Invited talk by Sanne Tromp, director of the Junior College Utrecht, at the conference Talent development and creativity in Science in educations in the Nordic countries, 15 sep 2010, Soro, Denmark.
Strengthening links between secondary schools and universities: the case of U...Junior College Utrecht
The document discusses efforts by Utrecht University's Faculty of Science to strengthen links between secondary schools and the university. It outlines initiatives before 2003 which included curriculum development and outreach activities. A key new initiative since 2003 was the Junior College Utrecht program, which allows select secondary students to take university science and math courses. The program has led to improved student outcomes and curriculum innovations adopted by partner schools. Going forward, the document argues for activities that benefit all parties including schools, students, and university staff and students through collaboration and knowledge sharing.
The Junior College Utrecht (JCU) is a two-year pre-university science program for motivated students aged 16-18 run in partnership between Utrecht University and 26 secondary schools. The JCU aims to offer an interesting science education and provide innovation for partner schools' curricula. Students take accelerated courses in math, physics, chemistry and biology, taught in a research-oriented style. Graduates have achieved above-average results and many continue science studies. The JCU also impacts partner schools by stimulating students and improving science teaching, and has influenced national science education through certified modules and media coverage.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
The document discusses assessment as a continuous process in the Finnish basic school system. It explains that assessment is used to guide students and provide feedback to help them learn, and that there are no national standardized tests during basic education. Teachers are responsible for assessing students based on the objectives in the national core curriculum and providing verbal or numerical feedback to students and parents. At the end of basic education in 9th grade, students receive a school certificate that is used to select students for further studies based on their grades, but there is no ranking or comparison between students.
Prezentare conferinta proiectomenius regio final simona lucaSIMONA GABRIELA LUCA
The document summarizes research conducted on using non-traditional learning spaces for education in Romania and Lithuania. Surveys of teachers and students in both countries found that:
1) While most lessons currently take place in classrooms, teachers and students believe that non-traditional spaces like parks, museums and nature can increase student motivation and engagement.
2) Teachers are open to holding lessons in these types of spaces but need guidance on effective methodologies and curriculum integration.
3) Students reported enjoying lessons outside of school that incorporated hands-on learning, group work and local history/nature topics. They were especially interested in activities in nature.
The research concluded that non-traditional learning spaces have potential
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
From National Qualification Requirements (Core Curriculum) to Implementation ...Anne Raasakka
The document discusses Finland's education system and vocational education and training. It provides details on:
1) The different levels and types of education in Finland from pre-primary to higher education, including that education is free for all levels and the system focuses on lifelong learning.
2) Vocational education and training in Finland, which involves 3 years of study including at least 6 months of on-the-job learning, is competence-based and assessed continuously against national qualification requirements.
3) An example implementation of national qualification requirements by a vocational college, which breaks down skills into clear work tasks and stages for students to follow with teacher feedback.
Strengthening links between secondary schools and universities: the case of U...Junior College Utrecht
The document discusses efforts by Utrecht University's Faculty of Science to strengthen links between secondary schools and the university. It outlines initiatives before 2003 which included curriculum development and outreach activities. A key new initiative since 2003 was the Junior College Utrecht program, which allows select secondary students to take university science and math courses. The program has led to improved student outcomes and curriculum innovations adopted by partner schools. Going forward, the document argues for activities that benefit all parties including schools, students, and university staff and students through collaboration and knowledge sharing.
The Junior College Utrecht (JCU) is a two-year pre-university science program for motivated students aged 16-18 run in partnership between Utrecht University and 26 secondary schools. The JCU aims to offer an interesting science education and provide innovation for partner schools' curricula. Students take accelerated courses in math, physics, chemistry and biology, taught in a research-oriented style. Graduates have achieved above-average results and many continue science studies. The JCU also impacts partner schools by stimulating students and improving science teaching, and has influenced national science education through certified modules and media coverage.
The document discusses the teacher education program at the University of Oslo (UiO). It offers both one-year and five-year master's degree programs in teacher education. The five-year program involves study in five faculties and allows students to graduate with teaching competence in two school subjects. It includes periods of supervised practice in schools. UiO aims to provide the best teacher education program in the country through coherent programs, collaboration with schools, and integrating theory and practice.
