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Strategic Recruitment Strategies to Attract Students Into Chemistry and Physics Education
Strategic Recruitment Strategies to Attract Students into Chemistry and Physics Education Michelle L. Dean, Gregory Rushton, David Rosengrant & Brett Criswell The Need It has been echoed for numerous years that the nation needs STEM teachers who: • Are competent in the subject area • Offer quality education to their students by utilizing best practices • Will persist in the field Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, DC: The National Academies Press, 2010. Landers, E. S., & Gates, Jr. S. J. (2010). Prepare and Inspire, 330 (6001), 151. White House Office of the Press Secretary (2012) President Obama announces plans for a new national corps to recognize and reward leading educators in science, technology, engineering and math. (Accessed Sept. 2014) Responses to the National Need • Development of alternative certification routes • Restructuring current education programs to draw students in (UTeach, PhysTec, Woodrow Wilson Fellows) • Incentives to pursue degrees in STEM education programs (Noyce, WWF, private scholarships, etc.) KSU Production of UG Biology & Chemistry Teachers 12 10 8 6 4 2 0 2007 2008 2009 2010 2011 2012 2013 Biology Chemistry Labor Market Theory • The basic principle driving the supply of teachers is the following: Individuals will become or remain teachers if teaching represents the most attractive activity to pursue among all activities available to them. • Making the career attractive and desirable –ease of entry and overall compensation (salary, benefits, working conditions, and personal satisfaction). -
Dean, School of Science
Dean, School of Science School of Science faculty members seek to answer fundamental questions about nature ranging in scope from the microscopic—where a neuroscientist might isolate the electrical activity of a single neuron—to the telescopic—where an astrophysicist might scan hundreds of thousands of stars to find Earth-like planets in their orbits. Their research will bring us a better understanding of the nature of our universe, and will help us address major challenges to improving and sustaining our quality of life, such as developing viable resources of renewable energy or unravelling the complex mechanics of Alzheimer’s and other diseases of the aging brain. These profound and important questions often require collaborations across departments or schools. At the School of Science, such boundaries do not prevent people from working together; our faculty cross such boundaries as easily as they walk across the invisible boundary between one building and another in our campus’s interconnected buildings. Collaborations across School and department lines are facilitated by affiliations with MIT’s numerous laboratories, centers, and institutes, such as the Institute for Data, Systems, and Society, as well as through participation in interdisciplinary initiatives, such as the Aging Brain Initiative or the Transiting Exoplanet Survey Satellite. Our faculty’s commitment to teaching and mentorship, like their research, is not constrained by lines between schools or departments. School of Science faculty teach General Institute Requirement subjects in biology, chemistry, mathematics, and physics that provide the conceptual foundation of every undergraduate student’s education at MIT. The School faculty solidify cross-disciplinary connections through participation in graduate programs established in collaboration with School of Engineering, such as the programs in biophysics, microbiology, or molecular and cellular neuroscience. -
Replacing Traditional Textbooks with Open Educational Resources
FIFTH ROUND STATEWIDE CALL FOR PROPOSALS Replacing Traditional Textbooks with Open Educational Resources Available to Faculty at Mississippi’s Public Universities and Community Colleges Development Stipends of $4,000 | Deadline: Monday, November 11, 2019 Are students buying the textbooks that you adopt? Do you worry about the cost of books, especially for your students in poverty? Does the bookstore stock enough copies of the books you order? Would you like to create your own mix of readings and activities, instead of relying on traditional textbooks? The University of Mississippi’s Z-Degree Initiative seeks proposals from faculty interested in using free and open digital resources to enhance existing undergraduate courses. Successful proposals will replace one or more traditional books with free and open digital resources, thereby increasing engagement and reducing costs for students. What free digital resources will be acceptable? Any openly-licensed materials that you find valuable and useful will be acceptable. Here are some digital resources that have been used by others: • Free and complete online textbooks • MIT OpenCourseWare from the University of Minnesota’s The Avalon Document Project from Yale Open Textbook Library • and from Rice University’s OpenStax • Lectures and Readings from Academic Earth • The Open Course Library from • Videos and Transcripts from the Washington State C-Span Video Library • E-Books and E-Journals from your own • Lectures from OpenLearn campus library • Modules from Connexions at Rice University • Open Learning Materials at Carnegie Mellon University • OpenCourseWare from UMass Boston Education Portal • Lectures and Readings from iTunes U • Modules and Readings from Project Gutenberg • Open Yale Courses • Free e-books from Lumen Learning • Public archives like The Whitman Archive • Open Courses from Faculty with successful proposals will conduct their research and planning during the spring and summer of 2020, with new course materials being first used during the 2020-2021 academic year. -
