Posts tagged campus
CU -Boulder to update 20-year-old groundbreaking STEM study with $4.3 million grant
Feb 26th
Early next month, researchers from the University of Colorado Boulder will begin the painstaking process of interviewing hundreds of undergraduates in an effort to understand why the rates of students switching out of science, technology, engineering and math majors has remained troublingly high over the last couple of decades despite widespread efforts to address the problem.
The five-year, $4.3 million project, undertaken in partnership with the University of Wisconsin-Madison, replicates and expands on a study begun by a couple of CU-Boulder researchers two decades ago and published in 1997 as a book. “Talking About Leaving: Why Undergraduates Leave the Sciences” has since become a seminal text in the field of STEM education.
“Part of the reason why we’re undertaking this study is that the rates of students switching out of STEM majors has remained so persistent,” said Anne-Barrie Hunter, co-director of Ethnography and Evaluation Research at CU-Boulder and principal investigator for the Colorado research team. “Here we are now, 20 years on, and the rates are still roughly the same. They’re very, very stubborn.”
The study, which is being funded by the National Science Foundation and the Alfred P. Sloan Foundation, is the first to be run out of CU-Boulder’s new Center for STEM Learning.
When the original study began in the early 1990s, the high rates of students leaving STEM majors — between 40 and 60 percent, depending on the discipline — were known, but the reasons for the switching were just conjecture. Some thought that the students who switched didn’t have the necessary ability to succeed in tough science classes, while others blamed teaching assistants with difficult-to-understand accents or the lack of experience of teaching assistants in general.
CU-Boulder researchers Nancy Hewitt and Elaine Seymour set out to determine whether any of the speculation was true by asking those who should know: the students. The pair led a research team that interviewed more than 400 undergraduates, both “switchers” and “persisters.”
“Our evidence didn’t support what they thought,” said Seymour, who is also involved with the new study. “We were really surprised.” As it turned out, “switchers” and “persisters” were equally bright and teaching assistants were often a much-needed lifeline for struggling students. In fact, both sets of students faced the same set of challenges, the largest of which was the way science classes were taught.
“What we discovered was that an incoming interest in the sciences was dissipated over the course of the first two years by the way the courses were taught,” Seymour said. “The teaching in those days was predominantly stand-and-deliver lecturing.”
Since Seymour and Hewitt’s book was published, there has been a nationwide effort to improve the quality of undergraduate science education. “Change is going on all across the country,” Seymour said. “But it may not be sufficient to move the needle.”
For “Talking About Leaving Revisited,” the researchers will interview undergraduates at the seven institutions that hosted the original study to find out if the reasons for switching have changed. But the new study will also go further by interviewing course instructors, observing classroom teaching practices and analyzing the transcripts of students across institutions to look for patterns among switchers and persisters. When the study is concluded, the research team plans to publish another book.
Talking About Leaving Revisited is one of the inaugural grants affiliated with CU-Boulder’s Center for STEM Learning, which was officially formed in December. The center, which was organized over four years with the backing of a $1 million institutional transformation grant from the National Science Foundation, aims to provide an infrastructure that will support the more than 75 existing STEM education programs on campus and allow them to more easily collaborate.
“We will provide a network and support structure designed to catalyze and provide links among these people, ideas, tools and resources,” said physics Professor Noah Finkelstein, one of the people who helped lead the effort to create the new center.
The Center for STEM Learning, which will also strive to be a state, regional and national resource, has three main thrusts: to transform the way STEM classes are delivered, to support research into the best practices for STEM education, and to help recruit the brightest to become STEM teachers.
For more information on the study visit http://wceruw.org/projects/projects.php?project_num=956.
[includeme src=”http://c1n.tv/boulder/media/bouldersponsors.html” frameborder=”0″ width=”670″ height=”300″]
CU’s nLab breeds real-world innovation among all walks of students
Feb 21st
Interdisciplinary thinking bolsters innovation. That’s the concept behind the University of Colorado Boulder’s new nLab, a mobile hub that allows students to develop their entrepreneurial ideas through peer and mentor-based collaboration, sustainability resources and other tools.
