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Articles 331 - 360 of 1949
Full-Text Articles in Curriculum and Instruction
Adaptations Of The Illinois Mathematics And Science Academy In Response To Covid-19, Sowmya Anjur, Dave Devol
Adaptations Of The Illinois Mathematics And Science Academy In Response To Covid-19, Sowmya Anjur, Dave Devol
Faculty Publications & Research
No abstract provided.
04. Quarter, Illinois Mathematics And Science Academy
01. Intro To Socent, Illinois Mathematics And Science Academy
01. Intro To Socent, Illinois Mathematics And Science Academy
SocEnt
No abstract provided.
06. Market Research And Market Analysis, Illinois Mathematics And Science Academy
06. Market Research And Market Analysis, Illinois Mathematics And Science Academy
SocEnt
No abstract provided.
08. Prototype And Mvp Finalization, Illinois Mathematics And Science Academy
08. Prototype And Mvp Finalization, Illinois Mathematics And Science Academy
SocEnt
No abstract provided.
05. Intro To Prototyping And Mvps, Illinois Mathematics And Science Academy
05. Intro To Prototyping And Mvps, Illinois Mathematics And Science Academy
SocEnt
No abstract provided.
05. Stories!, Illinois Mathematics And Science Academy
05. Stories!, Illinois Mathematics And Science Academy
IMPACT
In this module, students will learn the importance of story writing when writing data articles. They will also learn how to use data truthfully, and to its fullest. With this, they will then be able to display their data more effectively. However, some journalists skew data and manipulate it in a way that is more beneficial to their standpoint. It is important that students are able to not only identify and avoid these articles, but also don't make skewed visualizations themselves.
06. Style/Persuasion, Illinois Mathematics And Science Academy
06. Style/Persuasion, Illinois Mathematics And Science Academy
IMPACT
In this module, students will learn the importance of articles in terms of actual content. As a continuation, students will have the opportunity to practice writing their own articles, which can prepare them for IMPACT’s Student Leadership Exchange (SLX) project.
07. Surveys!, Illinois Mathematics And Science Academy
07. Surveys!, Illinois Mathematics And Science Academy
IMPACT
Surveys are important tools that can be used to collect information for writing journalism articles. In this module, students will learn more about the effectiveness of surveys and how to write meaningful, unbiased survey questions.
01. Welcome To Data Journalism!, Illinois Mathematics And Science Academy
01. Welcome To Data Journalism!, Illinois Mathematics And Science Academy
IMPACT
As the first module within the IMPACT curriculum, this module serves as an introduction to the course. The students will get a good idea of what’s expected of them, as well as what they can expect of the class throughout the rest of the year.
11. Data Analysis 2, Illinois Mathematics And Science Academy
11. Data Analysis 2, Illinois Mathematics And Science Academy
IMPACT
No abstract provided.
13. Project Module 1, Illinois Mathematics And Science Academy
13. Project Module 1, Illinois Mathematics And Science Academy
IMPACT
This module serves to introduce the SLX project to the students and explain what is expected of them.
12. The Art Of Interviewing, Illinois Mathematics And Science Academy
12. The Art Of Interviewing, Illinois Mathematics And Science Academy
IMPACT
As the second module within the specialized Journalism curriculum, this module serves as an introduction to the art of interviewing. The students will get a good idea of how to interview anyone for any specific situation.
14. Project Module 2, Illinois Mathematics And Science Academy
14. Project Module 2, Illinois Mathematics And Science Academy
IMPACT
No abstract provided.
12. Ethical Escape Room, Illinois Mathematics And Science Academy
12. Ethical Escape Room, Illinois Mathematics And Science Academy
CORE
No abstract provided.
08. Design Sprint Real World Part 1, Illinois Mathematics And Science Academy
08. Design Sprint Real World Part 1, Illinois Mathematics And Science Academy
CORE
No abstract provided.
Method Of Joints: Theory And Practice Of Designing, Building, And Testing Trusses, Andrew J. Hughes, Chris Merrill
Method Of Joints: Theory And Practice Of Designing, Building, And Testing Trusses, Andrew J. Hughes, Chris Merrill
Educational Leadership & Technology Faculty Publications
The authors of this article, like many of us, are proponents of engineering education but are also proponents of shop skills, craftsmanship, technological literacy, and the tacit knowledge and skills developed through applying sound theories during practical hands-on learning. The authors believe that engineering is an important aspect of our discipline, but so are the application of thinking, tool skills, measurement, geometric construction, manufacturing, instrumentation, testing and analysis, mathematical and scientific theories, and many other hands-on, minds-on skillsets that all need to maintain association with our discipline. As the authors are proponents for engineering education that is done well, they …
Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor
Ua64/2 The Challenge: Magazine For The Center For Gifted Studies (No. 49, Fall 2020), Center For Gifted Studies, Tracy Inman Editor
Gifted Studies Publications
No abstract provided.
