More on enrolling female students in science and engineering.

Science.gov (United States)

Townley, Cynthia

2010-06-01

This paper investigates reasons for practices and policies that are designed to promote higher levels of enrollment by women in scientific disciplines. It challenges the assumptions and problematic arguments of a recent article questioning their legitimacy. Considering the motivations for and merits of such programs suggests a practical response to the question of whether there should be programs to attract female science and engineering students.

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

Science.gov (United States)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

Increasing persistence in undergraduate science majors: a model for institutional support of underrepresented students.

Science.gov (United States)

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. © 2015 B. Toven-Lindsey et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Sociocultural Influences On Undergraduate Women's Entry into a Computer Science Major

Science.gov (United States)

Lyon, Louise Ann

Computer science not only displays the pattern of underrepresentation of many other science, technology, engineering, and math (STEM) fields, but has actually experienced a decline in the number of women choosing the field over the past two decades. Broken out by gender and race, the picture becomes more nuanced, with the ratio of females to males receiving bachelor's degrees in computer science higher for non-White ethnic groups than for Whites. This dissertation explores the experiences of university women differing along the axis of race, class, and culture who are considering majoring in computer science in order to highlight how well-prepared women are persuaded that they belong (or not) in the field and how the confluence of social categories plays out in their decision. This study focuses on a university seminar entitled "Women in Computer Science and Engineering" open to women concurrently enrolled in introductory programming and uses an ethnographic approach including classroom participant observation, interviews with seminar students and instructors, observations of students in other classes, and interviews with parents of students. Three stand-alone but related articles explore various aspects of the experiences of women who participated in the study using Rom Harre's positioning theory as a theoretical framework. The first article uses data from twenty-two interviews to uncover how interactions with others and patterns in society position women in relation to a computer science major, and how these women have arrived at the point of considering the major despite messages that they do not belong. The second article more deeply explores the cases of three women who vary greatly along the axes of race, class, and culture in order to uncover pattern and interaction differences for women based on their ethnic background. The final article focuses on the attitudes and expectations of the mothers of three students of contrasting ethnicities and how reported

The Effect of a Computer Program Designed with Constructivist Principles for College Non-Science Majors on Understanding of Photosynthesis and Cellular Respiration

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Wielard, Valerie Michelle

2013-01-01

The primary objective of this project was to learn what effect a computer program would have on academic achievement and attitude toward science of college students enrolled in a biology class for non-science majors. It became apparent that the instructor also had an effect on attitudes toward science. The researcher designed a computer program,…

An investigation of factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe

Science.gov (United States)

Mlenga, Francis Howard

The purpose of the study was to determine factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. The study was conducted at one of the Primary School Teachers' Colleges in Zimbabwe. A sample of two hundred and thirty-eight female student teachers was used in the study. Of these one hundred and forty-two were non-science majors who had been randomly selected, forty-one were science majors and forty-five were math majors. Both science and math majors were a convenient sample because the total enrollment of the two groups was small. All the subjects completed a survey questionnaire that had sixty-eight items. Ten students from the non-science majors were selected for individual interviews and the same was done for the science majors. A further eighteen were selected from the non-science majors and divided into three groups of six each for focus group interviews. The same was done for the science majors. The interviews were audio taped and transcribed. Data from the survey questionnaires were analyzed using Binary Logistic Regression which predicted factors that affected students' choice of science as a major. The transcribed interview data were analyzed used using domain, taxonomic and componential analyses. Results of the study indicated that elementary female students' choice of science as a major at college level is affected by students' attitudes toward science, teacher behavior, out-of-school experiences, role models, gender stereotyping, parental influence, peer influence, in-school experiences, and societal expectations, namely cultural and social expectations.

Intending to Stay: Images of Scientists, Attitudes Toward Women, and Gender as Influences on Persistence among Science and Engineering Majors

Science.gov (United States)

Wyer, Mary

Contemporary research on gender and persistence in undergraduate education in science and engineering has routinely focused on why students leave their majors rather than asking why students stay. This study compared three common ways of measuring persistence-commitment to major, degree aspirations, and commitment to a science or engineering career-and emphasized factors that would encourage students to persist, including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. A survey was administered in classrooms to a total of 285 female and male students enrolled in two required courses for majors. The results indicate that the different measures of persistence were sensitive to different influences but that students' gender did not interact with their images, attitudes, and experiences in predicted ways. The study concludes that an individual student's gender may be a more important factor in explaining why some female students leave their science and engineering majors than in explaining why others stay.

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

Science.gov (United States)

Glaude-Bolte, Katherine

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are taught at the college level. This study examined the correlation between enrollment in middle school Challenge courses and subsequent AP exam category scores in social studies and science in a suburban school district. The independent variables were the number of years of enrollment in middle school social studies or science Challenge courses. The dependent variables were the AP exam category scores in the eight social studies AP courses or the six science AP courses. The sample sizes were limited to the number of students who took an AP social studies or science exam and also attended the middle school of study. The null hypothesis was that there was no relationship between the two variables. This study included eight social studies AP courses and six science AP courses. A significant positive correlation was indicated in only two of the courses, U.S. Government and Comparative Government, supporting the claim that enrollment in middle school Challenge social studies was correlated with success, at least on these two AP exams. In the remaining 12 courses, there was not enough evidence to reject the null hypothesis. Therefore, enrollment in middle school Challenge science and social studies courses generally did not seem to correlate with AP exam category scores. Results of this study call into question the validity of the claim by the district that enrollment in Challenge courses helps prepare students for rigorous coursework in high school. Several factors, including student readiness, teacher training, familiarity with course content, and previous AP experience may contribute more to a student's AP exam category score

Discovery of the Collaborative Nature of Science with Undergraduate Science Majors and Non-Science Majors through the Identification of Microorganisms Enriched in Winogradsky Columns.

Science.gov (United States)

Ramirez, Jasmine; Pinedo, Catalina Arango; Forster, Brian M

2015-12-01

Today's science classrooms are addressing the need for non-scientists to become scientifically literate. A key aspect includes the recognition of science as a process for discovery. This process relies upon interdisciplinary collaboration. We designed a semester-long collaborative exercise that allows science majors taking a general microbiology course and non-science majors taking an introductory environmental science course to experience collaboration in science by combining their differing skill sets to identify microorganisms enriched in Winogradsky columns. These columns are self-sufficient ecosystems that allow researchers to study bacterial populations under specified environmental conditions. Non-science majors identified phototrophic bacteria enriched in the column by analyzing the signature chlorophyll absorption spectra whereas science majors used 16S rRNA gene sequencing to identify the general bacterial diversity. Students then compiled their results and worked together to generate lab reports with their final conclusions identifying the microorganisms present in their column. Surveys and lab reports were utilized to evaluate the learning objectives of this activity. In pre-surveys, nonmajors' and majors' answers diverged considerably, with majors providing responses that were more accurate and more in line with the working definition of collaboration. In post-surveys, the answers between majors and nonmajors converged, with both groups providing accurate responses. Lab reports showed that students were able to successfully identify bacteria present in the columns. These results demonstrate that laboratory exercises designed to group students across disciplinary lines can be an important tool in promoting science education across disciplines.

Congruence between National Policy for Science and Humanities Enrolment Ratio and Labour Market Demand in Ghana

Science.gov (United States)

Alabi, Goski; Alabi, Joshua; Mohammed, Ibrahim

2013-01-01

The paper undertook a snapshot of the demand for various academic programmes on the labour market and compared this with national policy norms for enrolment in public universities in Ghana. The objective was to ascertain whether national higher education enrolments are responsive to the national policy target of 60:40 (Sciences : Humanities) or…

Assessing Earth and Environmental Science Enrollment Trends in Texas Public High Schools

Science.gov (United States)

Sanders, Joan G.

2012-01-01

Scope and Method of Study: This study assesses the status of Earth and environmental sciences education in Texas Public High Schools by analyzing enrollment proportions of 11th and 12th grade students in 607 Independent School Districts (ISD) for the 2010-2011 academic school year using a quantitative, non-experimental alpha research design. This…

Impact of SCALE-UP on science teaching self-efficacy of students in general education science courses

Science.gov (United States)

Cassani, Mary Kay Kuhr

The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument - B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the

Measuring the Impact of App Inventor for Android and Studio-Based Learning in an Introductory Computer Science Course for Non-Majors

Science.gov (United States)

Ahmad, Khuloud Nasser

2012-01-01

A reexamination of the traditional instruction of introductory computer science (CS) courses is becoming a necessity. Introductory CS courses tend to have high attrition rates and low success rates. In many universities, the CS department suffered from low enrollment for several years compared to other majors. Multiple studies have linked these…

Deciding on Science: An Analysis of Higher Education Science Student Major Choice Criteria

Science.gov (United States)

White, Stephen Wilson

The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this decision. According to Ajzen's (1991) theory of planned behavior (TPB), the key components of decision-making can be quantified and used as predictors of behavior. In this study the STEM majors' decision criteria were compared between different institution types (two-year, public four-year, and private four-year), and between demographic groups (age and sex). Career, grade, intrinsic, self-efficacy, and self-determination were reported as motivational factors by a majority of science majors participating in this study. Few students reported being influenced by friends and family when deciding to major in science. Science students overwhelmingly attributed the desire to solve meaningful problems as central to their decision to major in science. A majority of students surveyed credited a teacher for influencing their desire to pursue science as a college major. This new information about the motivational construct of the studied group of science majors can be applied to the previously stated problem of not enough STEM majors in the American higher education system to provide workers required to fill the demand of a globally STEM-competitive United States (National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2010).

Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

Science.gov (United States)

Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

2014-01-01

Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching…

Discovery of the Collaborative Nature of Science with Undergraduate Science Majors and Non-Science Majors through the Identification of Microorganisms Enriched in Winogradsky Columns

Directory of Open Access Journals (Sweden)

Jasmine Ramirez

2015-08-01

Full Text Available Today’s science classrooms are addressing the need for non-scientists to become scientifically literate. A key aspect includes the recognition of science as a process for discovery. This process relies upon interdisciplinary collaboration. We designed a semester-long collaborative exercise that allows science majors taking a general microbiology course and non-science majors taking an introductory environmental science course to experience collaboration in science by combining their differing skill sets to identify microorganisms enriched in Winogradsky columns. These columns are self-sufficient ecosystems that allow researchers to study bacterial populations under specified environmental conditions. Non-science majors identified phototrophic bacteria enriched in the column by analyzing the signature chlorophyll absorption spectra whereas science majors used 16S rRNA gene sequencing to identify the general bacterial diversity. Students then compiled their results and worked together to generate lab reports with their final conclusions identifying the microorganisms present in their column. Surveys and lab reports were utilized to evaluate the learning objectives of this activity. In pre-surveys, nonmajors’ and majors’ answers diverged considerably, with majors providing responses that were more accurate and more in line with the working definition of collaboration. In post-surveys, the answers between majors and nonmajors converged, with both groups providing accurate responses. Lab reports showed that students were able to successfully identify bacteria present in the columns. These results demonstrate that laboratory exercises designed to group students across disciplinary lines can be an important tool in promoting science education across disciplines. Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory

Dual Enrollment Academy Programs

Science.gov (United States)

Gonzalez, Nicolas; Chavez, Guadalupe

2009-01-01

Dual Enrollment Engineering (DEEA) and Medical Science (DEMSA) Academies are two-year dual enrollment programs for high school students. Students explore engineering and medical careers through college coursework. Students prepare for higher education in engineering and medical fields while completing associate degrees in biology or engineering…

Science of Food and Cooking: A Non-Science Majors Course

Science.gov (United States)

Miles, Deon T.; Bachman, Jennifer K.

2009-01-01

Recent emphasis on the science of food and cooking has been observed in our popular literature and media. As a result of this, a new non-science majors course, The Science of Food and Cooking, is being taught at our institution. We cover basic scientific concepts, which would normally be discussed in a typical introductory chemistry course, in the…

The motivations and experiences of students enrolled in online science courses at the community college

Science.gov (United States)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the

Science during crisis: the application of social science during major environmental crises

Science.gov (United States)

Machlis, Gary; Ludwig, Kris; Manfredo, Michael J.; Vaske, Jerry J.; Rechkemmer, Andreas; Duke, Esther

2014-01-01

Historical and contemporary experience suggests that science plays an increasingly critical role in governmental and institutional responses to major environmental crises. Recent examples include major western wildfires (2009), the Deepwater Horizon oil spill (2010), the Fukushima nuclear accident (2011), and Hurricane Sandy (2012). The application of science during such crises has several distinctive characteristics, as well as essential requirements if it is to be useful to decision makers. these include scope conditions that include coupled natural/human systems, clear statement of uncertainties and limitations, description of cascading consequences, accurate sense of place, estimates of magnitude of impacts, identification of beneficiaries and those adversely affected, clarity and conciseness, compelling visualization and presentation, capacity to speak "truth to power", and direct access to decision makers. In this chapter, we explore the role and significance of science – including all relevant disciplines and focusing attention on the social sciences – in responding to major environmental crises. We explore several important questions: How is science during crisis distinctive? What social science is most useful during crises? What distinctive characteristics are necessary for social science to make meaningful contributions to emergency response and recovery? How might the social sciences be integrated into the strategic science needed to respond to future crises? The authors, both members of the Department of the Interior's innovative Strategic Sciences Group, describe broad principles of engagement as well as specific examples drawn from history, contemporary efforts (such as during the Deepwater Horizon oil spill), and predictions of environmental crises still to be confronted.

Comparison of views of the nature of science between natural science and nonscience majors.

Science.gov (United States)

Miller, Marie C Desaulniers; Montplaisir, Lisa M; Offerdahl, Erika G; Cheng, Fu-Chih; Ketterling, Gerald L

2010-01-01

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.

Personality, academic majors and performance

DEFF Research Database (Denmark)

Vedel, Anna; Thomsen, Dorthe Kirkegaard; Larsen, Lars

2015-01-01

Personality–performance research typically uses samples of psychology students without questioning their representativeness. The present article reports two studies challenging this practice. Study 1: group differences in the Big Five personality traits were explored between students (N = 1067......) in different academic majors (medicine, psychology, law, economics, political science, science, and arts/humanities), who were tested immediately after university enrolment. Study 2: six and a half years later the students’ academic records were obtained, and predictive validity of the Big Five personality...... traits and their subordinate facets was examined in the various academic majors in relation to Grade Point Average (GPA). Significant group differences in all Big Five personality traits were found between students in different academic majors. Also, variability in predictive validity of the Big Five...

Factors affecting retention in science-based curriculums at HBCUs

Energy Technology Data Exchange (ETDEWEB)

Pelham, J.

1991-01-01

A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students dropouts'' whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

Factors affecting retention in science-based curriculums at HBCUs

Energy Technology Data Exchange (ETDEWEB)

Pelham, J.

1991-12-31

A systematic and comprehensive study of the retention of minority students enrolled in college-level engineering was conducted. The majority of prior work in this area focused on institutional retention factors for students in non-specified majors and considered students ``dropouts`` whenever there was a break in enrollment. This study looked only at students whose beginning major was engineering, enrolled primarily at historically black colleges and universities (HBCUs), including a comparison sample from a predominantly white institution (PWI). Science persisters were defined as those students who continuously enrolled in post-secondary institutions full- and part-time -- whether or not they transferred between institutions. The critical factor was their continued enrollment in engineering. Study participants provided four types of information: (1) a measure of academic motivation, (2) an objective measure of science interest, (3) a measure of nine aspects of normal personality functioning, and (4) an assessment of selected demographic variables. 64 refs.

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

Science.gov (United States)

Brown, Sydney E.; Karle, Sarah Thomas; Kelly, Brian

2015-01-01

DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online…

20 CFR 901.11 - Enrollment procedures.

Science.gov (United States)

2010-04-01

... Columbia responsible for the issuance of a license in the field of actuarial science, insurance, accounting... ACTUARIAL SERVICES UNDER THE EMPLOYEE RETIREMENT INCOME SECURITY ACT OF 1974 Enrollment of Actuaries § 901... enrollment to perform actuarial services under the Employee Retirement Income Security Act of 1974, each...

The relationship of parental influence on student career choice of biology and non-biology majors enrolled in a freshman biology course

Science.gov (United States)

Sowell, Mitzie Leigh

Recent declines in science literacy and inadequate numbers of individuals entering science careers has heightened the importance of determining why students major in science or do not major in science and then choose a science-related career. Therefore, the purpose of this study was to examine the relationship between parental influences and student career choices of both males and females majoring and not majoring in science. This study specifically examined the constructs of parental occupation, parental involvement, and parental education levels. Aspects indicated by the participants as being influencers were also examined. In addition, differences between males and females were examined. A total of 282 students participated in the study; 122 were science majors and 160 were non-science majors. The data was collected through the use of a student information survey and the Modified Fennema-Sherman Attitude Scale. The findings suggest that students indicated the desire to help others, peers, salary, and skills as influencing their career choice. In regard to the various parental influences, mother's occupation was the only construct found as a statistically significant influencer on a student's decision to major in science. The results of this study can help educators, administrators, and policy makers understand what influences students to pursue science-related careers and possibly increase the number of students entering science-related careers. The results of the study specifically provide information that may prove useful to administrators and educators in the health science fields, particularly nursing fields. The findings provide insight into why students may choose to become nurses.

Educators' Perspectives on Female Students' Enrollment in Computer Science and Engineering

Science.gov (United States)

Bibeau, Wendy

The purpose of this case study was to inquire into educators' perspectives on female students' enrollment in computer science and engineering (CSE) courses. At a high school in New England, girls are significantly underrepresented in CSE courses, a problem that is reflected in schools throughout the United States. As a result, these careers are lacking in input from women, even as the number of CSE professions is increasing. Research questions in this study addressed what teachers, administrators, and guidance counselors think about this growing problem and what changes, if any, they are willing to make to help close this gender gap. Individual interviews and a focus group were used to gather data from 7 participants. The theoretical framework was based on brain research and social theories. Data were then analyzed and coded for themes based on the framework. The results indicated that educators are cognizant of the underrepresentation within their school and have tried individually, but unsuccessfully, to make changes to increase the numbers of girls in CSE courses. In response to these findings, a professional development project was developed that outlines ways for educators to communicate and collaborate to increase girls' representation in CSE courses. Girls, schools, and industry can benefit from the results of this study. If educators can encourage more girls to take CSE courses and provide support for them to be confident and successful, then more girls will go on to major in CSE, which will then lead to an increase in the number of women working in these fields.

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

Science.gov (United States)

Ceglie, Robert

2013-01-01

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on…

An analysis of predictors of enrollment and successful achievement for girls in high school Advanced Placement physics

Science.gov (United States)

Depalma, Darlene M.

A problem within science education in the United States persists. U.S students rank lower in science than most other students from participating countries on international tests of achievement (National Center for Education Statistics, 2003). In addition, U.S. students overall enrollment rate in high school Advanced Placement (AP) physics is still low compared to other academic domains, especially for females. This problem is the background for the purpose of this study. This investigation examined cognitive and motivational variables thought to play a part in the under-representation of females in AP physics. Cognitive variables consisted of mathematics, reading, and science knowledge, as measured by scores on the 10th and 11th grade Florida Comprehensive Assessment Tests (FCAT). The motivational factors of attitude, stereotypical views toward science, self-efficacy, and epistemological beliefs were measured by a questionnaire developed with questions taken from previously proven reliable and valid instruments. A general survey regarding participation in extracurricular activities was also included. The sample included 12th grade students from two high schools located in Seminole County, Florida. Of the 106 participants, 20 girls and 27 boys were enrolled in AP physics, and 39 girls and 20 boys were enrolled in other elective science courses. Differences between males and females enrolled in AP physics were examined, as well as differences between females enrolled in AP physics and females that chose not to participate in AP physics, in order to determine predictors that apply exclusively to female enrollment in high school AP physics and predictors of an anticipated science related college major. Data were first analyzed by Exploratory Factor Analysis, followed by Analysis of Variance (ANOVA), independent t-tests, univariate analysis, and logistic regression analysis. One overall theme that emerged from this research was findings that refute the ideas that

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

Science.gov (United States)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

Science.gov (United States)

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

Science.gov (United States)

Busch, Hauke C.

2010-01-01

A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…

Plans of Implementation and Methods for Increasing Student Enrollment in the Earth Systems Science Course at Elizabeth City State University

Science.gov (United States)

Porter, W.

2001-12-01

This presentation reviews the experience of Elizabeth City State University (ECSU) in offering the Earth Systems Science (ESS) online course sponsored the Earth System Science Education Alliance (ESSEA) and how it relates to our plans to offer the course in the Spring Semester of 2002. The course was offered for the first time at ECSU during the Fall semester 2000. Eight students were enrolled in the course, which may not be considered a large number; however, we felt the administration of the course was successful because of the staff's learning experience. The small number is also a reflection of the nature of ECSU's primary recruitment region of northeastern North Carolina; this area is extremely rural with a smaller population, lower economic development, and fewer cultural amenities than most regions of the state. Our approach to this project is for a long-term effective offering of a course that is much needed, especially in this area of the state. The ultimate goal is to develop ESS as our online offering of courses in the Geoscience Department curriculum as to recruit students who might not have the opportunity to take college-level courses because of daytime work commitments and/or inaccessibility to a local college or university. A major component of ESS is its focus on problem-based learning built upon the life experiences of participating students. Having learned from the previous offering of the course, the following are objectives related to the Spring Semester 2002: 1. To get ESS to become a part of the Geoscience curriculum so that it will be listed on the schedule of classes for the Spring Semester 2002 and each succeeding semester; 2. To aggressively reach out to the public school teachers, especially in the recruitment region of ECSU in northeastern North Carolina, by using effective recruitment strategies; 3. To have an active and continuous communication with prospective students prior to and immediately after the enrollment, as well as being

Analytical Study of Self-Motivations among a Southwest Public University Nonpolitical Science Major Students in Required Political Science Courses

Science.gov (United States)

Gasim, Gamal; Stevens, Tara; Zebidi, Amira

2012-01-01

All undergraduate students are required by state law to take six credited hours in political science. This study will help us identify if differences exist in self-determination among students enrolled in American Public Policy and American Government at a large, Southwestern public university. Because some types of motivation are associated with…

Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

Science.gov (United States)

Harder, V.

2013-12-01

Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86

My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

Science.gov (United States)

Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.

2018-01-01

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

Intending to stay: Positive images, attitudes, and classroom experiences as influences on students' intentions to persist in science and engineering majors

Science.gov (United States)

Wyer, Mary Beth

2000-10-01

Contemporary research on persistence in undergraduate education in science and engineering has focused primarily on identifying the structural, social, and psychological barriers to participation by students in underrepresented groups. As a result, there is a wealth of data to document why students leave their majors, but there is little direct empirical data to support prevailing presumptions about why students stay. Moreover, researchers have used widely differing definitions and measures of persistence, and they have seldom explored field differences. This study compared three ways of measuring persistence. These constituted three criterion variables: commitment to major, degree aspirations, and commitment to a science/engineering career. The study emphasized social factors that encourage students to persist, including four predictor variables---(1) positive images of scientists/engineers, (2) positive attitudes toward gender and racial equality, (3) positive classroom experiences, and (4) high levels of social integration. In addition, because researchers have repeatedly documented the degree to which women are more likely than men to drop out of science and engineering majors, the study examined the potential impact of gender in relation to these predictor variables. A survey was administered in the classroom to a total of 285 students enrolled in a required course for either a biological sciences and or an engineering major. Predictor variables were developed from standard scales, including the Images of Science/Scientists Scale, the Attitudes toward Women Scale, the Women in Science Scale, and the Perceptions of Prejudice Scale. Based on logistic regression models, results indicate that positive images of scientists and engineers was significantly related to improving the odds of students having a high commitment to major, high degree aspirations, and high commitment to career. There was also evidence that positive attitudes toward gender and racial equality

Uncovering the lived experiences of junior and senior undergraduate female science majors

Science.gov (United States)

Adornato, Philip

The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct a narrative describing the lived experience of females and their performance in two highly selective private university, where students can cross-register between school, while majoring in science, technology, engineering and mathematics (STEM). Through the use of narratives, the research attempts to shed additional light on the informal and formal science learning experiences that motivates young females to major in STEM in order to help increase the number of women entering STEM careers and retaining women in STEM majors. In the addition to the narratives, surveys were performed to encompass a larger audience while looking for themes and phenomena which explore what captivates and motivates young females' interests in science and continues to nurture and facilitate their growth throughout high school and college, and propel them into a major in STEM in college. The purpose of this study was to uncover the lived experiences of junior and senior undergraduate female science majors during their formal and informal education, their science motivation to learn science, their science identities, and any experiences in gender inequity they may have encountered. The findings have implications for young women deciding on future careers and majors through early exposure and guidance, understanding and recognizing what gender discrimination, and the positive effects of mentorships.

STEPS at CSUN: Increasing Retention of Engineering and Physical Science Majors

Science.gov (United States)

Pedone, V. A.; Cadavid, A. C.; Horn, W.

2012-12-01

STEPS at CSUN seeks to increase the retention rate of first-time freshman in engineering, math, and physical science (STEM) majors from ~55% to 65%. About 40% of STEM first-time freshmen start in College Algebra because they do not take or do not pass the Mathematics Placement Test (MPT). This lengthens time to graduation, which contributes to dissatisfaction with major. STEPS at CSUN has made substantial changes to the administration of the MPT. Initial data show increases in the number of students who take the test and who place out of College Algebra, as well as increases in overall scores. STEPS at CSUN also funded the development of supplemental labs for Trigonometry and Calculus I and II, in partnership with similar labs created by the Math Department for College Algebra and Precalculus. These labs are open to all students, but are mandatory for at-risk students who have low scores on the MPT, low grades in the prerequisite course, or who failed the class the first time. Initial results are promising. Comparison of the grades of 46 Fall 2010 "at-risk" students without lab to those of 36 Fall 2011 students who enrolled in the supplementary lab show D-F grades decreased by 10% and A-B grades increased by 27%. A final retention strategy is aimed at students in the early stages of their majors. At CSUN the greatest loss of STEM majors occurs between sophomore-level and junior-level coursework because course difficulty increases and aspirations to potential careers weaken. The Summer Interdisciplinary Team Experience (SITE) is an intensive 3-week-long summer program that engages small teams of students from diverse STEM majors in faculty-mentored, team-based problem solving. This experience simulates professional work and creates strong bonds between students and between students and faculty mentors. The first two cohorts of students who have participated in SITE indicate that this experience has positively impacted their motivation to complete their STEM degree.

Using a dynamic, introductory-level volcanoes class as a means to introduce non-science majors to the geosciences

Science.gov (United States)

Cook, G. W.

2012-12-01

At the University of California, San Diego, I teach a quarter-long, introductory Earth Science class titled "Volcanoes," which is, in essence, a functional class in volcanology designed specifically for non-majors. This large-format (enrollment ~ 85), lecture-based class provides students from an assortment of backgrounds an opportunity to acquire much-needed (and sometimes dreaded) area credits in science, while also serving as an introduction to the Earth Science major at UCSD (offered through Scripps Institution of Oceanography). The overall goal of the course is to provide students with a stimulating and exciting general science option that, using an inherently interesting topic, introduces them to the fundamentals of geoscience. A secondary goal is to promote general science and geoscience literacy among the general population of UCSD. Student evaluations of this course unequivocally indicate a high degree of learning and interest in the material. The majority of students in the class (>80%) are non-science majors and very few students (degree-seeking students. In addition, only a handful of students have typically had any form of geology class beyond high school level Earth Science. Consequently, there are challenges associated with teaching the class. Perhaps most significantly, students have very little background—background that is necessary for understanding the processes involved in volcanic eruptions. Second, many non-science students have built-in anxieties with respect to math and science, anxieties that must be considered when designing curriculum and syllabi. It is essential to provide the right balance of technical information while remaining in touch with the audience. My approach to the class involves a dynamic lecture format that incorporates a wide array of multimedia, analogue demonstrations of volcanic processes, and small-group discussions of topics and concepts. In addition to teaching about volcanoes—a fascinating subject in and of

Mathematical Sciences in Australia

Science.gov (United States)

Thomas, Jan; Muchatuta, Michelle; Wood, Leigh

2009-01-01

This article investigates enrolment trends in mathematical sciences in Australian universities. Data has been difficult to extract and the coding for mathematical disciplines has made investigation challenging. We show that the number of mathematics major undergraduates in Australia is steadily declining though the number studying…

Starting an Actuarial Science Major at a Liberal Arts College

Science.gov (United States)

Mills, Mark A.

2014-01-01

The article provides details of the process of starting an actuarial science major at a small, liberal arts college. Some critique of the major is included, as well as some challenges that may be faced by others wanting to start such a major at their institution.

The Gender Differences: Hispanic Females and Males Majoring in Science or Engineering

Science.gov (United States)

Brown, Susan Wightman

Documented by national statistics, female Hispanic students are not eagerly rushing to major in science or engineering. Using Seidman's in-depth interviewing method, 22 Hispanic students, 12 female and 10 male, majoring in science or engineering were interviewed. Besides the themes that emerged with all 22 Hispanic students, there were definite differences between the female and male Hispanic students: role and ethnic identity confusion, greater college preparation, mentoring needed, and the increased participation in enriched additional education programs by the female Hispanic students. Listening to these stories from successful female Hispanic students majoring in science and engineering, educators can make changes in our school learning environments that will encourage and enable more female Hispanic students to choose science or engineering careers.

Gender Preference in Primary School Enrolment among ...

African Journals Online (AJOL)

2017-05-01

May 1, 2017 ... The benefits of equal enrolment and retention in primary schools cannot be underestimated for ... Gender Preference in Primary School Enrolment among Households in Northern Region, Ghana decisions ... is a major decision maker in issues of education (Akaguri, 2011; Al-Samarrai & Peasgood,. 1998).

Brief 74 Nuclear Engineering Enrollments and Degrees Survey, 2014 Data

Energy Technology Data Exchange (ETDEWEB)

None, None

2015-03-15

The 2014 survey includes degrees granted between September 1, 2013 and August 31, 2014, and enrollments for fall 2014. There are three academic programs new to this year's survey. Thirty-five academic programs reported having nuclear engineering programs during 2014, and data were provided by all thirty-five. The enrollments and degrees data include students majoring in nuclear engineering or in an option program equivalent to a major. Two nuclear engineering programs have indicated that health physics option enrollments and degrees are also reported in the health physics enrollments and degrees survey.

Choices in higher education: Majoring in and changing from the sciences

Science.gov (United States)

Minear, Nancy Ann

This dissertation addresses patterns of retention of undergraduate science, engineering and mathematics (SEM) students, with special attention paid to female and under represented minority students. As such, the study is focused on issues related to academic discipline and institutional retention, rather than the retention of students in the overall system of higher education. While previous retention studies have little to say about rates of retention that are specific to the sciences (or any other specific area of study) or employ models that rely on students' performance at the college level, this work address both points by identifying the post secondary academic performance characteristics of persisters and non-persisters in the sciences by gender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in sciencegender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in science majors. A secondary goal of investigating the usefulness of institutional records for retention research is addressed. Models produced for the entire population and selected subpopulations consistently classified higher-performing (both SEM and non-SEM grade point averages) students into Bachelor of Science categories using the number of Introductory Chemistry courses attempted at the university. For lower performing students, those with more introductory chemistry courses were classified as changing majors out of the sciences, and in general as completing a Bachelor of Arts degree. Performance in gatekeeper courses as a predictor of terminal academic status was limited to Introductory Physics for a small number of cases. Performance in Introductory Calculus and Introductory Chemistry were not consistently utilized as predictor variables. The models produced for various subpopulations (women, ethnic groups and matriculation

Predicting who will major in a science discipline: Expectancy-value theory as part of an ecological model for studying academic communities

Science.gov (United States)

Sullins, Ellen S.; Hernandez, Delia; Fuller, Carol; Shiro Tashiro, Jay

Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed.

Gender Attributions of Science and Academic Attributes: AN Examination of Undergraduate Science, Mathematics, and Technology Majors

Science.gov (United States)

Hughes, W. Jay

Questionnaire data (n = 297) examined the relationship between gender attributions of science and academic attributes for undergraduate science, mathematics, and technology majors from the perspective of gender schema theory. Female and male respondents perceived that (a) the role of scientist was sex typed as masculine, (b) their majors were more valuable for members of their gender than for those of the opposite gender, (c) their majors were more valuable for themselves than for members of their gender in general. Androgynous attributions of scientists and the value of one's major for women predicted value for oneself, major confidence, and career confidence, and masculine attributions of scientists predicted class participation for female respondents. Feminine attributions of scientists predicted graduate school intent; value for women predicted major confidence and subjective achievement, and value for men predicted value for oneself, course confidence, and career confidence for male respondents.

A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

Science.gov (United States)

Smith, Geoffrey R.

2010-01-01

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

Assessment of Teaching Methods and Critical Thinking in a Course for Science Majors

Science.gov (United States)

Speck, Angela; Ruzhitskaya, L.; Whittington, A. G.

2014-01-01

Ability to think critically is a key ingredient to the scientific mindset. Students who take science courses may or may not be predisposed to critical thinking - the ability to evaluate information analytically. Regardless of their initial stages, students can significantly improve their critical thinking through learning and practicing their reasoning skills, critical assessments, conducting and reflecting on observations and experiments, building their questioning and communication skills, and through the use of other techniques. While, there are several of teaching methods that may help to improve critical thinking, there are only a few assessment instruments that can help in evaluating the efficacy of these methods. Critical thinking skills and improvement in those skills are notoriously difficult to measure. Assessments that are based on multiple-choice questions demonstrate students’ final decisions but not their thinking processes. In addition, during the course of studies students may develop subject-based critical thinking while not being able to extend the skills to the general critical thinking. As such, we wanted to design and conduct a study on efficacy of several teaching methods in which we would learn how students’ improve their thinking processes within a science discipline as well as in everyday life situations. We conducted a study among 20 astronomy, physics and geology majors-- both graduate and undergraduate students-- enrolled in our Solar System Science course (mostly seniors and early graduate students) at the University of Missouri. We used the Ennis-Weir Critical Thinking Essay test to assess students’ general critical thinking and, in addition, we implemented our own subject-based critical thinking assessment. Here, we present the results of this study and share our experience on designing a subject-based critical thinking assessment instrument.

Science from the Pond up: Using Measurement to Introduce Inquiry

Science.gov (United States)

Demir, Abdulkadir; Schmidt, Frank; Abell, Sandra K.

2010-01-01

The authors engaged nonscience majors enrolled in an integrated science course with a prototype activity designed to change their mindset from cookbook to inquiry science. This article describes the activity, the Warm Little Pond, which helped students develop essential understanding of basic statistics, significant figures, and the idea that…

Enrolling science teachers in continual professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions.......The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...

