The panel presentation discusses career pathways for STEM technicians as a solution to two national problems: not enough technicians to support innovation and inadequate educational opportunities for capable high school students. It proposes partnering with STEM high schools to provide an alternative curriculum pathway for students interested in associate's degrees to become technicians. The alternative curriculum would adjust math requirements and include technical courses that prepare students to enter engineering technician programs.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
This document discusses barriers to effective collaboration and strategies to overcome them. It summarizes collaborations between an ATE center called CyberWatch and different partners including academia, industry, and civil society. Challenges discussed include engaging partners, maximizing engagement and expertise, and attracting new partners. Successful collaborations are described as having mutual benefits, different levels of involvement, and addressing each partner's needs. Trust and an ongoing process are emphasized over concrete outcome agreements.
This document provides instructions for participants on an informational webinar about the NEBHE Developmental Math Demonstration Project. It outlines how participants can access audio and ask questions. It then introduces the presenters and provides an overview of the project goals, which include increasing success in developmental math courses using Khan Academy, driving reform, and generating research findings to expand knowledge of new approaches. Implementation will involve several community colleges piloting the use of Khan Academy in developmental math courses over three years.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
The panel discussed effective elements for bridge programs that help students transition from high school to STEM careers. They summarized programs from BAVC, Bridge to Biotech, and Wayne Community College. Key elements included: partnering across institutions, using internships and family engagement, collecting outcomes data on retention and completion, and receiving support from grants, industry, and administration. The panel advised others to get approval, prepare for extra effort, and provide instructor training.
This document summarizes research on assessing the sustainability of projects funded by the National Science Foundation's Advanced Technological Education (ATE) program. The research defined sustainability elements, developed survey measures, surveyed ATE project leaders, and analyzed results. Key findings include: ATE projects report considerable sustainability in programs, collaborations, materials and other areas; non-NSF revenue is difficult to obtain; and projects focus sustainability efforts on expected success areas with reasonable expectations. The research provides a framework and initial evidence for measuring sustainability of educational projects.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
This document discusses barriers to effective collaboration and strategies to overcome them. It summarizes collaborations between an ATE center called CyberWatch and different partners including academia, industry, and civil society. Challenges discussed include engaging partners, maximizing engagement and expertise, and attracting new partners. Successful collaborations are described as having mutual benefits, different levels of involvement, and addressing each partner's needs. Trust and an ongoing process are emphasized over concrete outcome agreements.
This document provides instructions for participants on an informational webinar about the NEBHE Developmental Math Demonstration Project. It outlines how participants can access audio and ask questions. It then introduces the presenters and provides an overview of the project goals, which include increasing success in developmental math courses using Khan Academy, driving reform, and generating research findings to expand knowledge of new approaches. Implementation will involve several community colleges piloting the use of Khan Academy in developmental math courses over three years.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Digital Literacies Webinar RSC Scotland Paul Bailey
This document provides updates on digital literacy projects at two further education colleges in the UK:
1) The Coleg Llandrillo PADDLE Project, which found that students are increasingly relying on their own technologies for study and assessment.
2) The Worcester College of Technology WORDLE Project, which is developing accredited digital literacy units for students and staff.
3) It encourages participants to watch videos from the Developing Digital Literacies projects and lists emerging themes and topics that will be discussed, such as bring your own devices, developing digitally literate senior managers, and subject specific versus personal digital literacies.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
This document summarizes the community partnerships established at Chesapeake High School (CHS) to enhance their magnet programs in science, technology, engineering, and mathematics (STEM). CHS has partnered with organizations like Lockheed Martin, Northrop Grumman, Johns Hopkins University, and the University of Maryland to provide students with internships, field trips, guest speakers, and teacher externships related to STEM careers. These partnerships help improve STEM education at CHS and increase students' interest in STEM fields.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
The document discusses open participatory science and outlines Philip Bourne's perspective as a US-centric associate vice chancellor and professor who provides resources through the Protein Data Bank and advocates for open access as a former PLoS editor. It describes future scenarios where research is more collaborative and data-driven using tools for discovery and reproducibility, and education is more virtualized and participatory. It notes implications like the need for institutional repositories and librarians, and outlines drivers of change, responses needed from governments, institutions, and faculty, as well as potential solutions like rewarding contributions to knowledge sharing.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
The document discusses MOOCs and their potential role at the University of Cape Town (UCT). It defines open online courses and MOOCs, and compares them to traditional online courses. It then outlines five categories of MOOCs that UCT could offer for different purposes, including teaching showcase courses, skills courses, graduate courses, professional courses, and research showcase courses. The document discusses opportunities and challenges of developing MOOCs, such as the significant time commitment required. It proposes a process for UCT to begin developing and offering its own MOOCs over the next year and a half.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and enrollment exceeded expectations, including interest from full-time faculty and administrators. Feedback was positive and some institutions are adapting the course content for their own faculty training. Next steps include using research findings to revise the course and conduct further studies.
