scholarly journals Gidakiimanaanawigamig’s Circle of Learning: A Model for Partnership between Tribal Community and Research University

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Diana M Dalbotten ◽  
Emi Ito ◽  
Susan Eriksson ◽  
Holly Pellerin ◽  
Lowana Greensky ◽  
...  
Keyword(s):  
Native American ◽  
Research University ◽  
Tribal College ◽  
Tribal Community ◽  
Research Experience ◽  
University Of Minnesota ◽  
12Th Grade ◽  
Education Community ◽  
And Mathematics ◽  
The University

Since 2002, the National Center for Earth-Surface dynamics has collaborated with the Fond du Lac Band of Lake Superior Chippewa, the Fond du Lac Tribal and Community College, the University of Minnesota, and other partner institutions to develop programs aimed at supporting Native American participation in science, technology, engineering, and mathematics (STEM) fields, and especially in the Earth and Environmental Sciences. These include the gidakiimanaaniwigamig math and science camps for students in kindergarten through 12th grade, the Research Experience for Undergraduates on Sustainable Land and Water Resources, which takes place on two native reservations, and support for new majors at tribal colleges. All of these programs have a common focus on collaboration with communities, place-based education, community-inspired research projects, a focus on traditional culture and language, and resource management on reservations. Strong partnerships between university, tribal college, and Native American reservation were a foundation for success, but took time and effort to develop. This paper explores steps towards effective partnerships that support student success in STEM via environmental education.

scholarly journals Preparing the “New” Biologist of the Future: Student Research at the Interface of Mathematics and Biology

2010 ◽  
Vol 9 (3) ◽  
pp. 311-315 ◽  
Author(s):  
Sarah I. Duncan ◽  
Pamela Bishop ◽  
Suzanne Lenhart
Keyword(s):  
Research Process ◽  
Biological Synthesis ◽  
Final Report ◽  
Summer Program ◽  
Research Experience ◽  
Veterinary Students ◽  
University Of Tennessee ◽  
And Mathematics ◽  
The University ◽  
Faculty Mentors

We describe a unique Research Experience for Undergraduates and Research Experience for Veterinary students summer program at the National Institute for Mathematical and Biological Synthesis on the campus of the University of Tennessee, Knoxville. The program focused on interdisciplinary research at the interface of biology and mathematics. Participants were selected to work on projects with a biology mentor and a mathematics mentor in an environment that promoted collaboration outside of the students' respective disciplines. There were four research projects with teams of four participants and two faculty mentors. The participants consisted of a mixture of 10 undergraduates in biology- and mathematics-related disciplines, four veterinary students, and two high-school teachers. The activities included lectures on both the biological and mathematical backgrounds of the projects, tutorials for software, and sessions on ethics, graduate school, and possible career paths for individuals interested in biology and mathematics. The program was designed to give students the ability to actively participate in the scientific research process by working on a project, writing up their results in a final report, and presenting their work orally. We report on the results of our evaluation surveys of the participants.

scholarly journals A Comparative Lipidomic Analysis of Wild Rice Versus White and Brown Rice

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 598-598
Author(s):  
Wes Mosher ◽  
Chi Chen
Keyword(s):  
Native American ◽  
Wild Rice ◽  
Brown Rice ◽  
University Of Minnesota ◽  
Lipidomic Analysis ◽  
Funding Sources ◽  
Rice Samples ◽  
The University ◽  
Analysis Models ◽  
Triacylglycerol Species

