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Articles 1 - 30 of 47
Full-Text Articles in Other Education
Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen
Inside Unlv, Diane Russell, Gian Galassi, Richard Jensen
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi
Inside Unlv, Diane Russell, Mae Worthey-Flennoy, Cate Weeks, Gian Galassi
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks
Inside Unlv, Diane Russell, Gian Galassi, Cate Weeks
Inside UNLV
No abstract provided.
Developing And Implementing An Interdisciplinary Undergraduate Research Symposium At A Small Liberal Arts College, Philip J. Nyhus, F R. Cole, D H. Firmage, E H. Yeterian
Developing And Implementing An Interdisciplinary Undergraduate Research Symposium At A Small Liberal Arts College, Philip J. Nyhus, F R. Cole, D H. Firmage, E H. Yeterian
Philip J. Nyhus
No abstract provided.
Inside Unlv, Diane Russell, Jason Vaughan, Cate Weeks
Inside Unlv, Diane Russell, Jason Vaughan, Cate Weeks
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Cate Weeks, Betty Biodgett
Inside Unlv, Diane Russell, Cate Weeks, Betty Biodgett
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Betty Biodgett, Cate Weeks
Inside Unlv, Diane Russell, Betty Biodgett, Cate Weeks
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Cate Weeks, Tom Flagg
Inside Unlv, Diane Russell, Betty Blodgett, Kevin Force, Jennifer Vaughan, Cate Weeks, Jonathan Paver
Inside Unlv, Diane Russell, Betty Blodgett, Kevin Force, Jennifer Vaughan, Cate Weeks, Jonathan Paver
Inside UNLV
No abstract provided.
Inside Unlv, Diane Russell, Betty Blodgett, Richard Jensen, Cate Weeks
Inside Unlv, Diane Russell, Betty Blodgett, Richard Jensen, Cate Weeks
Inside UNLV
No abstract provided.
Integrating Mathematics, Technical Writing Skills And Authentic Assessment Into A Ninth And Tenth Grade Woodshop Curriculum, John Lawrence Mccarley
Integrating Mathematics, Technical Writing Skills And Authentic Assessment Into A Ninth And Tenth Grade Woodshop Curriculum, John Lawrence Mccarley
Graduate Student Projects
For this project an integrated woodshop curriculum containing elements of procedural writing and mathematics instruction was created. The curriculum design was based on the constructivist concept that students learn more efficiently when personal meaning is attached to the content presented. That concept was used to connect mathematics and writing to realistic applications in a woodshop setting. Support for integration of various content areas into a single curriculum is supported in the academic literature. Specific exercises to attain specific outcomes are discussed in the literature, and adaptations of those processes were incorporated in the project.
Inside Unlv, Diane Russell, Richard Jensen, Andy Grossman, Kevin Force
Inside Unlv, Diane Russell, Richard Jensen, Andy Grossman, Kevin Force
Inside UNLV
No abstract provided.
Jaepl, Vol. 8, Winter 2002-2003, Katie S. Fleckenstein, Linda T. Calendrillo
Jaepl, Vol. 8, Winter 2002-2003, Katie S. Fleckenstein, Linda T. Calendrillo
The Journal of the Assembly for Expanded Perspectives on Learning
Essays
Charles Suhor. James Moffett's Lit Crit and Holy Writ. In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.
Gina Briefs-Elgin. Something to Have at Heart: Another Look at Memorization. After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and …
Something To Have At Heart: Another Look At Memorization, Gina Briefs-Elgin
Something To Have At Heart: Another Look At Memorization, Gina Briefs-Elgin
The Journal of the Assembly for Expanded Perspectives on Learning
After tracing the history of learning by heart, this essay explores its advantages and suggest that we restore this time-honored practice which can enrich our students' relationships with words and books and empower their personal lives.
Stories Of Re-Reading: Inviting Students To Reflect On Their Emotional Responses To Fiction, Brenda Daly
Stories Of Re-Reading: Inviting Students To Reflect On Their Emotional Responses To Fiction, Brenda Daly
The Journal of the Assembly for Expanded Perspectives on Learning
Although most literature courses teach students to focus on textual analysis, this essay argues that students should be given opportunities for exploring their emotional responses to the text.
Successful Blunders: Reflection, Deflection, Teaching, Devan Cook
Successful Blunders: Reflection, Deflection, Teaching, Devan Cook
The Journal of the Assembly for Expanded Perspectives on Learning
Often we expect students' experience with assignments to reflect our own or those of previous students, but we may blunder when we base our teaching on past successes. By deflecting such assignments and constructing unexpected identities, students and instructors alike learn and teach.
Connecting, Helen Walker, Lisa Ruddick, Kathleen Mccolley Foster, Chauna Craig, Steven Vanderstaay, Meg Peterson, Linda K. Parkyn
Connecting, Helen Walker, Lisa Ruddick, Kathleen Mccolley Foster, Chauna Craig, Steven Vanderstaay, Meg Peterson, Linda K. Parkyn
The Journal of the Assembly for Expanded Perspectives on Learning
No abstract provided.
The Landscape Listens— Hearing The Voice Of The Soul, Robbie Clifton Pinter
The Landscape Listens— Hearing The Voice Of The Soul, Robbie Clifton Pinter
The Journal of the Assembly for Expanded Perspectives on Learning
This essay offers a view of Mary Rose O'Reilley's "radical listening," applying it to the classroom as a way for teachers and students to "learn to their lives."