Profiles of Motivated Self-Regulation in College Computer Science Courses: Differences in Major versus Required Non-Major Courses

Science.gov (United States)

Shell, Duane F.; Soh, Leen-Kiat

2013-12-01

The goal of the present study was to utilize a profiling approach to understand differences in motivation and strategic self-regulation among post-secondary STEM students in major versus required non-major computer science courses. Participants were 233 students from required introductory computer science courses (194 men; 35 women; 4 unknown) at a large Midwestern state university. Cluster analysis identified five profiles: (1) a strategic profile of a highly motivated by-any-means good strategy user; (2) a knowledge-building profile of an intrinsically motivated autonomous, mastery-oriented student; (3) a surface learning profile of a utility motivated minimally engaged student; (4) an apathetic profile of an amotivational disengaged student; and (5) a learned helpless profile of a motivated but unable to effectively self-regulate student. Among CS majors and students in courses in their major field, the strategic and knowledge-building profiles were the most prevalent. Among non-CS majors and students in required non-major courses, the learned helpless, surface learning, and apathetic profiles were the most prevalent. Students in the strategic and knowledge-building profiles had significantly higher retention of computational thinking knowledge than students in other profiles. Students in the apathetic and surface learning profiles saw little instrumentality of the course for their future academic and career objectives. Findings show that students in STEM fields taking required computer science courses exhibit the same constellation of motivated strategic self-regulation profiles found in other post-secondary and K-12 settings.

Motivation for Enrolment and Influence of Postgraduate Study ...

African Journals Online (AJOL)

Motivation for Enrolment and Influence of Postgraduate Study Programme on Career Satisfaction among Agriculture Students in Southwestern Nigeria. ... and the need to meet requirements for choice career/job (mean=3.09) ranked as the major factors influencing enrolment for postgraduate programme among respondents ...

Using the Geoscience Literacy Frameworks and Educational Technologies to Promote Science Literacy in Non-science Major Undergraduates

Science.gov (United States)

Carley, S.; Tuddenham, P.; Bishop, K. O.

2008-12-01

In recent years several geoscience communities have been developing ocean, climate, atmosphere and earth science literacy frameworks as enhancements to the National Science Education Standards content standards. Like the older content standards these new geoscience literacy frameworks have focused on K-12 education although they are also intended for informal education and general public audiences. These geoscience literacy frameworks potentially provide a more integrated and less abstract approach to science literacy that may be more suitable for non-science major students that are not pursuing careers in science research or education. They provide a natural link to contemporary environmental issues - e.g., climate change, resource depletion, species and habitat loss, natural hazards, pollution, development of renewable energy, material recycling. The College of Exploration is an education research non-profit that has provided process and technical support for the development of most of these geoscience literacy frameworks. It has a unique perspective on their development. In the last ten years it has also gained considerable national and international expertise in facilitating web-based workshops that support in-depth conversations among educators and working scientists/researchers on important science topics. These workshops have been of enormous value to educators working in K-12, 4-year institutions and community colleges. How can these geoscience literacy frameworks promote more collaborative inquiry-based learning that enhances the appreciation of scientific thinking by non-majors? How can web- and mobile-based education technologies transform the undergraduate non-major survey course into a place where learners begin their passion for science literacy rather than end it? How do we assess science literacy in students and citizens?

Survey of Mathematics and Science Requirements for Production-Oriented Agronomy Majors.

Science.gov (United States)

Aide, Michael; Terry, Danny

1996-01-01

Analyzes course requirements to determine the amount of required mathematics and science for production-oriented agronomy majors. Reports that mathematics requirements center around college algebra and statistics; science requirements generally include chemistry, biology, plant physiology, and genetics; and land-grant institutions have a…

Science and the Nonscience Major: Addressing the Fear Factor in the Chemical Arena Using Forensic Science

Science.gov (United States)

Labianca, Dominick A.

2007-01-01

This article describes an approach to minimizing the "fear factor" in a chemistry course for the nonscience major, and also addresses relevant applications to other science courses, including biology, geology, and physics. The approach emphasizes forensic science and affords students the opportunity to hone their analytical skills in an…

CDM: Teaching Discrete Mathematics to Computer Science Majors

Science.gov (United States)

Sutner, Klaus

2005-01-01

CDM, for computational discrete mathematics, is a course that attempts to teach a number of topics in discrete mathematics to computer science majors. The course abandons the classical definition-theorem-proof model, and instead relies heavily on computation as a source of motivation and also for experimentation and illustration. The emphasis on…

Admission Path, Family Structure and Outcomes in Ghana's Public Universities: Evidence from KNUST Students Enrolled in the Social Sciences

Science.gov (United States)

Yusif, Hadrat; Ofori-Abebrese, Grace

2017-01-01

At the Kwame Nkrumah University of Science and Technology (KNUST) in Ghana, first year enrolment increased by 1466.81% from 708 in 1961/1962 to 11,093 in 2011. In the 2013/2014 academic year, the total student population was 45,897. There are now five main admission paths, comprising regular, mature, fee paying, less endowed, and protocol/staff…

2011 Annual Survey of Journalism and Mass Communication Enrollments: Enrollments Decline, Reversing the Increase of a Year Earlier, and Suggesting Slow Growth for Future

Science.gov (United States)

Becker, Lee B.; Vlad, Tudor; Kalpen, Konrad

2012-01-01

Enrollments in journalism and mass communication programs declined in the autumn of 2011, compared to a year earlier. Enrollments were down slightly at the senior and junior levels and substantially at the freshman level. Enrollment increased at the sophomore level. The majority of administrators say they have made curricular changes in the past…

Anticipatory Enrollment Management: Another Level of Enrollment Management

Science.gov (United States)

Dennis, Marguerite J.

2012-01-01

Building on the principles of Enrollment Management (EM) and Strategic Enrollment Management (SEM), Anticipatory Enrollment Management (AEM) offers another level of managing enrollment: anticipating future enrollment. AEM is grounded in the basic principles of Customer Relationship Management (CRM) and includes strategic out-reach to parents and…

26 CFR 300.7 - Enrollment of enrolled actuary fee.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 18 2010-04-01 2010-04-01 false Enrollment of enrolled actuary fee. 300.7... AND ADMINISTRATION USER FEES § 300.7 Enrollment of enrolled actuary fee. (a) Applicability. This section applies to the initial enrollment of enrolled actuaries with the Joint Board for the Enrollment of...

Strategic Curricular Decisions in Butler University's Actuarial Science Major

Science.gov (United States)

Wilson, Christopher James

2014-01-01

We describe specific curricular decisions employed at Butler University that have resulted in student achievement in the actuarial science major. The paper includes a discussion of how these decisions might be applied in the context of a new actuarial program.

The Effects of Majoring in Political Science on Political Efficacy

Science.gov (United States)

Dominguez, Casey B. K.; Smith, Keith W.; Williams, J. Michael

2017-01-01

This study tests, and finds support, for the hypotheses that a student who majors in political science will have stronger feelings of political competence and will be more willing to engage in hypothetical political actions than two peer groups: (a) those who major in other fields and (b) those who show an interest in politics but have not studied…

Good Intentions: AN Experiment in Middle School Single-Sex Science and Mathematics Classrooms with High Minority Enrollment

Science.gov (United States)

Baker, Dale

This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.

High school and college introductory science education experiences: A study regarding perceptions of university students persisting in science as a major area of study

Science.gov (United States)

Fredrick, L. Denise

The focus of this study was to investigate college students' perception of high school and college introductory science learning experiences related to persistence in science as a major area of study in college. The study included students' perceptions of the following areas of science education: (1) teacher interpersonal relationship with students, (2) teacher personality styles, (3) teacher knowledge of the content, (4) instructional methods, and (5) science course content. A survey research design was employed in the investigative study to collect and analyze data. One hundred ninety two students participated in the research study. A survey instrument entitled Science Education Perception Survey was used to collect data. The researcher sought to reject or support three null hypotheses as related to participants' perceptions of high school and college introductory science education experiences. Using binomial regression analysis, this study analyzed differences between students persisting in science and students not persisting in science as a major. The quantitative research indicated that significant differences exist between persistence in science as a major and high school science teacher traits and college introductory science instructional methods. Although these variables were found to be significant predictors, the percent variance was low and should be considered closely before concluded these as strong predictors of persistence. Major findings of the qualitative component indicated that students perceived that: (a) interest in high school science course content and high school science teacher personality and interpersonal relationships had the greatest effect on students' choice of major area of study; (b) interest in college introductory science course content had the greatest effect on students' choice of major area of study; (c) students recalled laboratory activities and overall good teaching as most meaningful to their high school science

Developing "Green" Business Plans: Using Entrepreneurship to Teach Science to Business Administration Majors and Business to Biology Majors

Science.gov (United States)

Letovsky, Robert; Banschbach, Valerie S.

2011-01-01

Biology majors team with business administration majors to develop proposals for "green" enterprise for a business plan competition. The course begins with a series of student presentations so that science students learn about the fundamentals of business, and business students learn about environmental biology. Then mixed biology-business student…

Impact of Outreach on Physics Enrollment in Idaho

Science.gov (United States)

Shropshire, Steven

2013-04-01

Idaho State University Physics Outreach has many aspects, from workshops for teachers, demonstration presentations for schools and community groups, Science Olympics, science festivals, and a Haunted Science Lab. An overview of these programs will be presented, followed by a more detailed description of the mechanics and methods that have made physics outreach programs at ISU a success, and the impact they have had on physics enrollment at ISU. Suggestions on how to get started with science outreach, get funding, involve student and community members, and convince your colleagues and administration that these efforts are worth supporting will be provided.

Women's decision to major in STEM fields

Science.gov (United States)

Conklin, Stephanie

This paper explores the lived experiences of high school female students who choose to enter into STEM fields, and describes the influencing factors which steered these women towards majors in computer science, engineering and biology. Utilizing phenomenological methodology, this study seeks to understand the essence of women's decisions to enter into STEM fields and further describe how the decision-making process varies for women in high female enrollment fields, like biology, as compared with low enrollment fields like, computer science and engineering. Using Bloom's 3-Stage Theory, this study analyzes how relationships, experiences and barriers influenced women towards, and possibly away, from STEM fields. An analysis of women's experiences highlight that support of family, sustained experience in a STEM program during high school as well as the presence of an influential teacher were all salient factors in steering women towards STEM fields. Participants explained that influential teacher worked individually with them, modified and extended assignments and also steered participants towards coursework and experiences. This study also identifies factors, like guidance counselors as well as personal challenges, which inhibited participant's path to STEM fields. Further, through analyzing all six participants' experiences, it is clear that a linear model, like Bloom's 3-Stage Model, with limited ability to include potential barriers inhibited the ability to capture the essence of each participant's decision-making process. Therefore, a revised model with no linear progression which allows for emerging factors, like personal challenges, has been proposed; this model focuses on how interest in STEM fields begins to develop and is honed and then mastered. This study also sought to identify key differences in the paths of female students pursuing different majors. The findings of this study suggest that the path to computer science and engineering is limited. Computer

How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari

2016-01-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

Using Infiniscope Exploratory Activities in an Online Astronomy Lab Course for Non-Science Majors

Science.gov (United States)

Knierman, Karen; Anbar, Ariel; Tamer, A. Joseph; Hunsley, Diana; Young, Patrick A.; Center for Education Through eXploration

2018-01-01

With the growth of online astronomy courses, it has become necessary to design different strategies for students to engage meaningfully with astronomy content. In contrast to some of the previously designed “cookbook”-style lab exercises, the strategy of these Infiniscope activities is to provide an experience where the students explore and discover the content for themselves. The Infiniscope project was created by ASU’s School of Earth and Space Exploration and NASA’s Science Mission Directorate as part of the NASA Exploration Connection project. As part of this project, online activities on topics such as asteroids and Kuiper Belt objects, eclipses, and Kepler’s Laws were designed and created for middle school (grades 6-8) and informal education settings. This poster discusses adapting these activities to the undergraduate non-science major setting. In fall 2017, the Infiniscope activities, such as Small Worlds and Kepler’s Laws, will be incorporated into an Arizona State University online astronomy course, AST 113, which is the laboratory component for the Introduction to Solar System Astronomy course sequence. This course typically enrolls about 800-900 students per semester with a combination of students who are online only as well as those who also take in person classes. In this type of class, we cannot have any in-person required sessions and all content must be delivered online asynchronously. The use of the Infiniscope exploratory exercises will provide students with the ability to use NASA data in a hands-on manner to discover the solar system for themselves.

QUALITATIVE INDICATORS OF EFFICIENCY OF TECHNOLOGIES DEVELOPING ESP COMPETENCE IN STUDENTS MAJORING IN SCIENCES

Directory of Open Access Journals (Sweden)

Наталія Микитинко

2015-05-01

Full Text Available The article is dedicated to identifying and diagnosing qualitative indicators of efficiency of technologies developing ESP competence in students majoring in Sciences, namely: indicators of objective and subjective assessment  of students’ ESP competence, students’ motivation regarding professional choice, organizational features of professional training, its contents, the most popular learning activities, use of active methods of study in educational process. The paradigm of experimental research of efficiency of technologies developing ESP competence in students majoring in Sciences has been defined. Based on the interpretation of the qualitative indicators the hypothesis of efficiency of technologies developing ESP competence in students majoring in Sciences has been proven.

Enrolling science teachers in continual professional development

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund

2010-01-01

The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

31 CFR 10.4 - Eligibility for enrollment as enrolled agent or enrolled retirement plan agent.

Science.gov (United States)

2010-07-01

...) Enrollment as an enrolled agent upon examination. The Director of the Office of Professional Responsibility may grant enrollment as an enrolled agent to an applicant who demonstrates special competence in tax... the Office of Professional Responsibility and who has not engaged in any conduct that would justify...

Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

Science.gov (United States)

Zollman, Dean

2001-03-01

For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

Science.gov (United States)

LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

2012-04-01

Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

Do Biology Majors Really Differ from Non–STEM Majors?

Science.gov (United States)

Cotner, Sehoya; Thompson, Seth; Wright, Robin

2017-01-01

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry. PMID:28798210

Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors

Science.gov (United States)

Eisen, Arri; Huang, Junjian

2014-01-01

Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project--(1) providing students with strategies to…

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

Science.gov (United States)

Ceglie, Robert

2013-02-01

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.

Avatars of Hollywood in Physical Science

Science.gov (United States)

Efthimiou, Costas J.; Llewellyn, Ralph A.

2006-01-01

This paper reports the results of the initial phase of an ambitious project known as Physics in Films, designed to help improve public understanding of the basic principles of physical science that the authors have embarked upon. The project began with several large groups of nonscience majors enrolled in the general education physical science course at the University of Central Florida (UCF), a course with a counterpart in nearly every college and university (and many high schools) in the nation.

Motivating Non-Science Majors: The Technology of Electromagnetic Waves

Science.gov (United States)

Henrich, Victor E.

2018-01-01

To address the need for physics courses that stimulate non- STEM majors' interest in, and appreciation of, science, the Department of Applied Physics has developed a popular course for Yale College undergraduates, The Technological World, that explains the physics behind technologies that students use every day. The course provides an in-depth…

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

Science.gov (United States)

Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Interpreting the relationships between single gender science classes and girls' academic motivation and interest

Science.gov (United States)

Johnson, Sonya L.

The purpose of this study was to determine how and to what extent single gender science classes affect motivation to learn scientific concepts, interest in science, and college major intent among high school and middle school girls. This study was designed to determine whether students' motivation to learn science changes when they are placed in a single gender science class. The study also measured whether the students' level of interest in science and desire to major in science changes based on their enrollment in a single gender class. Finally, the study investigated the career and college major intentions of the sample population used in the study. Girls in single gender groupings engage in more academic risk taking and participate more than girls in coeducational classes. This benefit alone responds to reform efforts and supports the abolition of gender-based obstacles. Single gender grouping could help encourage more girls to take interest in majoring in science, a field that is considered to be masculine. By increasing students' interest in science while enrolled in single gender classes, students may become more motivated to learn science. This study was conducted using seven, eighth, ninth and tenth grade girls from single sex and coeducational science classes. The students participated in 2 surveys, the Science Motivational Survey and the Test of Science Related Attitudes, at the beginning of the semester and at the end of the semester. In respect to girls in high school single gender science classes, results were contrary to recent studies that state that girls who received science education in a single gender setting have an increase in motivation and attitude towards science. The results did show that middle school girls in single gender science classes did show an increase in motivation.

Application of Markovian model to school enrolment projection ...

African Journals Online (AJOL)

Application of Markovian model to school enrolment projection process. VU Ekhosuehi, AA Osagiede. Abstract. No Abstract. Global Journal of Mathematical Sciences Vol. 5(1) 2006: 9-16. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT.

China's rise as a major contributor to science and technology.

Science.gov (United States)

Xie, Yu; Zhang, Chunni; Lai, Qing

2014-07-01

In the past three decades, China has become a major contributor to science and technology. China now employs an increasingly large labor force of scientists and engineers at relatively high earnings and produces more science and engineering degrees than the United States at all levels, particularly bachelor's. China's research and development expenditure has been rising. Research output in China has been sharply increasing since 2002, making China the second largest producer of scientific papers after the United States. The quality of research by Chinese scientists has also been improving steadily. However, China's rise in science also faces serious difficulties, partly attributable to its rigid, top-down administrative system, with allegations of scientific misconduct trending upward.

Brief 75 Health Physics Enrollments and Degrees Survey, 2014 Data

Energy Technology Data Exchange (ETDEWEB)

None, None

2015-03-05

The 2014 survey includes degrees granted between September 1, 2013 and August 31, 2014. Enrollment information refers to the fall term 2014. Twenty-two academic programs were included in the survey universe, with all 22 programs providing data. Since 2009, data for two health physics programs located in engineering departments are also included in the nuclear engineering survey. The enrollments and degrees data includes students majoring in health physics or in an option program equivalent to a major.

Reforming an Undergraduate Environmental Science Course for Nonscience Majors

Science.gov (United States)

Kazempour, Mahsa; Amirshokoohi, Aidin

2013-01-01

This article discusses the key components of a reform-based introductory undergraduate environmental science course for nonscience majors and elementary teacher candidates as well as the impact of such components on the participants. The main goals for the course were to actively engage the students in their learning and, in doing so, to enhance…

Do Biology Majors Really Differ from Non-STEM Majors?

Science.gov (United States)

Cotner, Sehoya; Thompson, Seth; Wright, Robin

2017-01-01

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students-including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences-if any exist-between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non-STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non-STEM majors are not unilaterally science averse; non-STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non-STEM majors are less likely than biology majors to see science as personally relevant; and non-STEM majors populations are likely to be more diverse-with respect to incoming knowledge, perceptions, backgrounds, and skills-than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry. © 2017 S. Cotner et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Earth Systems Science in an Integrated Science Content and Methods Course for Elementary Education Majors

Science.gov (United States)

Madsen, J. A.; Allen, D. E.; Donham, R. S.; Fifield, S. J.; Shipman, H. L.; Ford, D. J.; Dagher, Z. R.

2004-12-01

With funding from the National Science Foundation, we have designed an integrated science content and methods course for sophomore-level elementary teacher education (ETE) majors. This course, the Science Semester, is a 15-credit sequence that consists of three science content courses (Earth, Life, and Physical Science) and a science teaching methods course. The goal of this integrated science and education methods curriculum is to foster holistic understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in teaching science in their classrooms. During the Science Semester, traditional subject matter boundaries are crossed to stress shared themes that teachers must understand to teach standards-based elementary science. Exemplary approaches that support both learning science and learning how to teach science are used. In the science courses, students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. In the methods course, students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. An earth system science approach is ideally adapted for the integrated, inquiry-based learning that takes place during the Science Semester. The PBL investigations that are the hallmark of the Science Semester provide the backdrop through which fundamental earth system interactions can be studied. For example in the PBL investigation that focuses on energy, the carbon cycle is examined as it relates to fossil fuels. In another PBL investigation centered on kids, cancer, and the environment, the hydrologic cycle with emphasis on surface runoff and ground water contamination is studied. In a PBL investigation that has students learning about the Delaware Bay ecosystem through the story of the horseshoe crab and the biome

Living in a material world: Development and evaluation of a new materials science course for non-science majors

Science.gov (United States)

Brust, Gregory John

This study was designed to discover if there is a difference in the scientific attitudes and process skills between a group of students who were instructed with Living in a Material World and groups of students in non-science majors sections of introductory biology, chemistry, and geology courses at the University of Southern Mississippi (USM). Each of the four courses utilized different instructional techniques. Students' scientific attitudes were measured with the Scientific Attitudes Inventory (SAI II) and their knowledge of science process skills were measured with the Test of Integrated Process Skills (TIPS II). The Group Assessment of Logical Thinking (GALT) was also administered to determine if the cognitive levels of students are comparable. A series of four questionnaires called Qualitative Course Assessments (QCA) were also administered to students in the experimental course to evaluate subtle changes in their understanding of the nature and processes of science and attitudes towards science. Student responses to the QCA questionnaires were triangulated with results of the qualitative instruments, and students' work on the final project. Results of the GALT found a significant difference in the cognitive levels of students in the experimental course (PSC 190) and in one of the control group, the introductory biology (BSC 107). Results of the SAI II and the TIPS II found no significant difference between the experimental group and the control groups. Qualitative analyses of students' responses to selected questions from the TIPS II, selected items on the SAI II, QCA questionnaires, and Materials that Fly project reports demonstrate an improvement in the understanding of the nature and processes of science and a change to positive attitude toward science of students in the experimental group. Students indicated that hands-on, inquiry-based labs and performance assessment were the most effective methods for their learning. These results indicate that science

26 CFR 300.8 - Renewal of enrollment of enrolled actuary fee.

Science.gov (United States)

2010-04-01

... 26 Internal Revenue 18 2010-04-01 2010-04-01 false Renewal of enrollment of enrolled actuary fee...) PROCEDURE AND ADMINISTRATION USER FEES § 300.8 Renewal of enrollment of enrolled actuary fee. (a) Applicability. This section applies to the renewal of enrollment of enrolled actuaries with the Joint Board for...

Science Majors and Degrees among Asian-American Students: Influences of Race and Sex in "model Minority" Experiences

Science.gov (United States)

Meng, Yu; Hanson, Sandra L.

Both race and sex continue to be factors that stratify entry into science education and occupations in the United States. Asian-Americans (men and women) have experienced considerable success in the sciences and have earned the label of "model minority." The complexities and patterns involved in this success remain elusive. We use several concepts coming out of the status attainment framework and a multicultural gender perspective to explore the way in which race and sex come together to influence choices of science major and degree. Our sample consists of Asian-American and white students in the National Educational Longitudinal Study. Findings suggest that being male and being Asian-American are both associated with higher chances of pursuing majors and degrees in science. The male advantage is greater than the Asian-American advantage. Findings also suggest that race and sex interact in the science decision. For example, race differences (with an Asian-American advantage) in choice of science major are significant for women but not men. Sex differences (with a male advantage) in choice of science major are significant in the white, but not the Asian-American sample. A different set of race and sex patterns is revealed in the science degree models. Processes associated with family socioeconomic status and student characteristics help to explain race and sex patterns. Findings suggest that when Asian-American youths have closer ties to the Asian culture, they are more likely to choose science majors and degrees. Implications for policy, practice, and research in science education are discussed.

Student science enrichment training program

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1994-08-01

This is a report on the Student Science Enrichment Training Program, with special emphasis on chemical and computer science fields. The residential summer session was held at the campus of Claflin College, Orangeburg, SC, for six weeks during 1993 summer, to run concomitantly with the college`s summer school. Fifty participants selected for this program, included high school sophomores, juniors and seniors. The students came from rural South Carolina and adjoining states which, presently, have limited science and computer science facilities. The program focused on high ability minority students, with high potential for science engineering and mathematical careers. The major objective was to increase the pool of well qualified college entering minority students who would elect to go into science, engineering and mathematical careers. The Division of Natural Sciences and Mathematics and engineering at Claflin College received major benefits from this program as it helped them to expand the Departments of Chemistry, Engineering, Mathematics and Computer Science as a result of additional enrollment. It also established an expanded pool of well qualified minority science and mathematics graduates, which were recruited by the federal agencies and private corporations, visiting Claflin College Campus. Department of Energy`s relationship with Claflin College increased the public awareness of energy related job opportunities in the public and private sectors.

A nudge toward participation: Improving clinical trial enrollment with behavioral economics.

Science.gov (United States)

VanEpps, Eric M; Volpp, Kevin G; Halpern, Scott D

2016-07-20

Interventions informed by behavioral economics can address barriers to patient enrollment in clinical trials and improve recruitment efforts. Copyright © 2016, American Association for the Advancement of Science.

Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

Science.gov (United States)

McPherson, Ezella

2014-01-01

This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants'…

How teaching practices are connected to student intention to enrol in upper secondary school physics courses

Science.gov (United States)

Juuti, Kalle; Lavonen, Jari

2016-05-01

Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine whether pedagogical approaches influence student intention to enrol in upper secondary school physics courses. Sample: This study examined a clustered sample of 2949 Finnish students in the final year of comprehensive school (15-16 years old). Methods: Through explorative factor analysis, we extracted several variables that were expected to influence student intention to enrol in physics courses. We applied partial correlation to determine the underlying interdependencies of the variables. Results: The analysis revealed that the main predictor of enrolment in upper secondary school physics courses is whether students feel that physics is important. Although statistically significant, partial correlations between variables were rather small. However, the analysis of partial correlations revealed that pedagogical practices influence inquiry and attitudinal factors. Pedagogical practices that emphasise science experimentation and the social construction of knowledge had the strongest influence. Conclusions: The research implies that to increase student enrolment in physics courses, the way students interpret the subject's importance needs to be addressed, which can be done by the pedagogical practices of discussion, teacher demonstrations, and practical work.

Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics

Science.gov (United States)

Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

2017-01-01

Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of…

Science Café Course: An Innovative Means of Improving Communication Skills of Undergraduate Biology Majors

Directory of Open Access Journals (Sweden)

Anna Goldina

2013-12-01

Full Text Available To help bridge the increasing gap between scientists and the public, we developed an innovative two-semester course, called Science Café. In this course undergraduate biology majors learn to develop communication skills to be better able to explain science concepts and current developments in science to non-scientists. Students develop and host outreach events on various topics relevant to the community, thereby increasing interactions between budding scientists and the public. Such a Science Cafe course emphasizes development of science communication skills early, at the undergraduate level and empowers students to use their science knowledge in every day interactions with the public to increase science literacy, get involved in the local community and engage the public in a dialogue on various pressing science issues. We believe that undergraduate science majors can be great ambassadors for science and are often overlooked since many aspire to go on to medical/veterinary/pharmacy schools. However, science communication skills are especially important for these types of students because when they become healthcare professionals, they will interact with the public as part of their everyday jobs and can thus be great representatives for the field.

The Role of Statistics and Research Methods in the Academic Success of Psychology Majors: Do Performance and Enrollment Timing Matter?

Science.gov (United States)

Freng, Scott; Webber, David; Blatter, Jamin; Wing, Ashley; Scott, Walter D.

2011-01-01

Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone…

Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

Science.gov (United States)

Conway-Klaassen, Janice Marjorie

type threat effect which reduced the differences among the experimental conditions. However, there were significant findings related to the participants' achievement goal orientations. Individuals in the stereotype threat condition displayed higher levels of performance avoidance, overall performance, and overall avoidance goal orientations consistent with the existing literature. Post-hoc open-ended questionnaires revealed that most participants believed that men and women were equally capable in mathematics and sciences but that they also had an awareness of the negative stereotype against women in mathematics and sciences among the public. This study supports the demonstration of stereotype threat effects on women who are enrolled in science based college majors. Although I was not able to create a stereotype threat effect on their chemistry challenge test scores, I was able to demonstrate an effect on their achievement goal orientations, which has implications for instructional design and standardized testing.

A New Approach to Teaching Science to Elementary Education Majors in Response to the NGSS

Science.gov (United States)

Brevik, C.; Daniels, L.; McCoy, C.

2015-12-01

The Next Generation Science Standards (NGSS) place an equal emphasis on science process skills and science content. The goal is to have K-12 students "doing" science, not just "learning about" science. However, most traditional college science classes for elementary education majors place a much stronger emphasis on science content knowledge with the hands-on portion limited to a once-a-week lab. The two models of instruction are not aligned. The result is that many elementary school teachers are unprepared to offer interactive science with their students. Without additional coaching, many teachers fall back on the format they learned in college - lecture, handouts, homework. If we want teachers to use more hands-on methods in the classroom, these techniques should be taught to elementary education majors when they are in college. Dickinson State University has begun a collaboration between the Teacher Education Department and the Department of Natural Sciences. The physical science course for elementary education majors has been completely redesigned to focus equally on the needed science content and the science process skills emphasized by the NGSS. The format of the course has been adjusted to more closely mirror a traditional K-5 classroom; the course meets for 50 minutes five days a week. A flipped-classroom model has been adopted to ensure no content is lost, and hands-on activities are done almost every day as new concepts are discussed. In order to judge the effectiveness of these changes, a survey tool was administered to determine if there was a shift in the students' perception of science as an active instead of a passive field of study. The survey also measured the students' comfort-level in offering a hands-on learning environment in their future classrooms and their confidence in their ability to effectively teach science concepts to elementary students. Results from the first year of the study will be presented.

Trends in gender diversity American soil science classes: 2004-2005 to 2013-2014 academic years

Science.gov (United States)

Lindbo, David L.; Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dilliver, Holly; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan; Thomas, Pamela

2017-04-01

A diverse workforce has been viewed for a long time as a healthy workforce. Traditionally however Soil Science has been seen as a male dominated field. The total number of female students enrolled showed increasing trends in all classes investigated during this study, but the percentage of female students showed a decline when analyzed by total students enrolled and also declined in four of the seven individual classes investigated. While both total enrollment and female enrollment increased during the study, male enrollment increased more rapidly than female enrollment. Soil biology/microbiology classes had a trend of more than 45% female enrollment throughout the study period, but many classes had less than 40% female enrollment, especially after the 2008-2009 academic year, and some hovered around only 35% female enrollment. The percentage of female soil science students had increased in the USA and Canada from 1992 to 2004 (Baveye et al., 2006) and Miller (2011) reported an increase in the number of female students at Iowa State University in the early 2000s. Therefore, the decrease in percentage of female soil science students found in our study was disappointing, even though absolute numbers of female students increased. It appears there is still a need to find ways to better market soil science coursework to female students. One possible way to accomplish this is to take advantage of the fact that many schools are now focusing efforts on STEM training specifically for females in grades 5-12, whereby science projects, after school programs, and mentorship can substantively influence females to pursue science-based fields in college. Another possibility is to promote the trends in female employment. As an example female employment within the Soil Science Division of the USDA-NRCS has increased over the same period. It should also be noted that the number of females in leadership roles has also increased. As a profession, soil science should look to take

China’s rise as a major contributor to science and technology

Science.gov (United States)

Xie, Yu; Zhang, Chunni; Lai, Qing

2014-01-01

In the past three decades, China has become a major contributor to science and technology. China now employs an increasingly large labor force of scientists and engineers at relatively high earnings and produces more science and engineering degrees than the United States at all levels, particularly bachelor’s. China’s research and development expenditure has been rising. Research output in China has been sharply increasing since 2002, making China the second largest producer of scientific papers after the United States. The quality of research by Chinese scientists has also been improving steadily. However, China’s rise in science also faces serious difficulties, partly attributable to its rigid, top–down administrative system, with allegations of scientific misconduct trending upward. PMID:24979796

a Latent Variable Path Analysis Model of Secondary Physics Enrollments in New York State.

Science.gov (United States)

Sobolewski, Stanley John

The Percentage of Enrollment in Physics (PEP) at the secondary level nationally has been approximately 20% for the past few decades. For a more scientifically literate citizenry as well as specialists to continue scientific research and development, it is desirable that more students enroll in physics. Some of the predictor variables for physics enrollment and physics achievement that have been identified previously includes a community's socioeconomic status, the availability of physics, the sex of the student, the curriculum, as well as teacher and student data. This study isolated and identified predictor variables for PEP of secondary schools in New York. Data gathered by the State Education Department for the 1990-1991 school year was used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to that done by Bryant (1974) was conducted to determine if the relationships between a set of predictor variables related to physics enrollment had changed in the past 20 years. Variables which were isolated included: community, facilities, teacher experience, number of type of science courses, school size and school science facilities. When these variables were isolated, latent variable path diagrams were proposed and verified by the Linear Structural Relations computer modeling program (LISREL). These diagrams differed from those developed by Bryant in that there were more manifest variables used which included achievement scores in the form of Regents exam results. Two criterion variables were used, percentage of students enrolled in physics (PEP) and percent of students enrolled passing the Regents physics exam (PPP). The first model treated school and community level variables as exogenous while the second model treated only the community level variables as exogenous. The goodness of fit indices for the models was 0.77 for the first model and 0.83 for the second

The influences and experiences of African American undergraduate science majors at predominately White universities

Science.gov (United States)

Blockus, Linda Helen

The purpose of this study is to describe and explore some of the social and academic experiences of successful African American undergraduate science majors at predominately White universities with the expectation of conceptualizing emerging patterns for future study. The study surveyed 80 upperclass African Americans at 11 public research universities about their perceptions of the influences that affect their educational experiences and career interests in science. The mailed survey included the Persistence/ voluntary Dropout Decision Scale, the Cultural Congruity Scale and the University Environment Scale. A variety of potential influences were considered including family background, career goals, psychosocial development, academic and social connections with the university, faculty relationships, environmental fit, retention factors, validation, participation in mentored research projects and other experiences. The students' sources of influences, opportunities for connection, and cultural values were considered in the context of a research university environment and investigated for emerging themes and direction for future research. Results indicate that performance in coursework appears to be the most salient factor in African American students' experience as science majors. The mean college gpa was 3.01 for students in this study. Challenging content, time demands, study habits and concern with poor grades all serve to discourage students; however, for most of the students in this study, it has not dissuaded them from their educational and career plans. Positive course performance provided encouragement. Science faculty provide less influence than family members, and more students find faculty members discouraging than supportive. Measures of faculty relations were not associated with academic success. No evidence was provided to confirm the disadvantages of being female in a scientific discipline. Students were concerned with lack of minority role models

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

Science.gov (United States)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

Factors that influence women's dispositions toward science

Science.gov (United States)

Atria, Catherine Graczyk

Females have been underrepresented in the study of science and science careers for decades although advancements have been made in closing this gender gap, the gap persists particularly in the physical sciences. Variables which influence a woman's desire to pursue and maintain a science course of study and career must be discovered. The United States lags behind other industrialized countries in the fields of science, math, and engineering. Females comprise an estimated half of the population; their potential contributions cannot be ignored or overlooked. This retrospective research study explores the personal experiences of ten women enrolled in science majors, with science related career plans. The goal of this study is to describe the factors that influence the participants' interest in science. The findings, the effect of science coursework, science teachers' personality and manner, other influential educational personnel, role models and mentors, external influences exclusive of school, parental influence, locus of control and positive attitudes toward science confirm what other researchers have found.