The UKAN-SKILLS project aimed to develop online skills maps to support skills development for students in higher education and further education programs. It engaged academic staff to identify skills priorities and mapped skills development activities. The project collaborated with an expert in curriculum mapping and used online mapping software. User feedback on skills mapping and the mapping software was consistently positive. The project explored ways to continue developing skills mapping and mapping tools after the project ended.
This document summarizes efforts to improve community college completion rates in the United States. It outlines that America now ranks 10th in college attainment among young adults. Only 1/3 of associate's students earn a degree in 3 years. Both the federal and state governments have launched initiatives to increase the number of community college graduates by 5 million by 2020 through increased funding, performance metrics, and policies to reduce time to degree. The document presents data on the growing skills gap and job requirements calling for more Americans with postsecondary credentials.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
The document discusses creating a STEM school district. It outlines goals for integrating STEM education across the K-12 curriculum. This would include developing new STEM-focused courses, providing professional development for teachers, and expanding student opportunities like robotics clubs and research programs. The goal is to ensure all students experience high-quality STEM learning to prepare them for college, careers, and life.
The document summarizes information about the Project Lead The Way (PLTW) program, including its focus on engaging schools to implement PLTW programs, the regional directors overseeing implementation, and PLTW's recent expansion of its engagement network. It also discusses the need and demand for STEM education to keep the US competitive, outlines the PLTW curriculum programs, and summarizes benefits of the PLTW certification process for schools.
Assessment and Feedback start-up meeting Oct 2011jisc-elearning
This document summarizes the agenda and goals for a JISC Assessment and Feedback Programme meeting on October 5th, 2011. The meeting aimed to introduce projects to each other's work, identify connections, and facilitate networking. An overview of the program structure, expectations, reporting requirements, and support team was provided. Project representatives gave 2 minute elevator pitches on their value propositions and benefits. A poster networking session allowed projects to explore connections and schedule 10 minute discussions.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
This presentation looks at issues that help make online courses successful. This includes learning characteristics, multiple channels for learning, and quality standards.
Digital Literacies Webinar RSC Scotland Paul Bailey
This document provides updates on digital literacy projects at two further education colleges in the UK:
1) The Coleg Llandrillo PADDLE Project, which found that students are increasingly relying on their own technologies for study and assessment.
2) The Worcester College of Technology WORDLE Project, which is developing accredited digital literacy units for students and staff.
3) It encourages participants to watch videos from the Developing Digital Literacies projects and lists emerging themes and topics that will be discussed, such as bring your own devices, developing digitally literate senior managers, and subject specific versus personal digital literacies.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
Organisational transformation and curriculum change: turning things Jisc
Organisational transformation and curriculum change: Turning things around presented by Professor Mark Stubbs (Manchester Metropolitan University) and facilitated by Pam Parker (City University).
Jisc conference 2012
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
This document summarizes the community partnerships established at Chesapeake High School (CHS) to enhance their magnet programs in science, technology, engineering, and mathematics (STEM). CHS has partnered with organizations like Lockheed Martin, Northrop Grumman, Johns Hopkins University, and the University of Maryland to provide students with internships, field trips, guest speakers, and teacher externships related to STEM careers. These partnerships help improve STEM education at CHS and increase students' interest in STEM fields.
Opening up practice and resources: Are we nearly there? presented by Allison Littlejohn (Glasgow Caledonian University), Jonathan Worth and Shaun Hides (Coventry University). This session was facilitated by Chris Pegler (Open University).
Jisc conference 2012.
LIN is a three-year collaborative project between Irish Institutes of Technology (IoTs) and Dublin Institute of Technology (DIT) funded by the Strategic Innovation Fund. The goals of LIN are to develop an academic development program, a centralized repository and portal, and a national excellence in learning and teaching awards system. The first annual LIN conference will take place on October 10th in Athlone to foster a student-centered learning environment, with themes including innovations in teaching and learning, working within a modular environment, and assessment within modules.
The document discusses open participatory science and outlines Philip Bourne's perspective as a US-centric associate vice chancellor and professor who provides resources through the Protein Data Bank and advocates for open access as a former PLoS editor. It describes future scenarios where research is more collaborative and data-driven using tools for discovery and reproducibility, and education is more virtualized and participatory. It notes implications like the need for institutional repositories and librarians, and outlines drivers of change, responses needed from governments, institutions, and faculty, as well as potential solutions like rewarding contributions to knowledge sharing.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
The document discusses MOOCs and their potential role at the University of Cape Town (UCT). It defines open online courses and MOOCs, and compares them to traditional online courses. It then outlines five categories of MOOCs that UCT could offer for different purposes, including teaching showcase courses, skills courses, graduate courses, professional courses, and research showcase courses. The document discusses opportunities and challenges of developing MOOCs, such as the significant time commitment required. It proposes a process for UCT to begin developing and offering its own MOOCs over the next year and a half.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and enrollment exceeded expectations, including interest from full-time faculty and administrators. Feedback was positive and some institutions are adapting the course content for their own faculty training. Next steps include using research findings to revise the course and conduct further studies.
