Work In Progress: Life after National Science Foundation Fellowships: The Implications for a Graduate Students' Professional Endeavors

2006 ◽  
Author(s):  
Kelly Obarski ◽  
Suzanne Soled
Keyword(s):  
Graduate Students ◽  
National Science Foundation ◽  
Work In Progress ◽  
National Science

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.

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.

scholarly journals Resistance Is Futile! You Will Be Assimilated

2017 ◽  
Keyword(s):  
Graduate Students ◽  
National Science Foundation ◽  
The Other ◽  
Central Concern ◽  
National Science ◽  
Funded Project ◽  
Culture Of Science ◽  
Scientific Identity ◽  
Faculty Groups

This chapter examines how the links between a scientific identity and a masculine one have come to shape the culture of science, and considers an alternate vision where “woman” and “science” are not rendered as incompatible identities. It recounts a National Science Foundation (NSF)-funded project to open conversations between faculty and students in the sciences about the culture of science and the mentoring of women graduate students. As a central concern of the research was to attend to the power inequities between faculty and students, the project was designed to create a dialogue between faculty and students through facilitators without them knowing each other's identity. The student and faculty groups met independently and heard about the responses through the work of two facilitators without meeting each other. Therefore, the identity of participants in any group remained anonymous to the other groups.

scholarly journals Teaching the Art and Science of Getting Research Funding

Eos ◽  
2015 ◽  
Vol 96 ◽  
Author(s):  
Elisha Wood-Charlson ◽  
Barbara Bruno
Keyword(s):  
Graduate Students ◽  
Research Funding ◽  
National Science Foundation ◽  
Art And Science ◽  
Proposal Writing ◽  
National Science

National Science Foundation–funded EDventures program delivers successful training in proposal writing to graduate students and postdocs.

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.

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