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According to the book, the U. This report states: "The creative engagement of diverse ideas and perspectives is essential to enabling the transformative research that invigorates our nation's scientific and engineering excellence. The report addresses strategies for diversifying the reviewer pool, training NSF staff and reviewers on broadening participation, enhancing accountability, communicating guidance and promising practices on broadening participation, and maintaining a portfolio of relevant programs.

This website provides statistical information about the participation of women, minorities, and persons with disabilities in science and engineering education and employment. Its primary purpose is to serve as an information source. It offers no endorsement of or recommendations about policies or programs. New for , it highlights key statistics drawn from a wide variety of data sources.

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It organizes data and figures into six topical areas—enrollment, field of degree, employment status, occupation, academic employment, and persons with disabilities. The Doctoral Initiative on Minority Attrition and Completion DIMAC takes our understanding of completion and attrition among URM STEM students one step further by collecting both quantitative and qualitative data exclusively on this population from 21 participating institutions, yielding the largest dataset of its kind. This publication reports and synthesizes the findings of the project in order to better inform graduate deans at CGS member institutions as well as the general public.

This report calls for the implementation of evidence-based practices to increase the number of US STEM graduates by one million additional students over the next decade. Bahr, PR. The Journal of Higher Education , 81 2 This paper presents data covering the representation of African Americans among physics and geoscience degree recipients at each stage of the educational system. The data were collected by several statistical agencies. This paper presents a snapshot of the supply side of physics and the geosciences and places the education of African American physicists and geoscientists within the larger context of the educational system and social structural barriers some students must circumvent.

The paper identifies institutions that have reduced or removed these barriers, highlights striking contributions of Historically Black Colleges and Universities HBCUs in supplying the scientific workforce of African Americans, lists departments that have been successful in attracting and retaining African American students, to use as role models.

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Annual counts of doctorate recipients are measures of the incremental investment in human resources devoted to science, engineering, research, and scholarship, and they can serve as leading indicators of the capacity for knowledge-creation and innovation in various domains. The changing characteristics of this population over time—including the increased representation of women, minorities, and foreign nationals; emergence of new fields of study; time it takes to complete doctoral study; expansion of the postdoctoral pool; and reduced academic employment opportunities after graduation—reflect political, economic, social, technological, and demographic trends and events.

The NSF Research Experiences for Undergraduate REU Program provides undergraduate students with opportunities to conduct research at other institutions than their home universities, and in areas that may not be available at their home campuses.

The survey was sent to the principal investigators of each of 50 active REU Sites; more than 70 percent of the surveys were returned. The results are being used to examine strengths in REU sites, find opportunities that may be underutilized, and identify community needs for enhancing this NSF-wide program. American Association for the Advancement of Science. The workshop was structured around responding to two questions: What metrics should be used for project monitoring?

What designs and indicators should be used for program evaluation? The workshop resulted in providing information for NSF about what it should require for program monitoring and for program evaluation and advice and data gathering information relevant to awardees. It is aimed at people who need to learn more about both the value of evaluation and how to design and carry out an evaluation, rather than those who already have a solid base of experience in the field. It builds on firmly established principles, blending technical knowledge and common sense to meet the special needs of NSF and its stakeholders.

This volume seeks to address select questions drawn from the matrix of the complex issues related to culturally responsive evaluation. Should evaluation be culturally responsive? Is the field heading in the right direction in its attempt to become more culturally responsive? What is culturally responsive evaluation today and what might it become tomorrow? In preparing evaluation tools and analysis, caution must be exercised around existing belief systems that may influence indicators of success, validity or bias. Two chapters are of particular note: 1 Johnson, Elmima. The use of contextually relevant evaluation practices with programs designed to increase participation of minorities in science, technology, engineering, and mathematics STEM education; 2 Nelson-Barber, S.

Promoting culturally reliable and valid evaluation practice; pages Culturally competent evaluation in Indian Country requires an understanding of the rich diversity of tribal peoples and the importance of self-determination and sovereignty. If an evaluation can be embedded within an indigenous framework, it is more responsive to tribal ethics and values. An indigenous orientation to evaluation suggests methodological approaches, a partnership between the evaluator and the program, and reciprocity.

