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Donovan D.A.,Western Washington University | Donovan D.A.,California State University, Chico | Atkins L.J.,California State University, Chico | Salter I.Y.,California State University, Chico | And 4 more authors.
CBE Life Sciences Education | Year: 2013

We report on the development of a life sciences curriculum, targeted to undergraduate students, which was modeled after a commercially available physics curriculum and based on aspects of how people learn. Our paper describes the collaborative development process and necessary modifications required to apply a physics pedagogical model in a life sciences context.While some approaches were easily adapted, others provided significant challenges. Among these challenges were: representations of energy, introducing definitions, the placement of Scientists' Ideas, and the replicability of data. In modifying the curriculum to address these challenges, we have come to see them as speaking to deeper differences between the disciplines, namely that introductory physics-for example, Newton's laws, magnetism, light-is a science of pairwise interaction, while introductory biology-for example, photosynthesis, evolution, cycling of matter in ecosystems-is a science of linked processes, and we suggest that this is how the two disciplines are presented in introductory classes. We illustrate this tension through an analysis of our adaptations of the physics curriculum for instruction on the cycling of matter and energy; we show that modifications of the physics curriculum to address the biological framework promotes strong gains in student understanding of these topics, as evidenced by analysis of student work. © 2013 D. A. Donovan et al. CBE-Life Sciences Education. Source


Willhaus J.,Boise State University | Averette M.,Fayetteville Technical Community College | Gates M.,San Diego State University | Jackson J.,Bradley University | Windnagel S.,Whatcom Community College
Nurse Educator | Year: 2014

Stress reactions resulting from participation in simulation scenarios are seldom reported in the literature but are often informally discussed by simulation faculty seeking guidance to manage the occurrences. Although simulation faculty members often describe events where a single learner's distress interrupted learning for all involved, no examples of policies to plan for this kind of occurrence are available in the simulation literature. This article offers suggested best practices for identifying and assisting students who exhibit uncontrolled stress in simulation and includes a sample policy for planning. © 2014 Wolters Kluwer Health Lippincott Williams & Wilkins. Source


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 51.92K | Year: 2016

This Exploration and Design project in the Engaged Student Learning track in the Improving Undergraduate Science Education program seeks to address the intractable concept of transfer of learning to new settings. A central assumption in most systems of education is that students will be able to apply knowledge and skills beyond the context in which they are originally learned and hence transfer their learning. Existing research studies indicate, however, that successful transfer is exceedingly rare. In this project, transfer will be examined within an existing series of undergraduate science courses intended to promote coherent understanding of energy in physics, chemistry, Earth science, and biology. Energy, a unifying concept important in most science disciplines, is central to scientific literacy and is an idea students should be able to apply to a variety of situations. The integrated curriculum presents energy coherently across disciplines, was designed on the basis of cognitive research, and has been extensively classroom tested at multiple institutions. The course sequence thus serves as a natural laboratory to investigate how much transfer is possible under highly favorable, yet still realizable, conditions. Unifying Science for Students will measure and describe transfer, as well as document the specific components of instruction that promote transfer. Special attention will be paid to understanding how to support transfer among students from traditionally underrepresented groups. Findings will contribute to the knowledge base of what works in supporting application of energy concepts across contexts, for all students. This project may also help to establish the integrated course sequence as a national model for coherent, cross-disciplinary undergraduate science education.

The integrated curriculum spans four courses: The Flow of Matter and Energy in Physical Systems, Earth Systems, Life Systems, and Chemical Systems. Unifying Science for Students will bring together expertise in physics, chemistry, biology, geology, and cognitive science at two institutions to add to the research base on transfer, using this course series. It will do so by: (1) evaluating the extent to which students successfully transfer understanding of energy in a coherent, constructivist-based sequence of science courses; (2) documenting the productive and problematic reasoning approaches that arise when students transfer ideas about energy to new contexts; (3) identifying instructional cues that facilitate transfer; and (4) investigating the impact of explicit instruction in metacognition on the understanding, retention, and transfer of energy concepts across disciplines. Quantitative and qualitative methods will be employed to address these goals. A longitudinal study will generate quantitative measures of the transfer of energy concepts from the original learning context, physics, to a target domain, chemistry. Interviews, classroom observations, and analysis of written work will be used to describe what transfer looks like by developing a taxonomy of discipline-specific transfer attempts. Finally, a quasi-experimental study will investigate the impact of metacognitive writing assignments on transfer. The general and discipline-specific knowledge generated through this project will be situated to inform curriculum design so that transfer can become a more realizable goal in higher education. The Robert Noyce Teacher Scholarship program is providing co-funding for this project in recognition of its alignment with the broader teacher preparation goals of the Noyce effort.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ADVANCED TECH EDUCATION PROG | Award Amount: 200.00K | Year: 2011

