Curriculum and Instruction Commons^™

A Media Literacy Education Approach To Teaching Adolescents Comprehensive Sexual Health Education, Tracy Marie Scull, Christina V. Malik, Janis Beth Kupersmidt

Journal of Media Literacy Education

As states are moving toward comprehensive sexual health education, educators require engaging and effective curricula. This pre-post study (N=64) examined the feasibility of a comprehensive, media literacy education program for influencing adolescents’ sexual health and media literacy outcomes. After the program, participants were more likely to have the intention to use condoms during sex and talk to partners, parents, or medical professionals prior to sex. Media literacy outcomes included decreased perceived realism of and increased skepticism of media messages and improved media deconstruction skills. Overall, the results suggest that media literacy has the potential for positively influencing sexual health decisions.

E.C.9997 Your Friends The Herbs

University of Nebraska-Lincoln Extension: Historical Materials

Our colonial forefathers called them "yarbs." Although herb with the "h" sounded is the more approved pronunciation, "erb" is also acceptable. Herbs are friendly things even though they're quite modest and a bit shy. You really have to know them well to appreciate all the things they are ready and eager to do for you. Everyone who enjoys preparing and eating delicious food should be as "at home" with herbs as with salt, pepper, and vanilla.

Look in your cupboard. There you will find the magic ingredients you use to add life and flavor to your everyday foods.

Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez

Interdisciplinary Journal of Problem-Based Learning

Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading thinkers and professional organizations had advocated that teaching and curricula should be focused and organized around problem solving. In this paper we describe three such technology-supported curricula—a project-based learning (PjBL) unit, problem-solving activities (PS) unit, and a model-eliciting activities (MEA) unit—that align with this perspective and discuss the …

Meeting Minutes, Wku Graduate Council

Graduate School

Meeting minutes.

March Agenda, Wku Graduate Council

Graduate School

Meeting agenda.

The Design, Implementation, Assessment, And Evaluation Of A Power Systems Protection Laboratory Curriculum, Jennifer Ferris

Dissertations and Theses

Over the last the last three decades, there has been a significant and documented decrease of power engineering curriculum within U.S. electrical engineering programs. Development of lifelong learners capable of critical and independent thinking is required to replace the large number of upcoming retirees from the industry and to prepare for the engineering challenges new technologies, laws and regulations are bringing to the electrical power system. In response to these challenges, Portland State University redesigned its BSEE and MSECE power engineering programs in order to create a launching pad for successful power engineering careers. A course series on power system …

Engaging Non-Scientists In Stem Through Problem-Based Learning And Service Learning, Andrew Tawfik, Rebecca J. Trueman, Matthew M. Lorz

Interdisciplinary Journal of Problem-Based Learning

This study follows the evolution of a single biology course designed for non-science majors. In its original design, the course used only traditional pedagogical techniques, such as lecture and textbook homework assignments. Over several iterations of the course, the class combined problem-based learning (PBL) and service learning to better support student knowledge. For this study, our goal was for students to learn biology concepts as they engaged in a lake cleanup project within the greater Chicago metropolitan area. Data sources consisted of pretest, posttest, and final exam scores to assess learning. The results suggest the combination of PBL and service …

Taking A Leap Of Faith: Redefining Teaching And Learning In Higher Education Through Project-Based Learning, Jean S. Lee, Sue Blackwell, Jennifer Drake, Kathryn A. Moran

Interdisciplinary Journal of Problem-Based Learning

This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took “a leap of faith” in their teaching practices to redefine what it means to teach and learn using PBL as an instructional methodology. The findings provide insight into how faculty conceptualization of PBL drives implementation; how the PBL approach challenges college-level teachers; and how instructors’ perceptions of their own role in the PBL process impacts how they implement PBL.

Challenging Situations In Family Centered Rounds: Making The Best Out Of Worst Case Scenarios, Priti Bhansali, Kerry Moss, Christiane Corriveau, Geeta Singhal, Robert Kavanagh, Jeffrey Simmons

E-Learning Modules

This resource is a workshop intended for both seasoned and novice health care providers who are interested in becoming prepared for challenging scenarios that may be encountered during FCR. Case scenarios of challenging situations relating to discussing sensitive topics, correcting errors, and teaching learners in front of both parents and patients are presented. Tangible opportunities to role model communication skills, efficiency, and teaching skills for trainees are highlighted. The session will conclude with a question and answer session with a multi-specialty panel to share experiences and strategies for addressing the unexpected during FCR. By the end of the workshop, participants …

Assessing The Effects Of A Teaching Course On Biology Graduate Student Teaching Assistants, Caralyn B. Zehnder

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Research was conducted to measure changes in knowledge and perceptions of teaching and learning by biology graduate students enrolled in a Teaching Techniques course at Georgia College. Results show that graduate students exhibited gains in their knowledge of assessment and active learning pedagogies and saw some changes in how they viewed the role of the teacher in the classroom. This research demonstrates that a semester-long teaching course affects graduate students learning and attitudes toward teaching.

