Sentences with phrase «nonacademic work»

'' Young Scientists Face Demand for Broader - Based Education» discusses opportunities available to graduate students for gaining nonacademic work experience.

A study released on 1 April by the American Institutes for Research, The Nonacademic Careers of STEM PhD Holders, casts revealing light on which Ph.D. researchers do what kind of nonacademic work.

Most Ph.D. researchers doing nonacademic work were employed by government or for - profit companies.

Not exact matches

So, although speakers agreed that the need for new approaches to graduate education is pressing, effective reform to prepare students for existing nonacademic opportunities will take strong action by entities that are currently finding it hard to work together.

These 2 - year PSM programs, as we have often reported, prepare students for nonacademic, science - related careers through graduate work in both science and such employment - relevant fields as business, economics, intellectual property, regulatory affairs, ethics, or law.

Academia now serves as a «training ground» rather than a career destination for the great majority of scientists, with work in industry, government, or other nonacademic employers the «new norm.»

Computer science also seems healthy, with a relative few finding work in academia but a very good faculty - to - postdoc ratio, suggesting that Ph.D. computer science graduates have very strong nonacademic career prospects.

They also worked on developing a plan for a proposed online hub or center that would collect and disseminate information and resources, including a speakers bureau of scientists in nonacademic careers, to help institutions provide better career development services.

The program works like this: Full - time faculty members with independent research programs (postdocs are not eligible) apply via the program's Web site; researchers holding equivalent positions in industry of nonacademic labs may also apply.

They've also developed online resources to address five categories of skills to succeed in academia or nonacademic organizations: personal motivation, creating opportunities, working with people, influencing change, and understanding commercial context.

But, given the disappointingly uneven picture of available professional development resources that the report paints, scientists who want to emerge from their graduate school or postdoc years ready to find and take advantage of nonacademic career opportunities must adopt an entrepreneurial approach to their own professional development and take the fullest advantage of all the chances they get to learn about the world of off - campus work.

The maps show how many nonacademic Ph.D. scientists in various disciplines work in each state.

And those female Ph.D. scientists with small children — the scientists least likely to get tenure - track positions — «are disproportionately likely to be employed in contingent professorships and are less likely to be working in nonacademic jobs.»

Knowing how your own personal goals mesh with the job you're applying for is crucial in any line of work, the nonacademics insist.

On Aug. 24, the women, all of whom work in nonacademic positions, filed individual charges with the Pennsylvania Human Relations Commission; the same charges were also filed by the union with the U.S. Equal Employment Opportunity Commission under Title VII of the Civil Rights Act of 1964, which bars job discrimination on...

Looking back, I can see that my colleagues and I were struggling to counteract powerful tendencies that work against high student achievement in urban schools: If teachers work in isolation, if there isn't effective teamwork, if the curriculum is undefined and weakly aligned with tests, if there are low expectations, if a negative culture prevails, if the principal is constantly distracted by nonacademic matters, if the school does not measure and analyze student outcomes, and if the staff lacks a coherent overall improvement plan — then students fall further and further behind, and the achievement gap becomes a chasm.

One stunning fact puts into perspective this dramatic growth of the nonacademic segment of the curriculum: in 1910 the share of high - school work devoted to

Data Quality Campaign: Using Social - Emotional Learning Data in the CORE Districts: Lessons Learned This resource provides a framework for states and districts to understand the CORE Districts» work measuring and reporting on nonacademic indicators over the past five years.

Our presenter, Education Northwest's Shannon Davidson, is working on multiple research projects on the development of nonacademic skills and social - emotional learning and will share an overview of her research.

A significant policy lever that will drive this work is the Every Student Succeeds Act (ESSA), which requires multiple measures for accountability, including at least one «nonacademic» indicator generally understood to be an SEL measure, such as student engagement, educator engagement, and school climate and safety.

This means they shouldn't include nonacademic factors and grades for group work and they shouldn't be calculated using averages or zeroes.

Although grades should definitely reflect the quality of students» academic performance, many teachers believe that students» work habits, responsibility, and attitudes — what researcher Robert Marzano (2000) calls nonacademic factors — are also important.

How does the staff at your school tackle issues such as giving zeroes for missing work, averaging formative assessment scores to arrive at a final unit grade, counting extra credit, and weighing academic and nonacademic factors (e.g., attendance, work ethic, behavior) together for a student's final course grade?

The Museum was a pioneer: one of the country's first museums primarily engaged in collecting American art (including the work of contemporary, nonacademic artists) and among the first dedicated to the study and creation of a significant Native American art collection.

The establishment of the Federation marked a new commitment to working towards the diversification and exhibition of nonacademic American art.

The academic and nonacademic activities that you have supported and supervised in your past professional works

Examples of self - handicapping behavior include deliberately reducing effort, fooling around the night before a test, overcommitting on nonacademic tasks, such as too much employed work or extracurricular activities, or consuming alcohol prior to performance.

Educators work to build students» strengths and proactively address nonacademic reasons why students fall behind in school as well as what they need to thrive.