78 FR 32663 - Medicare Program; Notification of Closure of Teaching Hospitals and Opportunity To Apply for...

Science.gov (United States)

2013-05-31

...] Medicare Program; Notification of Closure of Teaching Hospitals and Opportunity To Apply for Available... announces the closure of two teaching hospitals and the initiation of an application process where hospitals... modifying language at section 1886(d)(5)(B)(v) of the Act, to instruct the Secretary to establish a process...

Math Is More than Numbers: Beginning Bilingual Teachers' Mathematics Teaching Practices and Their Opportunities to Learn

Science.gov (United States)

Yeh, Cathery

2017-01-01

In this article, the author provides results from a 3-year, longitudinal study that examined two novice bilingual teachers' mathematics teaching practices and their professional opportunities to learn to teach. Primary data sources included videotaped mathematics lessons, teacher interviews, and field notes of their teacher preparation methods…

University Involvement with Charter Schools: Unique Opportunities for Service and Support

Directory of Open Access Journals (Sweden)

Dr. Julie Hentges

2017-06-01

Full Text Available Charter schools are a controversial, but vibrant, component of the current educational landscape, now serving over 3.1 million students in approximately 6900 schools across the United States.  A unique aspect of this movement has been the establishment of alternative authorizers, and specifically universities, to approve and provide oversight to these public schools.  Campus leaders and policy makers must consider numerous variables regarding a university’s involvement with charter schools.  What are the implications of school choice on university policies and practices? Should universities be “authorizers”, granting charters to schools in direct competition with the traditional public school system? Can universities provide the required “oversight” mandated by the charter school laws, as well as providing “support” for the schools? What opportunities for partnerships and practicum experiences exist?  The article provides an overview of issues that arise with public charter schools authorized by universities.  With 18 years of experiences as a public university on the forefront of enabling charter legislation and the “sponsorship” of inner-city public charter schools, the authors provide a historical perspective of the role of universities within the school choice movement, including oversight roles and supportive programs within the unique and growing phenomenon of school choice.

Teaching About Climate Change in Medical Education: An Opportunity.

Science.gov (United States)

Maxwell, Janie; Blashki, Grant

2016-04-26

Climate change threatens many of the gains in development and health over the last century. However, it could also be a catalyst for a necessary societal transformation to a sustainable and healthy future. Doctors have a crucial role in climate change mitigation and health system adaptation to prepare for emergent health threats and a carbon-constrained future. This paper argues that climate change should be integrated into medical education for three reasons: first, to prepare students for clinical practice in a climate-changing world; secondly, to promote public health and eco-health literacy; and finally, to deepen existing learning and strengthen graduate attributes. This paper builds on existing literature and the authors' experience to outline potential learning objectives, teaching methods and assessment tasks. In the wake of recent progress at the United Nations climate change conference, COP-21, it is hoped that this paper will assist universities to integrate teaching about climate change into medical education. Significance for public healthThere is a strong case for teaching about climate change in medical education. Anthropogenic climate change is accepted by scientists, governments and health authorities internationally. Given the dire implications for human health, climate change is of fundamental relevance to future doctors. Integrating climate change into medical education offers an opportunity for future doctors to develop skills and insights essential for clinical practice and a public health role in a climate-changing world. This echoes a broader call for improved public health literacy among medical graduates. This paper provides medical schools with a rationale and an outline for teaching on climate change.

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.

Science.gov (United States)

Gormally, Cara; Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. © 2014 M. Evans et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Opportunities to Improve Skills and to Teach and Train Others: Employee Outcomes in the United States and Japan

Science.gov (United States)

Lee, HaeNim; McNamara, Tay K.; Pitt-Catsouphes, Marcie; Lee, Jungui

2014-01-01

Opportunities to improve skills and opportunities to teach or train others may be associated with job satisfaction, work engagement and organizational commitment. The analysis reported in this paper used a subsample of 823 employees within two Japanese and three American worksites. We tested not only the direct relationships of each type of…

Veterinary parasitology teaching in China in the 21st century - Challenges, opportunities and perspectives.

Science.gov (United States)

Liu, Guo-Hua; Zhang, Long-Xian; Zou, Feng-Cai; Yuan, Zi-Guo; Zhao, Guang-Hui; Hu, Min; Suo, Xun; Zhu, Xing-Quan

2018-03-15

China has made significant achievements in social-economic development in the last three decades, and the numbers of livestock and companion animals are rapidly increasing. Some advances have been made in the control and prevention of animal parasitic diseases, but there are still some significant challenges, particularly in relation to foodborne parasitic zoonoses and vector-borne diseases. In addition, new molecular (e.g., genomic and transcriptomic) technologies have been developed and are gradually being introduced into the veterinary parasitology field. Therefore, teaching of veterinary parasitology in Chinese universities has undergone significant changes over the years, in terms of topics, depth and breadth, and also in the ways in which courses are delivered. In this article, we describe the current status of veterinary parasitology teaching at the undergraduate and postgraduate levels in Chinese universities, summarise changes and improvement in veterinary parasitology teaching, and discuss the challenges and opportunities for veterinary parasitology teaching in the 21st century, including the use of new teaching technologies and the integration of the "One Health" concept into veterinary parasitology courses. Copyright © 2018 Elsevier B.V. All rights reserved.

EDUCATIONAL OPPORTUNITIES OF COLLAGE AS A DIDACTIC MEANS: INTERDISCIPLINARY APPROACH

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I. B. Ryzhkina

2014-01-01

Full Text Available The research aim is to examine the functions and educational opportunities of collage as a didactic means.The methodology and methods involve the multilateral theoretical data analysis and generalization; activity approach to pupils’ perception analysis; communicative approach to finding the interrelation between the perception and speech act; lingua-cultural approach to collage consideration as a sign, information vehicle and communication subject; and developmental teaching approach.The author undertakes the cross-disciplinary analysis, including the scientific works on philosophy, psychology, semiotics and culture studies, and proves the collage adequacy to the cognitive specificity of modern pupils’perception and foreign-language teaching. The concept of collage is specified, its semiotic characteristics and unique features as a didactic means discussed.The research novelty involves developing a new frame of reference to collage as a didactic tool and cultural phenomenon with educational and developmental opportunities.The research findings, including the methodology basis for content structuring and selecting a collage type, can be used for educational problem solving.

Clubes de Ciencia: Intensive science workshops in Mexico provide a unique opportunity for teaching, scientific and cultural exchange

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Le Bras, I.; Rosengard, S.; Estefania, M.; Jinich, A.

2016-02-01

Clubes de Ciencia, which translates to "Science Clubs" is an initiative started by a group of graduate students at Harvard University in 2014 to encourage scientific exchange between the US and Mexico. These science clubs are one-week long intensive workshops taught by graduate students and/or postdocs on a subject of their choice in six Mexican cities. Instructors apply to teach a workshop by sending a proposal to the organizing committee, who is looking for workshops that emphasize hands-on, practical ideas. The instructors, primarily graduate students in the US, are paired with local co-instructors who assist and often co-teach the workshop. Local student participants, who are in their last two years of high school and the first two years of college, are selected based on their interest and enthusiasm. Each class has about 15-20 students, so that the classroom setting is intimate and interactive Sponsors, who fund instructor stipends, class supplies and program development, include the Mexican department of energy (SENER), the Mexican national science foundation (CONACYT), Harvard and MIT. Host universities also provide space and resources. In this presentation we focus on clubs that were taught in January 2015 on ocean physics and July 2015 on ocean chemistry, both taught in Ensenada, Baja California at the national autonomous university. Both workshops included a combination of data analysis, lectures, experiments and computational modeling. The ocean physics class was also recorded intermittently and is being used as a test case for an online course. The format provided an intensive teaching and networking experience and could be interesting to implement in other contexts.

A Unique Opportunity for an Intercultural Discussion on CAM and Liver Disease

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Francesco Marotta

2005-01-01

Full Text Available The meeting of the APASL, Asian Pacific Association for the Study of the Liver, was held in December 2004, in New Delhi, India. The meeting was held under the patronage of the APASL Committee and Board of Presidents of the National Liver Association and in conjunction with the annual conference of the Indian Association for the Study of Liver (INASL. The congress was designed to have a core meeting with three parallel sessions running throughout, dedicated research workshops and intensive breakfast sessions. This report concentrates on the two sessions devoted to complementary and alternative medicine (CAM and shows the latest research in CAM for liver disease and the concerns of doctors about integrating CAM with more traditional treatments. With researchers and practitioners gathering from all over the world, it was a unique opportunity for an intercultural discussion on CAM and liver disease.

Innovations in teaching university: emerging opportunities

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Daniele Simões Borges

2012-09-01

Full Text Available The present abstract understands that the university, into the current society, can build environments that indulge the development of the culture the creation and the innovation. Therefore we aim to understand the processes of induction of the university teaching, as well as the didactic-pedagogic activities proposed in the Teaching Projects of a university from the south of Rio Grande do Sul. The research is naturally qualitative and documentary, it has been done through Content Analysis (Franco, 2008; Bardin, 1977. In the study were analyzed 163 projects, being highlighted three major points of innovative teaching practices: a practical activities, including field exploring, use of lab and practical tasks in the classroom; b new technologies, including the use of Blogs, MSN, AVA, robotics, moodle, modeling, videos, recordings, forums, and diaries e c innovative methodologies, referring to learning projects, problem solving, workshops, work groups, articulation between teaching, research and extension and daily evaluation. We consider that the changes in the teaching perceptions, due to self-formative processes and the induction of institutional policy to avoid retention and evasion, as well as the innovation, has been contributed to the improvement of the learning and teaching in the university. We emphasize, also, that the innovation in the teaching can come from different levels, activities and manners, expressing different epistemological and paradigmatic basis. Therefore, it needs to be considered as activity in a particular context, coming from a collective and institutional nature.

Entreprenurial Modes of Teaching in Health Promoting Interventions

DEFF Research Database (Denmark)

Christensen, Marie Ernst; Thorø, Karsten

The Department of Physiotherapy, and the Professional Bachelor Program in Nutrition and Health at VIA University College, Aarhus, Denmark merged on a new campus in an area which soon will host approx. 25.000 worker and students. The geographical location provided a unique opportunity to create...... a pratice-related teaching program focused on health promotion. The project creates a framework for the interaction of theory and practice. Moreover, this blend generates new modes of teaching due to the fact that the teaching is transferred from the usu-al environment to sites where the students experience...... the potential of engaging with real-time media, instead of just practising their professional skills amongst their fellow students. The emerging didactical graphics in the teaching of entrepreneurship are conceptualized as elements where the students take action and thereby develop an active approach...

Animosity, antagonism, and avatars: teaching conflict management in second life.

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Evans, Dena A; Curtis, Anthony R

2011-11-01

Conflict exists in all health care organizations and may take many forms, including lateral or horizontal violence. The Essentials of Baccalaureate Nursing Education identified the development of conflict resolution strategies as core knowledge required of the bachelor's of science in nursing generalist. However, learning the art of conflict management takes both time and practice. With competition for clinical space increasing, class time in short supply, and traditional clinical opportunities for teaching conflict management lacking, a virtual approach to teaching conflict resolution was explored through the use of Second Life®. The project presented here explored students' perceptions of this unique approach to learning conflict management and sought to examine the effectiveness of this teaching method. Copyright 2011, SLACK Incorporated.

Using Information and Communication Technology (ICT) to the Maximum: Learning and Teaching Biology with Limited Digital Technologies

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Van Rooy, Wilhelmina S.

2012-01-01

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes…

Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study

Science.gov (United States)

Lomas, Laurinda; Clarke, Doug

2016-01-01

As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical…

English-Language Learning at Their Fingertips: How Can Teachers Use Tablets to Teach EFL Children?

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Alhinty, Mona

2015-01-01

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However,…

Teaching reproductive options through the use of fiction: the Cider House Rules project.

Science.gov (United States)

Engstrom, Janet L; Hunter, Ramona G

2007-01-01

Alternative teaching strategies such as storytelling and the critical reading of literature are thought to help students develop their critical thinking, emotional intelligence, and cultural sensitivity and thereby better understand the context in which their patients live and make decisions. Such teaching methods are ideally suited for examining morally complex issues such as reproductive options. This article describes an alternative approach to teaching the complex personal, social, and moral issues surrounding the topic of reproductive options. The critical reading of the book, The Cider House Rules, provides a unique opportunity for students to obtain insight and understanding of the complex circumstances under which women and their families make reproductive decisions.

Impact on Junior Faculty of Teaching Opportunities During Predoctoral Education: A Survey-Based Study.

Science.gov (United States)

Hum, Lauren; Park, Sang E

2016-04-01

Dental schools have addressed full-time faculty shortages by utilizing part-time faculty and postdoctoral students as teachers. Studies have also shown that peer tutors in dental schools can be used effectively in addition to or in place of faculty, but there has been little research on whether the peer tutoring experience influences tutors to pursue academic careers. This study surveyed junior faculty at 60 U.S. dental schools about their predoctoral tutoring and teaching experiences. Data from 122 respondents were analyzed. The results indicated that more recent graduates had more peer tutoring opportunities available than those who graduated prior to the 1980s and that the teaching experiences influenced the respondents' decisions to pursue academic careers. Additionally, those peer tutoring programs that placed more responsibility on the peer tutors, signifying trust from the institution, were the most successful in influencing respondents' decisions to pursue academia. Finally, when comparing their predoctoral teaching experiences to faculty development of teaching skills at their current institutions, the majority of the respondents reported that the faculty development was better. However, the peer tutoring programs considered equal to or better than faculty development were more influential in stimulating participants' academic career interest. These results suggest that dental schools can look to peer tutoring and teaching programs to stimulate students' interest in academia that can help reduce faculty shortages in the long term, but only if programs are developed that place greater responsibility and trust in students and that equal the quality of faculty development programs.

A Historical Reflection on Literacy, Gender and Opportunity: Implications for the Teaching of Literacy in Early Childhood Education

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Levy, Rachael

2016-01-01

This paper presents a historical reflection on gender and literacy, with a view to informing the present teaching of literacy in early childhood. The relationship between gender, literacy and opportunity in the labour market is examined, given that despite girls' achievement in literacy, in comparison with boys', women continue to earn…

Teaching and Assessing Professionalism in Radiology: Resources and Scholarly Opportunities to Contribute to Required Expectations.

Science.gov (United States)

Kelly, Aine Marie; Mullan, Patricia B

2018-05-01

Teaching and assessing trainees' professionalism now represents an explicit expectation for Accreditation Council Graduate Medical Education-accredited radiology programs. Challenges to meeting this expectation include variability in defining the construct of professionalism; limits of traditional teaching and assessment methods, used for competencies historically more prominent in medical education, for professionalism; and emerging expectations for credible and feasible professionalism teaching and assessment practices in the current context of health-care training and practice. This article identifies promising teaching resources and methods that can be used strategically to augment traditional teaching of the cognitive basis for professionalism, including role modeling, case-based scenarios, debriefing, simulations, narrative medicine (storytelling), guided discussions, peer-assisted learning, and reflective practice. This article also summarizes assessment practices intended to promote learning, as well as to inform how and when to assess trainees as their professional identities develop over time, settings, and autonomous practice, particularly in terms of measurable behaviors. This includes assessment tools (including mini observations, critical incident reports, and appreciative inquiry) for authentic assessment in the workplace; engaging multiple sources (self-, peer, other health professionals, and patients) in assessment; and intentional practices for trainees to take responsibility for seeking our actionable feedback and reflection. This article examines the emerging evidence of the feasibility and value added of assessment of medical competency milestones, including professionalism, coordinated by the Accreditation Council Graduate Medical Education in radiology and other medical specialties. Radiology has a strategic opportunity to contribute to scholarship and inform policies in professionalism teaching and assessment practices. Copyright © 2018 The

The teaching researcher: faculty attitudes towards the teaching and research roles

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Alpay, E.; Verschoor, R.

2014-07-01

Results from a survey on faculty attitudes towards the teaching and research roles are presented. Attention is given to: (i) the perceived value of teaching (and teaching achievements) relative to research, (ii) approaches for research and teaching integration, (iii) the satisfaction gained from typical work tasks, and (iv) the importance of various work-life factors. Factors such as academic freedom, an intellectual work environment, flexible work hours, inspirational colleagues, and work diversity are found to be highly valued. Support from peers and colleagues is also seen as a key in learning to manage the different academic roles. A relatively low value is attributed to teaching achievements. Likewise, there is often little utilisation of teaching opportunities to support research work (other than senior-year research projects). Female faculty were found to give marginally a higher importance to teaching recognition and collaborative teaching opportunities. Based on the findings, general recommendations for supporting the teaching researcher are presented.

Balancing Bologna: opportunities for university teaching that integrates academic and practical learning outcomes

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Probst, Lorenz; Pflug, Verena; Brandenburg, Christiane; Guggenberger, Thomas; Mentler, Axel; Wurzinger, Maria

2014-05-01

In the course of the Bologna Process, the quality of university teaching has become more prominent in the discourse on higher education. More attention is now paid to didactics and methods and learner-oriented modes of teaching are introduced. The application of knowledge, practical skills and in consequence the employability of university graduates have become requirements for university teaching. Yet, the lecture-style approach still dominates European universities, although empirical evidence confirms that student-centred, interdisciplinary and experiential learning is more effective. Referring to the learning taxonomy introduced by Bloom, we argue that standard approaches rarely move beyond the learning level of comprehension and fail to reach the levels of application, analysis, synthesis and evaluation. Considering the rapid changes and multiple challenges society faces today, responsible practitioners and scientists who can improve the current management of natural resources are urgently needed. Universities are expected to equip their graduates with the necessary skills to reflect and evaluate their actions when addressing 'real world' problems in order to improve impact and relevance of their work. Higher education thus faces the challenge of providing multi-level learning opportunities for students with diverse practical and theoretical learning needs. In this study, we reflect on three cases of university teaching attempting to bridge theory and practice and based on the principles of systemic, problem based learning. The described courses focus on organic farming, rural development and landscape planning and take place in Uganda, Nicaragua and Italy. We show that being part of a real-world community of stakeholders requires hands-on learning and the reflection and evaluation of actions. This prepares students in a more effective and realistic way for their future roles as responsible decision makers in complex social, economic and ecological systems. We

Simple, but not easy - Opportunities and challenges from teachers' and students' perspectives in the 21st century of veterinary parasitology teaching.

