Development of an Integrated Research, Curricular, Historically-Informed and Extracurricular Learning Environment

2012 ◽  
Vol 1472 ◽  
Author(s):  
William M. Cross ◽  
Jon J. Kellar ◽  
Grant A. Crawford ◽  
Stanley M. Howard ◽  
Dana J. Medlin ◽  
...  
Keyword(s):  
Native American ◽  
Extracurricular Activities ◽  
New Technologies ◽  
National Research Council ◽  
Historical Background ◽  
Research Experience ◽  
Metallurgical Engineering ◽  
Faculty Supervision ◽  
National Science Foundation Research ◽  
K 12

ABSTRACTThe Department of Materials and Metallurgical Engineering faculty at the South Dakota School of Mines and Technology (SDSM&T) has developed a unique undergraduate program that integrates research, extracurricular activities, and outreach experiences. A common thread throughout the program is an introduction to the artistic and historical background of metallurgical engineering. These activities use kinesthetic learning to promote student learning of metallurgical engineering, aspects often not traditionally included in engineering curricula. These programs are similar to those envisioned by the National Academy of Engineering in response to the changing needs of engineering. These are described in two visionary books published by the National Research Council.A major focus of the program integrates blacksmithing activities with curricular, extracurricular, and outreach activities. All SDSM&T students are invited to a weekly blacksmithing activity called Hammer-in. Blacksmithing-related laboratories were added to the curriculum. Additionally, students developed a portable blacksmithing laboratory with faculty supervision. The laboratory has been taken to K-12 schools, including Native American schools on reservations, to reach out to regional students, thereby promoting interest in STEM careers. The success of these activities led to their incorporation into a National Science Foundation Research Experience for Undergraduate (REU) at SDSM&T called Back to the Future that focuses on understanding new technologies through historical antecedents. The SDSM&T students who participated in this REU used this experience as part of their junior/senior design courses. This program has increased enrollment in the department and has led to better learning outcomes for the students.

Summer Research and Collaborative Professional Development Experience for NSF RET Teachers in Advanced Manufacturing and Materials

2016 ◽  
Author(s):  
Ahsan Mian ◽  
Margaret Pinnell ◽  
Leanne Petry ◽  
Raghavan Srinivasan ◽  
Suzanne Franco ◽  
...  
Keyword(s):  
Professional Development ◽  
Field Trips ◽  
Advanced Manufacturing ◽  
Research Projects ◽  
Research Experience ◽  
Engineering Research ◽  
Regional Universities ◽  
National Science Foundation Research ◽  
Research Experience For Teachers ◽  
K 12

The current collaborative National Science Foundation Research Experience for Teachers (NSF-RET) site placed seventeen in-service and pre-service teachers with research mentors at one of the three regional universities WSU, CSU, and UD to work on engineering research projects. These research projects were chosen in such a way so that they were relevant to regional strengths in advanced manufacturing and materials. In addition to research, the RET teachers participated in various professional development (PD) activities such as “boot camp” facilitated by ASM Materials Education Foundation prior to the start of their research experience, field trips, seminars given by guest speakers and group work that produced K-12 curriculum related to the teams’ research experience. The teacher groups also presented the developed STEM curriculum and the final laboratory project results, and provided regular guided reflections regarding their efforts during the six-week program. This paper presents a brief overview of the collaborative RET project and details the achievement during the first project year. Emphasis is given to the collaborative PD activities of all seventeen teachers and the research projects performed by the two WSU RET groups comprised of four in-service and two pre-service teachers.

The First Attempts to Unionize the Faculty

2010 ◽  
Vol 112 (3) ◽  
pp. 876-913
Author(s):  
Timothy Reese Cain
Keyword(s):  
Higher Education ◽  
Research Question ◽  
External Pressure ◽  
Faculty Members ◽  
Historical Background ◽  
University Professors ◽  
American Federation ◽  
Faculty Unionization ◽  
Howard University ◽  
K 12

Background/Context Faculty unionization is an important topic in modern higher education, but the history of the phenomenon has not yet been fully considered. This article brings together issues of professionalization and unionization and provides needed historical background to ongoing unionization efforts and debates. Purpose/Objective/Research Question/Focus of Study This article examines the context of, debates surrounding, and ultimate failure of the first attempts to organize faculty unions in the late 1910s and early 1920s. Following a discussion of the institutional change of the period and the formation of the American Association of University Professors (AAUP) as an explicitly nonlabor organization, this article considers the founding, endeavors, and demise of 20 American Federation of Teachers (AFT) locals. In doing so, it demonstrates long-standing divisions within the faculty and concerns regarding professional unionization. Research Design The article uses historical methods and archival evidence to recover and interpret these early debates over the unionization of college faculty. It draws on numerous collections in institutional and organizational archives, as well as contemporaneous newspaper and magazine accounts and the writings of faculty members embroiled in debates over unionization. Discussion Beginning with the founding of AFT Local 33 at Howard University in November 1918, college and normal school faculty organized 20 separate union locals for a variety of social, economic, and institutional reasons before the end of 1920. Some faculty believed that affiliating with labor would provide them with greater voices in institutional governance and offer the possibility of obtaining higher wages. Others saw in organizing a route to achieving academic freedom and job security. Still others believed that, amidst the difficult postwar years, joining the AFT could foster larger societal and educational change, including providing support for K–12 teachers who were engaged in struggles for status and improved working conditions. Despite these varied possibilities, most faculty did not organize, and many both inside and outside academe expressed incredulity that college and university professors would join the labor movement. In the face of institutional and external pressure, and with many faculty members either apathetic about or opposed to unionization, this first wave of faculty unionization concluded in the early 1920s with the closing of all but one of the campus locals. Conclusions/Recommendations Unionization in higher education remains contested despite the tremendous growth in organization in recent decades. The modern concerns, as well as the ways that they are overcome, can be traced to the 1910s and 1920s.

