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Relevant bibliographies by topics / Columbine High School

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Academic literature on the topic 'Columbine High School'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Columbine High School"

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Vith, Johannes Walter. "Remaking Columbine." JAAAS: Journal of the Austrian Association for American Studies 2, no. 1 (December 31, 2020): 47–64. http://dx.doi.org/10.47060/jaaas.v2i1.43.

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High school shootings in the United States generally receive enormous amounts of journalistic coverage and thus spark a lot of public interest. However, the topic appears to be taboo for mainstream cinema, and there are barely any films about real-life school shootings. This article seeks to show that Gus Van Sant's Elephant (2003) is both an enlightening exception to this seeming contradiction and an interesting response to the popular narratives surrounding the Columbine High School shooting of 1999. The film is not only unique in its portrayal of a real-life school shooting but also in the way that it approaches the topic. There are three important processes that make this depiction of the Columbine High School shooting so powerful: remaking, remediating, and reflecting. First, Van Sant's film is a remake of Alan Clarke's 1989 film of the same name. Clarke's film depicts several incidents of gun violence in Northern Ireland without any commentary, and Van Sant employs the same techniques in his film about gun violence at a school. Second, the film critiques the discourse around the shooting, as it remediates video games for its filmic rhetoric. Lastly, Gus Van Sant de-narrativizes the shooting and creates a reflective space for the audience. These three aspects all influence the film's storytelling and cinematography, which aim at promoting reflection rather than providing a straightforward narrative.

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Merz, Kee. "The Columbine High School tragedy: One emergency department’s experience." Journal of Emergency Nursing 25, no. 6 (December 1999): 526–28. http://dx.doi.org/10.1016/s0099-1767(99)70020-6.

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Hong, Jun Sung, Hyunkag Cho, Paula Allen-Meares, and Dorothy L. Espelage. "The social ecology of the Columbine High School shootings." Children and Youth Services Review 33, no. 6 (June 2011): 861–68. http://dx.doi.org/10.1016/j.childyouth.2010.12.005.

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Muschert, Glenn W. "Afterword: The Columbine Effect on Culture, Policy, and Me." Journal of Contemporary Criminal Justice 35, no. 3 (April 8, 2019): 357–72. http://dx.doi.org/10.1177/1043986219840238.

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This afterword considers the cultural effect of the 1999 Columbine High School shootings. I bring together the aspects of a traditional academic review with my personal reflections as a scholar who spent the past two decades researching its cultural and policy ramifications. Columbine is a noted milestone in the American cultural lexicon, and one that has become an important reference point for discussions of school violence and other social problems concerning youth. Columbine often serves as an inaccurate exemplar of the broader problem of youth violence, and this so-called “Columbine Effect” means that extreme cases exert a disproportionately strong influence on public discourse about the problem. Over the past 20 years, the net effect has been the acceleration of punitive anti-violence school policies that include policing, surveillance, and zero-tolerance policies. I consider my experience as a researcher in this area and conclude with modest suggestions for guiding policy development to mitigate the problem of violence in schools.

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King, Sanna, and Nicole L. Bracy. "School Security in the Post-Columbine Era: Trends, Consequences, and Future Directions." Journal of Contemporary Criminal Justice 35, no. 3 (April 15, 2019): 274–95. http://dx.doi.org/10.1177/1043986219840188.

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Harsh and reactionary school security measures, including policing, surveillance technology, and emergency preparedness strategies increased substantially in the two decades following the mass shooting at Columbine High School in 1999. These strategies have limited empirical support for preventing violence in general and mass shootings, in particular. Instead, they have proven to be problematic, often doing more harm than good by criminalizing student misbehavior, contributing to negative school climate, and having psychological impacts on students’ perceptions of safety. In recent years, many schools have started to explore promising alternative approaches, including threat assessment, positive behavioral interventions, restorative practices, and improving relationships between students and adults. This article reviews the trends in school security from the 1990s through the present, drawing on national data from the U.S. Department of Education and scholarly research on school security. Our specific focus will be on the changes in school security that have been made to prevent or minimize the impact of potential school shooters. We also discuss the consequences of the school security boom and the future directions to ensure school safety.

