Education Commons^™

21st Century Literacies: Transforming Education For Next Generation Learners, Patricia A. Iannuzzi

Library Faculty Presentations

- 21st Century Literacies

- Millennials as Learners

- Engaging the Digital Native

- A Vegas Perspective

College Of Engineering Senior Design Competition Fall 2005, University Of Nevada, Las Vegas

Fred and Harriet Cox Senior Design Competition Projects

Part of every UNLV engineering student’s academic experience, the senior design project stimulates engineering innovation and entrepreneurship. Each student in their senior year chooses, plans, designs and prototypes a product in this required element of the curriculum. A capstone to the student’s educational career, the senior design project encourages the student to use everything learned in the engineering program to create a practical, real world solution to an engineering challenge.

The senior design competition helps to focus the senior students in increasing the quality and potential for commercial application for their design projects. Judges from local industry evaluate the projects …

Inside Unlv, Lanelda Rolley, Shane Bevell, Carol C. Harter, Lanelda Rolley, Mamie Peers, Diane Russell

Inside UNLV

No abstract provided.

Inside Unlv, Lori Bachand, Mamie Peers, Carol C. Harter, Tony Allen, Holly Ivy De Vore

Inside UNLV

No abstract provided.

Unlv Magazine, Erin O'Donnell, Gillian Silver, Lori Bachand, Regina Barcolas, Tony Allen, Gian Galassi, Suzan Dibella, Diane Russell, Doug Mcinnis, Cate Weeks, Jennifer Robison, Holly Ivy De Vore

UNLV Magazine

No abstract provided.

Inside Unlv, Diane Russell, Cate Weeks, Carol C. Harter, Mamie Peers

Inside UNLV

No abstract provided.

Prepare Your Mind For Learning, Deborah K. Smith, Trevor T. Moores, Jerry Cha-Jan Chang

Management, Entrepreneurship and Technology Faculty Publications

The learning process must evolve and expand throughout one's IT career. Most would agree that's often easier said than done. Here are some ways professionals can overcome mental blocks that may prevent learning.

Congressional Staff Update August 17, 2005, Public Lands Institute

Presentations (PLI)

The Public Lands Institute is dedicated to strengthening the national fabric that is essential for the protection, conservation, and management of public lands.

In collaboration with federal, state, and non-profit partners, the institute is creating new knowledge, advancing technology, improving education, and engaging the public to enhance public lands stewardship.

Inside Unlv, Cate Weeks, Diane Russell, Erin O'Donnell, Carol C. Harter, Mark Wallington

Inside UNLV

No abstract provided.

Inside Unlv, Erin O'Donnell, Diane Russell, Carol C. Harter

Inside UNLV

No abstract provided.

Inside Unlv, Gian Galassi, Nancy Syzdek, Erin O'Donnell, Carol C. Harter, Diane Russell, Cate Weeks

Inside UNLV

No abstract provided.

Inside Unlv, Erin O'Donnell, Carol C. Harter, Cate Weeks, Nancy Syzdek

Inside UNLV

No abstract provided.

Presentation To Friends Of Red Rock Canyon February 8, 2005, Nancy Flagg

Presentations (PLI)

University engages in selected SNPLMA projects as determined by the four federal agencies, which are:

• Compatible with UNLV’s mission.
• Enhance education and research.
• Draw upon expertise of faculty, staff, and students.

Presentation To Outside Las Vegas Foundation January 31, 2005, Public Lands Institute

Presentations (PLI)

The Public Lands Institute is dedicated to strengthening the national fabric that is essential for the protection, conservation, and management of public lands.

Science In The Community: A Look At Informal Science Organizations In Clark County, Public Lands Institute

Presentations (PLI Education)

UNLV’s Public Lands Institute is partnering with area-wide Informal Science Organizations to provide experiences that can have significant and lasting impacts on student learning.

Education About The Environment Discover Mojave Programs, Public Lands Institute

Presentations (PLI Education)

Increases people’s knowledge and awareness about the environment and associated challenges, develops the necessary skills and expertise to address the challenges, and fosters attitudes, motivations, and commitments to make informed decisions and take responsible action” (UNESCO, Tbilisi Declaration, 1978)

Inside Unlv, Erin O'Donnell

Inside UNLV

No abstract provided.

