The South East Alliance for Graduate Education and the Professoriate (SEAGEP) is one of a national network of National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP). AGEPs have a mandate to catalyze institutional changes to produce an inclusive and supportive environment that will lead to sustained progress in diversifying the graduate student population and eventual placement in academic jobs. AGEPs are led by top level University administrators. In SEAGEP, the University of Florida (UF) serves as the lead institution in partnership with Clemson University (CU) and the University of South Carolina (USC) as primary partners. Secondary partners include the NSF Louis B. Stokes Alliances for Minority Participation (LSAMP) programs in Florida and South Carolina, as well as the University of The Virgin Islands (UVI). To provide opportunities for international exposure, SEAGEP has also developed a collaboration with the Latin American and Caribbean Consortium of Engineering Institutions (LACCEI). SEAGEP is a comprehensive minority graduate level program offering a variety of support to U.S. citizen or permanent resident students who are pursuing Ph.D. degrees in Science, Technology, Engineering and Mathematics (STEM) fields. Students are offered a variety of training experiences and opportunities to prepare them for academic careers. At the UF, seventy-four students in 22 STEM departments have been directly served through monetary awards to support their studies and research, travel to professional conferences, professional development seminars, mentoring, and peer support. These students include 41 African American, 31 Hispanic, and 2 Native American students. At the end of the fifth year of the grant, the program had an 86% retention rate. To date, program participants have earned 12 Ph. D. and 7 Master's degrees, and an additional 47 are currently enrolled and making progress towards their degrees. Minority graduate enrollments in STEM departments have increased 56% over the life of the grant, and it is expected that this will result in significant increases in the numbers of advanced degrees earned by minority students in the future. In addition, SEAGEP offers research experiences to minority undergraduate STEM students to increase their interest in and preparedness for graduate school. Specific program offerings and program evaluation results will be described, as well as recommendations on how faculty can become part of these programs across the country.

No abstract

A comprehensive evaluation program was developed as part of an NSF Course Curriculum, and Laboratory Improvement grant to develop three undergraduate computer simulation modules. Aerosol science and technology is generally taught at the graduate level and the goal of this program was to develop materials that would bring this subject to the undergraduate level. To achieve this goal, an evaluation plan was developed that included formative and summative, and cognitive and affective measures. This was a collaboration between content and evaluation experts who were involved from the proposal stage. The program included formative evaluation of pilot versions of the materials. Both undergraduate students and faculty were involved and provided significant feedback on how the materials could be modified to be more effective. The modified versions were formally tested in classroom settings to determine if students could master the material and if they enjoyed using the modules. Students made statistically significant gains in knowledge as a result of the modules and appreciated the ability to go through the simulations at their own pace. The evaluation program used here was instrumental in ensuring high quality products and can serve as a model easily exportable to other educational product development projects. The full model and the lessons learned will be described.

Distribution électronique Cairn.info pour De Boeck Supérieur. © De Boeck Supérieur. Tous droits réservés pour tous pays. La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

L’interprétation, un des outils essentiel de la cure analytique, va évoluer depuis Freud jusqu’à Lacan. L’auteur propose trois vignettes cliniques. Elles mettent en relief le rôle de l’équivoque : du côté de l’analyste quand il interprète ; du côté de l’analysant lorsqu’il produit, par exemple, un symptôme de langage. L’auteur souligne aussi la place du signifiant, pour l’analyste et pour le patient, dans la cure.

There is an explosion of interest in internet classes at all levels of engineering education. The potential and advantages of the internet as an educational delivery mode are huge. The web provides learners with a wealth of resource materials at their fingertips, is available to students at times and locations convenient to the learner, and allows students access to experts across the globe. To maximize the use of this delivery however, the development of teaching materials must be based on a strong foundation of educational research, grounded in appropriate learning theory. To date, the use of web-based learning has out-paced quantitative research on what this media can teach and what type of student can benefit from it. There is a wide variety of ways to present material on the web and little research to guide educators on the optimum format for a given audience.

Abstract-The National Science Foundation (NSF) has recognized that the Nation's need for a technical workforce is in conflict with the changing demographics facing the nation. Our nation is rapidly becoming more diverse due to growth in groups that have traditionally been underrepresented in technical fields. Nowhere is this underrepresentation more evident than in academia. It was determined that one potential way to attract more underrepresented students to pursue engineering careers was to increase the diversity of the engineering faculty, proving powerful role models to potential technical students. Therefore, over 10 years ago, NSF began a program that sought to diversify the Nation's faculty in engineering, science and mathematics fields, called the Alliances for Graduate Education and the Professoriate (AGEP). The AGEP Program is now a national network of multi-institution alliances. Nationally, the AGEP program has recorded significant gains in doctoral degrees awarded to underrepresented minorities in engineering. The Southeast Alliance for Graduate Education and the Professoriate (SEAGEP) Program includes the University of Florida, Clemson University, and the University of South Carolina. SEAGEP is the top producer of Hispanic PhDs in the country and is third in the production of African American PhDs in engineering. Best practices in recruiting, retention, and preparation for the professoriate are detailed.

OBJECTIVES/GOALS: In spite of significant growth in undergraduate research, there is little accessible RCR training material targeting this group. The goal of this project was to develop level appropriate RCR materials and test them for effectiveness of teaching basic knowledge of RCR. It was developed cognizant of the type of learning preferred by this group. METHODS/STUDY POPULATION: Todays undergraduate students are digital natives accustomed to using on-line resources for learning and value the ability to work independently. An asynchronous, online series of eight RCR modules were developed using PowerPoint. Audio instruction was overlaid over the presentations and uploaded to YouTube. Each module includes quiz at the end that must be completed with a 90% score in order to continue and students can retake each quiz until correct. Case studies, a plagiarism game, and additional resources such as infographics created by the Office of Research Integrity were included. 275 first year undergraduates completed the pilot and the on-line retrospective pre-post assessment that included 28 Likert scale items and two open-ended questions that were analyzed with RapidMiner. RESULTS/ANTICIPATED RESULTS: Participants rated their ability prior to and after the course to recognize the roles/responsibilities of a mentor, maintain and organize data records, recognize what constitutes research misconduct and multiple types of plagiarism, define ethics of authorship and the types of peer review, recognize responsible handling of human and animal subjects and to define collaborative research. Responses were analyzed using t-Tests and all items showed a significant increase. Students reported between a 28% and 50% increase in knowledge in each topic and gains in understanding where to report RCR violations. Text analysis using RapidMiner provided developers with suggestions on how to enhance the project. Students reported finding the course concise and easy to understand and valued the included case studies. DISCUSSION/SIGNIFICANCE: This study demonstrated that RCR materials developed specifically for todays undergraduate students, presented an easily accessible format, effectively conveys the basics of RCR. The on-line, asynchronous format made it accessible to those for whom in person course is not possible. This model fills the gap in RCR training for early researchers.