Educational Methods Commons^™

Fire & Ice Course Concept Map And Outline, Christopher F. Bauer

Structure

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

Syllabus, Christopher F. Bauer

Structure

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

02 Standing Weekly Writing Assignment, Christopher F. Bauer

Student Work Products

WELCOME to WINDOWS on the INQUIRY CLASSROOM!

You have landed on a piece of a National Science Foundation Project (DUE 1245730) directed by Professor Chris Bauer, Chemistry Department, University of New Hampshire. This is one part of a completely documented inquiry-based university science course called “Fire & Ice” which explores the nature of heat and temperature. There are multiple video perspectives and commentary from instructors and students, and documents of all course materials (agenda, instructions, student work). It’s too complicated to explain here. Take a look at the user orientation document at this link.

The Mobius Function And Mobius Inversion, Carl Lienert

Number Theory

No abstract provided.

The Hunter Lesson Plan Format And Other Teaching Recipes, Andrew P. Johnson

Elementary and Literacy Education Department Publications

The Madeline Hunter lesson plan format was popular in the late 1970's and 1980's and is still being used today (Hunter, 1982; Hunter, 2004). Hunter's original purpose here was to provide a platform that would enable educators to have conversations about effective teaching. However, it quickly moved away from being a conversational platform to becoming a teaching recipe. Schools and teacher preparation programs began to use the seven elements described in Hunter’s model of instruction to observe and evaluate teachers.

This is an except from the author's 2019 book, Essential Learning Theories and Their Applications (Lanham, MD: Rowman and Littlefield).

Editorial Board

Experiential Learning & Teaching in Higher Education

No abstract provided.

Editor's Note, Mario D'Agostino

Experiential Learning & Teaching in Higher Education

Excerpt

When I first learned that my institution, Nova Southeastern University (NSU), was acquiring Experiential Learning & Teaching in Higher Education (ELTHE), I was immediately struck by two seemingly disparate emotions: elation and apprehension. On one hand, I was grateful for the opportunity to join the journal as Managing Editor, especially since I revel in overseeing a prospective author’s writing process. It is such an amazing experience assisting authors with their ideas and watching as an initial node of thought materializes on the page, enduring and withstanding countless drafting, revising, and editing suggestions, before finally arriving at its final form. …

Editor's Note

Experiential Learning & Teaching in Higher Education

No abstract provided.

Personalizing Education: Changing From Schooling To Learning: Past, Present, Future, Don E. Glines

Books

"Personalizing Education portrays the basics of why, what, how, after 150 years of tradition, the time is long overdue to replace mandatory schooling conventions with truly voluntary personalized life-long learning options" [from the author].

The Timeliness Of Honors Contracts, Shirley Shultz Myers, Geoffrey Whitebread

National Collegiate Honors Council Monographs: Chapters

With roots in a tutorial educational approach introduced by the ancient Greeks and made famous at Oxford and Cambridge, honors contracts in the United States emerged as tutorial arrangements in the late nineteenth century. Early honors programs at Harvard and other universities sought to counter an emphasis on practical training in US higher education after the Civil War with more flexible programs of study, small seminars, and tutorials (Capuana 21–25; Wolken; Repko et al. 28). This curricular reform spanned disciplines and responded to two key changes in education: the late-nineteenth-century growth of graduate education, particularly in the sciences, modeled on …

Curriculum Gone Bad: The Case Against Honors Contracts, Richard Badenhausen

National Collegiate Honors Council Monographs: Chapters

This volume offers a timely and much-needed discussion, for in spite of their apparent ubiquity across the honors landscape, contracts are not a feature of honors education that has received much attention. For example, the National Collegiate Honors Council’s (NCHC) “Basic Characteristics of a Fully Developed Honors Program” and its companion statement on honors colleges—documents meant to guide colleges and universities in curricular innovation, engaged pedagogy, and intentional learning—make no mention of contracts. Additionally, NCHC’s 2016 Census of U.S. Honors Programs and Colleges, which captured qualities of 408 responding member institutions, asked over a dozen questions about curricular features of …

Enhancing The Structure And Impact Of Honors By Contract Projects With Templates And Research Hubs, James G. Snyder, Melinda Weisberg

National Collegiate Honors Council Monographs: Chapters

The Honors by Contract (HBC) option is by its nature underdefined. That is to say, there are likely as many versions of the HBC as there are honors programs or colleges that use them. Some HBCs are attached to non-honors courses to augment the course content, whereas others are stand-alone mentored replacements for honors seminars themselves, following more of an independent study model. Some programs use HBCs to initiate students into the nature and scope of undergraduate research, and the deliverables vary widely. Likewise, the challenges and difficulties surrounding HBCs change from institution to institution. Because it appears natural to …

Building Honors Contracts: Insights And Oversights, Introduction, Kristine Miller

National Collegiate Honors Council Monographs: Chapters

This book asks an overdue question: can we build honors contracts that transcend the transactional? The word “contract” itself—as both noun and verb—delimits more possibilities than it reveals. The chapters collected here expand this restrictive term by reframing honors contracts as collaborative partnerships for experiential learning. While most, though not all, of the volume’s contributors accept standard definitions of honors contracts as “[e]nriched options within regular [non-honors] courses,” they also imagine many and varied possibilities for such enrichment (Schuman 33). The subtitle’s pairing of “Insights” and “Oversights” thus suggests not that the authors have seen it all or missed the …