Learning to Become Researchers: Lessons Learned from a Research Experience for Undergraduates (REU) Program Focused on Research in the Psychological Sciences with Real-World Implications

2021 ◽  
Vol 4 (4) ◽  
pp. 10-22
Author(s):  
Patricia R. DeLucia ◽  
Amanda L. Woods ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
...  
Keyword(s):  
Homeland Security ◽  
Real World ◽  
National Science Foundation ◽  
Research Study ◽  
Psychological Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Rigorous Research ◽  
National Science ◽  
National Science Foundation Research

This research study at a National Science Foundation Research Experience for Undergraduates site focuses on psychological research with applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects on, e.g., driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. Results indicated that students and mentors perceived an improvement in the students' research skills.

The program of the advanced training course for teachers of mathematics and informatics "Graphs and graph models: methods of visual processing "

2021 ◽  
pp. 31-41
Author(s):  
N. V. Klimina ◽  
I. А. Morozov
Keyword(s):  
Extracurricular Activities ◽  
Information Visualization ◽  
Visual Processing ◽  
New Technologies ◽  
Visual Presentation ◽  
Gifted Children ◽  
Advanced Training ◽  
Graph Visualization ◽  
Training Course ◽  
Educational Information

The method of visual presentation of educational information for solving problems of mathematics and informatics is effective for the development of algorithmic, logical and computational thinking of schoolchildren. Technical progress, informatization of education, the emergence of modern software for visualization of information change the activities of teachers who need to master new technologies of information visualization for use in the classroom and in work with gifted children. Visual models for presenting educational information and methods of their processing with the use of computer programs are also relevant in extracurricular activities, allowing to develop the intellectual abilities of schoolchildren. Teachers are required to teach children to create projects in which visibility is a necessary component and must be represented by an electronic product created using modern information visualization tools. The article proposes a variant of the advanced training course for teachers of mathematics and informatics on teaching methods for visualization of solving problems using graphs and the free software “Graphoanalyzator”. The relevance of the course is due to the need to form the competency to carry out targeted work with gifted children in the use of software for creating and processing graphs based on the graph visualization program “Graphoanalyzator”. The authors believe that the training of teachers on this course will contribute to the formation of their skills to solve problems of mathematical modeling in informatics and mathematics, to apply information technologies to solve pedagogical problems in the context of informatization of education. 

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

Media Arts: Arts Education for a Digital Age

2010 ◽  
Vol 112 (8) ◽  
pp. 2118-2153 ◽  
Author(s):  
Kylie A. Peppler
Keyword(s):  
Classroom Environment ◽  
Arts Education ◽  
New Technologies ◽  
Research Question ◽  
Digital Age ◽  
Digital Design ◽  
Media Art ◽  
Education Curriculum ◽  
Media Arts ◽  
K 12

Background/Context New technologies have been largely absent in arts education curriculum even though they offer opportunities to address arts integration, equity, and the technological prerequisites of an increasingly digital age. This paper draws upon the emerging professional field of “media arts” and the ways in which youth use new technologies for communication to design a 21st-century K-12 arts education curriculum. Description of prior research on the subject and/or its intellectual context and/or policy context Building on sociocultural theories of constructionism as well as Dewey's theories of the arts and aesthetics as a democratic pedagogy, this study draws upon over three years of extensive field study at a digital design studio where underprivileged youth accessed programming environments emphasizing graphics, music, and video. Purpose/Objective/Research Question/Focus of the Study This study documents what youth learn through media art making in informal settings, the strengths and limitations of capitalizing on youth culture in media art production, and the distinct contributions that media arts education can make to the classroom environment. Research Design A mixed-methods approach was utilized that analyzed data from participants and professional interviews, an archive of youths’ media art, and videotape documentation of youth at work on their projects. Conclusions/Recommendations Findings point to the ways in which youth engage with technology that encourages active learning and how new types of software can be used to illustrate and encourage this process.

