In daily life, students are allowed to use words such as "more," "some," or "increase-decrease" to describe the relationship between two events. In science, concise description is necessary, which requires the contribution of math. In the summer component of the Science Research Institute program, students integrated…

An experiential science program, such as a summer course at a field station, requires unique assessment tools. Traditional assessment via a pencil-and-paper exam cannot capture the essential skills and concepts learned at a summer field station. Therefore, the authors developed a pre- and postcourse image-based analysis to evaluate student…

This paper addresses the transition of community college students to degree programs in science, technology, engineering, and mathematics (STEM). The paper presents the results of an evaluation of a two-week residential summer bridge program that recruited community college students from a wide range of academic, ethnic, and socioeconomic…

MemphiSTEP is a five-year STEM Talent Expansion Program at the U. of Memphis sponsored by the National Science Foundation. The project focuses on retention and persistence to graduation to increase the number of STEM majors and graduates. The project includes a summer Mathematics Bridge Bootcamp; research experiences for undergraduates;…

With support from the Alfred P. Sloan Foundation, Siemens Foundation, and the Associated Colleges of Illinois (ACI), National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST) hosted its third summer science program in June 2006 at Aurora (IL) University's Lake Geneva, Wisconsin, campus. This program…

Describes a summer research experience program for disabled undergraduates. Discussed are some results of the program. (YP)

Describes a college program of research collaboration with high school teachers and an academic alliance that emerged from the experiences. The background, organization, achievements, and reluctance factors related to the program are discussed. (YP)

Describes and examines the effects of the eight-week Summer Science Training Program at the University of Iowa. There was no significant differences between students who had completed high school physics and those who had not on the final course examination, course grade, and attitudes toward physics. (Author/YP)

Describes an undergraduate research program for minority students. The program and eight objectives of the first course of the program, "Introduction to Research," are presented. Some strengths and weaknesses of the course are considered. (YP)

Science Training Enrichment Program (STEP) is a program designed to improve high school-college cooperation. Program objectives and activities to meet the objectives are described. The latter include Saturday science seminars, lecture series, computer workshops for students/teachers, consultant program, and a two-week summer practicum for high…

Discusses aims of and proposed programs at the Institute for Chemical Education. Aims include developing creative ideas to convey chemical knowledge, improving interdisciplinary links, and addressing critical issues in chemical education. One program proposed is designed to help science teachers at all levels develop K-12 chemistry supplements.…

Described are the Undergraduate Research Participation and Student-Originated Studies programs supported by the National Science Foundation. These summer programs offer undergraduate students firsthand research experiences in science and engineering. Students gain a better appreciation of the way science works and experiences in research…

Presents the names and schools of the winners of the 1976 National Association of Geology Teachers' Summer Field Course Scholarships. (SL)

Describes the summer chemistry camp offered by the University of Nebraska at Kearney which consists of multistage open-ended laboratory projects. Focuses on introducing high school students to principles, methods, and equipment used in academic and professional chemistry laboratories. (Contains 19 references.) (YDS)

Justification for maintaining field experience in undergraduate geological education is presented. Emphasis is placed on educating the student rather than providing technical training. (SA)