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
The document discusses assessment as a continuous process in the Finnish basic school system. It explains that assessment is used to guide students and provide feedback to help them learn, and that there are no national standardized tests during basic education. Teachers are responsible for assessing students based on the objectives in the national core curriculum and providing verbal or numerical feedback to students and parents. At the end of basic education in 9th grade, students receive a school certificate that is used to select students for further studies based on their grades, but there is no ranking or comparison between students.
Prezentare conferinta proiectomenius regio final simona lucaSIMONA GABRIELA LUCA
The document summarizes research conducted on using non-traditional learning spaces for education in Romania and Lithuania. Surveys of teachers and students in both countries found that:
1) While most lessons currently take place in classrooms, teachers and students believe that non-traditional spaces like parks, museums and nature can increase student motivation and engagement.
2) Teachers are open to holding lessons in these types of spaces but need guidance on effective methodologies and curriculum integration.
3) Students reported enjoying lessons outside of school that incorporated hands-on learning, group work and local history/nature topics. They were especially interested in activities in nature.
The research concluded that non-traditional learning spaces have potential
This document summarizes presentations from several conferences related to science education in Europe. It discusses the ESERA conference which focused on approaches to science education research and learning processes. It also lists presentations from conferences on topics like inquiry-based science education, assessment of science learning, and engaging students with socioscientific issues. Several European projects are mentioned that aim to promote inquiry-based approaches and improve science education.
From National Qualification Requirements (Core Curriculum) to Implementation ...Anne Raasakka
The document discusses Finland's education system and vocational education and training. It provides details on:
1) The different levels and types of education in Finland from pre-primary to higher education, including that education is free for all levels and the system focuses on lifelong learning.
2) Vocational education and training in Finland, which involves 3 years of study including at least 6 months of on-the-job learning, is competence-based and assessed continuously against national qualification requirements.
3) An example implementation of national qualification requirements by a vocational college, which breaks down skills into clear work tasks and stages for students to follow with teacher feedback.
The University of Oslo Science Library launched an initiative to provide more support to local high schools. They conducted a survey of high school students, teachers and librarians to determine needs for information literacy (IL) skills. Preliminary results found that students overestimate their IL abilities, and that IL is not sufficiently taught in high school. Student teachers and teachers feel they need more IL training to teach these skills. The Science Library plans to develop a more formal collaboration with high schools and the Department of Teacher Education, including IL training for students and teachers, and providing access to scientific databases and materials.
The document summarizes key aspects of the Finnish education system and the role of parents within it. It notes that education is free of charge at all levels in Finland. It also discusses how learning is student-centered and focuses on continuous assessment to support growth, with teachers providing constructive feedback. Parents play a supportive role by cooperating with schools and encouraging their children, while schools are responsible for instruction and developing cooperation between home and school.
This document provides an overview of the Education Studies program at Bath Spa University (BSU). It summarizes the different awards offered, including single honors and combined honors degrees. The core modules in the first year introduce topics like education for change, primary schools, and international education. Students have flexibility in choosing optional modules that fit their interests and career goals. Placement opportunities are integrated throughout the degrees. The later years allow for more specialized study, research, and optional modules in areas like inclusion, early years education, and youth work. Graduates are well equipped for careers in teaching, educational administration, and further academic study in education.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
The document summarizes the development of a new set of introductory science courses for pre-service teachers at Central Washington University. It describes how the Science Education department worked with other departments to write a proposal, gaining support from department chairs, faculty, and the Dean. This proposal outlined goals aligned with the university's strategic plans and used evidence to demonstrate the need and benefits. As a result, funding was secured for a new full-time faculty position to develop and teach the new science courses, which will incorporate pedagogy and model teaching methods for future teachers. While the courses have yet to be created, the collaborative proposal process was deemed a success.
The document discusses the CBSE International (CBSE-i) curriculum. It is proposed to introduce CBSE-i in 25 selected schools abroad starting with classes 1, 6, and 9 in 2010-2011. CBSE-i aims to provide an enquiry and skills-based international curriculum through a learner-centered approach and continuous assessment. Key features include flexibility, experiential learning, and developing global skills like critical thinking and research.
