Nsec 2017 National Conference
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- Bu səhifədəki naviqasiya:
- Poster Abstracts
- Pilot Phase Analysis of a CURE Implementation in a Large Enrollment Introductory Biology Laboratory Course Time
- Exploring the Impact of Extracurricular Experiences in General Science Courses Time
NSEC 2017 National Conference
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demonstrating relevance to their lives. The SERC For Higher Ed portal (http://serc.carleton.edu/101473) brings together lessons learned about attracting and supporting diverse students in geoscience and other STEM disciplines. The materials in the portal are drawn from a variety of projects funded by NSF and others across a range of disciplines and institution types over the last decade. These collaborations have resulted in suites of resources and exemplars that demonstrate successful models for broadening participation in a variety of contexts. Taken together, this body of community experience aligns with the results of education research and showcases best practices for bringing diverse voices into the discipline. There are many components that can be involved in these programs. In each context, the varied efforts in broadening participation make use of different combinations of these activities. This makes the examples of how they have achieved success particularly valuable for everyone engaged in making the geosciences and STEM communities more inclusive. By sharing this collected expertise, we can all move forward more effectively rather than reinventing the wheel.
(IINSPIRE) mission is to develop a model for Midwest colleges and universities to attract the states' growing under-represented minority population into STEM fields. Since 2012 The Science Education Resource Center at Carleton College has been working with leaders at Grinnell College and the IINSPIRE campus representatives to develop workshops that bring together resources from the alliance participants, and also from other related projects, and to highlight best practices in supporting diversity in STEM and consider how interventions might be implemented at additional institutions. Topics have included:
Building a sense of community
Supporting the whole student in and out of the classroom
Using societal issues to attract and support students
Teaching with authentic inquiry and research-like experiences to engage students. We invite you to explore workshop materials at http://serc.carleton.edu/lsamp/index.html .
and a local STEM middle school, the Arts and Technology Academy, two recently funded research projects led by Earth Sciences faculty aim to engage students in their research topics. In the first project, an oceanographer who studies iceberg formation helps guide the development of a school-wide cross- NSEC 2017 National Conference
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curricular project-based unit in which students will have access to real data, field notes, and technical equipment for related investigations. Graduate students co-plan and co-teach activities following the NSF GK-12 Fellowship model. Teacher professional development, logistics support, pedagogical support, and evaluation services are provided by STEM CORE. In the second project, to simulate the phenomenon of interest, a geologist who studies glacier movement provides technical guidance for a physical model and associated middle school lessons to be designed by undergraduates who enroll in a science outreach course offered by STEM CORE.
experiences (CUREs) expose entire course populations to the practices of authentic research. CUREs have been shown to increase retention in science and may have their largest impact through large enrollment introductory courses. Our objective has been to determine the benefits and drawbacks of CURE implementation to the largest audience at SIUE – the introductory biology laboratory course for biology majors. A significant obstacle to curriculum developers of an introductory level CURE is selecting a CURE topic that fits several criteria: affordable resources, lab techniques that can be quickly mastered, time for multiple iterations within one semester, and the opportunity to generate new knowledge. The SIUE CURE focuses on the multidisciplinary process of converting microalgae lipids into biodiesel. CURE participants in the Spring and Fall 2016 pilot phases reported increased project ownership, collaboration, discovery and relevance, iteration, and science identity.
Time: Friday, June 23, 2017 at 4:30 pm Speakers: Nastassia N. Jones and Michele Guannel, University of the Virgin Islands Additional Authors: Lawanda Cummings and Samah Abdallah, University of the Virgin Islands Abstract: First Year Experience (FYE) programs are composed of core academic courses as well as extracurricular components to facilitate a seamless transition for new students into the university community to improve retention. In particular, studies have shown that a strong, positive institutional community improves the retention of STEM students. Therefore, the present study explores the impacts that the extracurricular component within a general science course has on the experience of students. Known as Campus Wide Experiences, this extra credit opportunity allows students to attend and reflect upon extracurricular activities. Students report that CWEs allow them to attend seminars on topics that they would have never otherwise attended. Additionally, although some experiences are reported to be boring and a waste of time, students can more closely pinpoint the fields they are interested in pursuing, early in their college careers. Overall, CWEs are course components that can enhance students’ affinity for STEM fields.
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