design using validated measures with multiple observations was used to determine the types of foods and beverage brought to SDC programs. Setting Four large-scale, community-based SDCs participated in the study during summer 2011. Subjects The types of foods and beverages brought by children (N=766) and staff (N=87) as well as any instances of staff promoting healthy eating behaviors were examined via direct observation over 27 days. Additionally, the extent to which current foods and beverages at SDCs complied with NAA standards was evaluated. Results Less than half of the children brought water, 47% brought non-100% juices, 4% brought soda, 4% brought a vegetable, and 20% brought fruit. Staff foods/beverages modeled similar patterns. Promotion of healthy eating by staff was observed <1% of the time. Conclusions Findings suggest that foods and beverages brought to SDC by children and staff do support nutrition standards and staff do not regularly promote healthy eating habits. To assist, professional development, parent education, and organizational policies are needed. PMID:24909716

Environmental awareness program development

NASA Technical Reports Server (NTRS)

Steinhauer, David A.

1995-01-01

Work this summer in the Office of Safety, Environment, and Mission Assurance began with a review of current initiatives and environmental projects at the Langley Research Center (LaRC). This involved researching many of the documents on file which detail problems which have occurred as well as various approaches which have been used to address these problems. A large portion of the time was spent interviewing and working with each of the engineers, industrial hygienists and other professionals connected with the Office of Environmental Engineering. A few of the projects I worked on include: Researching environmental compliance, and pollution prevention efforts; touring many of the facilities at LaRC to observe the environmental efforts in the work place; researching equipment needs for the recycling/reclamation center; writing scripts for in-house training videos; working with the video production department to produce a training video; developing e-mail distribution list; developing environmental coordinator's database; and working with others to research logistics of recycling and waste minimization efforts.

Collaboration as a Strategy to Transform the Impact of EPO Efforts in the New York Center for Astrobiology

NASA Astrophysics Data System (ADS)

Svirsky, A.; Rogers, K. L.; Meissner, M.; Busby, G.; Roberge, W.

2014-12-01

The New York Center for Astrobiology (NYCA) EPO effort is a collaboration combining expertise in evaluation and assessment of STEM educational modules with disciplinary expertise in astrobiology. In practice, the NYCA partners with external experts in professional development, informal education and evaluation to assist in developing and implementing certain programs of the NYCA EPO activities. Two specific program initiatives of the NYCA EPO effort offer excellent examples of programs with strong science content knowledge as well as using effective tools to address the NSF impact categories. These are the ExxonMobil Bernard Harris Summer Science Camp (EMBHSSC, in conjunction with RPI's STEM Pipeline Initiative) and the Astrobiology Teachers Academy (ATA). The EMBHSSC for middle school students focuses on NASA astrobiology initiatives around the "Quest for Life" theme. The Camp has a comprehensive evaluation component and uses pre-and post- assessment of student knowledge and interest in STEM. Recent data suggest that every student has shown a measurable gain in these areas. The ATA is a weeklong summer intensive professional development program for P-12 STEM teachers that combines discipline scientists in the NYCA with an external evaluation organization, the Association for the Cooperative Advancement of Science and Education (ACASE). The goal is for teachers to develop a new learning module for a course they teach that uses astrobiology as a content focus to engage students. The Academy has scientists collaborating with teachers in this effort, providing content and assistance in designing instructional activities. Assessments are woven into the fabric of the work in a few ways: 1. There is a purposeful focus on assessment as part of the learning module, and the content of the ATA; 2. ACASE offers teachers a tool for tracking their students' attainment of the learning goals identified in their learning module; 3. There are daily evaluations of the teachers' experiences to enable mid-course corrections, and a final evaluation of the ATA at the end of the experience. NYCA scientists support the approach of working collaboratively with external experts in evaluation as a paradigm for EPO activities sponsored by NASA. Our presentation will highlight the myriad of tools used to measure outcomes of these activities.

20 CFR 632.255 - Program planning.

Code of Federal Regulations, 2011 CFR

2011-04-01

... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.255 Program planning. (a)(1) In developing the summer program, the Native American grantee shall coordinate the summer plan..., except that 45 days prior to the beginning of the summer program and 45 days after the summer program...

20 CFR 632.255 - Program planning.

Code of Federal Regulations, 2012 CFR

2012-04-01

... EMPLOYMENT AND TRAINING PROGRAMS Summer Youth Employment and Training Programs § 632.255 Program planning. (a)(1) In developing the summer program, the Native American grantee shall coordinate the summer plan..., except that 45 days prior to the beginning of the summer program and 45 days after the summer program...

Disaggregating the Truth: A Re-Analysis of the Costs and Benefits of Michigan's Public Universities. Professional File. Number 125, Summer 2012

ERIC Educational Resources Information Center

Daun-Barnett, Nathan J.

2012-01-01

For more than 50 years, human capital theory has been the cornerstone for understanding the value of investing in individuals' productive capacities in terms of both personal social and economic gain and the collective benefits that accrue to society. Vedder and Denhart (2007) challenge the hypothesis that public investment in higher education…

Taking The Guesswork Out of Strategy

DTIC Science & Technology

2011-06-18

Intensity Conflict & Law Enforcement, Vol. 9, No.2 (Summer 2000): 63-69. 5 professionals avoid focusing on irrelevant or false strategy drivers and...to engage Africa on the security front is paramount to keeping America safe. Prosperity is another driver for strategy with Africa. Globalization...this front. Last, international order is yet another key driver to why strategy is important. The HIV/AIDS epidemic in Africa extends beyond its

Joint Force Quarterly. Number 1, Summer 1993

DTIC Science & Technology

1993-01-01

Contributors Joint Force Quarterly A PROFESSIONAL MILITARY JOURNAL Editor-in-Chief Alvin H. Bernstein Executive Editor Patrick M. Cronin Managing Editor Robert...understanding of the integrated employ- ment of land, sea, air, space, and special operations forces. The journal focuses on joint doctrine, coalition...other agency of the Federal Government. Por- tions of this journal are protected by copyright and may not be reproduced or extracted without the

Integrating the Functions of Institutional Research, Institutional Effectiveness, and Information Management. Professional File. Number 126, Summer 2012

ERIC Educational Resources Information Center

Posey, James T.; Pitter, Gita Wijesinghe

2012-01-01

The objective of this paper is to identify common essential information and data needs of colleges and universities and to suggest a model to integrate these data needs into one office or department. The paper suggests there are five major data and information foundations that are essential to the effective functioning of an institution: (a)…

Estimating the Economic Impact of Higher Education: A Case Study of the Five Colleges in Berks County, Pennsylvania. Professional File Number 117, Summer 2010

ERIC Educational Resources Information Center

D'Allegro, Mary-Lou; Paff, Lolita A.

2010-01-01

Most economic impact studies are prepared by external consultants at significant cost to an individual college, a higher education state system, or a set of institutions with similar Carnegie Classifications. This case study provides a detailed framework that academic institutions may use to derive economic impact estimates without hiring external…

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

NASA Astrophysics Data System (ADS)

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

2016-12-01

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

Engaging learners outside the classroom walls: Preliminary evaluation of three informal STEM education programs at NASA Goddard Space Flight Center, Greenbelt, MD USA 20771

NASA Astrophysics Data System (ADS)

Robbins, G.; Delaney, M.; Conaty, C.; Gabrys, R.

2012-04-01

Tomorrow's classroom may not be a classroom. In fact, it may not be a room at all. With a recent focus on summer learning and the understanding that much of the achievement gap may be directly related to "unequal access to summer learning opportunities" (National Summer Learning Association, 2011 & Russo, 2011), educators are targeting after-school and summer-times to fill the gap. For those students who "don't get it" during the day, a longer school day may not be the solution. More of the same is not always better. Different, on the other hand, may well be the key to improved learning and may drive the model of education in the future. The nature of this investigation was to identify those informal education programs at NASA Goddard Space Flight Center (Greenbelt, Maryland USA) that instilled inspiration and engagement in participants. During 2011, NASA Goddard Space Flight Center hosted two such programs and supported a third: an open house event for the general public, a museum educators' workshop, and NASA's BEST Students (NBS) educator professional development at the Los Angeles, California Unified School District (LAUSD) "Beyond the Bell" after-school program. Each was a unique experience. The open house drew approximately 15,000 with over 4,000 taking part in structured informal educational programs, the workshop supported 30 informal educators from museums across the United States, and NBS hosted 33 after-school coach-educators from LAUSD. Formative evaluation of these programs was carried out and preliminary results indicate high levels of engagement, desire for follow-on learning, and interest in additional hands-on and partnership opportunities. Each event enjoyed positive reviews and each served to further deploy high-quality NASA STEM content to learners. This work was first presented at the American Geophysical Union 2011 Fall Meeting in San Francisco, California. Since then, additional museum educators' workshop data has been collected and NBS has been added.

Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities

NASA Astrophysics Data System (ADS)

Mintzes, Joel J.; Marcum, Bev; Messerschmidt-Yates, Christl; Mark, Andrew

2013-11-01

Emerging from Bandura's Social Learning Theory, this study of in-service elementary school teachers examined the effects of sustained Professional Learning Communities (PLCs) on self-efficacy in science teaching. Based on mixed research methods, and a non-equivalent control group experimental design, the investigation explored changes in personal self-efficacy and outcome expectancy among teachers engaged in PLCs that featured Demonstration Laboratories, Lesson Study, and annual Summer Institutes. Significant changes favoring the experimental group were found on all quantitative measures of self-efficacy. Structured clinical interviews revealed that observed changes were largely attributable to a wide range of direct (mastery) and vicarious experiences, as well as emotional reinforcement and social persuasion.

12th International CHARGE syndrome conference proceedings.

PubMed

Martin, Donna M; Salem-Hartshorne, Nancy; Hartshorne, Timothy S; Scacheri, Peter C; Hefner, Margaret A

2016-04-01

The CHARGE Syndrome Foundation holds an International conference for families and professionals every other summer. In July, 2015, the 12th meeting was held in Schaumburg, Illinois, at the Renaissance Schaumburg Hotel. Day one of the 4-day conference was dedicated to professionals caring for and researching various aspects of CHARGE, including education, medical management, animal models, and stem cell-based approaches to understanding and treating individuals with CHARGE. Here, we summarize presentations from the meeting, including a synopsis of each of the three different breakout sessions (Medical/Clinical, Basic Science/CHD7, and Education), followed by a list of abstracts and authors for both platform and poster presentations. © 2016 Wiley Periodicals, Inc.

Reading Development in Typically Developing Children and Children with Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth

ERIC Educational Resources Information Center

Demir-Lira, Özlem Ece; Levine, Susan C.

2016-01-01

Summer slide, uneven growth of academic skills during the calendar year, captures the fact that the learning gains children make during the school year do not continue at the same pace over the summer, when children are typically not in school. We compared growth of reading skills during the school year and during the summer months in children…

KSC-2012-3652

NASA Image and Video Library

2012-07-03

CAPE CANAVERAL, Fla. - From the left, Mark Bontrager, vice president of Spaceport Operations at Space Florida, and Tom Engler, NASA's deputy manager of the Kennedy Space Center Planning and Development Office, participate in a panel discussion during an International Space University session in Kennedy's Operations Support Building II on July 3. The International Space University is a nine-week intensive course designed for post-graduate university students and professionals during the summer. The program is hosted by a different country each year, providing a unique educational experience for participants from around the world. NASA Kennedy Space Center and the Florida Institute of Technology are co-hosting this year's event which runs from June 4 to Aug. 3. There are about 125 participants representing 31 countries. For more information, visit http://www.isunet.edu. Photo credit: NASA/Kim Shiflett

Teacher Professional Development to Foster Authentic Student Research Experiences

NASA Astrophysics Data System (ADS)

Conn, K.; Iyengar, E.

2004-12-01

This presentation reports on a new teacher workshop design that encourages teachers to initiate and support long-term student-directed research projects in the classroom setting. Teachers were recruited and engaged in an intensive marine ecology learning experience at Shoals Marine Laboratory, Appledore Island, Maine. Part of the weeklong summer workshop was spent in field work, part in laboratory work, and part in learning experimental design and basic statistical analysis of experimental results. Teachers were presented with strategies to adapt their workshop learnings to formulate plans for initiating and managing authentic student research projects in their classrooms. The authors will report on the different considerations and constraints facing the teachers in their home school settings and teachers' progress in implementing their plans. Suggestions for replicating the workshop will be offered.

A Community of Scientists and Educators: The Compass Project at UC Berkeley

NASA Astrophysics Data System (ADS)

Roth, Nathaniel; Schwab, Josiah

2016-01-01

The Berkeley Compass Project is a self-formed group of graduate and undergraduate students in the physical sciences at the University of California, Berkeley. Its goals are to improve undergraduate physics education, provide opportunities for professional development, and increase retention of students from populations underrepresented in the physical sciences. For undergraduate students, the core Compass experience consists of a summer program and several seminar courses. These programs are designed to foster a diverse, collaborative student community in which students engage in authentic research practices and regular self-reflection. Graduate students, together with upper-level undergraduates, design and run all Compass programs. Compass strives to incorporate best practices from the science education literature. Experiences in Compass leave participants poised to be successful students researchers, teachers, and mentors.

Young PHD's in Human Space Flight

NASA Technical Reports Server (NTRS)

Wilson, Eleanor

2002-01-01

The Cooperating Hampton Roads Organizations for Minorities in Engineering (CHROME) in cooperation with the NASA Office of Space Flight, Human Exploration and Development of Space Enterprise sponsored a summer institute, Young PHD#s (Persons Having Dreams) in Human Space Flight. This 3-day institute used the curriculum of a workshop designed for space professionals, 'Human Space Flight-Analysis and Design: An Integrated, Systematic Approach.' The content was tailored to a high school audience. This institute seeks to stimulate the interest of pre-college students in space flight and motivate them to pursue further experiences in this field. Additionally, this institute will serve as a pilot model for a pre- collegiate training program that can be replicated throughout the country. The institute was complemented with a trip to the Goddard Space Flight Center.

Camp NERF: methods of a theory-based nutrition education recreation and fitness program aimed at preventing unhealthy weight gain in underserved elementary children during summer months.

PubMed

Hopkins, Laura C; Fristad, Mary; Goodway, Jacqueline D; Eneli, Ihuoma; Holloman, Chris; Kennel, Julie A; Melnyk, Bernadette; Gunther, Carolyn

2016-10-26

The number of obese children in the US remains high, which is problematic due to the mental, physical, and academic effects of obesity on child health. Data indicate that school-age children, particularly underserved children, experience unhealthy gains in BMI at a rate nearly twice as fast during the summer months. Few efforts have been directed at implementing evidence-based programming to prevent excess weight gain during the summer recess. Camp NERF is an 8-week, multi-component (nutrition, physical activity, and mental health), theory-based program for underserved school-age children in grades Kindergarten - 5th coupled with the USDA Summer Food Service Program. Twelve eligible elementary school sites will be randomized to one of the three programming groups: 1) Active Control (non-nutrition, physical activity, or mental health); 2) Standard Care (nutrition and physical activity); or 3) Enhanced Care (nutrition, physical activity, and mental health) programming. Anthropometric, behavioral, and psychosocial data will be collected from child-caregiver dyads pre- and post-intervention. Site-specific characteristics and process evaluation measures will also be collected. This is the first, evidence-based intervention to address the issue of weight gain during the summer months among underserved, school-aged children. Results from this study will provide researchers, practitioners, and public health professionals with insight on evidence-based programming to aid in childhood obesity prevention during this particular window of risk. NCT02908230/09-19-2016.

Summer Splash. 1988 Wisconsin Summer Library Program Manual. Bulletin No. 8230.