Dr Craig McInnis: Enhancing the Training of Mathematics and Science TeachersACDSTLCentre
This document discusses a program called the Enhancing the Training of Mathematics and Science Teachers (ETMST) program that received $18.9 million between 2013-2016 to improve pre-service teacher training for mathematics and science teachers. It outlines five projects that were awarded grants totaling over $12 million to develop new approaches to pre-service teacher education programs. An evaluation team will assess the extent to which the projects and overall program achieve their objectives of enhancing teacher training and improving the quality of mathematics and science teachers.
The document summarizes the Master in Education (MEd) program offered by Asia e University. The MEd is a blended learning program aimed at enhancing professional competency in specialized education areas. It is accredited by the Malaysian Qualifications Agency. The program can be completed fully online or in a blended mode. It involves 13 core subjects plus a project paper across various specializations like TESL, nursing education, early childhood education, and more. Students take 3 subjects per semester over 5 semesters to complete the program, which is assessed through coursework and exams.
Yew Chung International School of Beijing Key stage 3 Introduction gives an overview of how an international curriculum can be implemented in order to fulfill all students' necessary requirements at this age level and to ensure appropriate knowledge is gained as students move towards examinations in further education.
Early College Academy is Greeley's newest high school. This powerpoint presentation was given to parents and potential students as part of a promotional campaign.
4 f's on thailand'S HIGHER EDUCATION SYSTEM Saloni Aul
The document provides an overview of Thailand's education system from primary to higher education. It discusses that education is funded and administered by the Thai government from pre-school through 12 years of compulsory education. Higher education is further divided into undergraduate and graduate levels, and is overseen by the Office of Higher Education Commission. It also outlines four factors ("4F's") that characterize Thailand's education system: 1) significant government funding for education; 2) reliance on both local and foreign teachers; 3) increasing numbers of domestic and international students; and 4) active government facilitation of education administration, training, and research.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
Triple Science Presentation ASE 2013 #aseconfSLCS-online
The Triple Science Support programme aims to help UK schools develop and deliver triple science (biology, chemistry, physics). This presentation was first delivered at the ASE (Association for Science Educators) conference in January 2013.
This document provides information for science students attending Monash University's 2016 orientation. It introduces the dean and provides details about units, lectures, tutorials, and workshops starting in week 1. It lists support services available and important dates. It encourages students to read unit guides, finalize their timetables, and meet other students. Tips are provided on seeking assistance, special consideration, fees, and emergency procedures. A free lunch and optional peer mentoring event are announced.
The document discusses the National Taiwan Science Education Centre (NTSEC) and its role in promoting scientific literacy. It describes how NTSEC exhibits appeal to visitors intellectually, emotionally, and physically through interactive displays, laboratories, and theaters. It also outlines NTSEC's outreach programs, including developing young scientists and laboratory workshops. Additionally, it explains how NTSEC collaborates with other educational institutions through activities like the National Primary and High School Science Fair and outdoor science seminars. The document concludes that NTSEC's informal educational approach is generally more effective than formal schooling as it allows hands-on learning, keeps students engaged, and helps them understand concepts through first-hand experience, though it notes some potential downsides as well.
Werkgroep voor de JCU-Docentenconferentie van 24 maart 2009 door Florine Meijer, Vincent van Dijk en Frans Teeuw over de ontwikkeling van een NLT-module Kwantumstructuur van de materie
The document discusses an upcoming career expo at KCTC on February 29th, 2012. It provides tips for students on how to dress, what not to wear, and etiquette for interacting with employers at the career fair. The document emphasizes dressing professionally and being prepared with resumes to make a strong first impression with potential employers.
The University of Oslo Science Library launched an initiative to provide more support to local high schools. They conducted a survey of high school students, teachers and librarians to determine needs for information literacy (IL) skills. Preliminary results found that students overestimate their IL abilities, and that IL is not sufficiently taught in high school. Student teachers and teachers feel they need more IL training to teach these skills. The Science Library plans to develop a more formal collaboration with high schools and the Department of Teacher Education, including IL training for students and teachers, and providing access to scientific databases and materials.
The document summarizes key aspects of the Finnish education system and the role of parents within it. It notes that education is free of charge at all levels in Finland. It also discusses how learning is student-centered and focuses on continuous assessment to support growth, with teachers providing constructive feedback. Parents play a supportive role by cooperating with schools and encouraging their children, while schools are responsible for instruction and developing cooperation between home and school.