The UKAN-SKILLS project aimed to develop online skills maps to support skills development for students in higher education and further education programs. It engaged academic staff to identify skills priorities and mapped skills development activities. The project collaborated with an expert in curriculum mapping and used online mapping software. User feedback on skills mapping and the mapping software was consistently positive. The project explored ways to continue developing skills mapping and mapping tools after the project ended.
This document summarizes efforts to improve community college completion rates in the United States. It outlines that America now ranks 10th in college attainment among young adults. Only 1/3 of associate's students earn a degree in 3 years. Both the federal and state governments have launched initiatives to increase the number of community college graduates by 5 million by 2020 through increased funding, performance metrics, and policies to reduce time to degree. The document presents data on the growing skills gap and job requirements calling for more Americans with postsecondary credentials.
The document summarizes the MarylandOnline COAT Online Adjunct Faculty Training Project, which aimed to design and pilot an online training course for adjunct faculty. The project had three phases: research and needs assessment (2008-2009), course design and pilot testing (2009-2010), and implementation (2010-2011). The course was well-received and saw higher-than-expected enrollment from both adjunct and full-time faculty across Maryland and other states. Unexpected outcomes included other institutions adopting parts of the course for their own faculty training. The next steps involve using research findings to improve the course and conduct further evaluations.
The document discusses creating a STEM school district. It outlines goals for integrating STEM education across the K-12 curriculum. This would include developing new STEM-focused courses, providing professional development for teachers, and expanding student opportunities like robotics clubs and research programs. The goal is to ensure all students experience high-quality STEM learning to prepare them for college, careers, and life.
The document summarizes information about the Project Lead The Way (PLTW) program, including its focus on engaging schools to implement PLTW programs, the regional directors overseeing implementation, and PLTW's recent expansion of its engagement network. It also discusses the need and demand for STEM education to keep the US competitive, outlines the PLTW curriculum programs, and summarizes benefits of the PLTW certification process for schools.
This document provides an overview of the School of Engineering orientation for incoming first-year students. It discusses the school's vision, mission, and values. It then outlines the typical first-year curriculum, including core Magis courses. It describes various engineering programs, career paths, student clubs, study abroad opportunities, and the culminating senior design project. The goal is to welcome new students and introduce them to the foundation and opportunities available in the School of Engineering.
This document outlines lessons learned from Rocket Science Tutors (RST), a program that aims to generate STEM interest in middle school students. It discusses the problem of poor US performance in math and science, and how RST works to augment classroom education with weekly sessions led by volunteer engineers. Results show some correlation between RST attendance and improved test scores. Feedback from teachers and students is positive. The document reviews accomplishments in the 2010-11 school year and calls for expanding the program by revising labs, creating new activities, and gaining more volunteers and funding. It argues that grassroots involvement is needed to address America's deficit in technical education.
Annual Community College Day at NSF HQ 4-12-04Liz Dorland
Community College Day is held at the National Science Foundation Headquarters in Arlington, VA every spring. The lead organizer is usually an NSF Program Director/Rotator who has taught in community college. That was me - and I spoke about NSF programs. Invitees are science faculty from the surrounding area. The program includes a nationally known speaker who also attended a community college, selected by the PD. In 2004, I invited the then-president of the National Academy of Engineering.
Spelman College aims to promote academic excellence through its Spelman ALIVE initiative and by enhancing its learning environment with emerging technologies. The college has a strategic focus on technology with goals to expand its campus information systems, increase computer access, provide training, and enhance web and classroom technologies to support its highly ranked academic programs in social sciences and natural sciences. Senior leadership is committed to developing technology across the curriculum to meet accreditation standards and support rigorous learning.
This document summarizes the National Science Foundation's Advanced Technological Education (ATE) Program. The ATE Program focuses on supporting education of science and engineering technicians for high-technology fields. It emphasizes the important role that community colleges play in educating technicians and producing a qualified STEM workforce. The ATE Program supports projects, centers of excellence, and targeted research at secondary schools, two-year colleges, and four-year institutions.
A Roadmap from High School to Engineering CollegesNAFCareerAcads
This document summarizes presentations from the NAFNext2014 conference about increasing underrepresented minority participation in STEM fields. It discusses the mission and programs of NACME to provide scholarships and support to minority students pursuing engineering degrees. It also outlines pre-college STEM programs at NJIT and Virginia Tech that target middle and high school students, including summer camps, coursework, and mentoring to prepare students for engineering studies. The goal is to establish pathways from high school to engineering colleges to develop a more diverse engineering workforce.
