The Moral University examines the ways that universities act morally toward students, faculty, their communities and the nation. It considers the effectiveness of moral reasoning courses in the curriculum and the growth of leadership courses. The book deals with the myriad ways in which universities act positively toward their communities. It also examines the involvement of universities in national projects. Moreover, the Berubes examine how students and faculty are treated, especially in terms of gender bias. The book concludes on a positive note with a model moral university.

STEM (science, technology, engineering and mathematics) is a fairly new concept in American education. As separate subjects, science and math have been around for a long time but have rarely been taught as a seamless unit of skills; rather as discreet content areas. This is not how the real world outside of the classroom functions however; in actual research laboratories scientists infuse their science with math, and their math with science, and along with technology and engineering they solve real life problems. In practice you cannot separate the various fields, as you need all of them in order to discover the underpinnings of the natural world, cure a disease, or solve a problem with the space rover. The American future depends on a scientifically literate workforce, armed with knowledge about the laws and theories of science, based on empirical facts instead of beliefs. In addition, there is a shortage of graduates in STEM related disciplines. Economic data show that 1 million additional STEM graduates will be needed over the next decade to fill America's economic demand. STEM based jobs are expected to grow 17% in the next 10 years, outpacing the overall job growth of 10%. If teachers across America were trained with fundamental and impending scientific concepts in their science-methods courses at the university level, scientific literacy can only dramatically improve. Nanoscience is one such concept; as it is multidisciplinary in nature and is regarded as the basis for innovated technologies in many fields. The authors of this book seek to provide pre-service and in-service science teachers with high-quality STEM modules, with which to create lesson plans and problem-based lessons to use in their future classrooms, both at the elementary and secondary level. Nanoscience was chosen since its applications reaches across virtually every scientific field; from biology to physics and for that matter all STEM domains.

The future of American STEM education is here...in every state, there are thousands students that would benefit from science education, if only they had the resources, support systems and psychological ownership. There are brilliant young minds that could be called on to solve a myriad of world problems, earning money and respect in the process. But these students don't see science as a viable option for a life. Or they do but there are no textbooks in the classroom, or the teacher is the fifth one this semester...and he is on the verge of leaving too. If STEM (science, technology, engineering and mathematics) careers are the future driving force of the American economy; and if only an anointed few American students choose STEM as a career path, where will that leave us as a nation as we strive to compete on the global stage? Will America maintain its position as leader of the free world? Can a country that shuns the word "elite" ever maintain its elite status? Everything we value depends on this; our national security, reputation, and quality of life all depend on our ability to meet the needs of future generations of American workers as they compete for jobs. Jobs that will require problem solving skills, innovation, creativity, scientific literacy, and mathematical knowledge. Jobs that will require Americans who are tops in their fields with expertise, intellectual curiosity, ambition and vision. This book seeks to address these problems, as well as providing an historical backdrop for the discussion of STEM in American schools, race and gender issues, the effects of the standards movement on STEM, and what good teaching looks like in urban public schools. The future is here. Will we rise to the occasion?

The future of American STEM education is here...in every state, there are thousands students that would benefit from science education, if only they had the resources, support systems and psychological ownership. There are brilliant young minds that could be called on to solve a myriad of world problems, earning money and respect in the process. But these students don't see science as a viable option for a life. Or they do but there are no textbooks in the classroom, or the teacher is the fifth one this semester...and he is on the verge of leaving too. If STEM (science, technology, engineering and mathematics) careers are the future driving force of the American economy; and if only an anointed few American students choose STEM as a career path, where will that leave us as a nation as we strive to compete on the global stage? Will America maintain its position as leader of the free world? Can a country that shuns the word "elite" ever maintain its elite status? Everything we value depends on this; our national security, reputation, and quality of life all depend on our ability to meet the needs of future generations of American workers as they compete for jobs. Jobs that will require problem solving skills, innovation, creativity, scientific literacy, and mathematical knowledge. Jobs that will require Americans who are tops in their fields with expertise, intellectual curiosity, ambition and vision. This book seeks to address these problems, as well as providing an historical backdrop for the discussion of STEM in American schools, race and gender issues, the effects of the standards movement on STEM, and what good teaching looks like in urban public schools. The future is here. Will we rise to the occasion?

STEM (science, technology, engineering and mathematics) is a fairly new concept in American education. As separate subjects, science and math have been around for a long time but have rarely been taught as a seamless unit of skills; rather as discreet content areas. This is not how the real world outside of the classroom functions however; in actual research laboratories scientists infuse their science with math, and their math with science, and along with technology and engineering they solve real life problems. In practice you cannot separate the various fields, as you need all of them in order to discover the underpinnings of the natural world, cure a disease, or solve a problem with the space rover. The American future depends on a scientifically literate workforce, armed with knowledge about the laws and theories of science, based on empirical facts instead of beliefs. In addition, there is a shortage of graduates in STEM related disciplines. Economic data show that 1 million additional STEM graduates will be needed over the next decade to fill America's economic demand. STEM based jobs are expected to grow 17% in the next 10 years, outpacing the overall job growth of 10%. If teachers across America were trained with fundamental and impending scientific concepts in their science-methods courses at the university level, scientific literacy can only dramatically improve. Nanoscience is one such concept; as it is multidisciplinary in nature and is regarded as the basis for innovated technologies in many fields. The authors of this book seek to provide pre-service and in-service science teachers with high-quality STEM modules, with which to create lesson plans and problem-based lessons to use in their future classrooms, both at the elementary and secondary level. Nanoscience was chosen since its applications reaches across virtually every scientific field; from biology to physics and for that matter all STEM domains.

The Moral University examines the ways that universities act morally toward students, faculty, their communities and the nation. It considers the effectiveness of moral reasoning courses in the curriculum and the growth of leadership courses. The book deals with the myriad ways in which universities act positively toward their communities. It also examines the involvement of universities in national projects. Moreover, the Berubes examine how students and faculty are treated, especially in terms of gender bias. The book concludes on a positive note with a model moral university.

Education as a major social movement is coming to an end. The End of School Reform derives its theoretical framework from the ideas of Hegel, who perceived an end to history, and Thomas Kuhn, who theorized that history does not follow a linear path but that the scientific landscape changes through large-scale movements called "paradigm shifts". This book examines the partial successes of history's three major educational reform movements (the Progressive Education movement at the beginning of the 20th century, the Equity Reform movement of the 1960's-1970's, and the Excellence Reform movement from 1983 to the present) and contends that such major movements in education will never be seen again. Blending Arthur Danto's "end of art", John Horgan's "end of science", and Francis Fukuyama's "end of history" theses-all of which argue that only minor reforms will occur in the future-and drawing on interviews of education historians and policy professors, the "end of school reform" thesis maintains that educational innovation may still continue, but only on a piecemeal basis.

Education as a major social movement is coming to an end. The End of School Reform derives its theoretical framework from the ideas of Hegel, who perceived an end to history, and Thomas Kuhn, who theorized that history does not follow a linear path but that the scientific landscape changes through large-scale movements called 'paradigm shifts'. This book examines the partial successes of history's three major educational reform movements (the Progressive Education movement at the beginning of the 20th century, the Equity Reform movement of the 1960's-1970's, and the Excellence Reform movement from 1983 to the present) and contends that such major movements in education will never be seen again. Blending Arthur Danto's 'end of art', John Horgan's 'end of science', and Francis Fukuyama's 'end of history' theses_all of which argue that only minor reforms will occur in the future_and drawing on interviews of education historians and policy professors, the 'end of school reform' thesis maintains that educational innovation may still continue, but only on a piecemeal basis.