To ground the framework, AIHEC engaged in an extensive con-sultation process including conducting a number of focus groups in major regions of the United States. Cultural experts, Indian educators, and evaluators shared their concerns regarding evalu-ation and described how evaluation fits within a cultural frame-work. This article summarizes the focus group discussions and describes how the framework developed using the key principles of Indigenous ways of knowing and four core values common to tribal communities.

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From the vantage point of indigenous peoples, the term "research" is inextricably linked to European imperialism and colonialism. A framework for an indigenous research agenda is set out that encompasses the processes of decolonization, healing, mobilization, and transformation within four community statuses: survival, recovery, development, and self-determination.

Numerous examples of indigenous research projects in New Zealand and North America, including projects concerned with education and language maintenance, demonstrate the ways in which an indigenous research agenda is being articulated and indigenous knowledge is being validated. These proceedings serve as a reference point for the Directorate as it builds capacity within the field of educational evaluation. The workshop focused on two themes, around which the report is organized: Academic achievement by underrepresented minorities; and Training and participation of minority professionals in the evaluation of mathematics and science programs.

This workshop was aimed at increasing the supply of minority evaluators for science and mathematics, developing a network to identify and share information about available resource materials, compiling lists of Native American evaluation professionals and identifying training and educational opportunities. Banks, J. Seattle, WA: Center for Multicultural Education The major assumption of this consensus report is that if educators make use of the informal learning that occurs in the homes and communities of students, the achievement gap between marginalized students and mainstream students can be reduced.

A cultural approach to learning recognizes, respects and mobilizes the range of experience, knowledge, cultural practices, languages, and community sources of support that people bring from their varied socio-economic and historical contexts. It focuses on four principles as underpinnings for Life-long acquisition of fundamental behaviors and real-world information , Life-wide breadth of experience , and Life-deep embraces religious, moral, ethical, social values and judgment; language is key here learning concepts.

These principles explore why these concepts should be used in schools and across other educational organizations. This article seeks to extend our understanding of the learning processes that occur within and at the intersection of diverse world views and knowledge systems, drawing on experiences derived from across Fourth World contexts, with an emphasis on the Alaska context in particular.

The curricula, teaching methodologies, and assessment strategies need to be based on a worldview that adequately recognizes or appreciates the worldview of the population e. Necessary to devise a system of education for all people that respects the epistemological and pedagogical foundations provided by Indigenous as well as Western cultural traditions, identifying common ground between the two knowledge systems. This chapter argues that participation and achievement in science are mediated by a complex set of sociocultural and systemic factors not often recognized in science equity efforts.

A synthesis of four commonly researched groups gender, Native American, people with disabilities, urban and rural environments illustrate common themes that underlie the experiences of individuals with varied cultural and historical backgrounds. Members of diverse cultural groups can play a critical role in the development and implementation of programs, serving as designers, advisers, front-line educators, and evaluators of such efforts. This paper argues that to generate robust and generative theories of human learning and development, researchers must address the range of diversity within human cultural communities, in cognitive, social, physical and biological dimensions, in other words, creating an ecological focus.


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The article theorizes the relationship between culture and learning in terms of the underlying mechanisms that help to explain how culture operates both to facilitate and to constrain learning. Theories of learning must help us to understand the ways that identity is linked to goal setting and persistence; the ways that competence is very much context dependent; how the exercise of power and the availability of resources can affect opportunity to learn; and how socialization efforts can help youth learn to make sense of and resist those institutional structures and practices that constrain and impede their opportunities to learn.

Attention to the meaning of cultural practices within particular communities is crucial so that we are not imposing normative assumptions that have no meaning. In this chapter, the authors argue that learning and teaching are fundamentally cultural processes, in which learning and development consists of diverse repertoires of overlapping, complementary or even conflicting cultural practices. A cultural view of learning encompasses adaptive expertise involving the development of flexible knowledge and dispositions that facilitate effective navigation across varied settings and tasks.