This document provides an overview of the Education Studies program at Bath Spa University (BSU). It summarizes the different awards offered, including single honors and combined honors degrees. The core modules in the first year introduce topics like education for change, primary schools, and international education. Students have flexibility in choosing optional modules that fit their interests and career goals. Placement opportunities are integrated throughout the degrees. The later years allow for more specialized study, research, and optional modules in areas like inclusion, early years education, and youth work. Graduates are well equipped for careers in teaching, educational administration, and further academic study in education.
The document discusses science education initiatives under Horizon 2020. It provides background on science education support from previous EU research frameworks and outlines the key initiatives and funding provided. Horizon 2020 continues supporting science education through the Science with and for Society program. Upcoming calls focus on open schooling collaboration, science education outside the classroom, and celebrating European science. The total budget for science education under Horizon 2020 is not specified.
The document summarizes the development of a new set of introductory science courses for pre-service teachers at Central Washington University. It describes how the Science Education department worked with other departments to write a proposal, gaining support from department chairs, faculty, and the Dean. This proposal outlined goals aligned with the university's strategic plans and used evidence to demonstrate the need and benefits. As a result, funding was secured for a new full-time faculty position to develop and teach the new science courses, which will incorporate pedagogy and model teaching methods for future teachers. While the courses have yet to be created, the collaborative proposal process was deemed a success.
The document discusses the CBSE International (CBSE-i) curriculum. It is proposed to introduce CBSE-i in 25 selected schools abroad starting with classes 1, 6, and 9 in 2010-2011. CBSE-i aims to provide an enquiry and skills-based international curriculum through a learner-centered approach and continuous assessment. Key features include flexibility, experiential learning, and developing global skills like critical thinking and research.
Dr Craig McInnis: Enhancing the Training of Mathematics and Science TeachersACDSTLCentre
This document discusses a program called the Enhancing the Training of Mathematics and Science Teachers (ETMST) program that received $18.9 million between 2013-2016 to improve pre-service teacher training for mathematics and science teachers. It outlines five projects that were awarded grants totaling over $12 million to develop new approaches to pre-service teacher education programs. An evaluation team will assess the extent to which the projects and overall program achieve their objectives of enhancing teacher training and improving the quality of mathematics and science teachers.
The document summarizes the Master in Education (MEd) program offered by Asia e University. The MEd is a blended learning program aimed at enhancing professional competency in specialized education areas. It is accredited by the Malaysian Qualifications Agency. The program can be completed fully online or in a blended mode. It involves 13 core subjects plus a project paper across various specializations like TESL, nursing education, early childhood education, and more. Students take 3 subjects per semester over 5 semesters to complete the program, which is assessed through coursework and exams.
Yew Chung International School of Beijing Key stage 3 Introduction gives an overview of how an international curriculum can be implemented in order to fulfill all students' necessary requirements at this age level and to ensure appropriate knowledge is gained as students move towards examinations in further education.
Early College Academy is Greeley's newest high school. This powerpoint presentation was given to parents and potential students as part of a promotional campaign.
4 f's on thailand'S HIGHER EDUCATION SYSTEM Saloni Aul
The document provides an overview of Thailand's education system from primary to higher education. It discusses that education is funded and administered by the Thai government from pre-school through 12 years of compulsory education. Higher education is further divided into undergraduate and graduate levels, and is overseen by the Office of Higher Education Commission. It also outlines four factors ("4F's") that characterize Thailand's education system: 1) significant government funding for education; 2) reliance on both local and foreign teachers; 3) increasing numbers of domestic and international students; and 4) active government facilitation of education administration, training, and research.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
Triple Science Presentation ASE 2013 #aseconfSLCS-online
The Triple Science Support programme aims to help UK schools develop and deliver triple science (biology, chemistry, physics). This presentation was first delivered at the ASE (Association for Science Educators) conference in January 2013.
This document provides information for science students attending Monash University's 2016 orientation. It introduces the dean and provides details about units, lectures, tutorials, and workshops starting in week 1. It lists support services available and important dates. It encourages students to read unit guides, finalize their timetables, and meet other students. Tips are provided on seeking assistance, special consideration, fees, and emergency procedures. A free lunch and optional peer mentoring event are announced.
