Join
Menu Search Join
 

Feature

STEM Education Within the West Point Experience

Journal of College Science Teaching—July/August 2021 (Volume 50, Issue 6)

By Carolann Koleci, Eileen Kowalski, and Kenneth McDonald

At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” To answer this question we present the unique model that West Point uses to bridge traditional higher education and the United States Army. The West Point model stems from its mission to develop cadets as leaders of character who are prepared to be the future leaders of the U.S. Army. To fulfill the mission, cadets meet physical and military requirements, in addition to earning a Bachelor of Science degree. Here we discuss how the West Point student body, curriculum, and mission affect courses and opportunities in STEM.

 

At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” To answer this question we present the unique model that West Point uses to bridge traditional higher education and the United States Army. The West Point model stems from its mission to develop cadets as leaders of character who are prepared to be the future leaders of the U.S. Army. To fulfill the mission, cadets meet physical and military requirements, in addition to earning a Bachelor of Science degree.
At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” To answer this question we present the unique model that West Point uses to bridge traditional higher education and the United States Army. The West Point model stems from its mission to develop cadets as leaders of character who are prepared to be the future leaders of the U.S. Army. To fulfill the mission, cadets meet physical and military requirements, in addition to earning a Bachelor of Science degree.
 

feature

Windows on the Inquiry Classroom

A Pedagogic Field Laboratory for Exploring Teaching and Learning of Heat, Temperature, and Energy

Journal of College Science Teaching—July/August 2021 (Volume 50, Issue 6)

By Christopher F. Bauer and Julia Y. K. Chan

A complete video and documentary record of an inquiry-based nonscience majors’ course has been captured (the “Fire and Ice” Collection). Every moment of 27 class sessions may be observed from several points of view (instructor, students, and graduate interns) in synchronized 10-minute video segments, daily reflections, or periodic focus groups. The collection is like an ecological field site—a pedagogic field laboratory—for science teachers, teacher educators, and STEM education researchers to explore. The course addresses the perception, movement, creation, and application of the concepts of heat and temperature, and the historical development of these ideas. The pedagogic design features small student working groups, hands-on activities for exploration of phenomena, generation of questions, building of mental models based on the particulate nature of matter and molecular structure/property relationships, and linking these models into areas of application involving everyday materials and issues. The documentation available includes all instructor scripts, assignments, student work products, and class materials. The Fire and Ice Pedagogic Field Laboratory offers a source of materials and ideas for teaching about energy, an authentic example of inquiry teaching and learning, a resource for professional development, and a database for research.

 

A complete video and documentary record of an inquiry-based nonscience majors’ course has been captured (the “Fire and Ice” Collection). Every moment of 27 class sessions may be observed from several points of view (instructor, students, and graduate interns) in synchronized 10-minute video segments, daily reflections, or periodic focus groups. The collection is like an ecological field site—a pedagogic field laboratory—for science teachers, teacher educators, and STEM education researchers to explore.
A complete video and documentary record of an inquiry-based nonscience majors’ course has been captured (the “Fire and Ice” Collection). Every moment of 27 class sessions may be observed from several points of view (instructor, students, and graduate interns) in synchronized 10-minute video segments, daily reflections, or periodic focus groups. The collection is like an ecological field site—a pedagogic field laboratory—for science teachers, teacher educators, and STEM education researchers to explore.
 

Point of View

Getting Started in SoTL Research

Working as a Team

Journal of College Science Teaching—July/August 2021 (Volume 50, Issue 6)

By Emily Faulconer

Getting started in SoTL research can seem daunting. Working with a team can increase support and productivity. This article explores roles in SoTL research teams, how to identify research projects, and pacing projects to maintain a pipeline. Teamwork will divide the workload and develop a community for support in navigating hurdles and celebrating successes.

 

Getting started in SoTL research can seem daunting. Working with a team can increase support and productivity. This article explores roles in SoTL research teams, how to identify research projects, and pacing projects to maintain a pipeline. Teamwork will divide the workload and develop a community for support in navigating hurdles and celebrating successes.

 

Getting started in SoTL research can seem daunting. Working with a team can increase support and productivity. This article explores roles in SoTL research teams, how to identify research projects, and pacing projects to maintain a pipeline. Teamwork will divide the workload and develop a community for support in navigating hurdles and celebrating successes.

 

 

Brief

Bridging the Gap Between Scientists and the Public

Connected Science Learning May-June 2021 (Volume 3, Issue 3)

By Suzanne Thurston

Bridging the Gap Between Scientists and the Public

 

The Engaged Scientist

Using Cogenerative Dialogues to Improve High School Students’ Internships With Scientists

Connected Science Learning May-June 2021 (Volume 3, Issue 3)

By Pei-Ling Hsu

Using Cogenerative Dialogues to Improve High School Students’ Internships With Scientists

 

Freebies for Science Teachers, June 22, 2021

By Debra Shapiro

Freebies for Science Teachers, June 22, 2021

 

Reimagining the 5 Practices for Effective and Equitable Discourse

An Example From a Virtual STEM Experience

Connected Science Learning May-June 2021 (Volume 3, Issue 3)

By Kristin Cook, Sahar Alameh, Cathrine Maiorca, L. Octavia Tripp, Craig Schroeder, Margaret Mohr-Schroeder

Reimagining the 5 Practices for Effective and Equitable Discourse

Archive: Using Federal Relief Funding to Support Science Education, July 15, 2021

COVID-19 has affected schools and students across the United States in ways that may not be fully
understood for decades. As a result, Congress has made emergency funds available through the
American Rescue Plan Act Elementary and Secondary School Emergency Relief (ARP ESSER) Fund.

COVID-19 has affected schools and students across the United States in ways that may not be fully
understood for decades. As a result, Congress has made emergency funds available through the
American Rescue Plan Act Elementary and Secondary School Emergency Relief (ARP ESSER) Fund.

COVID-19 has affected schools and students across the United States in ways that may not be fully
understood for decades. As a result, Congress has made emergency funds available through the
American Rescue Plan Act Elementary and Secondary School Emergency Relief (ARP ESSER) Fund.

COVID-19 has affected schools and students across the United States in ways that may not be fully
understood for decades. As a result, Congress has made emergency funds available through the
American Rescue Plan Act Elementary and Secondary School Emergency Relief (ARP ESSER) Fund.

 

From the Field: Events and Opportunities, June 15, 2021

By Debra Shapiro

From the Field: Events and Opportunities, June 15, 2021

Archive: Teacher Tip Tuesday: Learn and Lead on Twitter, August 10, 2021

Explore how Twitter can be a vehicle for your own reflection, collaboration, and learning as well as a way to lead and advocate for science and STEM education by sharing your voice.

We invite you to consider registering for more upcoming web seminars at NSTA.

Explore how Twitter can be a vehicle for your own reflection, collaboration, and learning as well as a way to lead and advocate for science and STEM education by sharing your voice.

We invite you to consider registering for more upcoming web seminars at NSTA.

Explore how Twitter can be a vehicle for your own reflection, collaboration, and learning as well as a way to lead and advocate for science and STEM education by sharing your voice.

We invite you to consider registering for more upcoming web seminars at NSTA.

Explore how Twitter can be a vehicle for your own reflection, collaboration, and learning as well as a way to lead and advocate for science and STEM education by sharing your voice.

We invite you to consider registering for more upcoming web seminars at NSTA.

Subscribe to
Asset 2