For Your Information

1982 ◽  
Vol 4 (2) ◽  
pp. 4-5
Keyword(s):  
American Indians ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
Growing Up ◽  
Primate Behavior ◽  
Graduate Course ◽  
George Washington ◽  
The Past ◽  
Washington University

The George Washington University/Smithsonian Institution Anthropology for Teachers Program, funded by the National Science Foundation for a fourth year, operates on two levels. Intensively, 72 junior and senior high school science and social studies teachers in the Washington, D. C., area spend a year in a graduate course specifically designed to enable the integration of anthropology into various course offerings. The course focuses on eight topics useful in teaching other subjects (such as biology, geography and world cultures). These include: Primate Behavior, Human Evolution, Civilizations of the Past: Archeology and Ecology, Anthropologists in the Field, American Indians, Growing Up in Africa, Human Variation, and Anthropologists Look at America. For each topic there is a lecture, experiential teaching activities, a discussion with research scientists in that field, and a workshop during which participating teachers share curriculum units they have developed on the particular topic.

Glenn Commission….This is High School Science ….We Have Liftoff!

2011 ◽  
Vol 1364 ◽  
Author(s):  
Michael J. Ireland ◽  
Daniel J. Steinberg
Keyword(s):  
Professional Development ◽  
High School ◽  
Value Added ◽  
School Science ◽  
High School Science ◽  
Teaching Skills ◽  
Science Program ◽  
High Quality ◽  
The Past ◽  
Quality Professional Development

ABSTRACTBeing a dedicated and enthusiastic high school science teacher is not enough to successfully prepare our children to take on the challenges of the 21st century and live up to its potential. We need high quality professional development opportunities in order to enrich our subject knowledge and teaching skills and reflect these skills in our craft. The Glenn Commission report, released ten years ago, details goals and associated action strategies included addressing professional development needs in order to deliver high-quality teaching as well as providing for teachers to engage in common study. We typically must scrutinize long lists of potential development opportunities to weigh the value of the program against the commitment of time and likelihood that intent of the training can be implemented. Beyond the training comes the quest for resources necessary for implementation and support to sustain the intent once new ideas and skills are brought back to school. Too often do teachers get their batteries charged from a professional development experience only to return to school where they become challenged to employ new skills or ideas and become further discouraged if there is no sustained support from the professional development sponsor. The best value-added programs that I have experienced are those where professional relationships can be forged through a significant and meaningful experience. Through these relationships, support networks can be established to help sustain knowledge and initiatives to provide a world-class education for our children.I have had the excellent fortune to experience a top quality professional development program at the Princeton Center for Complex Materials (PCCM), a Materials Research Science and Engineering Center (MRSEC). My experience with the PCCM programs has demonstrated to me how a truly effective program can change lives. Over the past six consecutive summers I have gained invaluable experience starting with the Research Experience for Teachers (RET) program and subsequent involvement with PUMA and other PCCM programs that have provided me with the necessary resources to improve my teaching skills, depth of knowledge in my discipline and enable me to sustain a higher quality science program at my school. Through the RET program, I engaged directly with professors for two consecutive summers who were enthusiastic about helping improve my teaching skills and supportive of my pursuit to improve the science program at my school. This experience has led to the development of two new courses I have been able to offer for the past four years in Chemistry and Materials Science designed to engage students through hands on experiences. It was this experience that became the catalyst for me to further collaborate with local industry professionals who joined my cause and also helped in the development of one of the two new courses. Through this short paper, I will expand on my professional development experiences over the past six years to demonstrate how others can maximize opportunities provided by MRSEC educational outreach programs.

What’s trending in the library cybersphere – Recent conferences and posts focus on data and information literacy

2017 ◽  
Vol 34 (6) ◽  
pp. 21-22
Author(s):  
Adetoun A. Oyelude
Keyword(s):  
Data Analysis ◽  
Information Literacy ◽  
Design Methodology ◽  
George Washington ◽  
Content Type ◽  
The Past ◽  
The World ◽  
Information Professionals ◽  
Usual Process ◽  
Washington University

Purpose This edition looks at trending snippets mainly from library conferences around the world in the past few months. Design/methodology/approach The conferences and the themes reflect the thoughts and focus of library and information professionals worldwide as seen in internet reports from wikis and blogs. Findings Thus far, data and data management is the most focused topic of 2017. Social implications Daniel Shapiro in his report on the LITA blog described his experience at the two-day workshop organized by the Library of Congress, George Washington University and George Mason University. Originality/value The workshop titled “Collections as data: hack-to-learn” had four datasets and five tools to work with. Over the two-day period, participants worked with data tools such as OpenRefine, Voyant, MALLET, Gephi and Carto. Working with the data and data analysis tools for Shapiro yielded results, but the usual process in research of formulating hypothesis is still crucial even with all the deluge of data.

Notes from the Washington Office: National Science Foundation announces thirty-two Academic-Year Institutes for high school teachers of science and mathematics

1958 ◽  
Vol 51 (8) ◽  
pp. 624-625
Author(s):  
M. H. Ahrendt
Keyword(s):  
High School ◽  
High School Teachers ◽  
National Science Foundation ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
National Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Academic Year

The National Science Foundation announced today the award of grants totaling over $8,600,000 to 32 colleges and universities in support of Academic-Year Institutes designed to help high school science and mathematics teachers improve their subject-matter knowledge.

scholarly journals Think before you flip: Using Fink’s Taxonomy of Significant Learning to design flipped library instruction

2019 ◽  
Vol 80 (3) ◽  
pp. 169 ◽  
Author(s):  
Dorinne Banks ◽  
Tolonda Henderson
Keyword(s):  
Design Methodology ◽  
Course Design ◽  
Boot Camp ◽  
Human Dimension ◽  
Library Instruction ◽  
Application Integration ◽  
George Washington ◽  
Design Institute ◽  
The Past ◽  
Washington University

Every summer for the past several years, George Washington University has held a Course Design Institute (CDI) in the library. CDI is a weeklong boot camp dedicated to helping faculty create or recreate courses centered on student learning. At the heart of the design methodology is L. Dee Fink’s Taxonomy of Significant Learning. Fink defines learning as a change in the learner and his taxonomy identifies six areas where this might happen: foundational learning, application, integration, caring, learning how to learn, and a human dimension.

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