31 CFR 10.6 - Enrollment as an enrolled agent or enrolled retirement plan agent.

Science.gov (United States)

2010-07-01

... Director of the Office of Professional Responsibility as a professional organization or society whose... or societies wishing to be considered as qualified sponsors must request this status from the... in paragraph (f) of this section. (o) Enrolled actuaries. The enrollment and the renewal of...

Emphasizing Astrobiology: Highlighting Communication in an Elective Course for Science Majors

Science.gov (United States)

Offerdahl, Erika G.; Prather, Edward E.; Slater, Timothy F.

2004-01-01

The project described here involved the design, implementation, and evaluation of an upper level, undergraduate elective course for science majors. Specific course goals were to help students gain an appreciation of the interdisciplinary nature of astrobiology, understand key ideas in astrobiology, and develop the skills necessary to communicate…

Science or liberal arts? Cultural capital and college major choice in China.

Science.gov (United States)

Hu, Anning; Wu, Xiaogang

2017-12-19

Previous studies on major East Asian societies such as Japan and Korea generally fail to find a strong effect of cultural capital in educational inequality, partly due to the characteristic extreme focus on standardized test and curriculum. This study shifts attention to the horizontal stratification of education by investigating the association between family background, cultural capital, and college major choice in contemporary China. Based on analysis of data from the Beijing College Students Panel Survey (BCSPS), we found that, on average, cultural capital significantly mediates the relationship between family background and college major preference. Those with greater endowment of cultural capital are more likely to come from socio-economically advantaged families, and, at the same time, demonstrate a stronger propensity to major in liberal arts fields rather than science, technology, engineering and mathematics (STEM) fields. Further analyses reveal that the association between cultural capital and academic field choice comes into being by way of performance in the Chinese test in the national college entrance examination and of the non-cognitive dispositions, such as self-efficacy and self-esteem. Our findings better our understanding of formation of the horizontal stratification of higher education. © London School of Economics and Political Science 2017.

Nuclear engineering enrollments and degrees, 1994: Appendixes

International Nuclear Information System (INIS)

1995-05-01

This survey is designed to include those programs sponsored by the Department of Energy. The survey is designed to include those programs offering a major in nuclear engineering or course work equivalent to a major in other engineering disciplines that prepare the graduates to perform as nuclear engineers. This survey provides data on nuclear engineering enrollments and degrees for use in labor market analyses, information on education programs for students, and information on new graduates to employers, government agencies, academia and professional societies

Engineering Education in the Science Classroom: A Case Study of One Teacher's Disparate Approach with Ability-Tracked Classrooms

Science.gov (United States)

Schnittka, Christine G.

2012-01-01

Currently, unless a K-12 student elects to enroll in technology-focused schools or classes, exposure to engineering design and habits of mind is minimal. However, the "Framework for K-12 Science Education," published by the National Research Council in 2011, includes engineering design as a new and major component of the science content…

At the Crossroads of Art and Science: A New Course for University Non-Science Majors

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Blatt, S. Leslie

2004-03-01

How much did Seurat know about the physics, physiology, and perceptual science of color mixing when he began his experiments in pointillism? Did Vermeer have a camera obscura built into his studio to create the perfect perspective and luminous effects of his canvases? Early in the 20th century, consequences of the idea that "no single reference point is to be preferred above any other" were worked out in physics by Einstein (special and general relativity), in art by Picasso (early cubism), and in music by Schoenberg (12-tone compositions); did this same paradigm-shifting concept arise, in three disparate fields, merely by coincidence? We are developing a new course, aimed primarily at non-science majors, that addresses questions like these through a combination of hands-on experiments on the physics of light, investigations in visual perception, empirical tests of various drawing and painting techniques, and field trips to nearby museums. We will show a few examples of the kinds of art/science intersections our students will be exploring, and present a working outline for the course.

Variations in Primary Teachers’ Responses and Development during Three Major Science In- Service Programmes

Directory of Open Access Journals (Sweden)

Anthony Pell

2011-01-01

Full Text Available This paper reports on how different types of teachers responded to in-service aimed at developing investigative-based science education (IBSE in primary schools, and the extent to which they applied their new skills in the classroom. Common items from evaluation questionnaires allowed data to be combined from three major in-service programmes. Using complete data sets from 120 teachers, cluster analysis enabled three teacher types to be identified: a small group of ‘science unsures’, with low attitude scores and little confidence, who showed no response to the innovation; ‘holistic improvers’, who showed the largest improvement in science teaching confidence; and ‘high level, positive progressives’, who were very positive to science teaching throughout and showed gains in confidence in teaching physics and chemistry, as well as in demonstrating the relevance of science to their pupils. Taking account of these teacher types alongside interviews and observations, nine developmental stages in how teachers apply their new expertise in the classroom and the whole school are suggested. Major factorsinfluencing application in the classroom are the teachers’ initial science knowledge and pedagogical expertise, and motivating feedback to teachers when pupils responded positively to the innovation. Assessing teachers’ initial level of subject knowledge and science pedagogical expertise to inform the approach and amount of in-service provision is important. Subsequent mentoring as well as support from the school principal when teachers first try IBSE with pupils promotes successful implementation in the classroom.

An evaluation of community college student perceptions of the science laboratory and attitudes towards science in an introductory biology course

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Robinson, Nakia Rae

independent predictor of attitudes toward science, albeit negatively. The results from this study indicated that there is a need to increase the opportunity for inquiry in the science laboratory. The data also suggest that although all academic streams may have similar views of the laboratory experiences, more needs to be implemented to improve the scientific attitudes of nonscience majors enrolled in a course for science majors.

Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

Science.gov (United States)

Sarantopoulos, Helen D.

Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p learning-style preferences were found between second English language learners and those who learned English as their primary language (p tactile (p learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

An Examination of Single-Gender and Coeducational Classes: Their Impact on the Academic Achievement of Middle School Students Enrolled in Mathematics and Science at Selected Schools in Georgia

Science.gov (United States)

Elam, Jeanette H.

2009-01-01

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade…

Optimism in Enrollment Management

Science.gov (United States)

Buster-Williams, Kimberley

2016-01-01

Enrollment managers, like most managers, have goals that must be focused on with precision, excitement, and vigor. Enrollment managers must excel at enrollment planning. Typically, enrollment planning unites undergraduate and graduate recruitment plans, out-of-state recruitment plans, marketing plans, retention plans, international enrollment…

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

Science.gov (United States)

Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

2018-04-01

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

Characteristics Associated with Persistence and Retention among First-Generation College Students Majoring in Science, Technology, Engineering, or Math

Science.gov (United States)

Burnett, Lorie Lasseter

Persistence and retention of college students is a great concern in American higher education. The dropout rate is even more apparent among first-generation college students, as well as those majoring in science, technology, engineering, and math (STEM). More students earning STEM degrees are needed to fill the many jobs that require the skills obtained while in college. More importantly, those students who are associated with a low-socioeconomic background may use a degree to overcome poverty. Although many studies have been conducted to determine the characteristics associated with student attrition among first-generation students or STEM majors, very little information exists in terms of persistence and retention among the combined groups. The current qualitative study identified some of the characteristics associated with persistence and retention among first-generation college students who are also STEM majors. Participants were juniors or seniors enrolled at a regional 4-year institution. Face-to-face interviews were conducted to allow participants to share their personal experiences as first-generation STEM majors who continue to persist and be retained by their institution. Tinto's Theory of Individual Departure (1987) was used as a framework for the investigation. This theory emphasizes personal and academic background, personal goals, disconnecting from one's own culture, and institutional integration as predictors of persistence. The findings of the investigation revealed that persisting first-generation STEM majors are often connected to family, but have been able to separate that connection with that of the institution. They also are goal-driven and highly motivated and have had varied pre-college academic experiences. These students are academically integrated and socially integrated in some ways, but less than their non-first-generation counterparts. They are overcoming obstacles that students from other backgrounds may not experience. They receive

Female and male Hispanic students majoring in science or engineering: Their stories describing their educational journeys

Science.gov (United States)

Brown, Susan Wightman

National statistics clearly demonstrate an underrepresentation of minorities in the fields of science and engineering. Blacks, Hispanics, American Indians, and Asians do not typically choose science or engineering as their college major; therefore, there is a very small representation of these minorities in the science and engineering labor force. The decision not to major in science and engineering may begin as soon as the child can begin to recognize role models in the media. News stories, magazine articles, television programs, teachers, parents, administrators, and other agencies have painted the picture of a scientist or engineer as being dominantly a White male. Schools have continued society's portrayal by using curriculum, textbooks, role models, instructional strategies, and counseling that continues to encourage the White male to succeed in science and engineering, but discourages the minority students, male and female, from succeeding in these fields. In this qualitative study, 22 Hispanic students, 12 female and 10 male, who are majoring in science or engineering, were interviewed using Seidman's in-depth interviewing technique. These students were shadowed in their college science or engineering classes; their high school and college transcripts were analyzed; and, a focus group was brought together at the end of the interviewing process in order to allow interaction between the participants. The goal was to explore the educational journeys of the 22 Hispanic students. What made a difference in the journeys of these 22 students so that they could succeed in majors that have historically discouraged minority students? Seven themes emerged: family support, honors program, challenging and interactive curriculum, college preparation in high school courses, caring and kind teachers, small class size, and small communities. Gender comparison of the educational journeys documents these differences between the females and males: college preparation, mentoring

Research and Teaching: Using Twitter in a Nonscience Major Science Class Increases Journal of College Science Teaching

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Halpin, Patricia A.

2016-01-01

Nonscience majors often rely on general internet searches to locate science information. This practice can lead to misconceptions because the returned search information can be unreliable. In this article the authors describe how they used the social media site Twitter to address this problem in a general education course, BSCI 421 Diseases of the…

Eating disorder risk, exercise dependence, and body weight dissatisfaction among female nutrition and exercise science university majors.

Science.gov (United States)

Harris, Natalie; Gee, David; d'Acquisto, Debra; Ogan, Dana; Pritchett, Kelly

2015-09-01

Past research has examined eating disorder risk among college students majoring in Nutrition and has suggested an increased risk, while other studies contradict these results. Exercise Science majors, however, have yet to be fully examined regarding their risk for eating disorders and exercise dependence. Based on pressures to fit the image associated with careers related to these two disciplines, research is warranted to examine the potential risk for both eating disorder and exercise dependence. The purpose of this study is to compare eating disorder risk, exercise dependence, and body weight dissatisfaction (BWD) between Nutrition and Exercise Science majors, compared to students outside of these career pathways. Participants (n = 89) were divided into three groups based on major; Nutrition majors (NUTR; n = 31), Exercise Science majors (EXSC; n = 30), and other majors (CON; n = 28). Participants were given the EAT-26 questionnaire and the Exercise Dependence Scale. BWD was calculated as the discrepancy between actual BMI and ideal BMI. The majority of participants expressed a desire to weigh less (83%) and EXSC had significantly (p = .03) greater BWD than NUTR. However, there were no significant differences in eating disorder risk or exercise dependence among majors. This study suggested there was no significant difference in eating disorder risk or exercise dependence between the three groups (NUTR, EXSC, and CON).

Green Chemistry and Sustainability: An Undergraduate Course for Science and Nonscience Majors

Science.gov (United States)

Gross, Erin M.

2013-01-01

An undergraduate lecture course in Green Chemistry and Sustainability has been developed and taught to a "multidisciplinary" group of science and nonscience majors. The course introduced students to the topics of green chemistry and sustainability and also immersed them in usage of the scientific literature. Through literature…

The effects of problem-based learning on the self-efficacy and attitudes of beginning biology majors

Science.gov (United States)

Rajab, Adel Mohammad

The problem of low persistence of science majors has resulted in calls for changes in undergraduate instruction toward environments that foster positive self-efficacy among beginning science majors. Low science self-efficacy and poor attitudes toward science may contribute to high attrition rates of science majors. Classroom environments that foster positive self-efficacy development include pedagogies that promote authentic learning contexts and involve collaborative learning teams. Problem-based learning (PBL) is an instructional model that attempts to create both conditions and may provide every source of information needed for the development of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological states) as postulated by Albert Bandura. The degree to which these sources of self-efficacy are delivered to individuals within a PBL group may depend on how the group members interact and how students perceive the PBL process itself. This study examined the development of biology self-efficacy and attitudes among biology majors in a PBL setting and in a traditional lecture-based setting. Specifically, this project investigated changes in students' biology self-efficacy beliefs, mediating aspects of PBL in self-efficacy development, the relationship between PBL processes and group collective efficacy, the predictive nature of entering self-efficacy levels on attitudes toward PBL and mid-term grades, and changes in student attitudes toward biology. The study design was quasi-experimental and included quantitative pre- and post-surveys, qualitative interviews, and classroom observations. Findings revealed that students enrolled in a PBL class exhibited greater gains in biology self-efficacy and were likely to report more favorable attitudes toward biology compared to students enrolled in a traditional class. The aspects of PBL that most accounted for these findings were students' ownership of the learning process, their

Fall Enrollment Report. 2014

Science.gov (United States)

Iowa Department of Education, 2014

2014-01-01

This report summarizes and analyzes fall enrollment in Iowa's community colleges. Each year, Iowa's 15 community colleges submit data on enrollment on the 10th business day of the fall semester. Some highlights from this report include: (1) Fall 2014 enrollment was 93,772 students--a decline of 0.49 percent from last fall; (2) Enrollment continues…

The effect of cooperative learning on the attitudes toward science and the achievement of students in a non-science majors' general biology laboratory course at an urban community college

Science.gov (United States)

Chung-Schickler, Genevieve C.

The purpose of this study was to evaluate the effect of cooperative learning strategies on students' attitudes toward science and achievement in BSC 1005L, a non-science majors' general biology laboratory course at an urban community college. Data were gathered on the participants' attitudes toward science and cognitive biology level pre and post treatment in BSC 1005L. Elements of the Learning Together model developed by Johnson and Johnson and the Student Team-Achievement Divisions model created by Slavin were incorporated into the experimental sections of BSC 1005L. Four sections of BSC 1005L participated in this study. Participants were enrolled in the 1998 spring (January) term. Students met weekly in a two hour laboratory session. The treatment was administered to the experimental group over a ten week period. A quasi-experimental pretest-posttest control group design was used. Students in the cooperative learning group (nsb1 = 27) were administered the Test of Science-Related Attitudes (TOSRA) and the cognitive biology test at the same time as the control group (nsb2 = 19) (at the beginning and end of the term). Statistical analyses confirmed that both groups were equivalent regarding ethnicity, gender, college grade point average and number of absences. Independent sample t-tests performed on pretest mean scores indicated no significant differences in the TOSRA scale two or biology knowledge between the cooperative learning group and the control group. The scores of TOSRA scales: one, three, four, five, six, and seven were significantly lower in the cooperative learning group. Independent sample t-tests of the mean score differences did not show any significant differences in posttest attitudes toward science or biology knowledge between the two groups. Paired t-tests did not indicate any significant differences on the TOSRA or biology knowledge within the cooperative learning group. Paired t-tests did show significant differences within the control group

Recruitment of Early STEM Majors into Possible Secondary Science Teaching Careers: The Role of Science Education Summer Internships

Science.gov (United States)

Borgerding, Lisa A.

2015-01-01

A shortage of highly qualified math and science teachers pervades the U.S. public school system. Clearly, recruitment of talented STEM educators is critical. Previous literature offers many suggestions for how STEM teacher recruitment programs and participant selection should occur. This study investigates how early STEM majors who are not already…

Perceptions of psychology as a science among university students: the influence of psychology courses and major of study.

Science.gov (United States)

Bartels, Jared M; Hinds, Ryan M; Glass, Laura A; Ryan, Joseph J

2009-10-01

The goal was to examine the relationship between the number of psychology courses students have taken and their perceptions of psychology as a science. Additionally, differences in perceptions of psychology among psychology, education, and natural science majors were examined. Results indicated that students who had taken four or more psychology courses had more favorable perceptions of psychology as a science compared to those who had taken no courses or one course and those who had taken two to three courses. No significant differences in overall perceptions of psychology emerged among students in the three majors.

Consideration of learning orientations as an application of achievement goals in evaluating life science majors in introductory physics

Science.gov (United States)

Mason, Andrew J.; Bertram, Charles A.

2018-06-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics such as metacognition. We investigate a sample population of 218 students in a first-semester introductory algebra-based physics course, drawn from 14 laboratory sections within six semesters of course sections, to determine the influence of achievement goals on life science majors' attitudes towards physics. Learning orientations that, respectively, pertain to mastery goals and performance goals, in addition to a learning orientation that does not report a performance goal, were recorded from students in the specific context of learning a problem-solving framework during an in-class exercise. Students' learning orientations, defined within the context of students' self-reported statements in the specific context of a problem-solving-related research-based course implementation, are compared to pre-post results on physics problem-solving items in a well-established attitudinal survey instrument, in order to establish the categories' validity. In addition, mastery-related and performance-related orientations appear to extend to overall pre-post attitudinal shifts, but not to force and motion concepts or to overall course grade, within the scope of an introductory physics course. There also appears to be differentiation regarding overall course performance within health science majors, but not within biology majors, in terms of learning orientations; however, health science majors generally appear to fare less well on all measurements in the study than do biology majors, regardless of learning orientations.

Male Saudi Arabian freshman science majors at Jazan University: Their perceptions of parental educational practices on their science achievements

Science.gov (United States)

Alrehaly, Essa D.

Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings. The purpose of the study is to understand and evaluate parental influence on male children's science education achievements in Saudi Arabia. Parental level of education and participant's choice of science major were used to identify groups for the purpose of data analysis. Data were gathered using five independent variables concerning parental educational practices (attitude, involvement, autonomy support, structure and control) and the dependent variable of science scores in high school. The sample consisted of 338 participants and was arbitrarily drawn from the science-based colleges (medical, engineering, and natural science) at Jazan University in Saudi Arabia. The data were tested using Pearson's analysis, backward multiple regression, one way ANOVA and independent t-test. The findings of the study reveal significant correlations for all five of the variables. Multiple regressions revealed that all five of the parents' educational practices indicators combined together could explain 19% of the variance in science scores and parental attitude toward science and educational involvement combined accounted for more than 18% of the variance. Analysis indicates that no significant difference is attributable to parental involvement and educational level. This finding is important because it indicates that, in Saudi Arabia, results are not consistent with research in Western or other Asian contexts.

Women in computer science: An interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major

Science.gov (United States)

Thackeray, Lynn Roy

The purpose of this study is to understand the meaning that women make of the social and cultural factors that influence their reasons for entering and remaining in study of computer science. The twenty-first century presents many new challenges in career development and workforce choices for both men and women. Information technology has become the driving force behind many areas of the economy. As this trend continues, it has become essential that U.S. citizens need to pursue a career in technologies, including the computing sciences. Although computer science is a very lucrative profession, many Americans, especially women, are not choosing it as a profession. Recent studies have shown no significant differences in math, technical and science competency between men and women. Therefore, other factors, such as social, cultural, and environmental influences seem to affect women's decisions in choosing an area of study and career choices. A phenomenological method of qualitative research was used in this study, based on interviews of seven female students who are currently enrolled in a post-secondary computer science program. Their narratives provided meaning into the social and cultural environments that contribute to their persistence in their technical studies, as well as identifying barriers and challenges that are faced by female students who choose to study computer science. It is hoped that the data collected from this study may provide recommendations for the recruiting, retention and support for women in computer science departments of U.S. colleges and universities, and thereby increase the numbers of women computer scientists in industry. Keywords: gender access, self-efficacy, culture, stereotypes, computer education, diversity.

Using the Theme of Mass Extinctions to Teach Science to Non-Science Major College and University Students

Science.gov (United States)

Boness, D. A.

2013-12-01

The general public is heavily exposed to "news" and commentary---and arts and entertainment---that either inadvertently misrepresents science or even acts to undermine it. Climate change denial and evolution denial is well funded and pervasive. Even university-educated people get little exposure to the aims, methods, debates, and results of scientific inquiry because unless they earn degrees in science they typically only take one or two introductory science courses at the university level. This presentation reports the development of a new, non-science major Seattle University course on mass extinctions throughout earth history. Seattle University is an urban, Jesuit Catholic university. The topic of mass extinctions was chosen for several reasons: (1) To expose the students to a part of current science that has rich historical roots yet by necessity uses methods and reasoning from geology, geophysics, oceanography, physics, chemistry, biology, and astronomy. This multidisciplinary course provides some coverage of sciences that the student would not typically ever see beyond secondary school. (2) To enable the students to learn enough to follow some of the recent and current debates within science (e.g., mass extinctions by asteroid impact versus massive volcanism, ocean anoxia, and ocean acidification), with the students reading some of the actual literature, such as articles in Science, Nature, or Nature Geoscience. (3) To emphasize the importance of "deep time" as evolutionary biological processes interact with massive environmental change over time scales from hundreds of millions of years down to the seconds and hours of an asteroid or comet strike. (4) To show the effects of climate change in the past, present, and future, due to both natural and anthropogenic causes. (5) To help the student critically evaluate the extent to which their future involves a human-caused mass extinction.

Australian Enrolment Trends in Technology and Engineering: Putting the T and E Back into School STEM

Science.gov (United States)

Kennedy, JohnPaul; Quinn, Frances; Lyons, Terry

2018-01-01

There has been much political and educational focus on Science, Technology, Engineering and Mathematics (STEM) in Australian schools in recent years and while there has been significant research examining science and mathematics enrolments in senior high school, little is known about the corresponding trends in Technologies and engineering.…

An Informal Science Education Program's Impact on STEM Major and STEM Career Outcomes

Science.gov (United States)

Habig, Bobby; Gupta, Preeti; Levine, Brian; Adams, Jennifer

2018-04-01

While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth perceive a STEM trajectory as an unattractive option. In the USA, women and members of historically marginalized racial and ethnic groups continue to be underrepresented across STEM disciplines. One vehicle for generating and sustaining interest in STEM is providing youth long-term access to informal science education (ISE) institutions. Here, we incorporate triangulation methods, collecting and synthesizing both qualitative and quantitative data, to examine how participation in a longitudinal ISE out-of-school time (OST) program facilitated by the American Museum of Natural History (AMNH) impacted the STEM trajectories of 66 alumni. Findings revealed that 83.2% of alumni engaged in a STEM major, and 63.1% in a STEM career, the majority whom were females and/or members of historically underrepresented racial and ethnic groups. Based on interviews with a purposeful sample of 21 AMNH alumni, we identified four program design principles that contributed to persistence in STEM: (1) affording multiple opportunities to become practitioners of science; (2) providing exposure to and repeated experiences with STEM professionals such as scientists, educators, and graduate students to build social networks; (3) furnishing opportunities for participants to develop shared science identities with like-minded individuals; and (4) offering exposure to and preparation for a variety of STEM majors and STEM careers so that youth can engage in discovering possible selves. These findings support our central thesis that long-term engagement in ISE OST programs fosters persistence in STEM.

Science and the major racket sports: a review.

Science.gov (United States)

Lees, Adrian

2003-09-01

The major racket sports include badminton, squash, table tennis and tennis. The growth of sports science and the commercialization of racket sports in recent years have focused attention on improved performance and this has led to a more detailed study and understanding of all aspects of racket sports. The aim here, therefore, is to review recent developments of the application of science to racket sports. The scientific disciplines of sports physiology and nutrition, notational analysis, sports biomechanics, sports medicine, sports engineering, sports psychology and motor skills are briefly considered in turn. It is evident from these reviews that a great deal of scientific endeavour has been applied to racket sports, but this is variable across both the racket sports and the scientific disciplines. A scientific approach has helped to: implement training programmes to improve players' fitness; guide players in nutritional and psychological preparation for play; inform players of the strategy and tactics used by themselves and their opponents; provide insight into the technical performance of skills; understand the effect of equipment on play; and accelerate the recovery from racket-arm injuries. Racket sports have also posed a unique challenge to scientists and have provided vehicles for developing scientific methodology. Racket sports provide a good model for investigating the interplay between aerobic and anaerobic metabolism and the effect of nutrition, heat and fatigue on performance. They have driven the development of mathematical solutions for multi-segment interactions within the racket arm during the performance of shots, which have contributed to our understanding of the mechanisms of both performance and injury. They have provided a unique challenge to sports engineers in relation to equipment performance and interaction with the player. Racket sports have encouraged developments in notational analysis both in terms of analytical procedures and the

Increasing the Interest of Elementary Age Students in Computer Science though Day Camps

Science.gov (United States)

Cliburn, Dan; Weisheit, Tracey; Griffith, Jason; Jones, Matt; Rackley, Hunter; Richey, Eric; Stormer, Kevin

2004-01-01

Computer Science and related majors have seen a decrease in enrollment across the country in recent years. While there are several theories behind why this may be the case, as educators in many areas of computing and information technology, this is a trend we should attempt to reverse. While it is true that many children are "computer literate",…

Citizen Science- Lessons learned from non-science majors involved in Globe at Night and the Great Worldwide Star Count

Science.gov (United States)

Browning, S.

2011-12-01

Non-science majors often misunderstand the process of science, potentially leading to a fear or mistrust of scientific inquiry and current scientific theory. Citizen science projects are a critical means of reaching this audience, as many will only take a limited number of science courses during their undergraduate careers. For the past three years, our freshman Earth Science students have participated in both Globe at Night and the Great Worldwide Star Count, citizen science programs that encourage simple astronomical observations which can be compiled globally to investigate a number of issues. Our focus has been introducing students to the effect of light pollution on observational astronomy in an effort to highlight the effect of increasing urbanization in the U.S. on amateur astronomy. These programs, although focused on astronomy, often awaken natural curiosity about the Earth and man's effect on the natural world, a concept that can easily be translated to other areas of Earth science. Challenges encountered include content specific issues, such as misinterpreting the location or magnitude of the constellation being observed, as well as student disinterest or apathy if the project is not seen as being vital to their performance in the course. This presentation reports on lessons learned in the past three years, and offers suggestions for engaging these students more fully in future projects.

Efficacy Expectations and Vocational Interests as Mediators between Sex and Choice of Math/Science College Majors: A Longitudinal Study

Science.gov (United States)

Lapan; Shaughnessy; Boggs

1996-12-01

A longitudinal study was conducted to test the mediational role of efficacy expectations in relation to sex differences in the choice of a math/science college major. Data on 101 students were gathered prior to their entering college and then again after they had declared a major 3 years later. Path analytic results support the importance of both math self-efficacy beliefs and vocational interest in mathematics in predicting entry into math/science majors and mediating sex differences in these decisions. Also, students who described themselves as more extroverted were less likely to take additional math classes in high school. Students with stronger artistic vocational interests chose majors less related to math and science. School personnel are strongly encouraged to develop programs that challenge the crystallization of efficacy beliefs and vocational interest patterns before students enter college.

Next gen PhD a guide to career paths in science

CERN Document Server

Sinche, Melanie V

2016-01-01

For decades, top scientists in colleges and universities pursued a clear path to success: enroll in a prestigious graduate program, conduct research, publish papers, complete the PhD, pursue postdoctoral work. With perseverance and a bit of luck, a tenure-track professorship awaited at the end. In today s academic job market, this scenario represents the exception. As the number of newly conferred science PhDs keeps rising, the number of tenured professorships remains stubbornly stagnant. Only 14 percent of those with PhDs in science occupy tenure-track positions five years after completing their degree. Next Gen PhD provides a frank and up-to-date assessment of the current career landscape facing science PhDs. Nonfaculty careers once considered Plan B are now preferred by the majority of degree holders, says Melanie Sinche. An upper-level science degree is a prized asset in the eyes of many employers, and a majority of science PhDs build rewarding careers both inside and outside the university. A certified ...

Are We Teaching Them Anything?: A Model for Measuring Methodology Skills in the Political Science Major

Science.gov (United States)

Siver, Christi; Greenfest, Seth W.; Haeg, G. Claire

2016-01-01

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments…

Major Links.

Science.gov (United States)

Henderson, Tona

1995-01-01

Provides electronic mail addresses for resources and discussion groups related to the following academic majors: art, biology, business, chemistry, computer science, economics, health sciences, history, literature, math, music, philosophy, political science, psychology, sociology, and theater. (AEF)

Science Self-Efficacy and Innovative Behavior (IB) in Nigerian College Students Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Programs

Science.gov (United States)

Okonkwo, Charles

-reported innovative behavior as it pertains to science and technological advancement. This dissertation contains five major chapters. The introduction (Chapter 1) makes a case for the significance of the scientific and technological problems facing Nigeria and African in general. The literature review (Chapter 2) examines the conceptualization and research that highlight the cognitive and behavioral processes present in individuals who are innovative and have a sense of self-efficacy in science. The methodology (Chapter 3) describes in detail the methodology that was used for the study, specifically, the participants, procedures, measures used, and analyses. The results (Chapter 4) present the outcome of the analyses with respect to the research questions. Finally, the discussion (Chapter 5) interprets the results from this study, integrating and analyzing the research findings in relation to other literature, as well as reflecting on the implications and limitations of the study.

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

Science.gov (United States)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in

Students' Attitudes and Enrollment Trends in Physics and Engineering

Science.gov (United States)

Banjong, Delphine

Science, Technology, Engineering, and Mathematics (STEM) fields are critical for meeting ever-increasing demands in the U.S. for STEM and related skills, and for ensuring the global competitiveness of the United States in technological advancement and scientific innovation. Nonetheless, few U.S. students consider a STEM degree after high school and fewer STEM students end up graduating with a STEM degree. In 2012, the United States ranked 35th in math and 27th in science out of 64 participating countries in the Program for International Student Assessment (PISA), sponsored by the Organization for Economic Cooperation and Development (OECD). Considering the significant role physics and engineering play in technological advancement, this work investigates the attitudes of students and recent enrollment trends in these important subject areas.

Implementing ILDs and Assessment in Small-enrollment, Calculus-based Physics Classes -- Lessons, Observations and Open Questions

Science.gov (United States)

Mason-McCaffrey, Deborah

2011-04-01

At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.

Modifying ``Six Ideas that Shaped Physics'' for a Life-Science major audience at Hope College

Science.gov (United States)

Mader, Catherine

2005-04-01

The ``Six Ideas That Shaped Physics'' textbook has been adapted and used for use in the algebra-based introductory physics course for non-physics science majors at Hope College. The results of the first use will be presented. Comparison of FCI for pre and post test scores will be compared with results from 8 years of results from both the algebra-based course and the calculus-based course (when we first adopted ``Six Ideas that Shaped Physcs" for the Calculus-based course). In addition, comparison on quantitative tests and homework problems with prior student groups will also be made. Because a large fraction of the audience in the algebra-based course is life-science majors, a goal of this project is to make the material relevant for these students. Supplemental materials that emphasize the connection between the life sciences and the fundamental physics concepts are being be developed to accompany the new textbook. Samples of these materials and how they were used (and received) during class testing will be presented.

Community College Enrollment, College Major, and the Gender Wage Gap.

Science.gov (United States)

Gill, Andrew M.; Leigh, Duane E.

2000-01-01

Independent cross-sections developed using National Longitudinal Survey data reveal a decrease in the gender wage gap from 1989-1994 due to fewer differences in tenure and full-time employment. Disaggregating education by two- and four-year providers and college major accounts for 8.5-11% of the narrower wage gap for the period. (SK)

Students' conceptions of evidence during a university introductory forensic science course

Science.gov (United States)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

Science.gov (United States)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

The Learning Assistant Model for Science Teacher Recruitment and Preparation

Science.gov (United States)

Otero, Valerie

2006-04-01

There is a shortage of high quality physical science teachers in the United States. In 2001, less than 50% of teachers who taught physics held a major or minor in physics or physics education (Neuschatz & McFarling, 2003). Studies point to content knowledge as one of the two factors that is positively correlated with teacher quality. However, those directly responsible for the science content preparation of teachers, specifically science research faculty, are rarely involved in focused efforts to improve teacher quality or to create alternative paths for becoming a teacher. What role should science research faculty play in the recruitment and preparation of science teachers? How might teacher recruitment and preparation be conceived so that science research faculty members' participation in these efforts is not at odds with the traditional scientific research foci of science research departments? To address this issue, we have coupled our teacher recruitment and preparation efforts with our efforts for transforming our large-enrollment, undergraduate science courses. This is achieved through the undergraduate Learning Assistant (LA) program, where talented mathematics and science majors are hired to assist in transforming large enrollment courses to student-centered, collaborative environments. These LAs are the target of our teacher recruitment efforts. Science research faculty, in collaboration with faculty from the school of education have established a community that supports LAs in making decisions to explore K12 teaching as a career option. Fifteen percent of the LAs who have participated in this program have entered teaching credential programs and now plan to become K12 teachers. An added effect of this program is that research faculty have developed skills and knowledge regarding inquiry-based and student-centered pedagogy and theories of student learning. The Learning Assistant program has led to increased subject matter knowledge among learning

Dual Enrollment for High School Students

Science.gov (United States)

Edwards, Linsey; Hughes, Katherine

2011-01-01

Dual enrollment programs allow high school students to enroll in college courses and potentially earn college credit. The term concurrent enrollment is sometimes used interchangeably with dual enrollment, and sometimes to refer to a particular model of dual enrollment. In some programs, students earn high school and college credit simultaneously;…

Finding Relevance, Competence, and Enjoyment: The Development of Domain Identification and Interest in First-Year Science Majors

Science.gov (United States)

Ruff, Chloe

2016-01-01

The purpose of this qualitative study was to examine how first-year college students perceive their development of domain identification with, and interest in, their prospective science major during their initial year of college. Four themes emerged from the coding and analysis of interviews with eight first-year science students: Self-Definition…

Successes and Challenges in Transitioning to Large Enrollment NEXUS/Physics IPLS Labs

Science.gov (United States)

Moore, Kimberly

2017-01-01

UMd-PERG's NEXUS/Physics for Life Sciences laboratory curriculum, piloted in 2012-2013 in small test classes, has been implemented in large-enrollment environments at UMD from 2013-present. These labs address physical issues at biological scales using microscopy, image and video analysis, electrophoresis, and spectroscopy in an open, non-protocol-driven environment. We have collected a wealth of data (surveys, video analysis, etc.) that enables us to get a sense of the students' responses to this curriculum in a large-enrollment environment and with teaching assistants both `new to' and `experienced in' the labs. In this talk, we will provide a brief overview of what we have learned, including the challenges of transitioning to large N, student perception then and now, and comparisons of our large-enrollment results to the results from our pilot study. We will close with a discussion of the acculturation of teaching assistants to this novel environment and suggestions for sustainability.

Using Facebook Groups to Encourage Science Discussions in a Large-Enrollment Biology Class

Science.gov (United States)

Pai, Aditi; McGinnis, Gene; Bryant, Dana; Cole, Megan; Kovacs, Jennifer; Stovall, Kyndra; Lee, Mark

2017-01-01

This case study reports the instructional development, impact, and lessons learned regarding the use of Facebook as an educational tool within a large enrollment Biology class at Spelman College (Atlanta, GA). We describe the use of this social networking site to (a) engage students in active scientific discussions, (b) build community within the…

Student Self-Assessment in HOCS Science Examinations: Is There a Problem?

