Book contents
- Broader Impacts of Science on Society
- Reviews
- Broader Impacts of Science on Society
- Copyright page
- Contents
- Preface
- Abbreviations, Definitions, and Acronyms
- 1 Introduction: Science, STEM, and Society
- 2 NSF and Broader Impacts
- 3 Innovation, Opportunity, and Integration
- 4 Communication and Dissemination
- 5 Promoting Yourself and Optimizing Impact
- 6 Collaboration, Authorship, and Networks
- 7 Strategic versus Curiosity Science
- 8 Know Your Audience
- 9 Diversity, Equity, and Inclusion
- 10 Mentoring and Role Models
- 11 Formal K–12 Education and Partners
- 12 Higher Education
- 13 Informal STEM Learning in Museums and Beyond
- 14 Public Participation and Community (Citizen) Science
- 15 Computers and Cyberimpacts
- 16 Developing a Broader Impacts Plan
- 17 Project Management and Sustainability
- 18 Were You Successful? Evaluation and Metrics
- 19 Wrap-Up, the Future, and Broader Impacts 3.0
- References
- Index
12 - Higher Education
Published online by Cambridge University Press: 11 October 2019
Book contents
- Broader Impacts of Science on Society
- Reviews
- Broader Impacts of Science on Society
- Copyright page
- Contents
- Preface
- Abbreviations, Definitions, and Acronyms
- 1 Introduction: Science, STEM, and Society
- 2 NSF and Broader Impacts
- 3 Innovation, Opportunity, and Integration
- 4 Communication and Dissemination
- 5 Promoting Yourself and Optimizing Impact
- 6 Collaboration, Authorship, and Networks
- 7 Strategic versus Curiosity Science
- 8 Know Your Audience
- 9 Diversity, Equity, and Inclusion
- 10 Mentoring and Role Models
- 11 Formal K–12 Education and Partners
- 12 Higher Education
- 13 Informal STEM Learning in Museums and Beyond
- 14 Public Participation and Community (Citizen) Science
- 15 Computers and Cyberimpacts
- 16 Developing a Broader Impacts Plan
- 17 Project Management and Sustainability
- 18 Were You Successful? Evaluation and Metrics
- 19 Wrap-Up, the Future, and Broader Impacts 3.0
- References
- Index
Summary
Some educators in the United States refer to formal education as K–16, which implies a seamless transition between grades 12 (high-school senior year) and 13 (college freshman year). For a variety of reasons, however, this transition is far less seamless than any other in this supposed K–16 continuum. In particular, this potentially rocky transition relates to the different cultures and expectations of K–12 teachers versus “grades” 13–16 professors, and how the students that they teach learn. It is for this reason that two separate chapters are presented on formal education.
- Type
- Chapter
- Information
- Broader Impacts of Science on Society , pp. 150 - 158Publisher: Cambridge University PressPrint publication year: 2019