Task Force on Curriculum Issues: Make a Difference in Your Undergraduate Curriculum: Add a Psychology of Women Gender Class

Survey Results of the Task Force on Internship and Postdoctoral Training in Psychology of Women

PsycEXTRA Dataset ◽

10.1037/e557422011-003 ◽

1997 ◽

Author(s):

Natalie Porter ◽

Pam Remer ◽

Susanne Siehnhold

Keyword(s):

Task Force ◽

Postdoctoral Training ◽

Psychology Of Women ◽

Survey Results

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Approach To An Interdisciplinary Bionanotechnology Education Program: International Network Perspective

MRS Proceedings ◽

10.1557/proc-0931-kk05-04 ◽

2006 ◽

Vol 931 ◽

Author(s):

Ashok Vaseashta ◽

J. Irudayaraj ◽

S. Vaseashta ◽

I. Stamatin ◽

A. Erdem

Keyword(s):

Task Force ◽

Undergraduate Curriculum ◽

Education And Training ◽

Academic Community ◽

International Exchange ◽

Biological Engineering ◽

Seamless Integration ◽

East European ◽

Optical And Mechanical Properties ◽

And Training

ABSTRACTMaterials in reduced dimensions demonstrate size dependence and may exhibit properties different from the bulk. Nanomaterials are a fundamentally and entirely new class of materials with remarkable electrical, optical, and mechanical properties, thus offering unique applications. With a 9.7% increase in FY 2004-05 investments and an expected worldwide labor force shortage, education and training has become a key component of the National Nanotechnology Initiative (NNI). The slow response by the academic community to develop nanotechnology curriculum is evidenced by the small number of Universities offering fundamental undergraduate level courses in nanoscience and nanotechnology. There is a strong need to develop coercive undergraduate curriculum to equip the future engineers, scientists, and researchers charged with commercializing nanotechnology applications. We are in the process of developing and implementing some core courses and laboratory modules, which can easily adapt to either a major or minor in nanotechnology, nano-biotechnology, or nanoscience programs. The course modules are being developed by a multi-disciplinary team consisting of faculty in Physics, Agricultural and Biological Engineering, Materials Engineering, and Molecular Biology at Universities in the US, Europe, and the Consortium of South East European Network on Nanoscience and Technology (COSENT). The joint effort specifically addresses a sector of nanobiotechnology emphasizing applications in agricultural and biological systems through hands-on modules and experimental kits. Selected course and laboratory modules are being developed to be affordable, flexible, accessible, and appealing to a diverse student population from across basics sciences, life sciences, agriculture, and engineering departments. Internet ready, multimedia intensive curriculum and assessment modules will include self-directed individualized learning modules as well as team-based components capitalizing on collaborative learning to address complex problems and tasks. The capital cost and site sensitivity of much of the equipment used within nanoscience courses often limits its distribution to large research centers, despite the need for it in many disperse educational programs. The creation of this seamless integration will promote and encourage an international exchange of students and ideas within interdisciplinary research. We will present our unique approach to delivery of education and training at all levels employing converging technologies to an international audience and receive feedback to enhance the effectiveness of the program to better educate the task force of tomorrow.

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Report from the Task Force on issues in research in the psychology of women: The APA Open Symposia

PsycEXTRA Dataset ◽

10.1037/e416992005-008 ◽

1978 ◽

Author(s):

Susan McCandless ◽

◽

Wendy McKenna ◽

Sarah Lawrence ◽

Susan R. Sacks ◽

...

Keyword(s):

Task Force ◽

Psychology Of Women

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Artificial Intelligence Competencies for Data Science Undergraduate Curricula

Proceedings of the AAAI Conference on Artificial Intelligence ◽

10.1609/aaai.v33i01.33019746 ◽

2019 ◽

Vol 33 ◽

pp. 9746-9747

Author(s):

Andrea Danyluk ◽

Scott Buck

Keyword(s):

Artificial Intelligence ◽

Computer Science ◽

Data Science ◽

Task Force ◽

Undergraduate Curriculum ◽

Short Paper ◽

Undergraduate Level ◽

Programs Of Study

In August 2017, the ACM Education Council initiated a task force to add to the broad, interdisciplinary conversation on data science, with an articulation of the role of computing discipline-specific contributions to this emerging field. Specifically, the task force is seeking to define what the computing contributions are to this new field, in order to provide guidance for computer science or similar departments offering data science programs of study at the undergraduate level. The ACM Data Science Task Force has completed the initial draft of a curricular report. The computing-knowledge areas identified in the report are drawn from across computing disciplines and include several sub-areas of AI. This short paper describes the overall project, highlights AI-relevant areas, and seeks to open a dialog about the AI competencies that are to be considered central to a data science undergraduate curriculum.

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Open Science and Feminist Ethics: Promises and Challenges of Open Access

Psychology of Women Quarterly ◽

10.1177/03616843211030926 ◽

2021 ◽

pp. 036168432110309

Author(s):

Mary M. Brabeck

Keyword(s):

Open Access ◽

Ethical Issues ◽

Task Force ◽

Open Science ◽

Data Sets ◽

Feminist Ethics ◽

Psychology Of Women ◽

Recent Scholarship ◽

Access Policies ◽

Policies And Practices

Open science advocates argue that making data sets, studies, methodologies, and other aspects of research free from publication fees and available to scholars will increase collaborations, access, and dissemination of knowledge. In this article, I argue that open access policies and practices raise both feminist and ethical issues. I reflect on the five themes of feminist ethics identified 20 years ago by a task force of the Society for the Psychology of Women. I update the themes with recent scholarship of feminist philosophers and ethicists, and I use the themes to raise questions about the promises and challenges of open access. Throughout, I offer suggestions for all who seek to make knowledge of human psychology more complete and more accessible to more people. I conclude by offering recommendations informed by feminist ethics to those building the policies and practices of open access.

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