The document summarizes efforts to improve K-12 STEM education through engineering and technology education programs in the DeKalb County School System. It describes implementing standards-based curriculum focused on engineering design, improving facilities and equipment, providing comprehensive staff development, and promoting student participation in co-curricular activities like robotics competitions. The system goals were to provide high-quality STEM instruction, increase teacher knowledge, enhance learning environments, and increase student involvement in extracurricular programs.
This document provides an overview of STEM and STEAM education. It defines STEM as focusing on science, technology, engineering and mathematics, while STEAM denotes the inclusion of arts. STEM education integrates these subjects through rigorous, hands-on learning involving real-world tasks and projects. It provides students with critical thinking skills needed for college and careers. The document outlines Georgia's STEM certification process and criteria, which requires teacher training, partnerships, and showing improved student performance in math and science.
This document provides an overview of STEM and STEAM education. It defines STEM as focusing on science, technology, engineering and mathematics, while STEAM denotes the inclusion of arts. STEM education integrates these subjects through rigorous, hands-on learning involving real-world tasks and ongoing teacher professional development. It aims to improve student achievement in areas like critical thinking and workforce skills. The document outlines Georgia's STEM certification process and criteria for K-12 schools to achieve certification.
This document discusses the importance of technology and engineering (T&E) education within STEM. It outlines how T&E education can help develop problem solving and innovation skills. The document also reviews the history of STEM education in the US and goals for improving T&E education through developing standards, inquiry-based learning, and engaging activities. Success is defined as increasing the number of STEM graduates and careers. The challenges are integrating T&E within STEM and overcoming silos between disciplines.
New Prospect Elementary School will implement a STEM program to better prepare students for future careers. The STEM program will incorporate science, technology, engineering and math standards into the existing curriculum. Students will learn the engineering design process and apply it to challenges such as building a bridge in the 3rd-5th grades. In the future, New Prospect Elementary is scheduled to open as a fully implemented STEM theme school in 2012-2013.
Here are the materials you have to choose from:
- Aluminum foil
- Plastic wrap
- Wax paper
- Construction paper
- Cardboard
You have 30 minutes to design and build your enclosure. Good luck!
2YC3 Conference - NSF Programs - March 2004Liz Dorland
This presentation is of historical interest only. Updated information and data can be found at http://www.nsf.gov.
New program officers base their early presentations on decks handed down and shared by other PDs. It was one of my first independent NSF presentations. I was starting to improve the fonts and slide format, and to add my own slides, but it is still a horrible mish-mash!
This document summarizes the key findings and recommendations from a joint task force commissioned by the American Physical Society and the American Association of Physics Teachers. The task force examined what skills and knowledge undergraduate physics students need to succeed in a diverse range of careers. They found that while physics graduates can have successful careers, they are often unprepared for areas like teamwork, communication, and real-world problem solving. The task force recommends physics programs incorporate more applied learning goals, hands-on projects, and professional skills training to better prepare students for careers both inside and outside of academia. Departments are encouraged to modify courses and curricula with these goals in mind.
The School of Electrical and Electronic Engineering at Shanghai Institute of Technology has the following key points:
1. It has 62 faculty members including 49 full-time teachers, 8 professors, 14 associate professors, and 9 with doctoral degrees. It currently has 1080 full-time students.
2. The school aims to train students to be innovative, practical, and have a global vision. It has achieved good employment results with a 98% graduate employment rate and 90% in related fields.
3. The school emphasizes scientific research and has achieved good results, winning over 10 provincial or higher level awards with over 50 papers published in international journals. It also has successful collaboration with industry.
The document summarizes technology and education in Nepal. It discusses that Nepal has a weak education system with high illiteracy and a traditional technology sector. It outlines the country's education system and issues like lack of research and low pay for scientists. The document also describes Nepal's organizations for technology transfer but notes they are not effectively coordinating or modernizing the industrial sector. It concludes Nepal needs to strengthen linkages between education and industry to accelerate its technological development.
- The document discusses the role and education needs of eScience professionals, who work with scientists and engineers to manage large datasets and facilitate collaboration using new technologies.
- Interviews and analysis found that eScience professionals need skills in areas like data collection, management and analysis, IT implementation, and facilitating communication and collaboration across disciplines. They also need knowledge of science/engineering domains and IT/informatics.
- The document recommends that eScience professionals obtain at least a bachelor's degree in a science or engineering field, plus additional education in information management or an MS in information science/management.
The document summarizes information about American community colleges from the American Association of Community Colleges (AACC). It discusses how community colleges provide education and training opportunities to millions of students annually. It also outlines President Obama's support for reforming and investing in community colleges to help Americans gain skills needed for the job market. The AACC advocates for community colleges and aims to increase college completion rates.
