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1.
Caroline Gottschalk Druschke Nedra Reynolds Jenna Morton-Aiken Ingrid E. Lofgren Nancy E. Karraker Scott R. McWilliams 《Technical Communication Quarterly》2018,27(2):175-190
Graduate programs in the sciences offer minimal support for writing, yet there is an increasing need for scientists to engage with the public and policy makers. To address this need, the authors describe an innovative, cross-disciplinary, National Science Foundation (NSF)–funded training program in rhetoric and writing for science, technology, engineering, and math (STEM) graduate students and faculty at the University of Rhode Island. The program offers a theory-driven, flexible, scalable model that could be adopted in a variety of institutional contexts. 相似文献
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Lori A. Wingate 《Community College Journal of Research & Practice》2017,41(6):370-373
ABSTRACTAdvanced Technological Education is distinct from typical National Science Foundation programs in that it is essentially a training—not research—program, and most grantees are located at technical and two-year colleges. This article presents empirical data on the status of research in the program, discusses the program’s role in supporting NSF’s values of intellectual merit and broader impacts, and offers strategies for enhancing research within the program. 相似文献
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Gayle A. Buck Diandra L. Leslie‐Pelecky Yun Lu Vicki L. Plano Clark John W. Creswell 《科学教学研究杂志》2006,43(8):852-873
Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006 相似文献
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Marcia A. Mardis Faye R. Jones Charles R. McClure 《Community College Journal of Research & Practice》2013,37(9):625-630
ABSTRACTIn this National Science Foundation Advanced Technician Education program (NSF ATE) project, we aimed to explore factors that would strengthen the rural IT employee workforce and improve educational support related to broadband, telecommunications, and networks in rural settings. Using multiple methods to triangulate rural IT program curricula content with employers’ perceptions and new professionals’ on-the-job experiences, we gained an understanding of common general and technical competencies, perceived rural IT technician workforce readiness, and strategies to bring educational experiences in alignment with professional performance. We also offer findings concerning alignment of technician pathways and recommendations for how to transfer identified competencies to other similar rural markets, along with examples of extensions of this work for exploring and assessing IT pathways. 相似文献
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Phillip G. Clark 《Educational gerontology》2013,39(6):511-528
Changes occurring in both health care and higher education systems in the U.S. suggest the need for the development of innovative model programs for interdisciplinary team training. This article reports on the development and evaluation of one such program: an interdisciplinary team training institute in geriatrics and primary care sponsored by the Rhode Island Geriatric Education Center in 1999. Key principles underlying the design of program content are summarized. Evaluation data analyzed include information on attendees' backgrounds and teamwork experience, and an assessment of the most important and least important insights gained from participation. Specific ratings for each session include relevance and knowledge attainment. Major observations and recommendations include the combination of theory and practice, a focus on current and cutting edge issues, the importance of educational marketing research, and implications for program evaluation. 相似文献
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Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group. 相似文献
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Bonnie J. Brunkhorst 《科学教学研究杂志》1992,29(6):571-583
Recent efforts of the National Association for Research in Science Teaching (NARST) and the National Science Teachers Association (NSTA) have encouraged collaborative “research partnerships” between university researchers and classroom science teachers. This research partners study, begun in 1987, examined student outcomes and teacher characteristics in middle/junior high exemplary programs identified by the NSTA's Search for Excellence in Science Education (SESE). A second year of the study has been completed involving SESE program teachers with similar instructional profiles. Using Iowa Test of Basic Skills and National Assessment of Educational Progress (NAEP) items, key teachers in those SESE programs examined their seventh- and eighth-grade student outcomes in three domains: (a) knowledge, (b) attitudes, and (c) applications/connections. Results were compared with national populations. A similar study was conducted during the second year, involving teachers from the first year and additional teachers with instructional practice profiles similar to those in SESE programs. Teachers were surveyed using a questionnaire from the Report of the 1977 National Survey of Science, Mathematics and Social Studies Education Teachers (Weiss, 1978a) and supplemental questions (Bonnstetter, 1985). This study found that in exemplary middle/junior high programs: (a) as a group, students achieve high scores in science knowledge and maintain or develop positive attitudes toward science; and (b) students need opportunities to make connections between what they learn in science and personal responsibility. 相似文献