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R, M. I. "Threats of school violence in Pennsylvania after media coverage of the Columbine High School massacre." Journal of Developmental & Behavioral Pediatrics 23, no. 1 (February 2002): 61–62. http://dx.doi.org/10.1097/00004703-200202000-00017.

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Kostinsky, Spencer, Edward O. Bixler, and Paul A. Kettl. "Threats of School Violence in Pennsylvania After Media Coverage of the Columbine High School Massacre." Archives of Pediatrics & Adolescent Medicine 155, no. 9 (September 1, 2001): 994. http://dx.doi.org/10.1001/archpedi.155.9.994.

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Crepeau-Hobson, M. F., M. Filaccio, and L. Gottfried. "Violence Prevention after Columbine: A Survey of High School Mental Health Professionals." Children & Schools 27, no. 3 (July 1, 2005): 157–65. http://dx.doi.org/10.1093/cs/27.3.157.

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Verdone, Bailey, and Antony Farag. "Creating a safe community: The transition project." Phi Delta Kappan 103, no. 7 (March 28, 2022): 43–46. http://dx.doi.org/10.1177/00317217221092234.

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Currently, research surrounding transition programs for students entering high school focuses on academic achievement outcomes. However, the prevalence of school shootings in predominantly white, suburban communities shows that students in these often academically competitive schools may need support to help them become more connected to the school community. Antony Farag and Bailey Verdone describe how the Transition Project at Westfield High School in New Jersey, launched soon after the 1999 shooting at Columbine High School, has helped the school build a community of trust, beginning when students enter the school in 9th grade. The program links 9th graders with 11th- and 12th-grade who lead them in discussions about community building. The program has become an integral part of the school, receiving support from teachers, administrators, and the local community.

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Taubman, Janne S. "ED nurses caring for victims from Columbine High School appreciate support of colleagues." Journal of Emergency Nursing 25, no. 4 (August 1999): 261. http://dx.doi.org/10.1016/s0099-1767(99)70071-1.

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Dissertations / Theses on the topic "Columbine High School"

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Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1103763159.

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Berres, Allen W. "Social drama, crisis, and the Columbine High School shooting." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1103763159.

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Hart, Michelle. "Interrogating Discourses of Gun Culture in Bowling for Columbine." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/HartM2004.pdf.

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Bingham, Rebecka Dawn. "Planning School Memorials: Feedback from the Columbine Memorial Planning Committee." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2536.pdf.

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Tremblay-Houde, Sandrine. "La fascination pour les tueurs de masse : portrait d'une communauté sous-culturelle centrée sur la tragédie de Columbine." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/66308.

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Les tueries de masse, de par leur caractère extraordinairement violent, provoquent l’indignation de la population. Pour des individus, ces évènements suscitent plutôt un sentiment de curiosité, lequel transite parfois vers l’admiration des auteurs de ces drames et à l’identification envers ceux-ci. Sur la toile, ces personnes se joignent pour former un groupe que l'on peut qualifier de « fandom ». Ce mémoire s’intéresse à ce phénomène qui,bien qu’il suscite la crainte chez la population, reste à ce jour peu exploré. Ainsi, l’étude vise à pousser l’exploration plus loin. Contrairement aux études précédentes, qui se sont davantage penchées sur les particularités individuelles, la recherche qui suit vise àcomprendre la façon le fandom centré sur les tueries de masse s’organise en communautés virtuelles. Pour y parvenir, la recherche a examiné, à l’aide de l’analyse thématique, les discussions tenues par les membres de la communauté r/Columbine, un site hébergé parla plateforme Reddit. Les discussions analysées ont pris place sur une période d’environ un an, la dernière publication ayant été publiée en janvier 2019. Les résultats suggèrent que, un peu à la façon des fandoms plus classiques, la communauté s’approprie, transforme etré interprète le narratif officiel pour créer son propre narratif à propos des tueurs. Ce narratif propre à la communauté r/Columbine semble être influencé par la subjectivité et les expériences de vie propres aux membres qui la composent. Consciente du regard externe porté à son endroit, la communauté négocie sa propre déviance en opposant son identité à celles des communautés qu’elle juge « plus déviantes » qu’elle. De cet exercice naît également un autre narratif, cette fois-ci à propos de l’identité de la communauté.
Due to its extreme violent nature, mass shootings provoke indignation within society. Tosome people, those events rather generate curiosity, which sometimes evolve toward identification to and admiration of the perpetrators of these crimes. Those people reach toeach other through the internet to form a group called « fandom ». This work wishes to explore that phenomena, which has been poorly studied up to now. Unlike previous studies, which have focused on individual peculiarities, this research aims to understand how the fandoms centered on mass shootings are organized into virtual communities. To achieve this objective, the research studied, through thematic analysis, the discussions held by the members of r/Columbine, a community hosted on Reddit. The analyzed discussion took place over a period of approximately one year, the last discussion having been published in January 2019. Results suggest that, in a way similar to the mainstream fandoms, the community appropriates, transforms and reinterprets the official narrative to create its own narrative about the shooters. This narrative specific to the r/Columbine community seem to be influenced by the subjectivity and the life experiences of its members. Aware of the way society sees them, community negotiate its own deviance by opposing its identity to those of the communities it deems ‘’more deviant’’. This exercise generates a second narrative concerning the community’s identity.

