scholarly journals Moving beyond GK–12

2012 ◽  
Vol 11 (3) ◽  
pp. 239-247 ◽  
Author(s):  
J. A. Ufnar ◽  
Susan Kuner ◽  
V. L. Shepherd
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
National Science Foundation ◽  
Teaching Experience ◽  
Classroom Activity ◽  
Potential Models ◽  
Literature Reviews ◽  
National Science ◽  
Internet Searches ◽  
K 12

The National Science Foundation GK–12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K–12 students and teachers. The goals of the current study were to determine the number of sustained GK–12 programs that follow the original GK–12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K–12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK–12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections.

Projects

1997 ◽  
Vol 90 (1) ◽  
pp. 74
Author(s):  
Sharon Stenglein
Keyword(s):  
Graduate Students ◽  
National Science Foundation ◽  
Technology Research ◽  
University Of Minnesota ◽  
Graduate Level ◽  
New Learning ◽  
National Science ◽  
K 12 ◽  
The University ◽  
Technology Resources

Outreach and connections with K–12 education are part of the mission of the Geometry Center, a Science and Technology Research Center funded by the National Science Foundation and the University of Minnesota. One vehicle for this outreach is an intensive summer course for teachers in which they experience new learning using the center's technology resources. A graduate-level mathematics course, “Technology in the Geometry Classroom,” was created at the Geometry Center by director Richard McGehee with two graduate students, Eduardo Tabacman and Evelyn Sander, and two postdoctoral fellows, Chaim Goodman-Strauss and Heidi Burgiel.

scholarly journals Community Service-Learning in a Large Introductory Sociology Course: Reflections on the Instructional Experience

2018 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Jana Grekul ◽  
Wendy Aujla ◽  
Greg Eklics ◽  
Terra Manca ◽  
Ashley Elaine York ◽  
...  
Keyword(s):  
Graduate Students ◽  
Service Learning ◽  
Community Service ◽  
Graduate Student ◽  
Undergraduate Students ◽  
Teaching Experience ◽  
Pilot Project ◽  
Theory And Practice ◽  
Community Service Learning ◽  
Introductory Sociology

This paper reports on a pilot project that involved the incorporation of Community Service-Learning (CSL) into a large Introductory Sociology class by drawing on the critical reflections of the six graduate student instructors and the primary instructor who taught the course. Graduate student instructors individually facilitated weekly seminars for about 30 undergraduate students, half of which participated in CSL, completing 20 hours of volunteer work with a local non-profit community organization. We discuss the benefits of incorporating CSL into a large Introductory Sociology class and speculate on the value of our particular course format for the professional development of graduate student instructors. A main finding was the critical importance to graduate students of formal and informal training and collaboration prior to and during the delivery of the course. Graduate students found useful exposure to CSL as pedagogical theory and practice, and appreciated the hands-on teaching experience. Challenges with this course structure include the difficulty of seamlessly incorporating CSL student experiences into the class, dealing with the “CSL”/ “non CSL” student division, and the nature of some of the CSL placements. We conclude by discussing possible methods for dealing with these challenges.  

scholarly journals Supporting the Success of Service Learning Initiatives in Higher Education

2018 ◽  
Author(s):  
Elizabeth Buchanan ◽  
Tina Lee ◽  
Devin R. Berg
Keyword(s):  
Service Learning ◽  
National Science Foundation ◽  
Research Team ◽  
Institutional Support ◽  
Learning Opportunities ◽  
Student Perspective ◽  
International Service Learning ◽  
International Service ◽  
National Science ◽  
Funded Project

The work presented here stems from a four-year, National Science Foundation-funded project, designed to investigate the use of humanitarian service learning in education including a specific focus on international service learning and the work of Engineers Without Borders USA (EWB). As part of this work, our research team has conducted interviews or focus groups with a total of 42 students, 12 faculty, and 12 professional volunteers or mentors involved in EWB. One of the recurring themes that has emerged from these interviews is that, in most cases, the work that goes into creating and maintaining service learning opportunities receives little institutional support, both from a faculty and student perspective.

Additions to the APS Archive of Teaching Resources

2005 ◽  
Vol 29 (3) ◽  
pp. 139-140 ◽  
Keyword(s):  
Digital Library ◽  
National Science Foundation ◽  
Case Histories ◽  
Teaching Resources ◽  
Searchable Database ◽  
Course Syllabi ◽  
National Science ◽  
Additional Support ◽  
K 12 ◽  
Digital Library Project

The APS archive of teaching resources ( https://www.lifescitrc.org ) is a repository of case histories, simulations, figures, lectures and course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate, and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project ( http://www.nsdl.org ) and the BiosciEd Net collaborative ( http://www.biosciednet.org ). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances in Physiology Education. The following abstracts are from items that have been accepted into the Archive following peer review.

