Partnerships for STEM Education

Foster, Kevin Michael; Bergin, Kathleen; McKenna, Ann F.; Millard, Don; Pérez, Lance C.; J, Prival; Rainey, D. Y.; Sevian, Hannah; VanderPutten, E. A.; Hamos, James E.

doi:10.1126/science.1191040

Cited by 31 publications

(21 citation statements)

References 3 publications

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“…Numerous reports from national policy organizations, as well as studies in the literature, have emphasized the importance of connecting the K–12 and higher-education communities to advance STEM teaching and learning (Dolan and Tanner, 2005; Tomanek, 2005; Foster et al , 2010). Bruce Alberts, former president of the National Academy of Sciences, stated that “Scientists and engineers working in partnership with local teachers represent an essential new force that will be required for effective science education reform” (Alberts, 1994).…”

Section: Discussionmentioning

confidence: 99%

Moving beyond GK–12

Ufnar

Kuner²,

Shepherd

2012

LSE

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The National Science Foundation GK–12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K–12 students and teachers. The goals of the current study were to determine the number of sustained GK–12 programs that follow the original GK–12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K–12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK–12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections.

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Section: Discussionmentioning

confidence: 99%

Moving beyond GK–12

Ufnar

Kuner²,

Shepherd

2012

LSE

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“…Students need to develop scientific and technical skills to be competitive in the twenty-first century workplace that integrates more technology than ever before (Foster et al, 2010). More specifically, undergraduate students need an education that helps them understand the scientific research process and a general knowledge of science so they can process the world around them and explain it to others.…”

Section: Background and Contextmentioning

confidence: 99%

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

Lamm¹,

Carter²,

Lamm³

2016

Journal of Leadership Education

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Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

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“…Previous research [6], [7] has identified predictors for participation in informal science programs that include: previous participation, belief that it is important to do outreach, whether scientists feel capable of participating, and how much they perceive their colleagues are participating in outreach activities. On the other hand, some factors that did not predict participation were: career recognition, sustainability for their own research (even though scientists believe outreach is important, they still do not intend to participate themselves), what others think, and time and money constraints [6], [8].…”

Section: Background and Frameworkmentioning

confidence: 99%

University physics students’ motivations and experiences in informal physics programs

Fracchiolla¹,

Hyater-Adams²,

Finkelstein³

et al. 2016

2016 Physics Education Research Conference Proceedings

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Substantial resources are directed toward public engagement by the physics community, but there is still much to understand about physicists' initial motivation for involvement, their experiences and their reasons for sustained participation. We use motivation theory as a lens to investigate the factors that contribute to physics students' decisions to participate in informal science programs. We conducted surveys and interviews with university students that volunteered in an afterschool physics program for K-12 students. Interviews were analyzed using content analysis. Findings indicate that previous participation in informal activities, attitudes towards engaging with the community, and recognition from peers are common themes in university students' initial reasons for involvement. The emergent themes of a positive experience and the enjoyment of sharing physics are related to students' persistence in the program.

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Partnerships for STEM Education

Abstract: Schoolteachers and higher-education faculty can benefit one another to improve teaching and student learning.

Cited by 31 publications

References 3 publications

Moving beyond GK–12

Moving beyond GK–12

A Theory Based Model of Interpersonal Leadership: An Integration of the Literature

University physics students’ motivations and experiences in informal physics programs

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