ERIC Educational Resources Information Center

Lamb, Donald K.; And Others

A compilation of materials contributed by and developed with the cooperation of Wisconsin librarians and Ohio's 1987 summer reading program, this planning manual provides guidelines for planning and promoting summer programs for young people by librarians in the state of Wisconsin. The theme of the program, "Summer Splash," is intended…

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1987, volume 1

NASA Technical Reports Server (NTRS)

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

1987-01-01

The objective of the NASA/ASEE program were: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent 10 weeks at Johnson Space Center engaged in a research project commensurate with his/her interests and background and worked in collaboration with a NASA/JSC colleague. A compilation is presented of the final reports on the research projects done by the fellows during the summer of 1987. This is volume 1 of a 2 volume report.

NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

Hosler, E. Ramon (Editor); Valdes, Carol (Editor); Brown, Tom (Editor)

1993-01-01

This document is a collection of technical reports on research conducted by the participants in the 1993 NASA/ASEE Summer Faculty Fellowship Program at KSC. The basic common objectives of the Program are: to further the professional knowledge of qualified engineering and science faculty members; to stimulate an exchange of ideas between participants and NASA; to enrich and refresh the research and teaching activities of participants' institutions; and to contribute to the research objectives of the NASA centers. 1993 topics include wide band fiber optic communications, a prototype expert/information system for examining environmental risks of KSC activities, alternatives to premise wiring using ATM and microcellular technologies, rack insertion end effector (RIEE) automation, FTIR quantification of industrial hydraulic fluids in perchloroethylene, switch configuration for migration to optical fiber network, and more.

Summer diapause induced by high temperatures in the oriental tobacco budworm: ecological adaptation to hot summers.

PubMed

Liu, Zhudong; Xin, Yucui; Zhang, Yanan; Fan, Jianting; Sun, Jianghua

2016-06-07

Summer diapause in Helicoverpa assulta (Hübner), which prolongs the pupal stage, particularly in males, is induced by high temperatures. In the laboratory, 3(rd)-, 4(th)-, 6(th)-instar and prepupal larvae were exposed to high temperatures - 33 and 35 °C with a photoperiod of LD16:8 - until pupation to induce summer diapause. The results showed that the incidence of summer diapause was influenced by temperature, stage exposed, and sex. The higher the temperature, the more often summer diapause was attained. Sixth-instar and prepupal larvae were the sensitive stages for summer diapause induction. H. assulta summer-diapausing pupae needed diapause development to resume development when temperatures became favorable. Furthermore, both body mass and energy storage capacity (lipid and glycogen) were significantly affected by diapause rather than sex, and were significantly higher in summer-diapausing pupae than in non-diapausing pupae. In addition, the body mass loss and respiration rate showed that the rate of metabolism in the summer-diapausing pupae was consistently lower than in non-diapausing pupae, which were significantly affected by diapause and pupal age. We conclude that summer diapause in H. assulta is a true diapause, and H. assulta has evolved mechanisms to accumulate energy storage and to lower its metabolism to adapt to hot summers.

Ad Hoc Influenza Vaccination During Years of Significant Antigenic Drift in a Tropical City With 2 Seasonal Peaks

PubMed Central

Wong, Martin C.S.; Nelson, E. Anthony S.; Leung, Czarina; Lee, Nelson; Chan, Martin C.W.; Choi, Kin Wing; Rainer, Timothy H.; Cheng, Frankie W.T.; Wong, Samuel Y.S.; Lai, Christopher K.C.; Lam, Bosco; Cheung, Tak Hong; Leung, Ting Fan; Chan, Paul K.S.

2016-01-01

Abstract We evaluated the acceptability of an additional ad hoc influenza vaccination among the health care professionals following seasons with significant antigenic drift. Self-administered, anonymous surveys were performed by hard copy questionnaires in public hospitals, and by an on-line platform available to all healthcare professionals, from April 1st to May 31st, 2015. A total of 1290 healthcare professionals completed the questionnaires, including doctors, nurses, and allied health professionals working in both the public and private systems. Only 31.8% of participating respondents expressed an intention to receive the additional vaccine, despite that the majority of them agreed or strongly agreed that it would bring benefit to the community (88.9%), save lives (86.7%), reduce medical expenses (76.3%), satisfy public expectation (82.8%), and increase awareness of vaccination (86.1%). However, a significant proportion expressed concern that the vaccine could disturb the normal immunization schedule (45.5%); felt uncertain what to do in the next vaccination round (66.0%); perceived that the summer peak might not occur (48.2%); and believed that the summer peak might not be of the same virus (83.5%). Furthermore, 27.8% of all respondents expected that the additional vaccination could weaken the efficacy of previous vaccinations; 51.3% was concerned about side effects; and 61.3% estimated that there would be a low uptake rate. If the supply of vaccine was limited, higher priority groups were considered to include the elderly aged ≥65 years with chronic medical conditions (89.2%), the elderly living in residential care homes (87.4%), and long-stay residents of institutions for the disabled (80.7%). The strongest factors associated with accepting the additional vaccine included immunization with influenza vaccines in the past 3 years, higher perceived risk of contracting influenza, and higher perceived severity of the disease impact. The acceptability to an additional ad hoc influenza vaccination was low among healthcare professionals. This could have a negative impact on such additional vaccination campaigns since healthcare professionals are a key driver for vaccine acceptance. The discordance in perceived risk and acceptance of vaccination regarding self versus public deserves further evaluation. PMID:27175633

Ad Hoc Influenza Vaccination During Years of Significant Antigenic Drift in a Tropical City With 2 Seasonal Peaks: A Cross-Sectional Survey Among Health Care Practitioners.

PubMed

Wong, Martin C S; Nelson, E Anthony S; Leung, Czarina; Lee, Nelson; Chan, Martin C W; Choi, Kin Wing; Rainer, Timothy H; Cheng, Frankie W T; Wong, Samuel Y S; Lai, Christopher K C; Lam, Bosco; Cheung, Tak Hong; Leung, Ting Fan; Chan, Paul K S

2016-05-01

We evaluated the acceptability of an additional ad hoc influenza vaccination among the health care professionals following seasons with significant antigenic drift.Self-administered, anonymous surveys were performed by hard copy questionnaires in public hospitals, and by an on-line platform available to all healthcare professionals, from April 1st to May 31st, 2015. A total of 1290 healthcare professionals completed the questionnaires, including doctors, nurses, and allied health professionals working in both the public and private systems.Only 31.8% of participating respondents expressed an intention to receive the additional vaccine, despite that the majority of them agreed or strongly agreed that it would bring benefit to the community (88.9%), save lives (86.7%), reduce medical expenses (76.3%), satisfy public expectation (82.8%), and increase awareness of vaccination (86.1%). However, a significant proportion expressed concern that the vaccine could disturb the normal immunization schedule (45.5%); felt uncertain what to do in the next vaccination round (66.0%); perceived that the summer peak might not occur (48.2%); and believed that the summer peak might not be of the same virus (83.5%). Furthermore, 27.8% of all respondents expected that the additional vaccination could weaken the efficacy of previous vaccinations; 51.3% was concerned about side effects; and 61.3% estimated that there would be a low uptake rate. If the supply of vaccine was limited, higher priority groups were considered to include the elderly aged ≥65 years with chronic medical conditions (89.2%), the elderly living in residential care homes (87.4%), and long-stay residents of institutions for the disabled (80.7%). The strongest factors associated with accepting the additional vaccine included immunization with influenza vaccines in the past 3 years, higher perceived risk of contracting influenza, and higher perceived severity of the disease impact.The acceptability to an additional ad hoc influenza vaccination was low among healthcare professionals. This could have a negative impact on such additional vaccination campaigns since healthcare professionals are a key driver for vaccine acceptance. The discordance in perceived risk and acceptance of vaccination regarding self versus public deserves further evaluation.

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

National Aeronautics and Space Administration (NASA)/American Society for Engineering Education (ASEE) Summer Faculty Fellowship Program: 1995.. Volume 2

NASA Technical Reports Server (NTRS)

Hyman, William A. (Editor); Sickorez, Donn G. (Editor)

1996-01-01

The JSC NASA/ASEE Summer Faculty Fellowship Program was conducted at JSC, including the White Sands Test Facility, by Texas A&M University and JSC. The objectives of the program, which began nationally in 1964 and at JSC in 1965, are (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of the participants' institutions; and (4) to contribute to the research objectives of the NASA centers. Each faculty fellow spent at least 10 weeks at JSC engaged in a research project in collaboration with a NASA/JSC colleague. In addition to the faculty participants, the 1995 program included five students. This document is a compilation of the final reports on the research projects completed by the faculty fellows and visiting students during the summer of 1995. The reports of two of the students are integral with that of the respective fellow. Three students wrote separate reports.

Lunar Reconnaissance Orbiter Lunar Workshops for Educators, Year 1 Report

NASA Astrophysics Data System (ADS)

Jones, A. P.; Hsu, B. C.; Bleacher, L.; Shaner, A. J.; Dalton, H.

2011-12-01

This past summer, the Lunar Reconnaissance Orbiter (LRO) sponsored a series of weeklong professional development workshops designed to educate and inspire grade 6-12 science teachers: the Lunar Workshops for Educators. Participants learned about lunar science and exploration, gained tools to help address common student misconceptions about the Moon, heard some of the latest research results from LRO scientists, worked with LRO data, and learned how to bring these data to their students using hands-on activities aligned with grade 6-12 National Science Education Standards and Benchmarks. Where possible, the workshops also included tours of science facilities or field trips intended to help the teachers better understand mission operations or geologic processes relevant to the Moon. The workshops were very successful. Participants demonstrated an improved understanding of lunar science concepts in post-workshop assessments (as compared to identical pre-assessments) and a greater understanding of how to access and productively share data from LRO with their students and provide them with authentic research experiences. Participant feedback on workshop surveys was also enthusiastically positive. 5 additional Lunar Workshops for Educators will be held around the country in the summer of 2012. For more information and to register, visit http://lunar.gsfc.nasa.gov/lwe/index.html.

The New Mexico EPSCoR Undergraduate Research Opportunities Program: A Successful Summer Research Program for Community College and PUI College Students

NASA Astrophysics Data System (ADS)

Pullin, M. J.

2013-12-01

The statewide NSF New Mexico EPSCoR Program (Climate Change and Water in New Mexico) sponsored a summer undergraduate research program from 2009 to 2013. This program was open to undergraduates attending the state's community colleges and primarily undergraduate institutions (PUIs). Participants who are chosen for the program attend a week of workshops on climate change, hydrology, water quality and professional development. Following that, they spend eight weeks working with an EPSCoR-funded scientist at a research intensive university or related field site. Participants are paired during their research project. This strategy has been shown to be a key factor in the success and comfort level of the participants. The program concludes with a research conference and many of the participants later present their work at national and regional conferences. The program has shown to be effective at introducing students from non-research institutions to authentic research in the Earth and Environmental Sciences and improving their confidence in future success at higher degree levels. The program is also successful at recruiting underrepresented minority students, mainly from Hispanic and Native American populations. We will also present data on participant degree completions, transfers to four year colleges, STEM career attainment, and graduate school admissions.

Planetary Exploration Education: As Seen From the Point of View of Subject Matter Experts

NASA Astrophysics Data System (ADS)

Milazzo, M. P.; Anderson, R. B.; Gaither, T. A.; Vaughan, R. G.

2016-12-01

Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) was selected as one of 27 new projects to support the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice. Our goal is to develop and disseminate out-of-school time (OST) curricular and related educator professional development modules that integrate planetary science, technology, and engineering. We are a partnership between planetary science Subject Matter Experts (SMEs), curriculum developers, science and engineering teacher professional development experts and OST teacher networks. The PLANETS team includes the Center for Science Teaching and Learning (CSTL) at Northern Arizona University (NAU); the U.S. Geological Survey (USGS) Astrogeology Science Center (Astrogeology), and the Boston Museum of Science (MOS). Here, we present the work and approach by the SMEs at Astrogeology. As part of this overarching project, we will create a model for improved integration of SMEs, curriculum developers, professional development experts, and educators. For the 2016 and 2017 Fiscal Years, our focus is on creating science material for two OST modules designed for middle school students. We will begin development of a third module for elementary school students in the latter part of FY2017. The first module focuses on water conservation and treatment as applied on Earth, the International Space Station, and at a fictional Mars base. This unit involves the science and engineering of finding accessible water, evaluating it for quality, treating it for impurities (i.e., dissolved and suspended), initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. The second module involves the science and engineering of remote sensing as it is related to Earth and planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In these activities and discussions we include observation and measurement techniques and tools, as well as collection and use of specific data of interest to scientists. These two modules will be tested and refined based on educator and student feedback, with expected final release in late summer of 2017.

A Unique Partnership to Promote Diversity in the Geosciences, San Jose, California

NASA Astrophysics Data System (ADS)

Sedlock, R.; Metzger, E.; Johnson, D.

2006-12-01

We report here on a particularly satisfying partnership of academic institutions that focuses on enhancing the participation of underrepresented students in the geosciences. The Bay Area Earth Science Institute (BAESI) at San José State University (SJSU) has provided professional development opportunities to over 1,500 area teachers since 1990. BAESI offerings include summer and weekend workshops, field trips, classroom visits, and a lending library of curricula, sample sets, A/V materials, and equipment. The National Hispanic University (NHU) is a private, non-profit university that enrolls about 700 students, 80% of whom are of Hispanic descent. Another 13% are from other minority groups, 74% are from low-income families, and 70% are women. NHU houses the Latino College Preparatory Academy (LCPA), a charter high school that provides an alternative for students who struggle in traditional schools due to language issues. In the 1990s, administrators at SJSU and NHU set up formal agreements about course articulation, reciprocity, and joint degree programs. In 2002, informal discussions between BAESI and NHU staff led to collaboration on an NSF proposal to strengthen NHU's geoscience curriculum. Since then, the scope of BAESI-NHU actions has expanded greatly: (1) NHU and LCPA staff attended a week-long BAESI professional development workshop funded by NSF, and have attended numerous BAESI field trips. (2) BAESI staff visit NHU and LCPA classrooms to showcase SJSU's Geology Department and to enrich existing Chemistry and Physics classes with geoscience applications. (3) A nascent "Geologist-In-Residence" program pairs SJSU geology students with teachers at LCPA. (4) NHU students have interned with Metzger on local research projects. (5) BAESI brokered donation of an extensive USGS rock collection to NHU. (6) NHU, BAESI, and NASA-Ames staff collaborate on an online Earth Science curriculum for middle-school teachers. (7) We will adapt BAESI summer workshops to a one-week course in effective teaching of high-school science that will be taught during intersession in NHU's Teacher Education Department. We have recently received funding for a collaborative project from NSF's Geoscience Education program to create a joint degree program wherein NHU offers the lower division coursework and bestows an A.S. degree in mathematics and science with geoscience emphasis, and SJSU offers the upper-division coursework and the B.S. degree in geoscience. Our collaborations focus on providing teachers with professional development and educational resources to help underrepresented students receive quality instruction in the geosciences. Participation of NHU teachers- in-training provides a long-term means for spreading quality geoscience teaching to precollege classrooms throughout Santa Clara County, including the largely minority classrooms that NHU teachers are specially trained to staff.

Research Experiences for Teachers: The Impacts on Their Students and the Economy

NASA Astrophysics Data System (ADS)

Dubner, J.

2006-12-01

In contrast to most other professions, schools require no real apprenticeship training of science teachers. Imagine the evolution of the career of a modern scientist who was required to undertake an independent research position immediately on completion of his/her Ph.D. Or imagine the quality of United States medical care if physicians began practicing medicine and surgery immediately upon graduation from medical school. This is the situation for teachers. Overall, only 38% of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Research shows that teacher expertise is one of the most important factors in raising student achievement. A review of 60 studies found that investing in support for teacher expertise was the most cost-effective way to increase student achievement. Seeking ways to address these matters, scientists and educators throughout the United States developed a variety of intensive professional development programs for science teachers. Data derived from Columbia University's Summer Research Program for Science Teachers will be presented showing strong evidence that Research Experiences for Teachers (RET) are one of the most effective forms of professional development yet identified for secondary school science teachers. The economic benefits to city, state and federal government of teacher participation in an RET are very large, both in absolute terms and in comparison to program costs.