Science.gov (United States)

Strube, Christina; Raue, Katharina; Janecek, Elisabeth

2018-03-15

One of the main goals in academia is, and has been, high quality education of students to provide theoretical and practical knowledge essential for professional life. Achieving this goal is highly dependent on teaching procedures and, consequently, on a constant adaptation of teaching styles to align to technical advances and cutting-edge topics. Technical advances can strongly influence teaching and learning in the complex subject area of veterinary parasitology. Today's students are provided with extensive, digital lecture notes, and e-learning offers including virtual microscope technology to independently obtain intensified theoretical knowledge and understanding. As veterinary parasitology is also highly reliant on proficient practical skills, lectures with integrated diagnostic exercises are mandatory. Nowadays, such practical skills, such as carrying out faecal examination procedures, can be strengthened by having access to clinical skills labs. Advances such as digital lecture notes, e-learning and virtual microscopes do not only provide new, innovative opportunities, but can also comprise challenges. In this context, provision of sufficient relevant studying material may discourage students to take on responsibilities for autonomous gathering of information. Besides technical advances, 'Zeitgeist' changes are shaping teaching contents, which are progressively expanding as zoonoses are increasingly being focused on. With the aim of adopting the one-health concept, students today are expected not only to bear responsibilities for animals, but also for their owners and public health. This article will cast light on some key challenges and opportunities in modern veterinary parasitology teaching from the teachers´ and the students´ perspectives. Copyright © 2018 Elsevier B.V. All rights reserved.

Relationships between teaching faculty and teaching librarians

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Katz, Linda S

2014-01-01

Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

The Rise of Hospitalists: An Opportunity for Clinical Ethics.

Science.gov (United States)

McCarthy, Matthew W; Real de Asua, Diego; Fins, Joseph J

2017-01-01

Translating ethical theories into clinical practice presents a perennial challenge to educators. While many suggestions have been put forth to bridge the theory-practice gap, none have sufficiently remedied the problem. We believe the ascendance of hospital medicine, as a dominant new force in medical education and patient care, presents a unique opportunity that could redefine the way clinical ethics is taught. The field of hospital medicine in the United States is comprised of more than 50,000 hospitalists-specialists in inpatient medicine-representing the fastest growing subspecialty in the history of medicine, and its members have emerged as a dominant new force around which medical education and patient care pivot. This evolution in medical education presents a unique opportunity for the clinical ethics community. Through their proximity to patients and trainees, hospitalists have the potential to teach medical ethics in real time on the wards, but most hospitalists have not received formal training in clinical ethics. We believe it is time to strengthen the ties between hospital medicine and medical ethics, and in this article we outline how clinical ethicists might collaborate with hospitalists to identify routine issues that do not rise to the level of an "ethics consult," but nonetheless require an intellectual grounding in normative reasoning. We use a clinical vignette to explore how this approach might enhance and broaden the scope of medical education that occurs in the inpatient setting: A patient with an intra-abdominal abscess is admitted to the academic hospitalist teaching service for drainage of the fluid, hemodynamic support, and antimicrobial therapy. During the initial encounter with the hospitalist and his team of medical students and residents, the patient reports night sweats and asks if this symptom could be due to the abscess. How should the hospitalist approach this question? Copyright 2017 The Journal of Clinical Ethics. All rights

Law in Translation: Challenges and Opportunities in Teaching International Students in Business Law and Legal Environment Courses

Science.gov (United States)

Dove, Laura R.; Bryant, Natalie P.

2016-01-01

The purpose of this article is to outline the unique challenges faced by international students enrolled in business law or legal environment of business courses. It is also imperative to recognize the numerous opportunities that instructors can create in business law classrooms that will enhance the experience of all students given the…

Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

Science.gov (United States)

Delahoyde, Theresa

Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

Looking in on Music: Challenges and Opportunities for the Scholarship of Teaching and Learning

Directory of Open Access Journals (Sweden)

Susan Wharton Conkling

2016-03-01

Full Text Available Whereas most articles in this special issue demonstrate careful and close-up views of Scholarship of Teaching and Learning (SoTL in a performing arts or humanities discipline, my approach is opposite; I look in on music teaching and learning to interrogate current conceptions of SoTL. I begin with Sloboda’s cognitive explanation of music expertise and consider how music expertise is established relatively early in life. I then proceed to develop two case studies of music in higher education showing how each case illustrates expertise, and highlighting experts’ desires for progressively greater challenges. I argue that collaboration with other expert performers is one sort of challenge that meets such desires. By drawing attention to collaboration, I then reframe music as social practice, and I highlight the qualities of participatory performance. In the latter part of the article, I turn my attention toward explaining what it means to think about learning as participation in a community of practice, and I draw on the case studies to demonstrate that such a view presents both challenges and opportunities for SoTL.

Working Together in Urban Schools: How a University Teacher Education Program and Teach for America Partner to Support Alternatively Certified Teachers

Science.gov (United States)

Heineke, Amy J.; Carter, Heather; Desimone, Melissa; Cameron, Quanna

2010-01-01

The College of Teacher Education and Leadership (CTEL) at Arizona State University (ASU) embraced the opportunity to partner with Teach For America (TFA) to tailor existing teacher preparation programs to meet the unique needs of alternatively certified teachers in urban schools. Rather than harp on the distinctions between ideologies and…

Teaching methods in PE teaching

OpenAIRE

Šekeljić, Goran V.; Stamatović, Milovan V.

2016-01-01

The methods used in teaching physical education, as well as in every other very specific teaching area, have their own uniqueness and enormous importance in teaching. In the last fifty years literature showed many different methods systematized by several different criteria. Some were just taken from general didactics, some were tailored to the needs of physical education classes, and a few new ones were discovered. The special value of this work is that the existing methods are supplemented ...

Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

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Jennifer Clark

2015-03-01

Full Text Available A First Year Teaching and Learning Network was established in a regional university with a strong focus on distance education for a very diverse student cohort.  The purpose of the Network, which consisted of a Coordinator in each of nine schools, was to support staff teaching students transitioning into tertiary education. The paper explores the theoretical bases of the structure, its current method of operation, its impact so far, and future plans. The development of the Network illustrates how a university can consciously embed opportunities for staff to take ownership of transition pedagogy and thus encourage widespread capacity building amongst their peers. The experiences of the Network in its first two years provide a case study of how institutional support for the Scholarship of Teaching and Learning, in particular scholarship around capacity building, can be used as a mechanism to promote both staff and student engagement with transition pedagogy resulting in a shift from a second generation approach towards a third generation approach to transition.

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

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N. Wagner (Natascha); M. Rieger (Matthias); K.J. Voorvelt (Katherine)

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study

TOWARDS THE FORMULATION OF A PROPOSAL FOR OPPORTUNITY-TO-LEARN STANDARDS IN EFL LEARNING AND TEACHING

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Rosalba Cárdenas Ramos

2011-08-01

Full Text Available This paper focuses on the need to formulate and implement a proposal for opportunity-to-learn standards (OTL in the field of language learning and teaching in Colombia, with the aim of ensuring the necessary conditions for the implementation and achievement of the performance standards, issued by the Ministry of Education as part of the National Bilingual Program in this area. First, it reviews the concept, origins, composition and models of OTL standards, and then it examines the Colombian situation to make a case for OTL in this country.

Addressing Barriers to Learning and Teaching to Enhance Equity of Opportunity. Report from the National Summit on ESSA and Learning Supports

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Center for Mental Health in Schools at UCLA, 2017

2017-01-01

Passage of the "Every Student Succeeds Act" (ESSA) provides opportunities to improve how schools address barriers to learning and teaching and re-engage disconnected students and families. Of particular relevance to these concerns, ESSA replaces what has been described as a maze of programs with a "Student Support and Academic…

Entrepreneurship: A Unique Opportunity for Higher Education. NCRCRD Policy Briefs

Science.gov (United States)

Hamerlinck, John; Emery, Mary

2006-01-01

Entrepreneurship, both in commercial and social enterprise development, has become an essential component in sustaining thriving communities in the region. An expanded dedication to entrepreneurship can open up economic opportunities while simultaneously furthering the educational missions of colleges and universities by promoting a scholarship of…

Teaching the Economics of Equal Opportunities.

Science.gov (United States)

Ownby, Arnola C.; Rhea, Jeanine N.

1990-01-01

Focuses on equal opportunities--for education, pay, and with gender bias for individuals and business organizations. Suggests that business educators can expand the implications to include ethnic-based inequalities as well. (JOW)

Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams

OpenAIRE

Wagner, Natascha; Rieger, Matthias; Voorvelt, Katherine

2016-01-01

textabstractThis paper studies the effect of teacher gender and ethnicity on student evaluations of teaching quality at university. We analyze a unique data-set featuring mixed teaching teams and a diverse, multicultural, multi-ethnic group of students and teachers. Co-teaching allows us to study the impact of teacher gender and ethnicity on students’ evaluations of teaching exploiting within course variation in an empirical model with course-year fixed effects. We document a negative effect ...

A Classroom of Bunnies, Blimps, and Werewolves: Teaching Asian Religions Online in Second Life

Directory of Open Access Journals (Sweden)

M. Alyson Prude

2013-05-01

Full Text Available Virtual environments promise a myriad of exciting opportunities for college and university online teaching, but how much do they actually deliver? This evaluation of the use of Second Life in an Asian religions course contributes to the small but growing body of literature addressing the incorporation of online virtual worlds into higher education. It discusses benefits and drawback of teaching in Second Life and suggests Asian-inspired Second Life locations that can be useful in the classroom. Given instructor commitment to making use of the unique possibilities Second Life offers, including synchronous communication, virtual world fieldtrips, animations, and the potential for guest lectures and international participation, Second Life can provide a lively and interesting alternative for online Asian-content courses.

Teaching L2 Pragmatics: Opportunities for Continuing Professional Development

Science.gov (United States)

Vellenga, Heidi

2011-01-01

Teaching L2 pragmatics is often not covered in teacher education programs, and is an excellent area for continuing professional development. As part of a larger project on instructed interlanguage pragmatics, volunteer instructor participants were asked to teach a series of lessons on pragmatics to university-aged (19-23) ESL learners in ESL and…

Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm

Directory of Open Access Journals (Sweden)

Daniela Mahler

2017-01-01

Full Text Available The aim of this study was to identify opportunities to learn for teachers’ motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she is capable of performing required behaviors to produce a desired outcome. Teacher enthusiasm is an affective teacher orientation that is related to a specific subject and to teaching this specific subject. Different opportunities to learn are considered for teachers’ motivational orientations. Since teacher education particularly focuses on the acquisition of professional knowledge, we added a further exploratory focus to the study and investigated the relationships between motivational orientations and professional knowledge (content knowledge and pedagogical content knowledge. 134 biology teachers participated in the study. The results reveal that teacher education at university, the attendance in professional development courses, and self-study provide opportunities to learn for self-efficacy and enthusiasm for teaching the subject. Moreover, we found self-efficacy and subject-specific enthusiasm to be positively related to pedagogical content knowledge.

Unique opportunities in powder injection molding of refractory and hard materials

International Nuclear Information System (INIS)

German, R.M.

2001-01-01

Powder injection molding (PIM) is a relatively new manufacturing process for the creation of complicated net-shapes outside the range usually possible via powder metallurgy technologies. This new process is now in production at more than 550 sites around the world. Although a small industry, PIM will soon pass $1 billion dollars (USA) in annual sales. This presentation overviews the PIM process, some of the new developments and some of the successes that have occurred with both refractory metals and hard metals. Example applications are seen in medical and dental devices, industrial components, wristwatches, jet engines, firearms, automotive components, and even hand tools. To help establish the novel growth opportunities, PIM is compared to other fabrication routes to better understand the design features arising with this new approach, providing a compelling case for substantial opportunities in the refractory and hard materials. Illustrations are provided of several components in production. New opportunities abound for the technology, since it eliminates the shape complexity barrier associated with die compaction and the cost of machining associated with complicated or dimensionally precise components. Further, a relative cost advantage exists for refractory and hard materials because PIM can use the same powders at the same prices as employed in alternative processes. Future successes will occur by early identification of candidate materials and designs. Early examples include tungsten heavy alloy components now reaching production rates of six million per month. (author)

Women and Teaching in Academic Psychiatry

Science.gov (United States)

Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle

2004-01-01

Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Background: Although women have…

Teaching trainers to incorporate evidence-based medicine (EBM teaching in clinical practice: the EU-EBM project

Directory of Open Access Journals (Sweden)

Kaleta Anna

2009-09-01

Full Text Available Abstract Background Evidence based medicine (EBM is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

Science.gov (United States)

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

2009-09-10

Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

The impact of curricula and lesson planning in the teaching process

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Majlinda Lika

2017-03-01

Full Text Available Lesson planning is at the core of teaching. It allows teachers to create an orientation path in the process of teaching, taking into consideration, many elements such as, students’ styles of learning, previous knowledge, types of intelligences, interests etc. Effective curricula plans are characterized by principles of coherence, flexibility, integration of knowledge etc. Effective lesson plans strongly rely on previous information gathered through different forms of assessment, and provide inclusive opportunities for every student. This paper will show how planning affects teaching and the quality of learning. First, a review of the literature will represent the importance of flexible planning and incorporation of differentiated elements of planning that ensure inclusive opportunities of learning for all students. Second, there will be a detailed analysis of findings taken by 25 full school inspections practices on the field of “lesson planning”. This part of the study will specify the planning difficulties the teachers face and how this affects the process of teaching and learning. Third, benefits of lesson plans that rely on good assessment practices and integrate differentiated instruction according to students' needs will be discussed as ways of helping teachers adjust lesson plans to overcome their planning difficulties. Findings indicate that teachers design lesson plans that do not rely on good assessment practices. Lesson plans are not flexible enough to respond and satisfy the needs of all categories of students, impacting that way the quality of instruction and learning. The paper will serve teachers to review their planning approaches and integrate elements of differentiated instruction as an organic part of the process, responding to traits and uniqueness students represent.

Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I)

Science.gov (United States)

Mohr, Nicholas M.; Moreno-Walton, Lisa; Mills, Angela M.; Brunett, Patrick H.; Promes, Susan B.

2010-01-01

For the first time in history, four generations are working together – Traditionalists, Baby Boomers, Generation Xers, and Millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine (SAEM) Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. PMID:21314779

Trends in the Teaching of Typewriting

Science.gov (United States)

Meehan, James R.

1977-01-01

Trends in typewriting instruction are discussed in the following areas: vocational opportunities for typists, present enrollment in typewriting, approach to teaching typewriting, typing numbers, justification of typewriting costs, and the teaching load of the typewriting teacher. (TA)

Teaching in a digital age guidelines for designing teaching and learning

CERN Document Server

Bates, Anthony William

2015-01-01

The book examines the underlying principles that guide effective teaching in an age when all of us, and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success.

Opportunities for teaching and studying medicine in medieval Portugal before the foundation of the University of Lisbon (1290).

Science.gov (United States)

McCleery, I

2000-01-01

This paper discusses where Portuguese physicians studied medicine. The careers of two thirteenth-century physicians, Petrus Hispanus and Giles of Santarem, indicate that the Portuguese travelled abroad to study in Montpellier or Paris. But it is also possible that there were opportunities for study in Portugal itself. Particularly significant in this respect is the tradition of medical teaching associated with the Augustinian house of Santa Cruz in Coimbra and the reference to medical texts found in Coimbra archives. From these sources it can be shown that there was a suitable environment for medical study in medieval Portugal, encouraging able students to further their medical interests elsewhere.

Teaching with Stereoscopic Video: Opportunities and Challenges

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Variano, Evan

2017-11-01

I will present my work on creating stereoscopic videos for fluid pedagogy. I discuss a variety of workflows for content creation and a variety of platforms for content delivery. I review the qualitative lessons learned when teaching with this material, and discuss outlook for the future. This work was partially supported by the NSF award ENG-1604026 and the UC Berkeley Student Technology Fund.

Open Educational Resources and the Opportunities for Expanding Open and Distance Learning (OERS-ODL

Directory of Open Access Journals (Sweden)

Jameson Mbale

2013-05-01

Full Text Available Distance learning (DL was a teaching modality which utilized technology to deliver teaching to students who were not physically present such as in a traditional classroom setting. DL was not constrained by geographic considerations and therefore offered unique opportunities to expand educational access. The University of Namibia (UNAM and International Training and Education Center for Health (I-TECH partnered to examine DL at UNAM, to assess strengths and weaknesses, and to make recommendations for improvement. The primary method used in this assessment was interviews with staff at centers and units engaged in Distance Learning at UNAM. It was analyzed how interactions vary between instructor and learner, among learners, and between learners and learning resources. DL at UNAM was categorized into five approaches including: 1 Outreach, 2 Print-based, 3 Computer based, 4 Internet-based, and 5 Digital Video Conferencing (DVC. All-in-all, a strategy of “starting small” was envisaged to allow individual instructors to voluntarily use collaborative software such as Google Groups to enhance print-based instruction and progressively expand DL at UNAM.

Medical academia clinical experiences of Ward Round Teaching curriculum.

Science.gov (United States)

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

Medical academia clinical experiences of Ward Round Teaching curriculum

Directory of Open Access Journals (Sweden)

Fariba Haghani

2014-01-01

Full Text Available Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members′ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9. Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation.Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability were employed (Guba and Lincoln. Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1 tangible teachings (analytic intelligence, technical intelligence, legal duties and (2 implied teachings (professionalism, professional discipline, professional difficulties. Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

[Teaching about Crime and Punishment.

Science.gov (United States)

Ryan, John Paul, Ed.

1993-01-01

This issue of a newsletter from the American Bar Association emphasizes teaching about crime and punishment. The first article offers an overview of the diversity and common assumptions that underpin the teaching of criminology. Student interest in crime and criminology creates an opportunity for instructors interested in challenging students'…

Language Teaching and Its Contexts

Science.gov (United States)

Byram, Michael

2013-01-01

The title of this new journal provides opportunity to review the many contexts which need to be taken into account in reflecting upon foreign language teaching. These contexts include the educational, the fact that much language teaching takes place within general educational and often compulsory educational settings and institutions. Learners…

Results from a Faculty Development Program in Teaching Economics

Science.gov (United States)

Walstad, William B.; Salemi, Michael K.

2011-01-01

The Teaching Innovations Program (TIP) was a six-year project funded by the National Science Foundation that gave economics instructors the opportunity to learn interactive teaching strategies for use in undergraduate economics courses. TIP participants first attended a teaching workshop that presented various teaching strategies. They then could…

Teaching Physical Education in International Schools

Science.gov (United States)

Erickson, David LeRoy; Kulinna, Pamela Hodges

2012-01-01

This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

Generational influences in academic emergency medicine: teaching and learning, mentoring, and technology (part I).

