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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
2 p.m. – 6 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
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Phone: (843) 805-6892
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Phone: (843) 805-6909
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What Experiences Help Students Become Scientists? A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates.
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- Author(s): Thiry, Heather (AUTHOR); Laursen, Sandra L. (AUTHOR); Hunter, Anne-Barrie (AUTHOR)
- Source:
Journal of Higher Education. Jul/Aug2011, Vol. 82 Issue 4, p357-388. 32p. 1 Chart, 1 Graph. - Source:
- Additional Information
- Subject Terms:
- Abstract: Experiential education has long been emphasized as a part of undergraduate education in the sciences, technology, engineering, and mathematics (STEM) disciplines (Singer, Hilton, & Schweingruber, 2005), through laboratory and project-based coursework, as well as out-of-class participation in internships, co-ops, and research. In fact, however, the value of experiential education is largely presumed: evidence from well-designed research and evaluation studies is fairly sparse about the educational value of either course-based lab work (Hofstein & Lunetta, 2004; Nakhleh, Polles, & Malina, 2003) or more in-depth experiential education in STEM. Only recently, for example, have the benefits to students of undergraduate research been explored (for a review of recent literature, see Hunter, Laursen, & Seymour,2007; Seymour, Hunter, Laursen, & DeAntoni, 2004). The value of internships and other professional opportunities has been even less well demonstrated (Anakwe & Greenhaus, 2000). [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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