An expanded view of what counts as scientific thinking and activity — including use of embodied imagining, argumentation, and metaphor for the purposes of theorizing and knowledge building, allows us to see robust, authentic connections between the everyday knowledge and practices of youth from non-dominant groups and those of academic disciplines.

We must look beyond the typical connections made in school curricula and identify important continuities of practice. The paper examines characteristics of learning as people go about everyday lives, the specific ways these varies repertoires of practice connect with academic practices and how these repertoires can be recruited in educational opportunities and designs. New York, NY: Teacher's College Press This book provides a comprehensive overview of humanistic approaches to science, approaches that connect students to broader human concerns in their everyday life and culture.

Summarizes major worldwide historical findings, focuses on present thinking, and offers evidence in support of classroom practice. How might science education reflect the values of a socially just and democratic society? An engaging look at several after-school science programs that have turned into community-building experiences. This book presents a combination of in-depth case studies and rigorous theory, this volume offers a series of teaching stories that describe inner city youth's practices of science.

Explores a form of "connected science" in which real world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics.

Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices. Although focused on literacy, this is a highly developed culturally responsive model for disciplinary learning grounded in detailed empirical research on learning.

The Cultural Modeling Project, which she presents here, drew on competencies students already had in African American Vernacular English AAVE discourse and hip hop culture to tackle complex problems in the study of literature. Using descriptions from classrooms, she describes how AAVE supported student learning and reasoning; how students in turn responded to the reform initiative, and how teachers adapted the cultural framework to their curriculum. These collected papers examine the sociocultural approach to curriculum design, which provides minority and working class students with instruction that puts their knowledge and experiences at the heart of learning.

It presents the theoretical framework for linking students' lives with curriculum and specific strategies from teachers who have done so successfully. The stories show African American, Haitian American, Hispanic American, Native American, and rural white students in contextualized learning as they do reading, writing, mathematics, and science across the grades. All of the classrooms use students' household-based funds of knowledge as resources for school-based funds of knowledge, building bridges in nontraditional ways. This edited volume explores the impact of social identity race, class, gender, sexual orientation, religion and so on on teaching and learning.

Operating within a realist framework, the contributors to this volume all of whom are minority scholars consider ways to productively engage identity in the classroom and at the institutional level, as a means of working toward racial democracy in higher education. However, our classrooms have not yet realized this potential as evidenced by a report, where in which the United States ranked 28th worldwide in math literacy and 24th in science literacy.

Social lesson sharing will be huge in the future. The website Share My Lesson allows teachers the ability to upload their lessons and share them for free. Are you a student or a teacher? Plus, get practice tests, quizzes, and personalized coaching to help you succeed. Log in or sign up to add this lesson to a Custom Course.

Custom Courses are courses that you create from Study. Use them just like other courses to track progress, access quizzes and exams, and share content , cited: S. Click on one of the links to view an Adobe Acrobat document, which you can easily print or save for later use. Students will learn how the Navy and other industries use robots and the importance of robots in certain jobs. Software is available in both English and French. They then were challenged to add objects to the string of a helium balloon to make it hover in the air. The problem solution must contain all the elements required for the requested solution, and may contain extraneous elements that are not required for solution , source: STEM Through the Months - download pdf book7millions.

Through the D-backs Science of Baseball Program, over 15 lesson plans are executed through interactive principles of the game of baseball either as: 1 an after school program delivered by volunteers e. Find beginning middle end lesson plans and teaching resources. From beginning middle end writing worksheets to story beginning middle end videos, quickly find teacher. It was fun to watch him go through the pain of pushing through bigoted online. Each student should design something different. However, by putting each part of the plant together themselves they will be able to remember each part easily.

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Have a discussion on the identification of the various parts of a plant. Ask the students to describe the importance of each part and what would happen to a plant that is missing a specific part download.


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There are sections for parents and counselors. This engineering site for high school girls includes sections on why engineering, making it happen, photos and text about women engineers, YouTube videos and blogs, plus sections for teachers and counselors. A guide on everything engineering for high school girls. Why should you choose engineering, meet women engineers, find your dream engineering job and just how to make it happen Barriers and Opportunities for read pdf Barriers and Opportunities for 2-Year.

This lesson offers you some insight into backward design as.