The information and document provide guidance and clarification as to how facilitators can personalize the CPV Training and Resources to a STEM-focused program.College Positive Volunteers may require more context around how to reframe the CPV program with a STEM focus. Here are some important topics to cover within the training itself to help CPVs make the connection between CPV and STEM: What are STEM Careers? Why are STEM Careers important? Is a STEM Career right for me? Why are STEM Careers in demand? CPVs can reflect on these questions in the context of their mentoring program, as well as on a personal basis,…
The Institute for Democracy & Higher Education at Tufts University is offering a series of resources that will act as framings for a few issues that developed over the past several weeks, including possible readings, sources, and discussion questions. Think of these as starting points for purposeful, educational classroom and co-curricular discussions. Read more about the importance of these conversations in our blog post on the power of these teachable moments Read More from the Institute for Democracy & Higher Education at Tufts University More on the In the News Discussion Guide Series from IDHE
COURSE CURRICULUM SCHEDULE The 2016 archaeological field school will continue investigations designed to identify, investigate, and interpret the physical remains of Fort St. Joseph (20BE23) and contemporaneous sites in the St. Joseph River valley of southwestern Michigan. This year we will expand our excavations on the floodplain (Fort St. Joseph—20BE23) and continue to explore adjacent areas. Students in the field school will receive instruction in surveying techniques, proper field excavation, artifact processing and analysis, and interpretation of findings as part of a long-term program devoted to exploring colonial interactions between Native Americans and Europeans in the North American fur trade….
COURSE DESCRIPTION: The “OVU EcH2O Water Purification Research Project” will underpin the study of water sciences in this course. Students will study the hydrological cycle, water chemistry, environmental pollution and control, water contamination and methods for water purification. All students will be expected to demonstrate a mastery of all topics through successful completion of quizzes, problem sets, and exams as well as a water purification design assignment. Table 1 Learning Outcomes Learning Outcomes Standards Addressed Activities Assessments Articulate the knowledge and skills of contemporary science NSTA 1.A, 1.B., 1.C., 1.D, and 1.E Class discussion, peer presentations, and research paper Quizzes, assignments,…
This packet created by Stockton University’s faculty/staff Dr. Elizabeth Shobe, Michael Tumminia, Jemila Worley, Zayhira Roa, and Melissa Cornelius, contains many great exercises and games that help teach youth about neuroscience at an early age. The Last page of the packet includes websites to learn more.
This effort was conducted by Stockton University to integrate service learning into Neuroscience courses. They chose matters that were relevant to the community (such as nutrition and memory) and created this pamphlet. Another note: Stockton University’s Neuroscience Club created a successful event called “Me, My Brain, and I”. This event was conducted by college students who wanted to teach the community about relevant matters in the field that pertained to them and captivated them. The club members received a modest grant and used this to incentivize people to come learn about neuroscience (they gave away long-boards and helmets).
Part One is an overview of concepts of professionalism in design. It concludes with an overview of emerging trends in academic and professional practice, such as non-profit community design advocacy projects like Design Corps, and numerous practices engaged in what the Cooper-Hewitt Museum calls ―Design for the Other 90 Percent. Part Two focuses on the design process itself, arguing for approaches that favor Design Engagement rather than Design Assistance and offering principles that can foster community collaborative design practice.Corser, Rob. (2011). Design in the Public Interest –The Dilemma of Professionalism. Imagining America. Full Text.
