Ideas

• Integrate research activities into the teaching of science, math and engineering at all educational levels (e.g., K-12, undergraduate science majors, non-science majors, and graduate students).*

• Include students (e.g., K-12, undergraduate science majors, non-science majors, and /or graduate students) as participants in the proposed activities as appropriate.*

• Participate in the recruitment, training, and/or professional development of K-12 science and math teachers.*

• Develop research-based educational materials or contribute to databases useful in teaching (e.g., K-16 digital library).*

• Partner with researchers and educators to develop effective means of incorporating research into learning and education.*

• Encourage student participation at meetings and activities of professional societies.*

• Establish special mentoring programs for high school students, undergraduates, graduate students, and technicians conducting research.*

• Involve graduate and post-doctoral researchers in undergraduate teaching activities.*

• Develop, adopt, adapt or disseminate effective models and pedagogic approaches to science, mathematics and engineering teaching.*
• Involve a teacher in research (See Research Experiences for Teachers (RET) page ).

Examples

• Topical Conference: Washington State University has a great example of how teaching, training and learning can focus on research and go beyond "I'm training graduate students".
• Julian Tyson at U-Mass Amherst engaged middle school students with an exercise involving arsenic in pressure-treated lumber. This is paired with bringing the teachers into the lab over the summer for a research experience.
• James A. Holbcombe at the University of Texas took a contingent to Zambia to build ties with researchers there. Note that his poster mentions that a supplemental grant was written to fund this project.
• Cassandra Fraser provides an example example of a new course at U.Va. that was developed in her research area. (Proposing a new course for BI can sometimes produce the 'but that's part of your job anyway' response from reviewers, so if you go this route, you need to make a good argument.)