Using Food Science Demonstrations to Engage Students of All Ages in Science,Technology, Engineering,and Mathematics (STEM)     

Shelly J. Schmidt  Dawn M. Bohn  Aaron J. Rasmussen  Elizabeth A. Sutherland 《Journal of Food Science Education》2012,11(2):16-22

Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information.  相似文献   

The Undergraduate Professional School Professor     

Edna Schmidt 《College Teaching》2013,61(1)

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A Cross-Cultural Analysis of Organizational Dissent and Workplace Freedom in Five European Economies     

Stephen M. Croucher  Kari Parrott  Cheng Zeng  Oscar Gomez 《Communication Studies》2013,64(3):298-313

Individuals in five European countries—Finland, France, Germany, Spain, and the United Kingdom (n = 1184)—completed a survey exploring the relationship between organizational dissent and workplace freedom of speech. Results revealed workplace freedom of speech is positively correlated with dissent among the entire sample in France and in Germany. Results in Spain were nonsignificant. In the United Kingdom, there was a negative relationship between workplace freedom of speech and dissent. There was a negative relationship between workplace freedom of speech and articulated dissent and a positive relationship with latent dissent in Finland. Moreover, MANCOVA testing showed nationality to have a significant effect on organizational dissent and workplace freedom of speech. Germans scored the highest on dissent and workplace freedom with Spain scoring the lowest.  相似文献   

From the Editors: Do Your Part for Resource Sharing—Add to the Knowledge Base Through Writing and Publishing     

LeEtta M. Schmidt  Rebecca Donlan 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3):123-126

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When the Pilot Is Over: Picking the Program and Making It Stick,Purchase on Demand at the University of South Florida     

LeEtta M. Schmidt 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(1):59-66

In 2008 the Interlibrary Loan department of the University of South Florida, Tampa, began a Purchase on Demand program, using interlibrary loan requests to supplement Collection Development practices. After three years the program was analyzed for effectiveness and compared to other programs currently in operation. To achieve a complete evaluation, interlibrary loan patrons were surveyed on their awareness and use of the Purchase on Demand program. This article combines the analysis of USF's program with recommendations gained through administration and evaluation of Purchase on Demand.  相似文献   

The Florida State Libraries Resource Sharing Initiative: Did the Predictions Pan Out?     

LeEtta M. Schmidt  Dennis Smith 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-4):63-76

This article revisits discussion from “The Florida State Libraries Resource Sharing Initiative: Unity Among a Disparate Group” (Schmidt & Smith, 2012) on the implementation of a new resource sharing program within the Florida State University Libraries called UBorrow. The program and its effects are assessed after 2 years with comparison to the project launch's original predictions.  相似文献   

Radical Relocation: Adapting Print Collections to an E-Centric World     

Robert K. Reeves  Kari Schmidt 《期刊图书馆员》2013,64(3-4):412-429

With the advent of e-journal preservation projects and publisher digitization of journal backfiles, academic libraries have begun to move their corresponding print volumes of these titles to storage to avoid duplication and save space. This article examines the supporting justifications, outreach mechanisms, and logistical procedures undertaken at American University Library to relocate the entire bound journal collection to offsite storage in order to address severe physical space constraints and to support patron use of and preference for electronic journal content. In addition, the article presents preliminary data regarding the use of bound volumes sent to storage and an overall analysis of this transformational project.  相似文献   

Escaping the subject-based class: A Finnish case study of developing transversal competencies in a transdisciplinary course     

Lasse Eronen  Sirpa Kokko  Kari Sormunen 《Curriculum Journal》2013,24(3):264-278

Abstract

In 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem-based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline-based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students’ teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students’ views is critical when reforming curriculum.  相似文献   

Fourth Graders' Social Standing with Peers: A Prospective Study on the Role of First Grade Physical Activity,Weight Status,and Motor Proficiency     

Yngvar Ommundsen  Kari Aasen Gundersen  Per Egil Mjaavatn 《Scandinavian Journal of Educational Research》2013,57(4):377-394

We prospectively examined the role of physical activity involvement, weight status, and motor functioning capability in 1^st grade for social status among other pupils in class in the 4^th grade. Our sample included 80 Norwegian 1^st grade pupils (Girls N = 44; Boys N = 36). 1^st grade motor proficiency and objectively measured physical activity, but not weight status was predictive of 4^th grade social standing among pupils in class as measured by socio‐metric status. Interaction findings also revealed that 1^st grade healthy weight children being proficient in the motor domain benefit more in terms of their social standing among peers in 4^th grade than do 1^st grade overweight but equally motor proficient children. Being physically active in the 1^st grade seems more important for social standing among peers in 4^th grade for 1^st grade girls than for boys. Results may inform early intervention efforts in school to enhance pupils' psychosocial development.  相似文献   

PAIDEIA PAROCHIALIZED     

Stephen A. Schmidt 《Religious education (Chicago, Ill.)》2013,108(4):515-524

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