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1.
The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree. 相似文献
2.
Angela J. Roberts Janette Robbins Lynne McLandsborough Martin Wiedmann 《Journal of Food Science Education》2010,9(4):98-105
Abstract: A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program for undergraduate students with the goal of increasing the number of individuals enrolling in graduate programs in Food Science and entering careers in food science. In 2008, to explore expansion to other food science programs, the program also included 5 students placed at the Univ. of Massachusetts. Between 2000 and 2009, a total of 147 undergraduate students, representing a nationally and internationally diverse student body, have participated in the program. Sixty program participants have been recruited from nonfood science majors and 25 have been U.S. citizens representing traditionally underrepresented minorities. Forty‐five program alumni have completed graduate degrees with a food science or related major, and 56 alumni are currently pursuing graduate degrees in food science or related disciplines. Thirty program alumni are working in the food industry. The Food Science Summer Scholars Program at Cornell and the Univ. of Massachusetts has proved to be an effective program for recruiting students into graduate programs and careers in food science. Furthermore, the Summer Scholars Program at Cornell and the Univ. of Massachusetts serves as a model for the development of a cooperative multi‐institutional food science summer research program for undergraduates to further increase the supply of students for graduate study and careers in food science. 相似文献
3.
This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 629–654, 2000 相似文献
4.
The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004 相似文献
5.
The purpose of this study was to determine the quantitative and qualitative portrayal of females and minorities in the illustrations of seven contemporary elementary science textbook series. An evaluation instrument was devised to determine the current status of the targeted groups. Illustrations were evaluated on the basis of minority/nonminority and male/female repesentation. The activity and assumed role of the individuals were also tabulated. More than 5900 human illustrations were evaluated. The results reveal that female children as a group are represented with greater frequency than are other child groups. Minority children are represented less often than nonminority children and female and minority adults are depicted less often than nonminority male adults. The textbooks evaluated in this study display science positively for most societal groups. However, minorities are underrepresented and illustrated in a limited number of career roles. Implications and suggestions for teachers, supervisors, and teacher educators are provided. 相似文献
6.
Dimiter M. Dimitrov 《Peabody Journal of Education》2013,88(4):637-653
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002–03, 2003–04, and 2004–05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in percentages of students (at or above) proficient on state assessments in math and science were investigated by gender, ethnicity, special education, and students with limited English proficiency using schools for which data were available for all three years. The results indicated that MSP schools continued to show improvement in student math and science proficiency over the three-year period. Second, schools were examined by frequency and effect size of increase, decrease, or no change in student math and science proficiency from the “start” (2002–03) to the “end” (2004–05) of the period for this study. The schools with positive changes were in much higher numbers and higher mean effect size of change compared to schools with negative (or no) changes in student math and science proficiency. Third, the relationship between the schools' targeted teacher participation in MSP-related activities over the entire period of three years and the student math and science proficiency at the “end” year of this period (2004–05) was also investigated. It was found that this relationship was positive and significant for the elementary and high schools, but there was no evidence for its significance at the middle school level. 相似文献
7.
This study investigated the effectiveness of a southern state??s department of education program to improve science achievement through embedded professional development of science teachers in the lowest performing schools. The Science Mentor Program provided content and inquiry-based coaching by teacher leaders to science teachers in their own classrooms. The study analyzed the mean scale scores for the science portion of the state??s high school graduation test for the years 2004 through 2007 to determine whether schools receiving the intervention scored significantly higher than comparison schools receiving no intervention. The results showed that all schools achieved significant improvement of scale scores between 2004 and 2007, but there were no significant performance differences between intervention and comparison schools, nor were there any significant differences between various subgroups in intervention and comparison schools. However, one subgroup, economically disadvantaged (ED) students, from high-level intervention schools closed the achievement gap with ED students from no-intervention schools across the period of the study. The study provides important information to guide future research on and design of large-scale professional development programs to foster inquiry-based science. 相似文献
8.
The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001 相似文献
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10.
Brit Toven-Lindsey Marc Levis-Fitzgerald Paul H. Barber Tama Hasson 《CBE life sciences education》2015,14(2)
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. 相似文献
11.
Chandra M. Mehrotra 《Educational gerontology》2013,39(7):493-503
In collaboration with distinguished scholars and National Institute on Aging (NIA) staff, we designed, implemented, and evaluated a research training program in aging for psychology faculty from 4-year colleges. The goal of the program was to build and sustain a community of college faculty committed to conducting aging research, incorporating recent advances in their courses, and engaging undergraduate students in aging research. Program design included an initial 2-week summer institute, ongoing consultation, a midyear meeting during the intervening year, and a follow-up institute. The initial institute focused on research methodology, selected content areas, and procedural matters related to preparation and submission of grant applications. There were 2 follow-up meetings that provided participants with extended opportunities to discuss the proposal they were developing. Between 1998 and 2004, 6 cohorts of psychology faculty (with 13–15 members in each cohort) participated in the program. This paper reports the results of a follow-up evaluation we conducted in September 2004. 相似文献
12.