Science.gov (United States)

Zoller, Uri; Ben-Chaim, David

1998-06-01

A specially-designed self-assessment questionnaire (SAQHOCS), containing higher-order cognitive skills (HOCS)-type questions, was administered to 71 biology majors, enrolled in a four-year college program. The gap between students' self-assessment marking, and that of their HOCS-biased teachers (the authors), is accounted for by the prevailing LOCS-orientation and the "testing culture"—a total separation between testing and learning—in contemporary science teaching. The majority of the students in the study evaluated themselves as capable of self-assessment, and felt reasonably confident in doing so. They were quite reserved as far as the applicability of the self-assessment method to nonalgorithmic ("correct/incorrect") questions is concerned. The results of this study suggest that the potential for student self-assessment within college science teaching and learning exists. However, still a great purposed effort in HOCS-oriented teaching and learning is required in order for the student self-assessment practice to become a routine integral component of HOCS science examinations.

Changes in Attitudes towards Science-Technology-Society of Pre-Service Science Teachers

Science.gov (United States)

Kaya, Osman Nafiz; Yager, Robert; Dogan, Alev

2009-01-01

This research focuses on use of a triadic teaching approach in a science-technology-society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic…

42 CFR 423.32 - Enrollment process.

Science.gov (United States)

2010-10-01

... 42 Public Health 3 2010-10-01 2010-10-01 false Enrollment process. 423.32 Section 423.32 Public... Enrollment process. (a) General rule. A Part D eligible individual who wishes to enroll in a PDP may enroll... approved by CMS. (c) Timely process an individual's enrollment request. A PDP sponsor must timely process...

Medicaid Enrollment Gap Length and Number of Medicaid Enrollment Periods Among US Children

Science.gov (United States)

Schoendorf, Kenneth C.

2014-01-01

Objectives. We examined gap length, characteristics associated with gap length, and number of enrollment periods among Medicaid-enrolled children in the United States. Methods. We linked the 2004 National Health Interview Survey to Medicaid Analytic eXtract files for 1999 through 2008. We examined linkage-eligible children aged 5 to 13 years in the 2004 National Health Interview Survey who disenrolled from Medicaid. We generated Kaplan-Meier curves of time to reenrollment. We used Cox proportional hazards models to assess the effect of sociodemographic variables on time to reenrollment. We compared the percentage of children enrolled 4 or more times across sociodemographic groups. Results. Of children who disenrolled from Medicaid, 35.8%, 47.1%, 63.5%, 70.8%, and 79.1% of children had reenrolled in Medicaid by 6 months, 1, 3, 5, and 10 years, respectively. Children who were younger, poorer, or of minority race/ethnicity or had lower educated parents had shorter gaps in Medicaid and were more likely to have had 4 or more Medicaid enrollment periods. Conclusions. Nearly half of US children who disenrolled from Medicaid reenrolled within 1 year. Children with traditionally high-risk demographic characteristics had shorter gaps in Medicaid enrollment and were more likely to have more periods of Medicaid enrollment. PMID:25033135

Academic computer science and gender: A naturalistic study investigating the causes of attrition

Science.gov (United States)

Declue, Timothy Hall

Far fewer women than men take computer science classes in high school, enroll in computer science programs in college, or complete advanced degrees in computer science. The computer science pipeline begins to shrink for women even before entering college, but it is at the college level that the "brain drain" is the most evident numerically, especially in the first class taken by most computer science majors called "Computer Science 1" or CS-I. The result, for both academia and industry, is a pronounced technological gender disparity in academic and industrial computer science. The study revealed the existence of several factors influencing success in CS-I. First, and most clearly, the effect of attribution processes seemed to be quite strong. These processes tend to work against success for females and in favor of success for males. Likewise, evidence was discovered which strengthens theories related to prior experience and the perception that computer science has a culture which is hostile to females. Two unanticipated themes related to the motivation and persistence of successful computer science majors. The findings did not support the belief that females have greater logistical problems in computer science than males, or that females tend to have a different programming style than males which adversely affects the females' ability to succeed in CS-I.

Retention in STEM: Understanding the Effectiveness of Science Posse

Science.gov (United States)

Godsoe, Kimberly

One of the major areas of debate in higher education is how to best support underrepresented racial minority students in their study of Science, Technology, Engineering, and Math. In 2008, Brandeis University began a new program in conjunction with the Posse Foundation for students interested in studying science at the college-level. The research used a mixed methods design. A detailed quantitative analysis was conducted to understand how being part of Science Posse impacted the probability of doing well in initial science classes, influenced perceptions of the difficulty of studying science, and predicted the probability of majoring in STEM at Brandeis. The qualitative data was drawn from 89 student interviews, including 38 Science Posse Scholars, 24 students from backgrounds similar to the Scholars, and 25 students from well-resourced families. The qualitative analysis demonstrated how students had been exposed to the sciences prior to enrollment, how they navigated the sciences at Brandeis, and how they demonstrated resilience when science becomes challenging. This research study had four key findings. The first was in the quantitative analysis which demonstrated that Science Posse Scholars experience strong feelings of doubt about their academic abilities; based on previous research, this should have resulted in their not declaring majors in STEM disciplines. Instead, Science Posse Scholars were more likely to earn a B+ or above in their entry level science courses and declare a major in a STEM discipline, even when factors such as math and verbal SAT scores were included in the analysis. The second finding was in the qualitative analysis, which demonstrated that the cohort model in which Science Posse Scholars participate was instrumental to their success. The third finding was that students who attended academically less rigorous high schools could succeed in the sciences at a highly selective research institution such as Brandeis without academic remediation

Consideration of Learning Orientations as an Application of Achievement Goals in Evaluating Life Science Majors in Introductory Physics

Science.gov (United States)

Mason, Andrew J.; Bertram, Charles A.

2018-01-01

When considering performing an Introductory Physics for Life Sciences course transformation for one's own institution, life science majors' achievement goals are a necessary consideration to ensure the pedagogical transformation will be effective. However, achievement goals are rarely an explicit consideration in physics education research topics…

2013 Annual Survey of Journalism Mass Communication Enrollments: Enrollments Decline for Third Consecutive Year

Science.gov (United States)

Becker, Lee Bernard; Vlad, Tudor; Simpson, Holly Anne

2014-01-01

Enrollments in journalism and mass communication programs in the United States in the fall of 2013 were down from a year earlier for the third year in a row. Enrollments dropped at the bachelor's, master's, and doctoral levels, and the number of freshmen and sophomores were down dramatically from a year earlier. Enrollments in the…

Family matters: Familial support and science identity formation for African American female STEM majors

Science.gov (United States)

Parker, Ashley Dawn

This research seeks to understand the experiences of African American female undergraduates in STEM. It investigates how familial factors and science identity formation characteristics influence persistence in STEM while considering the duality of African American women's status in society. This phenomenological study was designed using critical race feminism as the theoretical framework to answer the following questions: 1) What role does family play in the experiences of African American women undergraduate STEM majors who attended two universities in the UNC system? 2) What factors impact the formation of science identity for African American women undergraduate STEM majors who attended two universities in the UNC system? Purposive sampling was used to select the participants for this study. The researcher conducted in-depth interviews with 10 African American female undergraduate STEM major from a predominantly White and a historically Black institution with the state of North Carolina public university system. Findings suggest that African American families and science identity formation influence the STEM experiences of the African American females interviewed in this study. The following five themes emerged from the findings: (1) independence, (2) support, (3) pressure to succeed, (4) adaptations, and (5) race and gender. This study contributes to the literature on African American female students in STEM higher education. The findings of this study produced knowledge regarding policies and practices that can lead to greater academic success and persistence of African American females in higher education in general, and STEM majors in particular. Colleges and universities may benefit from the findings of this study in a way that allows them to develop and sustain programs and policies that attend to the particular concerns and needs of African American women on their campuses. Finally, this research informs both current and future African American female

Satisfaction with College Major: A Grounded Theory Study

Science.gov (United States)

Milsom, Amy; Coughlin, Julie

2015-01-01

All college students must eventually choose and complete a major. Many switch majors, and some change it multiple times. Despite extensive literature addressing factors that influence students' initial choice of major, few scholars have examined students' experiences after enrollment in a selected major. In this study, we used a grounded theory…

42 CFR 417.540 - Enrollment costs.

Science.gov (United States)

2010-10-01

... 42 Public Health 3 2010-10-01 2010-10-01 false Enrollment costs. 417.540 Section 417.540 Public... PLANS Medicare Payment: Cost Basis § 417.540 Enrollment costs. (a) Principle. Enrollment costs are... of costs included. Enrollment costs include, but are not limited to, reasonable costs incurred in...

Assessing the Influence of Advertising on Student Enrolment in Private Tertiary Institutions in Ghana

Directory of Open Access Journals (Sweden)

Bede Akorige Atarah

2014-03-01

Full Text Available Abstract Private tertiary institutions have increasingly advertised their products in recent years to the general public in Ghana through various media. The desire to find out whether these institutions just copy other business entities blindly or that advertising actually helps in increasing their enrolments led to this study. The main aim of the study was to find out if advertising had an influence on students’ enrolment decision in private tertiary institutions. Two private universities were selected and all the students along with the admission/marketing officers of the institutions were targeted. Structured questionnaires were used to collect data from the students and unstructured interviews were organised to gather data from the admission/marketing officers. Statistical package for social sciences (SPSS was used to analyse the data. The results showed that advertising in addition to serving as a source of information to students also influenced the enrolment decision of some students. There were however other factors that influenced the enrolment decision of students such as family, friends, current students, etc that could be exploited by these institutions to their advantage.

Comparisons Between Science Knowledge, Interest, and Information Literacy of Learners in Introductory Astronomy Courses

Science.gov (United States)

Buxner, Sanlyn; Impey, Chris David; Formanek, Martin; Wenger, Matthew

2018-01-01

Introductory astronomy courses are exciting opportunities to engage non-major students in scientific issues, new discoveries, and scientific thinking. Many undergraduate students take these courses to complete their general education requirements. Many free-choice learners also take these courses, but for their own interest. We report on a study comparing the basic science knowledge, interest in science, and information literacy of undergraduate students and free choice learners enrolled in introductory astronomy courses run by the University of Arizona. Undergraduate students take both in-person and online courses for college credit. Free choice learners enroll in massive open online courses (MOOCs), through commercial platforms, that can earn them a certificate (although most do not take advantage of that opportunity). In general, we find that undergraduate students outperform the general public on basic science knowledge and that learners in our astronomy MOOCs outperform the undergraduate students in the study. Learners in the MOOC have higher interest in science in general. Overall, learners in both groups report getting information about science from online sources. Additionally, learners’ judgement of the reliability of different sources of information is weakly related to their basic science knowledge and more strongly related to how they describe what it means to study something scientifically. We discuss the implications of our findings for both undergraduate students and free-choice learners as well as instructors of these types of courses.

A 1% Solution: Establishing and Reaching Enrollment Goals in Geoscience Departments

Science.gov (United States)

Rhodes, D. D.

2005-12-01

Because of the small number of recent graduates, the Department of Geology and Geography at Georgia Southern University was placed on the list of programs to be monitored by the University System of Georgia's Board of Regents in August 1998. With only 23 majors at the time, the need to grow the program was obvious to everyone. Facing the reality that the survival of the Department was at stake, the faculty made enhancing enrollments its highest priority. After consulting a variety of published information and talking to faculty from the incredibly successful Department of Geology and Geography at Northwest Missouri State University, the faculty adopted a goal of having the combined number of geology and geography majors in the department equal 1% of the university's undergraduate enrollment, which then stood at 12,400. The most important move toward the goal occurred when the Department began actively recruiting majors from all introductory geology and geography courses. Recruiting took a variety of forms that ranged from suggesting that students doing well in a course consider majoring in the field to formal presentations on geology and geography as careers. Since the Spring 2001 semester, recruiting talks have been given in every introductory level geography and geology class by a member of the faculty other than the course's instructor. The presentations emphasize how geology and geography promote the development of important marketable skills (e.g., critical thinking, problem solving, writing, public speaking, cultural awareness) and technical expertise (especially GIS) that are essential in obtaining employment and in career advancement. The presentations occur during the week preceding the Thanksgiving holidays, so students will have the opportunity to discuss this important choice with their parents. This schedule also gives students time to make their decision before registration for the spring semester. Soon after the recruitment efforts started the number

Enrollment Management Strategies at Four-Year Open Enrollment Institutions of Higher Education

Science.gov (United States)

Santoro, Dana S.

2017-01-01

Enrollment management plans have been researched and documented for the last fifty years and literature verifies that the use of these plans has only become more relevant in the 21st century. Strategies and activities for managing enrollment have been defined and shared for most types of institutions, however, there is limited research on the best…

Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

Science.gov (United States)

Foster, Regina

Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

Enrollment in mental health courts: voluntariness, knowingness, and adjudicative competence.

Science.gov (United States)

Redlich, Allison D; Hoover, Steven; Summers, Alicia; Steadman, Henry J

2010-04-01

Mental health courts (MHCs) are rapidly expanding as a form of diversion from jails and prisons for persons with mental illness charged with crimes. Although intended to be voluntary, little is known about this aspect of the courts. We examined perceptions of voluntariness, and levels of knowingness and legal competence among 200 newly enrolled clients of MHCs at two courts. Although most clients claimed to have chosen to enroll, at the same time, most claimed not to have been told the court was voluntary or told of the requirements prior to entering. The majority knew the "basics" of the courts, but fewer knew more nuanced information. A minority also were found to have impairments in legal competence. Implications are discussed.

The effect of science-technology-society issue instruction on the attitudes of female middle school students toward science

Science.gov (United States)

Mullinnix, Debra Lynn

in the science classroom; overall response to science class; perception of encouragement to enroll in science electives; future plans to enroll in science electives; reasons for not enrolling in science electives; and perception of restraints in achieving future goals.

Barriers and facilitators to enrollment and re-enrollment into the community health funds/Tiba Kwa Kadi (CHF/TIKA) in Tanzania: a cross-sectional inquiry on the effects of socio-demographic factors and social marketing strategies.

Science.gov (United States)

Kapologwe, Ntuli A; Kagaruki, Gibson B; Kalolo, Albino; Ally, Mariam; Shao, Amani; Meshack, Manoris; Stoermer, Manfred; Briet, Amena; Wiedenmayer, Karin; Hoffman, Axel

2017-04-27

Introduction of a health insurance scheme is one of the ways to enhance access to health care services and to protect individuals from catastrophic health expenditures. Little is known on the influence of socio-demographic and social marketing strategies on enrollment and re-enrollment in the Community Health Fund/Tiba Kwa Kadi (CHF/TIKA) in Tanzania. This cross-sectional study employed quantitative methods for data collection between November 2014 and March 2015 in Singida and Shinyanga regions. Relationship between variables was obtained through Chi-square test and multivariate logistic regression. We recruited 496 participants in the study. Majority (92.7%) of participants consented to participate, with 229 (49.8%) and 231 (50.2%) members and non members of CHF/TIKA respectively. Majority (90.9%) were aware of CHF/TIKA. Majority of CHF/TIKA members and non-members (90% and 68.3% respectively) reported health facility-based sensitization as the most common social marketing approach employed to market the CHF/TIKA. The most popular marketing strategies in the country including traditional dances, football games, radio, television, news papers, and mosques/church were reported by few CHF and non CHF members. Multivariate Logistic regression models revealed no significant association between social marketing strategies and enrollment, but only socio-demographics; including marital status (AOR = 2.0, 95% CI 1.1-3.8) and family size (household with ≥ 6 members) (AOR = 1.5, 95% CI 1.0-2.5), were significant factors associated with enrollment/re-enrollment rate. This study indicated that low level of utilization of available social marketing strategies and socio-demographic factors are the barriers for attracting members to join the schemes. There is a need for applying various social marketing strategies and considering different facilitating and impending socio-demographic factors for the growth and sustainability of the scheme as we move towards

A needs analysis for a non-abusive intervention programme in the School of Health Care Sciences at the University of Pretoria

OpenAIRE

LO Fouché; R du Toit

2006-01-01

Due to feedback from students, student abuse during fieldwork, was brought to the attention of the researchers. The study aimed to determine whether a need for a nonabusive intervention programme (NIP) existed amongst the School of Health Care Science students at the University of Pretoria. All students enrolled at the School of Health Care Sciences completed a questionnaire. An overwhelming response indicated that the majority of students (95.85%) have a need for a non-abusive intervention p...

Environmental science: A new opportunity for soil science

Energy Technology Data Exchange (ETDEWEB)

Pepper, I.L.

2000-01-01

During the golden era of soil science--from the 1950s to the 1980s--the main focus of this discipline was on the role of soil in production agriculture. More recently, renewed interest in the area of environmental science has offered new opportunities to soil scientists. Thus, many soil scientists are now working in areas such as bioremediation, waste recycling, and/or contaminant transport. Environmental science has, therefore, not only changed the traditional research role of soil scientists at land grant institutions but has also influenced student enrollment, the traditional soil science curriculum, and faculty recruitment. These changes require a new breed of soil scientist, one with a background not only in soil science but also in other areas of environmental science as well.

Design and Evaluation of a One-Semester General Chemistry Course for Undergraduate Life Science Majors

Science.gov (United States)

Schnoebelen, Carly; Towns, Marcy H.; Chmielewski, Jean; Hrycyna, Christine A.

2018-01-01

The chemistry curriculum for undergraduate life science majors at Purdue University has been transformed to better meet the needs of this student population and prepare them for future success. The curriculum, called the 1-2-1 curriculum, includes four consecutive and integrated semesters of instruction in general chemistry, organic chemistry, and…

The attitudinal and cognitive effects of interdisciplinary collaboration on elementary pre-service teachers development of biological science related lesson plans

Science.gov (United States)

Mills, Jada Jamerson

There is a need for STEM (science, technology, engineering, and mathematics) education to be taught effectively in elementary schools. In order to achieve this, teacher preparation programs should graduate confident, content strong teachers to convey knowledge to elementary students. This study used interdisciplinary collaboration between the School of Education and the College of Liberal Arts through a Learning-by-Teaching method (LdL): Lernen durch Lernen in German. Pre-service teacher (PST) achievement levels of understanding science concepts based on pretest and posttest data, quality of lesson plans developed, and enjoyment of the class based on the collaboration with science students. The PSTs enrolled in two treatment sections of EDEL 404: Science in the Elementary Classroom collaborated with science students enrolled in BISC 327: Introductory Neuroscience to enhance their science skills and create case-based lesson plans on neurothology topics: echolocation, electrosensory reception, steroid hormones, and vocal learning. The PSTs enrolled in the single control section of EDEL 404 collaborated with fellow elementary education majors to develop lesson plans also based on the same selected topics. Qualitative interviews of education faculty, science faculty, and PSTs provided depth to the quantitative findings. Upon lesson plan completion, in-service teachers also graded the two best and two worst plans for the treatment and control sections and a science reviewer graded the plans for scientific accuracy. Statistical analyses were conducted for hypotheses, and one significant hypothesis found that PSTs who collaborated with science students had more positive science lesson plan writing attitudes than those who did not. Despite overall insignificant statistical analyses, all PSTs responded as more confident after collaboration. Additionally, interviews provided meaning and understanding to the insignificant statistical results as well as scientific accuracy of

Enrolment in an Asthma Management Program during Pregnancy and Adherence with Inhaled Corticosteroids

DEFF Research Database (Denmark)

Baarnes, Camilla Boslev; Hansen, A V; Ulrik, Charlotte Suppli

2016-01-01

BACKGROUND: Poor adherence with inhaled corticosteroids (ICS) is a major problem in asthma and according to previous studies not least during pregnancy. OBJECTIVE: Our aim was to assess if enrolment in an asthma management program, and by that close monitoring, can improve self-reported and docum......BACKGROUND: Poor adherence with inhaled corticosteroids (ICS) is a major problem in asthma and according to previous studies not least during pregnancy. OBJECTIVE: Our aim was to assess if enrolment in an asthma management program, and by that close monitoring, can improve self......-reported and documented adherence with ICS in pregnant women with asthma. METHODS: Pregnant women with doctor-diagnosed asthma, currently being prescribed ICS, referred during a 12-month period to the outpatient respiratory clinic, were consecutively included in the study. They had follow-up visits every 4 weeks during...

Enrollment in Distance Education Classes Is Associated with Fewer Enrollment Gaps among Nontraditional Undergraduate Students in the US

Science.gov (United States)

Pontes, Manuel C. F.; Pontes, Nancy M. H.

2012-01-01

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than…

Mental health among currently enrolled medical students in Germany.

Science.gov (United States)

Wege, N; Muth, T; Li, J; Angerer, P

2016-03-01

The study identifies the prevalence of common mental disorders according to the patient health questionnaire (PHQ) and the use of psychotropic substances in a sample of currently enrolled medical students. A cross-sectional survey with a self-administrated questionnaire. All newly enrolled medical students at the University of Dusseldorf, with study beginning either in 2012 or 2013, respectively, were invited to participate. The evaluation was based on 590 completed questionnaires. Mental health outcomes were measured by the PHQ, including major depression, other depressive symptoms (subthreshold depression), anxiety, panic disorders and psychosomatic complaints. Moreover, information about psychotropic substances use (including medication) was obtained. Multiple logistic regression analysis was used to estimate associations between sociodemographic and socio-economic factors and mental health outcomes. The prevalence rates, measured by the PHQ, were 4.7% for major depression, 5.8% for other depressive symptoms, 4.4% for anxiety, 1.9% for panic disorders, and 15.7% for psychosomatic complaints. These prevalence rates were higher than those reported in the general population, but lower than in medical students in the course of medical training. In all, 10.7% of the students reported regular psychotropic substance use: 5.1% of students used medication 'to calm down,' 4.6% 'to improve their sleep,' 4.4% 'to elevate mood,' and 3.1% 'to improve cognitive performance.' In the fully adjusted model, expected financial difficulties were significantly associated with poor mental health (odds ratio [OR]: 2.14; 95% confidence interval [CI]: 1.31-3.48), psychosomatic symptoms (OR:1.85; 95% CI: 1.11-3.09) and psychotropic substances use (OR: 2.68; 95% CI: 1.51-4.75). The high rates of mental disorders among currently enrolled medical students call for the promotion of mental health, with a special emphasis on vulnerable groups. Copyright © 2016 The Royal Society for Public

Hispanic women overcoming deterrents to computer science: A phenomenological study

Science.gov (United States)

Herling, Lourdes

The products of computer science are important to all aspects of society and are tools in the solution of the world's problems. It is, therefore, troubling that the United States faces a shortage in qualified graduates in computer science. The number of women and minorities in computer science is significantly lower than the percentage of the U.S. population which they represent. The overall enrollment in computer science programs has continued to decline with the enrollment of women declining at a higher rate than that of men. This study addressed three aspects of underrepresentation about which there has been little previous research: addressing computing disciplines specifically rather than embedding them within the STEM disciplines, what attracts women and minorities to computer science, and addressing the issues of race/ethnicity and gender in conjunction rather than in isolation. Since women of underrepresented ethnicities are more severely underrepresented than women in general, it is important to consider whether race and ethnicity play a role in addition to gender as has been suggested by previous research. Therefore, this study examined what attracted Hispanic women to computer science specifically. The study determines whether being subjected to multiple marginalizations---female and Hispanic---played a role in the experiences of Hispanic women currently in computer science. The study found five emergent themes within the experiences of Hispanic women in computer science. Encouragement and role models strongly influenced not only the participants' choice to major in the field, but to persist as well. Most of the participants experienced a negative atmosphere and feelings of not fitting in while in college and industry. The interdisciplinary nature of computer science was the most common aspect that attracted the participants to computer science. The aptitudes participants commonly believed are needed for success in computer science are the Twenty

Promoting Original Scientific Research and Teacher Training Through a High School Science Research Program: A Five Year Retrospective and Analysis of the Impact on Mentored 8th Grade Geoscience Students and the Mentors Themselves

Science.gov (United States)

Danch, J. M.

2015-12-01

In 2010 a group of 8th grade geoscience students participated in an extracurricular activity allowing them to conduct original scientific research while being mentored by students enrolled in a 3 - year high school Science Research program. Upon entering high school the mentored students themselves enrolled in the Science Research program and continued for 4 years, culminating with their participation in Science Research 4. This allowed them to continue conducting original scientific research, act as mentors to 8th grade geoscience students and to provide teacher training for both middle and high school teachers conducting inquiry-based science lessons. Of the 7 Science Research 4 students participating since 2010, 100% plan on majoring or minoring in a STEM - related field in college and their individual research projects have been been granted over 70 different awards and honors in science fair and symposia including a 3rd and 4th place category awards at two different international science fairs - the International Sustainable Energy Engineering and Environment Project (iSWEEP) and the International Science and Engineering Fair (ISEF). Science Research 4 students developed and conducted a Society for Science and the Public affiliated science fair for middle school students enrolled in an 8th grade honors geoscience program allowing over 100 students from 5 middle schools to present their research and be judged by STEM professionals. Students with research judged in the top 10% were nominated for participation in the National Broadcom MASTERS program which they successfully entered upon further mentoring from the Science Research 4 students. 8th grade enrollment in the Science Research program for 2015 increased by almost 50% with feedback from students, parents and teachers indicating that the mentorship and participation in the 8th grade science fair were factors in increasing interest in continuing authentic scientific research in high school.

EVE and School - Enrolments

CERN Multimedia

EVE et École

2017-01-01

IMPORTANT DATES Enrolments 2017-2018 Enrolments for the school year 2017-2018 to the Nursery, the Kindergarten and the School will take place on 6, 7 and 8 March 2017 from 10 am to 1 pm at EVE and School. Registration forms will be available from Thursday 2nd March. More information on the website: http://nurseryschool.web.cern.ch/.

Factors That Influence Enrolment and Retention in Ghana' National Health Insurance Scheme.

Science.gov (United States)

Kotoh, Agnes Millicent; Aryeetey, Genevieve Cecilia; Van der Geest, Sjaak

2017-10-17

providers and other stakeholders to develop and implement intervention activities to eliminate corruption, shortage of drugs in health facilities and enforce the compulsory enrolment stated in the NHIS policy to move the scheme towards universal coverage. © 2018 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Underrepresentation by race-ethnicity across stages of U.S. science and engineering education.

Science.gov (United States)

Garrison, Howard

2013-01-01

Blacks, Hispanics, and American Indians/Alaskan Natives are underrepresented in science and engineering fields. A comparison of race-ethnic differences at key transition points was undertaken to better inform education policy. National data on high school graduation, college enrollment, choice of major, college graduation, graduate school enrollment, and doctoral degrees were used to quantify the degree of underrepresentation at each level of education and the rate of transition to the next stage. Disparities are found at every level, and their impact is cumulative. For the most part, differences in graduation rates, rather than differential matriculation rates, make the largest contribution to the underrepresentation. The size, scope, and persistence of the disparities suggest that small-scale, narrowly targeted remediation will be insufficient.

Youth Leadership Development: Perceptions and Preferences of Urban Students Enrolled in a Comprehensive Agriculture Program

Science.gov (United States)

Anderson, James C., II; Kim, Eunyoung

2009-01-01

This descriptive study explores the perceptions of and preferences for leadership development by students enrolled in a comprehensive urban agriculture program. A total of 284 students from the Chicago High School for Agricultural Sciences participated in the study. The results of the study showed that the average respondent was involved in a…

42 CFR 406.21 - Individual enrollment.

Science.gov (United States)

2010-10-01

... 42 Public Health 2 2010-10-01 2010-10-01 false Individual enrollment. 406.21 Section 406.21 Public... HOSPITAL INSURANCE ELIGIBILITY AND ENTITLEMENT Premium Hospital Insurance § 406.21 Individual enrollment. (a) Basic provision. An individual who meets the requirements of § 406.20 (b) or (c) may enroll for...

42 CFR 460.152 - Enrollment process.

Science.gov (United States)

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Enrollment process. 460.152 Section 460.152 Public...) Participant Enrollment and Disenrollment § 460.152 Enrollment process. (a) Intake process. Intake is an intensive process during which PACE staff members make one or more visits to a potential participant's place...

Impact of backwards faded scaffolding approach to inquiry-based astronomy laboratory experiences on undergraduate non-science majors' views of scientific inquiry

Science.gov (United States)

Lyons, Daniel J.

This study explored the impact of a novel inquiry-based astronomy laboratory curriculum designed using the Backwards Faded Scaffolding inquiry teaching framework on non-science majoring undergraduate students' views of the nature of scientific inquiry (NOSI). The study focused on two aspects of NOSI: The Distinction between Data and Evidence (DvE), and The Multiple Methods of Science (MMS). Participants were 220 predominately non-science majoring undergraduate students at a small, doctoral granting, research-extensive university in the Rocky Mountain region of the United States. The student participants were enrolled in an introductory astronomy survey course with an associated laboratory section and were selected in two samples over consecutive fall and spring semesters. The participants also included four of the graduate student instructors who taught the laboratory courses using the intervention curriculum. In the first stage, student participant views of NOSI were measured using the VOSI-4 research instrument before and after the intervention curriculum was administered. The responses were quantified, and the distributions of pre and posttest scores of both samples were separately analyzed to determine if there was a significant improvement in understanding of either of the two aspects of NOSI. The results from both samples were compared to evaluate the consistency of the results. In the second stage, the quantitative results were used to strategically design a qualitative investigation, in which the four lab instructors were interviewed about their observations of how the student participants interacted with the intervention curriculum as compared to traditional lab activities, as well as their suggestions as to how the curriculum may or may not have contributed to the results of the first stage. These interviews were summarized and analyzed for common themes as to how the intervention curriculum influenced the students' understandings of the two aspect of

The impact of a Classroom Performance System on learning gains in a biology course for science majors

Science.gov (United States)

Marin, Nilo Eric

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after

Implementing Experiential Learning Activities in a Large Enrollment Introductory Food Science and Human Nutrition Course

Science.gov (United States)

Bohn, Dawn M.; Schmidt, Shelly J.

2008-01-01

Experiential learning activities are often viewed as impractical, and potentially unfeasible, instructional tools to employ in a large enrollment course. Research has shown, though, that the metacognitive skills that students utilize while participating in experiential learning activities enable them to assess their true level of understanding and…

The Mixmasters: A Smart Marketing Mix Helps a Small College Dramatically Increase Student Enrollments.

Science.gov (United States)

Paul, R. Dana; Stark, Ken

1983-01-01

Adrian College's steady increase and confidence in enrollment projections stem from a research-based, thoughtfully planned, carefully implemented, highly controlled marketing programs. Four major elements of a successful marketing mix are identified: product, price, place, promotion. (MLW)

Challenges of Women in Science: Bangladesh Perspectives

Indian Academy of Sciences (India)

ranjeetha

Director, Bose Centre for Advanced Study and Research in Natural Sciences .... Enrolment in Universities by management d d and gender. 100000 .... in science. • Encouragement in the classroom, family and environment ... Desired strategy.

Collaborative, Early-undergraduate-focused REU Programs at Savannah State University have been Vital to Growing a Demographically Diverse Ocean Science Community

Science.gov (United States)

Gilligan, M. R.; Cox, T. M.; Hintz, C. J.

2011-12-01

Formal support for undergraduates to participate in marine/ocean science research at Savannah State University (SSU), a historically-Black unit of the University System of Georgia, began in 1989 with funding from the National Science Foundation for an unsolicited proposal (OCE-8919102, 34,935). Today SSU, which has offered B.S degrees since 1979 and M.S. degrees since 2001 in Marine Sciences, is making major contributions nationally to demographic diversity in ocean sciences. 33% of Master's degrees in marine/ocean sciences earned by African Americans in the U.S. from 2004-2007 were earned at SSU. 10% of African American Master's and Doctoral students in marine/ ocean sciences in 2007 were either enrolled in the Master's program at SSU or were former SSU students enrolled in Doctoral programs elsewhere. Collaborative REU programs that focus on early (freshman and sophomore) undergraduate students have been a consistent and vital part of that success. In the most recent iteration of our summer REU program we used six of the best practices outlined in the literature to increase success and retention of underrepresented minority students in STEM fields: early intervention, strong mentoring, research experience, career counseling, financial support, workshops and seminars. The early intervention with strong mentoring has proven successful in several metrics: retention in STEM majors (96%), progression to graduate school (50%), and continuation to later research experiences (75%). Research mentors include faculty at staff at SSU, the Skidaway Institute of Oceanography, Gray's Reef National Marine Sanctuary and Georgia Tech-Savannah. Formal collaborative and cooperative agreements, externally-funded grants, and contracts in support of student research training have proven to be critical in providing resources for growth and improvement marine science curricular options at the University. Since 1981 the program has had four formal partnerships and 36 funded grant awards

Science Learning Centres Roundup

Science.gov (United States)

Baker, Yvonne

2013-01-01

A recent YouGov poll indicated that almost half of eight to 18-year-olds aspire to a career in science. The latest Association of Colleges enrolment survey indicates a large increase in uptake of science, technology, engineering and mathematics (STEM) at further education (FE) colleges. These reports, along with other findings that suggest an…

Men in Childcare Services: From Enrolment in Training Programs to Job Retention

Science.gov (United States)

Pirard, Florence; Schoenmaeckers, Pauline; Camus, Pascale

2015-01-01

This article presents a study conducted in Federation Wallonia-Brussels (FWB) to identify factors that motivate men to enrol in training programmes and work in a field where women are the majority, in a context in which few proactive measures are taken to overcome gender stereotypes. Comprehensive interviews conducted with male childcare…

2012 Annual Survey of Journalism and Mass Communication Enrollments: Enrollments Decline for Second Year in a Row

Science.gov (United States)

Becker, Lee B.; Vlad, Tudor; Simpson, Holly Anne

2013-01-01

Enrollments in journalism and mass communication programs in the United States have declined over the last two years, reversing a pattern of growth that has sustained the field for twenty years. It is a decline at a time of continued growth in enrollments at universities generally. It is a decline at a time when enrollments have been growing in…

Influence of Precollege Experience on Self-Concept among Community College Students in Science, Mathematics, and Engineering

Science.gov (United States)

Starobin, Soko S.; Laanan, Frankie Santos

Female and minority students have historically been underrepresented in the field of science, mathematics, and engineering at colleges and universities. Although a plethora of research has focused on students enrolled in 4-year colleges or universities, limited research addresses the factors that influence gender differences in community college students in science, mathematics, and engineering. Using a target population of 1,599 aspirants in science, mathematics, and engineering majors in public community colleges, this study investigates the determinants of self-concept by examining a hypothetical structural model. The findings suggest that background characteristics, high school academic performance, and attitude toward science have unique contributions to the development of self-concept among female community college students. The results add to the literature by providing new theoretical constructs and the variables that predict students' self-concept.