Science.gov (United States)

Mohr, Nicholas M; Moreno-Walton, Lisa; Mills, Angela M; Brunett, Patrick H; Promes, Susan B

2011-02-01

For the first time in history, four generations are working together-traditionalists, baby boomers, generation Xers (Gen Xers), and millennials. Members of each generation carry with them a unique perspective of the world and interact differently with those around them. Through a review of the literature and consensus by modified Delphi methodology of the Society for Academic Emergency Medicine Aging and Generational Issues Task Force, the authors have developed this two-part series to address generational issues present in academic emergency medicine (EM). Understanding generational characteristics and mitigating strategies can help address some common issues encountered in academic EM. Through recognition of the unique characteristics of each of the generations with respect to teaching and learning, mentoring, and technology, academicians have the opportunity to strategically optimize interactions with one another. © 2011 by the Society for Academic Emergency Medicine.

The outcomes of the Brazilian Olympiad of Astronomy and Astronautics as an opportunity to develop successful outreach actions

Science.gov (United States)

Figueiró Spinelli, Patrícia; de Oliveira Costa, Cristiane; Requeijo, Flávia; do Amaral Ferreira, Marcelo Augusto; Torres Perillo, Augusto; Batista Garcia Canalle, João; Reis Neto, Eugênio; Nascimento, Josina

2015-08-01

Every year, hundreds of thousands of students and teachers from all over the country take part in the Brazilian Olympiad of Astronomy and Astronautics (OBA). This has the aim of both spreading astronomy and astronautics-related concepts and training teachers about these topics. After being marked some of the exams are sent by participant schools to the Organizing Committee to select candidates for the international competition. The OBA exam archive thereby offers an unique opportunity to evaluate the teaching of astronomy in Brazil in relation to school level and content, as well as over time. Understanding the misconceptions unraveled by the exams is of utmost importance to planning successful outreach activities. In this talk I will present how the analysis of the 2013 OBA event helped the Museum of Astronomy and Related Sciences to develop an astronomy education kit aimed at teachers and how this cooperation between an academic institution and schools is helping educators in their pedagogical practice to teach astronomy in the classroom.

Opportunity to Teach and Learn Standards: Colombian Teachers' Perspectives (Estándares de oportunidad para la enseñanza y el aprendizaje: perspectivas de profesores colombianos)

Science.gov (United States)

Cárdenas Ramos, Rosalba; Hernández Gaviria, Fanny

2012-01-01

The aim of this article is to present the outcomes of an exploration of in-service teachers' perspectives in relation to an opportunity to teach and learn standards in English. A workshop for English teachers from Cali (Colombia) and the neighboring rural sectors was designed and carried out in order to collect the information. Teachers'…

Promotion and the Scholarship of Teaching and Learning

Science.gov (United States)

Vardi, Iris; Quin, Robyn

2011-01-01

The move toward recognizing teaching academics has resulted in the Scholarship of Teaching and Learning (SoTL) gaining a greater prominence within the academy, particularly through the academic promotions system. With several Australian universities now providing opportunities for teaching staff who do not engage in research to be promoted, it is…

Telling Teaching Stories.

Science.gov (United States)

Gomez, Mary Louise; Tabachnick, B. Robert

1992-01-01

Telling teaching stories assists prospective teachers in becoming effective teachers of elementary school children. It offers preservice teachers and teacher educators the challenge of seeing themselves and the opportunity to reflect on their goals and practices. (IAH)

Consumerism and consumer complexity: implications for university teaching and teaching evaluation.

Science.gov (United States)

Hall, Wendy A

2013-07-01

A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice : the EU-EBM project

OpenAIRE

Thangaratinam, S.; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N.; Horvath, Andrea R.; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien; Gee, Harry FRCOG‏; Mol, Ben W. J.; Khan, Khalid Saeed

2009-01-01

Background:\\ud Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional developme...

Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project

OpenAIRE

Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Rengerink, Katrien; Gee, Harry; Mol, Ben WJ; Khan, Khalid S

2009-01-01

Abstract Background Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional deve...

Diverse Classrooms--Opportunities and Challenges

Science.gov (United States)

van Driel, Barry; van Dijk, Lutz

2010-01-01

In April 2009, the Anne Frank House in Amsterdam invited more than 30 experts in the field of Holocaust education from a dozen countries for a three-day seminar to share their thoughts and experiences to provide insight into the kinds of opportunities and challenges educators might face in the future when teaching about the Holocaust in diverse…

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS): A Kansas City Minority Student Recruitment Initiative

Science.gov (United States)

Adegoke, J. O.; Niemi, T. M.

2009-12-01

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) is a multi-year project funded by the National Science Foundation to address gaps in teacher preparation, improve teacher content in geosciences and help raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. The project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). In this presentation we discuss strategies that we have successfully used to provide credible pathways into the discipline for minorities that have led to a significant increase in the number of underrepresented minority students who are interested in and majoring in geoscience fields at the University of Missouri-Kansas City.

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

Science.gov (United States)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them

Geoscience Education Opportunities: Partnerships to Advance TeacHing and Scholarship (GEOPATHS) in the Kansas City Metropolitan Area

Science.gov (United States)

Niemi, T. M.; Adegoke, J.; Stoddard, E.; Odom, L.; Ketchum, D.

2007-12-01

The GEOPATHS project is a partnership between the University of Missouri Kansas City (UMKC) and the Kansas City Missouri School District (KCMSD). The goal of GEOPATHS is to raise enrollment in the Geosciences, especially among populations that are traditionally underrepresented in the discipline. We are addressing this goal by expanding dual-credit and Advanced Placement (AP) opportunities for high school students and also by serving teachers through enhancing their understanding of geoscience content and inquiry teaching methods using GLOBE resources and protocols. Our focus in the first two years of the project is to increase the number of teachers that are certified to teach AP Environmental Science by offering specially designed professional development workshops for high school teachers in the Kansas City Metropolitan Area. The structure of the workshop for each year is divided into two weeks of content knowledge exploration using the learning cycle and concept mapping, and one week of inquiry-based experiments, field projects, and exercises. We are also supporting teachers in their use of these best-practice methods by providing materials and supplies along with lesson plans for inquiry investigations for their classes. The lesson plans include activities and experiments that are inquiry-based. The last two years of the project will include direct engagement/recruiting of promising minority high school students via paid summer research internships and scholarship offers.

Rutgers Young Horse Teaching and Research Program: undergraduate student outcomes.

Science.gov (United States)

Ralston, Sarah L

2012-12-01

Equine teaching and research programs are popular but expensive components of most land grant universities. External funding for equine research, however, is limited and restricts undergraduate research opportunities that enhance student learning. In 1999, a novel undergraduate teaching and research program was initiated at Rutgers University, New Brunswick, NJ. A unique aspect of this program was the use of young horses generally considered "at risk" and in need of rescue but of relatively low value. The media interest in such horses was utilized to advantage to obtain funding for the program. The use of horses from pregnant mare urine (PMU) ranches and Bureau of Land Management (BLM) mustangs held the risks of attracting negative publicity, potential of injury while training previously unhandled young horses, and uncertainty regarding re-sale value; however, none of these concerns were realized. For 12 years the Young Horse Teaching and Research Program received extensive positive press and provided invaluable learning opportunities for students. Over 500 students, at least 80 of which were minorities, participated in not only horse management and training but also research, event planning, public outreach, fund-raising, and website development. Public and industry support provided program sustainability with only basic University infrastructural support despite severe economic downturns. Student research projects generated 25 research abstracts presented at national and international meetings and 14 honors theses. Over 100 students went on to veterinary school or other higher education programs, and more than 100 others pursued equine- or science-related careers. Laudatory popular press articles were published in a wide variety of breed/discipline journals and in local and regional newspapers each year. Taking the risk of using "at risk" horses yielded positive outcomes for all, especially the undergraduate students.

Training opportunities for overseas psychiatrists.

Science.gov (United States)

Brook, P

1975-08-01

The literature relating to the training opportunities offered to overseas graduates in this country and the United States is reviewed. Although overseas trainees in psychiatry do not see themselves at a great disadvantage, the fact that the great majority are working in non-teaching hospitals means by implication that overall their training is not as good as that of home graduates.

Unique educational opportunities at the Missouri University research reactor

International Nuclear Information System (INIS)

Ketring, A.R.; Ross, F.K.; Spate, V.

1997-01-01

Since the Missouri University Research Reactor (MURR) went critical in 1966, it has been a center where students from many departments conduct their graduate research. In the past three decades, hundreds of graduate students from the MU departments of chemistry, physics, anthropology, nuclear engineering, etc., have received masters and doctoral degrees based on research using neutrons produced at MURR. More recently, the educational opportunities at MURR have been expanded to include undergraduate students and local high school students. Since 1989 MURR has participated in the National Science Foundation-funded Research Experience for Undergraduates (REU) program. As part of this program, undergraduate students from universities and colleges throughout the United States come to MURR and get hands-on research experience during the summer. Another program, started in 1994 by the Nuclear Analysis Program at MURR, allows students from a local high school to conduct a neutron activation analysis (NAA) experiment. We also conduct tours of the center, where we describe the research and educational programs at MURR to groups of elementary school children, high school science teachers, state legislators, professional organizations, and many other groups

Strategies of expert teachers in teaching opportunity identification

NARCIS (Netherlands)

Nab, Jan; van Keulen, Johannes; Pilot, Albert

2014-01-01

The process of opportunity identification is under-emphasized in higher education; and there is a need for educational strategies to foster this competence in science students. In a previous study, three design strategies were piloted and evaluated in the classroom: stimulating the use of idea

Why Bright College Students Won't Teach.

Science.gov (United States)

Berry, Barnett

1986-01-01

For the brightest students the most significant reasons why they won't teach relate to frustrating working conditions, bureaucratic requirements, the lack of professional control, and few opportunities for intellectual growth, as well as these students' intolerance for diversity in the workplace and their perception of teaching as a "boring…

Harry Potter and the Upcoming Venus-Jupiter Conjunction: A Unique Outreach Opportunity

Science.gov (United States)

Larsen, K.

2008-09-01

As we prepare for the International Year of Astronomy 2009 (IYA2009), we should be on the lookout for celestial events which we can use not only to popularise the IYA2009 and practise our outreach skills, but which also have natural connections to popular culture. The Venus-Jupiter conjunction this autumn is such an opportunity, given several direct connections to the use of astronomy in J. K. Rowling's famous Harry Potter universe.

Developing scholarship of teaching and learning through a ...

African Journals Online (AJOL)

A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning ...

Terroir, storytelling and cultural heritage as opportunity for island entrepreneurship

DEFF Research Database (Denmark)

Korsgaard, Steffen T.

This paper explores how entrepreneurs can create opportunities for business in rural island settings. Three cases of food entrepreneurship are examined and it is suggested that opportunities can be created by leveraging the unique localized resources available in rural island settings in persuasive...

Learning to Teach Online: A Systematic Review of the Literature on K-12 Teacher Preparation for Teaching Online

Science.gov (United States)

Moore-Adams, Brianne L.; Jones, W. Monty; Cohen, Jonathan

2016-01-01

There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to…

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching?

OpenAIRE

Brancaccio-Taras, Loretta; Gull, Kelly A.; Ratti, Claudia

2016-01-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of s...

Resistance to change in language teaching: some African case ...

African Journals Online (AJOL)

The conviction with which teachers justify their traditional styles of teaching suggests that they do not teach without deliberation. This presentation looks in some detail at two investigations that serve as case studies for this phenomenon. Is resistance to change in language teaching unique to the African continent? It appears ...

Professional Development Opportunities for Two-Year College Geoscience Faculty: Issues, Opportunities, and Successes

Science.gov (United States)

Baer, E. M.; Macdonald, H.; McDaris, J. R.; Granshaw, F. D.; Wenner, J. M.; Hodder, J.; van der Hoeven Kraft, K.; Filson, R. H.; Guertin, L. A.; Wiese, K.

2011-12-01

Two-year colleges (2YCs) play a critical role in geoscience education in the United States. Nearly half of the undergraduate students who take introductory geoscience do so at a 2YC. With awide reach and diverse student populations, 2YCs may be key to producing a well-trained, diverse and sufficiently large geoscience workforce. However, faculty at 2YCs often face many barriers to professional development including lack of financial resources, heavy and inflexible teaching loads, lack of awareness of opportunities, and few professional development resources/events targeted at their needs. As an example, at the 2009 GSA meeting in Portland, fewer than 80 of the 6500 attendees were from community colleges, although this was more than twice the 2YC faculty attendance the previous year. Other issues include the isolation described by many 2YC geoscience faculty who may be the only full time geoscientist on a campus and challenges faced by adjunct faculty who may have even fewer opportunities for professional development and networking with other geoscience faculty. Over the past three years we have convened several workshops and events for 2YC geoscience faculty including technical sessions and a workshop on funding opportunities for 2YC faculty at GSA annual meetings, a field trip and networking event at the fall AGU meeting, a planning workshop that examined the role of 2YCs in geoscience education and in broadening participation in the geosciences, two workshops supporting use of the 'Math You Need, When You Need It' educational materials that included a majority of 2YC faculty, and marine science summer institutes offered by COSEE-Pacific Partnerships for 2YC faculty. Our experience indicates that 2YC faculty desire professional development opportunities when the experience is tailored to the needs and character of their students, programs, and institutions. The content of the professional development opportunity must be useful to 2YC faculty -workshops and

Physics Teaching in Times of Change

Science.gov (United States)

Dykstra, Dewey

2006-05-01

Powerful political forces have been at play in building a mandate to change the schools. The latest, on-going manifestation is in the No Child Left Behind Act, but the mandate for change was being formulated in the early 1980s in the A Nation at Risk report. As physicists we may feel somewhat removed from such goings on, but our children attend school and their teachers come through our classrooms. Physics education research offers extensive, carefully collected data on the consequences of standard physics teaching. The data challenges conventional beliefs about physics learning. It is said that times of crisis represent both opportunity and danger. Because the mandates to change are up to the individual states, each of us in our own state has the opportunity to shift the focus in physics/science teaching toward something better. We also face the danger that existing physics/science teaching will be even more deeply entrenched than it already is.

Healthcare.gov: Opportunity out of Disaster. Teaching Case

Science.gov (United States)

Cundiff, Jacob; McCallum, Taylor; Rich, Andrew; Truax, Michael; Ward, Tamara; Havelka, Douglas

2015-01-01

The launch of HealthCare.gov, the website of the Affordable Care Act (AKA Obamacare), was a major public relations disaster for the Obama administration. This case examines some of the factors that contributed to the failure of the launch and then details how Optum, an information technology service provider, considered the opportunity provided by…

Self-Assessment of the University Teaching Staff Functions

Science.gov (United States)

Duarte Clemente, Mariana Vilela; Ferrándiz-Vindel, Isabel-María

2012-01-01

The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our…

Teaching Historians with Databases.

Science.gov (United States)

Burton, Vernon

1993-01-01

Asserts that, although pressures to publish have detracted from the quality of teaching at the college level, recent innovations in educational technology have created opportunities for instructional improvement. Describes the use of computer-assisted instruction and databases in college-level history courses. (CFR)

Everyday ethics in internal medicine resident clinic: an opportunity to teach.

Science.gov (United States)

Carrese, Joseph A; McDonald, Erin L; Moon, Margaret; Taylor, Holly A; Khaira, Kiran; Catherine Beach, Mary; Hughes, Mark T

2011-07-01

Being a good doctor requires competency in ethics. Accordingly, ethics education during residency training is important. We studied the everyday ethics-related issues (i.e. ordinary ethics issues commonly faced) that internal medical residents encounter in their out-patient clinic and determined whether teaching about these issues occurred during faculty preceptor-resident interactions. This study involved a multi-method qualitative research design combining observation of preceptor-resident discussions with preceptor interviews. The study was conducted in two different internal medicine training programme clinics over a 2-week period in June 2007. Fifty-three residents and 19 preceptors were observed, and 10 preceptors were interviewed. Transcripts of observer field notes and faculty interviews were carefully analysed. The analysis identified several themes of everyday ethics issues and determined whether preceptors identified and taught about these issues. Everyday ethics content was considered present in 109 (81%) of the 135 observed case presentations. Three major thematic domains and associated sub-themes related to everyday ethics issues were identified, concerning: (i) the Doctor-Patient Interaction (relationships; communication; shared decision making); (ii) the Resident as Learner (developmental issues; challenges and conflicts associated with training; relationships with colleagues and mentors; interactions with the preceptor), and; (iii) the Doctor-System Interaction (financial issues; doctor-system issues; external influences; doctor frustration related to system issues). Everyday ethics issues were explicitly identified by preceptors (without teaching) in 18 of 109 cases (17%); explicit identification and teaching occurred in only 13 cases (12%). In this study a variety of everyday ethics issues were frequently encountered as residents cared for patients. Yet, faculty preceptors infrequently explicitly identified or taught these issues during their

Web 2.0 Tools for Supporting Teaching

Science.gov (United States)

Konstantinidis, Angelos; Theodostadou, Dimitra; Pappos, Christos

2013-01-01

Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still…

Teaching Philosophies Guiding Sexuality Instruction in US Colleges and Universities

Science.gov (United States)

Wagner, Laurie M.; Eastman-Mueller, Heather P.; Oswalt, Sara B.; Nevers, Joleen M.

2017-01-01

Teaching philosophies are central to the approach of pedagogical strategies but there has been little examination of discipline-specific teaching philosophies. This study addresses a significant gap in the literature by discussing the teaching philosophies of 122 instructors of sexuality courses. Sexuality education is unique compared to most…

User Frustrations as Opportunities

Directory of Open Access Journals (Sweden)

Michael Weiss

2012-04-01

Full Text Available User frustrations are an excellent source of new product ideas. Starting with this observation, this article describes an approach that entrepreneurs can use to discover business opportunities. Opportunity discovery starts with a problem that the user has, but may not be able to articulate. User-centered design techniques can help elicit those latent needs. The entrepreneur should then try to understand how users are solving their problem today, before proposing a solution that draws on the unique skills and technical capabilities available to the entrepreneur. Finally, an in-depth understanding of the user allows the entrepreneur to hone in on the points of difference and resonance that are the foundation of a strong customer value proposition.

Using Cultural Diversity in Teaching Economics: Global Business Implications

Science.gov (United States)

Mitry, Darryl J.

2008-01-01

Globalization and increasing cross-cultural interactivity have implications for education in general and may also present valuable pedagogical opportunities in the practice of teaching economics for business students. Therefore, the author investigated this proposition and offers some empirical observations from research and teaching experiments.…

Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide

Science.gov (United States)

Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

2014-01-01

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

Earth Hazards Consortium: a Unique Approach to Student-Centered Learning

Science.gov (United States)

Mann, C. P.; Granados, H. D.; Durant, A.; Wolf, R. E.; Girard, G.; Javier, I. H.; Cisneros, M.; Rose, W.; Sánchez, S. S.; Stix, J.

