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In 2018, I became the first woman of African descent to receive tenure and promotion to Associate Professor in the Department of Chemistry at Georgia State University. ... My two [...]

Les cartes postales permettent de partager avec les autres les meilleurs moments des vacances, le souvenir de places et d'événements, et des histoires courtes d'expériences vécues à l'étranger. Elles transportent nos brefs commentaires à un ami à la maison, écrits durant un moment de repos et de réflexion dans un train, à la place ou dans un café. Ce sont des témoins intimes, et pourtant, également publics. Leur texte est accessible à quiconque veut le lire, exposé et vulnérable hors de la sécurité d'une enveloppe scellée. La carte postale se dévoile à tous ceux qui choisissent de la regarder, de lire ses marques, et de méditer sur leur signification. La carte postale suivante, adressée à << R >>, au lecteur--et en dialogue parallèle avec un autre texte adressé à << S >>--est une invitation narrative à un voyage réflexif à travers le monde universitaire, relatant les expériences vécues aux études supérieures dans le programme d'études des sciences de l'éducation, les obstacles externes et internes ayant restreint le champ de navigation, et la cartographie des décisions ayant ouvert les possibilités de succès en marge de l'université. Mots-clés : déconstruction, responsabilité scolaire, éducation axée sur les lieux, autoethnographie, rédaction, recherche éthique, enseignement supérieur Postcards share with others the highlights of holidays, memories of places and events, and brief stories of experiences abroad. They hold the quick jottings to a friend back home, made while in a moment of rest and reflection on a train, at the beach, in a café. They are intimate artifacts, yet they are also public. Their text is available for anyone to read, exposed and vulnerable outside of the safety of a sealed envelope. The postcard reveals itself to all who choose to turn their gaze toward it, to read its signs, and meditate on its meanings. The following postcards written to 'R,' to the reader--and in parallel dialogy with another text addressed to 'S'--are a narrative invitation to travel on a reflective journey through academia, tracing the experiences of graduate studies in science education and curriculum studies, the external and internal barriers that bounded the navigation of the field, and the cartography of decisions that opened up possibilities for successes at the margins of the academy. Keywords: deconstruction, academic responsibility, place based education, autoethnography, writing, research ethics, graduate education, Allow me to begin by whispering a confidence which I shall not abuse: never have I felt so young and at the same time so old. At the same time, [...]

Science fairs have a remarkable hold on the public's attention. President Obama, in his 2011 State of the Union address, said, 'We need to teach our kids that it's not [...]

How did you first become involved with AMS? My first introduction to AMS was attending a workshop at a Michigan science teachers conference. The Education Program activities were excellent, and [...]

Objective: The ability to use digital resources is important for medical students. In order to use digital resources, they need the capabilities of digital technology utilizing, which is referred to as 'digital literacy. However, how much effectively students can use these facilities is a subject that needs to be addressed. So, the present study intended to investigate the digital literacy level of students of the Allied medical sciences of Shahid Beheshti University of Medical Sciences. Materials and methods: This cross-sectional study was performed at the Faculty of Allied medical sciences of Shahid Beheshti University of Medical Sciences in academic year of 2016-2017 using a researcher-made questionnaire containing 23 closed questions in four sections. A total of 115 students in three educational grades: bachelor, master and the PhD grade were included in this study. Z-test was used to evaluate the relationship between internet skills and students' academic achievements if any exist. Results: Almost half of the students (51.3%) have not completed any computer courses regarding basic ICT skills. The findings showed that 41.2% of PhD students are aware of digital literacy concept; meanwhile, only 11% of bachelor students and 20.6% of master ones knew the actual meaning of this concept. The use of public search engines was a favorite alternative for finding specialized terminologies at all grades. Furthermore, there was a significant difference between the level of familiarity with the Internet and the students' grade (p [less or equal to] 0.05). Conclusion: Digital literacy training courses can enhance digital literacy skills significantly. Most students agreed with the inclusion of digital literacy courses in their curriculum. Therefore, they should be supported by educators and librarians in order to effectively use the Internet and information technology as well as to overcome the problems of finding and using information to gain academic achievement. Keywords: Digital Literacy; Information Technology utilization; Computer Literacy, Background: Recent advancements in information and communication technologies (ICTs) have changed the learning methodologies for everyone. Due to computers and the Internet, the learning process requires people's ability to access, [...]

A conference on The Role of Immigrants and Foreign Students in Science, Innovation, and Entrepreneurship took place on April 27 in Cambridge. Ina Ganguli of the University of Massachusetts, Amherst; [...]