03. Evolution Of Leadership, Pt.2, Illinois Mathematics And Science Academy
03. Evolution Of Leadership, Pt.2, Illinois Mathematics And Science Academy
CORE
No abstract provided.
05. Problem Standardization Of Class Guidelines/Grading, Illinois Mathematics And Science Academy
05. Problem Standardization Of Class Guidelines/Grading, Illinois Mathematics And Science Academy
CORE
No abstract provided.
07. Public Speaking, Illinois Mathematics And Science Academy
07. Public Speaking, Illinois Mathematics And Science Academy
CORE
No abstract provided.
Planning Our Lessons, J. Joy Esquierdo
Planning Our Lessons, J. Joy Esquierdo
Fall Workshop November 2020
No abstract provided.
03. Visualizations!, Illinois Mathematics And Science Academy
03. Visualizations!, Illinois Mathematics And Science Academy
IMPACT
This module serves as an introduction to creating simple visualizations through Google Sheets and Plotly.
10. Identity & Leadership, Illinois Mathematics And Science Academy
10. Identity & Leadership, Illinois Mathematics And Science Academy
CORE
No abstract provided.
13. Intro To Electives, Illinois Mathematics And Science Academy
13. Intro To Electives, Illinois Mathematics And Science Academy
CORE
No abstract provided.
Catalogs, 2020-2021, Anderson University - South Carolina
Catalogs, 2020-2021, Anderson University - South Carolina
Catalogs
The 2020-2021 graduate & undergraduate academic catalog and introduction to the university.
Using Understanding By Design To Create A University Orientation Class Grounded In Information Literacy, Jennifer Joe, Wade Lee
Using Understanding By Design To Create A University Orientation Class Grounded In Information Literacy, Jennifer Joe, Wade Lee
Scholarship of Teaching and Learning, Innovative Pedagogy (2018-2020 archives)
This article describes the process of redesigning UC1130: Information Literacy for College Research, a class taught at the University of Toledo, in Toledo, Ohio. This redesign was conducted by Jennifer Joe and Wade Lee-Smith, librarians at the university, and facilitated by the University of Toledo’s University Teaching Center, Denise Bartell, the Associate Vice Provost for Student Success, and Thomas Atwood, the Associate Dean of University Libraries, who was the creator of the original curriculum for UC1130. The course redesign was motivated by two factors: incorporation of the ACRL Framework for Information Literacy in Higher Education, and the class’s inclusion in …
Leveraging The Power Of Course Redesign For Student Success, Rebecca Campbell, Benjamin B. Blankenship
Leveraging The Power Of Course Redesign For Student Success, Rebecca Campbell, Benjamin B. Blankenship
To Improve the Academy: A Journal of Educational Development
Colleges and universities have a commitment to improve the student experience, increase persistence, and provide paths to degree completion. Course redesign, focused on student success, is a promising strategy for realizing that commitment. This article examines some of the particulars when course redesign is explicitly linked to student success. These particulars include the types of redesign outcomes, why courses should be the locus of student success initiatives, identifying which courses to redesign, and the characteristics and scope of impact of redesigned courses. The article concludes with suggestions for next steps for student success course redesign.
“Am I Really Good Enough?”: Black And Latinx Experiences With Faculty Development, Sylk Santiago-Sotto
“Am I Really Good Enough?”: Black And Latinx Experiences With Faculty Development, Sylk Santiago-Sotto
To Improve the Academy: A Journal of Educational Development
This study focuses on the experiences of Black and Latinx faculty in academic medicine in relation to their educational and faculty development. Narratives by participants reflect on their career path and refer to faculty development programs as valuable but also as dominant group-centric, counter to their cultural backgrounds and the underrepresented faculty experience. Findings reveal the need for faculty development to be spaces for affirmation, validation, and accountability and suggest the need for tailored programs. Furthermore, implications on the research and practice of faculty affairs within higher education and academic medicine are outlined.
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
To Improve the Academy: A Journal of Educational Development
Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can …