Category Archives: Universities

Science Education in the 21st Century

Photo of Dr. Carl Wieman

Science Education in the 21st Century: Using the Tools of Science to Teach Science podcast by Dr. Carl Wieman, recipient of the Nobel Prize in Physics in 2001. Also received the first NSF Distinguished teaching Scholars award (NSF’s “highest honor for excellence in both teaching and research”) and the National Professor Of The Year (CASE and Carnegie Foundation).

Dr. Carl Wieman, recipient of the Nobel Prize in Physics in 2001, discusses the failures of traditional educational practices, even as used by “very good” teachers, and the successes of some new practices and technology that characterize this more effective approach. Research on how people learn science is now revealing how many teachers badly misinterpret what students are thinking and learning from traditional science classes and exams.

However, research is also providing insights on how to do much better. The combination of this research with modern information technology is setting the stage for a new more effective approach to science education based on using the tools of science. This can provide a relevant and effective science education to all students.

Podcast recording 21 Nov 2005 at the University of British Columbia.

Text of March 15, 2006 Dr. Wieman testimony to the US House of Representatives Science Committee.

Nobel Laureate Joins UBC to Boost Science Education

via: Maintaining scientific humility

NSF Graduate Teaching Fellows in K-12 Education

To apply you must submit a letter of intent by 5 May 2006. Full Proposal Deadline: 19 June 19 2006. NSF estimates 25 awards will be given.

New awards (5 years/$600,000 per year) and continuing awards (3 years/$600,000 per year – to those projects that have received initial funding) are available.

This program provides funding to graduate students in NSF- supported science, technology, engineering, and mathematics (STEM) disciplines to acquire additional skills that will broadly prepare them for professional and scientific careers in the 21st century. Through interactions with teachers in K-12 schools, graduate students can improve communication and teaching skills while enriching STEM instruction in K-12 schools.

Through this experience graduate students can gain a deeper understanding of their own scientific research. In addition, the GK-12 program provides institutions of higher education with an opportunity to make a permanent change in their graduate programs by incorporating GK-12 like activities in the training of their STEM graduate students.

Expected outcomes include improved communication, teaching and team building skills for the fellows; professional development opportunities for K-12 teachers; enriched learning for K-12 students; and strengthened partnerships between institutions of higher education and local school districts.

Through the GK-12 program, institutions of higher education have an opportunity to make a permanent change in STEM graduate education programs and to create strong and enduring partnerships with K-12 schools.

In essence, fellows will bring their scientific research experience to the schools, so that teachers and K-12 students are exposed to what science is all about, how science is done, how discoveries happen and what scientists do.

The GK-12 program is an opportunity to bring the excitement and the results of science to schools and to create cultural changes both in K-12 schools and in institutions of higher education. It is also an opportunity for fellows to acquire skills that normally are not emphasized in a more traditional STEM graduate program so that they can have additional career options as professional scientists and engineers.

UK Science and Innovation Grants

UK Science and Innovation Grants

The recipients of the second round of Science and Innovation Awards have been announced by the Engineering and Physical Sciences Research Council (EPSRC).

Funding has been awarded to build the UK’s research base in the areas of nanometrology, statistics, plasma physics and the Mathematics-Computer Science interface.

Professor John O’Reilly, Chief Executive of EPSRC, said: “A strong research base in engineering and the physical sciences is vital to the UK’s success as a knowledge economy. These latest awards underscore EPSRC’s commitment, working in partnership with the Funding Councils and the Department for Employment and Learning Northern Ireland, to address shortages of academics to lead research teams in some crucially important areas.”
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Google Pizza Program

The Google Pizza Program rewards hard-working engineering students by allowing them to take a study break on Google. Google ambassadors identify opportunities to order pizza for their computer science peers, most often around project deadlines or exams. The pizza ambassadors are Google’s main point of contact, and responsible for making the Google Pizza Program successful at their university.

Open to computer science majors (or related fields). Both undergraduate and graduate students are eligible.

Another option, become a Google Intern. They offer opportunities for students pursuing degrees in Computer Science (or closely related areas) and for MBA students.

Fixing Engineering’s Gender Gap

Fixing Engineering’s Gender Gap by Vivek Wadhwa, Business Week

We can debate whether an engineering gap between the U.S. and India and China exists, but among U.S. engineers there is an indisputable gender gap — fewer than 20% of engineering graduates are women, according to the National Science Foundation. Perhaps a simple solution to maintaining American competitiveness is to encourage more women to enter engineering.

I agree. We need to do a better job of taking advantage of what women engineers can bring to our economy. By taking sensible actions (see some of the related posts below) we can create a system that produces more women engineers and we will benefit from that result.