Campus Community And Their Responsibility To Our Public Lands, Mark Valentin

Presentations (PLI)

• To heighten awareness of UNLV’s community on the laws governing the uses of public lands and the personal liabilities associated with such use.
• To provide the campus community with the most efficient permitting service possible.
• To provide accurate, concise permit information to the appropriate agency.

Inventing The Future 2005 Planning Retreat, Public Lands Institute

Presentations (PLI)

• Foster an integrated, holistic approach to managing and stewarding public lands.
• Focus initially on externally funded cooperative conservation projects, research initiatives, and capital improvement projects.
• Attract projects that are local, regional, and national in scope.

Connecting Hearts, Minds, & Hands To Public Lands, Public Lands Institute

Presentations (PLI)

The Public Lands Institute is dedicated to strengthening the national fabric that is essential for the protection, conservation, and management of public lands.

Regional Open Space & Trails Workgroup Presentation, Public Lands Institute

Presentations (PLI)

The Public Lands Institute is dedicated to strengthening the national fabric that is essential for the protection, conservation, and management of public lands.

Unlv Magazine, Lori Bachand, Regina Barcolas, Barbara Cloud, Holly Ivy De Vore, Gian Galassi, Cayrn Key, Jennifer Robison, Gillian Silver, Jason Vaughan, John F. Gallagher, Cate Weeks, Diane Russell

UNLV Magazine

No abstract provided.

Integration Of Service-Learning Into Civil And Environmental Engineering Curriculum, T. C. Piechota, Shashi S. Nambisan

Civil and Environmental Engineering and Construction Faculty Research

Service-learning is defined as integrating the community service experience of students with their academic study so that learning is enhanced. The level of student participation in community service is at an all time high as students feel the need to confront today's technical and societal problems. However, service-learning is more than community service or volunteerism. Service-learning as defined above, integrates the community service experience with the student’s academic study (note the hyphen in "service-learning" means that both are considered equal). This enhances learning which is a fundamental goal of colleges and universities. Boyer highlights the need for service-learning stating that …

2005- 2008 Unlv Mcnair Journal, Valerie Avery, Shana Bachus, Karmen K. Boehlke, Andrea Flores, Alden Kelly, Erick Lopez, Carol Preussler, Heather Shay, Ava Bookatz, Shaun Elsasser, Veronica Hicks, Shaida A. Jetha, Anthony Quinn, Thurithabhani Seneviratne, Teddy Boado Sim Jr., Liza Ward, Amris Henry-Rodgers, Jacquelynn Kaaa-Logan, Jason Orozco, Juan C. Plata, Bonnie Bartlett, Kathleen Bell, Vacheral M. Carter, Nydia Diaz, Kimberly Hackstock, Julio A. Luna, Charles Mao, Sandra Ramos, Precious Rideout, Benjamin Lee Watrous, Chet R. Whitley

McNair Journal

Journal articles based on research conducted by undergraduate students in the McNair Scholars Program

Table of Contents

Biography of Dr. Ronald E. McNair

Statements:

Dr. Neal J. Smatresk, UNLV President

Dr. Juanita P. Fain, Vice President of Student Affairs

Dr. William W. Sullivan, Associate Vice President for Retention and Outreach

Mr. Keith Rogers, Deputy Executive Director of the Center for Academic Enrichment and Outreach

McNair Scholars Institute Staff

Metaconversations: Ongoing Discussion About Teaching Research Writing, P. S. Mcmillen, E. Hill

Library Faculty Publications

This article is a follow up to an earlier publication that developed the rationale for using conversation as a metaphor to teach research writing. We presented this proposed teaching approach at several conferences, including WILU in May 2005 at Guelph, Canada. The discussions with participants in these presentations validated the tenets of the conversational metaphor for research writing. Here we provide a description of the research activities in the presentations, the subsequent responses by participants, and our thoughts on these responses. This dialogue between participants and the authors/presenters constitutes the metaconversation about teaching research writing.