Honors Abroad Through Third-Party Providers, Susan E. Dinan

National Collegiate Honors Council Monographs: Chapters

Given the challenges of promoting internationalization by expanding our institutions’ international student populations (Fischer), the development of our students as global citizens through study abroad and curriculum offerings appears more important than ever. Providing innovative and challenging curriculum options that align with the long-espoused pedagogical approaches of the National Collegiate Honors Council (NCHC)— many of which foreshadowed today’s highly touted high-impact practices such as undergraduate research, strong faculty-student mentor relationships, and study abroad—constitutes a desirable path to pursue (NCHC Board; Kuh). Yet, admittedly these valuable practices come with a price for institutions and students. For example, the increasingly popular summer …

Early Impact: Assessing Global-Mindedness And Intercultural Competence In A First-Year Honors Abroad Course, Michael Carignan, Maureen Vandermaas-Peeler

National Collegiate Honors Council Monographs: Chapters

Within the expanding field of study abroad scholarship, recent research on honors-based programming indicates an evolving understanding of how the goals of most study abroad programs align with those of honors programs (Camarena and Collins; Frost et al.; Markus et al.). The tradition of incorporating international experiences into honors education is longstanding, and recent descriptions of related programming highlight the diversity of disciplines, locations, aims, and pedagogies across institutions (Mulvaney and Klein ix–x). One common thread, however, is a desire to facilitate not only academic but also intercultural competencies in order to prepare honors students for an increasingly interconnected world. …

The Long-Term Impact Of Study Abroad On Honors Program Alumni, Mary Kay Mulvaney

National Collegiate Honors Council Monographs: Chapters

Note: An earlier version of this chapter was published in Frontiers: The Interdisciplinary Journal of Study Abroad (vol. 29, no. 1, 2017, pp. 46–67). This essay appears with permission of that journal and in accordance with the Creative Commons Attribution License Agreement. This reprint includes an Afterword that briefly explains three international education initiatives that evolved from the original findings of this study.

“Study abroad enables students to experience an interconnected world and to embrace difference rather than being threatened by it; it shows them the collective heritage of mankind” (Wolfensberger 281). Indeed, study abroad is often thought to be …

Perfecting The Craft Of Teaching, Stephanie Nunez

CGU Theses & Dissertations

This ethnographic narrative follows my journey as a fifth grade teacher in the greater Los Angeles area. The purpose of this ethnography is to follow the development of my journey as a first-year teacher. In this ethnography, I explore my positionality and the levels of community, school, and classroom as ways to inform and improve my teaching practices as a social-justice educator. I begin this four part narrative by discussing my positionality and how it relates to my desires of becoming a teacher. Through this narrative, I was then able to conduct three case studies of students with different identities …

Whose History?: Expanding Place-Based Initiatives Through Open Collaboration, Sean Visintainer, Stephanie Anckle, Kristen Weischedel

University Library Publications and Presentations

This chapter is the case study of a collaboration between the University of Texas Rio Grande Valley’s Teaching & Learning Program and the University Library’s Special Collections. The collaboration, Whose History? uses place-based education (PBE) as the pedagogical underpinning of a multi-stage project of student-developed research, creation, and teaching. While PBE underpins the project, “openness” is the framework around which Whose History? is built. Teaching & Learning undergraduate students, referred to hereafter as teacher-candidates, use special collections resources to conduct research into regional history and culture, and then create open lesson plans from their findings. Select teacher-candidates teach their lesson …

The Impact Of A Research Methods Course On Teacher Candidates’ Epistemological Beliefs, Menşure Alkiş Küçükaydin, Yasin Gökbulut

Australian Journal of Teacher Education

The epistemological beliefs of teachers impact both their in-class practices and the perceptions and beliefs of the students whose learning is the responsibility of teachers. Therefore, this study aims to investigate and discuss the impact of a course entitled “research methods” which is taught in education faculties in Turkey, on the epistemological beliefs of teacher candidates. The study adopted the mixed-methods sequential explanatory design. Forty-three teacher candidates participated in the study. The data for the study were collected through the “Scientific Epistemological Beliefs Scale (SEBs)”, a semi-structured interview form, and another form that included the written opinions of teacher candidates. …

Kanji Acquisition Techniques For L1 And L2 Japanese Studies, Amber Richardson

Undergraduate Honors Theses

Kanji are ideograms, a morphographic system borrowed from the Chinese language and used in Japanese writing. 2,136 kanji are used in the average Japanese newspaper, required for academic certification and for expat job placement. A qualitative study was conducted to observe the optimum methods to learn and acquire kanji. Japanese native speakers who were educated by the Japanese school system grades 1 through 12 are classified as L1 or first language speakers. American students, L2 or second language speakers, must have been educated in the American education system grades 1-12. L1 speakers were students attending Central Washington University (CWU) study …