Thinking beyond the Books: Sociological Biases of Our Military Institutions

DTIC Science & Technology

2016-01-01

instance, when military professionals at- tempt to establish rules and “principles of warfare” cast within the interpretivist writings in The Art of...for technology , war theory, conflict, and human societies. In the situation that the US Air Force has used this work (and may have retired it from... writings and shares with them the radical structuralist paradigm. Summer 2016 | 29 Thinking beyond the Books Military Readings with Interpretivism

Planning Model for Health Careers Awareness: A Summer Program. Exemplary Project in Vocational Education, Conducted under Section 132 of Public Law 94-482. Final Report.

ERIC Educational Resources Information Center

Trident Technical Coll., Charleston, SC.

This program was designed to introduce high school students to the range of career opportunities available in the health field. Specific objectives were (1) to provide students with health careers information, (2) to allow students to explore career related topics with health professionals, (3) to give students an opportunity to spend at least…

Army Communicator. Volume 27, Number 2, Summer 2002

DTIC Science & Technology

2002-01-01

student – studies advanced history, rare for USMA freshmen, and he likes history research and writing as a hobby. More reading On War (original German...electronic-communications traffic at echelons brigade and below. Students learn techniques to view equipment status and to trouble- shoot the LAN and its...succeed) ahead. Each leader and soldier is responsible for lifelong learn - ing and should subscribe to professional journals like Army Communicator to

FROM UNDERGRADUATE STUDENT TO PROFESSIONAL TEACHER. AN ASSESSMENT OF THE NDEA INSTITUTES FOR UNDERGRADUATES PREPARING TO BECOME ELEMENTARY OR SECONDARY TEACHERS OF MODERN FOREIGN LANGUAGES.

ERIC Educational Resources Information Center

AXELROD, JOSEPH

A STUDY WAS MADE OF SEVEN NDEA INSTITUTES, GIVEN IN THE SUMMERS OF 1965 AND 1966 FOR UNDERGRADUATES PREPARING TO BE FOREIGN LANGUAGE TEACHERS, TO DETERMINE IF THESE INSTITUTES ARE AN EFFECTIVE SUPPLEMENT TO COLLEGE LANGUAGE PROGRAMS. INFORMATION SOURCES FOR THE STUDY WERE INSTITUTE DIRECTORS AND THEIR STAFF, VISITORS' OBSERVATIONS, AND…

Cal-Bridge and CAMPARE: Engaging Underrepresented Students in Physics and Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Cal-Bridge and CAMPARE Teams

2018-01-01

We describe two programs, Cal-Bridge and CAMPARE, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field.In 8 years, the CAMPARE program has sent 112 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. Of the CAMPARE scholars who have graduated with a Bachelor’s degree, almost two-thirds (65%) have completed or are pursuing graduate education in physics, astronomy, or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, Univ. of Rochester, Michigan State Univ., Georgia Tech, Georgia State Univ., Kent State, Indiana Univ., Univ. of Oregon, Syracuse Univ., Montana State Univ., and the Fisk-Vanderbilt Master’s-to-PhD program.Now entering its fourth year, the Cal-Bridge program is a CSU-UC Bridge program comprised of >140 physics and astronomy faculty from 9 University of California (UC), 15 California State University (CSU), and 30 California Community College (CCC) campuses throughout California. In the first four years, 34 Cal-Bridge Scholars have been selected, including 22 Hispanic, 3 African-American and 13 women students, 10 of whom are from URM groups. Thirty (30) of the 34 Cal-Bridge Scholars are first generation college students. In the last two years, 11 of 13 Cal-Bridge Scholars have begun PhD programs in physics or astronomy at top PhD programs nationally. Three (3) of these 11 scholars have won NSF Graduate Research Fellowships; one more received an Honorable Mention. The next cohort applies this fall.Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

CAMPARE and Cal-Bridge: Two Institutional Networks Increasing Diversity in Astronomy

NASA Astrophysics Data System (ADS)

Rudolph, Alexander L.; Smecker-Hane, Tammy A.

2017-01-01

We describe two programs, CAMPARE and Cal-Bridge, with the common mission of increasing participation of groups traditionally underrepresented in astronomy, through summer research opportunities, in the case of CAMPARE, scholarships in the case of Cal-Bridge, and significant mentoring in both programs, creating a national impact on their numbers successfully pursuing a PhD in the field.In 7 years, the CAMPARE program has sent 80 students, >80% from underrepresented groups, to conduct summer research at one of 14 major research institutions throughout the country. The graduation rate among CAMPARE scholars is 98%, and of the CAMPARE scholars who have graduated with a Bachelor’s degree, more than 60% have completed or are pursuing graduate education in astronomy or a related field, at institutions including UCLA, UC Riverside, UC Irvine, UC Santa Barbara, USC, Stanford, Univ. of Arizona, Univ. of Washington, and the Fisk-Vanderbilt Master’s-to-PhD program.Now entering its third year, the Cal-Bridge program is a CSU-UC Bridge program comprised of over 75 physics and astronomy faculty from 5 University of California (UC), 9 California State University (CSU), and 14 California Community College (CCC) campuses in Southern California. In the first three years, 22 Cal-Bridge Scholars have been selected, including 11 Hispanic, 3 African-American and 8 female students, 5 of whom are from URM groups. Nineteen (19) of the 22 Cal-Bridge Scholars are first-generation college students. The entire first cohort of 4 Cal-Bridge scholars was accepted to one or more PhD programs in astronomy or physics, including UC Irvine, UC Santa Cruz, UC Davis, Michigan State, and Georgia State Universities. The second cohort of 8 Cal-Bridge scholars is applying to graduate schools this fall.Cal-Bridge provides much deeper mentoring and professional development experiences over the last two years of undergraduate and first year of graduate school to students from this diverse network of higher education institutions. Cal-Bridge Scholars benefit from substantial financial support, intensive, joint mentoring by CSU and UC faculty, professional development workshops, and exposure to research opportunities at the participating UC campuses.

Management of neuromuscular diseases and spinal muscular atrophy in Latin America.

PubMed

Monges, S; Rosa, A L

2017-09-01

Latin America (LA) has a population of ~645 million people distributed over 33 countries with marked political, cultural and economic differences. In LA, patients with inherited neuromuscular diseases (NMDs) often do not have access to specialized medical centers and many of them go undiagnosed. General management and care of spinal muscular dystrophy (SMA) patients in the region varies due to heterogeneous health care. An active generation of young clinical neurologists is being trained for the specialized care of SMA and other neuromuscular (NM) patients, both in the private and public sectors. The Euro-Latin-American Summer School of Myology (EVELAM) as well as efforts of professionals at large public centers in the major cities of LA have a leading role in this development. Different regional academic-scientific organizations as well as the expanding number of telethon centers and the creation of parent organizations, mostly concerning SMA, all together are contributing to the increased quality of the management of NMD patients. Over the past years, academic and clinical research, as well as the establishment of qualified centers for the molecular testing of NMD are pushing forward the creation of patient registries and the development of specific clinical trials, with Argentina and Brazil having a major role in this field. Nevertheless, increased awareness and further training of specialized health professionals are necessary to reach patients that are currently lacking care throughout the region.

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

PubMed

Carson, Russell L; Castelli, Darla M; Pulling Kuhn, Ann C; Moore, Justin B; Beets, Michael W; Beighle, Aaron; Aija, Rahma; Calvert, Hannah G; Glowacki, Elizabeth M

2014-12-01

A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school. Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs. MVPA and sedentary behaviors were assessed (accelerometry; baseline and post) on a sample of 231 intervention, 120 control students from 16 different schools. Multivariate analysis of covariance indicated that intervention teachers reported significantly more PA offerings during school (3.35 vs. 2.37) and that involve staff (1.43 vs. 0.90). Three-level, mixed model regressions (stratified by sex) indicated that students overall spent less time in MVPA and more time being sedentary during school, but the effects were significantly blunted among intervention students, especially boys. This study provides preliminary evidence for CSPAP professional development programs to influence school-level PA offerings and offset student-level declines in MVPA and increases in sedentary behavior. Published by Elsevier Inc.

Thriller-Dillers & Chillers. Wisconsin Summer Library Program Manual, 1985. Bulletin No. 5212.

ERIC Educational Resources Information Center

Johnson, Debra Wilcox, Ed.

The Wisconsin Summer Library Program was developed to promote use of the library by children during the summer, to familiarize them with the resources of the public library, and to help them retain their reading skills over the summer. Different ways of interpreting the theme of the summer program for 1985 were suggested by librarians throughout…

Summer Matters: Advocating for Summer Learning That Can Weather Political Seasons

ERIC Educational Resources Information Center

McQuade, Aaron

2015-01-01

Research has shown that an idle summer is not just boring; it can cost a student as much as two to three months of educational progress. Summer is critical to each child's development, both mind and body. Any meaningful attempts to get at America's equity divide and the consequent gap in opportunities for kids must include summer education as a…

Keys to Reducing Summer Regression: The Reader, Routine, and Relationship

ERIC Educational Resources Information Center

Blanton, Morgan V.

2015-01-01

This study utilized mixed-methods, quasi-experimental design to investigate the impact of parent development and home-based summer reading on summer reading regression (as measured by oral reading fluency) at three Title I elementary schools in North Carolina. Title I parents and students participated in a parent development and communicated…

GET21: Geoinformatics Training and Education for the 21st Century Geoscience Workforce

NASA Astrophysics Data System (ADS)

Baru, C.; Allison, L.; Fox, P.; Keane, C.; Keller, R.; Richard, S.

2012-04-01

The integration of advanced information technologies (referred to as cyberinfrastructure) into scientific research and education creates a synergistic situation. On the one hand, science begins to move at the speed of information technology, with science applications having to move rapidly to keep apace with the latest innovations in hardware and software. On the other hand, information technology moves at the pace of science, requiring rapid prototyping and rapid development of software and systems to serve the immediate needs of the application. The 21st century geoscience workforce must be adept at both sides of this equation to be able to make the best use of the available cyber-tools for their science and education endeavors. To reach different segments of the broad geosciences community, an education program in geoinformatics must be multi-faceted, ranging from areas dealing with modeling, computational science, and high performance computing, to those dealing with data collection, data science, and data-intensive computing. Based on our experience in geoinformatics and data science education, we propose a multi-pronged approach with a number of different components, including summer institutes typically aimed at graduate students, postdocs and researchers; graduate and undergraduate curriculum development in geoinformatics; development of online course materials to facilitate asynchronous learning, especially for geoscience professionals in the field; provision of internship at geoinformatics-related facilities for graduate students, so that they can observe and participate in geoinformatics "in action"; creation of online communities and networks to facilitate planned as well as serendipitous collaborations and for linking users with experts in the different areas of geoscience and geoinformatics. We will describe some of our experiences and the lessons learned over the years from the Cyberinfrastructure Summer Institute for Geoscientists (CSIG), which is a 1-week institute that has been held each summer (August) at the San Diego Supercomputer Center, University of California, San Diego, since 2005. We will also discuss these opportunities for GET21 and geoinformatics education in the context of the newly launched EarthCube initiative at the US National Science Foundation.

Summer diapause induced by high temperatures in the oriental tobacco budworm: ecological adaptation to hot summers

PubMed Central

Liu, Zhudong; Xin, Yucui; Zhang, Yanan; Fan, Jianting; Sun, Jianghua

2016-01-01

Summer diapause in Helicoverpa assulta (Hübner), which prolongs the pupal stage, particularly in males, is induced by high temperatures. In the laboratory, 3rd-, 4th-, 6th-instar and prepupal larvae were exposed to high temperatures – 33 and 35 °C with a photoperiod of LD16:8 – until pupation to induce summer diapause. The results showed that the incidence of summer diapause was influenced by temperature, stage exposed, and sex. The higher the temperature, the more often summer diapause was attained. Sixth-instar and prepupal larvae were the sensitive stages for summer diapause induction. H. assulta summer-diapausing pupae needed diapause development to resume development when temperatures became favorable. Furthermore, both body mass and energy storage capacity (lipid and glycogen) were significantly affected by diapause rather than sex, and were significantly higher in summer-diapausing pupae than in non-diapausing pupae. In addition, the body mass loss and respiration rate showed that the rate of metabolism in the summer-diapausing pupae was consistently lower than in non-diapausing pupae, which were significantly affected by diapause and pupal age. We conclude that summer diapause in H. assulta is a true diapause, and H. assulta has evolved mechanisms to accumulate energy storage and to lower its metabolism to adapt to hot summers. PMID:27271223

Online Support Program for Parents of Children With a Chronic Kidney Disease Using Intervention Mapping: A Development and Evaluation Protocol

PubMed Central

van Gaal, Betsie GI; Knoll, Jacqueline L; Cornelissen, Elisabeth AM; Schoonhoven, Lisette; Kok, Gerjo

2016-01-01

Background The care for children with a chronic kidney disease (CKD) is complex. Parents of these children may experience high levels of stress in managing their child’s disease, potentially leading to negative effects on their child’s health outcomes. Although the experienced problems are well known, adequate (online) support for these parents is lacking. Objective The objective of the study is to describe the systematic development of an online support program for parents of children with CKD, and how this program will be evaluated. Methods Intervention Mapping (IM) was used for the development of the program. After conducting a needs assessment, defining program objectives, searching for theories, and selecting practical applications, the online program e-Powered Parents was developed. e-Powered Parents consist of three parts: (1) an informative part with information about CKD and treatments, (2) an interactive part where parents can communicate with other parents and health care professionals by chat, private messages, and a forum, and (3) a training platform consisting of four modules: Managing stress, Setting limits, Communication, and Coping with emotions. In a feasibility study, the potential effectiveness and effect size of e-Powered Parents will be evaluated using an explorative randomized controlled trial with parents of 120 families. The outcomes will be the child’s quality of life, parental stress and fatigue, self-efficacy in the communication with health care professionals, and family management. A process evaluation will provide insight in parents’ experiences, including their experienced level of support. Results Study results are expected to be published in the summer of 2016. Conclusions Although the development of e-Powered Parents using IM was time-consuming, IM has been a useful protocol. IM provided us with a systematic framework for structuring the development process. The participatory planning group was valuable as well; knowledge, experiences, and visions were shared, ensuring us that parents and health care professionals support the program. Trial Registration Dutch Trial Registration: NTR4808; www.trialregister.nl (Archived by WebCite at http://www.webcitation.org/6cfAYHcYb) PMID:26764218

Online Support Program for Parents of Children With a Chronic Kidney Disease Using Intervention Mapping: A Development and Evaluation Protocol.

PubMed

Geense, Wytske W; van Gaal, Betsie Gi; Knoll, Jacqueline L; Cornelissen, Elisabeth Am; Schoonhoven, Lisette; Kok, Gerjo

2016-01-13

The care for children with a chronic kidney disease (CKD) is complex. Parents of these children may experience high levels of stress in managing their child's disease, potentially leading to negative effects on their child's health outcomes. Although the experienced problems are well known, adequate (online) support for these parents is lacking. The objective of the study is to describe the systematic development of an online support program for parents of children with CKD, and how this program will be evaluated. Intervention Mapping (IM) was used for the development of the program. After conducting a needs assessment, defining program objectives, searching for theories, and selecting practical applications, the online program e-Powered Parents was developed. e-Powered Parents consist of three parts: (1) an informative part with information about CKD and treatments, (2) an interactive part where parents can communicate with other parents and health care professionals by chat, private messages, and a forum, and (3) a training platform consisting of four modules: Managing stress, Setting limits, Communication, and Coping with emotions. In a feasibility study, the potential effectiveness and effect size of e-Powered Parents will be evaluated using an explorative randomized controlled trial with parents of 120 families. The outcomes will be the child's quality of life, parental stress and fatigue, self-efficacy in the communication with health care professionals, and family management. A process evaluation will provide insight in parents' experiences, including their experienced level of support. Study results are expected to be published in the summer of 2016. Although the development of e-Powered Parents using IM was time-consuming, IM has been a useful protocol. IM provided us with a systematic framework for structuring the development process. The participatory planning group was valuable as well; knowledge, experiences, and visions were shared, ensuring us that parents and health care professionals support the program. Dutch Trial Registration: NTR4808; www.trialregister.nl (Archived by WebCite at http://www.webcitation.org/6cfAYHcYb).

Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16 curriculum. Ongoing formative assessment of the Cohort I project teams led to a greater emphasis on participant exploration of authentic scientific questions and tighter integration of scientific explorations and development of participant inquiry projects.

Summer 2006 war on Lebanon: a lesson in community resilience.

PubMed

Nuwayhid, Iman; Zurayk, Huda; Yamout, Rouham; Cortas, Chadi S

2011-01-01

The internally displaced persons (IDPs) during the July 2006 war in Lebanon exhibited a high level of community resilience, affirmed by relief agencies and public health professionals. Data from personal observations, interviews, meetings and published material were used to examine factors contributing to this resilience. Findings suggested that community resilience is a process rather than an outcome. The sense of a collective identity, prior experience with wars and social support networks have contributed to building up IDP's resilience over time, while community cohesiveness, adequate public health interventions, social solidarity and a connected political leadership helped to sustain it during and shortly after the war. This paper examines implications for public health professionals and argues for a paradigm shift in disaster relief practice.

Insights into an Award-Winning Summer Internship Program: The First Six Years.

PubMed

Kashou, Anthony; Durairajanayagam, Damayanthi; Agarwal, Ashok

2016-04-01

Since its inception in 2008, the American Center for Reproductive Medicine's summer internship program in reproductive research and writing has trained 114 students from 23 states within the United States and 10 countries worldwide. Its fundamental goal is to inspire pre-medical and medical students to embrace a career as a physician-scientist. During this intensive course, established scientists and clinicians train interns in the essential principles and fundamental concepts of bench research and scientific writing. Over the first six years (2008~2013), interns have collectively published 98 research articles and performed 12 bench research projects on current and emerging topics in reproductive medicine. Interns have also developed and honed valuable soft skills including time management, communication and presentation skills, as well as life values, which all enhance personal and professional satisfaction. Program graduates are able to recognize the value of medical research and its potential to impact patient care and gain insight into their own career pathway. Between 2011 and 2014, the internship program was thrice awarded a Scholarship in Teaching Award by Case Western Reserve School of Medicine for its innovative teaching approach and positive impact on medical education and student careers. This report highlights the demographics, logistics, implementation, feedback, and results of the first six years of the American Center for Reproductive Medicine's summer internship program at Cleveland Clinic (Cleveland, OH, USA). This may be helpful to other research and academic institutions considering implementing a similar program. In addition, it creates awareness among potential physician-scientists of what the world of research has to offer in both scientific writing and bench research. Finally, it may stimulate further discussion regarding narrowing the gap between physicians and scientists and refinement of the current program.

Insights into an Award-Winning Summer Internship Program: The First Six Years

PubMed Central

Kashou, Anthony; Durairajanayagam, Damayanthi

2016-01-01

Since its inception in 2008, the American Center for Reproductive Medicine's summer internship program in reproductive research and writing has trained 114 students from 23 states within the United States and 10 countries worldwide. Its fundamental goal is to inspire pre-medical and medical students to embrace a career as a physician-scientist. During this intensive course, established scientists and clinicians train interns in the essential principles and fundamental concepts of bench research and scientific writing. Over the first six years (2008~2013), interns have collectively published 98 research articles and performed 12 bench research projects on current and emerging topics in reproductive medicine. Interns have also developed and honed valuable soft skills including time management, communication and presentation skills, as well as life values, which all enhance personal and professional satisfaction. Program graduates are able to recognize the value of medical research and its potential to impact patient care and gain insight into their own career pathway. Between 2011 and 2014, the internship program was thrice awarded a Scholarship in Teaching Award by Case Western Reserve School of Medicine for its innovative teaching approach and positive impact on medical education and student careers. This report highlights the demographics, logistics, implementation, feedback, and results of the first six years of the American Center for Reproductive Medicine's summer internship program at Cleveland Clinic (Cleveland, OH, USA). This may be helpful to other research and academic institutions considering implementing a similar program. In addition, it creates awareness among potential physician-scientists of what the world of research has to offer in both scientific writing and bench research. Finally, it may stimulate further discussion regarding narrowing the gap between physicians and scientists and refinement of the current program. PMID:27169124

Engaging in Argument from Evidence and the Ocean Sciences Sequence for Grades 3-5: A case study in complementing professional learning experiences with instructional materials aligned to instructional goals

NASA Astrophysics Data System (ADS)

Schoedinger, S. E.; Weiss, E. L.

2016-12-01

K-5 science teachers, who often lack a science background, have been tasked with a huge challenge in implementing NGSS—to completely change their instructional approach from one that views science as a body of knowledge to be imparted to one that is epistemic in nature. We have found that providing high-quality professional learning (PL) experiences is often not enough and that teachers must have instructional materials that align with their instructional goals. We describe a case study in which the Lawrence Hall of Science (the Hall) used the Hall-developed Ocean Sciences Sequence for Grades 3-5 (OSS 3-5) to support a rigorous PL program for grade 3-5 teachers focused on the NGSS science and engineering practice, engaging in argument from evidence. Developed prior to the release of NGSS, the Ocean Literacy Framework and the NGSS precursor, A Framework for K-12 Science Education, informed the content and instructional approaches of OSS 3-5. OSS 3-5 provides a substantial focus on making evidence-based explanations (and other science practices), while building students' ocean sciences content knowledge. From 2013-2015, the Hall engaged cohorts of teachers in a rigorous PL experience focused on engaging in argument from evidence. During the summer, teachers attended a week-long institute, in which exemplar activities from OSS 3-5 were used to model instructional practices to support arguing from evidence and related practices, e.g., developing and using models and constructing explanations. Immediately afterward, teachers enacted what they'd learned during a two-week summer school practicum. Here, they team-taught the OSS 3-5 curriculum, participated in video reflection groups, and received coaching and just-in-time input from instructors. In the subsequent academic year, many teachers began by teaching OSS 3-5 so that they could practice engaging students in argumentation in curriculum they'd already used for that purpose. Throughout the year, teachers participated in four follow-up PL sessions, which included planning time. Project staff found that teachers struggled to find and/or create appropriate opportunities to engage students in argumentation when using the district-adopted curriculum, which was not created with these goals in mind.

Summer Center for Climate, Energy, and Environmental Decision Making (SUCCEED)

NASA Astrophysics Data System (ADS)

Klima, K.; Hoss, F.; Welle, P.; Larkin, S.

2013-12-01

Science, Technology, and Math (STEM) fields are responsible for more than half of our sustained economic expansion, and over the past 25 years the science and engineering workforce has remained at over 5% of all U.S. jobs. However, America lags behind other nations when it comes to STEM education; globally, American students rank 23th in math and 31st in science. While our youngest students show an interest in STEM subjects, roughly 40% of college students planning to major in STEM switch to other subjects. Women and minorities, 50% and 43% of school-age children, are disproportionally underrepresented in STEM fields (25% and 15%, respectively). Studies show that improved teacher curriculum combined with annual student-centered learning summer programs can promote and sustain student interest in STEM fields. Many STEM fields appear superficially simple, and yet can be truly complex and controversial topics. Carnegie Mellon University's Center for Climate and Energy Decision Making focuses on two such STEM fields: climate and energy. In 2011, we created SUCCEED: the Summer Center for Climate, Energy, and Environmental Decision Making. SUCCEED consisted of two pilot programs: a 2-day workshop for K-12 teacher professional development and a free 5-day summer school targeted at an age gap in the university's outreach, students entering 10th grade. In addition to teaching lessons climate, energy, and environment, the program aimed to highlight different STEM careers so students could better understand the breadth of choices available. SUCCEED, repeated in 2012, was wildly successful. A pre/post test demonstrated a significant increase in understanding of STEM topics. Furthermore, SUCCEED raised excitement for STEM; teachers were enthusiastic about accurate student-centered learning plans and students wanted to know more. To grow these efforts, an additional component has been added to the SUCCEED 2013 effort: online publicly available curricula. Using the curricula form 2011-2013 as base material, we have been developing online publically available Pennsylvania lesson plans meeting Next Generation Science Standards or Common Core Math Standards. The teacher curricula database will greatly increase our ability to correct misconceptions and fill gaps in lessons taught to thousands of students. This talk will share more about the SUCCEED program and the teacher curricula database efforts.

Finding Funds to Move Summer Learning Forward

ERIC Educational Resources Information Center

Seidel, Bob

2015-01-01

Summer learning loss creates a permanent drag on the US education system. With the generous support of the Charles Stewart Mott Foundation, the National Summer Learning Association (NSLA) developed "Moving Summer Learning Forward: A Strategic Roadmap for Funding in Tough Times" to provide out-of-school time programs, school districts,…

50 CFR 648.110 - Summer flounder framework adjustments to management measures.

Code of Federal Regulations, 2011 CFR

2011-10-01

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1992 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1992-01-01

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

National Aeronautics and Space Administration (NASA)/american Society for Engineering Education (ASEE) Summer Faculty Fellowship Program, 1991, Volume 2

NASA Technical Reports Server (NTRS)

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

1991-01-01

The objectives of the program are: (1) to further the professional knowledge of qualified engineering and science faculty members; (2) to stimulate an exchange of ideas between participants and NASA; (3) to enrich and refresh the research and teaching activities of participant's institutions; and (4) to contribute to the research objectives of the NASA Centers. A compilation of the final reports on the research projects done by the faculty fellows during the summer of 1991 are presented. Some of the topics covered include: collision avoidance for rover vehicles, bioinstrumentation, neural nets, total quality management of flexible space structures, project scheduling, nondestructive tests, orthostatic intolerance to bedrest, hypersonic reentry simulation, measuring human energy expenditure, tribological models, trace element movement in Anarctic ice, gastrointestinal function, and computer assisted instruction.

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

NASA Technical Reports Server (NTRS)

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

1992-01-01

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

The National Astronomy Consortium (NAC)

NASA Astrophysics Data System (ADS)

Von Schill, Lyndele; Ivory, Joyce

2017-01-01

The National Astronomy Consortium (NAC) program is designed to increase the number of underrepresented minority students into STEM and STEM careers by providing unique summer research experiences followed by long-term mentoring and cohort support. Hallmarks of the NAC program include: research or internship opportunities at one of the NAC partner sites, a framework to continue research over the academic year, peer and faculty mentoring, monthly virtual hangouts, and much more. NAC students also participate in two professional travel opportunities each year: the annual NAC conference at Howard University and poster presentation at the annual AAS winter meeting following their summer internship.The National Astronomy Consortium (NAC) is a program led by the National Radio Astronomy Consortium (NRAO) and Associated Universities, Inc. (AUI), in partnership with the National Society of Black Physicist (NSBP), along with a number of minority and majority universities.

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

NASA Technical Reports Server (NTRS)

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

1992-01-01

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

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

NASA Technical Reports Server (NTRS)

Tiwari, Surendra N. (Compiler)

1989-01-01

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

NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1992-01-01

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

Cross-cultural Education at the International Space University

NASA Astrophysics Data System (ADS)

Burke, J. D.; Peeters, W.; Hill, H.

2006-12-01

A typical nine-week summer session of the International Space University includes 100 graduate students and young professionals from as many as thirty countries. In addition to lectures and team projects covering a variety of space-related disciplines, the curriculum contains several modes of cross-cultural education. In role- playing workshops, students (asked to behave in accord with known cultural norms of various countries) engage in negotiations on problems such as the rescue and return of astronauts as mandated in international agreements and treaties. Culture shock that could derail such negotiations in actual practice is observed, and the participants come away with heightened sensitivity to cultural differences. This technique could be extended to other educational settings, such as the activities of the UN's Regional Centres in developing countries and the outreach efforts associated with the International Heliophysical Year.

Health and Physical Education as an Important Part of School Curricula: A Comparison of Schools for the Deaf in the Czech Republic and the United States

ERIC Educational Resources Information Center

Kurkova, Petra; Scheetz, Nanci; Stelzer, Jiri

2010-01-01

The authors describe and compare how physical education classes and healthy lifestyle concepts are taught in selected Czech and U.S. schools for the deaf. Professionals who participated in the study included principals and teachers employed by 4 schools for the deaf. Data from schools were collected during the summer and fall semesters, and…

Early Opportunities Research Partnership Between Howard University, University of Maryland Baltimore County and NASA Goddard for Engaging Underrepresented STEM Students in Earth and Space Sciences

NASA Astrophysics Data System (ADS)

Misra, P.; Venable, D. D.; Hoban, S.; Demoz, B.; Bleacher, L.; Meeson, B. W.; Farrell, W. M.

2017-12-01

Howard University, University of Maryland Baltimore County and NASA Goddard Space Flight Center (GSFC) are collaborating to engage underrepresented STEM students and expose them to an early career pathway in NASA-related Earth & Space Science research. The major goal is to instill interest in Earth and Space Science to STEM majors early in their academic careers, so that they become engaged in ongoing NASA-related research, motivated to pursue STEM careers, and perhaps become part of the future NASA workforce. The collaboration builds on a program established by NASA's Dynamic Response of the Environments of Asteroids, the Moon and the moons of Mars (DREAM2) team to engage underrepresented students from Howard in summer internships. Howard leveraged this program to expand via NASA's Minority University Research and Education Project (MUREP) funding. The project pairs Howard students with GSFC mentors and engages them in cutting-edge Earth and Space Science research throughout their undergraduate tenure. The project takes a multi-faceted approach, with each year of the program specifically tailored to each student's strengths and addressing their weaknesses, so that they experience a wide array of enriching research and professional development activities that help them grow both academically and professionally. During the academic year, the students are at Howard taking a full load of courses towards satisfying their degree requirements and engaging in research with their GSFC mentors via regular telecons, e-mail exchanges, video chats & on an average one visit per semester to GSFC for an in-person meeting with their research mentor. The students extend their research with full-time summer internships at GSFC, culminating in a Capstone Project and Senior Thesis. As a result, these Early Opportunities Program students, who have undergone rigorous training in the Earth and Space Sciences, are expected to be well-prepared for graduate school and the NASA workforce.

Summer Freeze: Engaging the Incoming Class to Reduce Admissions Melt

ERIC Educational Resources Information Center

Allen-Stuck, Kimberly M.; McDevitt, Daniel W.

2014-01-01

Persistence to graduation begins with engaging the incoming class even before they have made a deposit. Saint Joseph's University developed a framework for combatting the admissions summer melt following a summer where 20% of the deposits were withdrawn. By employing tactics to monitor student engagement throughout the summer and connecting with…

It's Time for Summer: An Analysis of Recent Policy and Funding Opportunities

ERIC Educational Resources Information Center

Fairchild, Ron; Smink, Jeff; Stewart, Ashley B.

2009-01-01

The National Summer Learning Association is the only national organization that focuses exclusively on learning during the summer months. It works to ensure that children and youth in high-poverty communities have access to quality summer learning opportunities that support their academic performance and healthy development through hands-on…

Competitive ability of tall fescue against alfalfa as a function of summer dormancy, endophyte infection and soil moisture availability

USDA-ARS?s Scientific Manuscript database

Summer-dormant cool-season grasses might be a viable component of pasture if Mediterranean and Mediterranean-type environments with relative mild winters and hot and dry summers. Management practices for summer-dormant forages are being developed, including production strategies with compatible leg...

Summer Reading Loss: A Mixed-Methods Study of Parent Development and Home-Based Summer Reading

ERIC Educational Resources Information Center

Blanton, Morgan V.

2013-01-01

This dissertation utilized a mixed-methods, quasi-experimental design to investigate the impact of parent development on rising third graders' summer reading losses as measured by the difference in May and August oral reading fluency scores. Title I parents and students from three schools in a rural North Carolina school district participated in a…

Summer enrichment partnership (SEP) - society of hispanic professional engineers (SHPE)

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

Vela, C.E.

