Archive for the ‘National Research Council’ Category

Sea Change: 2015-2025 Decadal Survey of Ocean Science

January 29, 2015 Comments off

Sea Change: 2015-2025 Decadal Survey of Ocean Science
Source: National Research Council

Ocean science connects a global community of scientists in many disciplines – physics, chemistry, biology, geology and geophysics. New observational and computational technologies are transforming the ability of scientists to study the global ocean with a more integrated and dynamic approach. This enhanced understanding of the ocean is becoming ever more important in an economically and geopolitically connected world, and contributes vital information to policy and decision makers charged with addressing societal interests in the ocean.

Science provides the knowledge necessary to realize the benefits and manage the risks of the ocean. Comprehensive understanding of the global ocean is fundamental to forecasting and managing risks from severe storms, adapting to the impacts of climate change, and managing ocean resources. In the United States, the National Science Foundation (NSF) is the primary funder of the basic research which underlies advances in our understanding of the ocean. Sea Change addresses the strategic investments necessary at NSF to ensure a robust ocean scientific enterprise over the next decade. This survey provides guidance from the ocean sciences community on research and facilities priorities for the coming decade and makes recommendations for funding priorities.

Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)

January 21, 2015 Comments off

Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015)
Source: National Research Council

The undergraduate years are a turning point in producing scientifically literate citizens and future scientists and engineers. Evidence from research about how students learn science and engineering shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Are there ways of thinking that hinder or help their learning process? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions.

Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.

The research-based strategies in Reaching Students can be adopted or adapted by instructors and leaders in all types of public or private higher education institutions. They are designed to work in introductory and upper-level courses, small and large classes, lectures and labs, and courses for majors and non-majors. And these approaches are feasible for practitioners of all experience levels who are open to incorporating ideas from research and reflecting on their teaching practices. This book is an essential resource for enriching instruction and better educating students.

New Report Says No Technological Replacement Exists for Bulk Data Collection; Software Can Enhance Targeted Collection and Automate Control of Data Usage to Protect Privacy

January 16, 2015 Comments off

New Report Says No Technological Replacement Exists for Bulk Data Collection; Software Can Enhance Targeted Collection and Automate Control of Data Usage to Protect Privacy
Source: National Research Council

No software-based technique can fully replace the bulk collection of signals intelligence, but methods can be developed to more effectively conduct targeted collection and to control the usage of collected data, says a new report from the National Research Council. Automated systems for isolating collected data, restricting queries that can be made against those data, and auditing usage of the data can help to enforce privacy protections and allay some civil liberty concerns, the unclassified report says.

The study was a result of an activity called for in Presidential Policy Directive 28, issued by President Obama in January 2014, to evaluate U.S. signals intelligence practices. The directive instructed the Office of the Director of National Intelligence to produce a report within one year “assessing the feasibility of creating software that would allow the intelligence community more easily to conduct targeted information acquisition rather than bulk collection.” ODNI asked the Research Council — the operating arm of the National Academy of Sciences and National Academy of Engineering — to conduct a study, which began in June 2014, to assist in preparing a response to the President. Over the ensuing months, a committee of experts appointed by the Research Council produced the report.

Exploring Opportunities for STEM Teacher Leadership: Summary of a Convocation (2014)

January 12, 2015 Comments off

Exploring Opportunities for STEM Teacher Leadership: Summary of a Convocation (2014)
Source: National Research Council

Many national initiatives in K-12 science, technology, engineering, and mathematics (STEM) education have emphasized the connections between teachers and improved student learning. Much of the discussion surrounding these initiatives has focused on the preparation, professional development, evaluation, compensation, and career advancement of teachers. Yet one critical set of voices has been largely missing from this discussion – that of classroom teachers themselves. To explore the potential for STEM teacher leaders to improve student learning through involvement in education policy and decision making, the National Research Council held a convocation in June 2014 entitled “One Year After Science’s Grand Challenges in Education: Professional Leadership of STEM Teachers through Education Policy and Decision Making”. This event was structured around a special issue of Science magazine that discussed 20 grand challenges in science education. The authors of three major articles in that issue – along with Dr. Bruce Alberts, Science’s editor-in-chief at the time – spoke at the convocation, updating their earlier observations and applying them directly to the issue of STEM teacher leadership. The convocation focused on empowering teachers to play greater leadership roles in education policy and decision making in STEM education at the national, state, and local levels. Exploring Opportunities for STEM Teacher Leadership is a record of the presentations and discussion of that event. This report will be of interest to STEM teachers, education professionals, and state and local policy makers.

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Guide to Implementing the Next Generation Science Standards (2015)

January 9, 2015 Comments off

Guide to Implementing the Next Generation Science Standards (2015)
Source: National Research Council

A Framework for K-12 Science Education and Next Generation Science Standards (NGSS) describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing commitment from state, district, and school leaders, as well as classroom teachers. Successful implementation of the NGSS will ensure that all K-12 students have high-quality opportunities to learn science.

