Education Commons^™

November 8, 2013 - Alec Undergraduate Curriculum Committee Meeting Minutes

ALEC Committee Minutes

No abstract provided.

Eagle Educator, Georgia Southern University

Eagle Educator (2012-2019)

• Transforming Classrooms: COE's new DIGI lab
• It Takes More Than a Village to Raise a Child: New National Youth-At-Risk Center helps a broad range of people serving youth
• Building Bridges: COE Partners with the Community to Bring Books to Young Children
• Leadership, Technology and Human Development
• Teaching and Learning
• Curriculum, Foundations and Reading
• Grad Program Rankings
• Thinking Globally
• Focus on Excellence Awards
• Award for Merit
• Outstanding Advocate for First-Year Students
• Betty-Ware Wray Award
• Jack Miller Awards
• Top Teacher: Alumna Named 2014 Georgia Teacher of the Year
• John Suddath Hall: Educational Legacy
• Dr. Martha Cain: COE Alumna of the Year
• A …

2013-2014 Ursinus College Course Catalogue, Office Of The Registrar

Ursinus College Catalogues, 1869-Present

A digital copy of the 2013-2014 Ursinus College Catalog. It contains details of the curriculum, departmental requirements and courses of instruction as well as core requirements such as the Common Intellectual Experience (CIE) and Independent Learning Experience (ILE). Academic policies, special opportunities and graduation requirements are also outlined.

Gaise In Discipline-Specific Courses, Beverly Wood

Publications

While acknowledging the diverse setting, audience, and purpose of introductory courses, existing research assumes that courses offered by different disciplines share the same goals and teaching practices. The purpose of this study is to examine the objectives for student outcomes and pedagogical delivery of introductory statistics courses designed for students in a specific major, providing explicit evidence for this assumption.

The American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education (GAISE) are meant to apply to all introductory courses. The College Report’s Goals for Students and Recommendations for Teaching are used as a framework for a qualitative study …

The Grizzly, April 18, 2013, Jessica Orbon, Sara Sherr, Misha Fausto, Allison Schroeder, Taylor Manferdini, Christine Dobisch, Lauren Dicairano, Caroline Sandberg, Amanda Frekot, Dana Feigenbaum, Daiana Vazquez, John Parry, Briana Brukilacchio, Jordan Demcher, Melissa Kopel, Allen Weaver

Ursinus College Grizzly Newspaper, 1978 to Present

Curriculum Review • Relay Raises Money, Awareness • Tuition Explained • Mental Health Resources Reviewed • Collegeville Community Day April 20 • Student Art Exhibit April 24 • Ursinus College Dance Company's Spring Show • Spanish Classes Popular Among UC Students • Opinion: ESPN Debate Isn't Really About Sports; Autism Awareness Month is a Learning Opportunity • Hockey Not Netting Enough Attention • Senior Spotlight: Wytch Rigger, Men's Lacrosse • Baseball Loses in 18 Innings

Challenges Of Postmodern Thought In Christian Higher Education Institutions: Implications For Ethical Leadership, Dean A. Darroux

Journal of Applied Christian Leadership

"The study investigated the question: What is the process that Christian higher education administrators and faculty members used when understanding the challenges of postmodern thought at the institutions, and what are the challenges for ethical leadership? Utilizing a grounded theory methodology, the researcher sought to develop a theory that examined how fifteen Christian higher education administrators and faculty understood the challenges of postmodern thought at their institution and determined what were the implications for ethical leadership. The findings of this study revealed the following theory: The study identified six categories that served as the framework for understanding the process Christian …

Loving The Questions: Finding Food For The Future Of Theological Education In The Lexington Seminar, Mary E. Hess

Faculty Publications

Although it ran for more than ten years and involved more than 200 faculty from forty-four ATS member schools, the findings of the Lexington Seminar have not been engaged as robustly as they could be in facing current challenges. This essay collates the experiences of the Lexington Seminar with recent educational literature to suggest a range of options in faculty development for meeting the adaptive challenges facing schools, particularly in terms of shifting dynamics of authority, authenticity, and agency.

Exploring The Impact Of Program Structure On Student And Faculty Scholarly Communities In Interdisciplinary Ph. D. Programs, Lenore G. Horowitz

Legacy Theses & Dissertations (2009 - 2024)

The Information Science doctoral program at the University at Albany, State University of New York, faces many of the same challenges found in highly interdisciplinary programs across educational institutions worldwide such as complex curricula development, abundant discipline languages and cultures, and stakeholders clinging to the traditional, single-discipline university system. In 2006, the University at Albany Information Science Ph.D. program faculty redefined the program's structure in hopes of addressing the challenges it was facing. Program structure is a social process shaped by community participation and is influenced by many factors including students, faculty members, and both informal and formal knowledge production.