The document discusses the National Taiwan Science Education Centre (NTSEC) and its role in promoting scientific literacy. It describes how NTSEC exhibits appeal to visitors intellectually, emotionally, and physically through interactive displays, laboratories, and theaters. It also outlines NTSEC's outreach programs, including developing young scientists and laboratory workshops. Additionally, it explains how NTSEC collaborates with other educational institutions through activities like the National Primary and High School Science Fair and outdoor science seminars. The document concludes that NTSEC's informal educational approach is generally more effective than formal schooling as it allows hands-on learning, keeps students engaged, and helps them understand concepts through first-hand experience, though it notes some potential downsides as well.
Werkgroep voor de JCU-Docentenconferentie van 24 maart 2009 door Florine Meijer, Vincent van Dijk en Frans Teeuw over de ontwikkeling van een NLT-module Kwantumstructuur van de materie
The document discusses an upcoming career expo at KCTC on February 29th, 2012. It provides tips for students on how to dress, what not to wear, and etiquette for interacting with employers at the career fair. The document emphasizes dressing professionally and being prepared with resumes to make a strong first impression with potential employers.
Symplicity presentation 2013 career fair module hc with revMaureen Smith
This document provides tips and tricks for setting up and managing career fairs from representatives at the University of Delaware and Loyola University Chicago. It includes details about each university such as student population size and number of career fairs. It then provides best practices, tips, and tricks for customizing the career fair setup and registration process, using a kiosk check-in system, adding surveys, maintaining branding consistency, and utilizing career fair reporting data.
This document provides information and tips for students to prepare for an upcoming Industry/Career Expo. It discusses researching companies attending, developing resumes, dressing professionally, preparing an elevator speech, and following up after the event. Students are encouraged to practice their introductions and interviewing skills. The document also announces related preparation workshops being offered by the career services office in the weeks leading up to the Expo.
Auburn University Career Development Services strives to help Auburn students and alumni navigate the process of choosing a major/career and coach them through an effective job search. Your career is our mission.
This document outlines 5 factors for evaluating websites: authority, currency, content/purpose, audience, and structure/workability. It discusses evaluating who is responsible for the site, how current the information is, what purpose and content the site has, who the intended audience is, and how easy the site is to use.
Everyone Has a Superpower, What's Yours? Career Expo 2015Jeph Maystruck
Presented to several different highschools in the Fort McMurray for the Careers Expo in Oct 2015. It was AWESOME! The kids were amazing, I met a lot of Superhero's in the making. All kids need to be reminded every now and then that they are amazing, they are brilliant, and they can do anything they want.
Junior College Utrecht as a laboratory for innovation in school science and m...Junior College Utrecht
Junior College Utrecht aims to offer an enriched science and math curriculum to 100 talented students from partner schools, and serve as a laboratory for innovating science and math education. The curriculum is developed by module coordinators, scientists, and teachers, taught and evaluated first at JCU, then by partner school teachers, and revised based on feedback. This allows new materials to be certified nationally and disseminated more widely, addressing the challenges of scaling innovations to the regular student population nationwide while maintaining input and commitment from scientists, schools, and student participants.
Promoting excellence in STEM education, Andrea van BruggenBrussels, Belgium
This document discusses promoting excellence in STEM education through enrichment programs. It describes two such programs: the Junior College Utrecht program, a collaboration between Utrecht University and 27 schools offering research modules to talented students, and the Willem van Oranje College program offering challenging projects. It provides an example JCU module on membranes and antibiotic resistance that uses inquiry-based learning. The document recommends differentiating instruction and open-ended assignments to challenge excellent students, and cooperating with other teachers and external experts to develop high-quality materials for excellence programs.
a senior secondary school physics curriculum for talented studentsJunior College Utrecht
The document discusses a senior secondary school physics curriculum for talented students at the Junior College Utrecht (JCU) in the Netherlands. It aims to provide an interesting and challenging science education program. The JCU curriculum is characterized by an accelerated pace, similarly disposed peers, research-oriented assignments, and an enriched program. A study found that the curriculum empowered students by making them feel they contribute and are competent, and that topics are meaningful. However, some students found the pace too fast and enrichment included too much physics. The teachers concluded the curriculum empowered students but recognized the need for more differentiation. They recommended differentiating tasks and providing acceleration and enrichment opportunities for talented students.
Influences on empowerment of talented secondary science students dortmund2Junior College Utrecht
The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.