2020 OCW Impact Report Contents
2020 OCW Impact Report Contents Reflections • 3 MIT OpenCourseWare: Part of a Global Effort • 4 OCW: Sharing MIT Materials With Learners and Educators Everywhere • 4 Updates From the Dean for Digital Learning • 5 Reaching Learners and Raising Awareness • 6 OCW’s Impact By the Numbers • 7 Thankful for Your Support • 8 Supporting Educators and Sharing Pedagogy • 9 Chalk Radio: A Podcast About Inspired Teaching • 10 In Memoriam • 11 Future Forward: Next Gen OCW • 12 2 Reflections Dear Friend of OCW, The challenges we have all faced over the last eight months have been extreme, ranging from the loss of loved ones to tragic consequences of long standing inequities and injustice, to the emotional toll of uncertainty and isolation in our daily lives. Amidst all of this, we are humbled and inspired to witness the amazing resilience of the millions of students, teachers, and independent learners using OpenCourseWare, and prioritizing learning. We are inspired by the teaching and learning communities that have come together and the resolve of people who continue to pursue knowledge even as they are isolated. Teaching and learning is what we do, together, even when we are apart. Hearing about your experiences doing so during these most trying circumstances is uplifting. We are also profoundly thankful to you, the faculty and contributors to OCW. Your support directly makes our work possible and helps us serve the thousands of learners who use and visit our site every day. We are grateful to count you as part of our growing learning community. As we head into a new academic year, we wanted to look back and share some of the high points as well as a snapshot of where OCW is headed. -
Guide to Choosing Digital Contentand Curriculum TABLE of CONTENTS
Guide to Choosing Digital Contentand Curriculum TABLE OF CONTENTS Introduction 3 Section 1: Planning for Success 4 Establishing a Common Vision and Understanding 5 Involving Stakeholders 5 Shifting the Mindset 7 Section 2: Understanding Digital Content and Curriculum Options 8 Recognizing Good Digital Content 9 The Importance of Assessment and Evaluation 10 Going Open with Open Educational Resources 10 Leveraging Purchased Content 13 Section 3: Implementing with Fidelity 16 Putting Students First 17 Identifying Instructional Models 17 Ensuring Teacher Readiness 17 Building Out Infrastructure 18 Planning for Sustainability 21 Conclusion 22 Resources 24 Appendix 25 SHUTTERSTOCK.COM INTRODUCTION The Path to Digital Transformation The adoption of digital content and curriculum is a top process, teachers look at the textbook and all of the priority for U.S. school districts. Ninety percent of dis- supplemental materials associated with the text. In the tricts in a Center for Digital Education (CDE) survey said digital review process, they can see a sample account they were either planning to or already had implemented but not necessarily how the tool integrates with enter- personalized learning programs utilizing digital content. prise systems or other software. All of these factors But while digital content and curriculum has been a make it more challenging to review and select digital hot topic for some time, few districts have successfully curriculum. Even when districts have plans to select adopted it in all grade levels and subject areas. content and improve technology infrastructure to ensure While districts have largely used software applica- all students have access to the instructional materials tions to supplement text-based instructional resources, they need, the foundation of a successful implemen- digital resources are now rigorous and robust enough tation depends on teachers' ability to effectively utilize to be used in place of traditional textbooks. -
Gorilla Guide for Majors Activity
Gorilla Guide Gorilla Guide We have what you’re looking for! to Majors At PSU you may choose from top programs in the areas of Arts and Sciences, Business, Education, and Technology, many that are among the best and most specialized in the nation. Your PSU degree can open many doors. Major employers routinely recruit on the PSU campus and Pitt State graduates are highly favored. Our excellent Career Services Office will help you find that important job that your education at PSU will make possible. College of Arts & Sciences Art Chemistry Family & Consumer Sciences Mathematics Art Chemistry Family & Consumer Sciences Mathematics 2D General Fine Art Biochemistry Child Development Actuarial Science 3D General Fine Art Environmental Community & Family Services Mathematics Education Illustrations & Visual Pharmaceutical Family & Consumer Sciences Storytelling Polymer Education Military Science (minor) Art Education Pre-Dental Nutrition & Wellness Pre-Medicine Human Ecology (minor) Music Biology Pre-Veterinary Youth & Adolescence (minor) Music Biology Professional Child Development (minor) Music Education Botany Polymer Chemistry (Instrumental, Vocal) Cellular & Molecular Chemistry Education History, Philosophy & Social Music Performance Ecology & Field Biology Sciences (Instrumental, Vocal) Fisheries & Aquatic Sciences Communication Geography Pre-Dental (this is not dental Communication Environmental Geography School of Nursing hygiene) Human Communication & Sustainability Nursing Pre-Medicine Media Production Geographic Info Systems Pre-Optometry -
