Science Education and Civic Engagement: The Next Level by Richard D. Sheardy, Wm. David Burns

By Richard D. Sheardy, Wm. David Burns

content material: CONTENTS ; PREFACE ; ACKNOWLEDGMENT ; 1. assembly THE demanding situations of enormous SCALE academic REFORM: SENCER AND ; the matter OF "KNOWLEDGE INEQUALITY" ; WM. DAVID BURNS ; 2. INCORPORATING AN ENVIRONMENTAL study venture throughout 3 STEM ; classes: A COLLABORATION among ECOLOGY, natural CHEMISTRY, AND ; ANALYTICAL CHEMISTRY scholars ; DOUGLAS E. LATCH, W. LINDSAY WHITLOW, AND PETER J. ALAIMO ; three. WEAVING A TAPESTRY OF swap: imposing SENCER ON CAMPUS ; DONNAJEAN A. FREDEEN ; four. the right way to construct A TRANSDISCIPLINARY certificates ; JEFFREY B. ROBB AND RICHARD D. SHEARDY ; five. educating AND studying ON RADIOACTIVE LANDSCAPES: NUCLEAR doubtful ; CATHY MIDDLECAMP ; 6. CONNECTING HEAD, HAND, AND center: SENCER AND changing into A CHEMIST ; MATTHEW A. FISHER ; 7. BRINGING SENCER>'S CIVIC ENGAGEMENT STRENGTHS to massive learn ; UNIVERSITIES: A "TROJAN HORSE" HYBRID version TO begin INCREMENTAL ; path REFORM ; GARON C. SMITH ; eight. cease, glance, hear: creating a distinction within the manner destiny academics imagine ; approximately technological know-how AND instructing ; CAROLYN M. VIVIANO, MARIA R. ALDERETE, CATIE BOARTS, AND MEREDITH MCCARTHY ; nine. FORMAL/INFORMAL technology studying via CIVIC ENGAGEMENT: either side ; OF THE schooling EQUATION ; ALAN J. FRIEDMAN AND ELLEN F. MAPPEN ; 10. SENCER AND the twin POSTER proposal: TRANSLATING technology INTO universal ; LANGUAGE ; LE SHEPARD, NICOLE WALLIS, AND CYNTHIA MAGUIRE ; eleven. DISSEMINATING CURRICULAR types: BRINGING SENCER TO the subsequent point ; ELIZA JANE REILLY ; 12. STEM perform AND evaluate: SENCER>'S impression ON EDUCATORS ; DANIELLE KRAUS TARKA AND JANICE BALLOU ; thirteen. utilizing THE SENCER-SALG to bare pupil studying IN A LARGE-SCALE ; ENVIRONMENTAL CHEMISTRY path FOR NON-MAJORS ; hint JORDAN ; 14. the significance OF INTERFACE: A story of 2 websites ; STEPHEN B. CARROLL ; 15. using THE INNOVATION DIFFUSION version TO SENCERIZING THE CURRICULUM: ; HAS SENCER CROSSED THE CHASM? ; AMY M. SHACHTER AND JON J. BARNETT ; EDITORS' BIOGRAPHIES ; INDEXES ; writer INDEX ; topic INDEX

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ACS Symposium Series; American Chemical Society: Washington, DC, 2012. ) The process of benchmarking national trends was greatly enhanced by our participation in the Association of American Colleges and Universities (AAC&U). I first heard of SENCER while attending the 2002 national AAC&U meeting. As we were planning the goals and objectives of our new Liberal Education Program, I was concerned that we would continue to have introductory, watered-down versions of science majors’ courses offered as the science requirements.

Chapter 13 outlines the need for curricular reform projects in the sciences. Gene Wubbels and Joan Girgus call for the development of science courses “that focus on understanding science through a primary lens of real-world problems or other contexts, usually with a multidisciplinary or interdisciplinary stance” (3). I also found, in Chapter 31, “Strategies for Change,” a very concise summary of E. M. Rogers’ “Diffusion of Innovation” theory and its application to higher education (4). I was surprised to learn that our efforts at changing the pedagogical approaches in teaching science as well as our efforts to reform general education, fell in step with a marketing theory first published in 1962.

If you have complaints from students concerning my professional competence, please put them in writing so that I can adequately address them. ” To paraphrase, if it worked for me, it will work for my students. Granted, many faculty employing traditional teaching methods in the classroom have a loyal following of students, particularly in the major. And, very rarely do I receive student complaints regarding any science faculty. As the former chairperson of the chemistry department, I long held the belief that we offered a high quality program for our majors.

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