Abstract Objectives As a staple food in the Native American diet, wild rice (Zizania spp.) is an edible grass native to the Great Lakes region. Wild rice contains about one % of lipids. Previous studies have determined its fatty acid composition, but the composition of its lipidome was not examined in detail. This study sought to examine the lipidome of wild rice and provide a comparison to the lipidomes of white and brown rices. Methods In this study, lipid fractions of six commercially available wild rice samples (Zizania spp.), one traditionally-harvested wild rice sample (Zizania spp.), three white rice samples (Oryza spp.), and three brown rice samples (Oryza spp.) were extracted by hexane and ethyl acetate, dried in nitrogen gas, and then reconstituted in n-butanol for liquid chromatography-mass spectrometry (LC-MS)-based lipidomic analysis. Multivariate data analysis was performed using principal components analysis and orthogonal partial least squares-discriminant analysis. Models visualized the distinguishing features of each rice and provided information for a database search of selected markers and subsequent comparison to authentic standards. Results The multivariate model constructed by the LC-MS data of these samples showed clear separation of wild rice samples from white and brown rice samples, suggesting different lipid profiles of wild versus white and brown rice. Wild rice contained higher abundances of linolenic acid-containing triacylglycerol species, but less palmitic acid- and stearic acid-containing triacylglycerol species. Subtle differences between wild rice harvested in Minnesota versus wild rice harvested outside of Minnesota were also observed through lipidomic comparison. Interestingly, 10-demethylsqualene emerged as a prominent feature separating wild rice from white and brown rice through specific analysis of the phytosterol content of wild rice. Conclusions LC-MS-based lipidomic analysis of in-tact triacylglycerol species as well as a comprehensive profiling of the wild rice lipidome in comparison to that of white and brown rice was performed. These insights provide a compelling rationale for increasing consumer awareness of the benefits of wild rice consumption. Funding Sources W. Mosher was supported by the University of Minnesota CFANS Diversity Scholars Fellowship.

scholarly journals Moving university hydrology education forward with geoinformatics, data and modeling approaches

2012 ◽  
Vol 9 (2) ◽  
pp. 2601-2628 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Digital Curriculum ◽  
Science Technology ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that Data and Modeling Driven Geoscience Cybereducation (DMDGC) approaches are valuable for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve Science, Technology, Engineering, and Mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving the community of university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material-publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

Two models for an effective undergraduate research experience in physiology and other natural sciences

2004 ◽  
Vol 28 (2) ◽  
pp. 68-72 ◽  
Author(s):  
David C. Randall ◽  
Frank H. Wilbur ◽  
Timothy J. Burkholder
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Research University ◽  
Research Training ◽  
Essential Element ◽  
Science Research ◽  
Full Time ◽  
Research Experience ◽  
University Of Kentucky ◽  
The University

68A realistic research experience is beneficial to undergraduate students, but it is often difficult for liberal arts colleges to offer this opportunity. We describe two approaches for developing and maintaining an interdisciplinary research program at small colleges. An active and continuing involvement of an individual with extensive research experience is an essential element in both. One model was developed by the faculty of Taylor University, Upland, IN and a research scientist who had retired from a major university to join the Taylor faculty as their first Research Professor. The school’s Science Research Training Program was initially funded by a modest endowment provided by interested alumni and by extramural grants awarded to the Research Professor and to the institution; the program now enjoys significant funding from diverse sources. Taylor is not located near any large research university and consequently supplies all resources required for the experiments and stipends for students pursuing projects full-time during the summer. The second model was developed by the faculty at Asbury College in Wilmore, KY, working with a scientist having a full-time appointment at the University of Kentucky and a part-time appointment at the college. In this approach, Asbury faculty may place their students for a period of training, often during the summer, in a laboratory of a cooperating host faculty at the University of Kentucky or other institution. The host faculty funds the research and pays a stipend to those students who work full-time during the summer. Relationships established between faculty at the College and at the University of Kentucky have been mutually beneficial. The success of both programs is evidenced by the students’ presenting their data at state and national scientific meetings, by their publishing their results in national journals, and by the undergraduate school faculty developing independent research programs.

What Makes a Student a High Achiever in Science?