Winter/Spring 2021 Participants
MIT’s Council on the Uncertain Human Future Winter/Spring 2021 Participants Deb Blum Director, Knight Science Journalism MIT Deborah Blum is a Pulitzer-prizewinning American science journalist, columnist, and author of six books, including The Poison Squad (2018), and The Poisoner’s Handbook (2010). She is a former president of the National Association of Science Writers, was a member of the governing board of the World Federation of Science Writers, and currently serves on the board of advisors of the Council for the Advancement of Science Writing. Blum is co- editor of the book A Field Guide for Science Writers, and in 2015, she was selected as the fourth director of the Knight Science Journalism Program at MIT. Martha Broad Executive Director, MIT Energy Initiative Martha Broad is MITEI’s executive director. As part of the leadership team, she works to link science, innovation and policy to transform the world’s energy systems. She has a track record of successfully partnering with business, government and nonprofit stakeholders to support the clean energy transition. At MITEI, she works closely with member companies who collaborate with MIT researchers on a spectrum of topics, including the Low-Carbon Energy Centers. In addition, she spearheads MITEI’s collaboration with the U.S. Department of Energy to design, manage, and host the annual Clean Energy Education and Empowerment (C3E) Women in Clean Energy Symposium and serves as a C3E Ambassador. Previously, as part of the senior management team of the Massachusetts Clean Energy Center (MassCEC), Broad led programs and studies that focused on the commercialization of clean energy technologies. -
Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(6), 1549-1568 doi: 10.12973/eurasia.2016.1244a Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts Mustafa Tuysuz Yuzuncu Yıl University, TURKEY Oktay Bektas Erciyes University, TURKEY Omer Geban & Gokhan Ozturk Middle East Technical University, TURKEY Bugrahan Yalvac Texas A&M University, USA Received 2 March 2015Revised 11 November 2015 Accepted 20 November 2015 This study examines the pre-service teachers’ opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the pre- service physics teachers believe that these two subjects’ concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed. Keywords: conceptual integration, chemistry education, physics education, pre-service teacher education INTRODUCTION In constructivist view, students interpret the new knowledge according to what Correspondence: Mustafa Tuysuz, Faculty of Education, Secondary Science and Mathematics Education Department, Middle East Technical University, 06800, Turkey. -
Merit College Preparatory Academy 9-12 Grade Course Descriptions 2019
Merit College Preparatory Academy 9-12 Grade Course Descriptions 2019 – 2020 This course description booklet can help you plan your classes for the coming year. In order for you to fully understand the expectations of each class, please read each description carefully. Parents, teachers, and counselors can help you plan next year’s program of study. Select the courses you wish to take, as well as the courses you need to take for your grade level. NOTICE OF NON-DISCRIMINATION It is the policy of Merit College Preparatory Academy not to discriminate on the basis of race, color, national origin, religion, or disabilities in its programs, services, activities, admissions, access, treatment or employment practices as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990, Title IX of the Educational Amendments of 1972, and the Age Discrimination Act of 1975. Civil rights compliance inquiries related to Merit College Preparatory Academy may be directed to Jesse Meeks, Director, 1440 W. Center Street, Springville, Utah, 84663, 801-491-7600. Page | 2 Merit Academy Graduation Requirements Language Arts - 4.0 - Three courses from the following Foundation Courses plus one CREDIT from the Applied and Advanced list Foundation Courses Applied and Advanced Courses English 9 or English 9 H Basic Reading Skills English 10 or English 10 H Creative Writing 1 & 2 English 11 or English 11 H Mythology English 12 or English 12 H Adolescent Adult Literature AP Literature and Composition** Debate and Speech World Languages 3, 4, or AP English 1010 (UVU CE)** English 2010 (UVU CE)** Language Arts Notes: ** These courses can also be used for the one credit in Applied and Advanced. -
Open Courseware and Developing Countries: Building a Community
