scholarly journals Strategic Alliance Between Higher Education, Secondary Schools, And Community Business/Industry To Improve Mathematics, Science, Technology, And English Education: A National Science Foundation Project

2020 ◽  
Author(s):  
Jule Scarborough ◽  
Conard White ◽  
Promod Vohra
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
National Science Foundation ◽  
Strategic Alliance ◽  
English Education ◽  
Science Technology ◽  
National Science

scholarly journals Didáctica disruptiva STEM

2020 ◽  
Vol 1 (2) ◽  
pp. 1-9
Author(s):  
Melvin Chaves Duarte
Keyword(s):  
Costa Rica ◽  
National Science Foundation ◽  
Science Technology ◽  
National Science

Las autoridades de la Universidad Fidélitas de Costa Rica, han establecido como un proyecto estratégico, la búsqueda de un modelo curricular contemporáneo y disruptivo, para responder a las nuevas generaciones de estudiantes creativos del Siglo XXI. Este modelo se adopta del análisis curricular de las principales Universidades a nivel mundial, como la Universidad de Harvard, el Instituto Tecnológico de Massachusetts (MIT), la Universidad Federal de Zúrich (ETH) y la Universidad Nacional de Singapur (NUS), universidades que ocupan los primeros lugares del ranking QS de Inglaterra, por su capacidad de innovación para resolver los problemas globales de los próximos 50 años. El modelo curricular adaptado por la Universidad Fidélitas se fundamenta en la didáctica disruptiva STEM (cuyas siglas significan Science, Technology, Engieneering & Mathematics), esto se traduce como ciencia, tecnología, ingeniería y matemática. La National Science Foundation propuso el modelo STEM, a inicios de la década de los 90. Al respecto, se dice que la ciencia (S) y la matemática (M) aportan la investigación y la medición, para que la ingeniería (E) diseñe e innove en la búsqueda de la solución de problemas reales y como resultado, se obtiene la tecnología (T), la cual se refiere a los productos, servicios y sistemas, aportados por la Ingeniería en la solución de los problemas complejos. Al mismo tiempo, es un enfoque curricular integrador: integra el saber saber, el saber hacer, el saber ser y el saber convivir, pilares fundamentales educativos de la UNESCO . (Brodeur, 2007). La filosofía del modelo STEM, potencia la creatividad de los estudiantes y los docentes para resolver problemas complejos, con el fin de lograr la mejora continua de la sociedad, convirtiendo las necesidades en ideas creativas necesarias para enganchar a las generaciones de los estudiantes digitales (Y- Millennials) y virtuales (Z y Alfa).

Evaluation of Huntington II Project on Computer Simulation

1975 ◽  
Vol 3 (4) ◽  
pp. 303-311
Author(s):  
E. J. Piel
Keyword(s):  
Computer Simulation ◽  
Secondary Schools ◽  
Computer Simulations ◽  
National Science Foundation ◽  
Positive Shift ◽  
Attitude Inventory ◽  
National Science ◽  
Students Attitudes

This paper reports on the findings of an evaluation of the use of computer simulation packages in secondary schools. It focuses on the results of an attitude inventory of a larger study which was funded by the National Science Foundation. One of the significant findings is the detection of a positive shift in students' attitudes toward computer simulations.

scholarly journals The emergence of university rankings: a historical‑sociological account

2021 ◽  
Author(s):  
Stefan Wilbers ◽  
Jelena Brankovic
Keyword(s):  
Higher Education ◽  
Organizational Performance ◽  
National Science Foundation ◽  
The United States ◽  
University Rankings ◽  
Sociological Perspective ◽  
Social Scientists ◽  
American Council On Education ◽  
National Science ◽  
The Status

AbstractNowadays, university rankings are a familiar phenomenon in higher education all over the world. But how did rankings achieve this status? To address this question, we bring in a historical-sociological perspective and conceptualize rankings as a phenomenon in history. We focus on the United States and identify the emergence of a specific understanding of organizational performance in the postwar decades. We argue that the advent of this understanding constituted a discursive shift, which was made possible—most notably but not solely—by the rise of functionalism to the status of a dominant intellectual paradigm. The shift crystallized in the rankings of graduate departments, which were commissioned by the National Science Foundation and produced by the American Council on Education (ACE) in 1966 and 1970. Throughout the 1970s, social scientists became increasingly more interested in the methods and merits of ranking higher education institutions, in which they would explicitly refer to the ACE rankings. This was accompanied by a growing recognition, already in the 1970s, that rankings had a place and purpose in the higher education system—a trend that has continued into the present day.

Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

2022 ◽  
pp. 109821402110416
Author(s):  
Caitlin Howley ◽  
Johnavae Campbell ◽  
Kimberly Cowley ◽  
Kimberly Cook
Keyword(s):  
West Virginia ◽  
National Science Foundation ◽  
First Generation ◽  
Systems Change ◽  
Underrepresented Minority ◽  
Science Technology ◽  
National Science ◽  
Stem Students ◽  
And Mathematics ◽  
Programs Of Study

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: 1) to consider a few of the challenges of measuring changes in systems and 2) to discuss our experience applying one framework to address these issues.

Projects: Appalachian Mathematics and Science Partnership

2003 ◽  
Vol 96 (5) ◽  
pp. 383
Author(s):  
Paul Eakin
Keyword(s):  
Higher Education ◽  
School Districts ◽  
National Science Foundation ◽  
Institutions Of Higher Education ◽  
Eastern Kentucky ◽  
National Science ◽  
Mathematics And Science

The Appalachian Mathematics and Science Partnership (AMSP) is a National Science Foundation Math Science Partnership (MSP) project (NSF 0227028) that consists of 52 school districts in eastern Kentucky, northeastern Tennessee, and western Virginia, together with nine institutions of higher education. It was proposed in spring 2002 and received its initial funding effective October 1, 2002. The overall focus and primary purpose of AMSP is to help improve all students' performance in mathematics and science throughout the region.

Evolutionary Studies in Higher Education

2019 ◽  
pp. 13-28
Author(s):  
Glenn Geher ◽  
Rosemarie Sokol-Chang ◽  
Jennifer Waldo ◽  
David Sloan Wilson ◽  
Hadassah Mativetsky
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Educational Outcomes ◽  
National Science Foundation ◽  
Final Section ◽  
Interdisciplinary Approach ◽  
National Science Foundation Grant ◽  
Evolutionary Studies ◽  
National Science ◽  
The Future

The field of Evolutionary Studies (EvoS) stands at a significant junction. On one hand, the field has demonstrated the ability to serve as a model for a truly interdisciplinary approach to higher education. That said, evolutionary approaches outside certain areas of biology proper have been often met with skepticism and academic mistrust. In 3 discrete sections, this chapter seeks to demonstrate that EvoS provides a powerful academic framework that effectively integrates many academic areas and enhances educational outcomes in these areas. Further, the chapter seeks to demonstrate the broad reach of EvoS in terms of student success, partly by summarizing outcomes of a recent National Science Foundation grant. The final section addresses controversies in the field of EvoS. This section seeks to show how developing a sophisticated understanding of the different facets of these issues may serve a conciliatory and progressive role in the future.

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