The Flipped K-12 Classroom

2016 ◽  
pp. 38-51 ◽  
Author(s):  
Vanessa P. Dennen ◽  
Jonathan Michael Spector
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
New Technologies ◽  
The Internet ◽  
Classroom Activities ◽  
Internet Resources ◽  
The Usa ◽  
Flipped Classrooms ◽  
The Many ◽  
K 12

New technologies are changing how best to support and facilitate learning in primary and secondary education. Many of these new technologies are available through the Internet, which is an important resource for learning and instruction at all levels and in nearly all contexts. Among the changes that are occurring is the possibility of integrating Internet resources into curricula, which are often linked to mandated standards in schools in the USA and other countries. Among the many possibilities of leveraging these classrooms is the concept of flipping the classroom so that primary presentations of content take place outside the classroom, with classroom activities focused on practice, interaction and feedback. To make a flipped classroom successful requires training teachers about technology integration, providing ongoing professional development, and developing supportive school and home environments with strong educational leadership. The focus of this chapter is on the needs and requirements involved in making flipped classrooms successful learning experiences for students.

Critical Barriers to Technolgy in K-12 Education

2011 ◽  
pp. 3008-3010
Author(s):  
Christine Sweeney
Keyword(s):  
Public Education ◽  
New Technologies ◽  
Critical Mass ◽  
Change Agents ◽  
School Age Children ◽  
School Age ◽  
It Industry ◽  
Digital Society ◽  
Education Today ◽  
K 12

Those who are fortunate enough to be associated with K-12 education during this first decade of the 21st century will witness tremendous evolutionary—even revolutionary—changes throughout those institutions. The interrelated dynamics of public education, the IT industry, and the evolving “digital society” are already combining to produce a variety of entirely new models for K-12. Although those models are indeed emerging, significant change will come at a pace that is perhaps somewhat slower initially than some would prefer. K-12 education is, after all, an institution rich in tradition and culture, and often slow to change. Nonetheless, as the presence and reach of new technologies—the Internet in particular—reach critical mass, that pace will quicken, and by the year 2010, school age children will enjoy an educational experience profoundly different from anything previously known. Profound change usually occurs when not one, but several change agents come together, either deliberately or coincidentally, and interact—often sparked by some sort of catalyst. This type of interaction is occurring throughout public education today. In this case, the change agents at work include K-12 institutions, the evolving IT industry, and the rapidly emerging digital society.

Beyond OpenURL

2009 ◽  
pp. 1405-1419
Author(s):  
George Boston ◽  
Randle J. Gedeon
Keyword(s):  
Web 2.0 ◽  
Computer Technology ◽  
New Technologies ◽  
Resource Discovery ◽  
Research Experience ◽  
New Techniques ◽  
General Overview ◽  
Information Professionals ◽  
User Friendly ◽  
Opening Up

This chapter provides a general overview of the development and implementation of existing techniques for the reference linking of scholarly research materials, additionally, some of the new techniques designed for advanced linking are described. Also presented are several new technologies currently under development, with an eye toward enhancing resource discovery and the interlinking of resources. The progress of computer technology, the adoption of those technologies by the information consumer, and the implementation of Web 2.0 and Library 2.0 tools to existing resources have combined in opening up new avenues of linking previously isolated resources together. Information professionals must come to appreciate and apply these new techniques and in doing so will provide library patrons with a more user friendly and thorough research experience.

The Fireside Poets

2017 ◽  
Author(s):  
Paul Johnston
Keyword(s):  
Native American ◽  
20Th Century ◽  
Literary History ◽  
Oliver Wendell Holmes ◽  
College And University ◽  
Henry Wadsworth Longfellow ◽  
History Of ◽  
American Society ◽  
K 12 ◽  
The 19Th Century

The terms “Fireside Poets” or “Schoolroom Poets” are used to designate a group of five poets—William Cullen Bryant, Henry Wadsworth Longfellow, John Greenleaf Whittier, Oliver Wendell Holmes, and James Russell Lowell—who were popular in America in the latter half of the 19th century. Their poetry was read both around household firesides, often aloud by a mother or father to the gathered family, and in schoolrooms, where they inculcated wisdom and morals and patriotic feeling in America’s young. While they continued to be taught in K-12 classrooms well into the 20th century, they lost their standing first with critics and then with college and university professors with the coming of modernism in the early decades of the 20th century. Despite scattered attempts to restore both their critical reputations and their place in the curriculum, they continue to have only a marginal place in the minds of those most familiar with poetry. The Postmodern/New Historicist challenges to modernism find little of interest in them—Belknap’s A New Literary History of America (2009), for instance barely mentions them—while the neo-Victorian turn toward socially conscious literature, which might be expected to retrieve them, has so far paid them little mind, though some attention has recently been given to their environmental and Native American themes. But this marginalization may more reflect the marginalization of poetry as a whole in American society at large than a true estimate of their worth to common readers. While young students no longer read Longfellow’s Evangeline or Bryant’s “The Chambered Nautilus,” these poets may yet form the vanguard of a restoration of the enjoyment of poetry in America.

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