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Loncaric, Mladen A. "What is the meaning of disengagement as lived by students who left school without graduating." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27189.pdf.

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Thaler, Carol-Lyn Sakata. "Development of an ethnocentrism scale for junior high school students in British Columbia." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25530.

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Ethnocentrism is a cognitive bias whereby people and practices of other cultures are viewed and judged according to what is right and wrong in one's own cultural group. Social studies teachers, when teaching about peoples and cultures, implicitly, if not explicitly, try to prevent the development of an ethnocentric attitude in their students. The purpose of this study was to develop a valid and reliable ethnocentrism scale for use by social studies teachers to gain feedback of how a particular unit of study effected their students. The scale can be used as a pre-post test measure before and after a course or unit of study. The known California E-scale, British Ethnocentrism Scale, and Australian Ethnocentrism Scale became the models for the construction of this scale. The developed ethno-centrism scale is a 30 item Likert summated rating scale using six response steps ranging from "agree very much" to "disagree very much". To insure content validity, test items were based on interviews with members of several minority groups in the Lower Mainland of British Columbia to gather information about practices and customs particular to their culture. The whole study was conducted using grade eight and nine students from four junior high schools in one Lower Mainland School District. The pool of test items were administered to approximately 550 subjects to gain data for item and factor analysis. Two ethnocentrism scales were constructed using items with high reliability rankings. The two forms were administered to groups of students to establish whether the forms were statistically parallel. The forms were not statistically parallel. One form using items with high item reliability rankings was constructed. An intervention study was conducted to check for construct validity. Eight social studies classes in one school were divided into experimental and control groups. The experimental classes were exposed to a three day lesson on ethnocentrism. The developed scale was used as a posttest measure. A significant difference between the two groups was reported. The experimental group means were significantly lower (p < .05), less ethnocentric, than control group means. Finally, the scale was administered to 215 students to gather data for test-retest reliability. At this stage the students were also administered a dogmatism scale and a self concept scale to check for concurrent and construct validity. Test-retest coefficent was high (p = .83) and the Hoyt reliability coefficent for test consistency was high for all administrations of the form ranging from .87 to .94. Recommendations for use of the developed ethnocentrism scale and areas for future research were based on the findings.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Rexin, Philip Arthur. "Sacrificing intellectual excellence to administrative and political convenience in British Columbia public schools : departmental examinations re-examined." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25513.

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In 1973 Grade 12 external examinations for high school graduation were re-introduced. This thesis examines the heritage of key concepts central to these policy changes: external examinations, standards and critical thinking. It also reviews the historical context which influenced these decisions. Further, this thesis questions whether examination policy now, or in the past, has led to the encouragement of intellectual excellence.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.

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Lévesque, Stéphane. "Journey into the world of the school, high school students' understanding of citizenship in British Columbia and Quebec." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ61136.pdf.

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Books on the topic "Columbine High School"

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The Columbine School shooting. Detroit: Lucent Books, 2010.

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Cullen, David. Columbine. New York: Grand Central Publishing, 2009.

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Columbine. New York: Twelve, 2009.

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The Columbine school shooting. Detroit, MI: Greenhaven Press, 2012.

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The Columbine shootings. Minneapolis, MN: ABDO Pub. Co., 2012.