1994-12-31

SEP recruits talented Hispanic high school students in the Washington metropolitan area and seeks to increase the number of Hispanics who enter graduate programs in engineering and science. New students are exposed to engineering, experimental science and business, and visit R&D centers and corporations. Returning students take college level courses, such as Vector-Based Analytic Geometry and Probability and Statistics. Advanced students work on special projects. Hispanic engineers, scientists, and managers offer career guidance. Parental participation is actively encouraged. Students are selected based on: (a) commitment to succeed, (b) academic record, and (c) willingness to attend the program through graduation. Coursesmore » are taught by university faculty, with one teacher assistant per five students. Program evaluation encompasses: (1) student participation and performance, (2) school achievement, and (3) continuation to college. SEP is a partnership between the Society of Hispanic Professional Engineers, The Catholic University of America, NASA, school districts, parents and students, and Hispanic professionals.« less

The role of the International Space University in building capacity in emerging space nations.

NASA Astrophysics Data System (ADS)

Richards, Robert

The International Space University provides graduate-level training to the future leaders of the emerging global space community at its Central Campus in Strasbourg, France, and at locations around the world. In its two-month Summer Session and one-year Masters program, ISU offers its students a unique Core Curriculum covering all disciplines related to space programs and enterprises - space science, space engineering, systems engineering, space policy and law, business and management, and space and society. Both programs also involve an intense student research Team Project providing international graduate students and young space professionals the opportunity to solve complex problems by working together in an intercultural environment. Since its founding in 1987, ISU has graduated more than 2500 students from 96 countries. Together with hundreds of ISU faculty and lecturers from around the world, ISU alumni comprise an extremely effective network of space professionals and leaders that actively facilitates individual career growth, professional activities and international space cooperation.

Development in Mexico and Central America. Fulbright-Hays Summer Seminars Abroad Program. Summer 1991.

ERIC Educational Resources Information Center

Institute of International Education, New York, NY.

This document features writings and curriculum projects by teachers who traveled to Mexico and Central America in the summer of 1991 as members of a Fulbright-Hays Summer Seminar. The following items are among the 20 included: Curriculum Project: "'Escritoras Mexicanas Contemporaneas': A Survey of Mexican Women Fiction Writers" (Laura J.…

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.

Seasonal prediction of East Asian summer rainfall using a multi-model ensemble system

NASA Astrophysics Data System (ADS)

Ahn, Joong-Bae; Lee, Doo-Young; Yoo, Jin‑Ho

2015-04-01

Using the retrospective forecasts of seven state-of-the-art coupled models and their multi-model ensemble (MME) for boreal summers, the prediction skills of climate models in the western tropical Pacific (WTP) and East Asian region are assessed. The prediction of summer rainfall anomalies in East Asia is difficult, while the WTP has a strong correlation between model prediction and observation. We focus on developing a new approach to further enhance the seasonal prediction skill for summer rainfall in East Asia and investigate the influence of convective activity in the WTP on East Asian summer rainfall. By analyzing the characteristics of the WTP convection, two distinct patterns associated with El Niño-Southern Oscillation developing and decaying modes are identified. Based on the multiple linear regression method, the East Asia Rainfall Index (EARI) is developed by using the interannual variability of the normalized Maritime continent-WTP Indices (MPIs), as potentially useful predictors for rainfall prediction over East Asia, obtained from the above two main patterns. For East Asian summer rainfall, the EARI has superior performance to the East Asia summer monsoon index or each MPI. Therefore, the regressed rainfall from EARI also shows a strong relationship with the observed East Asian summer rainfall pattern. In addition, we evaluate the prediction skill of the East Asia reconstructed rainfall obtained by hybrid dynamical-statistical approach using the cross-validated EARI from the individual models and their MME. The results show that the rainfalls reconstructed from simulations capture the general features of observed precipitation in East Asia quite well. This study convincingly demonstrates that rainfall prediction skill is considerably improved by using a hybrid dynamical-statistical approach compared to the dynamical forecast alone. Acknowledgements This work was carried out with the support of Rural Development Administration Cooperative Research Program for Agriculture Science and Technology Development under grant project PJ009353 and Korea Meteorological Administration Research and Development Program under grant CATER 2012-3100, Republic of Korea.

Research Reports: 2001 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

2002-01-01

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

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

NASA Technical Reports Server (NTRS)

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

2003-01-01

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

Building a Community of Writers for the 21st Century: A Compilation of the Teaching Demonstrations, Personal and Professional Writings, and Daily Activities of the Samford University Writing Project (July 6-August 6, 1992).

ERIC Educational Resources Information Center

Roberts, David H., Ed.; And Others

This compilation presents materials associated with the 5-week summer session of the Samford University Writing Project, 1992. The compilation begins with curriculum vitae of staff, teacher consultants, and guest speakers. The compilation also presents lists of group and committee members and daily logs written in by participants in a wide variety…

A Perspective on Promoting Diversity in the Biomedical Research Workforce: The National Heart, Lung, and Blood Institute’s PRIDE Program

PubMed Central

Boyington, Josephine E.A.; Maihle, Nita J.; Rice, Treva K.; Gonzalez, Juan E.; Hess, Caryl A.; Makala, Levi H.; Jeffe, Donna B.; Ogedegbe, Gbenga; Rao, Dabeeru C.; Dávila-Román, Victor G.; Pace, Betty S.; Jean-Louis, Girardin; Boutjdir, Mohamed

2016-01-01

Aspiring junior investigators from groups underrepresented in the biomedical sciences face various challenges as they pursue research independence. However, the biomedical research enterprise needs their participation to effectively address critical research issues such as health disparities and health inequities. In this article, we share a research education and mentoring initiative that seeks to address this challenge: Programs to Increase Diversity among Individuals Engaged in Health Related Research (PRIDE), funded by the National Heart, Lung, and Blood Institute (NHLBI). This longitudinal research-education and mentoring program occurs through summer institute programs located at US-based academic institutions. Recruited participants are exposed to didactic and lab-based research-skill enhancement experiences, with year-round mentoring over the course of two years. Mentor-mentee matching is based on shared research interests to promote congruence and to enhance skill acquisition. Program descriptions and sample narratives of participants’ perceptions of PRIDE’s impact on their career progress are showcased. Additionally, we highlight the overall program design and structure of four of seven funded summer institutes that focus on cardiovascular disease, related conditions, and health disparities. Mentees’ testimonials about the value of the PRIDE mentoring approach in facilitating career development are also noted. Meeting the clinical and research needs of an increasingly diverse US population is an issue of national concern. The PRIDE initiative, which focuses on increasing research preparedness and professional development of groups underrepresented in the biomedical research workforce, with an emphasis on mentoring as the critical approach, provides a robust model that is impacting the careers of future investigators. PMID:27440978

Engaging Students in Space Research: Young Engineers and Scientists 2008

NASA Astrophysics Data System (ADS)

Boice, D. C.; Asbell, H. E.; Reiff, P. H.

2008-12-01

Young Engineers and Scientists (YES) is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA) during the past 16 years. The YES program provides talented high school juniors and seniors a bridge between classroom instruction and real world, research experiences in physical sciences (including space science) and engineering. YES consists of an intensive three-week summer workshop held at SwRI and a collegial mentorship where students complete individual research projects under the guidance of their professional mentors during the academic year. During the summer workshop, students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has developed a website for topics in space science from the perspective of high school students, including NASA's Magnetospheric Multiscale Mission (MMS) (http://yesserver.space.swri.edu). Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. Over the past 16 years, all YES graduates have entered college, several have worked for SwRI, one business has started, and three scientific publications have resulted. Acknowledgements. We acknowledge funding and support from the NASA MMS Mission, Texas Space Grant Consortium, Northside Independent School District, SwRI, and several local charitable foundations.

A Perspective on Promoting Diversity in the Biomedical Research Workforce: The National Heart, Lung, and Blood Institute's PRIDE Program.

PubMed

Boyington, Josephine E A; Maihle, Nita J; Rice, Treva K; Gonzalez, Juan E; Hess, Caryl A; Makala, Levi H; Jeffe, Donna B; Ogedegbe, Gbenga; Rao, Dabeeru C; Dávila-Román, Victor G; Pace, Betty S; Jean-Louis, Girardin; Boutjdir, Mohamed

2016-07-21

Aspiring junior investigators from groups underrepresented in the biomedical sciences face various challenges as they pursue research independence. However, the biomedical research enterprise needs their participation to effectively address critical research issues such as health disparities and health inequities. In this article, we share a research education and mentoring initiative that seeks to address this challenge: Programs to Increase Diversity among Individuals Engaged in Health Related Research (PRIDE), funded by the National Heart, Lung, and Blood Institute (NHLBI). This longitudinal research-education and mentoring program occurs through summer institute programs located at US-based academic institutions. Recruited participants are exposed to didactic and lab-based research-skill enhancement experiences, with year-round mentoring over the course of two years. Mentor-mentee matching is based on shared research interests to promote congruence and to enhance skill acquisition. Program descriptions and sample narratives of participants' perceptions of PRIDE's impact on their career progress are showcased. Additionally, we highlight the overall program design and structure of four of seven funded summer institutes that focus on cardiovascular disease, related conditions, and health disparities. Mentees' testimonials about the value of the PRIDE mentoring approach in facilitating career development are also noted. Meeting the clinical and research needs of an increasingly diverse US population is an issue of national concern. The PRIDE initiative, which focuses on increasing research preparedness and professional development of groups underrepresented in the biomedical research workforce, with an emphasis on mentoring as the critical approach, provides a robust model that is impacting the careers of future investigators.

Compliance of camps in the United States with guidelines for health and safety practices.

PubMed

Olympia, Robert P; Hollern, Kaylee; Armstrong, Caitlin; Adedayo, Pelumi; Dunnick, Jennifer; Hartley, Jessica; Doshi, Bhavin

2015-03-01

To determine the compliance of US camps with guidelines for health and safety practices as set forth by the American Academy of Pediatrics and the US Department of Homeland Security. An electronic questionnaire was distributed to US camps during the summer of 2012 as identified by 3 online summer camp directories. Analysis was performed on 433 completed questionnaires. Fourteen percent of camps were considered medically related. Ninety-three percent of camps have established relationships with community emergency medical services, 34% with local orthodontists, and 37% with local mental health professionals. Camps reported the immediate availability of the following: automated external defibrillators (75%), respiratory rescue inhalers (44%), epinephrine autoinjectors (64%), cervical spine collars (62%), and backboard with restraints (76%). Camps reported the presence of the following written health policies: dehydration (91%), asthma and anaphylaxis (88%), head injuries (90%), seizures (78%), cardiac arrest (76%), and drowning (73%). Although 93% of camps have a disaster response plan, 15% never practice the plan. Sixty-eight percent of camps are familiar with community evacuation plans, and 67% have access to vehicles for transport. Camps reported the presence of the following written disaster policies: fire (96%), tornadoes (68%), arrival of suspicious individuals (84%), hostage situations (18%). Areas for improvement in the compliance of US camps with specific recommendations for health and safety practices were identified, such as medically preparing campers before their attendance, developing relationships with community health providers, increasing the immediate availability of several emergency medications and equipment, and developing policies and protocols for medical and disaster emergencies.

The 1993 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

PR^2EPS: Preparation, recruitment, retention and excellence in the physical sciences

NASA Astrophysics Data System (ADS)

Gallagher, Hugh; Labroo, Sunil; Schaumloffel, John; Bischoff, Paul; Bachman, Nancy

2007-04-01

The PR^2EPS program is a multidisciplinary effort to increase the number of majors attending (and graduating) from SUNY Oneonta with degrees in physics, chemistry, secondary physics or chemistry education and related areas. Components of the program include a walk-in tutoring center, a free, weeklong summer science camp, scholarship opportunities, professional conference experiences, and an equipment loan program for regional secondary science teachers. 2006 was the third year of this NSF-DUE funded program. Evaluation of our progress to date shows that the program is effective at steering students (or at least reinforcing their desire) to studying the sciences in college and retaining them in their science programs. A summary of our goals, challenges and accomplishments, including tutoring center operation and efficacy, activities and operational details for the summer camp, and the overall impact on science programs at a medium sized college will be presented.

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1983-01-01

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

EditorialEvidence based library and information practice.

PubMed

Grant, Maria J

2011-06-01

Whilst many of us engage in supporting clinicians in identifying, appraising and using evidence, how many of us adopt the same approach to our own work? A recent survey by the UK LIS Research Coalition indicated that 60% of respondents use research reports as a source of information whilst a similar proportion of health library respondents use professional events such as conferences as a source of information. This summer sees the 6(th) International Evidence Based Library and Information Practice (EBLIP6) being held at the University of Salford, UK between 27(th) -30(th) June which will go some way to satisfying this latter information need whilst the Health Information and Libraries Journal can help satisfy the need for research reports. Whatever you're doing this summer, let's make it evidence based. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

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

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

NASA Technical Reports Server (NTRS)

Bannerot, Richard B.; Goldstein, Stanley H.

1989-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1989-01-01

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

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

NASA Technical Reports Server (NTRS)

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

1987-01-01

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

Poland and Czecho-Slovakia in the 1990's: Social, Political and Economic Transformations. Fulbright-Hays Summer Seminars Abroad Program. Summer 1992.

ERIC Educational Resources Information Center

Institute of International Education, New York, NY.

This document features writings and curriculum projects developed by teachers who traveled to Poland and Czechoslovakia in the summer of 1992 as members of a Fulbright-Hays Summer Seminar. The following items are among those included: "Curriculum Project: Women and Work: A Global Perspective" (Joan K. Burton); "The Community College…

NASA Planetary Science Summer School: Longitudinal Study

NASA Astrophysics Data System (ADS)

Giron, Jennie M.; Sohus, A.

2006-12-01

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

Pre-freshman enrichment program [University of New Haven

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

NONE

1997-06-01

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

"Comets, Origins, and Life:” Promoting Interdisciplinary Science in Secondary and Middle Schools in the Washington, DC and Saint Louis, MO Metro Areas

NASA Astrophysics Data System (ADS)

Bonev, Boncho; Gibb, E. L.; Brewer, G.; Novak, R.; Mandell, A. M.; Seaton, P.; Price, J.; Long, T.; Bahar, S.; Edwards, S. S.

2010-10-01

Developing a full-year program to support secondary and middle school science education is a key part of the "broader impact” component of NSF Grant AST- 0807939 (PI/Co-PI Bonev/Gibb). This program is realized at two stages: (1) a professional development course for teachers is offered during the summer; (2) during the subsequent academic year we collaborate with educators in lessons planning or curriculum development as demanded in their particular schools. We successfully offered the course “ Comets, Origins, and Life: Interdisciplinary Science in the Secondary Classroom ” (45 contact hours; 3 credits) in the summers of 2009 and 2010 at the Catholic University of America. This class demonstrates how a complex hypothesis - for the delivery of water and prebiotic organic matter to early Earth - is being tested by integrating astronomy, physics, chemistry, biology, and Earth and planetary science. Collaborations with participants from the 2009 class include curriculum development within the Earth Science program in Prince Georges county, MD and strengthening science in Washington DC public schools. Our next step is to offer our class in the Saint Louis, MO area. The main challenge in our work with educators is not to present them with "interesting information", but to fit what we offer within the very particular curriculum expectations of their school districts. These curriculum expectations often vary from district to district and sometimes from year to year. We gratefully acknowledge the support by the NSF, allowing to fully integrate our research area into education. We also gratefully acknowledge our collaborations with the Goddard Center for Astrobiology and the Howard B. Owens Science Center (both in MD) in developing our class curriculum. Educators interested in this program can contact Boncho Bonev (bonev@cua.edu; for the Washington DC and Baltimore, MD areas) and Erika Gibb (gibbe@umsl.edu; for the Saint Louis, MO area).