What's Going On…

1976 ◽  
Vol 23 (2) ◽  
pp. 103-104
Keyword(s):  
Mathematics Education ◽  
Curriculum Reform ◽  
Financial Support ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
Current Status ◽  
Education Evaluation ◽  
National Science ◽  
Mathematical Sciences ◽  
K 12

The National Advisory Committee On Mathematics Education (NACOME) with financial support from the National Science Foundation, has assembled an extensive review of the current status of mathematics education–its objectives, current and innovative practices, and attainments–for grades K-12. The scope of this review is indicated by the chapter titles: Mathematics Curriculum Reform 1955-1975, Current Programs and Issues, Patterns of Instruction, Teacher Education Evaluation, Recommen ations and Perspectives. Single copies of this report, Over view and Analys is of School Mathematics, Grades K-12, are now available without charge from the Conference Board of the Mathematical Sciences Suite 832, 2100 Pennsylvania Avenue, N.W., Washington, D.C. 20037.

How to Tell Heart Rate From an ECG? (Learning Objects #769 and #878)

2005 ◽  
Vol 29 (2) ◽  
pp. 57-57 ◽  
Author(s):  
E. S. Prakash ◽  
Madanmohan
Keyword(s):  
National Science Foundation ◽  
Learning Objects ◽  
Case Histories ◽  
Teaching Resources ◽  
Searchable Database ◽  
Course Syllabi ◽  
National Science ◽  
Additional Support ◽  
K 12 ◽  
Digital Library Project

The APS Archive of Teaching Resources is a repository of case histories, simulations, figures, lectures and course syllabi, animations, and links to physiology teaching resources for use by APS members and other educators. The Archive is a searchable database that can be used by teachers at all levels (K-12, undergraduate, graduate, and medical school) to enhance and supplement their current teaching resources and is part of the National Science Digital Library Project and the BiosciEd Net collaborative ( http://www.biosciednet.org ). The APS Archive of Teaching Resources was established as an initiative of the APS Education Committee and APS Council with additional support from the National Science Foundation (DUE 0226185). Authors submitting materials to the Archive for review and inclusion have the option of developing an abstract for publication in Advances in Physiology Education. The following abstracts are from items that have been accepted into the Archive following peer review.

scholarly journals Nurturing an Innovative District: Inclusive Computing Pathways in Talladega County Schools

2021 ◽  
Author(s):  
Keyword(s):  
Computer Science ◽  
Professional Learning ◽  
National Science Foundation ◽  
Computational Thinking ◽  
Female Students ◽  
Low Socioeconomic ◽  
Innovative Schools ◽  
National Science ◽  
Rural Alabama ◽  
K 12

This district overview highlights the work Talladega County Schools (Talladega) did over the course of three years to plan, build, and implement computing pathways. Talladega County Schools is a 7,500-student district in rural Alabama. Talladega has eleven STEAM-certified schools and 48% of all educators participate in STEAM leadership professional learning. As a member of Digital Promise’s League of Innovative Schools, Talladega applied to participate in the National Science Foundation-funded Developing Inclusive K-12 Computing Pathways for the League of Innovative Schools project to focus on developing an Inclusive K-12 Computing Pathway aligning the computing courses available within the district. Talladega set an equity goal of focusing on including two specific populations: offering computer science and computational thinking to students from low socioeconomic households as well as female students.

A Scale to Measure Science Communication Training Effectiveness

2020 ◽  
Vol 42 (1) ◽  
pp. 90-111 ◽  
Author(s):  
Shelly Rodgers ◽  
Ze Wang ◽  
Jack C. Schultz
Keyword(s):  
Graduate Students ◽  
Science Communication ◽  
National Science Foundation ◽  
Reliability And Validity ◽  
Communication Training ◽  
Training Effectiveness ◽  
Science Technology ◽  
National Science ◽  
Success Of Science ◽  
Reliable Scale

The research describes efforts toward developing a valid and reliable scale used to assess science communication training effectiveness (SCTE) undertaken in conjunction with a 4-year project funded by the National Science Foundation. Results suggest that the SCTE scale possesses acceptable psychometric properties, specifically reliability and validity, with regard to responses from graduate students in science, technology, engineering, and math fields. While it cannot be concluded that the SCTE scale is the “be-all-end-all” tool, it may assist investigators in gauging success of science communication training efforts and by identifying aspects of the program that are working or that need improving.

The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course

2009 ◽  
Vol 46 (1) ◽  
pp. 203-231 ◽  
Author(s):  
Michael Harwell ◽  
Thomas R. Post ◽  
Arnie Cutler ◽  
Yukiko Maeda ◽  
Edwin Anderson ◽  
...  
Keyword(s):  
High School ◽  
National Science Foundation ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
High School Mathematics ◽  
University Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
K 12 ◽  
Mathematics Course

The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

Sign in / Sign up

Export Citation Format

Share Document