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Articles 1 - 14 of 14
Full-Text Articles in Education
Learning Opportunities 2011/2012, Illinois Mathematics And Science Academy
Learning Opportunities 2011/2012, 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 5 academic courses (2.5 credits) for a grade (not Pass/Fail). Fine Arts, Wellness, and Independent Study courses, or any course taken on a Pass/Fail basis do not count towards the 5 course (2.5 credits) minimum. Most students will take between 5 (2.5 credits) and 7 (3.5 credits) academic courses per semester. Only courses taken for a letter grade will count …
Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills, David F. Feldon, James Peugh, Briana E. Timmerman, Michelle A. Maher, Melissa Hurst, Denise Strickland, Joanna A. Gilmore, Cindy Stiegelmeyer
Graduate Students’ Teaching Experiences Improve Their Methodological Research Skills, David F. Feldon, James Peugh, Briana E. Timmerman, Michelle A. Maher, Melissa Hurst, Denise Strickland, Joanna A. Gilmore, Cindy Stiegelmeyer
Instructional Technology and Learning Sciences Faculty Publications
Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted …
Recipient Of The 2011 Alumni Distinguished Leadership Award, Matthew Pritchard '93
Recipient Of The 2011 Alumni Distinguished Leadership Award, Matthew Pritchard '93
Alumni Distinguished Leadership Award
Dr. Matthew Pritchard ‘93 is a geophysicist who measures changes in the shape of the Earth and develops models of the myriad processes that cause these changes including: earthquakes, volcanoes, groundwater, landslides and glaciers. He is an associate professor in Earth and Atmospheric Science at Cornell University and a faculty fellow at the Atkinson Center for a Sustainable Future. Through research and teaching, Dr. Pritchard strives to answer some of today`s pressing societal questions about natural hazards and the degree to which humans are influencing glaciers and groundwater resources. His work has been published in many science journals and he …
Recipient Of The 2011 Alumni Distinguished Leadership Award, Clara Shih '00
Recipient Of The 2011 Alumni Distinguished Leadership Award, Clara Shih '00
Alumni Distinguished Leadership Award
Clara Shih '00 is a trailblazer in many rights, combining her keen knowledge and entrepreneurship savvy to help influence, improve and innovate business technology applications nationwide. Among her many accomplishments since graduating from IMSA in 2000, Shih was named one of the Most Influential Women in Technology 2010 (The Entrepreneurs group) by Fast Company magazine and authored The Facebook Era: Tapping Online Social Networks to Build Better Products, Reach New Audiences, and Sell More Stuff which is now used as a textbook at the Harvard Business School. In addition, Clara just published her second edition of The Facebook Era …
Recipient Of The 2011 Alumni Distinguished Leadership Award, Frank Wood '92
Recipient Of The 2011 Alumni Distinguished Leadership Award, Frank Wood '92
Alumni Distinguished Leadership Award
Dr. Frank Wood ’92 is an accomplished entrepreneur, computer scientist, statistician, and educator. Dr. Wood is an assistant professor of statistics at Columbia University and an award-winning researcher in the field of statistical machine learning. He conducts research at the intersection of neuroscience, computer science, statistics, and cognitive psychology; with a current focus on models of natural language and algorithms for lossless compression that shed light on the path towards artificial intelligence. He has founded two companies, Betacular, Ltd., a London-based predictive markets software company and ToFish!, Inc., a Washington, DC-based content-based image retrieval company which was acquired by AOL. …
Recipient Of The 2011 Alumni Distinguished Leadership Award, Ronjon Paul '89
Recipient Of The 2011 Alumni Distinguished Leadership Award, Ronjon Paul '89
Alumni Distinguished Leadership Award
Dr. Ronjon Paul ’89 is a leader in the field of reconstructive cervical and lumbar spinal surgery. As a spinal surgeon and medical director for The Spine Center of DuPage Medical Group, Dr. Paul has treated and taught neurosurgeons and spinal surgeons from around the world. He is an award-winning researcher in genetic tissue engineering for degenerative disc disease and other spinal disorders, and his findings have been published in major medical journals. He has been an invited speaker at many regional, national, and international medical conferences reaching international audiences. Dr. Paul has also been involved in basic science research …
Focusing A New Lens: Stem Professional Development For Early Education And Care Educators And Programs, Angi Stone-Macdonald, Vicki L. Bartolini, Anne Douglass, Marylu Love