On July 31, 2012, the AACC government relations team discussed recent developments in Washington that affect community colleges. Topics included funding for Pell Grants and other key programs, Workforce Investment Act reauthorization, the Obama administration's executive order on veteran students, the latest on gainful employment and other regulations, and more.
On March 21, the AACC government relations team will provide an overview of issues Congress has been discussing in the first three months of 2012 and what is to come. The team will provide up-to-the-moment information on FY 2013 funding for Pell Grants and other key programs, the second round of TAACCCT program grants, workforce legislation, and more.
The AACC government relations team provided an overview of the year-end action in Congress and a peek into the year ahead. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs and the impact of the Budget Control Act now that the Supercommittee has failed to propose a deficit reduction plan. The webinar also covered the latest developments on the American Jobs Act, the Trade Adjustment Assistance Community College and Career Training Program, Department of Education regulations, and more.
Panel: Community Input on a National Research Council (NRC) Summit on the Changing Dynamics in STEM Education Between Two-Year and Four-Year Colleges and Universities
The CSSIA provides cybersecurity training through a virtualized environment. It develops curricula using tools from vendors like VMware and Cisco. Students can access labs remotely through a centralized architecture. The CSSIA hosts cybersecurity competitions and works to replicate its virtual training model at other schools. It aims to expand curricula, improve the environment, and share results through initiatives like TAACCCT.
This document discusses the history and future of ebooks and self-publishing. It outlines the development of ebook readers like the Kindle and Nook. It also discusses the rise of apps and app stores, noting that 90% of app downloads in 2010 came from the Apple App Store. The lines between books, ebooks, and apps are blurring as services now allow self-publishing of ebook-like works as apps or vice versa.
This document discusses how to measure the value of job creation in a community using Wellington Industries, a company opening a new facility in Alexander City, AL, as an example. It estimates that 100 new jobs at $16/hour would result in $3.12 million in direct earnings and support a total of 402 direct and indirect jobs. It also estimates $2.05 million would be spent locally on goods and services. The company was attracted by Central Alabama Community College's ability to teach robotics skills needed by the company.
This document discusses three international collaboration projects between technology education institutions:
1) A project between Glasgow Caledonian University and Bunker Hill Community College that involved sending community college students to Scotland for computing projects and cultural experiences.
2) The mission and partnership between the MPICT Center and the Centre des Formations Industrielles in Paris to coordinate ICT education across institutions.
3) Looking ahead to future collaborations between the institutions, such as student and staff exchanges, as well as PhD student involvement to continue building the relationships.
This document discusses research conducted at Abilene Christian University on using mobile devices and technology apps to engage students in 21st century learning. Several studies found that providing students and faculty with mobile devices improved areas like classroom collaboration, learning outcomes, and depth of reflection. Overall, the research demonstrated the educational value of mobile and digital learning in higher education.
The document compares 20th century classrooms to 21st century classrooms. In the 20th century, presentations were developed by educators outside of class, educators were the presenters and students the audience, and access to course content was linear only in the classroom. In contrast, the 21st century classroom involves students co-developing presentations inside and outside of class, positions students as active participants guided by educators, provides recursive access to electronic course content, and encourages interdisciplinary learning by making disciplinary silos more porous.
This document summarizes a workshop on designing successful dissemination and marketing plans. The workshop agenda includes an expert panel on resources, peer review of existing plans, and roundtable discussions on topics such as Google AdWords, exhibiting at conferences, webinars, and using data to tell a story. Participants will have opportunities to get feedback and share strategies. The goal is to help attendees develop plans for putting their best foot forward in sharing information.
A researcher developed a robotic fish that uses artificial muscles made of electro-active polymers to move like a real fish. This robotic fish could be used as a platform to collect environmental data by adding sensors to monitor water conditions. The artificial muscles allow the robotic fish to change shape like real muscles, enabling lifelike locomotion for environmental monitoring applications.
Building an All-Hands-On-Deck Effort to Support Community Colleges
Keynote Speaker: Kumar Garg, Senior Advisor, Office of Science and Technology Policy, The White House
The AACC government relations team provided an overview of what Congress has on its plate this Fall. Topics included up-to-the-moment information on FY 2012 funding for Pell Grants and other key programs, the work of the deficit reduction "super committee," Trade Adjustment Assistance reauthorization and the latest status of the TAA Community College and Career Training Program, and more.
This document discusses advocating for Pell Grants by community colleges. It provides an overview of Pell Grants, noting their importance for access to higher education. It outlines the growth of Pell Grants, especially at community colleges, and the political challenges in fully funding the program. It encourages grassroots advocacy efforts to maintain the maximum $5,550 Pell Grant for fiscal year 2012 given budget pressures in Congress. Contact information is provided for further resources.
The AACC government relations team's update on what is happening in Washington, with a particular emphasis on the federal funding landscape.
Topics included appropriations legislation for the remainder of FY 2011, the administration's FY 2012 budget and the latest news on other key legislation. These are crucial times for many important community college programs, so register to find out what you need to know to protect your institutions' and students' best interests.