2006-12-01

contributing to their professional development, in addition to gaining a unique cultural experience. The course and field trip foci for the next two years are: Volcanic Edifice Failure/Cascades and Western Canada (2007) and Convergent Plate Boundary Volcanism/Mexican Volcanic Belt (2008). The consortium welcomes participation in the EHaz program from interested discussion leaders, students, and education specialists in teaching and learning.

Optimization of Multimedia English Teaching in Context Creation

Science.gov (United States)

Yang, Weiyan; Fang, Fan

2008-01-01

Using multimedia to create a context to teach English has its unique advantages. This paper explores the characteristics of multimedia and integrates how to use multimedia to optimize the context of English teaching as its purpose. In this paper, eight principles, specifically Systematization, Authenticity, Appropriateness, Interactivity,…

Teaching Badminton through Play Practice in Physical Education

Science.gov (United States)

Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

Community in Online Higher Education: Challenges and Opportunities

Science.gov (United States)

Arasaratnam-Smith, Lily A.; Northcote, Maria

2017-01-01

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

Teaching Biblical Studies Online

Science.gov (United States)

Delamarter, Stephen; Gravett, Sandra L.; Ulrich, Daniel W.; Nysse, Richard W.; Polaski, Sandra Hack

2011-01-01

In this edited transcript of a panel at the Society of Biblical Literature (November 23, 2009, Boston, Massachusetts), five Bible scholars give brief presentations on various challenges and opportunities encountered when teaching academic biblical studies courses online in both undergraduate and theological education contexts. Each presentation is…

Actualizing Unique Type and Token Values as a Solution to the Problem of Evil

Directory of Open Access Journals (Sweden)

Atle Ottesen Søvik

2017-12-01

Full Text Available Concerning the problem of evil, I suggest that God's goodness and omnipotence causes God to want to actualize many different values and things, not solely angels in heaven, but also type unique values like independence, self-formation, creativity, and surprise, and token unique goods like animals and human beings. Such a universe as ours, though, requires undisturbed indeterministic self-formation as actualized by a good God to give those token unique beings access to those type unique values and allow them the opportunity to live forever with God after completion of this self-formation.

The Professor-Librarian: Academic Librarians Teaching Credit-Bearing Courses

Science.gov (United States)

Sobel, Karen; Ramsey, Peter; Jones, Galin

2018-01-01

Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library…

Teaching about Plagiarism in the Age of the Internet.

Science.gov (United States)

Klausman, Jeffrey

1999-01-01

Considers how the Internet provides new opportunities for teaching about plagiarism and how to avoid it. Defines and gives examples of three different kinds of plagiarism: direct plagiarism, paraphrase plagiarism, and patchwork plagiarism. Discusses a way of teaching students about plagiarism. Concludes that plagiarism is usually unintentional.…

Innovations in teaching plant pathology.

Science.gov (United States)

Schumann, G L

2003-01-01

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

Strategies for teaching opportunity identification at science students. Experiences of expert teachers.

NARCIS (Netherlands)

Nab, J.; Pilot, A.

2010-01-01

In Europe entrepreneurship education is promoted by governmental policies at al levels of education. Because opportunity identification or opportunity recognition is at the heart of entrepreneurship (Nixdorff & Solomon, 2007), it should be part of entrepreneurship education. In most programs

Witnessing change with aspiring nurses: a human becoming teaching-learning process in nursing education.

Science.gov (United States)

Letcher, Deborah C; Yancey, Nan Russell

2004-01-01

Nurse educators have the opportunity to encourage meaningful reflections of nursing students. Dr. Rosemarie Rizzo Parse's teaching-learning processes provide a framework for such experiences. Student reflection through journaling and student participation in dialogue using these processes brings about an opportunity for students to discover new meaning for themselves and others. The process of how two nurse educators incorporated the human becoming teaching-learning model into students' experiences is discussed. Excerpts of student journals, themes of student work, and considerations for future development of the teaching-learning model with students are discussed.

Integrating Curriculum: A Case Study of Teaching Global Education

Science.gov (United States)

Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

2018-01-01

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…

Guidelines for Teaching Non-Verbal Communications Through Visual Media

Science.gov (United States)

Kundu, Mahima Ranjan

1976-01-01

There is a natural unique relationship between non-verbal communication and visual media such as television and film. Visual media will have to be used extensively--almost exclusively--in teaching non-verbal communications, as well as other methods requiring special teaching skills. (Author/ER)

Science teaching in science education

Science.gov (United States)

Callahan, Brendan E.; Dopico, Eduardo

2016-06-01

Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide--Summary

Science.gov (United States)

Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

2014-01-01

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

Latino Immigration, Education, and Opportunity

Science.gov (United States)

Jimenez, Rosa M.

2012-01-01

Immigration is often framed as a problem, yet it is also a time of remarkable opportunity. While immigrants come to the United States from all over the world, the author focuses on the unique and urgent issues related to Latino immigration. Immigrant Latinos have changed the face of America and U.S. schools. Approximately one in five K-12 students…

Fulbright Opportunities in the Physical Sciences

Science.gov (United States)

Dewindt, Katrin

2013-03-01

The Fulbright Scholar Program is sponsored by the United States Department of State and is principally funded by taxpayer contributions. Bi-national in nature, it includes academic year opportunities for both American and foreign scholars. More than 800 grants in 125 countries are available each year. The Program supports research, teaching and lecturing opportunities in all academic disciplines, numerous professional fields and the arts. American academics and administrators have multiple opportunities to internationalize their campuses and their discipline points of view. Further, Fulbright not only sends American scholars abroad but also brings scholars to the United States and should be considered a strategic internationalization opportunity both for individuals and for campuses. During the 2013-14 competition cycle there were 33 awards available in physics and astronomy and 175 all discipline awards. The presentation will guide attendees in identifying appropriate opportunities through the Fulbright Scholar Program and will make suggestions as to how to be successful in a proposal. Special attention will be given to opportunities available for specialists in physics. The workshop will also cover non-Core Fulbright Scholar opportunities for physicists and university administrators, including a number of short-term, innovative programs that send an additional 400 scholars from the United States to universities and research institutes abroad to offer expertise on issues of global interest from cutting-edge research to policy, to technical expertise in curriculum development, institutional planning, program assessment, and institutional capacity building.

Teaching Information Systems Courses in China: Challenges, Opportunities, and Lessons for US Educators

Science.gov (United States)

Fryling, Meg; Rivituso, Jack

2016-01-01

In Fall of 2014, as a result of a Chinese faculty visit to an upstate New York college to observe American pedagogical techniques in teaching information systems, two US faculty members were invited to teach two separate courses at a vocational college in southeast China. The courses to be taught in China were selected by the Chinese faculty and…

Beyond the Field Trip: Teaching Tourism through Tours

Science.gov (United States)

Kelner, Shaul; Sanders, George

2009-01-01

A course in the sociology of tourism offers an opportunity to examine a world-transforming force that is penetrating more and more aspects of social life. It also offers an opportunity to create a learning environment that uses the object of study as the medium of study. This article examines how instructors can use tourism to teach the sociology…

Non-communicable diseases – harnessing the current opportunities

DEFF Research Database (Denmark)

Sørensen, Jane Brandt; Demaio, Alessandro Rhyll; Østergaard, Lise Rosendal

2012-01-01

Non-communicable diseases (NCDs) receive growing attention, which brings a unique opportunity to utilise solutions available to address them. These diseases are largely preventable; proven, cost-effective interventions are available; and when NCDs have emerged, means exist to treat them, prevent ...... complications, and to improve quality of life. Yet, there is a lack in progress in responding effectively to NCDs, and the current discussion and research focus predominantly on challenges rather than the opportunities, which this paper outlines....

Application of smart phone on interactive teaching methods in ophthalmology

Directory of Open Access Journals (Sweden)

Xiao-Li Ma

2016-06-01

Full Text Available Smart phones as a symbol of the mobile Internet appears in college classroom, which is not only a challenge, but also a great opportunities of education information. This paper applied smart phones as the carrier of the "Internet" into ophthalmology classroom. Smart phones has a lot of features, such as rich teaching resources, diverse learning methods, flexible learning time, collating and recording capabilities and the timely, comprehensive and accurate teaching feedback so on, and could be used in case teaching and interactive teaching. The implementation of smart phones into ophthalmology classroom could inspire the learning enthusiasm of the students, enhance the quality of teaching, eventually improve teaching effects.

Life Sciences Research and Development Opportunities During Suborbital Space Flight

Science.gov (United States)

Davis, Jeffrey R.

2010-01-01

Suborbital space platforms provide a unique opportunity for Space Life Sciences in the next few years. The opportunities include: physiological characterization of the first few minutes of space flight; evaluation of a wide-variety of medical conditions during periods of hyper and hypo-gravity through physiological monitoring; and evaluation of new biomedical and environmental health technologies under hyper and hypo-gravity conditions

Exploiting the opportunities of Internet and multi-channel pricing : An exploratory research

NARCIS (Netherlands)

Sotgiu, Francesca; Ancarani, Fabio

2004-01-01

Smart firms are not worried about the impact of the Internet on pricing, but realise that they have the unique opportunity to exploit new options and improve their marketing performance. Multi-channel pricing is one of the most interesting opportunities firms can exploit in the digital economy.

Narrative Inquiry on the Teaching of STEM to Blind High School Students

Directory of Open Access Journals (Sweden)

Idalis Villanueva

2017-12-01

Full Text Available This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ. Through its integration with science, technology, engineering, and math (STEM, NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12 to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.

Capacity building for tropical coastal ecosystems management using a dynamic teaching model

DEFF Research Database (Denmark)

Lindberg, Annika Büchert; Nielsen, Thomas; Macintosh, Donald

2008-01-01

This learning opportunity illustrates effective capacity building through a dynamic teaching model that involves you and gives you personal experiences. The teaching model is easy to adapt to local environments and the learning opportunity is relevant to everyone working in coastal natural resource...... in combining knowledge and methods and applying these in a real life situation. Objectives: The participants will apply the acquired knowledge of ecosystems and project management tools when describing ecosystem services and when planning a project The participants will act as different stakeholders during...... the role play and hereby gain experience from a situation mimicking real life project situation.; The participants will experience how dynamic teaching can improve capacity building....

Students teaching students: evaluation of a "near-peer" teaching experience.

Science.gov (United States)

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Word from the CSO - CERN’s unique scientific breadth

CERN Multimedia

2008-01-01

Whilst we are all clearly focused on completion of the LHC and the detectors around it and look forward to a successful start of operations later this year, we should not forget that CERN has yet more to offer in addition to this highest priority programme ‘at the energy frontier’. Indeed, CERN also attracts a large scientific community seizing the opportunities offered by its other facilities. Sometimes I wonder whether we are not too modest and should not emphasize more CERN’s unique scientific breadth. ISOLDE, at the PS Booster, relies on innovative techniques to produce results at the forefront of nuclear physics very cost-effectively. nTOF has provided unique measurements of interest to nuclear technology, nuclear astrophysics and basic nuclear physics, and still has an ambitious programme ahead of it after refurbishment of the target. Another unique facility is the Antiproton Decelerator, at which the study of antimatter is being pursued with ingenious experiment...

Teaching Human Rights Law.

Science.gov (United States)

Berman, Howard R.

1985-01-01

The international community has developed a system of human rights law relevant to many areas of legal encounter, which American law schools have been slow to incorporate into curricula. Teaching human rights law provides an opportunity for law schools to enrich the learning process and contribute creatively to the respect for rights in society.…

Individual Variability in Brain Activity: A Nuisance or an Opportunity?

Science.gov (United States)

Van Horn, John Darrell; Grafton, Scott T; Miller, Michael B

2008-12-01

Functional imaging research has been heavily influenced by results based on population-level inference. However, group average results may belie the unique patterns of activity present in the individual that ordinarily are considered random noise. Recent advances in the evolution of MRI hardware have led to significant improvements in the stability and reproducibility of blood oxygen level dependent (BOLD) measurements. These enhancements provide a unique opportunity for closer examination of individual patterns of brain activity. Three objectives can be accomplished by considering brain scans at the individual level; (1) Mapping functional anatomy at a fine grained analysis; (2) Determining if an individual scan is normative with respect to a reference population; and (3) Understanding the sources of intersubject variability in brain activity. In this review, we detail these objectives, briefly discuss their histories and present recent trends in the analyses of individual variability. Finally, we emphasize the unique opportunities and challenges for understanding individual differences through international collaboration among Pacific Rim investigators.

Engineering Encounters: Teaching Educators about Engineering

Science.gov (United States)

Tank, Kristina M.; Raman, D. Raj; Lamm, Monica H.; Sundararajan, Sriram; Estapa, Anne

2017-01-01

This column presents ideas and techniques to enhance science teaching. This month's issue describes preservice elementary teachers learning engineering principles from engineers. Few elementary teachers have experience with implementing engineering into the classroom. While engineering professional development opportunities for inservice teachers…

Coaching and feedback: enhancing communication teaching and learning in veterinary practice settings.

Science.gov (United States)

Adams, Cindy L; Kurtz, Suzanne

2012-01-01

Communication is a critical clinical skill closely linked to clinical reasoning, medical problem solving, and significant outcomes of care such as accuracy, efficiency, supportiveness, adherence to treatment plans, and client and veterinarian satisfaction. More than 40 years of research on communication and communication education in human medicine and, more recently, in veterinary medicine provide a substantive rationale for formal communication teaching in veterinary education. As a result, veterinary schools are beginning to invest in communication training. However, if communication training is to result in development of veterinary communication skills to a professional level of competence, there must be follow-through with effective communication modeling and coaching in practice settings. The purpose of this article is to move the communication modeling and coaching done in the "real world" of clinical practice to the next level. The development of skills for communication coaching and feedback is demanding. We begin by comparing communication coaching with what is required for teaching other clinical skills in practice settings. Examining both, what it takes to teach others (whether DVM students or veterinarians in practice for several years) and what it takes to enhance one's own communication skills and capacities, we consider the why, what, and how of communication coaching. We describe the use of teaching instruments to structure this work and give particular attention to how to engage in feedback sessions, since these elements are so critical in communication teaching and learning. We consider the preconditions necessary to initiate and sustain communication skills training in practice, including the need for a safe and supportive environment within which to implement communication coaching and feedback. Finally we discuss the challenges and opportunities unique to coaching and to building and delivering communication skills training in practice

Teaching the Mantle Plumes Debate

Science.gov (United States)

Foulger, G. R.

2010-12-01

There is an ongoing debate regarding whether or not mantle plumes exist. This debate has highlighted a number of issues regarding how Earth science is currently practised, and how this feeds into approaches toward teaching students. The plume model is an hypothesis, not a proven fact. And yet many researchers assume a priori that plumes exist. This assumption feeds into teaching. That the plume model is unproven, and that many practising researchers are skeptical, may be at best only mentioned in passing to students, with most teachers assuming that plumes are proven to exist. There is typically little emphasis, in particular in undergraduate teaching, that the origin of melting anomalies is currently uncertain and that scientists do not know all the answers. Little encouragement is given to students to become involved in the debate and to consider the pros and cons for themselves. Typically teachers take the approach that “an answer” (or even “the answer”) must be taught to students. Such a pedagogic approach misses an excellent opportunity to allow students to participate in an important ongoing debate in Earth sciences. It also misses the opportunity to illustrate to students several critical aspects regarding correct application of the scientific method. The scientific method involves attempting to disprove hypotheses, not to prove them. A priori assumptions should be kept uppermost in mind and reconsidered at all stages. Multiple working hypotheses should be entertained. The predictions of a hypothesis should be tested, and unpredicted observations taken as weakening the original hypothesis. Hypotheses should not be endlessly adapted to fit unexpected observations. The difficulty with pedagogic treatment of the mantle plumes debate highlights a general uncertainty about how to teach issues in Earth science that are not yet resolved with certainty. It also represents a missed opportunity to let students experience how scientific theories evolve, warts

Gaming: a teaching strategy to enhance adult learning.

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Henry, J M

1997-01-01

As a nurse educator, I encountered many complaints from staff nurses about mandatory inservice education programs, stating that they are repetitious, time-consuming, often too basic, and at times, downright boring. One exception was an Infection Control Week education session that was done in the form of a game. This session set attendance records and had very positive feedback from staff nurses. As a result of this feedback, the use of gaming as a teaching strategy in nursing education was explored. A review of the literature on gaming as a teaching strategy was conducted with special attention to its history, current use, and successes in nursing education. Introduced as a formal teaching strategy more than 75 years ago, gaming offers many advantages over more traditional teaching methods. Games connect theory more closely to real life situation and add innovation, diversity, and the opportunity for immediate feedback. Although gaining in popularity, gaming is not extensively used in nursing education as it is not considered a serious educational tool. However, recent literature suggests much success with its use. Gaming as a teaching strategy has proven to be an effective way of conveying information in a stimulating, appealing manner. Games facilitate both beginning and experienced nurses' learning by providing an opportunity for experience without the danger or fear of jeopardizing patient safety.

Ecosystem Services Valuation as an Opportunity for Inquiry Learning

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Taylor, Zachary P.; Bennett, Drew E.

2016-01-01

Teaching ecosystem services provides an ideal opportunity to use inquiry-based learning to help students make connections between ecological, geological, and social systems. The idea of ecosystem services, or the benefits nature provides to society, has emerged as a key concept in a host of environmental fields and is just beginning to gain…

Productive Friction: How Conflict in Student Teaching Creates Opportunities for Learning at the Boundary

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Ward, Christopher J.; Nolen, Susan B.; Horn, Ilana S.

2011-01-01

Student teaching is contested ground for teacher candidates' learning. Struggling to implement practises when expectations of university and schools are inconsistent, they experience conflicts between these two worlds. In this article, we conceptualise student teaching as a space where conflicts can be generative for candidates' learning. We use…

Catalysis by metal-organic frameworks: fundamentals and opportunities.

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Ranocchiari, Marco; van Bokhoven, Jeroen Anton

2011-04-14

Crystalline porous materials are extremely important for developing catalytic systems with high scientific and industrial impact. Metal-organic frameworks (MOFs) show unique potential that still has to be fully exploited. This perspective summarizes the properties of MOFs with the aim to understand what are possible approaches to catalysis with these materials. We categorize three classes of MOF catalysts: (1) those with active site on the framework, (2) those with encapsulated active species, and (3) those with active sites attached through post-synthetic modification. We identify the tunable porosity, the ability to fine tune the structure of the active site and its environment, the presence of multiple active sites, and the opportunity to synthesize structures in which key-lock bonding of substrates occurs as the characteristics that distinguish MOFs from other materials. We experience a unique opportunity to imagine and design heterogeneous catalysts, which might catalyze reactions previously thought impossible.

Simulation in teaching regional anesthesia: current perspectives.