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

NASA Astrophysics Data System (ADS)

Johnston, Carol Suzanne Chism

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

Characteristics of health professions schools, public school systems, and community-based organizations in successful partnerships to increase the numbers of underrepresented minority students entering health professions education.

PubMed

Carline, Jan D; Patterson, Davis G

2003-05-01

To identify characteristics of health professions schools, public schools, and community-based organizations in successful partnerships to increase the number of underrepresented minority students entering health professions. The Robert Wood Johnson Foundation and the W. K. Kellogg Foundation funded the Health Professions Partnership Initiative program developed from Project 3000 by 2000 of the Association of American Medical Colleges. Semi-structured interviews were completed with awardees and representatives of the funding agencies, the national program office, and the national advisory committee between the fall of 2000 and the summer of 2002. Site visits were conducted at ten sites, with representatives of partner institutions, teachers, parents, and children. Characteristics that supported and hindered development of successful partnerships were identified using an iterative qualitative approach. Successful partnerships included professional schools that had a commitment to community service. Successful leaders could work in both cultures of the professional and public schools. Attitudes of respect and listening to the needs of partners were essential. Public school governance supported innovation. Happenstance and convergence of interests played significant roles in partnership development. The most telling statement was "We did it, together." This study identifies characteristics associated with smoothly working partnerships, and barriers to successful program development. Successful partnerships can form the basis on which educational interventions are built. The study is limited by the definition of success used, and its focus on one funded program. The authors were unable to identify outcomes in terms of numbers of children influenced by programs or instances in which lasting changes in health professions schools had occurred.

The Research Dynamic: A Professional Development Model for Secondary School Science Teachers

PubMed Central

2009-01-01

This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness. PMID:19487501

NASA Opportunities in Visualization, Art, and Science (NOVAS)

NASA Astrophysics Data System (ADS)

Fillingim, M. O.; Zevin, D.; Croft, S.; Thrall, L.; Raftery, C. L.; Shackelford, R. L., III

2014-12-01

Led by members of UC Berkeley's Multiverse education team at the Space Sciences Laboratory (http://multiverse.ssl.berkeley.edu/), in partnership with UC Berkeley Astronomy, NASA Opportunities in Visualization, Art and Science (NOVAS) is a NASA-funded program mainly for high school students that explores NASA science through art and highlights the need for and uses of art and visualizations in science. The project's aim is to motivate more diverse young people (especially African Americans) to consider Science, Technology, Engineering, and Mathematics (STEM) careers. The program offers intensive summer workshops at community youth centers, afterschool workshops at a local high school, a year-round internship for those who have taken part in one or more of our workshops, public and school outreach, and educator professional development workshops. By adding art (and multimedia) to STEM learning, we wanted to try a unique "STEAM" approach, highlighting how scientists and artists often collaborate, and why scientists need visualization experts. The program values the rise of the STEAM teaching concept, particularly that art and multimedia projects can help communicate science concepts more effectively. We also promote the fact that art and visualization skills can lead to jobs and broader participation in science, and we frequently work with and showcase scientific illustrators and other science visualization professionals.

The Impact of a Multi-Year, Multi-School District K-6 Professional Development Programme Designed to Integrate Science Inquiry and Language Arts on Students' High-Stakes Test Scores

NASA Astrophysics Data System (ADS)

Shymansky, James A.; Wang, Tzu-Ling; Annetta, Leonard A.; Yore, Larry D.; Everett, Susan A.

2013-04-01

This paper is a report of a quasi-experimental study on the impact of a systemic 5-year, K-6 professional development (PD) project on the 'high stakes' achievement test scores of different student groups in rural mid-west school districts in the USA. The PD programme utilized regional summer workshops, district-based leadership teams and distance delivery technologies to help teachers learn science concepts and inquiry teaching strategies associated with a selection of popular science inquiry kits and how to adapt inquiry science lessons in the kits to teach and reinforce skills in the language arts-i.e. to teach more than science when doing inquiry science. Analyses of the school district-level pre-post high-stakes achievement scores of 33 school districts participating in the adaptation of inquiry PD and a comparative group of 23 school districts revealed that both the Grade 3 and Grade 6 student-cohorts in the school districts utilizing adapted science inquiry lessons significantly outscored their student-cohort counterparts in the comparative school districts. The positive school district-level high-stakes test results, which serve as the basis for state and local decision making, suggest that an inquiry adaptation strategy and a combination of regional live workshop and distance delivery technologies with ongoing local leadership and support can serve as a viable PD option for K-6 science.

ChemTechLinks: Alliances for Chemical Technician Education

NASA Astrophysics Data System (ADS)

Nameroff, Tamara

2003-09-01

ChemTechLinks (CTL) is a project of the American Chemical Society (ACS) Educational and International Activities Division and funded by the National Science Foundation to support and advance chemistry-based technician education. The project aims to help improve technician education programs, foster academic-industry alliances, provide professional development opportunities for faculty, and increase student recruitment into chemical technology. The CTL Web site serves as an information clearinghouse and link to other ACS resources and programs, including a Web-based, Voluntary Industry Standards (VIS) database, the Chemistry Technician Program Approval Service, the College Chemistry Consultants Service, summer workshops for high school teachers and two-year college faculty that emphasize a technology-oriented curriculum, scholarships for two-year college faculty to attend ACS Short Courses, a self-study instructional guide for faculty to use in preparing for classroom instruction, and information and free recruitment materials about career opportunities in chemistry technology.

Literature Response Blogs and Summer Literacy: Exploring Summer Reading Setback and Reading Motivation of 3rd Grade Developing Readers

ERIC Educational Resources Information Center

Galdo, JoAnne Donnelly

2013-01-01

This study investigated the impact of Web 2.0-based literature response blogs on summer reading loss and student reading motivation. There is limited empirical research that connects summer reading and the use of social media as a means of maintaining reading levels of elementary aged students during out-of-school time. This study attempted to…

United States Air Force Summer Research Program -- 1993. Volume 16. Arnold Engineering Development Center. Frank J. Seiler Research Laboratory. Wilford Hall Medical Center

DTIC Science & Technology

1993-12-01

A I 7f t UNITED STATE AIR FORCE SUMMER RESEARCH PROGRAM -- 1993 SUMMER RESEARCH PROGRAM FINAL REPORTS VOLUME 16 ARNOLD ENGINEERING DEVELOPMENT CENTER...FRANK J. SELLER RESEARCH LABORATORY WILFORD HALL MEDICAL CENTER RESEARCH & DEVELOPMENT LABORATORIES 5800 Uplander Way Culver City, CA 90230-6608...National Rd. Vol-Page No: 15-44 Dist Tecumseh High School 8.4 New Carlisle, OH 45344-0000 Barber, Jason Laboratory: AL/CF 1000 10th St. Vol-Page No

Building Bridges Between IPY Scientists and the Educational Community: A Spectrum of IPY Education and Outreach Activities

NASA Astrophysics Data System (ADS)

Ledley, T. S.; Dahlman, L.; McAuliffe, C.; Domenico, B.; Taber, M. R.

2006-12-01

The International Polar Year is an opportunity to simultaneously increase our scientific understanding of the polar regions and to engage the next generation of Earth scientists and socially responsible citizens. However, building the bridge between the scientific community who conduct the research and the education community who convey that information to students requires specific and continuing efforts. The Earth Exploration Toolbook (EET, http://serc.carleton.edu/eet) and the accompanying spectrum of activities encompassing development of materials that can provide access and understanding of IPY data and knowledge, and teacher professional development to facilitate the effective use of these materials with students can help build that bridge. The EET is an online resource that provides an easy way for educators to learn how to use Earth science datasets and data analysis tools to convey science concepts. Modules (called chapters) in the EET provide step-by-step instructions for accessing and analyzing these datasets within compelling case studies, and provide pedagogical information to help the educator use the data with their students. New EET chapters, featuring IPY data, can be developed through the use of an EET chapter template that standardizes the content and structure of the chapter. The initiation of new chapters can be facilitated through our Data in Education Workshops (previously DLESE Data Services Workshops, http://swiki.dlese.org/2006- dataservicesworkshop/). During these workshops IPY data providers, analysis tool specialists, IPY scientists, curriculum developers, and educators participate on teams of 5-6 members to create an outline of a new EET chapter featuring the IPY data and analysis tools represented on the team. New chapters will be completed by a curriculum developer following the workshop. Use of the IPY EET chapters will be facilitated by a range of professional development activities ranging from two 2-hour telecon-online workshops over the period of a month, to a year long professional development program that includes telecon-online workshops, a two-week summer workshop, follow-up online discussions and one-day meetings. In this paper we will discuss the EET and the spectrum of activities that can facilitate building a bridge between the IPY scientific community and future scientists and socially responsible citizens.

Contextualizing Earth Science Professional Development Courses for Geoscience Teachers in Boston

NASA Astrophysics Data System (ADS)

Chen, R. F.; Pelletier, P.; Dorsen, J.; Douglas, E. M.; Pringle, M. S.; Karp, J.

2009-12-01

Inquiry-based, hands-on, graduate content courses have been developed specifically for Boston Public School middle school teachers of Earth Science. Earth Science I: Weather and Water and Earth Science II: The Solid Earth--Earth History and Planetary Systems have been taught a total of seven times to over 120 teachers. Several key attributes to these successful courses have been identified, including co-instruction by a university professor and a high school and a middle school teacher that are familiar with the Boston curriculum, use of hands-on activities that are closed related to those used in the Boston curriculum, pre- and post-course local field trips, and identification of key learning objectives for each day. This model of professional development was developed over several years in all disciplines (Earth Science, Physics, Biology, Chemistry) by the Boston Science Partnership (BSP), an NSF-funded Math Science Partnership program. One of the core strategies of the BSP is these Contextualized Content Courses (CCC), graduate level, lab-based courses taught at either UMass Boston or Northeastern University during summer intensive or semester formats. Two of the eleven courses developed under the grant are Earth Science I & II. This presentation shares the model of the CCC, the impact on teacher participants, the value of these courses for the professor, and lessons learned for successful professional development. Findings about the courses’ impact and effectiveness come from our external evaluation by the Program Evaluation Research Group (PERG). The combination of content and modeling good instructional practices have many positive outcomes for teachers, including increased self-efficacy in science understanding and teaching, positive impacts on student achievement, and teacher shifts from more traditional, more lecture-based instructional models to more inquiry approaches. STEM faculty members become involved in science education and learn and practice new instructional strategies. The teacher co-instructors hold leadership roles for their peers and gain university teaching experience. The participants have a course that is content rich and tailored for their needs in the classroom. Earth scientists develop a “broader impact” for their science by increasing climate and earth science literacy for teachers who, in turn, reach 100s to 1000s of students every year, possibly stimulating interest for students becoming future earth scientists, but at the very least, increasing the public appreciation for earth science.

Students Are As Mayflies: Strategies For Building Institutional Relationships To Enhance Recruitment

NASA Astrophysics Data System (ADS)

Halpern, J. B.

2013-12-01

Students are like mayflies, they graduate. While undergraduate research programs, especially summer programs, may motivate individuals to take up science as a career, their impact is fleeting on the institutions that they come from. I will describe programs I created to meet this challenge. The NASA/Goddard Faculty and Student Team (FaST) grew out of the NASA Summer Faculty Fellowship Program. The Center selected a faculty based on a short research proposal, CV, and letters of recommendation. Those applying tended to come from primarily undergraduate or smaller universities where research opportunities were limited. The faculty member selected a student, who was also supported by FaST. Among the pleasant surprises was how this motivated the faculty to find funding for additional students. Another surprise was that the faculty member acted as a mentor to summer research students from other programs working in the same laboratory. This occurred because the visiting faculty were in the lab full time without administrative duties and they were used to working with and advising undergraduates. To build the relationship the program funded travel for the NASA colleague to the team's university in the Fall. The NSF sponsored Partnership for Research and Education in Materials is run by the Division of Materials Research. It links together research universities and minority serving institutions. Our PREM at Howard incorporated both Johns Hopkins and Prince Georges Community College. In the last two years, Gallaudet University, a university for the deaf, has become a partner. As part of the five years award renewal, our research university partner has changed and is now Cornell. The PREM runs a summer research program that supports undergraduates from Howard, PGCC and Gallaudet. Howard and PGCC students have spent summers at Hopkins or Cornell. PGCC students first spend a summer at Howard. The PGCC and Gallaudet faculty select their students who will participate in the research program as well as talking part in the work themselves. In addition to the summer program, PGCC has offered nanotechnology seminars in which Howard and Hopkins faculty talked as well as the PGCC students who were part of the summer research. Many of these students have gone on to be selected for REUs at other research universities, as well as to graduate with Bachelor's degrees. One of the community college students mentored in an earlier REU designed with the same principles, earned his PhD at UMBC, did a post doc at Harvard, and showed up this year as an Assistant Professor in Chemical Engineering at Howard. Along the way we have found a number of simple things that broaden the reach of the program, for example, mounting posters created by the research students at their institutions, running a nanotechnology seminar at PGCC during which Howard and JHU faculty spoke as well as the PGCC summer research students, joining in to group meetings at Cornell via webcasting, etc. As time permits some will be detailed. The emphasis has been to identify trustworthy long term faculty partners in institutions serving student populations that the programs are designed to serve and providing them support, professional development opportunities, input into the design of the overall program and control of the program at their institutions.

A National Partnership-Based Summer Learning Initiative to Engage Underrepresented Students with Science, Technology, Engineering and Mathematics

NASA Technical Reports Server (NTRS)

Melvin, Leland

2010-01-01

In response to the White House Educate to Innovate campaign, NASA developed a new science, technology, engineering, and mathematics (STEM) education program for non-traditional audiences that also focused on public-private partnerships and nationwide participation. NASA recognized that summer break is an often overlooked but opportune time to engage youth in STEM experiences, and elevated its ongoing commitment to the cultivation of diversity. The Summer of Innovation (SoI) is the resulting initiative that uses NASA's unique missions and resources to boost summer learning, particularly for students who are underrepresented, underserved and underperforming in STEM. The SoI pilot, launched in June 2010, is a multi-faceted effort designed to improve STEM teaching and learning through partnership, multi-week summer learning programs, special events, a national concluding event, and teacher development. The SoI pilot features strategic infusion of NASA content and educational resource materials, sustainability through STEM Learning Communities, and assessments of effectiveness of SoI interventions with other pilot efforts. This paper examines the inception and development of the Summer of Innovation pilot project, including achievements and effectiveness, as well as lessons learned for future efforts.

Oak Ridge National Laboratory Office of International Nuclear Safeguards: Human Capital Development Activity in FY16

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

Gilligan, Kimberly V.; Gaudet, Rachel N.

In 2007, the U.S. Department of Energy National Nuclear Security Administration (DOE NNSA) Office of Nonproliferation and Arms Control (NPAC) completed a comprehensive review of the current and potential future challenges facing the international safeguards system. One of the report’s key recommendations was for DOE NNSA to launch a major new program to revitalize the international safeguards technology and human resource base. In 2007, at the International Atomic Energy Agency (IAEA) General Conference, then Secretary of Energy Samuel W. Bodman announced the newly created Next Generation Safeguards Initiative (NGSI). NGSI consists of five program elements: policy development and outreach, conceptsmore » and approaches, technology and analytical methodologies, human capital development (HCD), and infrastructure development. This report addresses the HCD component of NGSI. The goal of the HCD component as defined in the NNSA Program Plan is “to revitalize and expand the international safeguards human capital base by attracting and training a new generation of talent.” The major objectives listed in the HCD goal include education and training, outreach to universities and professional societies, postdoctoral appointments, and summer internships at national laboratories.« less

Summer library reading programs.

PubMed

Fiore, Carole D

2007-01-01

Virtually all public libraries in the United States provide some type of summer library reading program during the traditional summer vacation period. Summer library reading programs provide opportunities for students of many ages and abilities to practice their reading skills and maintain skills that are developed during the school year. Fiore summarizes some of the research in the field and relates it to library programs and usage by students. Several traditional and innovative programs from U.S. and Canadian libraries are described. She concludes with a call for further research related to summer library reading programs.

