Education Commons^™

Learning Opportunities 2009/2010, Illinois Mathematics And Science Academy

Course Catalogs

The graduation requirements of the Illinois Mathematics and Science Academy are in concert with those maintained by the State of Illinois with additional requirements as established by the IMSA Board of Trustees. Each semester students must take a minimum of 2.5 credits and a maximum of 3.5 credits. One-semester classes generally receive .5 credits and two semester classes (e.g., World Languages) generally receive 1.0 credit. Most students will take between 5 and 7 academic classes per semester. Fine Arts, Wellness, and Independent Study courses do not count towards the 2.5 credit minimum. However, if a student wishes to take 3.5 …

Recipient Of The 2009 Alumni Titan Award, Sendhil Revuluri '90

Alumni Titan Award

Sendhil Revuluri was instrumental in laying the foundation for many of IMSA’s current alumni outreach activities. Well-known by alumni, Revuluri was one of a small group who worked diligently to strengthen the alumni network and the IMSA Alumni Association (IAA). As a cabinet member and treasurer of the Alumni Association, Sendhil assisted with early online outreach efforts, reunion planning, and fundraising appeals to alumni. His efforts paved the way for what would be a multi-year campaign to reach the $1 million goal in alumni contributions for the IMSA Fund for Advancement of Education. In addition to his service on the …

Recipient Of The 2009 Alumni Titan Award, Pooja K. Agarwal '01

Alumni Titan Award

Pooja K. Agarwal has contributed a significant amount of time, talent and treasure to IMSA as an alumna. Following graduation, Agarwal became actively involved in the IMSA Alumni Association and served as an at-large cabinet member for three years. She volunteered as an Intersession facilitator from 2004-2007 and assisted as the alumni liaison in 2006, recruiting alumni and organizing appreciation activities. Agarwal’s efforts helped to build the foundation for alumni volunteerism in Intersession, which reached record-high alumni participation in 2009. Since 2001, she has also been actively involved in the IMSA Kids Institute (KI) program as a teacher and member …

Recipient Of The 2009 Alumni Distinguished Leadership Award, Thandeka K. Chapman '89

Alumni Distinguished Leadership Award

Dr. Thandeka K. Chapman is an Associate Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. She has conducted research on policy implementation in desegregated schools, urban small school reforms, teaching and learning in racially diverse classrooms, and evaluating Social Justice curricula. Her most recent publications are six edited volumes of the History of Multicultural Education co-edited with Carl A. Grant. She also co-edited a new book, The Practice of Freedom: Social Justice Pedagogy in the United States, to be published in February 2010. Other publications include: “Peddling Backwards: Reflections of Plessy …

Recipient Of The 2009 Alumni Distinguished Leadership Award, Rebecca Willett '96

Alumni Distinguished Leadership Award

Prof. Rebecca Willett is a prolific contributor to the field of electrical and computer engineering through teaching, cutting-edge research and publishing as an assistant professor in the Department of Electrical and Computer Engineering at Duke University. Her teaching and research interests are focused on signal and image processing techniques and how these can be applied to help advance a variety of other fields, including medical imaging, astronomy, networks, and bioinformatics. As a testimony to the broad implications of her research, Prof. Willett is assisting the Department of Defense through her work on the Computer Science Study Panel, run by the …

2009 Convocation, Sid Sapru '10, Max Mcgee, Eric Mclaren, Tuwanda Williamson '91

Convocation

• Prelude Music: Laura O'Neal, 2006 IMSA Graduate; Jonathan Besancon, IMSA Faculty
• Pledge of Allegiance and Welcome: Sid Sapru, Student Council President; Dr. Max McGee, President; Dr. Eric McLaren, Principal
• Featured Piece: Laura O'Neal, 2006 IMSA Graduate
  
• Keynote Speaker: Dr. Tuwanda Williamson, 1991 IMSA Graduate
  

Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall

Publications & Research

Our future will belong to a “new breed” of STEM talent— decidedly different STEM minds that understand interdependence; discern, analyze and connect illusive patterns within vast amounts of unstructured data; deftly change course when hypotheses and prototypes fail; systemically unravel complexity; creatively generate new ideas, questions, technologies and inventions; embrace ambiguity and uncertainty; and globally collaborate to wisely advance the human condition. In this age of escalating global challenges, accelerating technologies and design and human-centered innovation, the nature and quality of how our children think and what they think about is the new “currency” for breakthrough thinking, research and problem-solving, …

Imsa360: Summer 2009, Imsa Fund

IMSA Fund Reports

Many will measure IMSA’s work to “ignite and nurture creative, ethical scientific minds that advance the human condition” by the contributions of our alumni. I am proud to say that we pass that rigorous test with flying colors. Sixty percent of our alumni earn undergraduate degrees in science, technology, engineering or mathematics (STEM) compared to the national average of 33 percent. As undergraduate and graduate students, they attend the most highly selective colleges and universities in the nation, earning numerous academic, research and leadership accolades including Fulbright, Marshall, National Science Foundation, Rhodes, Truman and Siebel Scholarships. Throughout their careers, alumni …

Commencement Of The Class Of 2009, Illinois Mathematics And Science Academy

Ceremony

No abstract provided.