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Udani, Ankeet D; Kim, T Edward; Howard, Steven K; Mariano, Edward R

2015-01-01

The emerging subspecialty of regional anesthesiology and acute pain medicine represents an opportunity to evaluate critically the current methods of teaching regional anesthesia techniques and the practice of acute pain medicine. To date, there have been a wide variety of simulation applications in this field, and efficacy has largely been assumed. However, a thorough review of the literature reveals that effective teaching strategies, including simulation, in regional anesthesiology and acute pain medicine are not established completely yet. Future research should be directed toward comparative-effectiveness of simulation versus other accepted teaching methods, exploring the combination of procedural training with realistic clinical scenarios, and the application of simulation-based teaching curricula to a wider range of learner, from the student to the practicing physician.

Primary Science Teaching--Is It Integral and Deep Experience for Students?

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Timoštšuk, Inge

2016-01-01

Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers'…

Incorporating Local Culture in English Teaching Material for Undergraduate Students

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Wijaya Mahardika I Gusti Ngurah Agung

2018-01-01

Full Text Available This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.

Patterns of Mobile Technology Use in Teaching: A Pilot Study

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Seifert, Tami

2015-01-01

The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare student-teachers towards teaching classes tailored to the future teaching market, while providing the tools and inspiration to lead change in schools. The purpose of this precursor study is to examine the subject of implementing mobile…

Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

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Williams, Laurel Lyn

2009-01-01

Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

Teaching Science as Science Is Practiced: Opportunities and Limits for Enhancing Preservice Elementary Teachers' Self-Efficacy for Science and Science Teaching

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Avery, Leanne M.; Meyer, Daniel Z.

2012-01-01

Science teaching in elementary schools, or the lack thereof, continues to be an area of concern and criticism. Preservice elementary teachers' lack of confidence in teaching science is a major part of this problem. In this mixed-methods study, we report the impacts of an inquiry-based science course on preservice elementary teachers' self-efficacy…

Teaching Economic Forecasting to Undergraduates.

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Donihue, Michael R.

1995-01-01

Contends that academic departments have come under increasing scrutiny in terms of the scope of curriculum and teaching methods. Describes a senior undergraduate economics course in which the primary objective was to give students opportunities to combine theoretical training with quantitative skills and apply them to real-world problems. (CFR)

A Systems Model for Teaching Human Resource Management

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George R. Greene

2013-07-01

Full Text Available Efficient and effective human resource management is a complex, involved, and interactive process. This article presents and discusses a unique systems approach model for teaching human resource (people management processes, and the important inter-relationships within that process. The model contains two unique components related to key sub-processes: incentives management and performance evaluation. We have not observed a model applying a systems thinking paradigm presented in any textbook, journal article, business publication, or other literature addressing the topic. For nearly three decades, the model has been used in teaching a comprehensive, meaningful understanding of the human resource management process that can be effectively implemented in both corporate and academic learning venues.

Methodological Potential of Computer Experiment in Teaching Mathematics at University

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Lin, Kequan; Sokolova, Anna Nikolaevna; Vlasova, Vera K.

2017-01-01

The study is relevant due to the opportunity of increasing efficiency of teaching mathematics at university through integration of students of computer experiment conducted with the use of IT in this process. The problem of there search is defined by a contradiction between great potential opportunities of mathematics experiment for motivating and…

Book clubs--outreach opportunities for hospital libraries.

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Stephenson, Priscilla L; Clever, Shannon; Coady, Teresa R; Ender, Deniz; Heyd, Michael; Peth, Sara

2014-01-01

Book clubs and discussion groups provide opportunities for hospital librarians to reach out to staff from all areas of their facilities while introducing them to literature reflecting participants' personal and professional interests. Librarians presenting these case studies have coordinated local book clubs where topics ranged from titles about the nature of healing, to leadership development, and patient-centered care. Some also included contemporary novels of interest to participants. No matter the setting or scope of material discussed, each group has provided unique networking opportunities for staff to meet others working in various departments of their facilities.

Round-the-table teaching: a novel approach to resuscitation education.

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McGarvey, Kathryn; Scott, Karen; O'Leary, Fenton

2014-10-01

Effective cardiopulmonary resuscitation saves lives. Health professionals who care for acutely unwell children need to be prepared to care for a child in arrest. Hospitals must ensure that their staff have the knowledge, confidence and ability to respond to a child in cardiac arrest. RESUS4KIDS is a programme designed to teach paediatric resuscitation to health care professionals who care for acutely unwell children. The programme is delivered in two components: an e-learning component for pre-learning, followed by a short, practical, face-to-face course that is taught using the round-the-table teaching approach. Round-the-table teaching is a novel, evidence-based small group teaching approach designed to teach paediatric resuscitation skills and knowledge. Round-the-table teaching uses a structured approach to managing a collapsed child, and ensures that each participant has the opportunity to practise the essential resuscitation skills of airway manoeuvres, bag mask ventilation and cardiac compressions. Round-the-table teaching is an engaging, non-threatening approach to delivering interdisciplinary paediatric resuscitation education. The methodology ensures that all participants have the opportunity to practise each of the different essential skills associated with the Danger, Response, Send for help, Airway, Breathing, Circulation, Defibrillation or rhythm recognition (DRSABCD) approach to the collapsed child. Round-the-table teaching is based on evidence-based small group teaching methods. The methodology of round-the-table teaching can be applied to any topic where participants must demonstrate an understanding of a sequential approach to a clinical skill. Round-the-table teaching uses a structured approach to managing a collapsed child. © 2014 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

The Effects of Working Abroad on the Development of Teaching Skills

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Bünyamin Çelik

2018-04-01

Full Text Available Teaching overseas has always been a great opportunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and contribute to the achievement of their students more. This paper focuses on the effects of working abroad as a teacher on the development of teaching skills.

Kumaravadivelu's Framework as a Basis for Improving English Language Teaching in Saudi Arabia: Opportunities and Challenges

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Ahmad, Afnan Masaoud

2014-01-01

This paper discusses the issues with EFL teaching in Saudi Arabia, including the reliance on traditional teaching methodologies and banning use of first languages in classrooms. As a result, these traditional teaching practices produce less proficient learners who have limited knowledge about proper linguistic use. In order to overcome these…

The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

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Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

2017-01-01

This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

How does teaching clinical skills influence instructors' professional behaviour?

Directory of Open Access Journals (Sweden)

Yamani N

2004-07-01

Full Text Available Purpose: "Introduction to Clinical Medicine" in Isfahan University of Medical Sciences and Health Services is an initiative in which general practitioners work as instructors and have the opportunity to experience teaching in addition to clinical practice. Since teaching, affects both teacher and students, this study aims to assess the influence of teaching clinical skills on the instructors' psychological, social and professional behaviour. Methods: This was performed as a qualitative study. The research population consisted of instructors of “Introduction to Clinical Medicine” who were all general practitioners and acted as facilitator in small groups working on physical examination and case discussion. The data collecting tool was a semi-structured interview which was recorded on the tape. Then, the interviews were transcribed and confirmed by interviewees at the end. 10 instructors were interviewed. The data were analysed according to Colaizzi model. Results: After coding the data to 38 main subjects, they were classified into three main categories including professional, psychological and social effects. The influence of teaching on professional performance included performing a thorough and correct physical examination, taking a detailed and correct history, increasing decision making ability and increasing professional knowledge. Some of the psychological effects were increasing selfconfidence, job satisfaction and morale. The social effects of teaching were increasing social contacts, having a relationship with an academic environment and having a respectful job. Conclusion: Considering the positive effects of teaching on instructors, teaching clinical skills by general practitioners can increase general practitioners knowledge and clinical skills and improve their morale. It is recommended to train general practitioners both for teaching skills and clinical skills and consider this, as an opportunity for physicians’ continuing

[Teaching methods for clinical settings: a literature review].

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Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

Teaching Personal and Social Responsibility and Transfer of Learning: Opportunities and Challenges for Teachers and Coaches

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Gordon, Barrie; Doyle, Stephanie

2015-01-01

The transfer of learning from the gym to other areas of participants' lives has always been a core component of the Teaching Personal and Social Responsibility Model. The degree to which transfer of learning is successfully facilitated in the reality of Teaching Personal and Social Responsibility Model-based teaching and coaching is, however,…

Teaching: From Disappointment to Ecstasy

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Albers, Cheryl

2009-01-01

Unintended outcomes can derail the best of intentions in the classroom. Designing a new course for Honors students provided an opportunity to change my traditional teaching style. I envisioned a classroom where students enthusiastically became more self-directed learners. I was perplexed with mixed reactions from students; while some joined me and…

Innovative Technologies in Science Teaching

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Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

2011-01-01

Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

Social Media and Teaching-Learning: Connecting or Distancing?

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Yancey, Nan Russell

2017-10-01

As new ideas and new ways of connecting seemingly surface ever more quickly, faculty face the daunting task of using emerging technology in the teaching-learning endeavor while honoring the presence of teacher with learner. The focus of this column is on using social media as a teaching-learning tool in the shared journey of coming to know, which is so essential for the aspiring nurse. While opportunities for using teaching-learning technologies abound and are ever-changing, faculty are challenged to cocreate a learner-focused journey of coming to know, without allowing the technology to become the focus.

Pitfalls and opportunities of teaching veterinary parasitology within an integrated curriculum

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van Doorn, D.C.K.

2018-01-01

The Faculty of Veterinary Medicine at Utrecht University has seen three major curriculum changes, in 1995, 2001 and 2007. The last change was made because of the European change to a Bachelor-Master system. Almost each time teaching hours tagged for veterinary parasitology have been reduced to

Can New Digital Technologies Support Parasitology Teaching and Learning?

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Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Fluorescent Photo-conversion: A second chance to label unique cells.

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Mellott, Adam J; Shinogle, Heather E; Moore, David S; Detamore, Michael S

2015-03-01

Not all cells behave uniformly after treatment in tissue engineering studies. In fact, some treated cells display no signs of treatment or show unique characteristics not consistent with other treated cells. What if the "unique" cells could be isolated from a treated population, and further studied? Photo-convertible reporter proteins, such as Dendra2 , allow for the ability to selectively identify unique cells with a secondary label within a primary labeled treated population. In the current study, select cells were identified and labeled through photo-conversion of Dendra2 -transfected human Wharton's Jelly cells (hWJCs) for the first time. Robust photo-conversion of green-to-red fluorescence was achieved consistently in arbitrarily selected cells, allowing for precise cell identification of select hWJCs. The current study demonstrates a method that offers investigators the opportunity to selectively label and identify unique cells within a treated population for further study or isolation from the treatment population. Photo-convertible reporter proteins, such as Dendra2 , offer the ability over non-photo-convertible reporter proteins, such as green fluorescent protein, to analyze unique individual cells within a treated population, which allows investigators to gain more meaningful information on how a treatment affects all cells within a target population.

Using information and communication technology (ICT) to the maximum: learning and teaching biology with limited digital technologies

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Van Rooy, Wilhelmina S.

2012-04-01

Background: The ubiquity, availability and exponential growth of digital information and communication technology (ICT) creates unique opportunities for learning and teaching in the senior secondary school biology curriculum. Digital technologies make it possible for emerging disciplinary knowledge and understanding of biological processes previously too small, large, slow or fast to be taught. Indeed, much of bioscience can now be effectively taught via digital technology, since its representational and symbolic forms are in digital formats. Purpose: This paper is part of a larger Australian study dealing with the technologies and modalities of learning biology in secondary schools. Sample: The classroom practices of three experienced biology teachers, working in a range of NSW secondary schools, are compared and contrasted to illustrate how the challenges of limited technologies are confronted to seamlessly integrate what is available into a number of molecular genetics lessons to enhance student learning. Design and method: The data are qualitative and the analysis is based on video classroom observations and semi-structured teacher interviews. Results: Findings indicate that if professional development opportunities are provided where the pedagogy of learning and teaching of both the relevant biology and its digital representations are available, then teachers see the immediate pedagogic benefit to student learning. In particular, teachers use ICT for challenging genetic concepts despite limited computer hardware and software availability. Conclusion: Experienced teachers incorporate ICT, however limited, in order to improve the quality of student learning.

Screencasting to Support Effective Teaching Practices

Science.gov (United States)

Thomas, Amanda

2017-01-01

Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

Autobiographical memory functions of nostalgia in comparison to rumination and counterfactual thinking: similarity and uniqueness.

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Cheung, Wing-Yee; Wildschut, Tim; Sedikides, Constantine

2018-02-01

We compared and contrasted nostalgia with rumination and counterfactual thinking in terms of their autobiographical memory functions. Specifically, we assessed individual differences in nostalgia, rumination, and counterfactual thinking, which we then linked to self-reported functions or uses of autobiographical memory (Self-Regard, Boredom Reduction, Death Preparation, Intimacy Maintenance, Conversation, Teach/Inform, and Bitterness Revival). We tested which memory functions are shared and which are uniquely linked to nostalgia. The commonality among nostalgia, rumination, and counterfactual thinking resides in their shared positive associations with all memory functions: individuals who evinced a stronger propensity towards past-oriented thought (as manifested in nostalgia, rumination, and counterfactual thinking) reported greater overall recruitment of memories in the service of present functioning. The uniqueness of nostalgia resides in its comparatively strong positive associations with Intimacy Maintenance, Teach/Inform, and Self-Regard and weak association with Bitterness Revival. In all, nostalgia possesses a more positive functional signature than do rumination and counterfactual thinking.

Research on teaching astronomy in the planetarium

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Slater, Timothy F

2017-01-01

From a noted specialist in astronomy education and outreach, this Brief provides an overview of the most influential discipline-based science education research literature now guiding contemporary astronomy teaching. In recent years, systematic studies of effective and efficient teaching strategies have provided a solid foundation for enhancing college-level students’ learning in astronomy. Teaching astronomy and planetary science at the college-level was once best characterized as professor-centered, information-download lectures. Today, astronomy faculty are striving to drastically improve the learning environment by using innovative teaching approaches.  Uniquely, the authors have organized this book around strands of commonly employed astronomy teaching strategies to help readers, professors, and scholars quickly access the most relevant work while, simultaneously, avoiding the highly specialized, technical vocabulary of constructivist educational pedagogies unfamiliar to most astronomy professors. F...

Postgraduate fellows as teaching assistants in human anatomy: an experimental teaching model at a Chinese research university.

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Cheng, Xiao; Wang, Lin; Guo, Kaihua; Liu, Shu; Li, Feng; Chu, Guoliang; Zhou, Li-Hua

2011-01-01

Postgraduate fellowship training programs are expanding at Chinese universities. This growing cadre of advanced trainees calls for the development of new learning and training models wherein postgraduate fellows have an ample opportunity to teach more junior learners, thereby expanding their own knowledge base and competitiveness for future employment. Educational reform at Sun Yat-Sen University has recently allowed postgraduate fellows to act as teaching assistants for undergraduate anatomy courses. This model is common in western countries but is novel in China. Copyright © 2010 American Association of Anatomists.

Integrating Multiple Teaching Methods into a General Chemistry Classroom

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Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

1998-02-01

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

A Performative Approach to Teaching Care Ethics: A Case Study

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Hamington, Maurice

2012-01-01

This article describes a unique experiment in reconceptualizing the teaching of ethics as an embodied, performative activity rather than a purely intellectual, scholarly study. Although the inclusion of corporeal dimensions in the teaching of ethics makes intuitive sense, because morality is all about how one acts in the world, ethics education in…

Physics research opportunities with XFEL's

International Nuclear Information System (INIS)

Sinha, S. K.

1999-01-01

The advent of x-ray Free Electron Lasers will present a number of unique new scientific opportunities. These arise from their special characteristics which include intensely brilliant pulses of x-rays delivered in very short times, complete transverse coherence, and high photon quantum degeneracy, amongst other things. While clearly much thought needs to be given to a detailed quantitative assessment of the feasibility of various experiments using such sources, including methods of dealing with heat loads on beamline optics and radiation damage to samples, there are a number of areas in which one can see new opportunities, and other exciting possibilities about which one might speculate. In this talk the author briefly reviews some of these areas, such as x-ray holography, pump-probe type experiments, correlation spectroscopy and quantum optics experiments with x-rays

Teaching Culture: The Challenges and Opportunities of International Public Relations.

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George, Amiso M.

2003-01-01

Focuses on the challenges and opportunities for international public relations practice. Looks at current United States-Arab relations issues in international crisis communication. Discusses those issues, especially the role of culture and media. Proposes strategies including a case study that teachers can use to help students become effective…

Effect of combined teaching method (role playing and storytelling ...

African Journals Online (AJOL)

Effect of combined teaching method (role playing and storytelling) on creative ... Remember me ... Background and Purpose: Storytelling promotes imagination and satisfies curiosity in children and creates learning opportunities in them.

The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching.

Science.gov (United States)

Brancaccio-Taras, Loretta; Gull, Kelly A; Ratti, Claudia

2016-12-01

The American Society for Microbiology (ASM) has a history of providing a wide range of faculty development opportunities. Recently, ASM developed the Science Teaching Fellows Program (STF) for early career biologists and postdoctoral students to explore student-centered teaching and develop the skills needed to succeed in positions that have a significant teaching component. Participants were selected to STF through a competitive application process. The STF program consisted of a series of six webinars. In preparation for each webinar, participants completed a pre-webinar assignment. After each webinar, fellows practiced what they learned by completing a post-webinar assignment. In a survey used to assess the impact of STF, participants reported greater knowledge of the webinar-based instructional topics and a sense of being part of an educational community and were more confident about varied teaching methods.

Social Teaching: Student Perspectives on the Inclusion of Social Media in Higher Education

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Cooke, Samantha

2017-01-01

The traditional teaching methodologies employed within universities, comprising of lectures and seminars, have come to be scrutinised for their impersonal approach. Recently, social media and networking sites have become increasingly popular as learning and teaching resources in higher education, providing students with increased opportunities for…

Turning up the Heat on Online Teaching Evaluations: Does "Hotness" Matter?

Science.gov (United States)

Freng, Scott; Webber, David

2009-01-01

Previous research has linked teachers' physical attractiveness and students' evaluations of teaching. We expanded on this literature by using data from RateMyProfessors.com (RMP), a database popular among college students. Additionally, we examined the unique variance that physical attractiveness explains in student evaluations of teaching while…

Improving of the teaching methods of chemical subjects by using of teaching tests in high educational institutions

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Gulzahira Turebekova

2015-03-01

Full Text Available Using the information technologies may cause great pedagogical effect: using of computer opens the opportunity for organization of problem teaching developing the creative thinking, forming research, practical skills of students, creation of the steady positive motivation of the students. Technical facilities of the computer technology allow solving the teaching and research tasks in the chemistry come as original catalyst of creation of different types of information technology systems and projection on their basis the novel ways and methods of their application. Use of computer technology in education helps to support necessary educational level of students and pay attention to their independent work. The article represents that the computer testing can be widely used for control of knowledge and for teaching. Teaching testing arouses interest in subject and develops ability of self-preparation and self – education, provides in-door and out- door work.