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Deaf education teacher training programs have received criticism for graduating students with gaps in knowledge and skills required for specific placements. The National Council for Accreditation of Teacher Education (NCATE) requires that accredited programs engage in self-study, and NCATE guidelines require programs to collect valid, reliable evidence of teacher candidate performance and candidates' effect on student learning. In the present study, an ecobehavioral assessment computer program, MS-CISSAR (Mainstream Code for Instructional Structure and Student Academic Response), was used in evaluations of 8 teacher candidates during internship experiences. Results were mixed. Some of the instructional arrangements, teaching behaviors, and student responses resembled those found in studies using in-service teachers as subjects; however, some data revealed a need for changes in instruction. Data gathered with MS-CISSAR could be added to evaluations to help training programs meet NCATE requirements for evidence on teacher candidate performance and candidates' effect on student learning. 相似文献
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Nancy P. Kropf Ellen Idler Jonathan Flacker Carolyn Clevenger Elizabeth Rothschild 《Educational gerontology》2015,41(5):373-383
Effective health care with older adults requires that clinicians and practitioners are knowledgeable about aging issues and have the skills to work within an interdisciplinary team context. This article describes a Senior Mentoring Program that paired clinical students in medicine, nursing, and a physician assistant program with community-dwelling seniors for regular interactions. This interprofessional education experience included graduate gerontology students as discussion facilitators. Because including gerontology students as Interprofessional Dialogue Facilitators (IDFs) was an innovative aspect of the program, their participation within interdisciplinary groups was analyzed. IDFs monitored a secure internet site where clinical students discussed their experiences with their mentors. Discussion posts by the IDFs were clustered into three major types: amplifying statements that stimulated and furthered dialogue, augmenting posts that integrated specialized content on aging within the discussions, and analyzing comments that helped students reflect on experiences from different perspectives. The advantages of including aging content experts, such as gerontology students, within aging awareness activities like Seminar Mentoring programs are discussed. 相似文献
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Individual and Distributed Cognitions in Interdisciplinary Teamwork: A Developing Case Study and Emerging Theory 总被引：4，自引：0，他引：4
Sharon J. Derry Lori Adams DuRussel Angela M. O'Donnell 《Educational Psychology Review》1998,10(1):25-56
We present a developing distributed cognition theory of interdisciplinary collaboration that incorporates concepts from both situated cognition and information-processing theory. This theoretical framework is being refined as it is used for analyzing interdisciplinary collaboration within the National Institute for Science Education (NISE). Our analyses are intended to improve scientific understanding of collaborative processes that influence productivity and quality of interdisciplinary work within the NISE and beyond. A critical group meeting in the early development of one interdisciplinary working team is analyzed using language and ideas from our theoretical perspective. 相似文献
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The shortage of minority faculty presence on college and university campuses has been a matter of some concern in recent years. The purpose of this article to describe one college's initiative to address this issue. The West Virginia Graduate College's Minority Faculty Fellowship Program was designed to recruit minority doctoral students who are at the dissertation stage of their program. Appointed as non-tenure track faculty members, fellows are provided with experiences that will help them acclimate to the professoriate. This article describes the program, highlights the institutional benefits, outlines the program's strengths and weaknesses, and makes recommendations for those interested in developing similar programs.John S. Gooden, Ed.D. (University of Massachusetts at Amherst), is an Assistant Professor in the Department of Educational Leadership and Counseling at Eastern Michigan University. He is a former West Virginia Graduate College Faculty Fellow. His areas of professional expertise include administrative certification, school violence, and educational technology. Paul A. Leary, Ed.D. (University of Massachusetts at Amherst), is a Professor in the Educational Leadership Department at West Virginia Graduate College. His areas of professional interest focus on educational governance, educational policy, and program evaluation. Ronald B. Childress, Ed.D. (The University of Tennessee at Knoxville), is a Professor in the Departments of Elementary Education, Secondary Education, and Educational Leadership at West Virginia Graduate College. His areas of professional expertise include curriculum planning, program evaluation, and program management. 相似文献
