EVOLUTION OF A PARTNERSHIP TO IMPROVE K-16 SCIENCE EDUCATION

2002 ◽  
Vol 26 (3) ◽  
pp. 168-173 ◽  
Author(s):  
Barbara E. Goodman
Keyword(s):  
Science Education ◽  
Faculty Members ◽  
Educational Outreach ◽  
Team Approach ◽  
State University ◽  
Personal View ◽  
Outreach Programs ◽  
South Dakota School ◽  
K 12 ◽  
The University

This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium “Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions” was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman’s presentation was entitled “The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State.” This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs.

INHERITING THE WIND: A PERSONAL VIEW OF THE CURRENT CRISIS IN THEATRE HIGHER EDUCATION IN NEW YORK

2011 ◽  
Vol 52 (1) ◽  
pp. 117-123 ◽  
Author(s):  
Marvin Carlson
Keyword(s):  
New York ◽  
New York State ◽  
Central Position ◽  
State University ◽  
Personal View ◽  
Current Crisis ◽  
American Theatre ◽  
Cornell University ◽  
The Public ◽  
The University

It is no secret, unhappily, that the study of theatre in the colleges and universities of this country is a discipline under siege, but the severity of the problems received strong confirmation in New York State this fall when two of the most distinguished and long-established (over a century in both cases) programs in the country were, with little warning, faced with draconian cuts or outright extinction. The fact that one, the state University of Albany, was the flagship school of the public system, and the other, Cornell University, was one of the state's most distinguished private institutions, suggests the scope and impact of these actions. At Albany, four other programs are being terminated along with theatre—Classics, Russian, Spanish, and French—while at Cornell the extent of the severe cuts imposed on the theatre program—almost a quarter of the total budget of the department (which also shelters dance and film)—are being suffered by no other program in the university. The prominence of these two schools in a state that has long claimed a central position in American theatre makes them particularly significant symbolically of a discipline in crisis, and this has impelled me to engage in serious and sometimes painful reflections on that discipline, the basis of the present essay.

Collaboration between the Exploratorium Museum (San Francisco) and the University of Chicago MRSEC in Educational Outreach Programs

2007 ◽  
Vol 1046 ◽  
Author(s):  
Eileen Sheu ◽  
Heinrich Jaeger ◽  
Sidney Nagel ◽  
Barry Kluger-Bell ◽  
Shawn Lani ◽  
...  
Keyword(s):  
San Francisco ◽  
Materials Science ◽  
School Science ◽  
Educational Outreach ◽  
After School ◽  
University Of Chicago ◽  
Community Interactions ◽  
Science Clubs ◽  
K 12 ◽  
The University

AbstractScience centers and museums have long been at the forefront of communicating the wonder of science to the general public and the K-12 school community. Interactions between the Exploratorium Museum (San Francisco, CA) and the University of Chicago MRSEC are described in this paper. The Exploratorium-organized NEO program—part of the NSF-sponsored NISE network—has greatly influenced the Univ. of Chicago's approach to its materials science course for teachers and helped them incorporate inquiry more deliberately into their after-school science clubs. Also, Exhibit Developers at the Exploratorium collaborate with scientists at the Univ. of Chicago to design exhibits that explain contemporary cutting-edge research in materials. These exhibits emphasize the wonder and beauty of common phenomena that one rarely stops to notice but which leads to deep scientific inquiry.

scholarly journals Gender Sensitive Teaching at Don Honorio Ventura Technological State University

2020 ◽  
Vol 8 ◽  
pp. 71-77
Author(s):  
Jerame Gamboa ◽  
Alberto Gamboa ◽  
Grace Mendoza ◽  
Elena Tesoro
Keyword(s):  
Continuous Monitoring ◽  
Development Program ◽  
Faculty Members ◽  
Learning Assessment ◽  
State University ◽  
Content Learning ◽  
Descriptive Research ◽  
Learning Content ◽  
Educative Process ◽  
The University

The study was done to describe the gender sensitive teaching at Don Honorio Ventura Technological State University (DHVTSU) as a basis for the enhancement of the Gender and Development Program.  Descriptive research was employed. The Deans, faculty members, and students of the university answered the questionnaire and interview as guided by various GAD Handbooks.  Gender sensitive teaching is commonly noted as equality. Moreover, gender sensitive teaching was fully applied and fully observed in the areas of curriculum, learning objectives, learning content, learning experiences, textual materials, and learning assessment. However, issues on integration and proper application of gender sensitive teaching was raised  among technical, technology, sciences, and mathematical courses With such conditions, continuous monitoring and trainings should be done so that the full application and full observance of gender sensitive teaching can be sustained.  Also, a creation of module on how to concretely become gender neuter in all aspects of the educative process should be initiated.    

