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The Comstocks of Cornell is the autobiography written by naturalist educator Anna Botsford Comstock about her life and her husband's, entomologist John Henry Comstock - both prominent figures in the scientific community and in Cornell University history. A first edition was published in 1953, but it omitted key Cornellians, historical anecdotes, and personal insights. Karen Penders St. Clair's twenty-first century edition returns Mrs. Comstock's voice to her book by rekeying her entire manuscript as she wrote it, and preserving the memories of the personal and professional lives of the Comstocks that she had originally intended to share. The book includes a complete epilogue of the Comstocks' last years and fills in gaps from the 1953 edition. Described as serious legacy work, the book is an essential part of Cornell University history and an important piece of Cornell University Press history.

BIOGRAPHY & AUTOBIOGRAPHY / Environmentalists & Naturalists. --- Science --- Study and teaching. --- Comstock, John Henry, --- Comstock, Anna Botsford, --- Biography. --- Science education --- Scientific education

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By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases. This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.

Science --- Technology --- Engineering --- Study and teaching. --- Science education --- Scientific education --- Mathematics --- Education, Higher --- Multicultural education. --- Education --- Multicultural Education. --- Intercultural education --- Culturally relevant pedagogy --- Culturally sustaining pedagogy

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The book describes the significant multidisciplinary research findings at the Università Politecnica delle Marche and the expected future advances. It addresses some of the most dramatic challenges posed by today’s fast-growing, global society and the changes it has caused. It also discusses solutions to improve the wellbeing of human beings. The book covers the main research achievements in the different disciplines of the physical sciences and engineering, as well as several research lines developed at the university’s Faculty of Engineering in the fields of electronic and information engineering, telecommunications, biomedical engineering, mechanical engineering, manufacturing technologies, energy, advanced materials, chemistry, physics of matter, mathematical sciences, geotechnical engineering, circular economy, urban planning, construction engineering, infrastructures and environment protection, technologies and digitization of the built environment and cultural heritage. It highlights the international relevance and multidisciplinarity of research at the university as well as the planned research lines for the next years.

Education, Higher. --- Università politecnica delle Marche. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Università degli studi di Ancona --- Higher education. --- Science education. --- Engineering. --- Higher Education. --- Science Education. --- Engineering, general. --- Construction --- Industrial arts --- Technology --- Science education --- Scientific education

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This book presents the history of natural history dioramas in museums, their building and science learning aspects, as well as current developments and their place in the visitor experience. From the early 1900s, with the passage of time and changes in cultural norms in societies, this genre of exhibits evolved in response to the changes in entertainment, expectations and expressed needs of museum visitors. The challenge has always been to provide meaningful, relevant experiences to visitors, and this is still the aim today. Dioramas are also increasingly valued as learning tools. Contributions in this book include historical and theoretical aspects of learning with natural history dioramas as well as chapters on science learning activities with dioramas. In practice, dioramas are used by a wide range of educational practitioners to assist learners in developing and understanding specific science concepts. In this learning process, dioramas not only contribute to scientific understanding and cultural awareness, but also reconnect wide audiences to the natural world and thereby contribute to the well-being of societies. In the simultaneously published book: “Natural History Dioramas – Traditional Exhibits for Current Educational Themes, Socio-cultural Aspects” the editors focus on socio-cultural issues and the potential of using dioramas to engage various audiences with – and in – contemporary debates and big issues, which society and the natural environment are facing.

Natural history museums. --- Natural history museums --- Science --- Culture-Study and teaching. --- Science Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Cultural and Media Studies, general. --- Study and teaching. --- Science education --- Scientific education --- Science education. --- Learning. --- Instruction. --- Teaching. --- Culture—Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension

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This book focuses on socio-cultural issues and the potential of using dioramas in museums to engage various audiences with – and in – contemporary debates and big issues, which society and the natural environment are facing, such as biodiversity loss. From the early 1900s, with the passage of time and changes in cultural norms in societies, this genre of exhibits evolved in response to the changes in entertainment, expectations and expressed needs of museum visitors. The challenge has always been to provide meaningful, relevant experiences to visitors, and this is still the aim today. Dioramas are also increasingly valued as learning tools. Contributions in this book specifically focus on their educational potential. In practice, dioramas are used by a wide range of educational practitioners to assist learners in developing and understanding specific concepts, such as climate change, evolution or conservation issues. In this learning process, dioramas not only contribute to scientific understanding and cultural awareness, but also reconnect wide audiences to the natural world and thereby contribute to the well-being of societies. In the simultaneously published book: “Natural History Dioramas – Traditional Exhibits for Current Educational Themes, Science Educational Aspects" the editors discuss the history of dioramas and their building and science learning aspects, as well as current developments and their place in the visitor experience. .

Museum exhibits. --- Diorama --- Science --- Culture-Study and teaching. --- Science Education. --- Learning & Instruction. --- Teaching and Teacher Education. --- Cultural and Media Studies, general. --- Study and teaching. --- Science education --- Scientific education --- Science education. --- Learning. --- Instruction. --- Teaching. --- Culture—Study and teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Learning process --- Comprehension