Project Exploration: 10-year Retrospective Program Evaluation

Assesses the impact of a program giving low-income students of color hands-on science experience on science capacity, youth development, and engagement in communities of practice. Examines practices that support science learning by underrepresented youth

Nanotechnology courses for general education

Interdisciplinary faculty from Physics, Biology and Electrical and Computer Engineering, (ECE) have created a sequence of three stand-alone 300-level general education lecture courses in nanotechnology with one supporting laboratory course, with the support of National Science Foundation funding through the nanotechnology Undergraduate Education initiative. These three lecture courses can be taken by non-majors as science courses for General Education credit and are tailored to support interaction between STEM (science, technology, engineering and mathematics) and non-STEM students, who will take them together. The ECE and Biology courses have each run once and course feedback and analyses are summarized here

StoneSoup: Technology Innovation, Introduction, and Use to Support Learner -Centered Education

126 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2005.The design of StoneSoup was driven by techno-reform efforts. An approach to change or improvement that utilizes technology to correct faults, remove inconsistencies, and impose modern methods or values is referred to as techno-reform (Snow, 2005). A techno-reform approach to public school transformation introduces technological innovations into educational settings to change the delivery and experience of public education. Thus, the introduction and use of StoneSoup was intended to illuminate the potential of, as well as the barriers to, the adoption of such a techno-reform innovation. The teachers conceptualized the innovation potentiality for supporting and furthering their practice. However, they underestimated (a) the support (e.g. adequate time, access, and training) needed to undertake innovation adoption at GMS, and (b) the integration needed of regular computer use into their practice.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD

Nanotechnology Courses for General Education

Interdisciplinary faculty from Physics, Biology and Electrical and Computer Engineering, (ECE) have created a sequence of three stand-alone 300-level general education lecture courses in nanotechnology with one supporting laboratory course, with the support of National Science Foundation funding through the nanotechnology Undergraduate Education initiative. These three lecture courses can be taken by non-majors as science courses for General Education credit and are tailored to support interaction between STEM (science, technology, engineering and mathematics) and non-STEM students, who will take them together. The ECE and Biology courses have each run once and course feedback and analyses are summarized here