63,705 research outputs found

    Course-based Science Research Promotes Learning in Diverse Students at Diverse Institutions

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    Course-based research experiences (CREs) are powerful strategies for spreading learning and improving persistence for all students, both science majors and nonscience majors. Here we address the crucial components of CREs (context, discovery, ownership, iteration, communication, presentation) found across a broad range of such courses at a variety of academic institutions. We also address how the design of a CRE should vary according to the background of student participants; no single CRE format is perfect. We provide a framework for implementing CREs across multiple institutional types and several disciplines throughout the typical four years of undergraduate work, designed to a variety of student backgrounds. Our experiences implementing CREs also provide guidance on overcoming barriers to their implementation

    Institutional audit : Heythrop College, University of London

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    Supporting graduate teaching assistants in two STEM areas

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    Recruitment, Preparation, Retention: A case study of computing culture at the University of Illinois at Urbana-Champaign

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    Computer science is seeing a decline in enrollment at all levels of education, including undergraduate and graduate study. This paper reports on the results of a study conducted at the University of Illinois at Urbana-Champaign which evaluated students attitudes regarding three areas which can contribute to improved enrollment in the Department of Computer Science: Recruitment, preparation and retention. The results of our study saw two themes. First, the department's tight research focus appears to draw significant attention from other activities -- such as teaching, service, and other community-building activities -- that are necessary for a department's excellence. Yet, as demonstrated by our second theme, one partial solution is to better promote such activities already employed by the department to its students and faculty. Based on our results, we make recommendations for improvements and enhancements based on the current state of practice at peer institutions.Comment: 37 pages, 13 figures. For better quality figures, please download the .pdf from http://www.cs.uiuc.edu/research/techreports.php?report=UIUCDCS-R-2007-281

    Institutional audit : the Courtauld Institute of Art

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    Engagement in Authentic Geoscience Research: Evaluation of Research Experiences of Undergraduates and Secondary Teachers

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    This article examines the effects of a program involving authentic research on the participants' interest in research, career plans, and attitudes on science. The findings are from the first year of a three-year program funded by the National Science Foundation Research Experiences for Undergraduates program. In three out of four projects, participants increased their interest in research, with two-thirds planning to change career plans to become more research-oriented. The implications of these findings for providing authentic research opportunities are discussed. Educational levels: Graduate or professional

    Using Undergraduate Teaching Scholars in a Laboratory Course for Non-Science Majors

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    Although laboratory instruction for non-science majors is a major goal of higher education, its implementation is often difficult in practice. Non-science students are often uncomfortable with a laboratory environment and require close supervision for the laboratory instruction to be effective. To address this problem, support from the New York Collaborative for Excellence in Teacher Preparation (NYCETP) was used to recruit and train undergraduate Teaching Scholars to assist in the instructional laboratories of NYU’s core science program. The Teaching Scholar was paired with a graduate student laboratory instructor to create a “teaching team.” Responses on student evaluations show that the arrangement enhanced student learning in the laboratory because both instructors were present during the laboratory session to provide assistance and answer questions. New initiatives in the project include recruiting students from both science and science education programs, thereby fostering interaction on methods of effective laboratory instruction

    Science in primary initial teacher training

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