The Use of Clinical Interviews to Develop Inservice Secondary Science Teachers' Nature of Science Knowledge and Assessment of Student Nature of Science Knowledge

Science.gov (United States)

Peters-Burton, Erin E.

2013-01-01

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical…

Computer Science and the Liberal Arts

Science.gov (United States)

Shannon, Christine

2010-01-01

Computer science and the liberal arts have much to offer each other. Yet liberal arts colleges, in particular, have been slow to recognize the opportunity that the study of computer science provides for achieving the goals of a liberal education. After the precipitous drop in computer science enrollments during the first decade of this century,…

The Big Crunch: A Hybrid Solution to Earth and Space Science Instruction for Elementary Education Majors

Science.gov (United States)

Cervato, Cinzia; Kerton, Charles; Peer, Andrea; Hassall, Lesya; Schmidt, Allan

2013-01-01

We describe the rationale and process for the development of a new hybrid Earth and Space Science course for elementary education majors. A five-step course design model, applicable to both online and traditional courses, is presented. Assessment of the course outcomes after two semesters indicates that the intensive time invested in the…

Gender Disparity in Education Enrollment in Pakistan

OpenAIRE

Shakil Quayes; Richard David Ramsey

2015-01-01

The paper examines the determinants of school enrollment in Pakistan. The likelihood of school enrollment is estimated using separate logistic regression models for three different age groups. The empirical results indicate severe gender disparity in school enrollment across all age groups, particularly among the older age groups. Although the rate of school enrollment is positively associated with household income, the gender disparity actually deteriorates with an increase in household inco...

Interdisciplinary Project Experiences: Collaboration between Majors and Non-Majors

Science.gov (United States)

Smarkusky, Debra L.; Toman, Sharon A.

2014-01-01

Students in computer science and information technology should be engaged in solving real-world problems received from government and industry as well as those that expose them to various areas of application. In this paper, we discuss interdisciplinary project experiences between majors and non-majors that offered a creative and innovative…

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

Science.gov (United States)

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two

Research and Teaching: Factors Related to College Students' Understanding of the Nature of Science--Comparison of Science Majors and Nonscience Majors

Science.gov (United States)

Partin, Matthew L.; Underwood, Eileen M.; Worch, Eric A.

2013-01-01

To develop a more scientifically literate society, students need to understand the nature of science, which may be affected by controversial topics such as evolution. There are conflicting views among researchers concerning the relationships between understanding evolution, acceptance of evolution, and understanding of the nature of science. Four…

Determinants of facilitated health insurance enrollment for patients with HIV disease, and impact of insurance enrollment on targeted health outcomes.

Science.gov (United States)

Furl, Renae; Watanabe-Galloway, Shinobu; Lyden, Elizabeth; Swindells, Susan

2018-03-16

The introduction of the Affordable Care Act (ACA) has provided unprecedented opportunities for uninsured people with HIV infection to access health insurance, and to examine the impact of this change in access. AIDS Drug Assistance Programs (ADAPs) have been directed to pursue uninsured individuals to enroll in the ACA as both a cost-saving strategy and to increase patient access to care. We evaluated the impact of ADAP-facilitated health insurance enrollment on health outcomes, and demographic and clinical factors that influenced whether or not eligible patients enrolled. During the inaugural open enrollment period for the ACA, 284 Nebraska ADAP recipients were offered insurance enrollment; 139 enrolled and 145 did not. Comparisons were conducted and multivariate models were developed considering factors associated with enrollment and differences between the insured and uninsured groups. Insurance enrollment was associated with improved health outcomes after controlling for other variables, and included a significant association with undetectable viremia, a key indicator of treatment success (p insurance. The National HIV/AIDS Strategy calls for new interventions to improve HIV health outcomes for disproportionately impacted populations. This study provides evidence to prioritize future ADAP-facilitated insurance enrollment strategies to reach minority populations and unstably housed individuals.

The Impact Of State Policies On ACA Applications And Enrollment Among Low-Income Adults In Arkansas, Kentucky, And Texas.

Science.gov (United States)

Sommers, Benjamin D; Maylone, Bethany; Nguyen, Kevin H; Blendon, Robert J; Epstein, Arnold M

2015-06-01

States are taking variable approaches to the Affordable Care Act (ACA) Medicaid expansion, Marketplace design, enrollment outreach, and application assistance. We surveyed nearly 3,000 low-income adults in late 2014 to compare experiences in three states with markedly different policies: Kentucky, which expanded Medicaid, created a successful state Marketplace, and supported outreach efforts; Arkansas, which enacted the private option and a federal-state partnership Marketplace, but with legislative limitations on outreach; and Texas, which did not expand Medicaid and passed restrictions on navigators. We found that application rates, successful enrollment, and positive experiences with the ACA were highest in Kentucky, followed by Arkansas, with Texas performing worst. Limited awareness remains a critical barrier: Fewer than half of adults had heard some or a lot about the coverage expansions. Application assistance from navigators and others was the strongest predictor of enrollment, while Latino applicants were less likely than others to successfully enroll. Twice as many respondents felt that the ACA had helped them as hurt them (although the majority reported no direct impact), and advertising was strongly associated with perceptions of the law. State policy choices appeared to have had major impacts on enrollment experiences among low-income adults and their perceptions of the ACA. Project HOPE—The People-to-People Health Foundation, Inc.

Understanding Business Majors' Learning Styles

Science.gov (United States)

Giordano, James; Rochford, Regina A.

2005-01-01

Recently, business education programs have experienced a decline in enrollment and an increase in attrition. To understand these issues and recommend solutions, the learning styles of 503 first-year business majors at an urban community college were examined. The results demonstrated that: (a) 94% of the participants were analytic learners; (b)…

Advanced Placement Math and Science Courses: Influential Factors and Predictors for Success in College STEM Majors

Science.gov (United States)

Hoepner, Cynthia Colon

2010-01-01

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country.…

Student science enrichment training program. Progress report, June 1, 1991--May 31, 1992

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1992-04-21

Historically Black Colleges and Universities wing of the United States Department of Energy (DOE) provided funds to Claflin College, Orangeburg, S.C. To conduct a student Science Enrichment Training Program for a period of six weeks during 1991 summer. Thirty participants were selected from a pool of applicants, generated by the High School Seniors and Juniors and the Freshmen class of 1990-1991 at Claflin College. The program primarily focused on high ability students, with potential for Science, Mathematics and Engineering Careers. The major objectives of the program were W to increase the pool of well qualified college entering minority students who will elect to go in Physical Sciences and Engineering and (II) to increase the enrollment in Chemistry and Preprofessional-Pre-Med, Pre-Dent, etc.-majors at Claflin College by including the Claflin students to participate in summer academic program. The summer academic program consisted of Chemistry and Computer Science training. The program placed emphasis upon laboratory experience and research. Visits to Scientific and Industrial laboratories were arranged. Guest speakers which were drawn from academia, industry and several federal agencies, addressed the participants on the future role of Science in the industrial growth of United States of America. The guest speakers also acted as role models for the participants. Several videos and films, emphasizing the role of Science in human life, were also screened.

Using active learning strategies to investigate student learning and attitudes in a large enrollment, introductory geology course

Science.gov (United States)

Berry, Stacy Jane

There has been an increased emphasis for college instruction to incorporate more active and collaborative involvement of students in the learning process. These views have been asserted by The Association of American Colleges (AAC), the National Science Foundation (NSF), and The National Research Counsel (NRC), which are advocating for the modification of traditional instructional techniques to allow students the opportunity to be more cooperative (Task Group on General Education, 1988). This has guided educators and facilitators into shifting teaching paradigms from a teacher centered to a more student-centered curriculum. The present study investigated achievement outcomes and attitudes of learners in a large enrollment (n ~ 200), introductory geology course using a student centered learning cycle format of instruction versus another similar section that used a traditional lecture format. Although the course is a recruiting class for majors, over 95% of the students that enroll are non-majors. Measurements of academic evaluation were through four unit exams, classroom communication systems, weekly web-based homework, in-class activities, and a thematic collaborative poster/paper project and presentation. The qualitative methods to investigate the effectiveness of the teaching design included: direct observation, self-reporting about learning, and open-ended interviews. By disaggregating emerging data, we tried to concentrate on patterns and causal relationships between achievement performance and attitudes regarding learning geology. Statistical analyses revealed positive relationships between student engagement in supplemental activities and achievement mean scores within and between the two sections. Completing weekly online homework had the most robust relationship with overall achievement performance. Contrary to expectations, a thematic group project only led to modest gains in achievement performance, although the social and professional gains could be

Biomedical Science Undergraduate Major: A New Pathway to Advance Research and the Health Professions.

Science.gov (United States)

Gunn, John S; Ledford, Cynthia H; Mousetes, Steven J; Grever, Michael R

2018-01-01

Many students entering professional degree programs, particularly M.D., Ph.D., and M.D./Ph.D., are not well prepared regarding the breadth of scientific knowledge required, communication skills, research experience, reading and understanding the scientific literature, and significant shadowing (for M.D.-related professions). In addition, physician scientists are a needed and necessary part of the academic research environment but are dwindling in numbers. In response to predictions of critical shortages of clinician investigators and the lack of proper preparation as undergraduates for these professions, the Biomedical Science (BMS) undergraduate major was created at The Ohio State University to attract incoming college freshmen with interests in scientific research and the healthcare professions. The intent of this major was to graduate an elite cohort of highly talented individuals who would pursue careers in the healthcare professions, biomedical research, or both. Students were admitted to the BMS major through an application and interview process. Admitted cohorts were small, comprising 22 to 26 students, and received a high degree of individualized professional academic advising and mentoring. The curriculum included a minimum of 4 semesters (or 2 years) of supervised research experience designed to enable students to gain skills in clinical and basic science investigation. In addition to covering the prerequisites for medicine and advanced degrees in health professions, the integrated BMS coursework emphasized research literacy as well as skills related to work as a healthcare professional, with additional emphasis on independent learning, teamwork to solve complex problems, and both oral and written communication skills. Supported by Ohio State's Department of Internal Medicine, a unique clinical internship provided selected students with insights into potential careers as physician scientists. In this educational case report, we describe the BMS

An Interdisciplinary Program in Materials Science at James Madison University.

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Hughes, Chris

2008-03-01

Over the past decade a core group of faculty at James Madison University has created an interdisciplinary program in materials science that provides our students with unique courses and research experiences that augment the existing, high-quality majors in physics and astronomy, chemistry and biochemistry, geology and environmental science, mathematics and statistics, and integrated science and technology. The university started this program by creating a Center for Materials Science whose budget is directly allocated by the provost. This source of funds acts as seed money for research, support for students, and a motivating factor for each of the academic units to support the participation of their faculty in the program. Courses were created at the introductory and intermediate level that are cross-listed by the departments to encourage students to enroll in them as electives toward their majors. Furthermore, the students are encouraged to participate in undergraduate research in materials since this is the most fundamental unifying theme across the disciplines. This talk will cover some of the curricular innovations that went into the design of the program to make it successful, examples of faculty and student research and how that feeds back into the classroom, and success stories of the interactions that have developed between departments because of this program. Student outcomes and future plans to improve the program will also be discussed.

Gender and Age-Appropriate Enrolment in Uganda

Science.gov (United States)

Wells, Ryan

2009-01-01

Secondary school enrolment in Uganda has historically favoured males over females. Recently, however, researchers have reported that the secondary enrolment gender gap has significantly diminished, and perhaps even disappeared in Uganda. Even if gender parity is being achieved for enrolment broadly, there may be a gender gap concerning…

College Enrollment Motivation: A Theoretical Marketing Approach.

Science.gov (United States)

Pomazal, Richard J.

1980-01-01

Personal beliefs and opinions regarding enrolling at university were obtained from 147 residents to test ability of a consumer/marketing theory of behavioral intention to account for factors related to college enrollment motivation. Analysis of the perceived quality of education revealed factors that were different from enrollment motivational…

An Analysis of Science Student Teachers' Epistemological Beliefs and Metacognitive Perceptions about the Nature of Science

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Yenice, Nilgün

2015-01-01

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the…

Medicare Enrollment Dashboard

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U.S. Department of Health & Human Services — The CMS Office of Enterprise Data and Analytics has developed a new interactive Medicare Enrollment Dashboard, which provides current information on the number of...

Crossing the Gender Gap: A Study of Female Participation and Performance in Advanced Maths and Sciences

Science.gov (United States)

Haseltine, Jessica

2006-10-01

A statistical analysis of enrollment in AP maths and sciences in the Abilene Independent School District, between 2000 and 2005, studied the relationship between gender, enrollment, and performance. Data suggested that mid-scoring females were less likely than their male counterparts to enroll in AP-level courses. AISD showed higher female : male score ratios than national and state averages but no improvement in enrollment comparisons. Several programs are suggested to improve both participation and performance of females in upper-level math and science courses.

Freshman Biology Majors' Misconceptions about Diffusion and Osmosis.

Science.gov (United States)

Odom, A. Louis; Barrow, Lloyd H.

The data for this study were obtained from a sample of 117 biology majors enrolled in an introductory biology course. The Diffusion and Osmosis Diagnostic Test, composed of 12 two-tier items, was administered to the students. Among the major findings are: (1) there was no significant difference in scores of male and female students; (2) math…

Implementation of a Program on Experiencing and Application of Research Reactor for University Students Majoring in Science and Technology

Energy Technology Data Exchange (ETDEWEB)

Seo, K. W.; Han, K. W.; Won, J. Y.; Ju, Y. C.; Ji, Y. J.; Oh, S. Y

2007-05-15

This report was written as following contents, to develop a program for university students majoring in science and technology, which is intended to provide the students with opportunities to obtain hands on experience and knowledge on various nuclear technology, through experiments using HANARO and its facilities. Thus obtain experience and knowledge are expected to be a great help for their current study and for their selection of a specific future study area. The purpose of this research is as follows: - development of various curricula for specific research using HANARO and continuous operation of the developed curricula to provided university students with opportunities to use HANARO as part of their university study. - continuous operation of research reactor experimental programs for university students in nuclear field to make contribution to cultivating specialists. - development and operation of training programs of experiments using research reactor for university students majoring in nuclear engineering and also for university students majoring in diverse fields of science and technology such as physics, advanced metallurgy, mechanical engineering, energy engineering, radiological science, nanoscience, etc. to cultivate future potential users of HANARO as well as broadening the user group. As a whole, 263 students from 15 universities have completed the courses of the programs developed and offered by this project. Also, 5 textbooks have been developed to support the programs.

Implementation of a Program on Experiencing and Application of Research Reactor for University Students Majoring in Science and Technology

International Nuclear Information System (INIS)

Seo, K. W.; Han, K. W.; Won, J. Y.; Ju, Y. C.; Ji, Y. J.; Oh, S. Y.

2007-05-01

This report was written as following contents, to develop a program for university students majoring in science and technology, which is intended to provide the students with opportunities to obtain hands on experience and knowledge on various nuclear technology, through experiments using HANARO and its facilities. Thus obtain experience and knowledge are expected to be a great help for their current study and for their selection of a specific future study area. The purpose of this research is as follows: - development of various curricula for specific research using HANARO and continuous operation of the developed curricula to provided university students with opportunities to use HANARO as part of their university study. - continuous operation of research reactor experimental programs for university students in nuclear field to make contribution to cultivating specialists. - development and operation of training programs of experiments using research reactor for university students majoring in nuclear engineering and also for university students majoring in diverse fields of science and technology such as physics, advanced metallurgy, mechanical engineering, energy engineering, radiological science, nanoscience, etc. to cultivate future potential users of HANARO as well as broadening the user group. As a whole, 263 students from 15 universities have completed the courses of the programs developed and offered by this project. Also, 5 textbooks have been developed to support the programs

Using constructivist teaching strategies in high school science classrooms to cultivate positive attitudes toward science

Science.gov (United States)

Heron, Lory Elen

attitude toward science vs. gender was undertaken. An initial significant difference in positive attitude toward science between females and males in the experimental group was established (p =.05). There was no significant difference in positive attitude toward science between those same females and males after the experimental period. Consistent with other results, attitudes toward science for both males and females in the control group became less positive after the study, while males and females in the experimental group had a more positive attitude toward science after four months of using constructivist strategies. Looking at females only, the control group started out with a significantly more positive attitude toward science (mean = 43.40) compared to the experimental group (mean = 39.26, p =.0261). Although a significant difference in positive attitude between females in both groups was not found after the treatment period, the mean attitude score for females in the experimental group increased 2.044, while the mean attitude score for females in the control group decreased by 1.750. Constructivist strategies and their relationship with fostering positive attitudes toward science, might prove a viable solution for addressing the major concern of gender equity and enrollment in higher level science and mathematics courses.

African-American males in computer science---Examining the pipeline for clogs

Science.gov (United States)

Stone, Daryl Bryant

The literature on African-American males (AAM) begins with a statement to the effect that "Today young Black men are more likely to be killed or sent to prison than to graduate from college." Why are the numbers of African-American male college graduates decreasing? Why are those enrolled in college not majoring in the science, technology, engineering, and mathematics (STEM) disciplines? This research explored why African-American males are not filling the well-recognized industry need for Computer Scientist/Technologists by choosing college tracks to these careers. The literature on STEM disciplines focuses largely on women in STEM, as opposed to minorities, and within minorities, there is a noticeable research gap in addressing the needs and opportunities available to African-American males. The primary goal of this study was therefore to examine the computer science "pipeline" from the African-American male perspective. The method included a "Computer Science Degree Self-Efficacy Scale" be distributed to five groups of African-American male students, to include: (1) fourth graders, (2) eighth graders, (3) eleventh graders, (4) underclass undergraduate computer science majors, and (5) upperclass undergraduate computer science majors. In addition to a 30-question self-efficacy test, subjects from each group were asked to participate in a group discussion about "African-American males in computer science." The audio record of each group meeting provides qualitative data for the study. The hypotheses include the following: (1) There is no significant difference in "Computer Science Degree" self-efficacy between fourth and eighth graders. (2) There is no significant difference in "Computer Science Degree" self-efficacy between eighth and eleventh graders. (3) There is no significant difference in "Computer Science Degree" self-efficacy between eleventh graders and lower-level computer science majors. (4) There is no significant difference in "Computer Science Degree

Strengthening 4-H by Analyzing Enrollment Data

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Hamilton, Stephen F.; Northern, Angela; Neff, Robert

2014-01-01

The study reported here used data from the ACCESS 4-H Enrollment System to gain insight into strengthening New York State's 4-H programming. Member enrollment lists from 2009 to 2012 were analyzed using Microsoft Excel to determine trends and dropout rates. The descriptive data indicate declining 4-H enrollment in recent years and peak enrollment…

Student and Parental Message Effects on Urban Hispanic-American Students' Intention To Enroll in High School Chemistry.

Science.gov (United States)

Black, Carolyn Bicknell; Crawley, Frank E.

This research examined the effects of belief-based messages on the intentions of ninth and tenth grade, Hispanic-American students to enroll in their first elective science course at the pre-college level, chemistry. The design of the study was guided by the theory of planned behavior (Ajzen, 1989) and the Elaboration Likelihood Model of…

The Effect of Serious Video Game Play on Science Inquiry Scores

Science.gov (United States)

Hilosky, Alexandra Borzillo

American students are not developing the science inquiry skills needed to solve complex 21st century problems, thus impacting the workforce. In 2009, American high school students ranked 21 out of 26 in the category of problem-solving according to the Program for International Student Assessment. Serious video games have powerful epistemic value and are beneficial with respect to enhancing inquiry, effective problem-solving. The purpose of this correlational, quantitative study was to test Gee's assumption regarding the cycle of thinking (routinization, automatization, and deroutinization) by determining whether players status was a significant predictor of science inquiry scores, controlling for age, gender, and major. The 156 non-random volunteers who participated in this study were enrolled in a 2-year college in the northeastern U.S. Multiple regression analyses revealed that major was the strongest overall (significant) predictor, b = -.84, t(149) = -3.70, p video game play. Recommendations include using serious games as instructional tools and to assess student learning (formative and summative), especially among non-traditional learners.

The Employment Outlook for Social Science Majors in the South.

Science.gov (United States)

Galambos, Eva C.

This assessment of the future job market for social science graduates is made both generically and separately for certain disciplines. The definition of the social sciences follows the USOE definition and includes: anthropology, archeology, economics, history, geography, political science, sociology, criminology, international relations, urban…

How Pre-Service Teachers' Understand and Perform Science Process Skills

Science.gov (United States)

Chabalengula, Vivien Mweene; Mumba, Frackson; Mbewe, Simeon

2012-01-01

This study explored pre-service teachers' conceptual understanding and performance on science process skills. A sample comprised 91 elementary pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course.…

Regional Queensland Parents' Views of Science Education: Some Unexpected Perceptions

Science.gov (United States)

Boon, Helen J.

2012-01-01

Low post-compulsory science enrolments for secondary students have been a growing concern across the Western world. Research has examined factors relating to science curricula and students' attitudes about science, but parental views of science education remain largely unexplored in Australia. Because parents have a strong role in shaping their…

Enrollment Management: A Market-Centered Perspective

Science.gov (United States)

Kalsbeek, David H.; Hossler, Donald

2009-01-01

Enrollment management, the authors suggested in earlier essays, is a deliberate process of achieving an institution's preferred enrollment profile, starting by identifying the strategic purposes and mission of the institution, and then orchestrating the marketing, recruitment, admissions, pricing and aid, retention programs, academic support…

Is the Crisis in Science Education Continuing? Current Senior Secondary Science Enrolment and Tertiary Entrance Trends in Western Australia

Science.gov (United States)

Venville, Grady

2008-01-01

In May 2007 an issue of the "Australian Education Review" was released reporting on the state of science education in Australia. The report argued that we are in the advanced stages of a crisis in school science that threatens the future of Australia as a technologically advanced nation, and we need to change the way we think about the…

Astronomy Enrollments and Degrees: Results from the 2012 Survey of Astronomy Enrollments and Degrees. Focus On

Science.gov (United States)

Mulvey, Patrick; Nicholson, Starr

2014-01-01

Interest in astronomy degrees in the U.S. remains strong, with astronomy enrollments at or near all-time highs for the 2012-13 academic year. The total number of students taking an introductory astronomy course at a degree-granting physics or astronomy department is approaching 200,000. Enrollments in introductory astronomy courses have been…

Does Personality Matter? Applying Holland's Typology to Analyze Students' Self-Selection into Science, Technology, Engineering, and Mathematics Majors

Science.gov (United States)

Chen, P. Daniel; Simpson, Patricia A.

2015-01-01

This study utilized John Holland's personality typology and the Social Cognitive Career Theory (SCCT) to examine the factors that may affect students' self-selection into science, technology, engineering, and mathematics (STEM) majors. Results indicated that gender, race/ethnicity, high school achievement, and personality type were statistically…

Impact of managed care on cancer trial enrollment.

Science.gov (United States)

Gross, C P; Krumholz, H M

2005-06-01

To determine the relationship between managed care market activity and cancer trial enrollment. Trial participant data were obtained from the National Cancer Institute. Participants in cooperative group trials of breast, colorectal, lung, or prostate cancer during the years 1996 through 2001 were assigned to counties based on their zip code of residence. Linear regression was used to determine the relationship between county enrollment rate and two measures of county managed care activity (penetration and index of competition [IOC]), adjusting for other county characteristics. In bivariate analysis, there was a strong inverse correlation between trial enrollment rate and IOC (r = -0.23; P penetration, proportion uninsured, and other county characteristics. Counties in the lowest quartile of managed care penetration tended to have lower enrollment rates than the remaining counties (r = -0.05; P = .048), while counties in the second, third, and fourth quartiles of penetration all had similar enrollment rates to one another. Cancer trial enrollment rates were suboptimal across all counties, and counties with higher levels of managed care competition had significantly lower enrollment rates. The relationship between managed care penetration and trial enrollment was less consistent. Future efforts to enhance trial participation should address the potential negative influence of market factors.

Family and Consumer Sciences Marketing Strategies

Science.gov (United States)

Clauss, Barbara A.

2007-01-01

Family and consumer sciences teachers agree-- word-of-mouth is a great way to market the programs, as peers are very influential in students' selection of electives in family and consumer sciences (FACS) education. However, teachers do not rely solely on their students to influence enrollments in their programs. In this article, the author…

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

Directory of Open Access Journals (Sweden)

Jiyoon Yoon

2017-07-01

Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

Teen clinics: missing the mark? Comparing pregnancy and sexually transmitted infections rates among enrolled and non-enrolled adolescents.

Science.gov (United States)

Shaw, Souradet Y; Metge, Colleen; Taylor, Carole; Chartier, Mariette; Charette, Catherine; Lix, Lisa; Santos, Rob; Sarkar, Joykrishna; Nickel, Nathan C; Burland, Elaine; Chateau, Dan; Katz, Alan; Brownell, Marni; Martens, Patricia J

2016-06-21

In Manitoba, Canada, school-based clinics providing sexual and reproductive health services for adolescents have been implemented to address high rates of sexually transmitted infections (STIs) and pregnancies. The objectives of this population-based study were to compare pregnancy and STI rates between adolescents enrolled in schools with school-based clinics, those in schools without clinics, and those not enrolled in school. Data were from the PATHS Data Resource held in the Population Health Research Data Repository housed at the Manitoba Centre for Health Policy. Adolescents aged 14 to 19 between 2003 and 2009 were included in the study. Annualized rates of pregnancies and positive STI tests were estimated and Poisson regression models were used to test for differences in rates amongst the three groups. As a proportion, pregnancies among non-enrolled female adolescents accounted for 55 % of all pregnancies in this age group during the study period. Pregnancy rates were 2-3 times as high among non-enrolled female adolescents. Compared to adolescents enrolled in schools without school-based clinics, age-adjusted STI rates were 3.5 times (p pregnancies and STIs were observed among non-enrolled adolescents. Although provision of reproductive and health services to in-school adolescents should remain a priority, program planning and design should consider optimal strategies to engage out of school youth.

Gender, mathematics, reading comprehension and science reasoning as predictors of science achievement among African-American students at a historical black college or university

Science.gov (United States)

Davis, Consuella Artiemese

This study investigated predictors that influence the science achievement of African-American non-science majors in a Physical Science class. The population consisted of male and female college students enrolled in Physical Science courses at a historical black college or university (HBCU) located in the southeastern portion of the United States. A personal data information sheet was administered to 120 participants during the Fall of 2008. The personal data information sheet consisted of questions pertaining to the high school courses, students took in math, language arts and science. It also consisted of basic background information. Students also gave written consent for their midterm and final grades earned in Physical Science to be used in the study as part of the analyses. A t-Test including chi-square tests revealed that there was not a significant difference in the raw scores of African-American females and African American males on the American College Test. A significant difference was not observed between the females and males on the ACT math subtest, t (118) = -.78, p = .43; reading comprehension subtest, t (118) = -1.44, .15 or on the science reasoning subtest, t (118) = -1.46, p = .15. A significant difference was not found between the final grades of African American females and the final grades of African American males. Chi-square tests were conducted to determine goodness of fit, X2 = 6.11, df = 1, p = .191. Although the grades of females were higher than males, results were not significant. The correlation between math ACT and final grades were not significant, r = .131, N = 120, p = .155, reading comprehension ACT and final grades were not significant, r = .072, N = 120, p = .434 and science reasoning ACT and final grades were found not to be significant, r = .109, N = 120, p = .237. Being that the majority of students who participated in the study were from one state, had similar high school backgrounds, had similar majors and were similar in

Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study

Directory of Open Access Journals (Sweden)

Steven J Greenland

2014-02-01

Full Text Available Swinburne University of Technology has experienced tremendous growth in open access online learning and as such is typical of the many Australian institutions that have ventured into online tertiary education. While research in online education continues to expand, comparatively little investigates students’ enrolment and attrition.This research examines commencing enrolment and associated student withdrawal data, as well as performance scores from eight units forming a Marketing Major for an open access online undergraduate degree. Since data were collected over a five year period, trends and patterns within a substantial online undergraduate program can be explored.The paper discusses the challenges of analysing enrolment data. Initial findings suggest that retention strategies should be designed according to the stage students are at in their studies. Furthermore, the research informs the prioritisation and development of more effective enrolment and performance datareporting capabilities, which in turn would benefit student management and retention.http://dx.doi.org/10.5944/openpraxis.6.1.95

Dual Enrollment Participation from the Student Perspective

Science.gov (United States)

Kanny, M. Allison

2015-01-01

This chapter examines the experiences of five high school students previously enrolled in dual enrollment courses, and discusses the perceived benefits and disadvantages of these experiences from the student perspective.

Science and technology planning in LDCs: major policy issues

Energy Technology Data Exchange (ETDEWEB)

Wionczek, M S

1979-05-01

Science in the less-developed countries (LDCs) should be underplanned rather than overplanned. Furthermore, the planning should be directed to the outer fringes of the scientific endeavor and to its infrastructure and not to the substance of scientific research itself. Planning of applied research and technological development in the LDC is another story. It cannot be done without entering into the substantive problems of applied research and technological development. Attempts to set the broad overall national targets for science and technology (S and T) expenditures -in terms of the proportion of the (GNP) or the per capita income- which do not consider the science and technology system's financial and human resources absorption capacity, are useless. 8 references.

Forecasting Enrollments with Fuzzy Time Series.

Science.gov (United States)

Song, Qiang; Chissom, Brad S.

The concept of fuzzy time series is introduced and used to forecast the enrollment of a university. Fuzzy time series, an aspect of fuzzy set theory, forecasts enrollment using a first-order time-invariant model. To evaluate the model, the conventional linear regression technique is applied and the predicted values obtained are compared to the…

Methods and Techniques of Enrollment Forecasting.

Science.gov (United States)

Brinkman, Paul T.; McIntyre, Chuck

1997-01-01

There is no right way to forecast college enrollments; in many instances, it will be prudent to use both qualitative and quantitative methods. Methods chosen must be relevant to questions addressed, policies and decisions at stake, and time and talent required. While it is tempting to start quickly, enrollment forecasting is an area in which…

The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

Science.gov (United States)

Lado, Longun Moses

This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and

Assessment of Factors that Influence the Recruitment of Majors from Introductory Geology Classes

Science.gov (United States)

Hoisch, T. D.; Bowie, J. I.

2009-12-01

In order to guide the formulation of strategies for recruiting undergraduates taking introductory geology courses into the geology program at Northern Arizona University, we surveyed 783 students in introductory geology classes and 23 geology majors in their junior and senior years. Our introductory courses (GLG100, Introduction to Geology; GLG101, Physical Geology; and GLG112, Geologic Disasters) typically enroll ~600 students each semester. The majority of students in these classes are non-majors who take them in order to satisfy a university general education requirement (called “Liberal Studies requirements” at NAU). A large proportion of these students are freshmen (51%) and sophomores (30%), and many have not yet decided on a major or are uncertain about the major they have chosen. Our analysis shows that ~7% of students in the introductory classes are possible candidates for recruitment. Although a small percentage, it represents a large number of individuals, in fact more than could be accommodated were they all to decide to major in geology. Influential factors that weigh in favor of majoring in geology include good employability, good salary potential, and opportunities for working outdoors, field work, observing nature, travel, and environmentally friendly employment. In addition, students view a career as a geologist as potentially the most fulfilling of the different science occupations (biologist, chemist, geologist, environmental scientist, physicist) and among the more environmentally friendly. However, students perceive geology to be the least difficult of the sciences, and geology occupations to be low-paying and low in prestige relative to the other sciences. These negative perceptions could be countered by providing data to introductory students showing the starting salaries of geologists in comparison to other science occupations, and by communicating the rigorous nature of the more advanced classes in the geology degree program. A

Towards Analysis of the Status of Science Technology Engineering ...

African Journals Online (AJOL)

This has been the case at both 'O' and 'A' levels. There is also a noticeable decline in enrolment statistics in STEM related subjects as the level of education increases. Within the sciences, at 'O' level, integrated science has high number of entries whilst pure science subjects such as biology, chemistry, physics and ...

Facilitating long-term changes in student approaches to learning science.

Science.gov (United States)

Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

Gender Preference in Primary School Enrolment among ...

African Journals Online (AJOL)

Gender Preference in Primary School Enrolment among Households in Northern ... Narrowing and eliminating enrolment gaps between male and female ... that income level of the household head, number of male and female children of ...

42 CFR 417.538 - Enrollment and marketing costs.

Science.gov (United States)

2010-10-01

... PREPAYMENT PLANS Medicare Payment: Cost Basis § 417.538 Enrollment and marketing costs. (a) Principle. Costs incurred by an HMO or CMP in performing the enrollment and marketing activities described in subpart k of... 42 Public Health 3 2010-10-01 2010-10-01 false Enrollment and marketing costs. 417.538 Section 417...

German Undergraduate Mathematics Enrolment Numbers: Background and Change

Science.gov (United States)

Ammann, Claudia; Frauendiener, Jorg; Holton, Derek

2010-01-01

Before we consider the German tertiary system, we review the education system and consider other relevant background details. We then concentrate on the tertiary system and observe that the mathematical enrolments are keeping up with the overall student enrolments. At the same time, the first year mathematics enrolments for women are greater than…

20 CFR 901.30 - Authority to suspend or terminate enrollment.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Authority to suspend or terminate enrollment. 901.30 Section 901.30 Employees' Benefits JOINT BOARD FOR THE ENROLLMENT OF ACTUARIES REGULATIONS... the enrollment of an enrolled actuary if the Joint Board finds that such enrolled actuary (a) Has...

Reducing cultural and psychological barriers to Latino enrollment in HIV-prevention counseling: initial data on an enrollment meta-intervention.

Science.gov (United States)

Wilson, Kristina; Durantini, Marta R; Albarracín, Julia; Crause, Candi; Albarracín, Dolores

2013-01-01

Aspects of Latino culture (e.g., machismo, marianism) can act as barriers to enrollment in HIV-prevention programs. To lift these barriers, a culturally appropriate meta-intervention was designed to increase intentions to enroll in HIV-prevention counseling by Latinos. Latino participants (N=41) were recruited from the community and randomly assigned to either an experimental or control meta-intervention condition that varied the introduction to a HIV-prevention counseling program. Following the meta-intervention, participants were issued an invitation to take part in HIV-prevention counseling. The outcome measure was the intention to enroll in a HIV-prevention counseling session. Findings indicated that enrollment intentions were higher in the experimental meta-intervention condition (96%) than in the control meta-intervention condition (53%). In addition, the effects of the meta-intervention were comparable across genders and participant ages. Findings suggest that the use of a culturally appropriate meta-intervention may be an effective strategy for increasing Latino enrollment in HIV-prevention programs. These promising findings warrant further investigation into the efficacy and effectiveness of this meta-intervention.

Roster of Astronomy Departments with Enrollment and Degree Data, 2014: Results from the 2014 Survey of Enrollments and Degrees. Focus On

Science.gov (United States)

Nicholson, Starr; Mulvey, Patrick J.