75 FR 3449 - Office of Innovation and Improvement; Overview Information; Teaching American History Grant...

Science.gov (United States)

2010-01-21

... traditional American history content, proven teaching strategies, and lessons learned in implementing TAH... American History Grant Program; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010.... Funding Opportunity Description Purpose of Program: The Teaching American History Grant (TAH) Program...

Design and Development of 3D Printed Teaching Aids for Architecture Education

Science.gov (United States)

Song, Min Jeong; Ha, Euna; Goo, Sang-Kwon; Cho, JaeKyung

2018-01-01

This article describes how the implementation of 3D printing in classrooms has brought many opportunities to educators as it provides affordability and accessibility in creating and customizing teaching aids. The study reports on the process of fabricating teaching aids for architecture education using 3D printing technologies. The practice-based…

Challenges and Opportunities for Learning Biology in Distance-Based Settings

Science.gov (United States)

Hallyburton, Chad L.; Lunsford, Eddie

2013-01-01

The history of learning biology through distance education is documented. A review of terminology and unique problems associated with biology instruction is presented. Using published research and their own teaching experience, the authors present recommendations and best practices for managing biology in distance-based formats. They offer ideas…

Working Overseas: An Ideal Way to Improve Teaching Profession

Directory of Open Access Journals (Sweden)

Hamdi Serin

2017-10-01

Full Text Available Working abroad as a teacher is a great opportunity to develop teaching skills. Teachers develop new teaching strategies and transfer them to their own countries, learn how to use technological devices effectively in the classroom, learn about other people and other cultures and share their experiences with their students to create a stress free learning environment. These notions help teachers facilitate learning and make difference in teaching. Moreover, teachers with international experience can understand their students better. They can discern the needs and difficulties the students have and develop teaching strategies to help students with them. This paper explains the benefits of working abroad and writes about experiences of some teachers who worked overseas.

Promoting a Culture of Scholarship among Educational Developers: Exploring Institutional Opportunities

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Patel, Fay

2014-01-01

Educational developers tend to be located in centres and units of teaching and learning outside the academic mainstream. They have little opportunity to engage in scholarship. Through an overview of the literature on educational development and educational professional roles and responsibilities, the author suggests that promoting a culture of…

Collaborative teaching of an integrated methods course

Directory of Open Access Journals (Sweden)

George Zhou

2011-03-01

Full Text Available With an increasing diversity in American schools, teachers need to be able to collaborate in teaching. University courses are widely considered as a stage to demonstrate or model the ways of collaboration. To respond to this call, three authors team taught an integrated methods course at an urban public university in the city of New York. Following a qualitative research design, this study explored both instructors‟ and pre-service teachers‟ experiences with this course. Study findings indicate that collaborative teaching of an integrated methods course is feasible and beneficial to both instructors and pre-service teachers. For instructors, this collaborative teaching was a reciprocal learning process where they were engaged in thinking about teaching in a broader and innovative way. For pre-service teachers, this collaborative course not only helped them understand how three different subjects could be related to each other, but also provided opportunities for them to actually see how collaboration could take place in teaching. Their understanding of collaborative teaching was enhanced after the course.

Science of Materials: A Case Study of Intentional Teaching in the Early Years

Science.gov (United States)

Hackling, Mark; Barratt-Pugh, Caroline

2012-01-01

Australia's Early Years Learning Framework and leading international researchers argue for more intentional and purposeful teaching of science in the early years. This case study of exemplary practice illustrates intentional teaching of science materials which opened-up learning opportunities in literacy and number. Student-led hands-on…

Teaching about Presidential Elections. ERIC Digest.

Science.gov (United States)

Vontz, Thomas S.; Nixon, William A.

Although elections are an annual theme in many social studies classrooms, presidential election years prompt increased interest among students in the electoral process and offer an opportunity to teach about a national election as it happens. This ERIC Digest describes the legal requirements and traditions of U.S. presidential elections, processes…

Leadership skills teaching in Yorkshire & the Humber - a survey: uncovering, sharing, developing, embedding.

Science.gov (United States)

Fowler, Iolanthe; Gill, Andy

2015-09-01

Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of 'trainable' leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in practice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions.Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly 'leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills.

Developing Medical Students as Teachers: An Anatomy-Based Student-as-Teacher Program with Emphasis on Core Teaching Competencies

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Jay, Erie Andrew; Starkman, Sidney J.; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching…

the role of teaching practice in teacher education programmes

African Journals Online (AJOL)

Global Journal

is intended to bridge theory and practice by providing opportunity for ... decisions and changes that lead to programme improvement. .... climate for learning. ✓ Identify and use .... Canada's Ethical Standards for the Teaching. Profession.

Starting a New Language Education Program

Science.gov (United States)

Harris, Kathy

2015-01-01

Early years and primary teachers have a unique opportunity to apply their strong teaching practices, classroom management and understanding of childhood literacy development to teaching a language. This paper reports on a project from Independent Schools Queensland to increase language programs in schools by retraining classroom teachers.…

Opportunity and development of bio-based composites

Science.gov (United States)

Zhiyong Cai; Jerrold E. Winandy

2005-01-01

Our forests are a naturally renewable resource that has been used as a principal source of bio-energy and building materials for centuries. The rapid growth of world population has now resulted in substantial increases in demand and in consumption of all raw materials. This now provides a unique opportunity of developing new bio-based composites. The 100-year history...

Seeking opportunities abroad : the challenges for small companies

International Nuclear Information System (INIS)

Cej, R.P.

1999-01-01

The unique challenges facing small companies seeking opportunities in world hydrocarbon trading are discussed. The paper emphasizes how the global infrastructure of the industry has changed and describes what it takes for small companies to compete for opportunities in a global market. The biggest driver re-shaping the energy sector is the pace of global development led by the Asia-Pacific region. Canada's energy sector is well into the challenges created by market liberalization. Canada has evolved into a low cost energy supply and must remain so to support the competitiveness of other industry sectors. Overall, opportunities abroad for small companies are good. Commitment to the long haul, acquiring an understanding for the culture, the politics, and the way business is done in the country in question, careful attention to estimating the size and staying power needed to manage the opportunity, and avoiding cutting corners, or spreading oneself too thinly, are crucial to success

Teaching Local History Using Social Studies Models for Turkish Middle School Students

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Oguzhan, Karadeniz

2015-01-01

Local history teaching provides students the opportunity to gain first-hand experience by improving awareness of history. Students having active communication with their neighbourhood are given the opportunity to learn about themselves and their past, words and concepts about the past and they can make easier connection between history and other…

Teaching Coastal Hazard, Risk, and Environmental Justice

Science.gov (United States)

Orr, C. H.; Manduca, C. A.; Blockstein, D.; Davis, F.; McDaris, J. R.

2015-12-01

Geoscience literacy and expertise play a role in all societal issues that involve the Earth. Issues that range from environmental degradation and natural hazards to creating sustainable economic systems or livable cities. Human health and resilience also involves the Earth. Environmental hazard issues have dimensions and consequences that have connections to environmental justice and disproportionate impacts on people based on their ethnicity, gender, cultural and socioeconomic conditions. Often these dimensions are hidden or unexplored in common approaches to teaching about hazards. However, they can provide importance context and meaning to students who would not otherwise see themselves in STEM disciplines. Teaching geoscience in a framework of societal issues may be an important mechanism for building science and sustainability capacity in future graduates. In May 2015, the NSF STEP center InTeGrate held a workshop in New Orleans, LA on teaching about Coastal Hazards, Risk and Environmental Justice. This was an opportunity to bring together people who use these topics as a powerful topic for transdisciplinary learning that connects science to local communities. This workshop was tailored for faculty members from minority-serving institutions and other colleges and universities that serve populations that are under-represented in the geosciences and related fields. The workshop outcome was a set of strategies for accomplishing this work, including participants' experience teaching with local cases, making connections to communities, and building partnerships with employers to understand workforce needs related to interdisciplinary thinking, sustainability science and risk. The participants articulated both the great need and opportunity for educators to help learners to explore these dimensions with their students as well as the challenge of learning to teach across disciplines and using controversial topics.

Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

Science.gov (United States)

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.

Unique Features of Mobile Commerce

Institute of Scientific and Technical Information of China (English)

DING Xiaojun; IIJIMA Junichi; HO Sho

2004-01-01

While the market potentials and impacts of web-based e-commerce are still in the ascendant, the advances in wireless technologies and mobile networks have brought about a new business opportunity and research attention, what is termed mobile commerce. Commonly, mobile commerce is considered to be another new application of existing web-based e-commerce onto wireless networks, but as an independent business area, mobile commerce has its own advantages and challenges as opposed to traditional e-commerce applications. This paper focuses on exploring the unique features of mobile commerce as. Compared with traditional e-commerce. Also, there are still some limitations arisen in m-commerce in contrast to web-based e-commerce. Finally, current state of mobile commerce in Japan is presented in brief, with an introduction of several cases involving mobile commerce applications in today 's marketplace.

Teaching Literacy: Methods for Studying and Improving Library Instruction

Directory of Open Access Journals (Sweden)

Meggan Houlihan

2012-12-01

Full Text Available Objective – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.Methods – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. Results – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.Conclusion – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and

Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

Directory of Open Access Journals (Sweden)

Jelena Bobkina

2016-12-01

Full Text Available Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.

Teaching Environmental Geology in the 21St Century: A Workshop Report

Science.gov (United States)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program

Understanding and preventing type 1 diabetes through the unique working model of TrialNet.

Science.gov (United States)

Battaglia, Manuela; Anderson, Mark S; Buckner, Jane H; Geyer, Susan M; Gottlieb, Peter A; Kay, Thomas W H; Lernmark, Åke; Muller, Sarah; Pugliese, Alberto; Roep, Bart O; Greenbaum, Carla J; Peakman, Mark

2017-11-01

Type 1 diabetes is an autoimmune disease arising from the destruction of pancreatic insulin-producing beta cells. The disease represents a continuum, progressing sequentially at variable rates through identifiable stages prior to the onset of symptoms, through diagnosis and into the critical periods that follow, culminating in a variable depth of beta cell depletion. The ability to identify the very earliest of these presymptomatic stages has provided a setting in which prevention strategies can be trialled, as well as furnishing an unprecedented opportunity to study disease evolution, including intrinsic and extrinsic initiators and drivers. This niche opportunity is occupied by Type 1 Diabetes TrialNet, an international consortium of clinical trial centres that leads the field in intervention and prevention studies, accompanied by deep longitudinal bio-sampling. In this review, we focus on discoveries arising from this unique bioresource, comprising more than 70,000 samples, and outline the processes and science that have led to new biomarkers and mechanistic insights, as well as identifying new challenges and opportunities. We conclude that via integration of clinical trials and mechanistic studies, drawing in clinicians and scientists and developing partnership with industry, TrialNet embodies an enviable and unique working model for understanding a disease that to date has no cure and for designing new therapeutic approaches.

A New Group about Teaching Turkish to Foreigners: Refugees and Refugee Students

Science.gov (United States)

Arslan, Akif

2011-01-01

In today's world for countries, teaching language and communication became an important issue for making these countries' cultures spread and making them powerful and effective in the global world. A way to make Turkey effective and well known is teaching Turkish and Turkish culture refugees are important opportunity for this. This study is one of…

Innovating EFL Teaching in Asia

Science.gov (United States)

Muller, Theron, Ed.; Herder, Steven, Ed.; Adamson, John, Ed.; Brown, Philip Shigeo, Ed.

2012-01-01

This collection offers a distinctly Asian voice for English language education and addresses some of the unique needs of Asian learners in EFL contexts. Teachers and researchers from nine Asian countries present some of the most current and innovative research in five distinct and fascinating areas of EFL teaching and learning. This book is…

Teaching Sex Education to Multiply Handicapped Adolescents.

Science.gov (United States)

Smigielski, Patricia A.; Steinmann, Mary J.

1981-01-01

A sex education program for an adolescent who is mentally retarded or blind must emphasize concrete teaching, visual compensators, resource persons, repetition of content, and opportunities for social learning. Nurses and special educators can serve as consultants to health educators in planning a sex education program. (JN)

Challenges in Neonatal Nursing Clinical Teaching to Nurse-Midwife Technicians in Malawi.

Science.gov (United States)

Phuma-Ngaiyaye, Ellemes Everret; Adejumo, Oluyinka; Dartey, Anita Fafa

2017-04-01

Practice-based learning is important in clinical teaching of nursing and midwifery as students develop the necessary competencies and confidence aligned by the outcomes of their learning programs. However, in Malawi, research shows that clinical teaching in neonatal nursing has not been given adequate consideration. This article reports on challenges faced by educators and students in clinical teaching and learning in neonatal nursing for nurse-midwife technicians. An explorative qualitative study was conducted. Data were collected through 23 focus group discussions with 140 students and 31 clinical teachers from eight nursing colleges. Audiorecorded data were transcribed verbatim and analyzed using Hennink's content analysis stages. Challenges faced by clinical teachers and students were short duration and variation in clinical placements, lack of emphasis in clinical teaching, and lack of skills among clinical staff. Nursing training institutions should maximize student learning opportunities in neonatal nursing practice by creating more practice-based learning opportunities that meet the students' needs. [J Nurs Educ. 2017;56(4):215-221.]. Copyright 2017, SLACK Incorporated.

The opportunities and challenges for ICT in science education

OpenAIRE

Ferk Savec, Vesna

2017-01-01

This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK fra mework in science classrooms (such as teachers’ self - efficacy, gender, teaching experience, teachers’ beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education ...

Jean-Martin Charcot and Parkinson's disease: Teaching and teaching materials.

Science.gov (United States)

Walusinski, O

2018-04-10

James Parkinson's 1817 seminal article was not well known in France until 1861, when Jean-Martin Charcot and his friend, Alfred Vulpian, published a detailed description in French of paralysis agitans. Their article provided clinical information to help French physicians make an accurate diagnosis by considering gait, shaking and rigidity as well as masked facies. As Charcot always had a strong desire to teach, this article describes his lessons on Parkinson's disease from 1868 to 1888, and also examines the teaching approach he used to pass on his latest findings to his students and colleagues. Charcot also used his role as thesis advisor to disseminate Parkinson's work, and seven of the theses he oversaw, which until now have been overlooked, reveal another facet of his teacher-student relationship. These dissertations provided Charcot with an opportunity to highlight what he had already identified concerning what is today referred to as 'Parkinson-plus syndromes'. Finally, this report concludes with an historical survey of the teaching materials that Paul Richer and Albert Londe developed for the Master at La Salpêtrière to provide him with visual documentation. Copyright © 2018 Elsevier Masson SAS. All rights reserved.

The International Space Station Research Opportunities and Accomplishments

Science.gov (United States)

Alleyne, Camille W.

2011-01-01

In 2010, the International Space Station (ISS) construction and assembly was completed to become a world-class scientific research laboratory. We are now in the era of utilization of this unique platform that facilitates ground-breaking research in the microgravity environment. There are opportunities for NASA-funded research; research funded under the auspice of the United States National Laboratory; and research funded by the International Partners - Japan, Europe, Russia and Canada. The ISS facilities offer an opportunity to conduct research in a multitude of disciplines such as biology and biotechnology, physical science, human research, technology demonstration and development; and earth and space science. The ISS is also a unique resource for educational activities that serve to motivate and inspire students to pursue careers in Science, Technology, Engineering and Mathematics. Even though we have just commenced full utilization of the ISS as a science laboratory, early investigations are yielding major results that are leading to such things as vaccine development, improved cancer drug delivery methods and treatment for debilitating diseases, such as Duchenne's Muscular Dystrophy. This paper

Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

Directory of Open Access Journals (Sweden)

Kevin Downing

2008-06-01

Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

Teaching and Learning of 'Water for Agriculture' in Primary Schools ...

African Journals Online (AJOL)

approaches at the expense of traditional and innovative sustainability practices ... development and teaching may miss the opportunity to learn from lessons ..... SADC regional vulnerability assessment and analysis synthesis report 2015: State.

Creativity in Teaching

Directory of Open Access Journals (Sweden)

Szafernakier-Świrko Anna

2016-12-01

Full Text Available Background: The research of effective teaching is an actual problem of modern linguistics because of active promotion of its unequal manifestations and amplification of the functional load in various sectors of society. Purpose: The purpose of the analysis is to determine the qualifying and classifying features of creative and effective teacher. Results: A foreign language teacher should develop an attractive manner of communication with students. His straightforward behaviour may be expressed in non-verbal communication, through using sympathetic gestures, voice variation, smile and verbal communication expressed through a good sense of humour, personal examples, using words “we” and “our”. This manner of communication provides for a favourable condition for an atmosphere of open-mindedness and mutual understanding. A creative attitude of a teacher towards the organization of a teaching process is related to the updating of the features like fluidity understood as a spontaneous reaction during classes. The teacher as a person who creates and organises a teaching unit should possess leader’s features. Gaining a position of a group leader provides for an opportunity to arrange undisturbed work without any communication misunderstandings. Learners are given precisely formulated instructions, do the tasks in an effective and efficient manner. Therefore, it should be emphasized that a creative teacher should enjoy the features of a reflective practitioner. Being which constantly learns and improves his qualifications, studies and examines his teaching techniques, introduces changes and some time or another revisits his “beaten tracks”, breaking down routine and habits. Getting rid of habits and routines, teaching in harmony with himself, as well as appropriate selection of methods do guarantee a high comfort of work in a well-motivated group, where due to teacher’s creativity a teaching success is achieved, as expressed in

Do fears of malpractice litigation influence teaching behaviors?

Science.gov (United States)

Reed, Darcy A; Windish, Donna M; Levine, Rachel B; Kravet, Steven J; Wolfe, Leah; Wright, Scott M

2008-01-01

Medical malpractice is prominently positioned in the consciousness of American physicians, and the perceived threat of malpractice litigation may push physicians to practice defensively and alter their teaching behaviors. The purposes of this study were to characterize the attitudes of academic medical faculty toward malpractice litigation and to identify teaching behaviors associated with fear of malpractice litigation. We surveyed 270 full-time clinically active physicians in the Department of Medicine at a large academic medical center. The survey assessed physicians' attitudes toward malpractice issues, fear of malpractice litigation, and self-reported teaching behaviors associated with concerns about litigation. Two hundred and fifteen physicians responded (80%). Faculty scored an average of 25.5 +/- 6.9 (range = 6-42, higher scores indicate greater fear) on a reliable malpractice fear scale. Younger age (Spearman's rho = 0.19, p = .02) and greater time spent in clinical activities (rho = 0.26, p Fear Scale. Faculty reported that because of the perceived prevalence of lawsuits and claims made against physicians, they spend more time writing clinical notes for patients seen by learners (74%), give learners less autonomy in patient care (44%), and limit opportunities for learners to perform clinical procedures (32%) and deliver bad news to patients (33%). Faculty with higher levels of fear on the Malpractice Fear Scale were more likely to report changing their teaching behaviors because of this perceived threat (rho = 0.38, p < .001). Physicians report changes in teaching behaviors because of concerns about malpractice litigation. Although concerns about malpractice may promote increased supervision and positive role modeling, they may also limit important educational opportunities for learners. These results may serve to heighten awareness to the fact that teaching behaviors and decisions may be influenced by the malpractice climate.