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美国国家科学基金会对大学资助的新动向 总被引：1，自引：0，他引：1
美国国家科学基金会历来是美国大学尤其是研究型大学获得联邦政府资助的主要来源。《美国竞争法》诞生后,NSF对大学的资助模式、对象及重点发生了重要变化。研究型大学的研究生教育和数学、科学和工程等基础学科领域的教师教育成为NSF2008年至2010年的建设重点,从侧面反映了美国高等教育新的发展动向。 相似文献
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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation''s Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program. 相似文献
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Bioengineering and Bioinformatics Summer Institutes: meeting modern challenges in undergraduate summer research 
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下载免费PDF全文 Summer undergraduate research programs in science and engineering facilitate research progress for faculty and provide a close-ended research experience for students, which can prepare them for careers in industry, medicine, and academia. However, ensuring these outcomes is a challenge when the students arrive ill-prepared for substantive research or if projects are ill-defined or impractical for a typical 10-wk summer. We describe how the new Bioengineering and Bioinformatics Summer Institutes (BBSI), developed in response to a call for proposals by the National Institutes of Health (NIH) and the National Science Foundation (NSF), provide an impetus for the enhancement of traditional undergraduate research experiences with intense didactic training in particular skills and technologies. Such didactic components provide highly focused and qualified students for summer research with the goal of ensuring increased student satisfaction with research and mentor satisfaction with student productivity. As an example, we focus on our experiences with the Penn State Biomaterials and Bionanotechnology Summer Institute (PSU-BBSI), which trains undergraduates in core technologies in surface characterization, computational modeling, cell biology, and fabrication to prepare them for student-centered research projects in the role of materials in guiding cell biology. 相似文献
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Helen L. Vasaly Jose Herrera Charles H. Sullivan Katherine J. Denniston 《CBE life sciences education》2013,12(1):1-4
Many life sciences faculty and administrators are unaware of existing funding programs and of the strategies needed for writing an educationally related proposal. We hope to remedy this problem by making the life sciences audience aware of two National Science Foundation programs underutilized by the biology community.This column has been a welcome opportunity to keep the CBE—Life Sciences Education readership aware of national efforts to improve undergraduate education in the life sciences and of ways to become a part of that effort (Woodin et al. 2009 , 2010 , 2012 ; Wei and Woodin, 2011 ). Throughout the years of engagement in the Vision and Change initiative, from the summer of 2007 to the present, the three primary agencies involved, the National Science Foundation (NSF), the National Institutes of Health (NIH), and the Howard Hughes Medical Institute (HHMI), have continually maintained a dialogue with participants through formal and informal conversations, workshops, and meetings. Our shared focus has been on how the life sciences community itself can change biology undergraduate education in order to better reflect and respond to the current educational environment, including the
- rapid advances in the discipline,
- new educational technologies and platforms becoming available,
- evidence developed through research on effective practices in undergraduate education, and
- challenges of accomplishing the necessary changes with the resources available.
- Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) program (anticipated Spring of 2013 release), and
- Undergraduate Research Coordination Networks–Undergraduate Biology Education (RCN-UBE) program (next deadline is June 14, 2013).
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The Chronicle of Higher Education recently reported that the number of doctoral degrees awarded in the U.S. rose 3.4 percent in 2004, largely because of an
increase in foreign students [Smallwood (2005). Doctoral degrees rose 3.4% in 2004, survey finds. The Chronicle of Higher
Education, December 9, 2005]. Currently, 20.9 percent [National Science Board (2003). The science and engineering workforce
realizing America’s potential. NSB, vol. 3, National Science Foundation] of all science and engineering faculty positions
at U.S. universities are held by foreign-born scientists (with even larger percentages in computer science and engineering)—and
we can expect higher numbers of foreign-born faculty at U.S. universities in the future. In this paper, we use 2001 Survey of Doctorate Recipients (SDR) data from the National Science Foundation to compare productivity levels, work satisfaction levels and career trajectories
of foreign-born scientists and U.S.-born scientists. The results indicate that foreign-born academic scientists and engineers
are more productive than their U.S.-born peers in all areas. Yet, average salaries and work satisfaction levels for foreign-born
scientists are lower than for U.S.-born scientists.
The use of NSF data does not imply NSF endorsement of the research methods or conclusions contained in this report. 相似文献