Second Language Acquisition In A Content-Based Web Building Course, Scott Degalis
Second Language Acquisition In A Content-Based Web Building Course, Scott Degalis
MA TESOL Collection
Content based courses have been shown to provide an effective environment for second language acquisition (Snow, Met and Genesee 1989). In this content based course students learn how to make a website in 48 hours of class time. In doing so, they improve their English in the skill areas of reading, writing, listening and speaking for an authentic need (Sterns 1990). Learners are motivated and enthusiastic about their projects, leading to more success in language acquisition (Gardner 1985). They are given an opportunity to express themselves creatively and artistically using the target language. Graduates leave with a published portfolio that …
Reviews, Nathaniel Teich, Hepzibah Roskelly, Emily Nye, Dennis Young
Reviews, Nathaniel Teich, Hepzibah Roskelly, Emily Nye, Dennis Young
The Journal of the Assembly for Expanded Perspectives on Learning
No abstract provided.
Back Matter
The Journal of the Assembly for Expanded Perspectives on Learning
No abstract provided.
The Accidental Curriculum, Terrance Riley
The Accidental Curriculum, Terrance Riley
The Journal of the Assembly for Expanded Perspectives on Learning
True learning—learning which results in some permanent cognitive change—is far too unpredictable to be controlled by format curricular designs. The formal curriculum of English studies is valuable largely as a stage setting for educational accidents.
The Rhetoric Of Recovery: Can Twelve Step Programs Inform The Teaching Of Writing?, Christopher C. Weaver
The Rhetoric Of Recovery: Can Twelve Step Programs Inform The Teaching Of Writing?, Christopher C. Weaver
The Journal of the Assembly for Expanded Perspectives on Learning
The article examines the spiritual dimensions of recovery programs and explores some of the ways the rhetoric of these programs as well as the structure of twelve step meetings may illuminate the nature of composition classes and particularly of peer writing groups.
Front Matter
The Journal of the Assembly for Expanded Perspectives on Learning
Editors' Message
In his essay Two Kinds of Thinking Carl Jung describes direct and indirect thinking. Associated with language, direct thinking’s premier ability is parsing and defining reality so that we might work on that reality and act in the world. Associated with imagery, dreaming, and story telling, indirect thinking taps the realm of mythos where we dwell in fantasies and paradoxes. Indirect thinking is neither a contradiction nor denial of rationality. Rather, it is thinking that operates by a different logic, one capable of offering different insights, different versions of possible realities.
Jung’s two kinds of thinking reflect a …
James Moffett’S Lit Crit And Holy Writ, Charles Suhor
James Moffett’S Lit Crit And Holy Writ, Charles Suhor
The Journal of the Assembly for Expanded Perspectives on Learning
In one of Moffett's final presentations, he traced parallels between literary criticism and the study of scripture from various traditions. He explained the development of his Points of View spectrum as a response to his high school teaching experiences and presented an updated version of the spectrum.
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
Could It Be That It Does Make Sense? A Program Review Process For Integrating Activities, Terrel Rhodes
To Improve the Academy: A Journal of Educational Development
This chapter presents a model for a comprehensive program review process that can be used on any campus. Faculty developers maintain a critical role in a campus-wide program review initiative. This model is based upon the development of institutional priorities that guide the development of goals and objectives far academic units across the campus. The program review process is based on a core of regularly produced institutional data that can be used by all units to inform decision-making. The review process is conducted on an annual or biannual basis with periodic major review coinciding with accreditation visits. The ultimate success …
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
Harnessing The Potential Of Online Faculty Development: Challenges And Opportunities, Timothy P. Shea, Pamela D. Sherer, Eric V. Kristensen
To Improve the Academy: A Journal of Educational Development
This chapter explores several issues regarding the current state of online faculty development resources. First, it describes the breadth and depth of today’s online teaching and learning resources. Then, it explains the benefits of designing an institutional teaching and learning center portal as a means for organizing and focusing resources. Finally, it discusses the importance of the faculty developer’s role in harnessing these resources for individual and institutional advantage. The online portal provides a powerful tool for institutional change on a scale heretofore impossible for most, and puts faculty development at the center of an institution’s mission.
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
Getting Started With Faculty Development, Nadia Cordero De Figueroa, Pedro A. Sandín-Fremaint
To Improve the Academy: A Journal of Educational Development
As a result of an academic senate decision to reconceptualize the baccalaureate, the Río Piedras Campus of the University of Puerto Rico began, in late 1994, a major transformational process that has led it to rethink itself as a community of learners. One of the principal instruments of change has been our Center for Academic Excellence, created in early 1998 as a result of the transformational process. This chapter discusses the process that led to the creation of the center, as well as its structure, activities, and vision for the future. We hope that our experience will be useful to …
Mandatory Faculty Development Works, Mona B. Kreaden
Mandatory Faculty Development Works, Mona B. Kreaden
To Improve the Academy: A Journal of Educational Development
This chapter tells the story of a successful, ongoing, mandatory faculty development program. It explains the historical reasons why a business school in a large, urban Research I institution felt the need to make their program mandatory, examines how it was developed, and the university faculty development program’s role in the process. The author makes the case that mandatory programs can be successful in faculty development when they are administered by an outside credible entity, are faculty driven, and guarantee confidentiality.
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
The Millennial Learner: Challenges And Opportunities, Suandra Y. Mcguire, Dennis A. Williams
To Improve the Academy: A Journal of Educational Development
Students enrolled in college today are, in many respects, quite different from students enrolled a few decades ago. Learners today seem more focused on being credentialed, and less concerned with obtaining a broad-based, liberal arts education. Today’s faculty may find it challenging to provide engaging learning activities for this generation of students. Millennial educators must instill in students a desire to think critically and provide them with strategies that will make them more efficient learners. Campus learning centers and faculty development centers can work together to foster an academic climate that helps all students to realize their full academic potential.