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

Science.gov (United States)

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Using Literature to Teach about Bureaucratic Structure.

Science.gov (United States)

Carroll, Virginia Schaefer; Gailey, Joan D.

1992-01-01

An interdisciplinary business administration course taught at Kent State University (Ohio) uses literature to teach bureaucratic structure, based on the idea that, for business students, studying literature is an opportunity to develop alternative methods of perceiving and managing human resources. The curriculum is described and the reading list…

Going Corporate: Teaching English in the Workplace.

Science.gov (United States)

Hayflich, Faith

1998-01-01

The accelerated globalization of business is one factor causing the growth of corporate English-as-a-Second-Language (ESL) in North America (which provides increased opportunities for ESL teachers). This paper discusses challenges and changes in teaching ESL within corporations; creative class scheduling; instructional settings; diverse students,…

Linking reading literacy assessment and teaching: Rethinking ...

African Journals Online (AJOL)

Assessment is a common task in education and has many varied purposes. One of these is the use of assessment data to make decisions about teaching and support to struggling learners. Teacher preparation programmes should provide candidates with a rigorous, research-based curriculum and opportunities to practice ...

Experiences in teaching decommissioning - 16179

International Nuclear Information System (INIS)

Catlow, Fred

2009-01-01

The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in 'Electrical or Mechanical Engineering with Decommissioning Studies', the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site and were mature students with families who were availing themselves of the opportunity for career advancement (CPD). Some of the students were from the UKAEA and its contractors whilst others were from Rolls-Royce working at Vulcan, the Royal Navy's establishment for testing nuclear reactors for submarines. A number of the students had not been in a formal learning environment for many years. The College which had originally been funded by the UKAEA and the nuclear industry in the 1950's was anxious to break into the new field of Decommissioning and were keen to promote these courses in order to support the work progressing on site. Many families in Thurso, and in Caithness, have a long tradition of working in the nuclear industry and it was thought at the time that expertise in nuclear decommissioning could be developed and indeed exported elsewhere. In addition the courses being promoted by the College would attract students from other parts so that a centre of excellence could be established. In parallel with formal teaching, online courses were also developed to extend the reach of the College. The material was developed as a mixture of power point presentations and formal notes and was obtained from existing literature, web searches and interactive discussions with people in the industry as well as case studies obtained from actual situations. Assignments were set and

Plutonium uniqueness

International Nuclear Information System (INIS)

Silver, G.L.

1984-01-01

A standard is suggested against which the putative uniqueness of plutonium may be tested. It is common folklore that plutonium is unique among the chemical elements because its four common oxidation states can coexist in the same solution. Whether this putative uniqueness appears only during transit to equilibrium, or only at equilibrium, or all of the time, is not generally made clear. But while the folklore may contain some truth, it cannot be put to test until some measure of 'uniqueness' is agreed upon so that quantitative comparisons are possible. One way of measuring uniqueness is as the magnitude of the product of the mole fractions of the element at equilibrium. A 'coexistence index' is defined and discussed. (author)

Learning to teach inquiry with ICT

Science.gov (United States)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

2018-01-01

Research has shown that the objectives for laboratory teaching—just as with other teaching methods—are often not achieved and that many laboratory sessions are ineffective and yet expensive in terms of pupil and teacher time, and facilities. There are several reasons for this, but one reason is that instructions for many lab activities are too prescriptive and leave too little room for thinking and creativity of pupils. Even though this problem had been pointed out already in the early 1980s, it has persisted to this day. Additionally, ICT tools such as data logging, video measurement, and modelling have been available to secondary schools for decades. These tools provide unique opportunities for authentic investigations at the secondary school level. However, even friendly software might require considerable instruction and reinforce a prescriptive approach. Therefore, we developed a course for pre-service and in-service teachers to learn to apply ICT tools in a minds-on and inquiry way. The short course (1 ECTS  =  28 study hours) described in this article was tried out in three different countries (the Netherlands, Slovakia, Vietnam) and improved through different cycles of iterative development. Its pedagogical principles were validated through research and may be applicable and useful in other areas of teacher education and professional development.

Idm@ti Network: An Innovative Proposal for Improving Teaching and Learning in Spanish Universities

Science.gov (United States)

Salan, Nuria; Cabedo, Luis; Segarra, Mercedes; Guraya, Teresa; Lopez, Pascal; Sales, David; Gamez, Jose

2017-01-01

IdM@ti network members concurred in the diagnosis of the difficulties and opportunities arising from Bologna process implementation and teaching methodologies improvement in Materials Science and Engineering (MSE) teaching. This network has been created with the aim of improving efficiency of underway and future collaborations.The main objectives…

Israeli and Palestinian Teachers' Self-Reported Motivations for Teaching Religion: An Exploratory Case Study

Science.gov (United States)

Gilheany, Terence

2013-01-01

The teaching of religion raises opportunities to reduce prejudicial beliefs and attitudes among students. In this study, 30 religion, history, and civics teachers in Israel, East Jerusalem, and the Palestinian Territories were interviewed about their motivations for teaching religion. This study found that teachers expressed a variety of…

Nurse executives: new roles, new opportunities.

Science.gov (United States)

Kleinman, C S

1999-01-01

As women have been nursing since the earliest days of recorded civilization, so nurses have been associated with health care since the earliest days of recorded medical history. Gender and function have been inextricably woven in ways that created a struggle for success within a male-dominated industry. Nurses, as women, have been undervalued as, until recently, their role in health care has been similarly undervalued. Changing realities in the health care environment have created an opportunity for women's unique skills and talents to be revalued in a way that offers new opportunities for nurses. Teamwork, global thinking, multitasking, creativity, and flexibility are characteristics that have assumed new importance in the marketplace. Nursing leaders possess these attributes, along with a strong clinical foundation that is integrated with knowledge of sound business principles. This combination now positions nurse executives to reach the highest levels of heath care administration. Critical to this achievement is the professional credibility obtained through education at the master's degree level in health care and nursing administration programs that provide the essential tools for professional success. New opportunities for nurse executives afford educators in health care and nursing administration similar opportunities to develop and market programs to this large group of health care professionals who are seeking graduate education in increasing numbers.

Opportunities and Resources for Scientist Participation in Education and Public Outreach

Science.gov (United States)

Buxner, Sanlyn; CoBabe-Ammann, E.; Shipp, S.; Hsu, B.

2012-10-01

Active engagement of scientists in Education and Public Outreach (E/PO) activities results in benefits for both the audience and scientists. Most scientists are trained in research but have little formal training in education. The Planetary Science Education and Public Outreach (E/PO) Forum helps the Science Mission Directorate support scientists currently involved in E/PO and to help scientists who are interested in becoming involved in E/PO efforts find ways to do so through a variety of avenues. We will present current and future opportunities and resources for scientists to become engaged in education and public outreach. These include upcoming NASA SMD E/PO funding opportunities, professional development resources for writing NASA SMD E/PO proposals (webinars and other online tools), toolkits for scientists interested in best practices in E/PO (online guides for K-12 education and public outreach), EarthSpace (a community web space where instructors can find and share about teaching space and earth sciences in the undergraduate classroom, including class materials news and funding opportunities, and the latest education research), thematic resources for teaching about the solar system (archived resources from Year of the Solar System), and an online database of scientists interested in connecting with education programs. Learn more about the Forum and find resources at http://smdepo.org/.

Digital Learning Environments: New possibilities and opportunities

Directory of Open Access Journals (Sweden)

Otto Peters

2000-06-01

Full Text Available This paper deals with the general problem whether and, if so, how far the impact of the digitised learning environment on our traditional distance education will change the way in which teachers teach and learners learn. Are the dramatic innovations a menace to established ways of learning and teaching or are they the panacea to overcome some of the difficulties of our system of higher learning and to solve some of our educational problems caused by the big and far-reaching educational paradigm shift? This paper will not deal with technical or technological achievements in the field of information and communication which are, of course, revolutionary and to be acknowledged and admired. Rather, the digital learning environment will be analysed from a pedagogical point of view in order to find out what exactly are the didactic possibilities and opportunities and what are its foreseeable disadvantages.

Pedagogical Principles in Online Teaching

DEFF Research Database (Denmark)

Beckmann, Suzanne C.; Uth Thomsen, Thyra; von Wallpach, Sylvia

of the seven pedagogical principles that govern the teaching at our university. We also present a case study that illustrates how both opportunities and challenges were met in two “first-mover” fully online courses during Fall 2014. The experiences from this case study are discussed in terms of to what extent...... they met the pedagogical principles and observations unrelated to the pedagogical principle are shared....

Deep Space Gateway Science Opportunities

Science.gov (United States)

Quincy, C. D.; Charles, J. B.; Hamill, Doris; Sidney, S. C.

2018-01-01

The NASA Life Sciences Research Capabilities Team (LSRCT) has been discussing deep space research needs for the last two years. NASA's programs conducting life sciences studies - the Human Research Program, Space Biology, Astrobiology, and Planetary Protection - see the Deep Space Gateway (DSG) as affording enormous opportunities to investigate biological organisms in a unique environment that cannot be replicated in Earth-based laboratories or on Low Earth Orbit science platforms. These investigations may provide in many cases the definitive answers to risks associated with exploration and living outside Earth's protective magnetic field. Unlike Low Earth Orbit or terrestrial locations, the Gateway location will be subjected to the true deep space spectrum and influence of both galactic cosmic and solar particle radiation and thus presents an opportunity to investigate their long-term exposure effects. The question of how a community of biological organisms change over time within the harsh environment of space flight outside of the magnetic field protection can be investigated. The biological response to the absence of Earth's geomagnetic field can be studied for the first time. Will organisms change in new and unique ways under these new conditions? This may be specifically true on investigations of microbial communities. The Gateway provides a platform for microbiology experiments both inside, to improve understanding of interactions between microbes and human habitats, and outside, to improve understanding of microbe-hardware interactions exposed to the space environment.

A New Approach to Learning How to Teach: medical students as instructional designers

Directory of Open Access Journals (Sweden)

Paul F. Wimmers

2011-07-01

Full Text Available As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

Evaluating peer teaching about chronic disease.

Science.gov (United States)

Guenther, Sylvia; Shadbolt, Narelle; Roberts, Chris; Clark, Tyler

2014-12-01

The primary care areas of priority (PCAP) activity was developed to engage medical students in learning about chronic disease management in a clinical context from their peers. It is one of several summative assessment tasks that occur during a primary care community term rotation in a graduate-entry medical programme. We evaluated the acceptability and effectiveness of the PCAP activity as a combined teaching, learning and assessment innovation. Evaluation and assessment data from students who rotated through the four community term blocks during the 2011-2012 academic year was analysed using both qualitative and quantitative methods. PCAP peer teaching activity is an effective format for teaching about the management of chronic conditions in the community Analysis indicated that 89 per cent (n = 148/166) of responding students rated the PCAP as satisfactory, good or excellent. The marking rubric contained 11 assessable components, including teaching skills, mastery of clinical knowledge, developing a management plan, disease prevention and health promotion opportunities, identifying patient safety issues, the impact of the clinical presentation on the patient and family, and consideration of health equity factors. Analysis of the assessment scores indicated that the majority of students achieved the specified learning outcomes. The PCAP peer teaching activity was an acceptable and effective format for teaching about the management of chronic conditions in the community, and is adaptable to other teaching contexts. Students enjoyed teaching and being taught by their peers, and assessment results indicated that they developed their clinical knowledge as well as their teaching ability regarding chronic disease management. © 2014 John Wiley & Sons Ltd.

Peer review: a tool to enhance clinical teaching.

Science.gov (United States)

Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

2013-10-01

The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

Rube Goldbergineering: Lessons In Teaching Engineering Design To Future Engineers

OpenAIRE

Jordan, Shawn; Pereira, Nielsen

2009-01-01

Hands-on learning experiences and interactive learning environments can be effective in teaching K-12 students. Design, in essence, is an interactive, hands-on experience. Engineering design can be taught in the classroom using innovative hands-on projects, such as designing and building serve to teach design, promote creativity, and provide opportunities for hands-on problem solving, in addition to giving students experience working in cooperative teams. In turn, these experiences could enco...

Near-peer education: a novel teaching program.

Science.gov (United States)

de Menezes, Sara; Premnath, Daphne

2016-05-30

This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

What Teachers Say about Addressing Culture in Their EFL Teaching Practices: The Vietnamese Context

Science.gov (United States)

Nguyen, Long; Harvey, Sharon; Grant, Lynn

2016-01-01

This paper examines Vietnamese EFL teachers' beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities…

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

Science.gov (United States)

Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

2009-01-01

There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience

Directory of Open Access Journals (Sweden)

Kelly A. Schalk

2009-12-01

Full Text Available There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA. We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience.

Math Game(s) - an alternative (approach) to teaching math?

OpenAIRE

Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

2009-01-01

Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the opportunities offered by computer graphics, visual programming and game design as an alternative for traditional methods of teaching mathemathics. In particular, games may be deployed both as intruments to d...

Journal for Language Teaching - Vol 42, No 1 (2008)

African Journals Online (AJOL)

Exploration through picture books: opportunities for teaching and learning · EMAIL FULL TEXT EMAIL FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. C van Renen, 7-21. http://dx.doi.org/10.4314/jlt.v42i1.6096 ...

Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition

Science.gov (United States)

Prabjandee, Denchai

2014-01-01

In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose…

Evaluation of a computer-based teaching programme (CBTP ...

African Journals Online (AJOL)

... opportunity to accept responsibility for learning, to identify learning needs and to follow a deep approach to learning. The criteria taken into account in the development of the CBTP were classified into three categories, namely teaching effectiveness, cosmetic, programme and curriculum effectiveness and were eventually ...

Nutrition education in medical school: a time of opportunity.

Science.gov (United States)

Kushner, Robert F; Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

2014-05-01

Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior-related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge.

Mixed-Methods Research in Language Teaching and Learning: Opportunities, Issues and Challenges

Science.gov (United States)

Riazi, A. Mehdi; Candlin, Christopher N.

2014-01-01

This state-of-the-art paper foregrounds mixed-methods research (MMR) in language teaching and learning by discussing and critically reviewing issues related to this newly developed research paradigm. The paper has six sections. The first provides a context for the discussion of MMR through an introductory review of quantitative and qualitative…

From Religion to Praxis: Incorporating Personal Understandings of Religion, Spirituality, and Faith into Teaching

Science.gov (United States)

Small, Jenny L.

2015-01-01

This article addresses the topic of teaching and how graduate students in higher education, as future faculty members and other types of educators, learn to support the faith identities of their future students. Through a series of guest teaching opportunities at different institutional types, the author shared her understandings of the spiritual…

Introducing COSS: A new and unique oil spill research facility

International Nuclear Information System (INIS)

Kitchen, R. B.; Bonner, J. S.; Autenrieth, R. L.; Donnelly, K. C.; Ernest, A. N. S.

1997-01-01

A new oil spill research facility in Corpus Christi, Texas began operation in April 1997 to address the appropriate use, application and effectiveness of chemical, physical and biological oil spill response agents. The Coastal Oil Spill Simulation (COSS) facility consists of nine meso scale wave tanks and will offer to science and industry a unique opportunity to spill oil in a controlled environment and to study fate, transport and remediation of oil releases in simulated coastal, intertidal, lagunal, channel and porous media. 1 ref

Teaching Citizenship in Science Classes at the University of Arizona

Science.gov (United States)

Thompson, R. M.; Mangin, K.

2008-12-01

Science classes for non-science majors present unique opportunities to create lifelong science aficionados and teach citizenship skills. Because no specific content is needed for future courses, subject matter can be selected to maximize interest and assignments can be focused on life skills such as science literacy instead of discipline-specific content mastery. Dinosaurs! is a very successful non-major science class with a minimum enrollment of 150 that is intended for sophomores. One of the goals of this class is to increase students' awareness of social issues, the political process, and opportunities for keeping up with science later in life. The main theme of this class is evolution. The bird-dinosaur link is the perfect vehicle for illustrating the process of science because the lines of evidence are many, convincing, and based on discoveries made throughout the last half-century and continuing to the present day. The course is also about evolution the social issue. The second writing assignment is an in-class affective writing based on a newspaper article about the Dover, PA court case. The primary purpose of this assignment is to create a comfort zone for those students with strong ideological biases against evolution by allowing them to express their views without being judged, and to instill tolerance and understanding in students at the other end of the spectrum. Another homework uses thomas.loc.gov, the government's public website providing information about all legislation introduced since the 93rd Congress and much more. The assignment highlights the difficulty of passing legislation and the factors that contribute to a given bill's legislative success or failure using the Paleontological Resources Preservation Act, S320. Details of these assignments and others designed to achieve the goals stated above will be presented. A very different undergraduate program, Marine Discovery, offers science majors the opportunity to earn upper division science

Near-peer teaching in clinical neuroanatomy.

Science.gov (United States)

Hall, Samuel; Lewis, Michael; Border, Scott; Powell, Matthew

2013-08-01

Near-peer teaching involves students being taught by more senior students and draws on their similar knowledge base and shared experiences. It has been used previously for teaching gross anatomy, but has not yet been reported specifically for neuroanatomy. At the University of Southampton there is no formal neuroanatomy teaching during the clinical years, and so a near-peer teaching programme was developed to support students, learning in between attending their clinical attachments. A series of seven sessions were organised and delivered by two medical students throughout the 2010/11 academic year, and each session was evaluated by using participant feedback forms. Sixty feedback forms were returned by the students, giving an average rating for the overall quality of the sessions of 4.3 out of 5.0. There was an 18 per cent increase in the student's perceived level of knowledge (p peer teaching sessions. The most common feedback received from our students related to the availability of handouts and expressions of gratitude. The results from this teaching development support the use of near-peer teaching in neuroanatomy. In this article we provide some evidence to suggest that students feel more confident with neuroanatomy after attending these sessions, and describe some unique advantages of this teaching programme over sessions led by faculty staff. The wider benefits to both faculty staff and student teachers are also considered. © 2013 John Wiley & Sons Ltd.