Development Communication Report No. 50-55, Summer 1985-Autumn 1986.

ERIC Educational Resources Information Center

Development Communications Report, 1986

1986-01-01

Six issues of the newsletter "Development Communication Report" focus primarily on the use of communication technologies in developing nations to educate their people. The issues included in this collection are: (1) Summer 1985, which highlights agricultural, health, and educational projects that have proven successful; (2) Autumn 1985,…

Lack of follow-up exams after failed school vision screenings: an investigation of contributing factors.

PubMed

Kimel, Linda S

2006-06-01

Programs to facilitate professional eye exams after failed school vision screenings often are based on the assumption that funding and access to services are major obstacles to care. Despite such programs, many children do not receive professional exams. The purpose of this study was to identify additional barriers to follow-up eye care. School nurses in an urban, midwestern public school district identified elementary school students who had not received follow-up eye exams after failed school vision screenings. Parents of these students were interviewed during the summer to determine financial, logistical, social/family, and perceptual barriers to care. Family issues, parental perceptions of vision problems, and difficulty planning ahead were found to be significant factors. Strategies to increase follow-up compliance and recommendations for overcoming barriers to care were also identified.

European core curriculum in neurorehabilitation

PubMed Central

Sandrini, Giorgio; Binder, Heinrich; Hömberg, Volker; Saltuari, Leopold; Tarkka, Ina; Smania, Nicola; Corradini, Claudio; Giustini, Alessandro; Kätterer, Christian; Picari, Ledina; Diserens, Karin; Koenig, Eberhard; Geurts, Alexander; Anghelescu, Aurelian; Opara, Józef; Tonin, Paolo; Kwakkel, Gert; Golyk, Volodymyr; Onose, Gelu; Pérennou, Dominique; Picelli, Alessandro

2017-01-01

Summary To date, medical education lacks Europe-wide standards on neurorehabilitation. To address this, the European Federation of NeuroRehabilitation Societies (EFNR) here proposes a postgraduate neurorehabilitation training scheme. In particular, the European medical core curriculum in neurorehabilitation should include a two-year residency in a neurorehabilitation setting where trainees can gain practical experience. Furthermore, it should comprise six modules of classroom training organized as weekend seminars or summer/winter schools. In conclusion, after defining the European medical core curriculum in neurorehabilitation, the next activities of the EFNR will be to try and reach the largest possible consensus on its content among all national societies across Europe in order to further validate it and try to extend it to the other, non-medical, professionals on the neurorehabilitation team in line with their core curricula defined by each professional association. PMID:28676138

QR-STEM: Energy and Environment as a Context for Improving QR and STEM Understandings of 6-12 Grade Teachers I. The Science

NASA Astrophysics Data System (ADS)

Lyford, M. E.; Myers, J. D.; Mayes, R. L.

2009-12-01

Numerous educational studies have documented serious shortcomings in student's quantitative reasoning (QR), understanding of science and ability to connect these to their daily lives. These have driven many reform efforts in teacher professional development. Historically, most of these efforts have focused on science or math and rarely on the science-society connection. For the past two years, a Wyoming Department of Education funded Math-Science Partnership (MSP) professional development program has created a collaboration of university and community college faculty and middle and high school teachers to address QR, science and social relevance in the context of energy and the environment. This professional development project is designed to: 1) improve teacher content knowledge (both in the sciences and math); 2) demonstrate the many social contexts in which science and QR are relevant and can be taught; 3) model effective science and QR classroom activities for teachers; 4) provide teachers with the opportunity to develop and test their own classroom materials; 5) foster the development of professional learning communities across the state; and 6) initiate discussions about curriculum across disciplinary boundaries. Over the course of four summer meetings, participants investigate a series of issues centered on energy and the environment, including transportation, electricity, biogeochemical cycles, Peak Oil, carbon sequestration and climate change. Each issue is approached in an interdisciplinary manner, where relevant aspects from the life sciences, earth sciences, chemistry and physics are addressed. An introductory presentation on the general theme kicks off each meeting to introduce the problem. Subsequent sessions are lead by faculty from the various scientific disciplines as well as math. During their sessions, university and community college faculty model active learning exercises for each issue. These activities weave together the relevant disciplinary scientific concepts, societal connections, and the quantitative skills students need to understand the issues from the perspective of an engaged but questioning citizen of a democracy. The project encourages multidisciplinary teams of teachers (science and math) from a school or district to work together to develop curricula that may span across courses and across grade levels within a school. During the meetings, teachers work in teams to develop activities tied to energy and the environment which they present to the entire group for feedback. During the course of the school year, teachers implement their activities and share their experiences with the whole group through online-meetings. To date, the program has worked with three teacher cohorts of 25-30 teachers each. Teachers in the program are drawn from both the math and science areas thereby initiating cross-disciplinary discourses that are rarely accommodated by current school organizational structures.

Socialization of Adolescents: Cultural Practices in Children's Summer Camp

ERIC Educational Resources Information Center

Demakova, Irina D.; Valeeva, Roza A.; Shipova, Alina V.

2016-01-01

The article describes the relevant aspects of the adolescents' cultural practices in children's summer camp, taking into account their specific characteristics. The summer camp is considered as an educational formation and holistic socio-pedagogical body, designed to create conditions for the development of the person. The criteria for inclusion…

Teacher Leadership and High Standards in a Summer Middle School.

ERIC Educational Resources Information Center

Kelleher, James

2003-01-01

Notes that summer school has been affected by current curricular reform and high stakes testing. Describes an innovative summer school program, created through transformational teacher leadership, that developed a new vision for integrated curriculum--one that revolved around rebuilding a boat. Presents implications for both an integrated academic…

The EMERGE Summer Program: Supporting Incoming Freshmen's Success in Mathematics Developmental Coursework

ERIC Educational Resources Information Center

Bird, Katherine; Oppland-Cordell, Sarah; Hibdon, Joseph

2016-01-01

This paper describes the development, results, and future directions of the mathematics component of the EMERGE Summer Program at Northeastern Illinois University. Initiated summer 2014, EMERGE offered English and mathematics sessions for incoming freshmen. The mathematics session aimed to strengthen participants' mathematical foundations,…

Impact of Submesoscale Processes on Dynamics of Phytoplankton Filaments

DTIC Science & Technology

2015-02-12

submesoscale processes on the formation of chlorophyll a filaments during late springearlier summer, and late summer time frames. We show that during...the late summer time frame, ASC leads to the development of filaments with high values of chlorophyll a concentration along the edge of the cold jet...in contrast to the earlier summer time, when the ASC mixes phytoplankton much deeper to the area below of the euphotic depth, and chlorophyll a

When the School "Faucet" Turns Off, the Sociocultural "Sprinklers" Turn On: Observing Funds of Knowledge among First and Second Grade English Learners Who Experienced Summer Gains in Reading

ERIC Educational Resources Information Center

Cannon, Shannon Kay

2010-01-01

Based on a mixed methods research design that included an examination of the impact of summer, case study analyses, and survey findings, English learners appear to have an advantage over their non-English learner peers in resisting summer loss and developing social competence. This study examined the effect of summer vacation on the oral reading…

Strategies for involving undergraduates in mentored research (Invited)

NASA Astrophysics Data System (ADS)

Marin-Spiotta, E.

2013-12-01

Early engagement in research can transform the undergraduate experience and has a positive effect on minority student recruitment to graduate school. Multiple strategies used to involve undergraduates in research at a large R1 university are presented. During my first four years as an assistant professor, my lab has hosted 14 undergraduates, 9 of them women and 4 of them Hispanic. Institutional support has been critical for undergraduate student involvement. UW supports a research program for incoming underrepresented students. An advantage of this program is very early research participation, with the opportunity for long-term training. One disadvantage is that many first year students have not yet identified their interests. The Biology major also requires students to complete an independent project, which culminates in a research symposium. Competitive research fellowships and grants are available for students to conduct work under faculty mentorship. We have been successful at keeping students on even when their majors are very different from our research discipline, mainly by providing flexibility and a welcoming lab environment. This mentoring culture is strongly fostered by graduate student interest and involvement with all undergraduates as well as active mentor training. By offering multiple pathways for involvement, we can accommodate students' changing schedules and priorities as well as changing lab needs. Students can volunteer, receive course credit, conduct an independent project or honors thesis, contribute to an existing project, do lab work or write a literature review, work with one mentor or on multiple projects. We often provide employment over the summer and subsequent semesters for continuing students. Some will increase their commitment over time and work more closely with me. Others reduce down to a few hours a week as they gain experience elsewhere. Most students stay multiple semesters and multiple years because they 'enjoy being in the lab.' All undergrads are encouraged to participate in weekly lab meetings, are added to our email list, portrayed on our website, and included in social and professional activities, including meetings with visiting researchers and other campus labs. Beyond receiving research skills training and professional development, students gain a social community beyond their dorms and classes as well as peer and senior mentors in the lab. In a campus with 30,000 students, building a personal relationship with senior researchers and faculty provides an invaluable benefit for students' careers. We have hosted three Puerto Rican students to participate in an intensive summer research program, which provides professional preparation for graduate school. Much of our research is based in Puerto Rico, so we meet our students there and take them to our sites, which provides them with training in field skills as well as a context for their summer lab work at UW. We have learned the importance of setting out clear expectations at the beginning of each project. While getting students excited about our own research field is personally satisfying, we are learning to be more flexible in our measures of student success. Students can enjoy doing research for research sake while others enjoy it as another job. It is important that they all receive mentoring and learn about opportunities appropriate to their own career choices.

Through the eyes of professional developers: Understanding the design of learning experiences for science teachers

NASA Astrophysics Data System (ADS)

Higgins, Tara Eileen

Professional development is important for improving teacher practice and student learning, particularly in inquiry-oriented and technology-enhanced science instruction. This study examines professional developers' practices and their impact on teachers' classroom instruction and student achievement. It analyzes professional developers designing and implementing a five-year professional development program designed to support middle school science teachers. The professional developers are four university-based researchers who worked with sixteen science teachers over three years, setting program goals, facilitating workshops, providing in-classroom support for teachers, and continually refining the program. The analysis is guided by the knowledge integration perspective, a sociocognitive framework for understanding how teachers and professional developers integrate their ideas about teaching and learning. The study investigates the professional developers' goals and teachers' interpretations of those goals. It documents how professional developers plan teacher learning experiences and explores the connection between professional development activities and teachers' classroom practice. Results are based on two rounds of interviews with professional developers, audio recordings of professional developers' planning meetings and videotaped professional development activities. Data include classroom observations, teacher interviews, teacher reflections during professional development activities, and results from student assessments. The study shows the benefit of a professional development approach that relies on an integrated cycle of setting goals, understanding teachers' interpretations, and refining implementation. The professional developers based their design on making inquiry and technology accessible, situating professional development in teachers' work, supporting collaboration, and sustaining learning. The findings reflect alignment of the design goals with the perspective guiding the curriculum design, and consider multiple goals for student and teacher learning. The study has implications for professional development design, particularly in supporting inquiry-oriented science and technology-enhanced instruction. Effective professional developers formulate coherent conceptions of program goals, use evidence of teacher outcomes to refine their goals and practices, and connect student and teacher learning. This study illustrates the value of research on the individuals who design and lead professional development programs.

Activities for Teaching the Gifted Across the Curriculum. 1985 Summer Institute.

ERIC Educational Resources Information Center

1985

The document presents a collection of projects developed by teachers enrolled in a 3-week summer institute on teaching various curriculum areas to gifted students. Outlines of 11 projects begin with brief descriptive information on project title, developer(s), grade level, curriculum area, and project duration. The following projects are…

Research Reports: 1995 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Research Reports: 1997 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1998-01-01

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

Research Reports: 1996 NASA/ASEE Summer Faculty Fellowship Program

NASA Technical Reports Server (NTRS)

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

1996-01-01

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

Report on the American Association of Medical Physics Undergraduate Fellowship Programs

PubMed Central

Avery, Stephen; Gueye, Paul; Sandison, George A.

2013-01-01

The American Association of Physicists in Medicine (AAPM) sponsors two summer undergraduate research programs to attract top performing undergraduate students into graduate studies in medical physics: the Summer Undergraduate Fellowship Program (SUFP) and the Minority Undergraduate Summer Experience (MUSE). Undergraduate research experience (URE) is an effective tool to encourage students to pursue graduate degrees. The SUFP and MUSE are the only medical physics URE programs. From 2001 to 2012, 148 fellowships have been awarded and a total of $608,000 has been dispersed to fellows. This paper reports on the history, participation, and status of the programs. A review of surveys of past fellows is presented. Overall, the fellows and mentors are very satisfied with the program. The efficacy of the programs is assessed by four metrics: entry into a medical physics graduate program, board certification, publications, and AAPM involvement. Sixty‐five percent of past fellow respondents decided to pursue a graduate degree in medical physics as a result of their participation in the program. Seventy percent of respondents are currently involved in some educational or professional aspect of medical physics. Suggestions for future enhancements to better track and maintain contact with past fellows, expand funding sources, and potentially combine the programs are presented. PACS number: 01.10.Hx PMID:23318397

The InterCon network: a program for education partnerships at the University of Texas-Houston Health Science Center.

PubMed

Castro, G A; Bouldin, P A; Farver, D W; Maugans, L A; Sanders, L C; Booker, J

1999-04-01

The University of Texas-Houston Health Science Center (UT-Houston) has created programs and activities to address the state's pressing needs in minority education. Through InterCon, a network of universities and K-12 schools, UT-Houston works with its partners to identify competitive candidates in the current pool of minority graduates with bachelor's degrees and to help them--along with their non-minority counterparts--progress in their education. Another objective is to expand the pool of minorities underrepresented in medicine who complete high school and go to college. In 1994 UT-Houston and Prairie View A&M University created a collaborative venture to provide new educational opportunities at UT-Houston for Prairie View's predominantly African American students. A three-track summer internship program--a result of that collaboration--has since been expanded to partnerships with other minority and majority universities throughout Texas. In 1998, for example, 108 undergraduate students from these universities (and 40 other universities nationwide) participated in research, professional, and administrative summer internships at UT-Houston. The InterCon network also has partnerships with K-12 schools. UT-Houston works with inner-city, suburban, and rural school districts to develop education models that can be transferred throughout the state. The partnerships deal with helping to teach basic academic skills and computer literacy, improve science-related instruction, meet demands for health promotion materials and information for school-initiated health and wellness programs, and develop distance-learning paradigms. UT-Houston views InterCon as a program helping Texas institutions to engage and adapt to the socioeconomic factors, demographic changes, and technology explosion that currently challenge public education.

The Geneva University Global Health and Human Rights Summer School: A 5-Year Intercultural Collaborative Experience

PubMed Central

Chastonay, Philippe; Mpinga, Emmanuel K.

2018-01-01

Education and training in human rights has been set as a priority by the United Nations. Health and human rights are closely related. Training professionals from various backgrounds in human rights might ultimately contribute to improve the health of individuals and communities. We present the 5 years’ experience with a 3-week residential Global Health and Human Rights Course developed at the University of Geneva and implemented with the support/participation of international organizations (IOs) and non-governmental organizations active in the health and human rights sector. Over the years, roughly 150 students from 43 nationalities, with many different educational backgrounds, attended the course. The male/female ratio was 1/5. The adopted educational approach was multifold and comprised lectures from academics and experts with field experience, group work, individual case studies, journal clubs, and site visits. Evaluation data show that site visits at IOs were highly appreciated as well as networking opportunities among students, with academics and experts with field experience. The variety of topics discussed was, at times, “too much”; yet, it allowed students to measure the extent of the challenges the field is facing. The adopted active learning approach facilitated the exchange of experiences among students and allowed them to get acquainted with different cultural sensitivities. The Global Health and Human Rights Summer-School of the University of Geneva allowed its participants, coming from all over the world, to identify challenges of the interlinked fields of health and human rights, reflect upon their underlying causes, and imagine possible solutions. Sharing our experience will hopefully help passionate educators around the world to develop similar programs. PMID:29868537

The Geneva University Global Health and Human Rights Summer School: A 5-Year Intercultural Collaborative Experience.