2015-01-01

Undergraduate astronomy enrollments in the US continue to rise with junior and senior level enrollments exceeding the previous year's all-time high. The increasing undergraduate enrollments have produced 428 bachelor's in the 2013-14 academic year, also an all-time high. Undergraduate astronomy degree production will continue to rise given the…

Non-major bleeding with apixaban versus warfarin in patients with atrial fibrillation

NARCIS (Netherlands)

Bahit, M.C.; Lopes, R.D.; Wojdyla, D.M.; Held, C.; Hanna, M.; Vinereanu, D.; Hylek, E.M.; Verheugt, F.W.; Goto, S.; Alexander, J.H.; Wallentin, L.; Granger, C.B.

2017-01-01

OBJECTIVE: We describe the incidence, location and management of non-major bleeding, and assess the association between non-major bleeding and clinical outcomes in patients with atrial fibrillation (AF) receiving anticoagulation therapy enrolled in Apixaban for Reduction in Stroke and other

Age at Menarche and Choice of College Major: Implications for STEM Majors

Science.gov (United States)

Brenner-Shuman, Anna; Waren, Warren

2013-01-01

Even though boys and girls in childhood perform similarly in math and spatial thinking, after puberty fewer young women pursue majors that emphasize abilities such as science, technology, engineering, and math (STEM) in college. If postpubertal feminization contributes to a lower likelihood of choosing STEM majors, then young women who enter…

A Major in Science? Initial Beliefs and Final Outcomes for College Major and Dropout

OpenAIRE

Ralph Stinebrickner; Todd R. Stinebrickner

2014-01-01

Taking advantage of unique longitudinal data, we provide the first characterization of what college students believe at the time of entrance about their final major, relate these beliefs to actual major outcomes, and provide an understanding of why students hold the initial beliefs about majors that they do. The data collection and analysis are based directly on a conceptual model in which a student's final major is best viewed as the end result of a learning process. We find that students en...

Barriers to Enrollment in Health Coverage in Colorado.

Science.gov (United States)

Martin, Laurie T; Bharmal, Nazleen; Blanchard, Janice C; Harvey, Melody; Williams, Malcolm

2015-03-20

As part of the implementation of the Affordable Care Act, Colorado has expanded Medicaid and also now operates its own health insurance exchange for individuals (called Connect for Health Colorado). As of early 2014, more than 300,000 Coloradans have newly enrolled in Medicaid or health insurance through Connect for Health Colorado, but there also continues to be a diverse mix of individuals in Colorado who remain eligible for but not enrolled in either private insurance or Medicaid. The Colorado Health Foundation commissioned the RAND Corporation to conduct a study to better understand why these individuals are not enrolled in health insurance coverage and to develop recommendations for how Colorado can strengthen its outreach and enrollment efforts during the next open enrollment period, which starts in November 2014. RAND conducted focus groups with uninsured and newly insured individuals across the state and interviews with local stakeholders responsible for enrollment efforts in their regions. The authors identified 11 commonly cited barriers, as well as several that were specific to certain regions or populations (such as young adults and seasonal workers). Collectively, these barriers point to a set of four priority recommendations that stakeholders in Colorado may wish to consider: (1) Support and expand localized outreach and tailored messaging; (2) Strengthen marketing and messaging to be clear, focused on health benefits of insurance (rather than politics and mandates), and actionable; (3) Improve the clarity and transparency of insurance and health care costs and enrollment procedures; and (4) Revisit the two-stage enrollment process and improve Connect for Health Colorado website navigation and technical support.

A Research-Based Science Teacher Education Program for a Competitive Tomorrow

Science.gov (United States)

Clary, R. M.; Hamil, B.; Beard, D. J.; Chevalier, D.; Dunne, J.; Saebo, S.

2009-12-01

active-learning environments which focus upon authentic research. Although in its first year, this program has resulted in several requests from workshop participants for additional information and researcher engagement for individual classrooms. The pre-service teachers are highly engaged, and some participants have presented research at peer-reviewed professional conferences. The goals for the enrolled pre-service and practicing teachers include the development of critical thinking problem-solving skills, and an increase in motivation and excitement for science teaching. The extensive science research background and enthusiasm should translate directly into Mississippi’s high-need science classrooms, and increase the number of K-12 students interested in STEM education as a major.

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

Science.gov (United States)

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

Influence of field study on learning and attitudes toward science

Science.gov (United States)

Brackney, David L.

In an effort to improve attitudes toward science and academic achievement among college students who are non-science majors, an informal science educational experience in the form of a natural science field study course was created. The purpose of this study was to investigate the impact of a field study experience on student science attitudes and achievement. Outcomes from the field study groups were compared to students who enrolled in a traditional lecture/lab course. Academic achievement was measured via pre and posttest measures of geologic knowledge. Attitudes toward science were measured with a Science Attitudes Survey that utilized Likert-scale type items in the instrument. To explore student impressions and reactions to participating in the field study experience, interviews were conducted with open-ended questions. Patterns of responses were identified to explore common themes. Field study participants were found to have significantly higher gains from pre to posttest scores compared with the gains made by students who participated in a formal Earth Science course. There was no significant difference found in overall attitudes toward science and technology as measured with this attitudes survey between students who participated in the two formats of courses over the last five years. However, comments shared by participants in the field study through interviews suggest that their attitudes toward science had in fact been affected in positive ways. Other patterns of responses indicate positive impacts made on students on a number of fronts including affective, cognitive, and social interactions. All students interviewed rated the field study experience as valuable educationally or extremely valuable educationally.

Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May Be More Easily Altered than Others

Science.gov (United States)

Mesci, Gunkut; Schwartz, Renee' S.

2017-01-01

The purpose of this study was to assess preservice teachers' views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and…

The experiences of female high school students and interest in STEM: Factors leading to the selection of an engineering or computer science major

Science.gov (United States)

Genoways, Sharon K.

STEM (Science, Technology, Engineering and Math) education creates critical thinkers, increases science literacy, and enables the next generation of innovators, which leads to new products and processes that sustain our economy (Hossain & Robinson, 2012). We have been hearing the warnings for several years, that there simply are not enough young scientists entering into the STEM professional pathways to replace all of the retiring professionals (Brown, Brown, Reardon, & Merrill, 2011; Harsh, Maltese, & Tai, 2012; Heilbronner, 2011; Scott, 2012). The problem is not necessarily due to a lack of STEM skills and concept proficiency. There also appears to be a lack of interest in these fields. Recent evidence suggests that many of the most proficient students, especially minority students and women, have been gravitating away from science and engineering toward other professions. (President's Council of Advisors on Science and Technology, 2010). The purpose of this qualitative research study was an attempt to determine how high schools can best prepare and encourage young women for a career in engineering or computer science. This was accomplished by interviewing a pool of 21 women, 5 recent high school graduates planning to major in STEM, 5 college students who had completed at least one full year of coursework in an engineering or computer science major and 11 professional women who had been employed as an engineer or computer scientist for at least one full year. These women were asked to share the high school courses, activities, and experiences that best prepared them to pursue an engineering or computer science major. Five central themes emerged from this study; coursework in physics and calculus, promotion of STEM camps and clubs, teacher encouragement of STEM capabilities and careers, problem solving, critical thinking and confidence building activities in the classroom, and allowing students the opportunity to fail and ask questions in a safe environment. These

42 CFR 460.160 - Continuation of enrollment.

Science.gov (United States)

2010-10-01

... of enrollment. Enrollment continues until the participant's death, regardless of changes in health... level of care required under the State Medicaid plan for coverage of nursing facility services. (1... participant no longer meets the State Medicaid nursing facility level of care requirements, the participant...

20 CFR 638.402 - Enrollment by readmission.

Science.gov (United States)

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Enrollment by readmission. 638.402 Section... Placements in the Job Corps § 638.402 Enrollment by readmission. Procedures for screening and selection of applicants for readmission shall be issued by the Job Corps Director. ...

Initial Results of On-Line Earth System Science Course Offerings at the University of Nebraska-Omaha Through the Earth System Science Education Alliance

Science.gov (United States)

Shuster, R. D.; Grandgenett, N. F.; Schnase, W. L.; Hamersky, S.; Moshman, R.

2008-12-01

The University of Nebraska at Omaha has been offering on-line Earth System Science coursework to teachers in Nebraska since 2002. UNO was one of the initial members in the Earth Systems Science Education Alliance (ESSEA) and has offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. Our experiences in delivering this coursework have involved both teachers who have received a stipend to take the course and those who have paid their own tuition and fees and received graduate credit for the course. We will report on the online behavior of teachers from both populations and also discuss pros and cons of each approach. UNO has also experimented with different approaches in the support and management of the course, including using undergraduate majors as content experts. This improves access of teachers to content-related feedback and is a positive experience for the undergraduate major. Feedback surveys from earlier ESSEA offerings indicate a strongly positive perception of the courses by the teachers enrolled in the coursework. Project impact has been documented in teacher projects, quotes, and lessons associated with the coursework activities. We will also describe online course modules being developed within the UNO online course efforts, including one focusing on the global amphibian crisis.

The numbers, educational status and health of enrolled and non-enrolled school-age children in the Allai Valley, Northwest Frontier Province, Pakistan.

Science.gov (United States)

Hall, Andrew; Kirby, Helen

2010-04-01

A cluster survey of the age, sex and enrolment status of all school-age children 5-14 years old was undertaken in 2006 in a remote rural sub-district of the Northwest Frontier Province, Pakistan about a year after a devastating earthquake. Information was collected on the characteristics of children, their households and parents, and on reasons for non-enrolment. The health and nutritional status of a randomly selected child in each household was assessed and enrolled and non-enrolled children were compared by sex. A total of 2032 children were recorded in 925 households, 845 girls and 1187 boys, a sex ratio of 71 girls/100 boys. Half of all girls were not enrolled in school compared with a fifth of all boys. There was no common reason for non-enrolment and they differed between the sexes. The randomly selected children (n = 897) were moderately malnourished: 43% were stunted, 12% were thin and 46% were anaemic. 66% of a sub-sample of children (n = 269) had a low urinary iodine concentration, which could contribute to a low IQ and impaired hearing. There were no statistically significant differences in the nutritional status or health of non-enrolled and enrolled girls. These data contribute towards an understanding of how to improve the education and health of school-age children in a conservative, rural province of Pakistan. Copyright 2010 Elsevier Ltd. All rights reserved.

Special Project Examination in Integrated Science - Ordinary Level.

Science.gov (United States)

Wimpenny, David

A science achievement test for the General Certificate of Education (GCE, England) was developed for students enrolled in the curriculum of the Schools Council Integrated Science Project. This document contains discussions of the testing program and a copy of the 1973 test. After an overview of the curriculum project and issues related to…

Declining Physics Enrollments: An Exploration of Reasons

Science.gov (United States)

Nelson, Miles A.; Dietrich, Donald G.

1975-01-01

Describes a detailed study used in schools with the highest and lowest percentages of students enrolled in physics in order to determine factors related to enrollment. Twenty-eight indexes were used. Reports percent of variance accounted for and significance level for each variable and offers conclusions. (CP)

Pre-Enrollment Reimbursement Patterns of Medicare Beneficiaries Enrolled in “At-Risk” HMOs

Science.gov (United States)

Eggers, Paul W.; Prihoda, Ronald

1982-01-01

The Health Care Financing Administration (HCFA) has initiated several demonstration projects to encourage HMOs to participate in the Medicare program under a risk mechanism. These demonstrations are designed to test innovative marketing techniques, benefit packages, and reimbursement levels. HCFA's current method for prospective payments to HMOs is based on the Adjusted Average Per Capita Cost (AAPCC). An important issue in prospective reimbursement is the extent to which the AAPCC adequately reflects the risk factors which arise out of the selection process of Medicare beneficiaries into HMOs. This study examines the pre-enrollment reimbursement experience of Medicare beneficiaries who enrolled in the demonstration HMOs to determine whether or not a non-random selection process took place. The three demonstration HMOs included in the study are the Fallon Community Health Plan, the Greater Marshfield Community Health Plan, and the Kaiser-Permanente medical program of Portland, Oregon. The study includes 18,085 aged Medicare beneficiaries who had enrolled in the three plans as of April, 1981. We included comparison groups consisting of a 5 percent random sample of aged Medicare beneficiaries (N = 11,240) living in the same geographic areas as the control groups. The study compares the groups by total Medicare reimbursements for the years 1976 through 1979. Adjustments were made for AAPCC factor differences in the groups (age, sex, institutional status, and welfare status). In two of the HMO areas there was evidence of a selection process among the HMOs enrollees. Enrollees in the Fallon and Kaiser health plans were found to have had 20 percent lower Medicare reimbursements than their respective comparison groups in the four years prior to enrollment. This effect was strongest for inpatient services, but a significant difference also existed for use of physician and outpatient services. In the Marshfield HMO there was no statistically significant difference in pre-enrollment

An Investigation of Task and Ego Oriented Goals of the Students Majoring at the Faculty of Sport Sciences

Science.gov (United States)

Belli, Emre

2015-01-01

The aim of this study is to explore the task and ego oriented goals of the students majoring at the Faculty of Sports Sciences at Ataturk University. For data collection, "The Task and Ego Orientation in Sport Questionnaire", which was developed by Duda (1) and adapted into Turkish by Toros and Yetim (2), was used in the current study to…

The Impact of Course Delivery Systems on Student Achievement and Sense of Community: A Comparison of Learning Community versus Stand-Alone Classroom Settings in an Open-Enrollment Inner City Public Community College

Science.gov (United States)

Bandyopadhyay, Pamela

2010-01-01

This study examined the effects of two types of course delivery systems (learning community classroom environments versus stand-alone classroom environments) on the achievement of students who were simultaneously enrolled in remedial and college-level social science courses at an inner city open-enrollment public community college. This study was…

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

Science.gov (United States)

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

Characteristics of Abductive Inquiry in Earth Science: An Undergraduate Case Study

Science.gov (United States)

Oh, Phil Seok

2011-01-01

The goal of this case study was to describe characteristic features of abductive inquiry learning activities in the domain of earth science. Participants were undergraduate junior and senior students who were enrolled in an earth science education course offered for preservice secondary science teachers at a university in Korea. The undergraduate…

Diminished Access: Fall 1982 Enrollment at Independent Colleges and Universities.

Science.gov (United States)

Thrift, Julianne Still; Toppe, Christopher

Results of the fall 1982 survey of enrollments at private colleges and universities are presented, with attention also directed to the effect of the freshman enrollment decline on institutional finance, determinants of enrollment, and future enrollment expectations. Of the approximately 1,500 independent colleges, almost 1,200 institutions…

Transforming the Enrollment Experience Using Design Thinking

Science.gov (United States)

Apel, Aaron; Hull, Phil; Owczarek, Scott; Singer, Wren

2018-01-01

In an effort to simplify the advising and registration process and provide students with a more intuitive enrollment experience, especially at orientation, the University of Wisconsin-Madison's Office of the Registrar and Office of Undergraduate Advising co-sponsored a project to transform the enrollment experience. Using design thinking has…

Distortion product otoacoustic emissions in college music majors and nonmusic majors

Directory of Open Access Journals (Sweden)

Rebecca L. Warner Henning

2016-01-01

Full Text Available The presence and absence of distortion product otoacoustic emissions (DPOAEs as well as DPOAE amplitudes were compared between college music majors and a control group of nonmusic majors. Participants included 28 music majors and 35 nonmusic majors enrolled at a university with ages ranging from 18-25 years. DPOAEs and hearing thresholds were measured bilaterally on all the participants. DPOAE amplitudes were analyzed at the following f2 frequencies: 1,187 Hz, 1,500 Hz, 1,906 Hz, 2,531 Hz, 3,031 Hz, 3812 Hz, 4,812 Hz, and 6,031 Hz. Significantly more music majors (7/28 than nonmusic majors (0/35 exhibited absent DPOAEs for at least one frequency in at least one ear. Both groups of students reported similar histories of recreational and occupational noise exposures that were unrelated to studying music, and none of the students reported high levels of noise exposure within the previous 48 h. There were no differences in audiometric thresholds between the groups at any frequency. At DPOAE f2 frequencies from 3,031 Hz to 6,031 Hz, nonsignificantly lower amplitudes of 2-4 dB were seen in the right ears of music majors versus nonmajors, and in the right ears of music majors playing brass instruments compared to music majors playing nonbrass instruments. Given the greater prevalence of absent DPOAEs in university music majors compared to nonmusic majors, it appears that early stages of cochlear damage may be occurring in this population. Additional research, preferably longitudinal and across multiple colleges/universities, would be beneficial to more definitively determine when the music students begin to show signs of cochlear damage, and to identify whether any particular subgroups of music majors are at a greater risk of cochlear damage.

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

20 CFR 901.32 - Receipt of information concerning enrolled actuaries.

Science.gov (United States)

2010-04-01

... actuaries. 901.32 Section 901.32 Employees' Benefits JOINT BOARD FOR THE ENROLLMENT OF ACTUARIES REGULATIONS... Suspension or Termination of Enrollment § 901.32 Receipt of information concerning enrolled actuaries. If an... Guaranty Corporation, or a member of the Joint Board has reason to believe that an enrolled actuary has...

Undergraduate honors students' images of science: Nature of scientific work and scientific knowledge

Science.gov (United States)

Wallace, Michael L.

This exploratory study assessed the influence of an implicit, inquiry-oriented nature of science (NOS) instructional approach undertaken in an interdisciplinary college science course on undergraduate honor students' (UHS) understanding of the aspects of NOS for scientific work and scientific knowledge. In this study, the nature of scientific work concentrated upon the delineation of science from pseudoscience and the value scientists place on reproducibility. The nature of scientific knowledge concentrated upon how UHS view scientific theories and how they believe scientists utilize scientific theories in their research. The 39 UHS who participated in the study were non-science majors enrolled in a Honors College sponsored interdisciplinary science course where the instructors took an implicit NOS instructional approach. An open-ended assessment instrument, the UFO Scenario, was designed for the course and used to assess UHS' images of science at the beginning and end of the semester. The mixed-design study employed both qualitative and quantitative techniques to analyze the open-ended responses. The qualitative techniques of open and axial coding were utilized to find recurring themes within UHS' responses. McNemar's chi-square test for two dependent samples was used to identify whether any statistically significant changes occurred within responses from the beginning to the end of the semester. At the start of the study, the majority of UHS held mixed NOS views, but were able to accurately define what a scientific theory is and explicate how scientists utilize theories within scientific research. Postinstruction assessment indicated that UHS did not make significant gains in their understanding of the nature of scientific work or scientific knowledge and their overall images of science remained static. The results of the present study found implicit NOS instruction even with an extensive inquiry-oriented component was an ineffective approach for modifying UHS

Enrollment in Texas Public Schools, 2014-15

Science.gov (United States)

Texas Education Agency, 2016

2016-01-01

This report provides information on enrollment in the Texas public school system from the 2004-05 through 2014-15 school years, based on data collected through the Texas Public Education Information Management System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations…

Enrollment in Texas Public Schools, 2015-16

Science.gov (United States)

Texas Education Agency, 2016

2016-01-01

This report provides information on enrollment in the Texas public school system from the 2005-06 through 2015-16 school years, based on data collected through the Texas Public Education Information Management System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations…

TERENA eScience PKI

Science.gov (United States)

Sova, Milan

Several National Research and Education Networks associated in TERENA have joined their efforts to build a shared PKI able to serve potentially millions of users from their constituency. The TCS eScience Personal CA takes advantage of national identity federations to facilitate user identity vetting and enrollment procedures. The system uses identity management systems (IdMS) at participating institutions to perform the functions of registration authorities. The certificate enrollment application acts as a SAML Service Provider relying on information provided by IdMS performing as SAML Identity Providers (IdP). When applying for a personal certificate, users authenticate at their home IdP using credentials they normally use to access local services. The IdP controls the certificate issuance process by releasing SAML attributes specifying the user's eligibility for the service and the information to be included in the certificate such as the user's name and email address. The TCS eScience Personal CA is part of the TERENA Certificate Service that uses a commercial PKI provider. Outsourcing the actual CA machinery to a specialized company results in professional-level services such as CRL and OCSP management. The paper describes the legal, organizational and technical aspects of the TCS eScience PKI.

The Undergraduate Statistics Major--A Prelude to Actuarial Science Training.

Science.gov (United States)

Ratliff, Michael I.; Williams, Raymond E.

Recently there has been increased interest related to the Actuarial Science field. An actuary is a business professional who uses mathematical skills to define, analyze, and solve financial and social problems. This paper examines: (1) the interface between Statistical and Actuarial Science training; (2) statistical courses corresponding to…

Assessing Computer Knowledge among College Students.

Science.gov (United States)

Parrish, Allen; And Others

This paper reports on a study involving the administration of two examinations that were designed to evaluate student knowledge in several areas of computing. The tests were given both to computer science majors and to those enrolled in computer science classes from other majors. They sought to discover whether computer science majors demonstrated…

Sundials in the shade: A study of women's persistence in the first year of a computer science program in a selective university

Science.gov (United States)

Powell, Rita Manco

Currently women are underrepresented in departments of computer science, making up approximately 18% of the undergraduate enrollment in selective universities. Most attrition in computer science occurs early in this major, in the freshman and sophomore years, and women drop out in disproportionately greater numbers than their male counterparts. Taking an ethnographic approach to investigating women's experiences and progress in the first year courses in the computer science major at the University of Pennsylvania, this study examined the pre-college influences that led these women to the major and the nature of their experiences in and outside of class with faculty, peers, and academic support services. This study sought an understanding of the challenges these women faced in the first year of the major with the goal of informing institutional practice about how to best support their persistence. The research reviewed for this study included patterns of leaving majors in science, math and engineering (Seymour & Hewitt 1997), the high school preparation needed to pursue math and engineering majors in college (Strenta, Elliott, Adair, Matier, & Scott, 1994), and intervention programs that have positively impacted persistence of women in computer science (Margolis & Fisher, 2002). The research method of this study employed a series of personal interviews over the course of one calendar year with fourteen first year women who had either declared on intended to declare the computer science major in the School of Engineering and Applied Science at the University of Pennsylvania. Other data sources were focus groups and personal interviews with faculty, administrators, admissions and student life professionals, teaching assistants, female graduate students, and male first year students at the University of Pennsylvania. This study found that the women in this study group came to the University of Pennsylvania with a thorough grounding in mathematics, but many either had

Linking Science Fiction and Physics Courses

Science.gov (United States)

McBride, Krista K.

2016-05-01

Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

College Student Perceptions of Psychology as a Science as a Function of Psychology Course Enrollment

Science.gov (United States)

Pettijohn, Terry F., II; Pettijohn, Terry F.; Brenneman, Miranda M.; Glass, Jamie N.; Brito, Gabriela R.; Terranova, Andrew M.; Kim, JongHan; Meyersburg, C. A.; Piroch, Joan

2015-01-01

College students (N = 297) completed a perceptions of psychology as a science survey before and after completion of psychology courses. Psychology as a science scores increased significantly from the beginning to the end of the research methods courses, but scores in introductory psychology courses did not change and scores for students in…

An Examination of Views of Science Held by English-Trained Chinese Students

Science.gov (United States)

Stonier, Francis W.; Dickerson, Daniel L.; Lucking, Robert

2012-01-01

The purpose of the study was to examine what science views were accepted or rejected by the Chinese university students. We administered the Thinking about Science Survey Instrument (TSSI) to 75 Chinese students in the Sichuan province who were enrolled in Science and Technology English classes. The TSSI focuses on nine key areas of science and…

Enrollment in Texas Public Schools, 2016-17

Science.gov (United States)

Texas Education Agency, 2017

2017-01-01

This report provides information on enrollment in the Texas public school system from the 2006-07 through 2016-17 school years, based on data collected through the Texas Student Data System. Enrollment data are provided by grade, race/ethnicity, gender, and economically disadvantaged status, and for special populations and instructional programs.…

Improving IS Enrollment Choices: The Role of Social Support

Science.gov (United States)

Akbulut-Bailey, Asli

2012-01-01

Over the last decade, enrollment in Information Systems (IS) and related programs has dropped worldwide and still remains low despite positive job market predictions. Given the significant negative consequences of low enrollments on both academia and industry, the IS community has focused its efforts on mechanisms to increase enrollments. This…

Communicating the Benefits of a Full Sequence of High School Science Courses

Science.gov (United States)

Nicholas, Catherine Marie

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit in the STEM degree production rate needed to fill the demand of the current job market and remain competitive as a nation. The purpose of the study was to make a difference in the number of students who have access to information about the benefits of completing a full sequence of science courses. This dissertation study employed qualitative research methodology to gain a broad perspective of staff through a questionnaire and document review and then a deeper understanding through semi-structured interview protocol. The data revealed that a universal sequence of science courses in the high school district did not exist. It also showed that not all students had access to all science courses; students were sorted and tracked according to prerequisites that did not necessarily match the skill set needed for the courses. In addition, the study showed a desire for more support and direction from the district office. It was also apparent that there was a disconnect that existed between who staff members believed should enroll in a full sequence of science courses and who actually enrolled. Finally, communication about science was shown to occur mainly through counseling and peers. A common science sequence, detracking of science courses, increased communication about the postsecondary and academic benefits of a science education, increased district direction and realistic mathematics alignment were all discussed as solutions to the problem.

A Reanalysis of Engineering Majors' Self-Efficacy Beliefs

Science.gov (United States)

Concannon, James P.; Barrow, Lloyd H.

2012-01-01

This study examines differences in women's engineering self-efficacy beliefs across grade levels in comparison to men's engineering self-efficacy (ESE) beliefs across grade levels. Data for this study was collected from 746 (635 men, 111 women) engineering students enrolled in a large research extensive university. Four major conclusions resulted…

Trends in Gender Segregation in the Choice of Science and Engineering Majors*

Science.gov (United States)

Mann, Allison; DiPrete, Thomas A.

2013-01-01

Numerous theories have been put forward for the high and continuing levels of gender segregation in science, technology, engineering, and mathematics (STEM) fields, but research has not systematically examined the extent to which these theories for the gender gap are consistent with actual trends. Using both administrative data and four separate longitudinal studies sponsored by the U.S. Department of Education’s National Center for Education Statistics (NCES), we evaluate several prominent explanations for the persisting gender gap in STEM fields related to mathematics performance and background and general life goals, and find that none of them are empirically satisfactory. Instead, we suggest that the structure of majors and their linkages to professional training and careers may combine with gender differences in educational goals to influence the persisting gender gap in STEM fields. An analysis of gendered career aspirations, course-taking patterns, and pathways to medical and law school supports this explanation. PMID:24090849

Trends in gender segregation in the choice of science and engineering majors.

Science.gov (United States)

Mann, Allison; Diprete, Thomas A

2013-11-01

Numerous theories have been put forward for the high and continuing levels of gender segregation in science, technology, engineering, and mathematics (STEM) fields, but research has not systematically examined the extent to which these theories for the gender gap are consistent with actual trends. Using both administrative data and four separate longitudinal studies sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), we evaluate several prominent explanations for the persisting gender gap in STEM fields related to mathematics performance and background and general life goals, and find that none of them are empirically satisfactory. Instead, we suggest that the structure of majors and their linkages to professional training and careers may combine with gender differences in educational goals to influence the persisting gender gap in STEM fields. An analysis of gendered career aspirations, course-taking patterns, and pathways to medical and law school supports this explanation. Copyright © 2013 Elsevier Inc. All rights reserved.

Astro 101 Students' Perceptions of Science: Results from the "Thinking about Science Survey Instrument"

Science.gov (United States)

Wallace, Colin S.; Prather, Edward E.; Mendelsohn, Benjamin M.

2013-01-01

What are the underlying worldviews and beliefs about the role of science in society held by students enrolled in a college-level, general education, introductory astronomy course (Astro 101)--and are those beliefs affected by active engagement instruction shown to significantly increase students' conceptual knowledge and reasoning abilities…

The Impact of Transformational Leadership, Experiential Learning, and Reflective Journaling on the Conservation Ethic of Tertiary-Level Non-Science Majors

Science.gov (United States)

Reynolds, Bradley Robert

2013-01-01

The impact of transformational leadership, experiential learning, and reflective journaling on the conservation ethic of non-science majors in a general education survey course was investigated. The main research questions were: (1) Is the Conservation of Biodiversity professor a transformational leader? (2) Is there a difference in the…

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

Science.gov (United States)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

Is normal science good science?

Directory of Open Access Journals (Sweden)

Adrianna Kępińska

2015-09-01

Full Text Available “Normal science” is a concept introduced by Thomas Kuhn in The Structure of Scientific Revolutions (1962. In Kuhn’s view, normal science means “puzzle solving”, solving problems within the paradigm—framework most successful in solving current major scientific problems—rather than producing major novelties. This paper examines Kuhnian and Popperian accounts of normal science and their criticisms to assess if normal science is good. The advantage of normal science according to Kuhn was “psychological”: subjective satisfaction from successful “puzzle solving”. Popper argues for an “intellectual” science, one that consistently refutes conjectures (hypotheses and offers new ideas rather than focus on personal advantages. His account is criticized as too impersonal and idealistic. Feyerabend’s perspective seems more balanced; he argues for a community that would introduce new ideas, defend old ones, and enable scientists to develop in line with their subjective preferences. The paper concludes that normal science has no one clear-cut set of criteria encompassing its meaning and enabling clear assessment.

Implementation of an Online Climate Science Course at San Antonio College

Science.gov (United States)

Reyes, R.; Strybos, J.

2016-12-01

San Antonio College (SAC) plans to incorporate an online climate science class into the curriculum with a focus on local weather conditions and data. SAC is part of a network of five community colleges based around San Antonio, Texas, has over 20,000 students enrolled, and its student population reflects the diversity in ethnicity, age and gender of the San Antonio community. The college understands the importance of educating San Antonio residents on climate science and its complexities. San Antonio residents are familiar with weather changes and extreme conditions. The region has experienced an extreme drought, including water rationing in the city. Then, this year's El Niño intensified expected annual rainfalls and flash floods. The proposed climate science course will uniquely prepare students to understand weather data and the evidence of climate change impacting San Antonio at a local level. This paper will discuss the importance and challenges of introducing the new climate science course into the curriculum, and the desired class format that will increase the course's success. Two of the most significant challenges are informing students about the value of this class and identifying the best teaching format. Additionally, measuring and monitoring enrollment will be essential to determine the course performance and success. At the same time, Alamo Colleges is modifying the process of teaching online classes and is officially working to establish an online college. Around 23% of students enrolled in SAC offered courses are currently enrolled in online courses only, representing an opportunity to incorporate the climate science class as an online course. Since the proposed course will be using electronic textbooks and online applications to access hyperlocal weather data, the class is uniquely suited for online students.

Incorporating Geographic Information Science in the BSc Environ-mental Science Program in Botswana

Science.gov (United States)

Akinyemi, Felicia O.

2018-05-01

Critical human capacity in Geographic Information Science (GISc) is developed at the Botswana International University of Science and Technology, a specialized, research university. Strategies employed include GISc courses offered each semester to students from various programs, the conduct of field-based projects, enrolment in online courses, geo-spatial initiatives with external partners, and final year research projects utilizing geospatial technologies. A review is made of available GISc courses embedded in the Bachelor of Science Environmental Science program. GISc courses are incorporated in three Bachelor degree programs as distinct courses. Geospatial technologies are employed in several other courses. Student researches apply GIS and Remote Sensing methods to environmental and geological themes. The overarching goals are to equip students in various disciplines to utilize geospatial technologies, and enhance their spatial thinking and reasoning skills.

Bringing Up Girls in Science (BUGS): The Effectiveness of an Afterschool Environmental Science Program for Increasing Female Students' Interest in Science Careers

Science.gov (United States)

Tyler-Wood, Tandra; Ellison, Amber; Lim, Okyoung; Periathiruvadi, Sita

2012-02-01

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

Certifying Enrollment Management Professionals

Science.gov (United States)

Tremblay, Christopher W.

2015-01-01

Most current professionals who serve in an enrollment management leadership capacity likely were trained "on the job," or at professional development events, primarily because credit-bearing credentials, degrees, and other formal programs were nonexistent (Phair 2014). However, that landscape has since changed, and now there are multiple…

Math Readiness and Preparation for Competitive College Majors and Careers: The Case of Black Students.

Science.gov (United States)

Thomas, Gail E.

This study examines factors that determine the enrollment of black students in the high school math courses (i.e., advanced algebra, trigonometry, calculus) that are necessary for competitive college and major field access. The data are from a local college survey of juniors and seniors who were enrolled in eight (8) local public and private…

Science Education in Egypt and Other Arab Countries in Africa and West Asia.

Science.gov (United States)

Hassan, Farkhonda

1997-01-01

Examines science education in Egypt and the Arab states, focusing on the status of science and technology at the pre-university level and higher education, the science and technology structural component in the higher education system, student enrollment at the B.S. level, distribution of B.S degrees by sex, science and technology graduates, M.S.…

Learning styles of registered nurses enrolled in an online nursing program.

Science.gov (United States)

Smith, Anita

2010-01-01

Technological advances assist in the proliferation of online nursing programs which meet the needs of the working nurse. Understanding online learning styles permits universities to adequately address the educational needs of the professional nurse returning for an advanced degree. The purpose of this study was to describe the learning styles of registered nurses (RNs) enrolled in an online master's nursing program or RN-bachelor of science in nursing (BSN) program. A descriptive, cross-sectional design was used. Kolb's learning style inventory (Version 3.1) was completed by 217 RNs enrolled in online courses at a Southeastern university. Descriptive statistical procedures were used for analysis. Thirty-one percent of the nurses were accommodators, 20% were assimilators, 19% were convergers, and 20% were divergers. Accommodators desire hand-on experiences, carrying out plans and tasks and using an intuitive trial-and-error approach to problem solving. The learning styles of the RNs were similar to the BSN students in traditional classroom settings. Despite their learning style, nurses felt that the online program met their needs. Implementing the technological innovations in nursing education requires the understanding of the hands-on learning of the RN so that the development of the online courses will satisfactorily meet the needs of the nurses who have chosen an online program. Copyright 2010 Elsevier Inc. All rights reserved.

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

Science.gov (United States)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms

Prediction of Major Vascular Events after Stroke

DEFF Research Database (Denmark)

Ovbiagele, Bruce; Goldstein, Larry B.; Amarenco, Pierre

2014-01-01

BACKGROUND: Identifying patients with recent stroke or transient ischemic attack (TIA) at high risk of major vascular events (MVEs; stroke, myocardial infarction, or vascular death) may help optimize the intensity of secondary preventive interventions. We evaluated the relationships between...... the baseline Framingham Coronary Risk Score (FCRS) and a novel risk prediction model and with the occurrence of MVEs after stroke or TIA in subjects enrolled in the Stroke Prevention by Aggressive Reduction in Cholesterol Level (SPARCL) trial. METHODS: Data from the 4731 subjects enrolled in the SPARCL study...... were analyzed. Hazard ratios (HRs) from Cox regression models were used to determine the risk of subsequent MVEs based on the FCRS predicting 20% or more 10-year coronary heart disease risk. The novel risk model was derived based on multivariable modeling with backward selection. Model discrimination...