Faculty have long expressed concern about pseudoscience belief among students. Most US research on such beliefs examines evolution-creation issues among liberal arts students, the general public, and occasionally science educators. Because of their future influence on youth, we examined basic science knowledge and several pseudoscience beliefs among 540 female and 123 male upperclass preservice teachers, comparing them with representative samples of comparably educated American adults. Future teachers resembled national adults on basic science knowledge. Their scores on evolution; creationism; intelligent design; fantastic beasts; magic; and extraterrestrials indices depended on the topic. Exempting science education, preservice teachers rejected evolution, accepting Biblical creation and intelligent design accounts. Sizable minorities ??awaited more evidence?? about fantastic beasts, magic, or extraterrestrials. Although gender, disciplinary major, grade point average, science knowledge, and two religiosity measures related to beliefs about evolution-creation, these factors were generally unassociated with the other indices. The findings suggest more training is needed for preservice educators in the critical evaluation of material evidence. We also discuss the judicious use of pseudoscience beliefs in such training. 相似文献
13.
Jonas O. Rosenthal 《Innovative Higher Education》1982,6(4):214-228
As freshmen in 1966, 26 students at a liberal arts college entered Program II, and experiment in individualized education which relieved them from usual collegiate requirements for all four years. Twelve years later, 22 of these participants, plus 19 nonparticipating classmates of 1970, were interviewed. Except for their evaluation of their college experience (Program II participants were more negative about it), participants and nonparticipants are indistinguishable on comparisons of post-graduate education, occupational history, family and residential patterns, leisure activities, and attitudes toward self.This research was supported by a grant from the Mellon Foundation. 相似文献
14.
Muhsin Menekse 《Computer Science Education》2013,23(4):325-326
While there has been a remarkable interest to make computer science a core K-12 academic subject in the United States, there is a shortage of K-12 computer science teachers to successfully implement computer sciences courses in schools. In order to enhance computer science teacher capacity, training programs have been offered through teacher professional development. In this study, the main goal was to systematically review the studies regarding computer science professional development to understand the scope, context, and effectiveness of these programs in the past decade (2004–2014). Based on 21 journal articles and conference proceedings, this study explored: (1) Type of professional development organization and source of funding, (2) professional development structure and participants, (3) goal of professional development and type of evaluation used, (4) specific computer science concepts and training tools used, (5) and their effectiveness to improve teacher practice and student learning. 相似文献
15.
Edward Martinez Jennifer Lindline Michael S. Petronis Maura Pilotti 《Journal of Science Education and Technology》2012,21(6):713-721
The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science. 相似文献
16.
Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines. 相似文献
17.
Since 2004, we have offered a postgraduate training program in aging research for social work faculty from across the country. The overarching goal of the program is to expand the pool of social work faculty engaged in aging research. This, in turn, will reinvigorate participants' teaching; prepare them to update aging-related content in the curriculum, with special emphasis on cultural diversity and methodological issues; and enhance their ability to motivate new generations of students to pursue the study of aging. Program design includes an initial 8-day institute in Summer I; ongoing consultation, update meetings at several national conventions, and a 4-day midyear meeting during the intervening year; and a follow-up institute during Summer II. Between 2004 and 2009, seven cohorts of social work faculty (with 14–15 members in each cohort) participated in the program. More than 40 percent of the participants were from communities of color including African American, Hispanic American, Native American, and Asian American. This article reports the results of initial evaluation from two most recent cohorts (Cohort 6 and Cohort 7). In addition, it reports the results of a follow-up study we conducted in June 2010 on cohorts 1–5. Key lessons learned in offering the program are also shared. 相似文献
18.
Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513–536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74–101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513–536, 2004). Lee and Witz (International Journal of Science Education 31:931–960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers’ practices of teaching SSI. This study presents case studies that investigated the development of secondary school students’ science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students’ understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371–391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound. 相似文献
19.
Surveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign language has become more accepted as an academic discipline and that programs are more entrenched at their institutions. 相似文献
20.
Hanna Kim 《Journal of Science Education and Technology》2016,25(2):174-186
This study investigates the effects of an intensive 1-week Inquiry-Based Science and Technology Enrichment Program (InSTEP) designed for middle school-aged female students. InSTEP uses a guided/open inquiry approach that is deepened and redefined as eight sciences and engineering practices in the Next Generation Science Standards, which aimed at increasing female students’ interest in science and science-related careers. This study examined the effectiveness of InSTEP on 123 female students’ pre-assessment and post-assessment changes in attitudes toward science and content knowledge of selected science concepts. An attitude survey, a science content test with multiple-choice questions, written assignments, and interviews to collect data were all used to measure students’ attitudes and content knowledge. A within-group, repeated measure design was conducted, and the results indicated that at the post-intervention level, InSTEP increased the participants’ positive attitudes toward science, science-related careers, and content knowledge of selected science concepts. 相似文献