Workshop Goals

provide a forum for sharing ideas about supporting student success in the classroom, through the transfer process, and into geoscience careers
explore strategies for effectively teaching with technology and helping students learn to learn
investigate research, transfer, and career pathways for students interested in pursuing geoscience beyond 2YCs
continue to build collaboration and communication among local faculty interested in 2YC geoscience education

A conference brought to you jointly by the Northeast Campus Sustainability Consortium and the New England Campus Sustainability Forum

Project Access is an extensive multi-phase project developed by the faculty and staff at the National Technical Institute for the Deaf (NTID) at the Rochester Institute of Technology (RIT).  Developed experientially and based on interviews and observations of Deaf/Hard–of–Hearing students and their teachers in mainstream college classrooms, Project Access is broadly designed to assist faculty, support service providers and other education professionals who are working with classroom teachers in mainstreamed settings. Participants in this workshop will be sensitized to the challenges faced by Deaf and Hard-of-Hearing students in a mainstreamed classroom environment and will learn effective use of support personnel (sign language interpreters, note takers, tutors, and captionists).

Focus will be directed at presenting methods of adapting classroom teaching style in order to foster better learning for Deaf/Hard–of–Hearing, as well as all other students. Presenters will share universal design for curriculum, best practices for instruction, provide real-life strategies and review extensive online resources that will assist faculty, support service providers and other education professionals in modifying the learning environment to provide greater access for all students.

Please join us for this one-day training which will provide participants with information to increase success for students included within mainstream classrooms. The primary audience should be STEM general education teachers, inclusion specialists, and local assistive technology specialists.

Each year, NAPE’s holds a National Summit for Educational Equity (formerly Professional Development Institute) in Washington, D.C., to provide a variety of robust, research-based, effective and promising practices for every audience interested in advancing student achievement.

The AACC annual meeting is among the largest and most dynamic gatherings of educational leaders, attracting over 2,000 community college presidents and senior administrators, as well as international educators, representatives of business/industry, and federal agencies.

The ATE Workshops for Physics Faculty is pleased to announce new physics workshops for two-year college (TYC) and high school (HS) physics faculty. The activities of this project are supported in part by a grant1 from the Division of Undergraduate Education through the Advanced Technological Education (ATE) Program of the National Science Foundation. This effort is part of a five year, national, ATE-focused, workshop program that is led and administered by Lee College (TX) and Estrella Mountain Community College (AZ).

This program addresses these issues by providing a series of faculty development workshops for teams of high school and two-year college teachers who teach the core physics courses for technology programs. These workshops are designed to acquaint the participants with the integration and implementation of emerging technology and active learning strategies. These workshops provide extensive and intensive hands-on, collaborative experiences for participants with workshop materials that make it easy for participants to implement the workshop ideas, adopt or adapt them, and acquire necessary skills to use them effectively in their classroom. 

These workshops will consist of over 35 hours of scheduled activities over three days, of which most time will be spent doing hands-on activities in two or three hour sessions. Workshop sessions start on Thursday, Friday and Saturday at 8:30 AM. Workshop sessions end each day at approximately 9:30 PM except for Saturday when it is scheduled to end at approximately 4:00 PM.

The emergence of science diplomacy as an active area of study and policy consideration has increased its use and users. Concepts such as the role of large-scale infrastructures in science diplomacy and the mechanisms for scientific cooperation needed in undertaking science diplomacy have become recognized as important to bridging the scientific and foreign policy communities. At the same time, different scientific disciplines have unique contributions and needs as their international efforts become more intertwined with those of the foreign policy and diplomatic communities. The AAAS Center for Science Diplomacy will host a one-day conference that will build not only on the policy issues that have been discussed in previous conferences and workshops but critically address the scientific drivers for diplomacy. Sessions, organized by experts, will focus on the following themes: institutions and networks; scientific cooperation during political strain; cross-cutting areas of transboundary issues and shared scientific resources; and diplomacy needs and impact of the earth and environmental sciences, health and biomedical sciences, and physical sciences.

Be part of the discussion of the future of science and technology policy with leaders in the field.  

The annual AAAS Forum on Science and Technology Policy, now in its 39th year, is the conference for people interested in public policy issues facing the science, engineering, and higher education communities. It is the place where insiders go to learn what is happening and what is likely to happen in the coming year on the federal budget and the growing number of policy issues that affect researchers and their institutions. Come to the Forum, learn about the future of S&T policy, and engage with the people who will shape it. 

Who should attend? 

Scientists and engineers, research administrators, industrial R&D managers, policymakers, association officials, federal grant recipients, students, science diplomats, government affairs specialists, public affairs officers, science writers, and others with an interest in the intersection of policy with science and technology.