The Advanced Technological Education program aims to strengthen the skills of technicians through partnerships between educators and industry. It focuses on educating technicians for high-technology fields and supports projects, centers, and research in technician education. The program seeks to improve STEM education and increase diversity in technology careers.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. CAREER PATHWAYS FOR
STEM TECHNICIANS
Panel Presentation 27 October 2011
NSF/ATE PI Conference
Dan Hull OP-TEC
Allen Phelps Univ. of Wisconsin
John Souders OP-TEC
Greg Kepner Indian Hills CC
2. What is
Career Pathways for STEM Technicians?
A “Win-Win” solution to two National Problems:
1. Not enough technicians to support innovation,
economic development and defense.
2. Inadequate educational opportunities for
capable, struggling high school students, who
need—and deserve—an opportunity for
rewarding careers.
3. A Major Problem for Our Colleges?
• How strong is your enrollment?
• How high is your attrition?
• Are you providing enough
program completers to meet
employer’s demands?
4. RISING ABOVE THE GATHERING STORM, REVISITED
Rapidly Approaching Category 5
By Members of the 2005 “Rising Above the Gathering Storm” Committee
Prepared for the Presidents of the
National Academy of Sciences
National Academy of Engineering
Institute of Medicine
NATIONAL ACADEMY OF SCIENCES,
NATIONAL ACADEMY OF ENGINEERING, AND
INSTITUTE OF MEDICINE
OF THE NATIONAL ACADEMIES
5. Rising Above the Gathering Storm:
Rapidly Approaching Category 5
• National Academies Reports
U.S. not producing enough technical workers: Losing our
Technical edge & ability to innovate.
Original report released in 2007: A “Call to Action”.
Second Report Released in 2010: “Not Much Action
underway”.
• RECOMMENDATION: Encourage more students to
pursue careers in math, science and engineering.
Growth in STEM is small.
Quality of math & science education ranks U.S. 48th in
world.
6. The Three-Legged Stool of our
Technical Workforce
• Scientists: Explore and characterize the
theories; discover new applications.
• Engineers: Design and test new applications,
systems and processes.
• Technicians: The “geniuses of the lab” Put the
equipment together, make it operate and keep
it working.
7. Where do Technicians Come From?
• High Schools—Don’t have enough science and technology
basics to meet employer’s needs for entry-level jobs.
• Military and Apprenticeships—Strong hardware experience
but too narrowly focused.
• AS & AAS Degree Programs in Community Colleges—The
appropriate combination of “head skills and hand skills”.
• BS Degrees in Engineering & Science—Not enough equipment
and lab skills.
• A recent national study by OP-TEC showed that most
employers prefer technicians with AAS degrees
8. PATHWAYS TO
O
PROSPERITY
P MEETING THE CHALLENGE OF
MEETING THE CHALLENGE OF
PREPARING YOUNG AMERICANS
PREPARING YOUNG AMERICANS
FOR THE 21ST CENTURY
FOR THE 21ST CENTURY
PAT H W A Y S T O P R O S P E RI T Y P R O J E C T
F E B R UA R 0 1 1
J A NUA RY ,Y 22 0 1 1
9. Pathways to Prosperity
Questions the Value Of “College for All”
• By Harvard Grad School of Education Feb. 2011
“..majority of HS students are not well-served by the exclusive
focus on four year colleges.. “
“For many of our youth, we have treated preparing for college
and preparing for a career as mutually exclusive options…”
• Gary Hoachlander reinforces this:
“..We must recognize that there are many different ways
for high school students to pursue and achieve
excellence…”
10. Partner with STEM High Schools to Provide an
Alternative Pathway for Students who Want
to attend Colleges to Become Technicians
• Currently, there are over 3000 STEM High Schools in U.S.
• Most of them are focused on a curriculum to prepare 15-
20% of the students to pursue BS degrees to become
scientists and engineers.
• Requirements for abstract math, like pre calculus are
eliminating technician students.
• An alternate curriculum in 11 & 12 grades could provide a
pathway for STEM technicians.
• It would not be difficult or expensive to add this alternative.
12. Elements of a High School STEM Curriculum
that Accommodates, Supports, and
Encourages Potential Technician Students
• Teach science and math courses with applications
• Adjust the eleventh- and twelfth-grade math sequence.
• Create a sequence of technical courses that will prepare students
to enter Engineering Technician AAS-degree programs
• PLTW Tier 1 Courses will Support this Curriculum in the 9th and
10th grades.