Participatory action research as a tool in solving desert vernacular architecture problems in the Western Desert of Egypt
The aim of the research is to introduce a methodological approach applying participatory action research (PAR) as a tool to help save the future of the currently deteriorating desert vernacular architecture in Egypt. To benefit from local know-how, a desert vernacular model house was constructed using PAR methods that engaged the local community throughout the design and building phases. As this is an international problem, the research developed several techniques within PAR, applied in a flexible way, giving the opportunity for further application in similar vernacular settlements suffering from similar problems. Dabaieh, M. (2013). Participatory action research as a tool…
Advanced Agribusiness Applications – AGBS 170 – Fall 2012California State University, FresnoDepartment of Agricultural BusinessCourse No.: AGBS 170 I Instructor: Annette E. Levi, Ph.D. Time: TTH 2:00-3:15pm Office #: Peters Business 301Final: Thurs. Dec 20, 3:30pm E-mail: firstname.lastname@example.orgLocation: S 145 Telephone: 559.278.3004Prerequisite: AGBS 110, 120, 130, 150, 160 and UD WritingCatalog DescriptionResearch methods applied to agricultural business, problem definition and solution formulation; data collection and analysis using statistics and other techniques. Culminating activities may include research proposal, feasibility study, project review, business plan, strategic management, case study, written reports and oral presentations. Service-Learning Course Portion AGBS 170 is a senior-capstone course where students will apply a…
The Great River Greening Project, a non-profit community-based organization, where biology students will participate in urban land restoration projects. This project is paired with the “”Race to Save the Planet”” learning community, an integration of the Environmental Science, Ethics, and Environment, Politics and Society courses into one interdisciplinary course. The Great River Greening Project
During Alma’s “”Spring Semester”” students take four weeks in May to study intensely one subject. One year a professor decided to teach a course on public health along the Texas-Mexican border. The class included an on-site investigation of and service to the people in the area. For the first week students studied the historical and political background of the area. Students gave 35-40 minute presentations to their classmates and were tested on the material at the end of the week. Upon arrival in El Paso in the second week students dug a ditch for a septic tank and began to…
A mathematician s livelihood consists of solving problems. It isn t a far stretch to translate this into efforts to help communities solve real-life problems. Students who took Mathematical Modeling and Differential Equations at Augsburg College split into two teams that partnered with a school district and an environmental organization to do a collaborative research project with the community. Students chose their projects after presentations by community members. Those working with the school district created more effective and efficient options for the school busing system. Those working with the environmental organization analyzed toxic data to show connections between toxicity and…
The program for Ethics, Science, and the Environment assists students to understand and resolve value conflicts raised by scientific inquiry, biotechnology, and natural resource use. Programs include an applied ethics certificate offered to undergraduate students, workshops on ethics for local high school students and civic organizations, a biweekly student-faculty discussion forum, and a newsletter with articles writen by professors and religious leaders which express varying views on critical moral issues. Website
Joel Ostroff, an associate professor of microbiology at Brevard Community College, has designed a microbiology service learning component where students test the school’s lake water to determine if it is safe for plants, animals, and humans. Students from the course are trained in the use and maintainance of the equipment and in turn teach local underprivileged teenagers how to conduct the tests as well. Brevard students are not required to participate in the service, but recieve an extra 10% on their test grade, which accounts for 50% of their course grade. Contact: Joel Ostroff at Ostroff_J@Al.Brevard.cc.fl.us or 407.632.1111 ext 62550…
Central Florida Community College’s environmental service course linked community service, participation in the political process and public policy development through the study of environmental science and student service. The course (which fulfills biological or physical science credit for participating students) was divided into three parts in which students learned about global environmental problems, worked to solve local environmental problems, and strove to become individual agents of change. The course’s community contact and group research helped students understand how to use the political process to address community problems. Website
As part of a freshman chemistry course students can participate in a service learning project where they map the sediment of the Jordan River for lead, zinc, and copper. The US Geological Survey planned to conduct such a survey, but did not have the resources. In laboratory sessions students processed the samples. In the first year the course was offered service had no bearing on the grade, but in the future the professor will factor a students’ service work into the final grade. Contact: Eward M. Eyring, Professor, at 801.581.6958 or email@example.com This information originally appeared in “”Science and Society:…
At Loyola University in Chicago, Instrumental Methods Analysis was once a course notorious for being both dull and difficult. The only students who enrolled were senior chemistry majors who were required to take the course. Faculty dreaded teaching it. But when Dr. Alannah Fitch began teaching the course, she decided that things were going to change. Dr. Fitch searched for ways to reinvigorate the course, and hit on three ideas. First, she would tie the course to social issues. This would appeal to the religious values of Loyola, a Jesuit university which had recently put particular emphasis on its service…
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