Redbook: 1997

Advice compiled by Boston University School of Medicine students for incoming first year students and third or fourth year students preparing for clinical rotations

Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification

This policy brief makes the case for schools across the country to put an end to policies that cast off students into unchallenging, low-track classrooms. The authors recommend a clear process for the phasing out of curricular stratification in grades K-10, beginning with the lowest track and granting meaningful access to AP and IB courses to all students. The brief includes model statutory language to implement its recommendations

Opportunity to Learn Audit: Elementary School Science

Despite widespread media and public attention to the need for U.S. students to be globally competitive in science-related fields, remarkably little emphasis is placed on improving elementary science in U.S. public schools. Yet, it is effective elementary science programs that provide the foundation for a sound K-12 education in science. In a new report, Opportunity to Learn: Elementary Science, the Rennie Center analyzes whether students in high- and low-performing schools receive equitable opportunities to learn in science and, importantly, profiles the promising practices of schools that are beating the odds and succeeding at educating students to high levels in science. This report is the first in a two-part study that the Rennie Center is producing on Massachusetts students' opportunity to learn science. The second report, to be released in late Fall 2008, is being developed in partnership with the Education Development Center and will highlight opportunities to learn science at the high school level (9-12). The federal No Child Left Behind (NCLB) legislation and state accountability systems have created external incentives to improve student achievement in science in addition to English language arts (ELA) and math. In 2010, Massachusetts will require all 10th graders to pass one of the science MCAS tests (in biology, physics, chemistry or technology/engineering) in order to receive a diploma. Yet, to date, schools have increasingly placed their emphasis on math and ELA, to the detriment of science. There also exists a substantial racial/ethnic achievement gap in the sciences, just as there is in math and ELA. English language learners, those who are African American or Hispanic, and students from low-income homes are all falling well below the standards for proficiency set by the state. Given that the state holds all students accountable for their performance in science, it is necessary to examine whether all students are receiving equitable opportunities to learn and succeed at science. This report seeks to identify concretely what top-performing schools do to support science instruction and to draw out considerations for policymakers at the district and state levels.Themes across the SchoolsThe following is a description of greater opportunities to learn science that are present in top-performing schools, compared to low-performing schools:More time on science.Teachers who specialize in science.Regularly scheduled support from district science coordinators.Science materials housed at the schools (rather than at the district).Professional development in scienceSchool budgets for science.High levels of parent involvement in and advocacy for science.Accessibility to natural resources.School leadership focused on science.RecommendationsFor school and district leaders:Make science a high priority in schools and across the district. Promote the integration of science with math and literacy. Set and monitor guidelines for time on science. Develop and monitor adherence to science curriculum that is mapped to state frameworks. Support, document, and -- if necessary -- mandate science-related professional development for elementary school teachers. Identify teachers with high levels of interest in science. Solicit engagement of local business and community leaders in science. For state policymakers:Providing more resources and ensuring that all elementary students in Massachusetts have opportunities to learn science and to achieve at high levels will require coordinated efforts by both state legislators and the Department of Elementary and Secondary Education.The following are recommendations for consideration by both state legislators and the Department. Support expanded school day initiatives and encourage more time for subjects like science, especially for low-income and minority students. Provide mentoring and support for elementary teachers to become school-based science resource specialists. Provide broad, fundamental professional development that is aligned with state frameworks in science for elementary teachers, giving preference to low-performing schools that agree to send a critical number of teachers. Provide technical assistance and training on integrating science, literacy and mathematics instruction. Support enrichment opportunities for low-performing schools that lack active parent and community engagement in science. Provide a supplementary materials budget to under-resourced schools

Macalester College Bulletin

This publication is the Macalester College Bulletin, 1975-76 Supplement. Annual college catalog listing courses of study, historical sketch, calendar, honorary degrees, admission requirements, descriptions of departments, lists of faculty and board of trustee committees, summary of students, and lists of faculty and trustees

Silver Anniversary in Smithfield

Publication celebrating Bryant\u27s 25 years in Smithfield, Rhode Island and the inauguration of Bryant\u27s 7th president, Ronald K. Machtley. The theme of the inauguration was A Silver Anniversary ... A Golden Opportunity

Pathways to Higher Education

Presents case studies from Ford's initiative to support efforts to transform universities abroad to enable poor, minority, and otherwise underrepresented students to obtain a university degree. Outlines selected best practices from grantees

An interprofessional, intercultural, immersive short-term study abroad program: public health and service systems in rome

The purpose of this paper is to describe a short-term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience. Faculty from Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. Specifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in-class activities and case study discussions, field experiences, and assessments. Herein, administrative issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activities is described. Finally, examples of learning outcomes resulting from this alignment are provided

Examining Interdisciplinary Sustainability Institutes at Major Research Universities: Innovations in Cross-Campus + Cross-Disciplinary Models

This is a study of the distinctive characteristics, activities, challenges and opportunities of a specific type of sustainability institute, one that spans the many disciplines of the university and, to do so, reports to upper administration (provost or vice president of research). Among research universities within the Association of American Universities (AAU), 19 were identified, and 18 agreed to participate in this study. Directors are sent a 71-question survey in January 2017 that covered issues of Governance, Research, Education, Engagement, Campus Operations and Best Practices