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Hasday, Judy L. Forty-nine minutes of madness: The Columbine High School shooting. Berkeley Heights, NJ: Enslow Publishers, 2013.

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Marsico, Katie. The Columbine High School massacre: Murder in the classroom. Tarrytown, N.Y: Marshall Cavendish Benchmark, 2011.

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Columbine: A true crime story : a victim, the killers, and the nation's search for answers. Denver, Colo: Ghost Road Press, 2009.

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Columbine: A true crime story : a victim, the killers, and the nation's search for answers. 2nd ed. Golden, Colo: Conundrum Press, 2014.

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Nicoletti, John. Violence goes to school: Lessons learned from Columbine. Lakewood, Colo: Nicoletti-Flater Associates, 1999.

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Book chapters on the topic "Columbine High School"

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Rudenstine, Sasha, and Sandro Galea. "Stage Three: Internalizing Jefferson County, Colorado US Columbine High School Shooting – April 20, 1999." In The Causes and Behavioral Consequences of Disasters, 93–106. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0317-3_15.

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Fenwick, Alan, Wendie Norris, and Becky McCall. "Building partnerships - high stakes for high rewards." In A tale of a man, a worm and a snail: the schistosomiasis control initiative, 182–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786392558.0015.

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Abstract This book chapter focuses on GNNTDC support for the cause of integrated disease control. GNNTDC is made up of eight well-established and based at the Sabin Vaccine Institute in Washington, DC. Communication members are George Washington University, Earth Institute at Columbia University, Liverpool School of Tropical Medicine, Helen Keller International, the International Trachoma Initiative, Schistosomiasis Child Survival and Development Working Group and Control Initiative. Collectively, they have already put in place a plan to implement integrated drug management programs across sub-Saharan Africa.

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Gibbs, Nancy. "Massacre at Columbine High School." In The Princeton Anthology of Writing, 123–25. Princeton University Press, 2001. http://dx.doi.org/10.1515/9780691236865-026.

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Gibbs, Nancy. "Massacre at Columbine High School." In The Princeton Anthology of Writing, 123–25. Princeton University Press, 2021. http://dx.doi.org/10.2307/j.ctv1t1kg4j.28.

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"The Massacre at Columbine High School." In Emergency Response Handbook for Chemical and Biological Agents and Weapons, Second Edition, 45–58. CRC Press, 2008. http://dx.doi.org/10.1201/9781420052664.ch2.

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Seungmug (Zech) Lee. "School Mass Shootings in America." In Handbook of Research on Mass Shootings and Multiple Victim Violence, 75–84. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0113-9.ch005.

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The killings at Columbine High School in 1999, Virginia Tech in 2007, the Sandy Hook Elementary School in 2012, the Marjory Stoneman Douglas High School in 2018 are four dire examples of mass shootings in school settings by current or former students in the U.S. Schools—K-12 and college campuses—which have long been considered a sacred place for our children and young people receiving education. According to the data collected by the author, since 1999, school mass shootings (SMS) have increased steadily, causing higher casualty with more powerful weapons and planned schemes. School and campus security have become significant concerns. One big question to all Americans is, are our schools really safe enough to send our children to in order to learn and grow? This article presents preliminary research findings of SMS incidents based on 71 cases with the discussion.

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Kerr, Selina E. M. "Emergency Management and Communication Improvements." In Handbook of Research on School Violence in American K-12 Education, 474–93. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch024.

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“Active shooter” events are amongst the most dangerous an educational institution can face. Planning for emergencies like this can, to some extent, mitigate the level of harm faced. Using the two cases of shootings at Columbine High School and Virginia Tech University, this chapter exemplifies how these incidents highlighted flaws in emergency management planning, training, and communication. Also discussed are the advances in law enforcement tactics following the Columbine shooting. The policy responses to improve emergency management planning, training, and communication are discussed. The work of school safety foundation, I Love U Guys, and smartphone application, LiveSafe, is detailed in relation to ongoing developments in planning for emergencies and communicating threats to the affected populations.

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Grant, Tanya M., and Jessica Fidler. "Law Enforcement's Impact on School Violence." In Handbook of Research on School Violence in American K-12 Education, 371–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch018.

