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The present study identifies characteristics of individuals and work settings that influence Asian international faculty members' intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that 'pull' and 'push' uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave. Keywords International faculty * Faculty retention * STEM fields * United States, Introduction Building human capital through international recruiting is an important strategy for maintaining and extending university competitiveness (Altbach (2006); Cantwell 2011; Finkelstein et al. 1998; Van de Bunt-Kokhus 2000). Within [...]

The National Science Foundation's (NSF) ADVANCE Program began in 2001 with the primary goal of supporting the development of systemic, sustainable approaches to advancing women in academic STEM (science, technology, [...]

Language arts and mathematics are high priority content areas in early grades. Science is often a secondary concern, even though students appear to have minimal knowledge or interest in their local ecology. This article describes a year-long project integrating science and technology with language arts. Students researched and wrote about local plants and animals, creating a hardback, bound book. It was observed that as students learned about local animals, they suddenly began to notice these animals in their neighborhoods. Awareness of an animal's name and needs is a foundational early step towards ecological literacy., During a discussion about local wildlife, I was startled when one of my wife's second grade students could not identify a cardinal perched outside the classroom window. Even more disturbing, [...]

Biological and social evolutionary processes, along with social and cultural developments, have allowed humans to separate procreation from pleasurable/recreational sexual activity. As a class learning project, an alternative, hypothetical reproductive scenario is presented: 'What if humans were biologically ready to conceive only during one period each year?' Discussion is followed by small-group or individual research on the possible effects of this scenario on human reproductive response and its further effects on human life, society, and civilization. An important purpose of the activity is to stimulate active learning through small-group interaction, communication, and research. Key words: Biological evolution; reproductive evolution; active learning., * Interdiction The proposed learning activity is designed for senior high school and lower-division college biology classes and for students with some biology background. It seeks to stimulate active learning [...]

ABSTRACT This study examines the effectiveness of using dynamic modeling to facilitate students' conceptual change. The results of the mixed between-within subjects ANOVA indicated that the implementation of the instructional [...]

A recent paper by one of us (Nelson Laird) and some colleagues brought some sobering news of differences between STEM (science, technology, engineering, and mathematics) and non-STEM undergraduates with regard [...]

The founding faculty of the Human Biology Program on Indiana University's flagship Bloomington campus described one of their most important roles in this interdisciplinary science program as 'infecting others.' Akin [...]

STEM is more than shorthand for a collection of science, technology, engineering, and mathematics fields, and therein lies the promise of this domain for twenty-first-century education. Boundaries between STEM disciplines [...]

Constructing meaning from science texts relies on comprehending not only the words of science but also the visuals. In our experience, students often face comprehension challenges with graphics--particularly when reading [...]

ABSTRACT There have been five past great mass extinctions during the history of Earth. There is an ever-growing consensus within the scientific community that we have entered a sixth mass [...]

ABSTRACT In the summer of 2009, as an RET (Research Experience for Teachers), I joined the research team studying Echinacea angustifolia by assisting with ongoing research. I also prepared botanical [...]

General semantics advocates a scientific approach for making effective evaluations. Such an approach has enabled humankind to go from living in caves to living in high-rise apartment buildings, from traveling [...]

Introduction This paper will describe a five year research project of a teaching strategy whereby pre-service credential students at a southern California university were taught to develop and apply science [...]

About 10 years ago, my university instituted a new core curriculum. Among the courses created for it was 'Scientific Inquiry.' It's the only required science course in the core, and, [...]

Sometimes teaching biology is tough. Here I'm not just referring to unruly students or annoying administrators, but to the subject itself. It just doesn't stand still. Even something as apparently [...]

Abstract The use of problem-based learning or case study teaching has become widespread in disciplines such as the health sciences, business, public administration, and environmental studies but gradually instructors in [...]

Abstract The influence of a module on science teaching of a teacher education prgoramme is reflected by the changes in the Science Teaching Efficacy Beliefs of the preservice teachers at [...]

Abstract This study examined Turkish preservice elementary teachers' science knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level [...]

SCIENCE EDUCATION traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a 'science for all' that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.

Nearly forty years ago, a small group of highly accomplished women of color working in STEM fields gathered together to share their stories about how the 'double bind' of race [...]

The question of 'Who is Minding the Gap?' is particularly timely and relevant to our national science, technology, engineering, and mathematics (STEM) higher education reform efforts because the retention and [...]

This article discusses university science outreach programs in New Zealand. The author examines how involved the university science departments are in primary, intermediate, and secondary schools, concluding the departments put a large amount of effort into primary and secondary science education, which has shown to be greatly beneficial.

Issues are presented concerning the importance of teaching argument as part of the science curriculum in schools. The strategies which can be used by science teachers to teach argument are discussed.

Issues are presented concerning the efforts which are being made to develop the conceptual understanding of pedagogy, content and pedagogical content knowledge of MEd science students. A four-step conceptual process is discussed.