Imsa360: Spring 2009, Imsa Fund

IMSA Fund Reports

As a teaching and learning laboratory for imagination and inquiry, the Illinois Mathematics and Science Academy enables students to pursue their own compelling questions and identify and solve real-world problems. In these pursuits, they learn to collaborate with each other and the best minds around the globe. This process fosters integrative learning and enhances critical thinking, creativity, problem solving and teamwork.

Our feature stories in this issue of IMSA360 take you on an amazing journey that demonstrates how IMSA students turn their passions, talents and knowledge into action. Under the guidance of inspiring faculty, staff and world experts, students have …

Assessing High School Gifted Student Progress In Science Through Misconceptions And Mosart, Christopher G. Kolar, Evelyn Ho-Wisniewski

Publications & Research

This paper reports how 188 high school students identified as gifted in science were assessed with the Misconceptions-Oriented Standards-Based Assessment Resource for Teachers (MOSART). Students enrolled in a year-long science-centered curriculum where this instrument appeared to be a means of identifying standards-aligned progress, avoiding ceiling effects and reliance on content mastery. This paper discusses two questions: 1. Is the MOSART a valid measure of conceptual understanding in gifted students? and 2. Can the MOSART be used with this population to measure growth in understanding? We present results from the physics and chemistry tests, and consider results from the earth science …

Constructing And Using Case Studies In Genetics To Engage Students In Active Learning, Sue Styer

Faculty Publications & Research

One of the national goals in science education is to teach science in a way that mirrors the process of science as inquiry, described by the National Science Education Standards (NSES) Science Teaching Standard B and Content Standard A (NRC, 1996). Inquiry-based learning, including the use of case studies, is one of several types of active learning that allows students to experience critical thinking skills inherent in the science process (Handelsman et al., 2007). Using case studies also develops skills in group learning and personalizes and humanizes science, making it more relevant to students (National Center for Case Study Teaching …

Imsa360: Winter 2009, Imsa Fund

IMSA Fund Reports

In just over two decades, the Illinois Mathematics and Science Academy® (IMSA) has become one of the premier institutions of its kind in our state, nation and world. I can proudly say that Intel, a global leader in science and technology innovation, endorses this assertion by naming IMSA the nationwide winner of Intel’s Schools of Distinction Star Innovator Award. This award is presented annually to only one educational institution that has “a comprehensive program incorporating innovative and effective use of technology, engaging parents and the community in students’ education, fostering development and teamwork and delivering achievement of high academic standards.” …

Student Inquiry And Research: Developing Students' Authentic Inquiry Skills, Judith A. Scheppler, Susan Styer, Don Dosch, Joseph Traina, Christopher Kolar

Faculty Publications & Research

Established by the state of Illinois in 1985 to develop talent and leadership in science, technology, engineering, and mathematics (STEM), the Illinois Mathematics and Science Academy (IMSA) has become an internationally recognized educational learning laboratory that inspires, challenges, and nurtures talented students. Our advanced, residential, college preparatory program prepares 650 talented Illinois students in grades 10, 11, and 12 to become scholars, researchers, and entrepreneurs. Toward this end, we find that about 80% of our graduates obtain STEM bachelor's degrees.

IMSA has a long history of supporting, nurturing, and promoting high school student participation in research through our academic curriculum …

Igniting And Nurturing The Next Generation Of Stem Talent, Innovation And Leadership, By Design, Stephanie Pace Marshall

Publications & Research

Regrettably, most American students experience STEM learning as an exclusive, individual, theoretical and “formulaic” enterprise. By decoupling STEM education from the human experience, we have distorted the essential nature of the scientific enterprise and advanced instrumentalist and utilitarian rationales for pursuing STEM careers—global economic superiority and technological competition.

“Foreward.” Programs And Services For Gifted Secondary Students: A Guide To Recommended Practices., Stephanie Pace Marshall

Publications & Research

The case is made that differentiated education for gifted students is essential to their development. Our national policy toward gifted students cannot be "make it on your own." Talent must be ignited, nurtured and sustained by design through wise, knowledge-based policies and innovative best practices.

2009 Intersession Catalog, Illinois Mathematics And Science Academy

Intersession Catalogs

No abstract provided.

Specialized Science High Schools: Exploring Contributions Of The Model To Adolescent Talent Development Specialized Science, Christopher G. Kolar, Tracy L. Cross, Rena F. Subotnik, Paula Olszewski-Kubilius

Publications & Research

As the field of gifted education shifts much of its focus to domain-specific talent development, specialized science high schools are taking their place on the stage. Back in 1981,Bloom and Sosniak argued persuasively that talent development cannot take place exclusively in schools. They stressed that schools were not prepared to offer the required levels of expert teaching, time, and effort. Yet, specialized science high schools, by design, are staffed with teachers with advanced degrees, offer relatively flexible schedules, interested peers,reasonable access to appropriate technology, and connections with research institutions to provide apprenticeships for the most motivated and interested students.

Imsa 2009 Profile, Office Of College And Academic Counseling

IMSA Profile

Student Inquiry and Research (SIR) - is an interactive partnership that pairs students with on-campus and off-campus professionals so that they can actively investigate a topic about which they are passionate. The SIR standards focus on planning, investigating, analyzing, and communicating. Requirements include a proposal, investigation journal, active engagement, progress report, draft and final papers, presentation at IMSAIoquium, and final summaries and evaluation.