This project is increasing the awareness and interest of high school students in the exciting and emerging field of information security and promoting their involvement in the next steps towards an educational career pathway. Activities focus primarily on program development and improvement, and curriculum and educational materials development. The project builds on activities of Cyber Watch.

Intellectual Merit: The project is developing and implementing the following strategies: (a) providing outreach and resources to local high schools, (b) offering high school students Cybersecurity Camps at the college, (c) providing and supporting College CIS Program mentors for students, and (d) sponsoring culminating Cyberdefense Competitions. High school students are being exposed to information security scenarios through hands-on activities and cybersecurity camps and competitions at the college. Bringing high school students and educators into the information security arena is broadening participation and promoting understanding of this critical field. It is strengthening relationships between local county high schools and the college. Student participation is an integral component to this project, and peer mentoring is foundational to activities in the Cybersecurity Camps and Cyberdefense Competitions.

Broader Impacts: This project is increasing the depth of understanding and skill level among students preparing for information security jobs or other jobs in information technology that need knowledge of information security. This project is advocating for females and underrepresented populations to be involved in the camps and competitions and to consider information security as a possible career. Materials and developed for the high school cybersecurity camps and competitions are being made available to other institutions. Information is being disseminated both state-wide and nationally. This project is helping to support national security by cultivating an interest in high-school students who can further their education in information security and become part of the pipeline to a well-equipped workforce.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: FED CYBER SERV: SCHLAR FOR SER | Award Amount: 2.20M | Year: 2015

Keeping computers and information systems secure is a major challenge. Business, industry, and government need well-prepared technicians who can prevent, detect, and investigate cybersecurity breaches, and the growth of cyber-threats has created a need for many more workers who have appropriate, specific knowledge and skills. To address these needs, CyberWatch West (CWW; http://cyberwatchwest.org), an Advanced Technological Education (ATE) regional center, will continue its activities that are strengthening and expanding cybersecurity education in the Western region of the United States. This area is home to many high-tech companies, utilities, government agencies, and nonprofit organizations, which need a healthy supply of employees with cybersecurity knowledge and skills at all levels. CWWs cybersecurity education programs, hands-on cyber competitions and training workshops, approaches to faculty and student development, and industry engagement initiatives are proven models that should be shared broadly across the West and the nation. In cooperation with industry and government partners, CWW will educate students to fill thousands of job openings in cybersecurity and will thereby address national needs for the security of critical infrastructure, defense, healthcare, and commerce.

CWW was previously funded through NSF Awards DUE-1104278 and DUE-1361636. The centers mission is to strengthen the cybersecurity workforce in the Western United States by providing solutions to address the limited resources at community colleges through innovative curriculum development; building an online community for faculty professional growth and mentoring; creating a developmental pathway of competitions that facilitate growth of students cybersecurity skills; and supporting other efforts at the state, regional, and national levels to develop and disseminate cybersecurity programs. The center will disseminate its model cybersecurity education programs throughout a 14-state region; expand curriculum development, faculty professional development, and student development opportunities; and strengthen and sustain industry partnerships to ensure up-to-date curricula as well as student internships and employment. In particular, CWW will support institutions seeking the National Center of Academic Excellence in Information Assurance 2-Year Education (CAE2Y) designation. The center will develop model curricula that meet CAE2Y Knowledge Unit (KU) criteria and National Initiative for Cybersecurity Education (NICE) criteria addressing workforce readiness. Expanding CWWs past work on 2 + 2 + 2 educational pathways, the center will develop a cybersecurity Transfer Model Curriculum (TMC) to facilitate automatic transfer for California community college students to universities in the California State University system. CWW will further serve college faculty in the region by addressing new topics and content in cybersecurity via webinars, workshops, the CWW website, and an innovative faculty mentoring program.

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