DIGGING INTO DINOSAUR BEHAVIOR: DEVELOPMENT OF AN INTERACTIVE AND FIELD-BASED DINOSAUR DIG SITE FOR K-12 EDUCATION AND OUTREACH

2016 ◽  
Author(s):  
Jacalyn M. Wittmer ◽  
◽  
Naomi L. Wasserman ◽  
Barbara Hug ◽  
Janet Wattnem
Keyword(s):  
Behavior Development ◽  
Education And Outreach ◽  
K 12

scholarly journals Integrating a K-12 Education and Outreach Initiative into a Sustainability Research Network (Work in Progress)

2015 ◽  
Author(s):  
Daniel Knight ◽  
Michael Hannigan ◽  
Madeline Polmear ◽  
Lisa Gardiner ◽  
Katya Hafich ◽  
...  
Keyword(s):  
Research Network ◽  
Work In Progress ◽  
Sustainability Research ◽  
Education And Outreach ◽  
K 12 ◽  
Outreach Initiative

scholarly journals Developing Science Education and Outreach Partnerships at Research Institutions

1998 ◽  
Vol 162 ◽  
pp. 230-234
Author(s):  
K. L. Dow
Keyword(s):  
Science Education ◽  
Doctoral Program ◽  
High Energy ◽  
Public Affairs ◽  
Advanced Technology ◽  
Research Institutions ◽  
Teachers And Students ◽  
Education And Outreach ◽  
K 12 ◽  
New Education

Like many research institutions, the Harvard-Smithsonian Center for Astrophysicsf (CfA), has been actively engaged in education and public outreach activities for many years. The Harvard University Department of Astronomy, the formal higher education arm of the CfA, offers an undergraduate concentration and a doctoral program. In our Science Education Department, educational researchers manage ten programs that address the needs of teachers and students (K-12 and college), through advanced technology, teacher enhancement programs, and the development of curriculum materials. The Editorial and Public Affairs Department offers several public lecture series, recorded sky information, children's nights, and runs the Whipple Observatory Visitors Center in Amado, AZ. In this environment of successful programs, the High Energy Astrophysics (HEA) division, one of seven research divisions at the CfA, has initiated, or partnered with other institutions, development of several new education and outreach programs. Some of these programs involve partnerships with the education community, but all of them have been initiated by and involve scientists.

Strategies for Avoiding Reinventing the Precollege Education and Outreach Wheel

Genetics ◽  
2004 ◽  
Vol 166 (4) ◽  
pp. 1601-1609
Author(s):  
Erin L Dolan ◽  
Barbara E Soots ◽  
Peggy G Lemaux ◽  
Seung Y Rhee ◽  
Leonore Reiser
Keyword(s):  
Public Education ◽  
Participant Satisfaction ◽  
Principal Investigators ◽  
Program Success ◽  
Broader Impacts ◽  
National Science ◽  
Teachers And Students ◽  
Education And Outreach ◽  
K 12 ◽  
Further Development

Abstract The National Science Foundation’s recent mandate that all Principal Investigators address the broader impacts of their research has prompted an unprecedented number of scientists to seek opportunities to participate in precollege education and outreach. To help interested geneticists avoid duplicating efforts and make use of existing resources, we examined several precollege genetics, genomics, and biotechnology education efforts and noted the elements that contributed to their success, indicated by program expansion, participant satisfaction, or participant learning. Identifying a specific audience and their needs and resources, involving K–12 teachers in program development, and evaluating program efforts are integral to program success. We highlighted a few innovative programs to illustrate these findings. Challenges that may compromise further development and dissemination of these programs include absence of reward systems for participation in outreach as well as lack of training for scientists doing outreach. Several programs and institutions are tackling these issues in ways that will help sustain outreach efforts while allowing them to be modified to meet the changing needs of their participants, including scientists, teachers, and students. Most importantly, resources and personnel are available to facilitate greater and deeper involvement of scientists in precollege and public education.

Unplugged cybersecurity: An approach for bringing computer science into the classroom

2018 ◽  
Vol 2 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Rachel E Fees ◽  
Jennifer A Da Rosa ◽  
Sarah S Durkin ◽  
Mark M Murray ◽  
Angela L Moran
Keyword(s):  
Computer Science ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Naval Academy ◽  
United States Naval Academy ◽  
Hands On ◽  
Authentication And Authorization ◽  
Education And Outreach ◽  
K 12 ◽  
Bureau Of Labor Statistics

The United States Naval Academy (USNA) STEM Center for Education and Outreach addresses an urgent Navy and national need for more young people to pursue careers in STEM fields through world-wide outreach to 17,000 students and 900 teachers per year. To achieve this mission, the STEM Center has developed a hands-on and inquiry-based methodology to be used with K-12 educators at professional development workshops and with students through camps, festivals and fairs, and STEM days.According to recent data, math and computer science (CS) are the fastest growing fields among STEM careers (US Bureau of Labor Statistics, 2016). The Computer Science for All initiative (2016) urges communities to bring more computer science education into the classroom to meet the rapidly rising need for more CS graduates. As a result, the USNA STEM Center has developed a number of unplugged (without a computer) cybersecurity modules to promote engagement and increase awareness. Topic areas include encryption, networking and social media, viruses and malware, programming, hardware components, authentication and authorization, and hacking.This article describes the methodology for developing unplugged computer science activities and adapting computer science undergraduate curriculum for K-12 educators and students as an introduction to complex computer science topics.

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