Focusing A New Lens: Stem Professional Development For Early Education And Care Educators And Programs, Angi Stone-Macdonald, Vicki L. Bartolini, Anne Douglass, Marylu Love
Curriculum and Instruction Faculty Publication Series
The purpose of this groundbreaking grassroots report is to engage early childhood educators and policy makers in understanding the urgency and importance of early childhood educator professional development in STEM education (Science, Technology, Engineering, and Mathematics). This report focuses on the teaching of children birth to five years old and out of school time students. STEM…Science…Technology…Engineering…Math. These are not curriculum topics that early childhood educators traditionally call to mind when planning activities. However, the evidence supporting the importance and emphasis on STEM education in early childhood is overwhelming. Children are engineers, problem solvers, and collaborators at heart- with boundless potential …
Developing And Assessing Stem Curriculum With The Intent Of Promoting Technological Literacy, Scott Bartholomew, Geoff Wright, Ron Terry
Developing And Assessing Stem Curriculum With The Intent Of Promoting Technological Literacy, Scott Bartholomew, Geoff Wright, Ron Terry
Faculty Publications
Developing and Assessing STEM Curriculum with the Intent of Promoting Technological Literacy Technological literacy is a key component of President Barack Obama’s $260 Million STEM educational initiative (Office of the Press Secretary, 2009). Central to his plan is STEM teacher training and curriculum development. Both of these issues were addressed and are currently being measured by the research outlined in this paper. Spring2010 a collection of technology and engineering education graduate students developed with mentoring from two technology and engineering education professors 20 lesson unit and lesson plans promoting technological literacy. The lesson plans are currently being used and assessed …
Bitten By The Science Bug (Nycsef 2011), Maribel Vazquez
Bitten By The Science Bug (Nycsef 2011), Maribel Vazquez
Publications and Research
The invited keynote address to the participants of the final round of the 2011 New York City Science and Engineering Fair (NYCSeF) at the American Museum of Natural History (AMNH).
The Nucleus 2010-2011, Rosalie A. Richards
The Nucleus 2010-2011, Rosalie A. Richards
Science Education Center
No abstract provided.
Recruiting Students Into The Earth Sciences Through Undergraduate Research, Anne E. Egger, Simon L. Klemperer
Recruiting Students Into The Earth Sciences Through Undergraduate Research, Anne E. Egger, Simon L. Klemperer
Geological Sciences Faculty Scholarship
This article discusses the challenges of recruiting undergraduate students into STEM disciplines and describes strategies which have been used to stimulate undergraduate interest in Earth sciences research at Stanford University.
Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal
Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal
Publications & Research
The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …
Imsa 2011 Profile, Office Of College And Academic Counseling
Imsa 2011 Profile, Office Of College And Academic Counseling
IMSA Profile
Independent Study - is a student-selected learning experience that provides the opportunity to personalize learning beyond the IMSA course offerings. An Independent Study may be conducted by a senior (or junior with Princi- pal's permission) under the direction of an IMSA faculty member for one or two semesters.
The Fisk-Vanderbilt Master’S-To-Ph.D. Bridge Program: Recognizing, Enlisting, And Cultivating Unrealized Or Unrecognized Potential In Underrepresented Minority Students, Keivan G. Stassun, Susan P. Sturm, Kelly Holley-Bockelmann, Arnold Burger, David J. Ernst, Donna Webb
The Fisk-Vanderbilt Master’S-To-Ph.D. Bridge Program: Recognizing, Enlisting, And Cultivating Unrealized Or Unrecognized Potential In Underrepresented Minority Students, Keivan G. Stassun, Susan P. Sturm, Kelly Holley-Bockelmann, Arnold Burger, David J. Ernst, Donna Webb
Faculty Scholarship
The Fisk-Vanderbilt Masters-to-Ph.D. Bridge Program is a model for substantially increasing the number of underrepresented minority students earning doctoral degrees in the physical sciences. The program presently leads the nation in master’s degrees in physics for African-Americans, and is one of the top ten producers of physics master’s degrees among all U.S. citizens. The program is on pace to become the nation’s top producer of underrepresented minority Ph.Ds. in physics, astronomy, and materials science. We summarize the main features of the program, including two of its core strategies: Partnering a minority-serving institution and a major research university through collaborative research, …