Reshaping Preservice Teachers' Pedagogical Content Knowledge With Primary Source Documents

2020 ◽  
pp. 160-186
Author(s):  
Donna Governor ◽  
David Osmond ◽  
Sanghee Choi ◽  
April Nelms ◽  
Max Vazquez-Dominguez
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Learning Experience ◽  
Primary Source ◽  
Methods Course ◽  
Education Majors ◽  
Pedagogical Content ◽  
Course Redesign ◽  
K 12 ◽  
The University

The Authoritative Science Publications for Education Majors (ASPEM) project was a textbook transformation program for elementary and secondary science education majors developed at the University of North Georgia (UNG) in 2017. The primary goal of this project was to build a curriculum for pre-service science methods students utilizing online publications of the National Academies of Sciences through the National Academies Press (NAP) and other resources to completely replace a traditional text. This course redesign was necessitated by changes in state science standards, introduced at the same time, that were built on the instructional implications presented in the Framework for K-12 Science Education. Pre-service students in the methods course indicated that the use of these resources, in lieu of a traditional text, provided a richer learning experience for them.

scholarly journals Time for Antarctic scientists to reach out

2002 ◽  
Vol 14 (1) ◽  
pp. 1-1 ◽  
Author(s):  
James B. McClintock
Keyword(s):  
Higher Education ◽  
United States ◽  
Science Education ◽  
The United States ◽  
Educational Outreach ◽  
Industrialized Countries ◽  
Persistent Problem ◽  
Outreach Programs ◽  
The Us ◽  
National Science

In the United States there has been a move afoot to try to stimulate federally funded investigators to explore meaningful ways of communicating their scientific activities through educational outreach programs. The goal is to help improve the quality of mathematics and science education in both early and secondary education. Dr Rita Colwell, the current Director of the US National Science Foundation (NSF), feels strongly that the time has come for higher education to do its part to help improve precollege science education, a persistent problem in the United States and many other industrialized countries. After all, institutions of higher education stand to benefit by seeing students enter college with sound fundamental science skills, and the taxpayers, who ultimately fund national science programs, benefit from an economy fuelled by both renewed and improved scientific talent.

Notes on Chinese Higher Education: 1974

1975 ◽  
Vol 62 ◽  
pp. 271-296 ◽  
Author(s):  
Jan S. Prybyla
Keyword(s):  
Higher Learning ◽  
Faculty Members ◽  
Chinese Higher Education ◽  
University President ◽  
State University ◽  
Teachers College ◽  
Medical College ◽  
Institutions Of Higher Learning ◽  
Peking University ◽  
The University

I travelled in China in February 1974 as member of an academic group from the Pennsylvania State University, led by the university president, John W. Oswald. I visited the following institutions of higher learning: Canton Medical College, Chungshan University in Canton, Futan University in Shanghai, Nanking University, Nanking Normal (Teachers') College, Peking University, and the Central Institute of Nationalities in Peking. A member of our group (an engineer) visited Tsinghua University in Peking. In each of these institutions our group held lengthy conversations with personnel of the Revolutionary Committees, faculty members, and some students. In Shanghai I gave a lecture on the U.S. economy to faculty members from the departments of economics and international politics of Futan University.

Experiential Ecological Investigations as a Vehicle Coupling Teaching & Research in High Schools & Universities

2016 ◽  
Vol 78 (4) ◽  
pp. 278-284 ◽  
Author(s):  
Craig Didden ◽  
Peter J. Edmunds
Keyword(s):  
Los Angeles ◽  
Marine Biology ◽  
The United States ◽  
University Faculty ◽  
State University ◽  
Scientific Process ◽  
Problem Solving Skills ◽  
Outreach Programs ◽  
Coastal Marine ◽  
K 12

K–12 science programs in the United States are implementing inquiry-based lessons to expose students to the scientific process, and in some states these changes are mandated by regulations. At the same time, university faculty in science, technology, engineering, and math (STEM) disciplines are being encouraged by agencies funding their research to develop outreach activities that typically involve schools. Outreach programs promoting interactions between schools and universities are one means to address this need, and here we describe such a program between a Los Angeles independent school and California State University, Northridge. Our program exploits experiential learning focused on marine biology to engage students in ecological research with application to contemporary environmental issues such as climate change. Moreover, it addresses multiple aspects of the Next Generation Science Standards within a flexible framework that can be adapted to multiple curricular needs. Coral reefs are used as a model system in this program, but the concepts can easily be extended to other coastal marine environments. The program has evolved through three phases: (1) fostering interactions among educational partners, and developing curricula through research that exploits problem-solving skills; (2) completion of scientific activities in the classroom and field; and (3) engaging students in the scientific process through professional conferences and publication. These efforts have led to a self-sustaining program of interactions among schoolchildren, undergraduates, graduate students, K–12 educators, and university faculty that is promoting STEM careers and generating peer-reviewed publications.

scholarly journals PERFORMANCE APPRAISAL TO ENSURE QUALITY MANAGEMENT SYSTEM (QMS)

2017 ◽  
Vol 5 (5) ◽  
pp. 255-269
Author(s):  
Victor D. Villaganas ◽  
Adora A. Villaganas ◽  
Mary Anne C. Villaganas ◽  
Reynaldo B. Inocian
Keyword(s):  
Performance Appraisal ◽  
Quality Management System ◽  
Faculty Members ◽  
State Universities ◽  
Teaching Performance ◽  
State University ◽  
Effective Delivery ◽  
The University ◽  
The Relationship ◽  
Descriptive Method

This study assessed the teaching performance of faculty members in the selected campuses in one of the state universities in the Visayas It answered the following objectives: describe faculty demographics; contrast the results of the PAR and the SAS used by the university in evaluating the performance of faculty; analyze the relationship between the profile of the faculty and of their performance; ascertain the views of the supervisors and students on the performance of faculty; compare their performance as regards to gender; and extrapolate the problems met by them relative to the nature of their work. This study utilized the descriptive method in the evaluation of faculty performance using the PAR and the SAS. Performance appraisal, as an ISO mechanism for quality, reflected to mirror both positive and negative realities in the workplace. Positive realities like experience and educational qualification of faculty maintain the quality status of the three campuses in the university under study; while negative realities opened more possibilities for benchmarking of the usual operational system of personnel management; this would open greater possibilities for a transitional management and effective delivery system in a state university.

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