Significant limitations have emerged in America's science training pipeline, including inaccessibility, inflexibility, financial limitations, and lack of diversity. We present three effective programs that collectively address these challenges. The programs are grounded in rigorous science and integrate through diverse disciplines across undergraduate, graduate, and postdoctoral students, and resonate with the broader community. We discuss these models in the context of current economic constraints on higher education and the urgent need for our institutions to recruit and retain diverse student populations and sustain the successful American record in scientific education and innovation. 相似文献
Scenario writing is a method to promote creative thinking and a proactive approach to dealing with the future. ATEE's Research and Development Centre Curricula in Teacher Education has adapted this method for use in teacher education. A Comenius funded course on Scenario writing was run over five days with teachers, teacher–educators, and persons in training management from several European countries. The paper reports the results of the summative evaluation which proves the course was very successful. In addition, on the basis of the formative evaluation indications, a detailed analysis makes clear which cognitive, motivational, and social problems are fundamental to courses like this and how these difficulties are to be dealt with.
Écrire des scénarios est une méthode qui promeut la réflexion créative et en même temps c'est une approche proactive au traitement de l'avenir. Dans le cadre des Curricula de Formation des Enseignants du Centre de Recherche et de Développement de l'ATEE (Association pour la Formation des Enseignants en Europe), la méthode d'écrire des scénarios a été adaptée pour l'utilisation dans la formation des professeurs. Dans un stage de cinq jours, financé par Comenius, des professeurs, des instructeurs de professeurs et ceux engagés dans l'organisation des programmes de formation ont été introduits à la méthode d'écrire des scénarios. Les participants provenaient de différents pays européens. Cet essai traite des résultats de l'évaluation finale qui ont démontré que un stage a été un grand succès. De plus, une analyse détaillée du stage est présentée qui—en considérant des résultats de l'évaluation formative—démontre les problèmes cognitifs, sociaux ainsi que les problèmes de motivation qui sont généralement liés à un cours de ce genre et qui donne des suggestions pour résoudre ces difficultés.
Die Szenario–Technik fördert kreatives Denken und regt zu einem offensiven Umgang mit der Zukunft an. Im Rahmen des Research and Development Centre Curricula in Teacher Education der ATEE wurde diese Methode für die Anwendung in der Lehrerausbildung angepaßt. In einem von Comenius finanzierten Lehrgang, der sich über fünf Tage erstreckte, wurden Lehrer, Lehrerausbilder und in der Ausbildungsorganisation Tätige in die Szenario–Technik eingeführt. Die Teilnehmer kamen aus verschiedenen europäischen Ländern. Dieser Beitrag berichtet von den Ergebnissen der summativen Evaluation, in der sich der Kurs als sehr erfolgreich erwies. Darüber hinaus wird eine detaillierte Kursanalyse vorgelegt, die unter Berücksichtigung von Befunden aus der formativen Evaluation aufzeigt, welche kognitiven, motivationalen und sozialen Probleme grundsätzlich mit einem Lehrgang dieser Art verbunden sind und wie sie zu bewältigen sind.
La escritura de escenario es um método para promover el pensamiento creativo y un enfoque proactivo para enfrentar el futuro. El Centro de Investigación y Desarrollo Curricula en Educación Pedadógica de la ATEE ha adaptado este método para usarlo en la educación pedagógica. Un curso financiado por Comenius sobre escritura de escenario se impartió por cinco días con profesores, pedagogos, y personas en el entrenamiento de administradores de varios países europeos. El reporte informa que los resultados de la evaluación sumativa que demuestran que el curso fue muy exitoso. Además, sobre la base de las indicaciones de la evaluación sumativa, un análisis detallado deja claro que los problemas cognitivos, motivacionales y sociales son fundamentales a cursos como éste y cómo abordar estas dificultades. 相似文献
In this paper we relate participation in full-time Higher Education in Scotland to the geographic and social characteristics of the areas where people reside. National data on students at Higher Education institutions in all parts of the UK are used to calculate the rates, with areas of residence defined by their addresses at the times of applying to the institutions. Population data and the social characteristics of the areas were derived from the 1991 Census. The smallest geographic area considered was the Post-Code Sector, consisting of around 5000 households. Economic factors, social class, unemployment and housing tenure were strongly related to participation in the expected direction. However, different strengths of effect were found in different parts of the country. The analyses also suggest that cultural factors may be important, especially away from the major cities, and that aspects of accessibility to the institutions may also be of relevance in some areas. 相似文献
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire,
the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions
of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and
level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning
were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging
active participation in the learning process and the use of investigative skills in learning activities. High learner self
concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation.
It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and
approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed
and strategies for facilitating Deep Approaches to learning are referred to.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
This paper describes an investigationof conceptions of learning held by 22 Aboriginal andTorres Strait Islander students from threeuniversities in Queensland, Australia. Other areasinvestigated were students' experiences of informallearning, their reasons for studying and thestrategies they used to learn. Research intoconceptions of learning is gaining impetus and currentbeliefs include the premise that approaches tolearning adopted by university students, and hencelearning outcomes, are closely related to theirconceptions of learning. There is substantial researchfocused on Aboriginal learning styles in earlychildhood and primary school which indicates thatAboriginal children prefer to learn in a practical wayas well as through observation and imitation and trialand error. Very little research has focusedspecifically on Aboriginal university students'conceptions of learning. Results of this study foundthat these students view and approach formaluniversity learning in much the same way as otheruniversity students and most hold quantitativeconceptions of learning. The most interesting resultwas the difference between students' conceptions offormal learning and their experiences of informallearning. Many students' experiences of informallearning were grounded in practical activities orexhibited a cultural focus, however, most formallearning is not dependent upon practical or culturalknowledge. It is proposed that formal learning forIndigenous students recognise and include anIndigenous perspective such as integrating, whereappropriate, practical strategies for learning. Wealso suggest that Indigenous students be helped todevelop conceptions that will enable them to learnformal, theoretical material successfully. 相似文献
A research project was conducted with the primary objective of finding out what New Zealand hospitals are doing about providing consumer health information to patients, and specifically, the role played by hospital libraries. A database was compiled of all New Zealand hospitals, both public and privately funded. An individual responsible for consumer health information was identified at each hospital and a questionnaire sent directly to them. A 64% response rate was achieved, representing 196 hospitals. Fifty‐four hospitals reported having an in‐house Library or Information Centre for patients, but the materials and services provided varied widely. Results from this survey show that the provision of consumer health information in the hospital sector in New Zealand is ad hoc, and libraries are not necessarily involved. 相似文献