Open Courseware and Developing Countries: Building a Community This is the report of The Forum on the Impact of Open Courseware for Higher Education in Developing Countries, convened in Paris by UNESCO 1-3 July 2002, with the support of the William and Flora Hewlett Foundation and organizational assistance from the Western Cooperative for Educational Telecommunications, WCET. Participants mapped a collaborative course, involving colleges and universities from around the world, for the productive and creative use of openly shared educational resources. In advance comments, summarized in an appendix to this report, they provided insights on the potentials and complex issues involved. This report was prepared by John Witherspoon. Contents The Forum Report Introduction: Open Resources 3 Defining the Concept 3 Prospects and Issues 3 Open Educational Resources: Turning a Concept into Reality 5 Design of an Index/Database 5 Creating a Globally Viable Infrastructure 6 2003: From Concept to Operation 6 Appendix A: Overview of the MIT OpenCourseWare Initiative 7 Appendix B: Summary of Forum Participants’ Preliminary Papers 11 Appendix C: Participants and Organizational Representatives 15 2 Introduction: Open Resources In spring 2001 the Massachusetts Institute of Technology announced that over a half- dozen years the substance of virtually all its courses would be posted on the Web, available for use by faculty members and students around the world, at no charge.1 Just over a year later – before material from its first course was online – MIT’s OpenCourseWare concept became the focus of a new international community. This emerging consortium was organized to evaluate, adapt, use, and develop open resources for its members’ many cultures and diverse languages. -
Case 3:15-Cv-30024-MGM Document 1 Filed 02/12/15 Page 1 of 32
Case 3:15-cv-30024-MGM Document 1 Filed 02/12/15 Page 1 of 32 IN THE UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS WESTERN DIVISION NATIONAL ASSOCIATION OF THE DEAF, on behalf of its members, C. WAYNE DORE, CIVIL ACTION NO. CHRISTY SMITH, LEE NETTLES, and DIANE NETTLES, on behalf of themselves and CLASS ACTION COMPLAINT FOR a proposed class of similarly situated persons DECLARATORY AND INJUNCTIVE defined below, RELIEF Plaintiffs, v. MASSACHUSETTS INSTITUTE OF TECHNOLOGY, Defendant. Plaintiffs, the National Association of the Deaf, on behalf of its members, and C. Wayne Dore, Christy Smith, Lee Nettles, and Diane Nettles, on behalf of themselves and a proposed class defined below, by and through undersigned counsel, file their Class Action Complaint for Declaratory and Injunctive Relief and respectfully allege as follows: INTRODUCTION 1. Defendant Massachusetts Institute of Technology (“MIT” or “the Institute” or “Defendant”) makes available a variety of online content on websites that have received, to date, at least 125 million visitors.1 MIT makes thousands of videos and audio tracks publicly available for free to anyone with an Internet connection, on broad-ranging topics of educational or general interest. With only a few keystrokes, anyone can access videos ranging from campus talks by President Obama, Noam Chomsky and other “Laureates and Luminaries,” to introductory classes 1 MIT, About OpenCourseWare, http://ocw.mit.edu/about/ (accessed February 3, 2015). Case 3:15-cv-30024-MGM Document 1 Filed 02/12/15 Page 2 of 32 in topics such as computer programming, to higher-level classes in topics such as business and mathematics, to educational videos made by MIT students for use by K-12 students. -
Florida Gateway College and Dixie County School District 2016-2017 Dual Enrollment Articulation Agreement Section I
FLORIDA GATEWAY COLLEGE AND DIXIE COUNTY SCHOOL DISTRICT 2016-2017 DUAL ENROLLMENT ARTICULATION AGREEMENT SECTION I WHEREAS, Florida Gateway College, hereafter referred to as the College, and the Dixie County School District, hereafter referred to as the School Board, subscribe to the educational philosophy and policy that each individual student should have the maximum opportunity to enhance hislher learning opportunities in courses suited to his/her educational, career, and personal needs, and WHEREAS, Section 1007.27 and 1007.271,Florida Statutes specifies that a variety of articulated acceleration mechanisms be available for secondary school students attending Florida public or non-public schools, and Section 1001.64-1001.65, Florida Statutes, specify that dual enrollment articulation agreements shall be executed between college boards of trustees and district school boards within each college district, and shall establish an articulation committee, and WHEREAS, the College and the School Board desire to implement the above statutes by creating opportunities for high school students to pursue college-level instruction, through an articulated acceleration program. NOW THEREFORE, in consideration of the mutual promises stated herein, the parties agree to cooperate in the establishment, maintenance, and implementation of a Dual Enrollment program (the Program) between the College and the respective School Board. In implementing this Program, the parties agree to these general principles: A. COURSE PROGRAM OFFERINGS 1. Articulation acceleration mechanisms shall include, but not be limited to, Academic Dual Enrollment, Career Dual Enrollment, Academic and Career Early Admissions, Advanced Placement, Credit by Examination, the International Baccalaureate program, and Career Pathways. a. Academic Dual Enrollment: Students in grades 6-12 qualify who are earning high school credit toward a high school diploma and college credit toward an associate or baccalaureate degree.