ESA is now a major player in global space science

Science.gov (United States)

1997-07-01

cosmos after its February 1997 refurbishment. Europe's astronomers make outstanding use of their right to make observations with Hubble, guaranteed by ESA's participation. ESA's table d'h^te for space scientists To provide world-class opportunities in space for Europe's scientific community is one of ESA's primary duties. The successes summarized here are not a matter of luck, but of decades of sustained planning and effort. Although ESA's science budget is small as compared with NASA=s equivalent programme, and is even being squeezed, yet every one of ESA's missions is first in its class. * 3- The scientists of ESA's member states draw up the table d'h^te, with a balanced menu of research opportunities in Solar System exploration and in astronomy. ESA coordinates the technological and scientific efforts across Europe needed to accomplish the missions, after many years of preparation and sometimes adversity. One of ESA's strengths is that it sticks to its promises, and maintains a balance with several small missions, remaining alert to new tasks for short-term projects. Besides the spacecraft mentioned earlier, ESA is actively working on: * Rosetta. As the successor to the very successful comet mission Giotto, which intercepted Halley's Comet in 1986 and Comet Grigg-Skjellerup in 1992, Rosetta will confirm ESA's role as the world leader in comet science. To be launched in 2003, Rosetta will rendezvous with Comet Wirtanen, and fly in close orbit around it as it makes its closest approach to the Sun ten years later. * Integral. Adapted from the XMM spacecraft to save money, Integral will go into orbit in 2001 and renew ESA's role in gamma-ray astronomy, pioneered in its COS-B mission some twenty years ago. Gamma-rays reveal the most violent events in the Universe, including the gamma-ray bursts that are exciting astronomers greatly at present. * FIRST and Planck Surveyor. FIRST is a long-standing major project to extend the scope of infrared space astronomy to wavelengths

Factors that Influence Community College Students' Interest in Science Coursework

Science.gov (United States)

Sasway, Hope

There is a need for science education research that explores community college student, instructor, and course characteristics that influence student interest and motivation to study science. Increasing student enrollment and persistence in STEM is a national concern. Nearly half of all college graduates have passed through a community college at some point in their higher education. This study at a large, ethnically diverse, suburban community college showed that student interest tends to change over the course of a semester, and these changes are related to student, instructor, and course variables. The theoretical framework for this study was based upon Adult Learning Theory and research in motivation to learn science. Adult Learning Theory relies heavily on self-directed learning and concepts of andragogy, or the art and science of teaching adults. This explanatory sequential mixed-methods case study of student course interest utilized quantitative data from 639 pre-and post-surveys and a background and personal experience questionnaire. The four factors of the survey instrument (attention, relevance, confidence, and satisfaction) were related to motivation and interest by interviewing 12 students selected through maximum variation sampling in order to reach saturation. Qualitative data were collected and categorized by these factors with extrinsic and intrinsic themes emerging from personal and educational experiences. Analysis of covariance showed student characteristics that were significant included age and whether the student already held a post-secondary degree. Significant instructor characteristics included whether the instructor taught full- or part-time, taught high school, held a doctoral degree, and had pedagogical training. Significant course characteristics included whether the biology course was a major, elective, or service course; whether the course had a library assignment; and high attrition rate. The binary logistic regression model showed

Communicating the Benefits of a Full Sequence of High School Science Courses

Science.gov (United States)

Nicholas, Catherine Marie

2014-01-01

High school students are generally uninformed about the benefits of enrolling in a full sequence of science courses, therefore only about a third of our nation's high school graduates have completed the science sequence of Biology, Chemistry and Physics. The lack of students completing a full sequence of science courses contributes to the deficit…

Coteaching as a Model for Preservice Secondary Science Teacher Education

Science.gov (United States)

Scantlebury, Kathryn; Gallo-Fox, Jennifer; Wassell, Beth

2008-01-01

This paper focuses on a 3-year, longitudinal study of the implementation of coteaching, as an innovative approach for preparing high school science teachers enrolled in an undergraduate science teacher education programme located in the United States. The coteaching/co-generative dialogue/co-respect/co-responsibility dialectic is introduced as a…

Persistence of interest in science, technology, engineering and mathematics: An analysis of persisting and non-persisting students

Science.gov (United States)

White, Jeffry L.

While there has been an increase in enrollment, interest in science, technology, engineering, and mathematics (STEM) has been declining on college campuses since 1967. Higher enrollment does not transfer to an increase in the number of minorities in the STEM fields. The majority-minority enrollment ratio is nearly 2:1 but the gap widens to 4:1 when it comes to graduation. In fact, underrepresented minorities (URM) earned only 12% of the STEM degrees awarded in 1998. When the higher attrition and lower graduation rates of URM are scrutinized, upwards of 60% changed majors or dropped out of STEM. Further investigation reveals the most frequently cited reasons for departure were loss of initial interest, developed a greater interest in another field, or were turned off by the STEM disciplines. A primarily exploratory study was conducted into the conditions necessary for academic interest in the STEM fields to persist. A model based on student engagement (Astin, 1977) and interest operations (Prenzel, 1988a) theories was used with a random sample of URM at universities participating in the Ohio Science and Engineering Alliance. Survey research was employed to investigate interest development and the effect of student retention programs and activities on such interest. The latter part of the study could not be fully examined when 95% reported not utilizing retention services. For the section on interest, an online survey using a 5-point Likert scale was validated using principal components analysis. A binominal logistic regression was used to predict membership in one of two possible groups: persisters and students at-risk for not persisting. The major conclusions are: (1) While 3 variables (feelings, learning and difficulty) were statistically significant only one, feelings was substantively significant. (2) Persistence increased 80.9% for each 1-unit increase in feelings and 9.9% for learning. (3) Persistence decreased 19.8% for each one-unit increase in difficulty

Medicaid Managed Care Enrollment Report

Data.gov (United States)

U.S. Department of Health & Human Services — This report is composed annually and profiles enrollment statistics on Medicaid managed care programs on a plan-specific level. This report also provides...

A Non-science Major Undergraduate Seminar on the NASA Earth Observing System (EOS): A Student Perspective

Science.gov (United States)

Weatherford, V. L.; Redemann, J.

2003-12-01

Titled "Observing Climate Change From Space-what tools do we have?", this non-science major freshman seminar at UCLA is the culmination of a year-long interdisciplinary program sponsored by the Institute of the Environment and the College Honors programs at the University. Focusing on the anthropogenic and natural causes of climate change, students study climate forcings and learn about satellite and other technological means of monitoring climate and weather. NASA's Terra satellite is highlighted as one of the most recent and comprehensive monitoring systems put into space and the role of future NASA platforms in the "A-train"-constellation of satellites is discussed. Course material is typically presented in a Power-Point presentation by the instructor, with assigned supplementary reading to stimulate class discussion. In addition to preparing lectures for class presentation, students work on a final term paper and oral presentation which constitutes the majority of their grade. Field trips to the San Gabriel mountains to take atmospheric measurements with handheld sunphotometers and to JPL, Pasadena (CA) to listen to a NASA scientist discuss the MISR instrument aboard the Terra satellite help bring a real-world perspective to the science learned in the classroom. In this paper, we will describe the objectives and structure of this class and present measurement results taken during the field trip to the San Gabriel Mountains. In this context we will discuss the potential relevance of hands-on experience to meeting class objectives and give a student perspective of the overall class experience.

How the “Queen Science” Lost Her Crown: A Brief Social History of Science Fairs and the Marginalization of Social Science

Directory of Open Access Journals (Sweden)

Jonathan Marx

2004-10-01

Full Text Available Science fairs at one time started out with an interest of increasing participation in the sciences. But as time has passed, the definition of science has been narrowed to the point where any possible social science project has been eliminated in favor of the bench sciences only. Even here, natural curiosity of students has been deemphasized. It is not surprising that science majors in the USA are becoming fewer and fewer given the narrowing of the disciplines. Young people are discouraged from majoring in science by the science establishment.

Enrollment of SME Managers to Growth-oriented Training Programs

DEFF Research Database (Denmark)

Bager, Torben; Jensen, Kent Wickstrøm; Schou Nielsen, Pia

2015-01-01

Purpose: Entrepreneurial learning through formal growth-oriented training programs for SME managers promises to enhance the growth competences and growth intentions of the enrolled managers. The impact of such programs, however, depends on who enrolls since initial competence and growth-intention......Purpose: Entrepreneurial learning through formal growth-oriented training programs for SME managers promises to enhance the growth competences and growth intentions of the enrolled managers. The impact of such programs, however, depends on who enrolls since initial competence and growth...... has from 2012 to 2015 trained about 700 SME managers. Data are currently available for 366 of these participants. This evidence is compared with survey results from a randomly selected control group of 292 growth oriented SME managers in the same firm-size group. The data were analyzed through...... of the program. Originality/value The paper is the first systematic study of the importance of who enrolls in training programs for SME managers....

Barriers to Online Postsecondary Education Crumble: Enrollment in Traditional Face-to-Face Courses Declines as Enrollment in Online Courses Increases

Science.gov (United States)

Gray, Dahli

2013-01-01

Contrary to expectations, total postsecondary enrollment in the United States (US) declined in Fall 2011. In fact, it continues to decline while online enrollment continues to increase. Students can more easily cross geographic boundaries as online access causes barriers to postsecondary education to crumble, and more than 50% of the demand for…

Agronomy Students at Southern Land-Grant Universities.

Science.gov (United States)

Dunkelberger, John E.; Molnar, Joseph J.

The background characteristics, occupational goals, and attitudes of agriculture students enrolled in 1890 and 1862 land grant universities in 1977 were examined by questionnaire, to construct a profile of agronomy majors as compared to animal science majors and to agriculture majors as a whole. Females comprised 38.2% of animal science majors but…

Medicaid Enrollment - New Adult Group

Data.gov (United States)

U.S. Department of Health & Human Services — Total Medicaid Enrollees - VIII Group Break Out Report Reported on the CMS-64 The enrollment information is a state-reported count of unduplicated individuals...

Science student teacher's perceptions of good teaching | Setlalentoa ...

African Journals Online (AJOL)

Science student teacher's perceptions of good teaching. ... of 50 senior students enrolled in the Bachelor of Education (Further Education and Training ... and teaching strategies employed are perceived to influence what students perceived as ...

Twenty-Year Survey of Scientific Literacy and Attitudes Toward Science: Students’ Acceptance of Astrology and Pseudoscience

Science.gov (United States)

Sugarman, Hannah R.; Impey, C.; Buxner, S.; Antonellis, J.

2010-01-01

Our survey used to collect data during a twenty-year long investigation into the science literacy of undergraduates (see Impey et al., this meeting), contains several questions addressing how students conceptualize astrology, and other pseudoscientific ideas. This poster presents findings from the quantitative analysis of some of these question responses from almost 10,000 undergraduate students enrolled in introductory astronomy courses from 1989 to 2009. The results from our data reveal that a large majority of students (78%) and half of science majors (52%) consider astrology either "very” or "sort of” scientific. Students performed comparatively better on all other pseudoscientific questions, demonstrating that belief in astrology is pervasive and deeply entrenched. We compare our results to those obtained by the NSF Science Indicators series, and suggest possible reasons for the high susceptibility to belief in astrology. These findings call into question whether our education system is adequately preparing students to be scientifically literate adults. You can help! Stop by our poster and fill out a new survey that will give us important parallel information to help us continue to analyze our valuable data set. We acknowledge the NSF for funding under Award No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Facilitating enrollment in a Cancer Registry through modified consent procedures: a pilot study.

Science.gov (United States)

Mazanec, Susan; Daly, Barbara; Meropol, Neal J; Step, Mary

2012-12-01

Research registries are increasingly important in medical research and are essential to the mission of cancer centers. However, designing enrollment and data collection procedures that are consistent with ethical norms and regulatory requirements yet are efficient and cost effective is a major challenge. Current standard consent forms can be a barrier to enrollment because of their length, multiple components, and technical language. We pilot tested an IRB-approved registry booklet and simplified one-page, tiered consent form, allowing for choice of extent of participation. The booklet was mailed to patients with breast cancer as part of their routine information packet prior to the first clinic appointment. A research nurse met with 27 patients at initial treatment to review the booklet, answer questions, obtain informed consent, and collect quality of life data. The consent rate was 78% with 21 patients enrolling in the study. Twelve of the 21 patients (57%) did not read the booklet prior to the visit. The 9 patients (43%) who had read the booklet prior to arrival found it easy to understand. The multi-stage, simplified consent process and data collection were acceptable to these patients and readily integrated into clinical operations. An easy-to-read registry booklet may be an effective guide for discussion, but in-person consent procedures and further testing of the approach are required.

Women in Community College: Factors Related to Intentions to Pursue Computer Science

Science.gov (United States)

Denner, Jill; Werner, Linda; O'Connor, Lisa

2015-01-01

Community colleges (CC) are obvious places to recruit more women into computer science. Enrollment at CCs has grown in response to a struggling economy, and students are more likely to be from underrepresented groups than students enrolled in 4-year universities (National Center for Education Statistics, 2008). However, we know little about why so…

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

Science.gov (United States)

Demirdöğen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoğlu, Fitnat

2016-08-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching nature of science (NOS). Thirty preservice chemistry teachers enrolled in a Research in Science Education course participated in the study. Qualitative data sources included responses to an open-ended instrument, interviews, observations, and artifacts such as lesson plans and reflection papers. Through the in-depth analysis of explicit PCK and constant comparative method of analysis, we identified the influence of the intervention on participants' PCK for NOS. Analysis of data revealed four major themes related to the nature of preservice chemistry teachers' NOS teaching practices and their PCK for NOS: (1) prerequisite knowledge and beliefs are necessary to teach NOS, (2) there is a developmental progression of PCK for NOS from knowledge to application level, (3) teachers need some comfort in their NOS understanding to teach NOS, and (4) the higher integration of PCK components leads to successful NOS teaching practices. Implications for science teacher education and research are discussed.

Computer-based Astronomy Labs for Non-science Majors

Science.gov (United States)

Smith, A. B. E.; Murray, S. D.; Ward, R. A.

1998-12-01

We describe and demonstrate two laboratory exercises, Kepler's Third Law and Stellar Structure, which are being developed for use in an astronomy laboratory class aimed at non-science majors. The labs run with Microsoft's Excel 98 (Macintosh) or Excel 97 (Windows). They can be run in a classroom setting or in an independent learning environment. The intent of the labs is twofold; first and foremost, students learn the subject matter through a series of informational frames. Next, students enhance their understanding by applying their knowledge in lab procedures, while also gaining familiarity with the use and power of a widely-used software package and scientific tool. No mathematical knowledge beyond basic algebra is required to complete the labs or to understand the computations in the spreadsheets, although the students are exposed to the concepts of numerical integration. The labs are contained in Excel workbook files. In the files are multiple spreadsheets, which contain either a frame with information on how to run the lab, material on the subject, or one or more procedures. Excel's VBA macro language is used to automate the labs. The macros are accessed through button interfaces positioned on the spreadsheets. This is done intentionally so that students can focus on learning the subject matter and the basic spreadsheet features without having to learn advanced Excel features all at once. Students open the file and progress through the informational frames to the procedures. After each procedure, student comments and data are automatically recorded in a preformatted Lab Report spreadsheet. Once all procedures have been completed, the student is prompted for a filename in which to save their Lab Report. The lab reports can then be printed or emailed to the instructor. The files will have full worksheet and workbook protection, and will have a "redo" feature at the end of the lab for students who want to repeat a procedure.

CTE Dual Enrollment: A Strategy for College Completion and Workforce Investment

Science.gov (United States)

Zinth, Jennifer Dounay

2014-01-01

Dual enrollment programs are expanding and so are dual enrollment programs with a career and technical education (CTE) focus. Recent data available from the National Center on Education Statistics show that 82 percent of high schools had students enrolling in dual enrollment coursework in 2010-11. Nearly half of the schools had students…

20 CFR 901.31 - Grounds for suspension or termination of enrollment.

Science.gov (United States)

2010-04-01

... enrollment. 901.31 Section 901.31 Employees' Benefits JOINT BOARD FOR THE ENROLLMENT OF ACTUARIES REGULATIONS...) Failure to satisfy requirements for enrollment. The enrollment of an actuary may be terminated if it is found that the actuary did not satisfy the eligibility requirements set forth in §§ 901.12 or 901.13...

34 CFR 668.38 - Enrollment in telecommunications and correspondence courses.

Science.gov (United States)

2010-07-01

... 34 Education 3 2010-07-01 2010-07-01 false Enrollment in telecommunications and correspondence... Student Eligibility § 668.38 Enrollment in telecommunications and correspondence courses. (a) If a student..., or graduate degree. (b)(1) For purposes of this section, a student enrolled in a telecommunications...

Gender Differences in Self-Efficacy and Sense of Class and School Belonging for Majors in Science, Technology, Engineering, and Mathematics (STEM) Disciplines

Science.gov (United States)

Hogue, Barbara A.

Research into women's underrepresentation in science, technology, engineering, and mathematics (STEM) disciplines has become a topic of interest due to the increasing need for employees with technical expertise and a shortage of individuals to fill STEM jobs. The discrepancy in women's representation between STEM and other fields cannot adequately be explained by factors such as women's need to balance work and family (medicine and law are both extremely demanding careers), women's fear of competition (admissions into medical and law schools are highly competitive), or women's inability to excel in science (e.g., entry into medicine requires excellent achievement in the basic sciences). The purpose of this study is to gain a deeper understanding of the role and/or impact a sense of belonging has inside and outside of STEM classrooms. Research questions focused on the role and/or impact of belonging contributes to students' self-efficacy beliefs as a STEM major. Bandura's self-efficacy theory serves as the theoretical framework. Data sources include close-ended surveys of 200 sophomore- and junior-level college students majoring in a STEM discipline. A quantitative exploratory approach allowed participants' responses to be analyzed using both correlation and multiple regression analyses to understand whether a student's sense of belonging is associated with his or her self-efficacy beliefs. Findings suggested that positive support systems impact students' self-efficacy and play a role in fostering students' motivation and decision to major in STEM disciplines. This study contributes to positive social change by providing empirical evidence faculty and administrators may use to promote university-based STEM support programs reflecting the impact belonging has on students' self-efficacy and potentially increasing the number of students majoring in STEM disciplines.

The Impact of a Course on Nature of Science Pedagogical Views and Rationales. Comparing Preservice Teachers in Their First Versus Second Experience

Science.gov (United States)

Kruse, Jerrid W.; Easter, Jaclyn M.; Edgerly, Hallie S.; Seebach, Colin; Patel, Neal

2017-08-01

This study explored changes in preservice teachers' (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the "Inquiry and Natures of Science, Technology, and Engineering" (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction.

42 CFR 460.42 - Suspension of enrollment or payment by CMS.

Science.gov (United States)

2010-10-01

... 42 Public Health 4 2010-10-01 2010-10-01 false Suspension of enrollment or payment by CMS. 460.42... enrollment or payment by CMS. (a) Enrollment. If a PACE organization commits one or more violations specified in § 460.40, CMS may suspend enrollment of Medicare beneficiaries after the date CMS notifies the...

Making Connections to Students' Lives and Careers Throughout a General Education Science Course

Science.gov (United States)

LaDue, D. S.

2014-12-01

The University of Oklahoma's general education lecture course Severe & Unusual Weather, taught in two sections each fall and spring, covers about nine topics. The sections are taught by different instructors, each of whom has flexibility to employ a variety of instructional strategies and choose specific topics to cover while meeting the requirement that general education courses in the natural sciences help students understand the importance of the science for appreciating the world around them. Students enrolled have been approximately 6-10% returning adult students, some of whom were veterans or active duty military, and about 10% members of racial or ethnic groups. Their majors are mostly in the humanities (theater, photography) and social sciences (education, English, journalism, sociology), with some natural science majors (psychology, aviation). For the past two years, Section 001 has been designed with adult and active learning concepts in mind, using deliberate connections between course content and students' lives and careers to motivate meaningful learning. Students were grouped in teams according to similar majors and assigned group presentations connecting course content to topics that should interest them, such as economic impacts of weather, societal and personal impacts of severe weather, risks to aviation, media coverage of weather, and psychological and sociological responses to weather risks. Students learn about the peer review process for scientific papers while also exploring a connection of course content to their future career or life interests through papers that are run through a mock peer review process. Public policy is discussed in several sections of the course, such as hurricane building codes, wind-resistant construction in tornado alley, and the disproportionate impacts of weather and climate on certain socioeconomic groups. Most students deeply appreciate the opportunity to explore how course content intersects with their lives

What You Need To Know About Enrollment Management.

Science.gov (United States)

Lapovsky, Lucie

1999-01-01

Provides basic information that a college or university chief financial officer (CFO) must know about enrollment management in order to understand how to work effectively with admissions and financial aid professionals to maximize tuition revenue and enroll the optimal class. Specific suggestions for CFO involvement are outlined. (Author/MSE)

Efficacy of Dual Enrollment in Rural Southwest Virginia

Science.gov (United States)

Carter, Karen Glass

2009-01-01

The intent of this dissertation was to determine if enrollment into a career and technical education dual enrollment program encouraged students to continue their education into postsecondary education and if workplace readiness skills were increased. This study completed a factorial analysis of student demographic and factorial data as associated…

FOREIGN LANGUAGE OFFERINGS AND ENROLLMENTS IN PUBLIC SECONDARY SCHOOLS, FALL 1965.

Science.gov (United States)

RUTIMANN, HANS; TEAGUE, CAROLINE

THIS REPORT ON FOREIGN LANGUAGE ENROLLMENTS, THE EIGHTH IN A SERIES PUBLISHED ANNUALLY, SHOWS THE LANGUAGE ENROLLMENT DISTRIBUTION IN PUBLIC SECONDARY SCHOOLS (GRADES 7 TO 12) WHICH, IN 1965, WAS 85.8 PERCENT ENROLLED IN SPANISH, FRENCH, GERMAN, RUSSIAN, AND ITALIAN, 13.9 PERCENT ENROLLED IN LATIN, AND 0.3 PERCENT IN "OTHER" LANGUAGES. THREE BASIC…

Pre-Service Teachers' Science Teaching Self-Efficacy Beliefs: The Influence of a Collaborative Peer Microteaching Program

Science.gov (United States)

Cinici, Ayhan

2016-01-01

The aim of my study was to explore the nature of changes in pre-service science teachers' (PSTs') self-efficacy beliefs toward science teaching through a mixed-methods approach. Thirty-six participants enrolled in a science methods course that included a collaborative peer microteaching ("Cope-M"). Participants' science teaching…

Critical Components of Community College Enrollment Management Planning

Science.gov (United States)

Bucher, Karen Hart

2010-01-01

Enrollment management has become a common practice at four-year institutions, but has not been extensively explored at community colleges. As students have more educational options available to them, community colleges have begun to explore ways to grow their enrollment, improve student retention and increase graduation rates. This study explored…

A cluster-randomized trial assessing the impact of school water, sanitation, and hygiene improvements on pupil enrollment and gender parity in enrollment.

Science.gov (United States)

Garn, Joshua V; Greene, Leslie E; Dreibelbis, Robert; Saboori, Shadi; Rheingans, Richard D; Freeman, Matthew C

2013-10-01

We employed a cluster randomized trial design to measure the impact of a school based water, sanitation, and hygiene (WASH) improvement on pupil enrollment and on gender parity in enrollment, in primary schools in Nyanza Province, Kenya (2007-2009). Among schools with poor water access during the dry season, those that received a water supply, hygiene promotion and water treatment (HP&WT) and sanitation improvement, demonstrated increased enrollment (β=0.091 [0.009, 0.173] p=0.03), which translates to 26 additional pupils per school on average. The proportion of girls enrolled in school also increased by 4% (prevalence ratio (PR)=1.04 [1.00, 1.07] p=0.02). Among schools with better baseline water access during the dry season (schools that didn't receive a water source), we found no evidence of increased enrollment in schools that received a HP&WT intervention (β=0.016 [-0.039, 0.072] p=0.56) or the HP&WT and sanitation intervention (β=0.027 [-0.028, 0.082]p=0.34), and there was no evidence of improved gender parity (PR=0.99 [0.96, 1.02] p=0.59, PR=1.00 [0.97, 1.02] p=0.75, respectively). Our findings suggest that increased school enrollment and improved gender parity may be influenced by a comprehensive WASH program that includes an improved water source; schools with poor water access during the dry season may benefit most from these interventions.

Factors Influencing Enrollment in the Medication Therapy Management Clinic at an Academic Ambulatory Care Clinic.

Science.gov (United States)

Shah, Mansi; Tilton, Jessica; Kim, Shiyun

2016-04-01

In 2001, the University of Illinois Hospital and Health Sciences System (UI Health) established a pharmacist-run, referral-based medication therapy management clinic (MTMC). Referrals are obtained from any UI Health provider or by self-referral. Although there is a high volume of referrals, a large percentage of patients do not enroll. This study was designed to determine the various factors that influence patient enrollment in the MTMC. This study was a retrospective chart review of demographic and patient variable data during years 2010 and 2011. Disabilities, distance from MTMC, mode of transportation, past medical history, and appointment dates were extracted from the medical records. Results were analyzed using descriptive statistics and logistic regression analysis. A total of 103 referrals were made; however, only 17% of patients remain enrolled in MTMC. The baseline demographics included a mean age of 63 years, 68% female, 70% African American, and 81% English speaking. Patients lived an average of 8 miles from MTMC; most utilized public or government-supplemented transport services; 24% of patients reported some type of disability, most commonly utilizing a walker or a wheelchair. On average, patients were prescribed 13 medications with hypertension (70%), diabetes (56%), and hyperlipidemia (48%) being the most common chronic disease states. The reason for referral included medication management, education, medication reconciliation, and disease state management. Five patients were unable to be contacted to schedule an initial appointment. Additionally, 18 patients failed their scheduled initial appointment and did not reschedule. Logistic regression analysis demonstrated distance traveled for clinic visit, age, and history of hypertension affected the probability of patients showing for their appointments (chi-square = 19.7, P < .001). This study demonstrated that distance from MTMC is the most common barrier in patient enrollment; therefore, strategies

Associations among depression severity, painful physical symptoms, and social and occupational functioning impairment in patients with major depressive disorder: a 3-month, prospective, observational study

Directory of Open Access Journals (Sweden)

Harada E

2017-09-01

Full Text Available Eiji Harada,1 Yoichi Satoi,2 Atsushi Kuga,1 Hirofumi Tokuoka,1 Toshiaki Kikuchi,3 Koichiro Watanabe,4 Levent Alev,1 Masaru Mimura3 1Biomedicine, Medicines Development Unit Japan, Eli Lilly Japan K.K, Kobe, Japan; 2Statistical Science, Eli Lilly Japan K.K., Kobe, Japan; 3Department of Neuropsychiatry, Keio University School of Medicine, Tokyo, Japan; 4Department of Neuropsychiatry, Kyorin University School of Medicine, Tokyo, Japan Purpose: To investigate associations among depression severity, painful physical symptoms (PPS, and social and occupational functioning impairment in patients with major depressive disorder (MDD who had achieved complete remission (CR or partial remission (PR after acute treatment.Patients and methods: This was a 12-week, multicenter, prospective, observational study. Patients with MDD treated with an antidepressant medication for the previous 12 weeks (±3 weeks who had achieved CR (defined as a 17-item Hamilton Rating Scale for Depression [HAM-D17] score ≤7 or PR (HAM-D17 score ≥8 and ≤8 were enrolled. Depression severity, PPS, and impairment in social and occupational functioning were assessed using the HAM-D17, the Brief Pain Inventory (Short Form (BPI-SF, and the Social and Occupational Functioning Assessment Scale (SOFAS, respectively, at enrollment (Week 12 and after 12 weeks (Week 24.Results: Overall, 323 Japanese patients with MDD were enrolled (CR n=158, PR n=165 and 288 patients completed the study (CR n=139, PR n=149. HAM-D17 and SOFAS scores were strongly and negatively correlated at enrollment (Week 12; P<0.0001 and Week 24 (P<0.0001. A weak negative correlation between the BPI-SF and SOFAS was observed at Week 24 (P=0.0011, but not at enrollment (P=0.164. Remission status at enrollment (CR or PR was associated with achieving normal social and occupational functioning (SOFAS score ≥80 at Week 24 in patients who had not achieved normal social and occupational functioning (SOFAS score <80 at

Malama I Ka `Aina: Fostering the Culture-Science connection

Science.gov (United States)

Bruno, B.; Chinn, P.

2005-12-01

The Malama I Ka `Aina Project (Caring for the land, or sustainability) aims to improve and expand the education of Hawai`i's children by developing and disseminating standards-based, culturally relevant science curricular materials based on an understanding and appreciation of the ways in which traditional Hawaiians interacted with their environment for sustainability. Key concepts include the role of water and the ahupua`a (traditional Hawaiian system of land management), and a culture-based sense of place that includes knowledge of and connection to the land. Elementary, middle, high school and University of Hawai`i teachers work together to develop and implement curricula that are especially relevant to a particular school's science program and issues, e.g., invasive species, students, community and/or geographical location. Participants (typically a mix of teachers, education majors and science majors) enroll in Malama I Ka `Aina, a three-credit course offered through the University of Hawai`i`s Dept. of Curriculum Studies and applicable toward a Bachelor's or Master's degree. This course (team taught by scientists, cultural experts and educational professionals) enables participants to: (1) Study Hawai`i`s unique geology, geography and environmental issues in the context of Hawaiian culture and post Western contact; (2) Use course knowledge to develop, teach and assess Hawaii-oriented, project-based, inquiry activities that address the Hawaii Science Content Standards; (3) Gain an appreciation for the scientific method, and the curiosity that drives science (4) Use educational technology such as PowerPoint, graphing packages and web authoring software to develop electronic resources for educational activities. A sample of the lessons developed by course participants can be found on http://malama.hawaii.edu/schools/index2.html. This project is based at the University of Hawai`i College of Education and funded by an award to P. Chinn by the US Department of

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

Science.gov (United States)

Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

2011-01-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

Teaching Citizenship in Science Classes at the University of Arizona

Science.gov (United States)

Thompson, R. M.; Mangin, K.

2008-12-01

Science classes for non-science majors present unique opportunities to create lifelong science aficionados and teach citizenship skills. Because no specific content is needed for future courses, subject matter can be selected to maximize interest and assignments can be focused on life skills such as science literacy instead of discipline-specific content mastery. Dinosaurs! is a very successful non-major science class with a minimum enrollment of 150 that is intended for sophomores. One of the goals of this class is to increase students' awareness of social issues, the political process, and opportunities for keeping up with science later in life. The main theme of this class is evolution. The bird-dinosaur link is the perfect vehicle for illustrating the process of science because the lines of evidence are many, convincing, and based on discoveries made throughout the last half-century and continuing to the present day. The course is also about evolution the social issue. The second writing assignment is an in-class affective writing based on a newspaper article about the Dover, PA court case. The primary purpose of this assignment is to create a comfort zone for those students with strong ideological biases against evolution by allowing them to express their views without being judged, and to instill tolerance and understanding in students at the other end of the spectrum. Another homework uses thomas.loc.gov, the government's public website providing information about all legislation introduced since the 93rd Congress and much more. The assignment highlights the difficulty of passing legislation and the factors that contribute to a given bill's legislative success or failure using the Paleontological Resources Preservation Act, S320. Details of these assignments and others designed to achieve the goals stated above will be presented. A very different undergraduate program, Marine Discovery, offers science majors the opportunity to earn upper division science

Globalization and Science Education

Science.gov (United States)

Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

2013-06-01

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

Modelling the factors that influence computer science students' attitude towards serious games in class / Maria Jacomina Zeeman

OpenAIRE

Zeeman, Maria Jacomina

2014-01-01

Although the software development industry is one of the fastest growing sections in the labour market currently, computer science is one of the subject fields with the least growth in number of enrolments at tertiary institutions. Low enrolment figures and high dropout rates are common in computer science courses. Apart from the fact that programming is a difficult skill to master, irrelevant course material and out-dated teaching and learning strategies could be to blame for this phenomenon...

Educating elementary-aged English learners in science: Scientists and teachers working together

Science.gov (United States)

Banuelos, Gloria Rodriguez

California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners. The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom). A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities

Computing Whether She Belongs: Stereotypes Undermine Girls' Interest and Sense of Belonging in Computer Science

Science.gov (United States)

Master, Allison; Cheryan, Sapna; Meltzoff, Andrew N.

2016-01-01

Computer science has one of the largest gender disparities in science, technology, engineering, and mathematics. An important reason for this disparity is that girls are less likely than boys to enroll in necessary "pipeline courses," such as introductory computer science. Two experiments investigated whether high-school girls' lower…

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

Science.gov (United States)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single

Why They Leave: The Impact of Stereotype Threat on the Attrition of Women and Minorities from Science, Math and Engineering Majors

Science.gov (United States)

Beasley, Maya A.; Fischer, Mary J.

2012-01-01

This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype…

Constructing Artificial Rock Outcrops as Tools for Fostering Earth and Environmental Science Thinking

Science.gov (United States)

Totten, I. M.; Hall, F.; Buxton, C.

2004-12-01

as a result of working with the outcrop, and students confidence in their abilities to think scientifically improved after their experience with the outcrop. The artificial rock outcrop has consequently been incorporated into several courses that have large enrollments from the following student populations: pre-service elementary education majors, undergraduate non-science majors, geology majors, and in-service MAST (Masters of Art in Science Teaching) students. Approximately, 1300 college students and 500 students in the 4th-12th grade levels from the local metropolitan school area work with the artificial rock outcrop annually. The artificial rock outcrop curriculum was a much-needed teaching tool in New Orleans considering the absence of natural rock outcrops along the entire coastal plain province.

Strengthening programs in science, engineering and mathematics. Third annual progress report

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1997-09-30

The Division of Natural Sciences and Mathematics at Claflin College consists of the Departments of Biology, Chemistry, Computer Science, Physics, Engineering and Mathematics. It offers a variety of major and minor academic programs designed to meet the mission and objectives of the college. The division`s pursuit to achieve excellence in science education is adversely impacted by the poor academic preparation of entering students and the lack of equipment, facilities and research participation, required to impart adequate academic training and laboratory skills to the students. Funds were received from the US Department of Energy to improve the divisional facilities and laboratory equipment and establish mechanism at pre-college and college levels to increase (1) the pool of high school students who will enroll in Science and Mathematics courses (2) the pool of well qualified college freshmen who will seek careers in Science, Engineering and Mathematics (3) the graduation rate in Science,engineering and Mathematics at the undergraduate level and (4) the pool of well-qualified students who can successfully compete to enter the graduate schools of their choice in the fields of science, engineering, and mathematics. The strategies that were used to achieve the mentioned objectives include: (1) Improved Mentoring and Advisement, (2) Summer Science Camp for 7th and 8th graders, (3) Summer Research Internships for Claflin SEM Seniors, (4) Summer Internships for Rising High School Seniors, (5) Development of Mathematical Skills at Pre-college/Post-secondary Levels, (6) Expansion of Undergraduate Seminars, (7) Exposure of Undergraduates to Guest Speakers/Roll Models, (8) Visitations by Undergraduate Students to Graduate Schools, and (9) Expanded Academic Program in Environmental Chemistry.

Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science

Science.gov (United States)

Jones, William I.

This study examined the understanding of nature of science among participants in their final year of a 4-year undergraduate teacher education program at a Midwest liberal arts university. The Logic Model Process was used as an integrative framework to focus the collection, organization, analysis, and interpretation of the data for the purpose of (1) describing participant understanding of NOS and (2) to identify participant characteristics and teacher education program features related to those understandings. The Views of Nature of Science Questionnaire form C (VNOS-C) was used to survey participant understanding of 7 target aspects of Nature of Science (NOS). A rubric was developed from a review of the literature to categorize and score participant understanding of the target aspects of NOS. Participants' high school and college transcripts, planning guides for their respective teacher education program majors, and science content and science teaching methods course syllabi were examined to identify and categorize participant characteristics and teacher education program features. The R software (R Project for Statistical Computing, 2010) was used to conduct an exploratory analysis to determine correlations of the antecedent and transaction predictor variables with participants' scores on the 7 target aspects of NOS. Fourteen participant characteristics and teacher education program features were moderately and significantly ( p Middle Childhood with a science concentration program major or in the Adolescent/Young Adult Science Education program major were more likely to have an informed understanding on each of the 7 target aspects of NOS. Analyses of the planning guides and the course syllabi in each teacher education program major revealed differences between the program majors that may account for the results.

Development and Implementation of an Integrated Science Course for Elementary Eduation Majors

Science.gov (United States)

Gunter, Mickey E.; Gammon, Steven D.; Kearney, Robert J.; Waller, Brenda E.; Oliver, David J.

1997-02-01

Currently the scientific community is trying to increase the general populationapos;s knowledge of science. These efforts stem from the fact that the citizenry needs a better understanding of scientific knowledge to make informed decisions on many issues of current concern. The problem of scientific illiteracy begins in grade school and can be traced to inadequate exposure to science and scientific thinking during the preparation of K - 8 teachers. Typically preservice elementary teachers are required to take only one or two disconnected science courses to obtain their teaching certificates. Also, introductory science courses are often large and impersonal, with the result that while students pass the courses, they may learn very little and retain even less.

Performance in grade 12 mathematics and science predicts student nurses' performance in first year science modules at a university in the Western Cape.

Science.gov (United States)

Mthimunye, Katlego D T; Daniels, Felicity M

2017-10-26

The demand for highly qualified and skilled nurses is increasing in South Africa as well as around the world. Having a background in science can create a significant advantage for students wishing to enrol for an undergraduate nursing qualification because nursing as profession is grounded in scientific evidence. The aim of this study was to investigate the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. A quantitative research method using a cross-sectional predictive design was employed in this study. The participants included first year Bachelor of Nursing students enrolled at a university in the Western Cape, South Africa. Descriptive and inferential statistics were performed to analyse the data by using the IBM Statistical Package for Social Sciences versions 24. Descriptive analysis of all variables was performed as well as the Spearman's rank correlation test to describe the relationship among the study variables. Standard multiple linear regressions analysis was performed to determine the predictive validity of grade 12 mathematics and science on the academic performance of first year student nurses in science modules. The results of this study showed that grade 12 physical science is not a significant predictor (p > 0.062) of performance in first year science modules. The multiple linear regression revealed that grade 12 mathematics and life science grades explained 37.1% to 38.1% (R2 = 0.381 and adj R2 = 0.371) of the variation in the first year science grade distributions. Based on the results of the study it is evident that performance in grade 12 mathematics (β = 2.997) and life science (β = 3.175) subjects is a significant predictor (p < 0.001) of the performance in first year science modules for student nurses at the university identified for this study.

Mars: A Freshmen Year Seminar of Science and Science-fiction

Science.gov (United States)

Svec, Michael; Moffett, D. A.; Winiski, M.

2013-06-01

"Mars: On the shoulder of giants" is a freshmen year seminar developed collaboratively between the physics, education, and center for teaching and learning. This course focuses on how scientific knowledge is developed through the lens of our changing view of Mars throughout history. Analyses of current studies of Mars are juxtaposed against historical understanding and perceptions of the planet found in scientific and popular literature of the day, as well as the movies. Kim Stanley Robinson’s "Red Mars" provides a unifying story throughout the course complimented by Fredrick Taylor’s "The Scientific Exploration of Mars" and Hartmann’s "A Traveler’s Guide to Mars." Based on the three-years of experience, the authors advocate the use of the speculative science-fiction novel and argue for its use in high school and undergraduate courses including those for science majors. Many of the students who selected this seminar went on to major in science and in subsequent interviews discussed the influence of science fiction on their decision to major in science. Science fiction provided story, science, and speculation that became a rich medium for critical-thinking skills and critical literacy. Student reflections indicated that science fiction served as a reminder of why they study science, a source for imagination, and exploration of science as a human endeavor. Based on this experience, we propose five elements for selecting science-fiction for inclusion in science classes: 1) Provides a deep description of the science content or technologies, 2) Describes science and technologies are plausible or accurate to the time period, 3) Contains a novum or plausible innovation that plays a key element in the speculation, 4) Exploration of the impact on society or humanity, and, 5) Shows science and technology as human endeavors.

Course Placement Series: Spotlight on High School Math Course Enrollment. Policy Brief

Science.gov (United States)

Tennessee Department of Education, 2015

2015-01-01

The Tennessee Department of Education explored course enrollment patterns in an effort to better understand in which courses students are enrolling and whether course enrollment policies and procedures are promoting students' interests. This report focuses on math course enrollment patterns throughout high school by following the 2013-14 twelfth…

Determinants of School Enrolment of Children in Slums of Varanasi

Directory of Open Access Journals (Sweden)

Pallavi Nayak

2016-03-01

Full Text Available Introduction: Education plays a vital role to developing a nation. In India, urban slums constituting about 22.6% of the urban population are the poor and socially disadvantaged. This slum community is least concerned for school enrolment of their children inspite of the fact that primary education is compulsory and is free in public schools. In urban areas schools available are mostly of private sector that are not free and beyond affordability to slums; government and corporation schools are few, but beyond reach. Motive of the parents is to involve children in income generating activities and the girls are more deprived of school enrolment in poorer society. Objectives: 1 assess the enrolment status of slum children and 2 determine the factors influencing school enrolment.Methodology: The data was collected during 2011-12 from 15 randomly selected slums out of 227 in which a total of 893 families were contacted and mothers with children aged 5-15 years interrogated. In addition to child history on age, sex and school enrolment, the family background characteristics were e.g. religion, caste, and family size as well as age, education and occupation of both mother & father were recorded.Results: Out of 1145 children, male and female equal represented; mostly (90.9% were Hindus and half were SC/ST class. About 30% father and 57.2% mothers were illiterate; about half fathers were unskilled-worker and 96.0% mother’s house wife. Overall 31.3% children were not enrolled and were decreasing from 49.2% to 24.3% to 21.4% in the age groups 5-6, 7-9 and 10-15 years respectively. Enrolment was poor in Muslims (50.0% compared to Hindus (29.4%; enrolment was similar irrespective of child sex among Hindus, but in Muslims 62.5% male and 35.4% female children were only enrolled. Similar was the situation as one move from SC/ST (67.6% to OBC (73.4% and general caste (77.9%. Education of father and mother had significant role to enrolment but not the age and

14 CFR 141.93 - Enrollment.

Science.gov (United States)

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Enrollment. 141.93 Section 141.93 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) SCHOOLS AND... limitations and simulated emergency landing instructions; and (x) A description of and instructions regarding...

Women planning to major in computer science: Who are they and what makes them unique?

Science.gov (United States)

Lehman, Kathleen J.; Sax, Linda J.; Zimmerman, Hilary B.

2016-12-01

Despite the current growing popularity of the computer science (CS) major, women remain sorely underrepresented in the field, continuing to earn only 18% of bachelor's degrees. Understanding women's low rates of participation in CS is important given that the demand for individuals with CS training has grown sharply in recent years. Attracting and retaining more women to high-paying fields like CS may also help narrow the gender pay gap. Further, it is important that women participate in developing new technology so that technology advances serve the needs of both women and men. This paper explores the background characteristics, career aspirations, and self-perceptions of 1636 female first-year college students in the United States who intend to major in CS and compares them with 4402 male CS aspirants as well as with 26,642 women planning to major in other STEM sub-fields. The findings reveal a unique profile of women who pursue the CS major and notes many significant differences between men and women in CS and between women in CS and those in other STEM fields. For instance, women in CS tend to earn lower high school grades than women in other STEM fields, but earn higher SAT verbal scores. They also rate themselves higher than men in CS and women in other STEM fields on measures of their artistic ability, but rate themselves lower on other self-ratings, including academic and leadership ability. Further, women in CS are more likely to be undecided in their career plans than men in CS and women in other STEM fields. Understanding the unique characteristics of women in CS will help inform policies and recruitment programs designed to address the gender gap in computing.

Effect of Using Separate Laboratory and Lecture Courses for Introductory Crop Science on Student Performance.

Science.gov (United States)

Wiebold, W. J.; Slaughter, Leon

1986-01-01

Reviews a study that examined the effects of laboratories on the grade performance of undergraduates in an introductory crop science course. Results indicated that students enrolled in lecture and laboratory concurrently did not receive higher lecture grades than students enrolled solely in lecture, but did have higher laboratory grades. (ML)

7 CFR 1469.6 - Enrollment criteria and selection process.

Science.gov (United States)

2010-01-01

... 7 Agriculture 10 2010-01-01 2010-01-01 false Enrollment criteria and selection process. 1469.6... General Provisions § 1469.6 Enrollment criteria and selection process. (a) Selection and funding of... existing natural resource, environmental quality, and agricultural activity data along with other...

Newton in the Big Apple: Issues of equity in physics access and enrollment in New York City public high schools

Science.gov (United States)

Kelly, Angela Marian

High school physics is a gateway course for post-secondary study in science, medicine, and engineering, as well as an essential component in the formation of students' scientific literacy. However, physics is widely considered appropriate only for an academic elite. The existence of policies that restrict science opportunities for secondary students results in diminished outcomes in terms of scientific proficiency. Although the national trend in physics enrollment has shown an increase in recent years, the rate of participation is much lower for students in urban schools. This study examines the availability of physics in New York City, and whether access is related to organizational and school-level variables. The statistical distribution of physics students throughout the city is compiled and analyzed. High schools that successfully offer physics are compared with those that do not. Other factors are explored to determine their relationship to physics access, such as the presence of science magnet schools, the availability of Advanced Placement Physics and Non-Regents Physics, the science curricular sequence, and teacher certification. The results show that physics is not widely available to students in New York City, with 55% of high schools simply not offering the subject. Only 27% of schools with fewer than 600 students offer physics. The science magnet schools enroll a significant proportion of physics students when compared with larger, economically depressed neighborhood schools. The causes of these disparities are complex, and the implications serious for those students who do not have equal access to physics. The implications of these findings are important. By highlighting descriptive variables, as well as statistical evidence of systemic discrimination and inequities, urban districts may formulate effective models for the promotion of physics study. School policies and structures need to target better rates of physics participation among all students

The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.

OpenAIRE

Stoet, G; Geary, DC

2018-01-01

The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. P...

5 CFR 894.602 - May I cancel my enrollment at any time?

Science.gov (United States)

2010-01-01

... 5 Administrative Personnel 2 2010-01-01 2010-01-01 false May I cancel my enrollment at any time... Cancellation of Coverage § 894.602 May I cancel my enrollment at any time? No. You may only cancel your enrollment during an open season. Exceptions: You may cancel your dental and/or vision enrollment if you...

A quantitative study on factors influencing enrolment of dairy farmers in a community health insurance scheme.

Science.gov (United States)

Greef, Tineke de Groot-de; Monareng, Lydia V; Roos, Janetta H

2016-12-09

Access to affordable and effective health care is a challenge in low- and middle- income countries. Out-of-pocket expenditure for health care is a major cause of impoverishment. One way to facilitate access and overcome catastrophic expenditure is through a health insurance mechanism, whereby risks are shared and financial inputs pooled by way of contributions. This study examined factors that influenced the enrolment status of dairy farmers in Western Kenya to a community health insurance (CHI) scheme. Quantitative, cross-sectional research was used to describe factors influencing the enrolment in the CHI scheme. Quota and convenience sampling was used, recruiting a sample of 135 farmers who supply milk to a dairy cooperation. Data were collected using a structured interview schedule and analysed using Stata SE, Data Analysis and Statistical Software, Version 12. Factors influencing non-enrolment were identified as affordability (40%; n = 47), unfamiliarity with the management of the scheme (37%; n = 44) and a lack of understanding about the scheme (41%; n = 48). An exploratory factor analysis was used to reduce the variables to two factors: information provision and understanding community health insurance (CHI). Logistic regression identified factors associated with enrolment in the Tanykina Community Healthcare Plan (TCHP). Supplies of less than six litres of milk per day (OR: 0.22; 95% CI: 0.06-0.84) and information provision (OR: 8.77; 95% CI: 2.25-34.16) were significantly associated with enrolment in the TCHP. Nearly 30% (29.6%; n = 40) of the respondents remarked that TCHP is expensive and 17% (n = 23) asked for more education on CHI and TCHP in an open-ended question. Recommendations related to marketing strategies, financial approach, information provision and further research were outlined to be made to the management of the TCHP as well as to those involved in public health.

Perceived self-efficacy and student-teacher relationships among diverse Title I students' achievement in science

Science.gov (United States)

Larry, Triaka A.

The need for more diversity in STEM-related careers and college majors is urgent. Self-efficacy and student-teacher relationships are factors that have been linked to influencing students’ pursuit of subject-specific careers and academic achievement. The impact of self-efficacy and student perceptions of teacher interpersonal behaviors on student achievement have been extensively researched in the areas of Mathematics and English, however, most studies using science achievement, as a criterion variable, were conducted using non-diverse, White upper middle class to affluent participants. In order to determine the strength of relationships between perceived science self-efficacy, and student perceptions of teacher interpersonal behaviors as factors that influence science achievement (science GPA), the Science Self-Efficacy Questionnaire (SSEQ) and Questionnaire on Teacher Interactions (QTI) were administered to twelfth grade students enrolled at a highly diverse urban Title I high school, while controlling for demographics, defined as gender, ethnicity, and minority status. Using a hierarchical multiple linear regression analysis, results demonstrated that the predictor variables (i.e., gender, ethnicity, minority status, science self-efficacy, and teacher interpersonal behaviors) accounted for 20.8% of the variance in science GPAs. Science self-efficacy made the strongest unique contribution to explaining science GPA, while minority status and gender were found to be statistically significant contributors to the full model as well. Ethnicity and teacher interpersonal behaviors did not make a statistically significant contribution to the variance in science GPA, and accounted for ≤ 1% of the variance. Implications and recommendations for future research are subsequently given.

Preservice Science Teachers' Perceptions of Their TPACK Development after Creating Digital Stories

Science.gov (United States)

Sancar-Tokmak, Hatice; Surmeli, Hikmet; Ozgelen, Sinan

2014-01-01

The aim of this case study was to examine pre-service science teachers' (PSTs) perceptions of their Technological Pedagogical Content Knowledge (TPACK) development after creating digital stories based on science topics drawn from the national curriculum. A total of 21 PSTs enrolled in Introduction to Computers II participated in the study. Data…

Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates

Science.gov (United States)

Demir, Sibel

2015-01-01

The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…

Science and Community Engagement: Connecting Science Students with the Community

Science.gov (United States)

Lancor, Rachael; Schiebel, Amy

2018-01-01

In this article we describe a course on science outreach that was developed as part of our college's goal that all students participate in a meaningful community engagement experience. The Science & Community Engagement course provides a way for students with science or science-related majors to learn how to effectively communicate scientific…

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

Science.gov (United States)

Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

The formation of science choices in secondary school

Science.gov (United States)

Cleaves, Anna

2005-04-01

In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.

Developing a Community of Teachers through Integrated Science and Literacy Service-Learning Experiences

Science.gov (United States)

Cox-Petersen, Anne M.; Spencer, Brenda H.; Crawford, Teresa J.

2005-01-01

In this article, the authors present a case study of preservice teachers engaged in service-learning in an after-school program while concurrently enrolled in science and language arts methods courses. Two interdisciplinary education faculty worked collaboratively to connect language arts and science methods content with service-learning…

The Challenges of Career and Technical Education Concurrent Enrollment: An Administrative Perspective

Science.gov (United States)

Haag, Patricia W.

2015-01-01

Career and technical education concurrent enrollment may pose unique challenges in programming and enrollment for program administrators, and this chapter describes the experiences and challenges of a CTE concurrent enrollment administrator.

Co-enrolment of Participants into Multiple Cancer Trials: Benefits and Challenges.

Science.gov (United States)

Cafferty, F H; Coyle, C; Rowley, S; Berkman, L; MacKensie, M; Langley, R E

2017-07-01

Opportunities to enter patients into more than one clinical trial are not routinely considered in cancer research and experiences with co-enrolment are rarely reported. Potential benefits of allowing appropriate co-enrolment have been identified in other settings but there is a lack of evidence base or guidance to inform these decisions in oncology. Here, we discuss the benefits and challenges associated with co-enrolment based on experiences in the Add-Aspirin trial - a large, multicentre trial recruiting across a number of tumour types, where opportunities to co-enrol patients have been proactively explored and managed. The potential benefits of co-enrolment include: improving recruitment feasibility; increased opportunities for patients to participate in trials; and collection of robust data on combinations of interventions, which will ensure the ongoing relevance of individual trials and provide more cohesive evidence to guide the management of future patients. There are a number of perceived barriers to co-enrolment in terms of scientific, safety and ethical issues, which warrant consideration on a trial-by-trial basis. In many cases, any potential effect on the results of the trials will be negligible - limited by a number of factors, including the overlap in trial cohorts. Participant representatives stress the importance of autonomy to decide about trial enrolment, providing a compelling argument for offering co-enrolment where there are multiple trials that are relevant to a patient and no concerns regarding safety or the integrity of the trials. A number of measures are proposed for managing and monitoring co-enrolment. Ensuring acceptability to (potential) participants is paramount. Opportunities to enter patients into more than one cancer trial should be considered more routinely. Where planned and managed appropriately, co-enrolment can offer a number of benefits in terms of both scientific value and efficiency of study conduct, and will increase the

Citizen science projects for non-science astronomy students

OpenAIRE

Barmby, Pauline; Gallagher, S. C.; Cami, J.

2014-01-01

A poster from the 2011 Western Conference on Science Education, describing the use of citizen science project Galaxy Zoo in a non-majors astronomy course. Lots more on this topic at https://www.zooniverse.org/education  

Enrollment Time as a Requirement for Biometric Hand Recognition Systems

OpenAIRE

Carvalho, João; Sá, Vítor; Tenreiro de Magalhães, Sérgio; Santos, Henrique

2015-01-01

Biometric systems are increasingly being used as a means for authentication to provide system security in modern technologies. The performance of a biometric system depends on the accuracy, the processing speed, the template size, and the time necessary for enrollment. While much research has focused on the first three factors, enrollment time has not received as much attention. In this work, we present the findings of our research focused upon studying user’s behavior when enrolling in...

The Dark Triad across academic majors

DEFF Research Database (Denmark)

Vedel, Anna; Thomsen, Dorthe K.

2017-01-01

The Dark Triad traits (i.e., narcissism, psychopathy, and Machiavellianism) have been associated with the desire for power, status, and social dominance in the workplace, and these desires have been hypothesized to draw Dark Triad individuals towards occupations affording such outcomes. Following...... this reasoning, the Dark Triad may also influence educational choices. Research in other personality traits has shown that Big Five traits impact educational choices: Students in different academic majors differ on Big Five traits at enrollment. The aim of the present study was to explore whether there are also...

Providing Opportunities for Argumentation in Science Exam Settings

Science.gov (United States)

Swanson, Lauren; Solorza, Ruben; Fissore, Cinzia

2018-01-01

This article explores undergraduates' efforts to engage in scientific argumentation during exam settings. Thirteen undergraduate students enrolled in an environmental science course completed exams with questions linked around a central theme. Three types of questions were used, including those that prompted students to construct scientific…

Taking Back the Future with an Innovative Program for Training Science Teachers

Science.gov (United States)

Hooper, E. J.; Dickinson, G.; Walker, M. H.; Marder, M. P.; Kumar, P.

2003-12-01

Research findings for students in Texas and Alabama indicate that teachers' expertise accounted for about 40% of the variance in mathematics and reading achievement. Given that about one third of high school mathematics and science teachers lack either a major or certification in their field, the impact of underqualified teachers can have far reaching impacts. In 1997, the colleges of Natural Science and Education at the University of Texas, in concert with the local school district and experienced teachers, developed a new joint secondary school science teacher preparation program called UTeach. This program provides early and frequent field experience, instruction from master teachers and university scientists, the development of a teaching portfolio, plus a peer and support network which extends beyond graduation. The innovative and streamlined courses focus on the particulars of secondary science education, project and inquiry teaching methodologies, and lab experiences more true to what actually happens in research. After starting with only 28, UTeach now has approximately 400 students enrolled, and graduates have started fanning out across the country. Two research astronomers (EH & PK) recently joined the program and now work alongside physicists, biologists, and chemists teaching courses or parts of them. In addition to helping some of the students with physics and astronomy projects, the astronomers provide guidance on experiment design and execution principles, statistics, and scientific writing to students working in all fields.

Relationships Affecting Enrollment Using Social, Economic, and Academic Data

Science.gov (United States)

Britton, R. Jason

2012-01-01

The process of strategically planning enrollment in higher education, particularly at private institutions has seen tremendous changes in a short period of time. Changes in perspectives toward the value of a college degree, along with economic and social factors, have contributed to the difficulty of discovering relationships affecting enrollment.…

42 CFR 438.810 - Expenditures for enrollment broker services.

Science.gov (United States)

2010-10-01

... activities such as distributing, collecting, and processing enrollment materials and taking enrollments by...; or (iii) Owns or controls an MCO, PIHP, PAHP, PCCM or other health care provider in the State. (2... been, or is now, subject to civil money penalties under the Act. (3) Approval. The initial contract or...

Undergraduate Music Education Major Identity Formation in the University Music Department

Science.gov (United States)

McClellan, Edward

2014-01-01

The purpose of this study was to determine relationships among social identity, value of music education, musician-teacher orientation, selected demographic factors, and self-concept as a music educator. Participants (N = 968) were volunteer undergraduate music education majors enrolled at four-year institutions granting a bachelor of music…

Minority Enrollments in Higher Education

Science.gov (United States)

Astin, Alexander

1975-01-01

This testimony, by the Director, Cooperative Institutional Research Program, University of California, Los Angeles, before a public hearing of the New York City Commission on Human Rights in May 1974, is stated to place special emphasis on possible explanations for recent changes in earlier trends in minority enrollments. (Author/JM)

"I am Not a Statistic": Identities of African American Males in Advanced Science Courses

Science.gov (United States)

Johnson, Diane Wynn

The United States Bureau of Labor Statistics (2010) expects new industries to generate approximately 2.7 million jobs in science and technology by the year 2018, and there is concern as to whether there will be enough trained individuals to fill these positions. A tremendous resource remains untapped, African American students, especially African American males (National Science Foundation, 2009). Historically, African American males have been omitted from the so called science pipeline. Fewer African American males pursue a science discipline due, in part; to limiting factors they experience in school and at home (Ogbu, 2004). This is a case study of African American males who are enrolled in advanced science courses at a predominantly African American (84%) urban high school. Guided by expectancy-value theory (EVT) of achievement related results (Eccles, 2009; Eccles et al., 1983), twelve African American male students in two advanced science courses were observed in their science classrooms weekly, participated in an in-depth interview, developed a presentation to share with students enrolled in a tenth grade science course, responded to an open-ended identity questionnaire, and were surveyed about their perceptions of school. Additionally, the students' teachers were interviewed, and seven of the students' parents. The interview data analyses highlighted the important role of supportive parents (key socializers) who had high expectations for their sons and who pushed them academically. The students clearly attributed their enrollment in advanced science courses to their high regard for their science teachers, which included positive relationships, hands-on learning in class, and an inviting and encouraging learning environment. Additionally, other family members and coaches played important roles in these young men's lives. Students' PowerPoint(c) presentations to younger high school students on why they should take advanced science courses highlighted these

The Science Standards and Students of Color

Science.gov (United States)

Strachan, Samantha L.

2017-01-01

In a 2014 report, the National Center for Education Statistics (NCES) projected that by the year 2022, minority students will outnumber non-Hispanic white students enrolled in public schools. As the diversity of the student population in the United States increases, concerns arise about student performance in science classes, especially among…

Increasing Impact of Economic Conditions upon Higher Education Enrollments.

Science.gov (United States)

Rusk, James J.; And Others

1982-01-01

To assess the impact of economic conditions on enrollment in higher education, researchers used time series analysis on national data for 1966-78 and on 1972-78 data from all eight regions of the country and the University of Arizona. The findings indicate enrollment has gone up during economic downturns. (Author/RW)

Declining Enrollments: A New Dilemma for Educators. Fastback 116.

Science.gov (United States)

Keough, William F., Jr.

Twenty years after the baby boom, U.S. population is falling and school enrollment is declining. Contrary to public expectations, smaller enrollment does not mean smaller school budgets, and balancing the educational budget will require cutting programs, closing schools, and reducing teacher force. The experience of the East Meadow (New York)…

Medicare-Medicaid Ever-enrolled Trends Report

Data.gov (United States)

U.S. Department of Health & Human Services — This detailed Excel document accompanies the PDF report on national trends in Medicare-Medicaid dual enrollment from 2006 through the year prior to the current year....

Reaching the Next Stephen Hawking: Five Ways to Help Students with Disabilities in Advanced Placement Science Classes

Science.gov (United States)

Howard, Lori A.; Potts, Elizabeth A.; Linz, Ed

2013-01-01

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral),…

Developing Preservice Teachers' Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students

Science.gov (United States)

Flores, Ingrid M.

2015-01-01

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype

Science.gov (United States)

Ryu, Minjung

2015-01-01

This study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and…

A needs analysis for a non-abusive intervention programme in the School of Health Care Sciences at the University of Pretoria

Directory of Open Access Journals (Sweden)

LO Fouché

2006-09-01

Full Text Available Due to feedback from students, student abuse during fieldwork, was brought to the attention of the researchers. The study aimed to determine whether a need for a nonabusive intervention programme (NIP existed amongst the School of Health Care Science students at the University of Pretoria. All students enrolled at the School of Health Care Sciences completed a questionnaire. An overwhelming response indicated that the majority of students (95.85% have a need for a non-abusive intervention programme (NIP. A significant need was identified especially among Nursing-, Physiotherapy- and Radiography students, 2nd and 4,h year students, and within a psychiatric fieldwork setting. Two surprise findings were firstly, that students who have no history of abuse have a greater need for an intervention programme than students with a history of abuse. Secondly superiors in the field are responsible for the majority of abusive incidences reported by students. The implementation of a non-abusive intervention programme (NIP to help students handle abusive incidences effectively and humanely is strongly recommended.

Strategic Enrollment Management (SEM) Decisions and Geographic Information Systems (GIS) for Community Colleges

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Baldin, Antoinette M.

2013-01-01

With the changing landscape in enrollment options for potential community college students, community college administrators are looking for ways to forecast enrollment by using strategic enrollment management models. Today, community colleges' administration is challenged to develop, use, and implement enrollment models that support their…

Student Response to Tuition Increase by Academic Majors: Empirical Grounds for a Cost-Related Tuition Policy

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Shin, Jung Cheol; Milton, Sande

2008-01-01

This study explored the responses of students in different academic majors to tuition increase, with a particular focus on the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase on enrollment in six academic majors--Engineering, Physics, Biology, Mathematics, Business, and…

The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation

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Milner-Bolotin, Marina

2001-07-01

Motivating nonscience majors in science and mathematics studies became one of the most interesting and important challenges in contemporary science and mathematics education. Therefore, designing and studying a learning environment, which enhances students' motivation, is an important task. This experimental study sought to explore the implications of student autonomy in topic choice in a project-based Physical Science Course for nonscience majors' on students' motivational orientation. It also suggested and tested a model explaining motivational outcomes of project-based learning environment through increased student ownership of science projects. A project, How Things Work, was designed and implemented in this study. The focus of the project was application of physical science concepts learned in the classroom to everyday life situations. Participants of the study (N = 59) were students enrolled in three selected sections of a Physical Science Course, designed to fulfill science requirements for nonscience majors. These sections were taught by the same instructor over a period of an entire 16-week semester at a large public research university. The study focused on four main variables: student autonomy in choosing a project topic, their motivational orientation, student ownership of the project, and the interest in the project topic. Achievement Goal Orientation theory became the theoretical framework for the study. Student motivational orientation, defined as mastery or performance goal orientation, was measured by an Achievement Goal Orientation Questionnaire. Student ownership was measured using an original instrument, Ownership Measurement Questionnaire, designed and tested by the researchers. Repeated measures yoked design, ANOVA, ANCOVA, and multivariate regression analysis were implemented in the study. Qualitative analysis was used to complement and verify quantitative results. It has been found that student autonomy in the project choice did not make a

Major Challenges for the Modern Chemistry in Particular and Science in General.

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Uskokovíc, Vuk

2010-11-01

In the past few hundred years, science has exerted an enormous influence on the way the world appears to human observers. Despite phenomenal accomplishments of science, science nowadays faces numerous challenges that threaten its continued success. As scientific inventions become embedded within human societies, the challenges are further multiplied. In this critical review, some of the critical challenges for the field of modern chemistry are discussed, including: (a) interlinking theoretical knowledge and experimental approaches; (b) implementing the principles of sustainability at the roots of the chemical design; (c) defining science from a philosophical perspective that acknowledges both pragmatic and realistic aspects thereof; (d) instigating interdisciplinary research; (e) learning to recognize and appreciate the aesthetic aspects of scientific knowledge and methodology, and promote truly inspiring education in chemistry. In the conclusion, I recapitulate that the evolution of human knowledge inherently depends upon our ability to adopt creative problem-solving attitudes, and that challenges will always be present within the scope of scientific interests.

The influence of learning styles, enrollment status and gender on academic performance of optometry undergraduates.

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Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert

2011-01-01

This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students

Exploring the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors: Motivators and strategies for achieving baccalaureate attainment

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Carbajal, Sandy C.

Drawing from Latino/a Critical Race Theory and the related Community Cultural Wealth (CCW) model, I concentrate on three forms of CCW---aspirational, navigational, and resistance capital---for this qualitative study on the undergraduate experience of Latina students in Science, Technology, Engineering, and Mathematics (STEM) majors, focusing on strategies and achieving baccalaureate attainment. I interviewed ten Latina students and asked them questions regarding their educational experiences in STEM majors, what contributed to their degree completion, and the strategies they employed for achieving baccalaureate attainment. I identified and described six themes within the study (the underrepresentation of Latinas in STEM majors, the lack of preparation by academic programs for upper division courses, motivators, involvement, time management, and support networks) that, when combined, contributed to participants' degree attainment. This study concludes with implications for policy and practice that would allow universities to better assist Latinas in STEM majors to achieve baccalaureate attainment.

Impact of Incidents on Enrollments at Higher Education Institutions

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L'Orange, Hans P.

2010-01-01

Higher education is a remarkably consistent enterprise. The same general pattern, by and large, has existed since the enactment of the G.I. Bill in 1944 and large numbers of returning veterans began enrolling in American higher education. Although the definition of a traditional student is changing, many students still enroll in the fall to begin…

Racial/Ethnic Patterns of Kindergarten School Enrollment in the United States.

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Lawrence, Elizabeth; Mollborn, Stefanie

2017-09-01

Enrollment into unequal schools at the start of formal education is an important mechanism for the reproduction of racial/ethnic educational inequalities. We examine whether there are racial/ethnic differences in school enrollment options at kindergarten, the start of schooling. We use nationally representative data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to model whether parents seek information about their child's school before enrolling, whether parents move to a location so that a child can attend a certain school, or whether parents enroll their child in a school other than the assigned public school. Results indicate that enrollment patterns differ greatly across race/ethnicity. Whereas Black families are the most likely to seek information on a school's performance, White families are the most likely to use the elite option of choosing their residential location to access a particular school. These differences persist when controlling for socioeconomic status and sociogeographic location. Kindergarten enrollment patterns preserve the advantages of White families, perpetuating racial/ethnic disparities through multiple institutions and contributing to intergenerational processes of social stratification. Research should continue to examine specific educational consequences of housing inequities and residential segregation.

Student Perceptions of Communication Skills in Undergraduate Science at an Australian Research-Intensive University

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Mercer-Mapstone, Lucy D.; Matthews, Kelly E.

2017-01-01

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor…

The Contribution of Science-Rich Resources to Public Science Interest

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Falk, John H.; Pattison, Scott; Meier, David; Bibas, David; Livingston, Kathleen

2018-01-01

This preliminary study examined the effect that five major sources of public science education--schools, science centers, broadcast media, print media, and the Internet--had on adults' science interest "values" and "cognitive predispositions." Over 3,000 adults were sampled in three U.S. metropolitan areas: Los Angeles,…

Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

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Riccitelli, Melinda

In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

Gender roles and science beliefs and their relationship to science interest

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Paolucci, Judith Jean

This study investigated adolescents' views about the nature of science (NOS) and conceptions of their gender identities, and revealed whether these conceptions and views are related to their science interest. Participants were 566 high school students enrolled in chemistry courses at three high schools in a New England state. A questionnaire was used to assess participants' science interest, gender role perceptions, and views about science, as well as to provide background and math and science achievement data. The study found that while student scores of NOS understanding did not differ by gender, some significant differences were noted on the student responses to statements about science. Students with higher-than-average science interest scores responded to these statements differently than students with lower science interest scores; their responses tended to more closely match statements about NOS taken from current reform documents. The study also found that math and science achievement, masculinity scores, and NOS scores accounted for a greater variance of science interest for girls than for boys, though all three also contributed significantly and positively to the regression equation for boys. These predictor variables predicted membership to the lower or higher science interest groups, but could not predict students' career aspiration groups. Thus, other mediating factors not considered in this study may translate high science interest to science career aspiration. The results of this study coed prior research, which found that science and math achievement and masculinity are positively and significantly related to science interest for boy boys and girls. Moreover, the study found that achievement in math and science courses is a greater predictor of science interest for girls than for boys. The results of this study provide a rationale for incorporating the nature of science into the science curriculum. Moreover, since the science interest of boys was