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Since the 1980s, school violence has been prominent in society and is gradually increasing in occurrence. In 1999, the Columbine High School shooting shocked the country demonstrating how deadly school violence can be, with a death count of 13 total people, including 12 students and 1 teacher. The next prominent occurrence was in 2005 on the Red Lake Indian Reservation, where 10 people were killed at the hands of a 16-year-old student. Another more recent act of school violence was in 2012 in Newtown, Connecticut, at Sandy Hook Elementary School. There, the shooter killed 28 people including children and teachers inside the school and his mother. And the latest horrific incidence of this kind took place at the Marjory Stoneman Douglas High School in Parkland, Florida, in February of 2018. The shooter took the lives of 14 students and 3 school employees. As a response to these shootings, law enforcement has collaborated with schools to implement the use of school resource officers, emergency evaluation/reaction drills, and new policies regarding school violence.

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Grant, Tanya M., and Jessica Fidler. "Law Enforcement's Impact on School Violence." In Research Anthology on Modern Violence and Its Impact on Society, 1129–46. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7464-8.ch061.

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Since the 1980s, school violence has been prominent in society and is gradually increasing in occurrence. In 1999, the Columbine High School shooting shocked the country demonstrating how deadly school violence can be, with a death count of 13 total people, including 12 students and 1 teacher. The next prominent occurrence was in 2005 on the Red Lake Indian Reservation, where 10 people were killed at the hands of a 16-year-old student. Another more recent act of school violence was in 2012 in Newtown, Connecticut, at Sandy Hook Elementary School. There, the shooter killed 28 people including children and teachers inside the school and his mother. And the latest horrific incidence of this kind took place at the Marjory Stoneman Douglas High School in Parkland, Florida, in February of 2018. The shooter took the lives of 14 students and 3 school employees. As a response to these shootings, law enforcement has collaborated with schools to implement the use of school resource officers, emergency evaluation/reaction drills, and new policies regarding school violence.

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Kerr, Selina E. M. "Emergency Management and Communication Improvements." In Research Anthology on Managing Crisis and Risk Communications, 167–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7145-6.ch010.

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“Active shooter” events are amongst the most dangerous an educational institution can face. Planning for emergencies like this can, to some extent, mitigate the level of harm faced. Using the two cases of shootings at Columbine High School and Virginia Tech University, this chapter exemplifies how these incidents highlighted flaws in emergency management planning, training, and communication. Also discussed are the advances in law enforcement tactics following the Columbine shooting. The policy responses to improve emergency management planning, training, and communication are discussed. The work of school safety foundation, I Love U Guys, and smartphone application, LiveSafe, is detailed in relation to ongoing developments in planning for emergencies and communicating threats to the affected populations.

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Conference papers on the topic "Columbine High School"

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Dunham, Bruce. "Exploring Simulation-Based Inference in a High School Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14a3.

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Although inferential concepts are typically introduced in courses at high school, the approaches taught are usually the methodologies in introductory classes at university level. There is much research to support that learners have difficulty with classical frequentist inference and that a better understanding of inferential concepts can be obtained via an introduction using simulation-based methods. A new course available to high schools in British Columbia, Canada, incorporates several novel aspects, a key feature being the reliance on “intuitive,” simulation-based inference. We describe the pedagogical approaches adopted in this course and how students appeared to have learned from their experiences.

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Mesa, Felipe, and Miguel Mesa. "Clouds of Wood: A Columbian Design-Build Experience." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335064.