Scientists’ and talented students’ contributions to an innovative secondary s...Junior College Utrecht
Presentation for the 2011 ESERA conference in Lyon, France, by Ton van der Valk. Different models of involving science experts in the development of science education for secondary school.
1. The document provides an overview of the structure and content of science teacher pedagogical studies in Finland, using examples from the University of Helsinki.
2. Science teacher education programs aim to educate teachers with strong subject knowledge and pedagogical skills. Studies are split between subject departments and pedagogical studies, which integrate theory and practice.
3. Pedagogical studies cover education, subject didactics, and teaching practice. They help students develop skills in curriculum development, communication, and lifelong learning, as well as an understanding of schools and their role in society.
Dr. Nasser Mansour is a senior lecturer in education and director of the STEM centre at Exeter University in the UK. He has a PhD in education from Exeter University and research interests in science, technology, engineering, and mathematics education. He has extensive experience supervising students and teaching courses in education.
The School of Physical Sciences Outreach Group at the University of Liverpool organizes various annual outreach events and programs to engage students from secondary schools in physics, chemistry, and math. These include competitions, masterclasses, visits to the university's Schools Lab, and undergraduate modules for communicating science. The goals are to inspire students to learn more about these subjects, pursue related degrees, and consider careers in science. Evaluations show the programs are successful in changing negative perceptions of the subjects and increasing the number of students continuing in them after secondary school.
The document summarizes a STEM teacher preparation program between CSU Long Beach and Long Beach Unified School District. The program provides intensive training to 150 pre-service and in-service elementary teachers through a year-long residency program. It aims to change the culture of STEM teaching from the ground up by training teachers to teach integrated STEM disciplines through inquiry. The program involves collaboration between university faculty, school leaders, and partner organizations to provide research-based professional development and support to both new and experienced teachers.
The document discusses the history and current state of science curriculum in elementary schools. It notes that science instruction has decreased significantly since 2000 due to a focus on standardized testing in math and reading. Currently, most elementary schools spend less than an hour per week on science and many teachers feel unprepared to teach it. In order to improve science education, the document argues that reforms are needed in curriculum enhancement, resource development, and training for elementary school teachers in science.
This document introduces Project Faraday, which aimed to develop exemplar designs for new and refurbished secondary school science facilities in England. It showcases designs from 12 schools that were involved in the initiative. The project supported the goal of improving science education and inspiring more students to study and work in science. It sought to create innovative, student-centered learning spaces that reflect the current science curriculum and make effective use of technology. The 12 schools involved will serve as models for other schools undergoing capital projects and curriculum renewals.
This document summarizes a workshop held at Central Washington University focused on improving STEM teacher preparation in Washington state aligned with the Next Generation Science Standards. The workshop aimed to develop a common vision for STEM teacher preparation, share innovative programs and resources, and begin creating a framework for the next generation of STEM teacher preparation. Key themes that emerged for the framework included ensuring teachers have strong content knowledge of NGSS, engineering, and computer science; pedagogical skills to teach diverse learners and facilitate cross-disciplinary learning; and the ability to collaborate within the education system and local community. Potential components of reformed teacher preparation included extensive clinical experiences, recruitment efforts to promote STEM teaching, and programs designed for continuous improvement.
Action Research to develop a schools engagement strategy to promote science a...wellcome.trust
Presented by Alune Davies (Kenyan Medical Research Institute) at the Public Engagement Workshop, 2-5 Dec. 2008, KwaZulu-Natal South Africa, http://scienceincommunity.wordpress.com/
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document outlines resources that exist to support teaching and makes recommendations to strengthen the emphasis on teaching through tenure policies, course evaluations, and programs that promote faculty-student interaction.
The document discusses student perceptions of the balance between research and teaching at Tufts University. It finds that while students have an overall positive academic experience, there is a perception that the university prioritizes research and reputation over teaching quality. The document analyzes resources like course evaluations, the Center for Enhancement of Learning and Teaching, and a program promoting faculty-student interaction. It concludes by recommending steps to strengthen the emphasis on teaching through tenure policies, improving course evaluations, and expanding programs that cultivate a positive teaching culture.