The free resource, launched last fall by CU-Boulder’s Deming Center for Entrepreneurship at the Leeds School of Business, is designed to help students campus wide tap into communities beyond their academic spheres. The CU Environmental Center, an nLab partner, offers specialized support to integrate sustainability into student ideas.
A passerby chats with Sarah Dawn Haynes (right) of the CU Environmental Center near the kiosk that is part of nLab — a free resource that allows students to explore their ideas through interdisciplinary collaboration and mentorship. (Photo by Patrick Campbell/University of Colorado)
The nLab supports cross-campus entrepreneurship curricula, the CU New Venture Challenge business plan competition and individuals who want to explore ideas.
“You don’t have to be a business major to think like an entrepreneur,” said Costa Raptis, a junior in geography at CU-Boulder. “You just have to be driven and have a versatile mind and kind of know what you’re after.”
Raptis, who’s interested in cultural anthropology and marketing, is exploring his idea — a talent agency that operates without a traditional hierarchy — using the nLab. He’s been paired through nLab with an employee-owned solar company for mentorship.
Other student ideas that have been brought to the nLab are a cosmetic line and a job-search website called Startups 2 Students, which matches students with position openings at unique companies.
The nLab includes a website where users can post ideas and browse existing projects. It also hosts weekly co-working sessions on campus and provides a mobile kiosk intended to spark both planned and impromptu meetings, and to serve as a workspace. Faculty also can enlist nLab.
“I’m beginning to use nLab as an additional tool to give my students a safe, welcoming and helpful place to apply course material to ideas of their own and others,” said Eben Johnson, a CU-Boulder lecturer in the Lockheed Martin Engineering Management Program. “The value of nLab is that it’s for the whole campus. From music to biology, history and finance, great ideas for new products and services are found everywhere.”
Johnson teaches an undergraduate and graduate-level course called Marketing and High-Tech Ventures. Each semester, his students conceptualize new ideas from lithium ion batteries for cell phones to algae nutritional supplements, and nLab will be a resource for such projects, he said.
Other campus supporters of nLab are CU’s Technology Transfer Office; the Silicon Flatirons Center for Law, Technology and Entrepreneurship; the Alliance for Technology, Learning and Society, or ATLAS; and the Lockheed Martin Engineering Management Program.
For more information about nLab visit http://nlab.colorado.edu/. For more information about the Deming Center for Entrepreneurship visit http://deming.colorado.edu/.
Bomb threat, “Hit List” closes Niwot High
Jan 11th
from the Longmont Times-Call via Huffington Post
Niwot High School in Boulder, Colo. is closed Friday as authorities investigate a threat to blow up the school and a 30-name “hit list.”
A threat that the school would “blow on the 11th” was found scrawled on a bathroom Monday and made public Tuesday. Officials decided to close the school when the threat escalated upon Thursday’s discovery of the threatening hit list filled with students’ names, The Longmont Times-Call reports.
Parents were notified of the decision and investigation in a letter Thursday. Deputies are using dogs to comb the school for bombs, and the school is offering a $1,000 reward for anyone with information about the perpetrator.
“We made a recommendation to the school district that they don’t have school on Friday for safety reasons, for the students,” Cmdr. Rick Brough of the Boulder County Sheriff’s Office told KUSA-TV. “It gives us more time to do an investigation and see if we can identify who is responsible, and whether the threat is credible.”
Schools across the country are still on high alert as parents nervously sent their children back to class after the Dec. 14 Sandy Hook school shooting. Districts nationwide have tightened security measures and increased campus patrols, and hypersensitivity to any unusual activity or perceived threats have already resulted in numerous lockdowns.
“Ten years ago this wouldn’t have been a problem, and now it’s a real problem. And my child’s name is on the list, and it’s very concerning,” parent Ellen Ross told TheDenverChannel. “I just really hope that the parents talk to their kids and try to find out what is going on because some child knows. No child does this and doesn’t tell anybody. I really want the parents to talk to their kids and find out who’s doing this.”
Weekend activities, including a girls’ basketball game and wrestling tournament, have also been canceled, KDVR reports.
[includeme src=”http://c1n.tv/boulder/media/bouldersponsors.html” frameborder=”0″ width=”670″ height=”300″]