Clay Modeling Of The Musculoskeletal System: Does Active Learning Increase Retention And Comprehension, Kelly Massey

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The focus of a Structural Kinesiology course is a detailed study into the musculoskeletal system and joint action. The course contains a lot of memorization: skeletal muscle origin, insertions, innervations and muscle/joint actions but there is also an applied component for the content. Group study has been incorporated into the course to increase knowledge retention and comprehension however group interaction has been seen to be minimal. Two studies have looked at group construction of skeletal muscle models using clay during class time in assisting with the active learning of muscle origin, insertion and actions (Cruz-Espaillat et al., 2010 & Waters …

A Discussion Of A Flipped Classroom Model (For Calculus), And Of The Use Of Self-Graded Homework, Frédéric D. Mynard

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

The intent is to share my experience with a flipped Calculus course using resources I have developed: instructional videos, e-books, and a comprehensive set of resources for self-graded homework. I have also used this technique successfully for other non-flipped courses, and this may be of interest whether one wants to flip the classroom or not.

"When Scientists Look At Their Data, They Don't Know The Answer:" Talking Science In A University Introductory Science Course, Victoria M. Deneroff, Rosalie Richards, Markeeta Clayton

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

We use conversation for instruction in our introductory level physical science course. The content focuses on science as a way of knowing, particularly the ways in which scientific claims are backed by evidence. We find our 21st Century students do understand consensus building and have some skill in listening to each other’s ideas, and are learning to harness these strengths for instruction.

Complex Adaptive Systems And Quantitative Reasoning In An Interdisciplinary Stem Mathematics Classroom, Robert L. Mayes, Kania Greer

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

In this presentation we will share outcomes from the Real STEM project, which provides professional development for rural teachers in the Georgia Coastal Plains supporting implementation of interdisciplinary STEM courses as well as STEM modules in mathematics and science courses. Real STEM includes a number of innovative student-active strategies for teaching including: Understanding by Design (UbD) approaches to teaching for understanding, problem-based learning (PBL), place-based education (PBE), complex adaptive systems (CAS) thinking, and quantitative reasoning (QR). QR is the mathematical underpinning of the projects. The projects are ongoing so we will report our results on impact on teacher practice and …

Food, Cooking And Nutrition-Engaging A Wide Audience To Explore Inter-Disciplinary Science Topics, Sharmistha Basu-Dutt, Victoria Geisler

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Food and cooking have been a central theme in several courses developed recently at the University of West Georgia. In this presentation, the nature of the content and learning outcomes of these courses will be presented. A unique multi-tiered approach will be offered to show how this theme can be effectively used to engage audiences of all ages and capabilities to use the scientific method. Sample activities will show how to engage the young novice elementary student to explore introductory science concepts in a fun environment and challenge the college science major to design an effective experimental design to answer …

The Power Of Animations In Stem Courses, Adrian Heinz, Xin Xu

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

We demonstrate educational web-based animations to facilitate teaching and learning in STEM courses. These animations were developed by IT students who closely worked with the researchers and faculty. The animations are later used in the classroom to explain specific concepts to students of STEM disciplines such as chemistry, biology and mathematics. The interactive nature of the animations allows students to become active participants of the learning process. In order to measure their value as a teaching and learning tool, pre and post survey data was collected and analyzed.

Successful Use Of Group Assessment Procedures In An Undergraduate Stem Course, Kelly P. Massey

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Assessing content heavy STEM courses using a Group Assessment Procedure (GAP) can assist with cognitive domain objectives by allowing groups to rely on each other in order to recall important content as well as formulate well-rounded explanations using course content during application exercises. Presentation includes ideas on how to implement a successful GAP testing protocol.

A Touch Of Glass, Daniel E. Rivera

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Learn more about Google Glass! We will demonstrate how Glass works, provide details on the features, functions, and limitations, and explain where Glass is moving in the future. Why do educators need to know about it? What are the implications of such technology? How is it being used in STEM education?

Critical Thinking And The Languages Of Stem, Connie H. Rickenbaker, Sally Gilbreth

Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived)

Participants in this session will learn about the critical thinking strategy of SEEI (Nosich, 2011) as used by both high school and university students. SEEI (State, Explain, Example, Illustrate) has a strong connection with the languages of STEM (Baber, 2011) which will be shown by the presenters. Participants will have the opportunity to implement and share their own SEEIs as part of the group discussion.

From The Co-Editors

Journal of Science Education for Students with Disabilities

No abstract provided.