Starting or growing a co-op/internship program can be intimidating; for both educators and potential
employer partners. In an effort to learn the pain points for both parties, opportunities to break down
barriers and build bridges, and identify actionable steps to get started, faculty from the University of
Cincinnati’s Division of Experience-Based Learning and Career Education conducted a two-year research
project with 65 co-op and internship employers from more 15 unique industry clusters, and 50
university faculty and staff representing 24 unique institutions. This poster will graphically share the
resulting findings from more than 1250 qualitative responses, and generate discussion on the
educational pedagogy of creating best practices for employer partners. Find out what “the survey says”!
A Process Guide for Establishing State Adult Education Content Standards was developed by the American Institutes for Research as part of the Adult Education Content Standards Warehouse Project under contract to the U.S. Department of Education, Office of Vocational and Adult Education, Contract No. ED-01-CO-0026/0023.
As the Next Generation Science Standards make clear, equity must be a priority in today’s science classrooms. This means ensuring that all students, regardless of race, gender, and economic or linguistic background, develop positive science-linked identities that allow them to access, evaluate, challenge, and even generate scientific knowledge. Yet, developing positive science-linked identities can be problematic for students who perceive science to be in conflict with other aspects of their identities, such as gender, ethnicity, or economic class. Thus prioritizing equity indicates the need to provide experiences that help all students—and especially those who are historically underrepresented in science—forge positive science-linked identities. This article draws on a yearlong case study conducted in collaboration with a middle grade (5-8) science teacher at an all-female school serving primarily students of color from working class families. Analysis of data, including observations of 102 classes and student interviews and surveys, revealed four promising strategies relevant to all middle school science teachers: (a.) Prioritize communication in science, (b.) Position all students as scientists, (c.) Allow students to be science authorities, and (d.) Demonstrate that science actually matters.
This dataset shows the origins and quantities of coins found through excavations at Antioch. Data can be examined by material (bronze, silver, antoniniani, and uncertain) and chronology (223 BCE to 91 BCE, 90 BCE to 31 BCE, 30 BCE to 235 CE, 236 CE to 283 CE, 284 CE to 423 CE). All data is from Waage, D. B. 1952. Antioch-on-the-Orontes: Committee for the Excavation of Antioch and its Vicinity 4.2: Greek, Roman, Byzantine and Crusader’s Coins, Princeton.