Guide to Implementing the Next Generation Science Standards provides guidance to district and school leaders and teachers charged with developing a plan and implementing the NGSS as they change their curriculum, instruction, professional learning, policies, and assessment to align with the new standards. For each of these elements, this report lays out recommendations for action around key issues and cautions about potential pitfalls. Coordinating changes in these aspects of the education system is challenging. As a foundation for that process, Guide to Implementing the Next Generation Science Standards identifies some overarching principles that should guide the planning and implementation process.

The new standards present a vision of science and engineering learning designed to bring these subjects alive for all students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention. Achieving this vision in all science classrooms will be a major undertaking and will require changes to many aspects of science education. Guide to Implementing the Next Generation Science Standards will be a valuable resource for states, districts, and schools charged with planning and implementing changes, to help them achieve the goal of teaching science for the 21st century.

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Identifying the Culprit: Assessing Eyewitness Identification (2014)

October 17, 2014 Comments off

Identifying the Culprit: Assessing Eyewitness Identification (2014)
Source: National Research Council

Eyewitnesses play an important role in criminal cases when they can identify culprits. Estimates suggest that tens of thousands of eyewitnesses make identifications in criminal investigations each year. Research on factors that affect the accuracy of eyewitness identification procedures has given us an increasingly clear picture of how identifications are made, and more importantly, an improved understanding of the principled limits on vision and memory that can lead to failure of identification. Factors such as viewing conditions, duress, elevated emotions, and biases influence the visual perception experience. Perceptual experiences are stored by a system of memory that is highly malleable and continuously evolving, neither retaining nor divulging content in an informational vacuum. As such, the fidelity of our memories to actual events may be compromised by many factors at all stages of processing, from encoding to storage and retrieval. Unknown to the individual, memories are forgotten, reconstructed, updated, and distorted. Complicating the process further, policies governing law enforcement procedures for conducting and recording identifications are not standard, and policies and practices to address the issue of misidentification vary widely. These limitations can produce mistaken identifications with significant consequences. What can we do to make certain that eyewitness identification convicts the guilty and exonerates the innocent?

Identifying the Culprit makes the case that better data collection and research on eyewitness identification, new law enforcement training protocols, standardized procedures for administering line-ups, and improvements in the handling of eyewitness identification in court can increase the chances that accurate identifications are made. This report explains the science that has emerged during the past 30 years on eyewitness identifications and identifies best practices in eyewitness procedures for the law enforcement community and in the presentation of eyewitness evidence in the courtroom. In order to continue the advancement of eyewitness identification research, the report recommends a focused research agenda.

Identifying the Culprit will be an essential resource to assist the law enforcement and legal communities as they seek to understand the value and the limitations of eyewitness identification and make improvements to procedures.

Reducing Coastal Risk on the East and Gulf Coasts (2014)

September 29, 2014 Comments off

Reducing Coastal Risk on the East and Gulf Coasts (2014)
Source: National Research Council

Hurricane- and coastal-storm-related losses have increased substantially during the past century, largely due to increases in population and development in the most susceptible coastal areas. Climate change poses additional threats to coastal communities from sea level rise and possible increases in strength of the largest hurricanes. Several large cities in the United States have extensive assets at risk to coastal storms, along with countless smaller cities and developed areas. The devastation from Superstorm Sandy has heightened the nation’s awareness of these vulnerabilities. What can we do to better prepare for and respond to the increasing risks of loss?

Reducing Coastal Risk on the East and Gulf Coasts reviews the coastal risk-reduction strategies and levels of protection that have been used along the United States East and Gulf Coasts to reduce the impacts of coastal flooding associated with storm surges. This report evaluates their effectiveness in terms of economic return, protection of life safety, and minimization of environmental effects. According to this report, the vast majority of the funding for coastal risk-related issues is provided only after a disaster occurs. This report calls for the development of a national vision for coastal risk management that includes a long-term view, regional solutions, and recognition of the full array of economic, social, environmental, and life-safety benefits that come from risk reduction efforts. To support this vision, Reducing Coastal Risk states that a national coastal risk assessment is needed to identify those areas with the greatest risks that are high priorities for risk reduction efforts. The report discusses the implications of expanding the extent and levels of coastal storm surge protection in terms of operation and maintenance costs and the availability of resources.

Reducing Coastal Risk recommends that benefit-cost analysis, constrained by acceptable risk criteria and other important environmental and social factors, be used as a framework for evaluating national investments in coastal risk reduction. The recommendations of this report will assist engineers, planners and policy makers at national, regional, state, and local levels to move from a nation that is primarily reactive to coastal disasters to one that invests wisely in coastal risk reduction and builds resilience among coastal communities.


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