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Two-Year Community

Building Engagement in STEM Through Career Courses at Two-Year Institutions

Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)

By Jamie Pawloski and Patrick Shabram

Community colleges enroll almost half of U.S. undergraduates and were predicted to produce 12% of the workforce for STEM professions in 2018. Half of these students are the first in their families to attend college and therefore are more likely unfamiliar with the steps required to transfer to four-year universities or internship programs. Geo-Launchpad, a program funded by the NSF, was developed with these students in mind and works to expose students to internships and research opportunities that promote postsecondary education or workforce employment in the geosciences. Geo-Launchpad developed a careers course as one tier of a three-tiered programmatic approach; GEO 210: Careers/Research in the Geosciences aims to introduce students to current research, tools, techniques, internship opportunities, professions, and transfer programs in the geosciences. This report analyzes 2 years of external evaluations to question if benchmarks were met in reaching the program’s goals. Early results support success in completing the program’s goals. Students completing the careers course show interest in pursuing geoscience-driven internship and transfer programs. The program decreases the pressure of application processes, unfamiliarity with professional research, and difficulty accessing self-strengths. 

 

Community colleges enroll almost half of U.S. undergraduates and were predicted to produce 12% of the workforce for STEM professions in 2018. Half of these students are the first in their families to attend college and therefore are more likely unfamiliar with the steps required to transfer to four-year universities or internship programs. Geo-Launchpad, a program funded by the NSF, was developed with these students in mind and works to expose students to internships and research opportunities that promote postsecondary education or workforce employment in the geosciences.
Community colleges enroll almost half of U.S. undergraduates and were predicted to produce 12% of the workforce for STEM professions in 2018. Half of these students are the first in their families to attend college and therefore are more likely unfamiliar with the steps required to transfer to four-year universities or internship programs. Geo-Launchpad, a program funded by the NSF, was developed with these students in mind and works to expose students to internships and research opportunities that promote postsecondary education or workforce employment in the geosciences.
 

Point of View

The Priceless Gift

Journal of College Science Teaching—November/December 2019 (Volume 49, Issue 2)

By Lester Paldy

 

Next Gen Navigator

Sensemaking at a Distance

Posted on 2020-12-17

Sensemaking at a Distance

 

Next Gen Navigator

Successful Sensemaking and Data Exploration at a Distance

By Daniel Sullivan

Posted on 2020-12-17

 

Next Gen Navigator

The Benefits of Nearpod for Sensemaking at a Distance

By Dan Adler

Posted on 2020-12-17

 

Next Gen Navigator

Designing Equitable Engagement in Sensemaking

By David T. Crowther, Lynn M. Jeka and Rita MacDonald

Posted on 2020-12-17

NSTA Author Series: The NSTA Atlas of the Three Dimensions, January 28, 2021

Join us on Thursday, January 28, 2021, from 7:00 PM to 8:30 PM ET for another edition of the NSTA Author Series.

Join us on Thursday, January 28, 2021, from 7:00 PM to 8:30 PM ET for another edition of the NSTA Author Series.

Join us on Thursday, January 28, 2021, from 7:00 PM to 8:30 PM ET for another edition of the NSTA Author Series.

Join us on Thursday, January 28, 2021, from 7:00 PM to 8:30 PM ET for another edition of the NSTA Author Series.

Join us on Thursday, January 28, 2021, from 7:00 PM to 8:30 PM ET for another edition of the NSTA Author Series.

Transforming Science Learning: We’ve Got a Problem to Solve! Now what? Engaging in Engineering Design in the Science Classroom, January 13, 2021

Join us on Wednesday, January 13, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

Join us on Wednesday, January 13, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

Join us on Wednesday, January 13, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

Join us on Wednesday, January 13, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

Join us on Wednesday, January 13, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

Archive: Teacher Tip Tuesday: Supporting Ambitious Science Teaching, January 26, 2021

In this Teacher Tip Tuesday we'll look at how Ambitious Science Teaching helps teachers focus on finding ways for all students to participate in science, making science compelling to a wider group of learners, and providing the means for students to show what they know.

In this Teacher Tip Tuesday we'll look at how Ambitious Science Teaching helps teachers focus on finding ways for all students to participate in science, making science compelling to a wider group of learners, and providing the means for students to show what they know.

In this Teacher Tip Tuesday we'll look at how Ambitious Science Teaching helps teachers focus on finding ways for all students to participate in science, making science compelling to a wider group of learners, and providing the means for students to show what they know.

In this Teacher Tip Tuesday we'll look at how Ambitious Science Teaching helps teachers focus on finding ways for all students to participate in science, making science compelling to a wider group of learners, and providing the means for students to show what they know.

 

Press Release

NSTA Statement on the 2021 Chicago National Conference on Science Education

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