• 11th & 12th Grade Technical Courses can be Dual-Credit Courses
from AAS Degree College Programs
Courses from “technical core” in 11th grade
Technical specialty courses in 12th grade
13. Proposed Curriculum Model
Soph 2 Elective Humanities Technical Technical Technical Core
Core Specialty
Soph 1 Elective Social Science Technical Technical Technical Core
Core Specialty
Technical
Fresh 2 College Physical Technical Specialty Technical Core
Algebra Science Core
Technical
Fresh 1 College Physical Technical Specialty Technical Core
English Science Core
12th Algebra 2 English Government Physics Health Technical Technical
Grade w/Trig 12 Specialty Specialty
11th Math English American Chemistry Physical Technical Technical
Grade Applications 11 History Education Core Core
10th Geometry English World History Biology Physical Foreign Principles of
Grade 10 Education Language Engineering
9th Algebra 1 English 9 Geography General Physical Foreign Intro to
Grade Science Education Language Engr Design
14. High School STEM Initiatives
• The nation’s 3,000 high schools with programs go
beyond the silo traditions of U.S. high schools.
• Three recent national studies and commissions have
outlined several key elements of “integrated STEM
education”.
15. Engineering in K-12 Education (2009)
• Integrated STEM education requires explicit subject
matter connections on at least one, preferably
multiple levels—curriculum, professional
development, instruction, and standards. (p. 165)
• Recommendations:
– EE should promote engineering design
– EE should incorporate important and developmentally
appropriate math, science, and technological knowledge
and skills
– EE should promote engineering habits of mind.
• Facilitating Practices: co-locating STEM teaching areas,
identifying STEM teams, providing time for teachers to
coordinate lesson plans that redesign the connected
instruction.
16. Successful K-12 STEM Education (2011)
• Charge: outlining criteria for identifying effective
STEM schools and programs and identifying
which of those criteria could be addressed with
available data and research, and those where
further work is needed to develop appropriate
data sources.
• It is challenging to identify the schools and
programs that are most successful in the STEM
disciplines because success is defined in many
ways and can occur in many different types of
schools and settings, with many different
populations of students. (p. 8)
17. Successful K-12 STEM Education
• STEM school types and success criteria
– Selective STEM schools (TJ, IMSA)
– Inclusive STEM high schools (High Tech High, TX academies,
TESLA)
– STEM focused CTE programs and schools
– STEM in comprehensive elementary and secondary schools.
– PLTW serves approximately 350,000 students annually in
roughly 4,000 middle and high schools (Engineering and Bio-
medical Sciences).
19. STEM-Intensive
Career Clusters and Pathways
Agriculture, Food, and Natural Architecture and Construction Arts, AV Technology, and
Resources Communications
• Design and Pre-
• Environmental Service Construction • Audio and Video Technology
Systems • Construction and Film
• Natural Resources Systems • Telecommunications
• Plant systems
• Power, Structural and
Technical Systems
Health Sciences Manufacturing Science, Technology, Engineering,
• Health, Safety, and and Mathematics
• Biotechnology Research Environmental Assurance
and Development • Maintenance, Installation • Engineering and Technology
and Repair • Science and Mathematics
• Manufacturing Production
Process Development
• Production
• Quality Assurance
21. Strategies for Partnering with
Two Year Colleges
With early 50% of undergraduates starting two-year
colleges, college student success is increasingly
dependent on high school STEM initiatives anchored
in:
• Delivering rigorous dual credit technical and
academic courses to juniors and seniors.
• Providing high quality instructional experiences, e.g.,
integrated courses, internships, project based
learning, college placement assessments, student-to-
student networks in career pathways.
22. STEM Career Pathways
for Photonics Technicians
• Why Photonics?
– It’s an enabling technology
– Supports vital sectors of the U.S. economy: defense and security,
telecommunications, remote sensing, manufacturing, biomedicine,
opto-electronics, etc..
• Why Photonics Technicians?
– High Demand: Need > Capacity
• 1200 more photonics technician needed each year through 2013
• Only 250/year graduating from college programs
– Attractive salaries: Entry-level photonics technicians are averaging
$40K/year—provides a good standard of living
– Provide a viable means for the middle 50% of HS students to become
valued and essential members of the U.S’s high tech workforce.
– Require STEM skills to meet workplace demands
23. STEM Preparation is Essential for
Photonics Technicians
• Photonics Technicians must be able to*:
– Use the basic principles, concepts, and laws of physic and optics in practical applications
– Use algebra and trigonometry as problem solving tools
– Analyze, troubleshoot and repair equipment
– Use materials processes, equipment, methods, and techniques common in photonics
– Apply detailed knowledge in photonics with an understanding of applications and
industrial processes
– Use IT resources for information management, equipment and process control, and
design
– Record, analyze, interpret, synthesize, and transmit facts and ideas objectively
– Communicate information effectively by oral, written, and graphical means
*Source: OP-TEC National Photonics Skill Standards for Technicians ( www.op-tec.org )
• Bottom-line: Photonics technicians require a STEM-based curriculum
• What would this curriculum contain?