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The idea of complexity in the teaching and practice of architectural design is linked to formal processes or their programmatic features, leaving aside relevant aspects of the complete cycle of an emergent building: the relationships with the communities involved, management of financial and material resources, technical designs, environmental qualities, construction, and performance. In this way, too much relevance is given to the production of architectural representations and the student’s individual work, in detriment to the real impact that the student's activities may have on our society. In the Clouds of Wood Design-Build Studio (Medellín, Colombia, 2013–17), complexity was understood as the passage of a team of two professors and thirty students through the stages of design and construction of small-format buildings, made in association with rural communities near Medellín and a local company specializing in building with immunized wood. Constructions with a light program, low cost, and high impact on the communities’ daily lives were agreed on between all parties. Excessive production of drawings, models, and simulations was avoided, and collaboration between students, teachers, community leaders, representatives of municipal governments, and construction instructors was encouraged. In each semester of this course (ten studios in five years), the students worked in an articulated way in five groups with defined roles and responsibilities (fund-raising, drawing, wooden models, budget, construction). They only drew plans after knowing in depth the materials and construction technologies to be implemented; they only designed after visiting the communities involved; and they only built after understanding the budgets and the various constraints in play. If in a traditional design studio the students spend at least 80 percent of their time in activities of representation, often disconnected from everyday reality, in this course, they spent half of their time in meetings with experts and leaders, generating not only a balance in favor of the project but also a limited number of precise drawings. The course ran in four one-month modules: the first one to define in a group the overall aspects of the design (program, size, location, qualities) and evaluate five variants; the second, to develop the chosen design proposal; the third, to plan the construction phase; and the last, to build and inaugurate the building with the community. The result was the creation of a family of permeable buildings that are resistant and adapted to the tropical climate; have minimal geometric, structural, and tectonic variations; and made use of the constructive advantages of immunized wood. In addition, the consolidation of a group of students committed to the particular problems of communities, who can propose necessary, relevant, and unexpected buildings, raised the question about what is significant or even radical, today, in the education of architectural design: (a) the exploration of worlds (not yet seen) through images and models, or (b) the incorporation of design into the (already existing) complex and restrictive dynamics through a built architecture project?

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)

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Matchision, Lauren. "Sustaining Educational Equity: Architecture Development Programs as Transformative Models to Increase Inclusivity." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.13.

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The desire to increase inclusivity in the field of architecture is concurrent with a perceptible growing trend in the United States in which many institutions of higher education have begun to take a closer look at student enrollment in the realization that various degree programs, including architecture, have historically lacked representation from people of color. Emerging architecture pipeline programs are poised to erode the demographic status quo by creating opportuniti es to engage historically underrepresented students while they are still in high school. Many of the explicit and implicit competencies these programs impart are valuable additions toward increasing the likelihood of more underrepresented students successfully applying to study architecture at the university level. These programs are only a small part of a growing number of efforts intended to address long-standing inequiti es in architecture education. This paper aims to assess such programs in light of Sharon Sutton’s imperative to achieve and sustain educational equity set forth in her recent book, When Ivory Towers Were Black: A Story About Race in America’s Cities and Universities. This paper first briefly identifies numerous diversity, equity, and inclusion initiatives currently taking hold in the discipline and profession of architecture. Next, it carefully examines Sutton’s account of the Columbia University School of Architecture’s attempt to transform the demographic status quo. Lastly, it considers the lessons learned from the experiment and applies them to emerging pipeline programs, referred to here as Architecture Development Programs, ultimately seeking to explore successful methods to attract, educate, and support historically under represented young people in the classroom and the profession.

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Tyagi, Pawan. "Student Presentation Based Teaching (SPET) Approach for Classes With Higher Enrollment." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88463.

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Recently student presentation based effective teaching (SPET) approach was designed for elective courses or senior level courses with less than ten students. SPET approach is mainly designed for research active, busy faculty who are interested in active student teaching but have very less time to prepare for the class activities. SPET is based on the student making 10–20 minutes presentation in the class to address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, SPET approach becomes impractical for large class size due to the reason that during one class period all the students can not present. To make sure that all the students are well prepared through their self-study about the conceptual questions an instructor has to design different assignments for the student presenters and non-presenters. Such makeshift arrangement makes SPET cumbersome to practice for large class size. To address the limitations of SPET approach we recently developed a new strategy to establish SPET relevancy for the large class size. The modified SPET focused on group presentations. A group of 3–4 students were assigned conceptual questions and topics to cover in the group presentation before the day of class discussion. However, the number of questions assigned per group were intentionally kept high so that each student group divide the presentation preparation load. However, each group member was expected to understand the whole presentation. To test student mastery, some content and application related questions were asked by the instructor. This modified SPET approach has opened new student active learning through collaboration. The instructor can directly provide the feedback during the in-class presentation. This presentation will highlight the results of students’ feedback and data about student learning from the modified SPET approach. To date modified SPET has been tested on 26 senior level mechanical engineering students and 24 high school students attending freshman-level Introduction to Engineering course at University of the District of Columbia.

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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.

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