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Developing a Cross-Colleges School of Mathematics and Science Education
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undergraduate research programs in science education, the physics REU program and the NSF EPSCoR Undergraduate Research Opportunity Program. These two programs total another $662K. Finally, the Center has been awarded two internal Planning Initiative Awards by the university, totaling $60K. 95 percent of the funding garnered by the Center has been external.
In addition to the fundraising function, the CMSE has taken on additional functions that were not originally envisaged. For example, teachers are granted academic credit by the university via specialized courses tailored for teacher professional development. These courses are offered by a partnership with the CMSE and the State’s Regional Professional Development Program (RPDP), and designated as SCI courses. The Center typically enrolls 200 some teachers per year, who are enrolled in over 500 graduate credit hours per year.
The Center is also now administering the Masters of Arts in Sciences (MAS) program, and is revamping the program to return it to its original intention of teaching science content as part of a graduate degree for inservice K-12 teachers.
The Center has created two more courses: SCI 101 and SCI 499. SCI 101X, Introduction to Scientific Study, is a course intended to give freshman science majors the skills to succeed in college. At other universities where courses like SCI 101 are offered, students who enroll in such courses are more likely to graduate in four years, less likely to enroll in “inappropriate” classes, less likely to flunk a course, less likely to be tagged for plagiarism, more likely to have clear career plans, and more likely to graduate with the appropriate degree for their career.SCI 499X, Scientific Leadership, grants academic credit for undergraduate students who tutor, proctor, and serve in positions of scientific leadership such as the undergraduate student council.
Section II: Outcomes and Methods
A. The nature of the roundtable sessions is for collective discussion on a project or program that is a “work in progress” which has reached a stage where interaction in an intimate forum allows for a broad exchange of ideas and perspectives. We expect attendees to gain insight from our model and experiences just as we will gain insight from their critique and diverse perspectives. We are certainly “at a stage at which the author(s) would benefit from feedback and critical input before taking the on the next level of development.”
B. We will follow the design proposed for such sessions. That is, we will present a brief overview of the mission of the proposed SMSE and the history of its development. We will encourage, to a high degree, an interactive forum that creates a dialogue rather than a monologue. Our interest is in hearing the comments and reactions of others as well as stimulating interest and the consideration of alternative models on the part of those attending.
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| | Authors: Speer, William., Farley, John., Yasbin, Ronald. and McCarthy, Jane. |
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undergraduate research programs in science education, the physics REU program and the NSF
EPSCoR Undergraduate Research Opportunity Program. These two programs total another
$662K. Finally, the Center has been awarded two internal Planning Initiative Awards by the
university, totaling $60K. 95 percent of the funding garnered by the Center has been external.
In addition to the fundraising function, the CMSE has taken on additional functions that were
not originally envisaged. For example, teachers are granted academic credit by the university
via specialized courses tailored for teacher professional development. These courses are offered
by a partnership with the CMSE and the State’s Regional Professional Development Program
(RPDP), and designated as SCI courses. The Center typically enrolls 200 some teachers per
year, who are enrolled in over 500 graduate credit hours per year.
The Center is also now administering the Masters of Arts in Sciences (MAS) program, and is
revamping the program to return it to its original intention of teaching science content as part of
a graduate degree for inservice K-12 teachers.
The Center has created two more courses: SCI 101 and SCI 499. SCI 101X, Introduction to
Scientific Study, is a course intended to give freshman science majors the skills to succeed in
college. At other universities where courses like SCI 101 are offered, students who enroll in
such courses are more likely to graduate in four years, less likely to enroll in “inappropriate”
classes, less likely to flunk a course, less likely to be tagged for plagiarism, more likely to have
clear career plans, and more likely to graduate with the appropriate degree for their career.
SCI 499X, Scientific Leadership, grants academic credit for undergraduate students who tutor,
proctor, and serve in positions of scientific leadership such as the undergraduate student
council.
Section II: Outcomes and Methods
A. The nature of the roundtable sessions is for collective discussion on a project or
program that is a “work in progress” which has reached a stage where interaction in an
intimate forum allows for a broad exchange of ideas and perspectives. We expect
attendees to gain insight from our model and experiences just as we will gain insight
from their critique and diverse perspectives. We are certainly “at a stage at which the
author(s) would benefit from feedback and critical input before taking the on the next
level of development.”
B. We will follow the design proposed for such sessions. That is, we will present a brief
overview of the mission of the proposed SMSE and the history of its development. We
will encourage, to a high degree, an interactive forum that creates a dialogue rather than a
monologue. Our interest is in hearing the comments and reactions of others as well as
stimulating interest and the consideration of alternative models on the part of those
attending.
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