According to the National Science Foundation, women make up only 5.2% of tenured engineering faculty. Students felt that they had no one to turn to for help and guidance. One student said she felt disadvantaged “when it comes to being an engineer without being like a man.”

Innovative Technology and Engineering Education

The Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University is funded by the NSF: National Dissemination of MultiMedia Case Studies that Bring Real-World Issues Into Engineering Classrooms.

The mission statement is: Develop and disseminate innovative instructional materials that bring real-world issues into classrooms, using multi-media information technologies and cross-disciplinary teams.

One of the results of their efforts is the Journal of Science, Technology, Engineering and Math Education (STEM).

The mission seems like a worthy goal. Like other such NSF funded efforts though I wish the web sites offered much more for students and teachers. I think NSF (or others interested in funding such efforts) needs to look at the gap between the potential to use the internet to meet such goals and what has been done to date. I think there is a huge gap between what could be done effectively, and for a reasonable price (for NSF or whoever funds the creation of the material), and what I have been able to find online.

To me these materials should be available for download online without a fee and targeted for teachers and students. That is a feasible goal and a method that most completely meets the mission.

The NSF is funding many excellent concepts with good results (see examples below). Still the opportunity is there for these efforts to be much more effective with a better use of the internet in my opinion. I think there would be great benefit to funding several grants that would then serve as advisers and provide technical support to creating a much richer result for teachers and students. There are obviously challenges with how to do this and how to coordinate the efforts but the potential benefits are huge.

If I were allocating funds I would set this up in a way that the primary grants (projects like LITTE and those listed below) included funds that was to be used for services from these “technical support and advisers.” Then those getting the primary grants could chose which of the providers they wanted to use to provide the service (they should essentially work for those getting the primary grants). In order to use those funds in any other way they would have to demonstrate they were effectively using the internet already (and the expectations would be for a much better use than any I have seen thus far for this NSF grants).

Previous posts about similar NSF funded efforts:

The Future is Plastics

Polymer science for everyone: Case School of Engineering faculty, students show that plastics can be interesting—and lots of fun. World of polymers brought to kids at Cleveland Museum of Natural History event.

“Do you guys do birthday parties?”

That was the question a mother of four young girls asked Case School of Engineering professors Christoph Weder and Stuart J. Rowan as they brought the intricate world of polymers to a whole new audience visiting the Cleveland Museum of Natural History on the Martin Luther King Jr. holiday, January 16.
…
Finally, undergraduate student Eric Giles, postdoctoral researcher Michael Schroeter and graduate student Wengui Weng highlighted the potential of polymeric materials in high-tech applications with their presentation, titled “The Future is Plastic!” They demonstrated the potential of polymer technology developed at Case, including stimuli-responsive polymer gels, high-strength/ultra light polymer AeroClay nanocomposites, smart polymers with built-in deformation and temperature sensors and shape memory materials.

via Polymer Science for Everyone

Engineering Education Worldwide

Quality vs. Quantity in Engineering

This article discusses the Duke study (USA Under-counting Engineering Graduates) proposing an adjustment to the numbers used for comparing engineering education results of the United States, China and India.

Like Wadhwa, Johnson suggested that the recent emphasis on increasing the number of engineers in America should take a back seat to promoting quality. “The fact there may be X, Y or Z number of [science and engineering graduates] floating around, doesn’t necessarily speak to the question of does that represent the actual high level high skill innovative talent American industries are looking for,” he said.

Engineers Discuss: Is America Falling Behind?

Is America Falling Behind? Engineers Discuss Ways to Stem the Brain Drain by Chriss Swaney, Carnegie Mellon Today

“We still lead the world in research and development,” Carnegie Mellon University Engineering Dean Pradeep Khosla, said. “We can make the changes necessary to be competitive.”

“We must train engineers who will be managing, creating and deploying innovation.” – Khosla

Pittsburgh Post Gazzette article

Math, Science and Engineering Scholarships Proposal

Angelides pledges math, science, engineering scholarships

Democratic gubernatorial primary candidate Phil Angelides told Silicon Valley business executives Thursday he could reduce Silicon Valley’s dependency on skilled foreign workers by offering thousands of college scholarships to California students who study science, math and engineering.

If he were governor, Angelides told business executives, the California Tomorrow Fellowship program would award 10,000 students with up to $10,000 each for college expenses.

The state, he said, would put up $50 million and the remaining $50 million, he hopes, would be matched by businesses, universities and foundations.

“Last year California graduated 6,700 young people with degrees in engineering. South Korea, a country barely a third larger” than California, “graduated 56,000,” Angelides told a gathering of the Silicon Valley Leadership Group.

Previous posts on fellowship and scholarships for science and engineering students