PubMed

Chastonay, Philippe; Mpinga, Emmanuel K

2018-01-01

Education and training in human rights has been set as a priority by the United Nations. Health and human rights are closely related. Training professionals from various backgrounds in human rights might ultimately contribute to improve the health of individuals and communities. We present the 5 years' experience with a 3-week residential Global Health and Human Rights Course developed at the University of Geneva and implemented with the support/participation of international organizations (IOs) and non-governmental organizations active in the health and human rights sector. Over the years, roughly 150 students from 43 nationalities, with many different educational backgrounds, attended the course. The male/female ratio was 1/5. The adopted educational approach was multifold and comprised lectures from academics and experts with field experience, group work, individual case studies, journal clubs, and site visits. Evaluation data show that site visits at IOs were highly appreciated as well as networking opportunities among students, with academics and experts with field experience. The variety of topics discussed was, at times, "too much"; yet, it allowed students to measure the extent of the challenges the field is facing. The adopted active learning approach facilitated the exchange of experiences among students and allowed them to get acquainted with different cultural sensitivities. The Global Health and Human Rights Summer-School of the University of Geneva allowed its participants, coming from all over the world, to identify challenges of the interlinked fields of health and human rights, reflect upon their underlying causes, and imagine possible solutions. Sharing our experience will hopefully help passionate educators around the world to develop similar programs.

Tsé na'alkaah: Weaving Native and Mainstream Earth and Environmental Science into Place-Based Teacher Professional Development on the Colorado Plateau

NASA Astrophysics Data System (ADS)

Semken, S. C.; Godsey, H. S.; Tsosie, W. B., Jr.

2017-12-01

Place-based, culturally-integrated approaches to teaching geoscience and environmental science are aligned with traditional indigenous education, and illustrate the premise that leveraging the cultural capital of Native Americans and other underrepresented groups renders more inclusive and relevant teaching. Situating learning within local landscapes, environments, and communities; and meaningfully connecting mainstream science with Native science and knowledge of place enables students to construct new knowledge that is scaffolded by their own worldview and experiences, and helps lessen any sense of discontinuity that may arise from apparently disparate interpretations of Earth processes. We drew on this philosophy in implementing a multi-year program of summer professional-development workshops for K-12 teachers in the Colorado Plateau and Intermountain regions, many of whom work in schools that serve majority Native American student populations. Through collaboration of geoscientists, Diné (Navajo) cultural experts, and master teachers, we developed and implemented inquiry-rich field excursions in which learning about Earth-system features and processes on the Plateau utilized factual and conceptual knowledge from mainstream geoscience and Diné geoscience (tsé na'alkaah) alike, as well as on other forms of local place knowledge such as Diné toponymy and history. Participants used concepts such as the dynamic interactions of Earth (Nahasdzaan) and Sky (Yádilhil) systems and the natural order (nitsahakees, nahat'a, iina, siihasin) to interpret natural landscape features (e.g., desert landforms, Plateau stratigraphy, Laramide structures) as well as anthropogenic impacts (e.g., uranium extraction and its environmental and health effects) in the field. We will share specific examples of place-based, culturally integrated curriculum and assessment from this program.

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

PubMed Central

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

2015-01-01

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

Short-Term Research Experiences with Teachers in Earth and Planetary Sciences and a Model for Integrating Research into Classroom Inquiry

NASA Astrophysics Data System (ADS)

Morgan, P.; Bloom, J. W.

2006-12-01

For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their research experiences and overall expressed a new understanding of science and research.

Understanding Science and Technology Interactions Through Ocean Science Exploration: A Summer Course for Science Teachers

NASA Astrophysics Data System (ADS)

Baldauf, J.; Denton, J.

2003-12-01

In order to replenish the national supply of science and mathematics educators, the National Science Foundation has supported the formation of the Center for Applications of Information Technology in the Teaching and Learning of Science (ITS) at Texas A&M University. The center staff and affiliated faculty work to change in fundamental ways the culture and relationships among scientists, educational researchers, and teachers. ITS is a partnership among the colleges of education, science, geosciences, agriculture and life science at Texas A&M University. Participants (teachers and graduate students) investigate how science is done and how science is taught and learned; how that learning is assessed, and how scholarly networks among all engaged in this work can be encouraged. While the center can offer graduate degrees most students apply as non-degree seekers. ITS participants are schooled on classroom technology applications, experience working on project teams, and access very current research work being conducted by scientists. ITS offers a certificate program consisting of two summer sessions over two years that results in 12 hours of graduate credit that can be applied to a degree. Interdisciplinary project teams spend three intense weeks connecting current research to classroom practices. During the past summer with the beginning of the two-year sequence, a course was implemented that introduced secondary teachers to Ocean Drilling Program (ODP) contributions to major earth science themes, using core and logging data, engineering (technology) tools and processes. Information Technology classroom applications were enhanced through hands-on laboratory exercises, web resources and online databases. The course was structured around the following objectives. 1. Distinguish the purpose and goals of the Ocean Drilling Program from the Integrated Ocean Drilling Program and describe the comparable science themes (ocean circulation, marine sedimentation, climate history, sea level change and geological time). This objective will be achieved by correctly answering 8 of 10 multiple choice items on course posttest on science themes of ODP/IODP. 2. Describe the technical tools and processes for determining sea level history by preparing and presenting a multimedia presentation on coring. 3. Describe the processes for describing a drill core and apply those processes to core samples from Leg 194 by developing a laboratory analysis report on core samples based on protocol for analyzing cores. 4. Explain the distinguishing features of scientific from industrial coring processes by developing a paper that contrasts scientific from industrial coring processes. 5. Describe the substructure of the ocean basin and the scientific tools (equipment and processes) used to explore this substructure by preparing and presenting a multimedia presentation on bore hole data interpretation. 6. Analyze and interpret data sets from a bore hole by developing a laboratory analysis report on bore-hole data. Student performance data for objectives indicate a 16% average positive change on the science themes addressed in instruction related to objective one occurred. Similarly, a 12% average positive change occurred on science education topics related to earth science among the students in this class. Ongoing contact between faculty members during the academic year is planned as these summer participants engage in implementing IT interventions and professional development experiences based on ocean science data experienced in the summer experience.

I Know What You Did Last Summer

ERIC Educational Resources Information Center

Opalinski, Gail; Ellers, Sherry; Goodman, Amy

2004-01-01

This article describes the revised summer school program developed by the Anchorage (AK) School District for students who received poor grades in their core classes or low scores in the Alaska Benchmark Examinations or California Achievement Tests. More than 500 middle school students from the district spent five weeks during the summer honing…

Summer Training and Education Program (STEP): Report on the 1987 Experience.

ERIC Educational Resources Information Center

Sipe, Cynthia L.; And Others

The Summer Training and Education Program (STEP) was developed in 1984 as a strategy for reducing the number of young people who leave school without the skills and motivation necessary for productive employment. The STEP intervention involves collaboration between the public schools and the federal Summer Youth Employment and Training Program…

"Learning City" Summer Migrant Program.

ERIC Educational Resources Information Center

Presson, Johnny E.; Baker, Wilbur L.

"Learning City" is the theme of a summer education project that provides a unique teaching atmosphere for migrant children. For 2 summers, 130 students have participated in this program that sustains and enforces reading and math skills, as well as helps develop self-concept. Industries in Learning City are the various branches of study: reading…

Summer HILT Experience: ESL and SSL for Elementary School.

ERIC Educational Resources Information Center

Garcia, Marilyn; Grady, Karen

A high intensity language training (HILT) summer program in English as a second language and Spanish as a second language offered to second through eighth grade students in the North Monterey County Unified School District (California) during the summers of 1982 and 1983 is described. The program funding, design, admission, development, and…

Manual for a Summer Reading Program.

ERIC Educational Resources Information Center

Medina, Sue O.

This manual provides suggestions for materials and projects to carry out a summer reading program for children based on a monster theme. The planning process outlined may be used as a "how-to" guide for developing summer reading programs on other themes as well. In addition to general guidelines, the manual provides information on the following…

Innovative Assessment Tools for a Short, Fast-Paced, Summer Field Course

ERIC Educational Resources Information Center

Baustian, Melissa M.; Bentley, Samuel J.; Wandersee, James H.

2008-01-01

An experiential science program, such as a summer course at a field station, requires unique assessment tools. Traditional assessment via a pencil-and-paper exam cannot capture the essential skills and concepts learned at a summer field station. Therefore, the authors developed a pre- and postcourse image-based analysis to evaluate student…

Enhancement of seasonal prediction of East Asian summer rainfall related to the western tropical Pacific convection

NASA Astrophysics Data System (ADS)

Lee, D. Y.; Ahn, J. B.; Yoo, J. H.

2014-12-01

The prediction skills of climate model simulations in the western tropical Pacific (WTP) and East Asian region are assessed using the retrospective forecasts of seven state-of-the-art coupled models and their multi-model ensemble (MME) for boreal summers (June-August) during the period 1983-2005, along with corresponding observed and reanalyzed data. The prediction of summer rainfall anomalies in East Asia is difficult, while the WTP has a strong correlation between model prediction and observation. We focus on developing a new approach to further enhance the seasonal prediction skill for summer rainfall in East Asia and investigate the influence of convective activity in the WTP on East Asian summer rainfall. By analyzing the characteristics of the WTP convection, two distinct patterns associated with El Niño-Southern Oscillation (ENSO) developing and decaying modes are identified. Based on the multiple linear regression method, the East Asia Rainfall Index (EARI) is developed by using the interannual variability of the normalized Maritime continent-WTP indices (MPIs), as potentially useful predictors for rainfall prediction over East Asia, obtained from the above two main patterns. For East Asian summer rainfall, the EARI has superior performance to the East Asia summer monsoon index (EASMI) or each MP index (MPI). Therefore, the regressed rainfall from EARI also shows a strong relationship with the observed East Asian summer rainfall pattern. In addition, we evaluate the prediction skill of the East Asia reconstructed rainfall obtained by statistical-empirical approach using the cross-validated EARI from the individual models and their MME. The results show that the rainfalls reconstructed from simulations capture the general features of observed precipitation in East Asia quite well. This study convincingly demonstrates that rainfall prediction skill is considerably improved by using the statistical-empirical method compared to the dynamical models. Acknowledgements This work was carried out with the support of the Rural Development Administration Cooperative Research Program for Agriculture Science and Technology Development under Grant Project No. PJ009953, Republic of Korea.

Current Status of Human Resource Training Program for Fostering RIBiomics Professionals

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

Lee, Dong-Eun; Jang, Beom-Su; Choi, Dae Seong

RI-Biomics is a state-of-the-art radiation fusion technology for evaluating in-vivo dynamics such as absorption, distribution, metabolism and excretion (ADME) of new drug candidates and biomaterials using radioisotope (RI), and quantitative evaluation of their efficacy via molecular imaging techniques and animal models. The RI-Biomics center is the sole comprehensive research and experiment complex in Korea that can simultaneously perform the radio-synthesis of drug candidate with radioisotope, analysis, and molecular imaging evaluation with animal model. Molecular imaging techniques, including nuclear imaging (SPECT and PET), near-infrared fluorescent (NIRF) imaging, and magnetic resonance imaging (MRI), are the cutting-edge technologies for evaluating drug candidates. Sincemore » they allow in vivo real-time imaging of the diseased site, monitoring the biodistribution of drug and determining the optimal therapeutic efficacy following treatments, we have integrated RI-ADME and molecular imaging to provide useful information for drug evaluation and to accelerate the development of new drugs and biomaterials. The RI-Biomics center was established with total investment of 18 million $ during four years from 2009 to 2012 in order to develop a comprehensive analyzing system using RI for new drug development as an axis for national growth in the next generation. The RI-Biomics center has labeling synthesis facility for the radiosynthesis of drug candidate with radioisotope such as Tc-99m, I-125, I-131, F-18, H-3 and C-14 using hot cell. It also includes RI-general analysis facilities, such as Radio-HPLC, LC/MS, GC/MS, gamma counter that can analyzing the radio-synthesized materials, and animal image analysis facilities that developed small animal imaging equipment such as SPECT/PET/CT, 7 T MRI, in-vivo optical imaging system and others. In order to achieve the system to verify safety and effectiveness of the new drugs using RI, it is necessary to establish a human resource training program for fostering RI-Biomics professionals in the following key fields; (1) Radio-pharmaceuticals synthesis and labeled compound development, (2) Development of RI-ADME in the living object and image assessment technology. Personnel training program that carries out theoretical education and practical training in the field related to RI-Biomics in parallel is being conducted. Internship training for university students has been administered twice already while educational program for the existing professionals in the RI-Biomics field will be carried out during the summer of 2014. The human resource training program for combination of RIADME and different molecular imaging techniques can offer synergistic advantages to facilitate understanding RIADME and fostering RI-ADME professionals. (authors)« less

Strategies for the Internal Development of Summer Sessions.

ERIC Educational Resources Information Center

Seagren, Alan T.; And Others

Organizational matters and strategies useful in developing more effective collegiate summer sessions are discussed, and examples of some productive strategies at the University of Nebraska-Lincoln are reported. Four elements of organizational structure in higher education considered are organizational environment, mission and goals, governance…

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

PubMed Central

Salto, Lorena M.; Riggs, Matt L.; Delgado De Leon, Daisy; Casiano, Carlos A.; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity. PMID:25250695

Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University Summer Health Disparities Research Program.

PubMed

Salto, Lorena M; Riggs, Matt L; Delgado De Leon, Daisy; Casiano, Carlos A; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.

Career Mapping for Professional Development and Succession Planning.

PubMed

Webb, Tammy; Diamond-Wells, Tammy; Jeffs, Debra

Career mapping facilitates professional development of nurses by education specialists and nurse managers. On the basis of national Nursing Professional Development Scope and Standards, our education and professional development framework supports the organization's professional practice model and provides a foundation for the professional career map. This article describes development, implementation, and evaluation of the professional career map for nurses at a large children's hospital to support achievement of the nursing strategic goals for succession planning and professional development.

Late summer temperature reconstruction based on tree-ring density for Sygera Mountain, southeastern Tibetan Plateau

NASA Astrophysics Data System (ADS)

Li, Mingyong; Duan, Jianping; Wang, Lily; Zhu, Haifeng

2018-04-01

Although several tree-ring density-based summer/late summer temperature reconstructions have been developed on the Tibetan Plateau (TP), the understanding of the local/regional characteristics of summer temperature fluctuations on a long-term scale in some regions is still limited. To improve our understanding in these aspects, more local or regional summer temperature reconstructions extending back over several centuries are required. In this study, a new mean latewood density (LWD) chronology from Abies georgei var. smithii from the upper tree line of Sygera Mountain on the southeastern TP was developed to reconstruct the late summer temperature variability since 1820 CE. The bootstrapped correlation analysis showed that the LWD chronology index was significantly and positively correlated with the late summer (August-September) mean temperatures (r1950-2008 = 0.63, p < 0.001) recorded at the nearest meteorological station and that this reconstruction has considerable potential to represent the late summer temperature variability at the regional scale. Our late summer temperature reconstruction revealed three obvious cold periods (i.e., 1872-1908, 1913-1937 and 1941-1966) and two relatively warm phases (i.e., 1821-1871 and 1970-2008) over the past two centuries. Comparisons of our reconstruction with other independent tree-ring-based temperature reconstructions, glacier fluctuations and historical documental records from neighboring regions showed good agreement in these relatively cold and warm intervals. Our reconstruction exhibits an overall increasing temperature trend since the 1960s, providing new evidence supporting the recent warming of the TP. Moreover, our results also indicate that the late summer temperature variability of Sygera Mountain on the southeastern TP has potential links with the Pacific Decadal Oscillation (PDO).