1993 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Pinchas Tamir
Keyword(s):  
Cognitive Abilities ◽  
Formal Education ◽  
Earth Science ◽  
School Science ◽  
High Achievers ◽  
9Th Grade ◽  
School Subjects ◽  
12Th Grade ◽  
And Mathematics ◽  
The University

Substantial differences were found between the 5% top achievers in science and the remaining 95% 9th and 12th grade students. While girls constitute 55% of the 9th grade population only 18% of the high achievers are girls, a ratio of approximately 1:3. The corresponding ratio in the 12th grade was 1:8, 1:5, 1:2 and 3:4 for physics, non-science, chemistry and biology majors respectively. A typical profile of a higher achiever is: A small family. Parents with more formal education holding more science related careers, and more books at home. School science grades are relatively high. Science and mathematics are liked more than other school subjects. Intends to study science in the university and aspires for a science related career. The gaps between the top % and the rest in biology and physics are larger than in chemistry and earth science. The high achievers excel more in tasks which require higher cognitive abilities and which are outside their area of specialization. Their attitudes toward science learning are considerably more positive. Finally, they exhibit substantially higher preference for questioning and lower preference for rote memorization.

scholarly journals Profile Analysis of Faculty-Researchers in STEM Education in a Philippine University

2020 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Bryan Mallillin Nozaleda ◽  
Jhoanna Battung Calubaquib
Keyword(s):  
Quantitative Research ◽  
Profile Analysis ◽  
The Philippines ◽  
Academic Experience ◽  
Research Experience ◽  
Conducting Research ◽  
And Mathematics ◽  
The Individual ◽  
Almost All ◽  
The University

The aim of this study is to create a deeper analysis of the individual backgrounds of higher education educators who are involved in research on Science, Technology, Engineering, and Mathematics (STEM) in a state university in the Philippines.  To meet this objective, the study used a quantitative research design utilizing descriptive analytical tools. The participants were 104 teachers from the five campuses of the university that offers STEM undergraduate programs. Essentially, the study concludes that from the data gathered, the university has a gender-neutral participation in terms of doing research. The profile further creates an image that doing research in the university is not prejudicial to teachers with lower academic ranks. Meanwhile, the STEM educators have started doing research after some years of teaching and on average, teachers spend half of their academic experience in doing research. On another note, almost all of the respondents had more teaching loads than doing research and had less than four years of research experience on average. Based on these findings, for a university aiming to build a strong research culture, it is recommended to apportion more work time for conducting research in addition to teaching and strengthen the university research support to the faculty members by providing them opportunities to participate in research conferences, publish research outputs, and conduct research in the university.

scholarly journals Moving university hydrology education forward with community-based geoinformatics, data and modeling resources

2012 ◽  
Vol 16 (8) ◽  
pp. 2393-2404 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Community Based ◽  
Digital Curriculum ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that data and modeling driven geoscience cybereducation (DMDGC) approaches are essential for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve science, technology, engineering, and mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials, integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

The Effects of Presentation on Noise and Dental Appliances on Speech

1981 ◽  
Vol 24 (1) ◽  
pp. 151-151
Author(s):  
Lillian Glass ◽  
Sharon R. Garber ◽  
T. Michael Speidel ◽  
Gerald M. Siegel ◽  
Edward Miller
Keyword(s):  
Southern California ◽  
University Of Southern California ◽  
University Of Minnesota ◽  
School Of Medicine ◽  
Southern California School ◽  
School Of Dentistry ◽  
The University

An omission in the Table of Contents, December JSHR, has occurred. Lillian Glass, Ph.D., at the University of Southern California School of Medicine and School of Dentistry, was a co-author of the article "The Effects of Presentation on Noise and Dental Appliances on Speech" along with Sharon R. Garber, T. Michael Speidel, Gerald M. Siegel, and Edward Miller of the University of Minnesota, Minneapolis.

Five Decades of Research Experience in Speech Anatomy and Physiology

2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn
Keyword(s):  
Ohio State University ◽  
State University ◽  
Research Experience ◽  
University Of Iowa ◽  
University Of Illinois ◽  
Anatomy And Physiology ◽  
The Ohio State University ◽  
Speech Science ◽  
The University ◽  
East Carolina University

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.

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