This document provides a strategic plan for the College of Sciences at UTSA from 2007-2016. It outlines 5 strategic initiatives for the college to focus on, which are: 1) Enriching educational experiences to enable student success, 2) Serving society through creativity, expanded research, and innovations, 3) Promoting access and affordability, 4) Serving the public through community engagement, and 5) Expanding resources and infrastructure. Under each initiative, the college identifies goals, action items, and metrics to work towards over the 10 year period. The plan was created to help the college fulfill its mission and vision, address strategic challenges, and support UTSA's overall strategic plan.
The document summarizes STEM education initiatives in Malaysia led by the Ministry of Education. It discusses how STEM education integrates the four disciplines of science, technology, engineering, and mathematics in an interdisciplinary approach. The Ministry of Education recognizes the importance of STEM education for Malaysia to achieve developed nation status. Its initiatives include enhancing the curriculum, training teachers, and collaborating with other institutions. The University of Science Malaysia supports these efforts through workshops, conferences, and research partnerships to further strengthen STEM education in Malaysia.
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
This document provides an overview of the Integrated Ecology Curriculum (IEC) program developed by Columbia University's Center for Environment, Economy, and Society. The 3-sentence summary is:
The IEC program uses environmental science as a framework for project-based, place-based middle school learning to increase scientific literacy, engagement, and academic outcomes; it provides intensive teacher training and develops integrated, field-based projects to teach real-world skills; evaluation found decreases in absenteeism and suspensions along with increases in standardized test scores at IEC schools compared to peers.
Similar to Challenging talented high school students: the case of Junior College Utrecht (20)
Characteristics of a challenging learning environment affecting students’ lea...Junior College Utrecht
Presentation by Suzanne Vrancken and Sanne Tromp (JCU) at International Conference "Evoking Excellence in Higher Education and Beyond", Groningen 3-4 October 2012
1) The document describes the development of a new module called "The Molecules of Life" to orient grade 11/12 students at the Junior College Utrecht to molecular biology research.
2) The module uses cystic fibrosis as an example to teach students about molecular mechanisms in cells, such as how mutations can cause faulty chloride ion pumps.
3) Student feedback found that they enjoyed learning about the connections between chemistry and biology at the molecular level, though some initial optional topics were less engaging because they did not focus on molecular mechanisms in cells.
Presentatie bij de werkgroep "Maak van je profielwerkstuk een meesterstuk" door Willem Hendrik van Ledden voor de JCU Docentenconferentie Blink ui in bèta!
Presentatie voor werkgroep over wiskunde D-module Constructies met Passer en Liniaal, door Luuk Hoevenaars gegeven op de JCU Docentenconferentie Blink uit in bèta!
Keuzeopdrachten wiskunde: voor uitblinkers en gewone harde werkersJunior College Utrecht
Presentatie bij de werkgroep over differentiatie en keuzeopdrachten bij wiskunde. Door Ton van der Valk, Philip van Egmond, Rob Wiedemeijer en Jop Schaap, voor de Docentenconferentie Blink uit in bèta!.
Prezi (klik om te bekijken) door Krijn Kieviet en Mark Koren over het begeleiden van differentiatie bij biologie. Voor de JCU Docentenconferentie Blink uit in bèta!
Poster van Claire Hoencamp, Rosa Sleddering en Lars van Dee over hun thesis (profielwerkstuk) op het JCU. Voor de Docentenconferentie Blink uit in bèta.
Poster door Bea van Sprakelaar over haar project als Visiting Fellow aan het JCU: maken van practica geschikt voor differentiatie. Voor de Docentenconferentie Blink uit in bèta.
Poster van Peter van Dijk en Huib van der Wolf over het vwo sprint programma op het Pallas Athene College. Voor de Docentenconferentie Blink uit in bèta van het JCU.
Onderzoek vanuit pure nieuwsgierigheid - JCU thesis over oneindige sommen Junior College Utrecht
Poster van Harry Smit en Merlijn Staps over hun thesis (profielwerkstuk) op het JCU over de convergentie van oneindige sommen. Voor de Docentenconferentie Blink uit in bèta.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Film vocab for eal 3 students: Australia the movie
Challenging talented high school students: the case of Junior College Utrecht
1. Challenging talented high school students:
the case of Junior College Utrecht,
Faculty of Science, Utrecht University
15 September 2010
Sanne Tromp, Director Junior College Utrecht
s.tromp@uu.nl
2. Mission Junior College Utrecht
Educating tomorrow’s
research leaders
Inspiring today’s
science teachers.