– Rigorous Math and Science courses taught in an applied/ contextual manner
– Technology Courses applicable to a broad cross section of technical fields—career
exploration
– Multiple offerings of dual credit courses—accelerate graduation
– State mandated HS courses
24. From Model to Practice
Model STEM Curriculum Photonics STEM Curriculum
Soph 2 Elective Humanities Technical Technical Technical Core Soph 2 Elective Humanities Laser Devices Laser Electronics Laser
Core Specialty Measurements
Soph 1 Elective Social Trouble Laser Technology Laser
Soph 1 Elective Social Science Technical Technical Technical Core
Science Shooting and Components
Core Specialty
Repair
Technical
Techniques
Fresh 2 College Algebra Physical Technical Specialty Technical Core
Geometric/Wave
Science Core
Fresh 2 College Physical Computer Optics Programmable
Technical
Algebra Science Aided Design Logic Controllers
Fresh 1 College Physical Technical Specialty Technical Core
English Science Core Introduction to
Fresh 1 College Physical Analog Lasers Electronic
12th Algebra 2 English 12 Government Physics Health Technical Technical English Science Devices Devices
Grade w/Trig Specialty Specialty
12th Algebra 2 English Government Physics Health Elements of AC/DC Circuit
Grade w/Trig 12 Photonics Analysis
11th Math English 11 American Chemistry Physical Technical Technical
Grade Applications History Education Core Core 11th Math English American Chemistry Physical Fundamentals of Digital
Grade Applications 11 History Education Light and Lasers Electronics
10th Geometry English 10 World History Biology Physical Foreign Principles of 10th Geometry English World Biology Physical Foreign Language Principles of
Grade Education Language Engineering Grade 10 History Education Engineering
9th Algebra 1 English 9 Geography General Physical Foreign Intro to 9th Algebra 1 English Geography General Physical Foreign Language Intro to
Grade Science Education Language Engr Design Grade 9 Science Education Engr Design
25. Building the Pipeline
Attracting STEM Students to Photonics
• Create Awareness/Interest
Middle School and High School classroom visits
Include Laser light shows and other “Gee Whiz” demo’s
Emphasize green and humanitarian applications such as photovoltaics,
LED’s, medical applications, environmental monitoring, etc.
Invite parents and counselors
Field trips to photonics companies and colleges
Career Fairs with Dedicated Recruiters
• Provide Exploration Opportunities
Summer Institutes—Teachers/Counselors/Students
Freshman/Sophomore High School-level Photonics Course
Internships
• Offer Early College Entry/Accelerated Graduation
Alternatives
Dual Credit—conducted on a college campus (Early Entry)
STEM Photonics Technician Curriculum (Early Entry)
Early College Program (Early Entry/Accelerated Graduation)
26. IHCC’s Early College
Curriculum Features
• Adaptation of the Model
Curriculum
Optical Photonics Photonics
Fresh 4 Systems Systems Lab Applications
Analysis
Communication Physical Photonics Automated
Fresh 3 s Elective Optics
Geometric
Troubleshootin
g
Laser System
Laser Processing
Optical Devices
• Supports Companies in the
Fresh 2 Optics Fundamentals
Advanced Manufacturing
Fresh 1
Science
Elective
Introduction
to Solidworks
Introduction to
Photonics
Photonics
Laser
Components Industry
12th Grade College English Elective/ Ethics/ Physics Concepts Digital
• Requires 3-years: two in HS and
Introduction
Algebra Workplace Government to Computers Electronics
Communication Physical Power Transfer
s
one at IHCC--accelerates
Education Technology
Analog Devices
11th Grade Technical
Math
English 11 American
History
Chemistry Physical
Education
AC/DC
Circuit Analysis Business
Essentials
placement in the workforce by
10th Grade Geometry English 10 World History Biology Physical Foreign Principles of
one year
Education Language Engineering
9th Grade Algebra 1 English 9 Geography General
Science
Physical
Education
Computer
Applications
Introduction to
Engr Design
• Generates 42 hours of dual credit
• Contains 3 Project Lead the Way
Courses
• Implemented initially in 2007
with 7 students
• 6 graduates in 2010 with an
average starting salary of $40,000
27. The CPST Monograph is five chapters of
a CPST Book that will be completed in
early 2012.
It will contain additional chapters on:
Characteristics & Learning Styles of Technicians
Dual-Credit courses
5-6 additional chapters by other Centers, describing
strategies for engaging high schools in Career
Pathway Partnerships
I need your comments and advice:
28. Discussion Questions #1 & #2
1. Who are the key decision makers for
adopting CPST at high schools in your
community?
2. Do you know who they are? How have you
worked w/them on “pipeline” issues already?
29. Discussion Questions #3 & #4
3. What are the greatest barriers to
adopting the CPST Strategy?
4. How can they be overcome?
30. Discussion Question #5 & #6
5. What is the potential role of STEM technician
employers for this initiative?
6. How should they be motivated to support
this?