3.
4.
5. Utrecht University
Founded in 1636
7500 staff members
30.000 students
45 undergraduate programmes
167 Master’s programmes
7 Faculties, including…
… the Faculty of Science
2100 staff members
4700 students
8 undergraduate programmes
25 Master’s programmes
1 Pre-bachelor Institute (JCU)
6. JCU
45% 50% 55%
New national policy objectives (2011-2016):
• A further increase the number of SMT students
in high school
• A focus on excellence
7. Junior College Utrecht
Joint venture of Utrecht University and 26 partner
schools.
Two goals:
1. To offer a challenging science & math
programme for 100 talented high school students
2. To create a laboratory for teachers to innovate
in science & mathematic education.
8. Institutional setting
26 partner schools Utrecht University
provide provides
- 100 well-motivated students - Staff
- Secondary school science teachers - University teachers
- Funding - Funding
- Labs
Junior College
Science & Technology Platform/
Ministry of Education & Science
provides
- project funding
- opportunities for sharing good practices
9. A challenging math & science programme
100 selected students, 16-18 years
Programme lasts 2 years, 2 days / week
Teachers from schools & Utrecht University
Students at JCU at their regular
follow schools
lessons Mon Tue Wed Thu Fri
about biology physics non-science subjects
chemistry mathematics
taught secondary teachers and regular teachers in
by university lecturers the partner schools
13. JCU education programme: 6 characteristics
1. Accelerated curriculum
2. Enrichment activities
3. Independent research possibilities
4. Science oriented peer group
5. Specific pedagogy
6. Informal relationships and academic community
14. Some results JCU students
• Winners in national and international
science competitions (e.g. olympiads)
• Average grades national exam are 1 to
1.5 points above national average
grades (scale 1-10)
• More than 80% opted for a science study
at university
15.
16. First year science students at Utrecht University:
920
JCU students choosing for Utrecht University:
20
So… we need more output than JCU students
alone.
2nd goal of JCU:
To create a laboratory for teachers to innovate
in science & mathematic education.
17. Laboratory for innovation in science
education
Educational Research
programmes JCU: frontier at
in schools Closing the Gap university
18. An example of closing the gap:
The moving earth, a earth science module
A new subject at high schools in 2007:
Advanced science, math & technology
Subject consists of interdisciplinary science and
math modules, thus multidisciplinary teaching
teams
JCU contributed with development of 12
modules.
19. Earth Science on high school?
Earth Science: a bachelor’s programme at
universities, but not a subject at high schools.
Could we create a module about earth science that
connects physics, mathematics and physical
geography?
Example: students learn how physics helps to
understand earth quakes.
20. Dissemination of new earth science module
Phase 1
Students at JCU
Developing teaching
materials at JCU
Adjustments
Phase 2
Students at
Testing materials at partnerschools
JCU partnerschools
Certification
Phase 3
Students at all
Materials available to high schools
all schools
21.
22. A challenge for students and teachers?
An opportunity for professional development
Challenging interdisciplinary approach for students
Orientation on content and level of higher education
A relatively unknown field of study structurally
embedded in high school curriculum
23.
24. Working with talented students and innovating
science education: some lessons learned
Create a curriculum with student choice and
independent research
Place emphasis on academic community
(science students and teachers are human, too).
Focus on teachers: learning by doing creates steep
learning curves for them
Create a learning community that involves all
stakeholders: teachers, researchers, school principals.
25. Focus on Teachers
How to involve teachers?
- Content
- Professionalism
- Early adaptors; and don’t forget the large
group of followers
- Concrete activities
Ingredients of our teachers programme:
- Development groups
- Conferences
- Workshops at schools
- Course materials available @ Internet
- Time for teachers (financial support)
28. Pitfalls to avoid
Researchers know much of little, teachers know
little of much.
Purely content driven curriculum development
(again, science students and teachers are human, too!)
Indulge in enrichment, think too little about
national examinations
31. Faculty of Science policy towards secondary
and bachelor education
• Increase the quantity and quality of bachelor
students
• Improve the quality of bachelor education
• Contribute to high quality science and
mathematics education at secondary school
level:
– Curricula
– Professional development of teachers
• Increase the number of secondary teachers in
science and mathematics