Chemical engineering challenges and investment opportunities in sustainable energy.

Science.gov (United States)

Heller, Adam

2008-01-01

The chemical and energy industries are transforming as they adjust to the new era of high-priced petroleum and severe global warming. As a result of the transformation, engineering challenges and investment opportunities abound. Rapid evolution and fast growth are expected in cathode and anode materials as well as polymeric electrolytes for vehicular batteries and in high-performance polymer-ceramic composites for wind turbines, fuel-efficient aircraft, and lighter and safer cars. Unique process-engineering opportunities exist in sand-oil, coal, and possibly also shale liquefaction to produce transportation fuel; and also in genetic engineering of photosynthesizing plants and other organisms for their processing into high-performance biodegradable polymers and high-value-added environmentally friendly chemicals. Also, research on the feasibility of mitigation of global warming through enhancement of CO(2) uptake by the southern oceans by fertilization with trace amounts of iron is progressing. Because chemical engineers are uniquely well trained in mathematical modeling of mass transport, flow, and mixing, and also in cost analysis, they are likely to join the oceanographers and marine biologists in this important endeavor.

Commercial opportunities utilizing the International Space Station

Science.gov (United States)

Kearney, Michael E.; Mongan, Phil; Overmyer, Carolyn M.; Jackson, Kenneth

1998-01-01

The International Space Station (ISS) has the unique capability of providing a low-g environment for both short- and long-duration experimentation. This environment can provide a unique and competitive research capability to industry; but until recently, utilization of this environment by the private sector has been limited if not totally unavailable. NASA has recently expressed an interest in the commercial development of space and this is now an integral part of the Agency's enabling legislation through the Space Act. NASA's objective is to foster the use of the space environment for the development of commercial products and processes. Through alliances and agreements with several commercial companies and universities, SPACEHAB, Inc., has built a comprehensive package of services designed to provide low-cost reliable access to space for experimenters. These services provide opportunities to support engineering test beds for materials exposure analysis, to mitigate structural failures as observed on the Hubble Space Telescope; materials processing, remote sensing; space environment definition; and electronic experiments. The intent of this paper is to identify commercial opportunities for utilizing the International Space Station and provide examples of several facilities currently being designed and manufactured by commercial companies with the purpose of providing access to the space environment for commercial users.

K2 and M4: A Unique Opportunity to Unlock the Mysteries of Globular Clusters

Science.gov (United States)

Kuehn, Charles A.; Stello, Dennis; Campbell, Simon; Drury, Jason; de Silva, Gayandhi; Maclean, Ben; Bedding, Timothy R.; Huber, Daniel

2016-01-01

One of the most exciting opportunities presented by K2 is the ability to study variable stars in globular clusters (GCs). The K2 observations allow us to perform ensemble asteroseismology of a population that is much older than that in the open clusters in the original Kepler field. This should help us answer long-standing questions concerning mass loss on the red giant branch and the spread in masses along the horizontal branch. By combining the asteroseismic data with chemical tagging of sub-populations from spectroscopy, we hope to better constrain stellar evolution models and potentially shed some light on the formation history of GCs. The very crowded nature of stars in GCs poses a challenge, however, due to Kepler's large pixels. M4, observed during K2's campaign 2, presents an excellent opportunity to study GCs with a combination of K2 and ground-based data. M4 is one of the two nearest GCs and thus should appear less crowded and brighter; in fact M4 is likely the only GC whose horizontal branch stars, other than RR Lyraes, will be accessible with K2. We discuss our method of obtaining photometry for the stars in M4 and present sample lightcurves for different classes of oscillating stars in the cluster. We also discuss efforts to use ground-based observations to increase the utility of the K2 dataset.

Teaching with Children's Books--Bi the Book

Science.gov (United States)

Von Drasek, Lisa

2005-01-01

In this article, the author presents the bilingual books suggested by Pistu Downey, a bilingual teacher that teaches Spanish to kids ages three to six at the Bank Street College School for Children. Downey claims that reading bilingual books--books that contain words in languages other than English--gives children a very good opportunity of…

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

Directory of Open Access Journals (Sweden)

Sara Arnold-Garza

2014-07-01

Full Text Available The “flipped classroom” teaching model has emerged in a variety of educational settings. It provides many advantages for students and exploits the affordances of modern technology. This article describes some of the pedagogical and logistical characteristics of the flipped teaching model. It situates the flipped classroom in higher education and library instruction, and make the case that there are characteristics of information literacy instruction that fit well with the flipped teaching model, in addition to providing some unique challenges.

Teaching excellence in nursing education: a caring framework.

Science.gov (United States)

Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

2009-01-01

Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

Construction of the radiation oncology teaching files system for charged particle radiotherapy.

Science.gov (United States)

Masami, Mukai; Yutaka, Ando; Yasuo, Okuda; Naoto, Takahashi; Yoshihisa, Yoda; Hiroshi, Tsuji; Tadashi, Kamada

2013-01-01

Our hospital started the charged particle therapy since 1996. New institutions for charged particle therapy are planned in the world. Our hospital are accepting many visitors from those newly planned medical institutions and having many opportunities to provide with the training to them. Based upon our experiences, we have developed the radiation oncology teaching files system for charged particle therapy. We adopted the PowerPoint of Microsoft as a basic framework of our teaching files system. By using our export function of the viewer any physician can create teaching files easily and effectively. Now our teaching file system has 33 cases for clinical and physics contents. We expect that we can improve the safety and accuracy of charged particle therapy by using our teaching files system substantially.

Moon Teachings for the Masses at the U.Mass. Sunwheel and around the World

Science.gov (United States)

Young, J. S.

2004-12-01

With the culmination of the 18.6 year cycle of the Moon in 2006, the major lunar standstill, we are afforded the unique opportunity to teach the public about the monthly, annual, and 18.6-year wanderings of the Moon. The 18.6 year cycle is caused by the precession of the plane of the lunar orbit, while this orbit maintains a 5 degree tilt relative to the ecliptic. At the peak of this cycle, the Moon's declination swings from -28.8 to +28.8 degrees each month. And even though we are more than 1 year away from the peak of the 18.6-year cycle, already the Moon's declination ranges each month between -28 and +28 degrees. What this means is that each month for the years 2005-2007, the Moon can be seen to rise and set more northerly and also more southerly than the solar extremes, and will transit monthly with altitudes which are higher in the sky than the summer Sun and lower in the sky than the winter Sun. The U.Mass. Sunwheel is a stone circle calendar constructed in 1997 on the campus of U.Mass. Amherst, with 8'-10' tall stones marking the cardinal directions, the solstice sunrise and sunset directions, and the northernmost and southernmost moonrise and moonset directions. Over 13,000 people have visited the Sunwheel since its construction, and over 5,000 have attended the seasonal sunrise and sunset gatherings which I host. Already, late in 2004, I have begun showning the public the Moon at it's extremes, and there will be monthly opportunities over the next several years for all of us to notice the very high or very low transiting Moon. Finally, Moon teachings from calendar sites at Callanish, Chaco Canyon, and Stonehenge will be presented.

Teaching company law to business students::an effective framework

OpenAIRE

Madhloom, Omar; Butler, Nicolette

2015-01-01

Business students learning company law face a number of unique challenges. Therefore, instructors who teach company law to business students must carefully consider how their courses will meet these unique needs. This article will reflect on the challenges faced by business students studying company law before going on to consider how these challenges can be overcome. This work emphasises the importance of focusing on the learning outcomes of business students undertaking company law and the ...

The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi

Science.gov (United States)

Rai, Dhiraj Kumar

2017-01-01

The multilingual surrounding of Spanish Language Teaching (SLT) in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1) to combine several methods for teaching-learning Spanish language (as FL2). However, the effectiveness and appropriateness of this linguistic…

Pilot testing of a burn prevention teaching tool for Amish children.

Science.gov (United States)

Rieman, Mary T; Kagan, Richard J

2012-01-01

Burn prevention education for Amish children is warranted as there are unique risks associated with the Amish lifestyle. Specific educational opportunities are related to scalds, ignition of clothing, and ignition of highly flammable materials. A culturally sensitive burn prevention teaching tool, consisting of a magnetic storyboard, burn safety curriculum, and tests, was developed with the cooperation of one Old Order Amish community. The purpose of this study was to test the effectiveness of the tool in an Amish school. The teacher obtained parental permission and informed assent for the participation of the children. Pretesting was completed before the lessons began. The teacher told stories and arranged the magnets on the storyboard to show burn hazards involving lighters, stoves, kerosene heaters, gasoline-powered engines, and hot liquids used for canning, butchering, mopping, washing clothes, and making lye soap. The children were challenged to rearrange the pieces for a safer situation. Posttesting was performed 2 months after the pretest. Twenty-seven students (grades 1-8) participated. Tests were scored as a percentage of the 33 items answered correctly. The mean pretest score was 62 and the mean posttest score was 83. Statistical analysis using paired t-test demonstrated a highly significant improvement in test scores (P < .0001), with a power of more than 99%. This pilot study demonstrated that the burn prevention teaching tool was effective for improving knowledge in one classroom of Amish children. These results support expanded use and testing of this tool in other Amish schools.

Peer Observation of Teaching: Perceptions and Experiences of Teachers in a Primary School in Cyprus

Science.gov (United States)

Karagiorgi, Yiasemina

2012-01-01

This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…

Ideas That Work in College Teaching

Science.gov (United States)

Badger, Robert L., Ed.

2007-01-01

As members of the faculty of the same college, the State University of New York at Potsdam, the fifteen contributors to this book have the unique experience of working from the same pool of students in order to explore how to improve teaching, enhance learning, and make the classroom more interesting. Together professors from thirteen different…

Using Literature to Teach Crisis Intervention

Science.gov (United States)

Deering, Catherine Gray

2018-01-01

This article presents a unique approach for teaching crisis intervention in that it involves students reading novels and autobiographies to use as case studies in order to apply the theories and concepts. A rationale for the use of literature as a projective device to help students experience personal growth and to target the affective domain of…

A pharmacy student's role as a teaching assistant in an undergraduate medicinal chemistry course - Implementation, evaluation, and unexpected opportunities for educational outreach.

Science.gov (United States)

DellaVecchia, Matthew J; Claudio, Alyssa M; Fairclough, Jamie L

2017-11-01

To describe 1) a pharmacy student's teaching assistant (TA) role in an undergraduate medicinal chemistry course, 2) an active learning module co-developed by the TA and instructor, and 3) the unexpected opportunities for pharmacy educational outreach that resulted from this collaboration. Medicinal Chemistry (CHM3413) is an undergraduate course offered each fall at Palm Beach Atlantic University (PBA). As a TA for CHM3413, a pharmacy student from the Gregory School of Pharmacy (GSOP) at PBA co-developed and implemented an active learning module emphasizing foundational medicinal chemistry concepts as they pertain to performance enhancing drugs (PEDs). Surveys assessed undergraduate students' perceived knowledge of medicinal chemistry concepts, PEDs, and TA involvement. Students' (total n = 60, three fall semesters) perceived confidence in knowledge of medicinal chemistry concepts and PEDs increased significantly (p medicinal chemistry course. An advanced pharmacy practice experience elective in sports pharmacy (based on Ambrose's model) begins Fall 2017. Copyright © 2017 Elsevier Inc. All rights reserved.

Integrating Opportunities: Applied Interdisciplinary Research in Undergraduate Geography and Geology Education

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Viertel, David C.; Burns, Diane M.

2012-01-01

Unique integrative learning approaches represent a fundamental opportunity for undergraduate students and faculty alike to combine interdisciplinary methods with applied spatial research. Geography and geoscience-related disciplines are particularly well-suited to adapt multiple methods within a holistic and reflective mentored research paradigm.…

Opportunities and barriers to public health nutrition education in Vietnamese universities.

Science.gov (United States)

Pham, Quynh Th; Worsley, Anthony; Lawrence, Mark; Marshall, Bernie

2017-05-01

A core challenge for low- and middle-income countries (LMICs) in combating the negative effects of the nutrition transition is to implement appropriate prevention strategies to halt the increasing prevalence of obesity and non-communicable diseases (NCDs), against a background of prevailing under nutrition. There have been several proposals for the enhancement of university nutrition education for future health and related professionals who are expected to communicate knowledge of health risks to the broad community. However, little is known about university nutrition education in LMICs. The present study aimed to investigate professional development opportunities and barriers for university nutrition lecturers to teach public health nutrition (PHN). An online survey was conducted among 242 Vietnamese health and education professionals and university nutrition lecturers across Vietnam. Purposive sampling was used to recruit participants. Comparisons of between the groups' responses were examined via SPSS Crosstabs. The structures of the perceived barriers and desired PHN training topics were examined via factor analyses. Multiple linear regression examined the influences on lecturers' learning interests in nutrition areas. The lecturers' learning interests spanned four areas: basic nutrition, basic food, food policy and 'new' trends (e.g. food policy, marketing). Major impediments to nutrition teaching in universities divided into two groups: resource limitations and professional constraints (e.g. lack of relevant training opportunities). The lecturers' perceptions of professional constraints influenced their interest in learning about 'new' trends. The results highlighted the need and opportunities to enhance PHN professional development for nutrition lecturers in Vietnam.

Compelling teaching with the four Cs: caring, comedy, creativity, and challenging.

Science.gov (United States)

Story, Lachel; Butts, Janie B

2010-05-01

The traditional classroom, particularly in nursing, often is stifling to students and teachers. A dynamic co-learning experience creates a potential to move students from merely obtaining knowledge to practice. This article presents an exemplar of the transformative learning process within the nursing education setting. The concepts forming this compelling teaching approach are caring, comedy, creativity, and challenging (the four Cs). Through this innovative teaching method, opportunities are created for authentic co-learning to occur.

Islamic Morality: Teaching to Balance the Record

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Lovat, Terence

2016-01-01

The article proposes that the teaching of Islamic morality presents as an important if not urgent task for moral education. It offers the opportunity to inform a student body about a vital historical development in the formation of moral thought and action; to challenge and offset a blind spot in Western thinking about Islam in general; to…

Teachers' experiences of teaching in a blended learning environment.

Science.gov (United States)

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

Directory of Open Access Journals (Sweden)

Rebecca McMahon Giles

2016-12-01

Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

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Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-01-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

The positive impact of structured teaching in the operating room.

Science.gov (United States)

Leung, Yee; Salfinger, Stuart; Mercer, Annette

2015-12-01

A survey of obstetric and gynaecology trainees in Australia found the trainee's opinion of the consultants' teaching ability for laparoscopic procedures and procedures dealing with complications as 'poor' in 21.2% and 23.4% of responses, respectively (Aust NZ J Obstet Gynaecol 2009; 49: 84). Surgical caseload per trainee is falling for a variety of reasons. Strategies need to be adopted to enhance the surgical learning experience of trainees in the operating room. We describe the use of a structured encounter template to facilitate the teaching of surgery in the operating room and report the response of the trainees to this intervention. Trainees attached to a gynaecologic surgery unit all underwent surgical training using a set format based on the surgical encounter template, including briefing, goal setting and intra-operative teaching aims as well as debriefing. Data on the trainees' experience and perception of their learning experience were then collected and analysed as quantitative and qualitative data sets. The trainees reported satisfaction with the use of a structured encounter template to facilitate the surgical teaching in the operating room. Some trainees had not received such clarity of feedback or the opportunity to complete a procedure independently prior to using the structured encounter template. A structured surgical encounter template based on andragogy principles to focus consultant teaching in the operating room is highly acceptable to obstetric and gynaecology trainees in Australia. Allowing the trainee the opportunity to set objectives and receive feedback empowers the trainee and enhances their educational experience. © 2015 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Teach Astronomy: An Educational Resource for Formal and Informal Learners

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Impey, Chris David

2018-01-01

Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

Teaching and Learning with Hypervideo in Vocational Education and Training

Science.gov (United States)

Cattaneo, Alberto A. P.; Nguyen, Anh Thu; Aprea, Carmela

2016-01-01

Audiovisuals offer increasing opportunities as teaching-and-learning materials while also confronting educators with significant challenges. Hypervideo provides one means of overcoming these challenges, offering new possibilities for interaction and support for reflective processes. However, few studies have investigated the instructional…

Digital storytelling: New opportunities for humanities scholarship and pedagogy

Directory of Open Access Journals (Sweden)

John F. Barber

2016-12-01

Full Text Available At first thought, combining storytelling, digital tools, and humanities seems improbable. For example, digital storytelling is characterized by interactivity, nonlinearity, flexible outcomes, user participation, even co-creation. Such affordances may be disruptive to traditional humanities scholars accustomed to working alone, with physical objects, and following established theoretical guidelines. However, they may be quite appealing to those seeking new opportunities for cross-disciplinary, iterative approaches to practice-based humanities scholarship and pedagogy. This essay defines digital storytelling as a combination of storytelling techniques, digital affordances, and humanities foci, describes several forms of digital storytelling, outlines frameworks and outcomes associated with their use, and promotes digital storytelling as providing new opportunities for humanities scholarship and teaching, especially with regard to critical thinking, communication, digital literacy, and civic engagement.

Lancaster Postgraduate Statistics Centre – creating enterprise and innovation in teaching statistics across disciplines.

OpenAIRE

Lancaster, Gillian; Francis, Brian; Allen, Ruth

2009-01-01

The Lancaster Postgraduate Statistics Centre (PSC) encompasses all aspects of Postgraduate Teaching and Learning within the Mathematics and Statistics department. It is the only UK HEFCE-funded Centre for Excellence in Teaching and Learning that uniquely specialises in postgraduate statistics, and rewards the research and teaching excellence of the Statistics Group. The award-winning purpose-built PSC building opened in February 2008, and features many modern state of the art facilities. Our ...

Factors related to successful teaching by outstanding professors: an interpretive study.

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Rossetti, Jeanette; Fox, Patricia G

2009-01-01

The purpose of this study was to identify and describe factors associated with successful university teaching within the cultural norms of a public university in the midwestern United States. An interpretive analysis was conducted using the educational philosophy and goal statements of 35 university professors who received Presidential Teaching Awards from the university. The professors' diverse disciplines included nursing, curriculum and instruction, accountancy, music, and political science. The authors offer nursing educators the opportunity to increase their confidence and effectiveness by "learning" from faculty members who have been recognized as exceptionally successful in teaching. Four main relevant themes associated with successful university teaching were identified: Presence, Promotion of Learning, Teachers as Learners, and Enthusiasm. The narratives of the professors helped define the meaning of successful teaching across disciplines and offer nursing faculty additional perspectives and experiences.

ESA parabolic flights, drop tower and centrifuge opportunities for university students

NARCIS (Netherlands)

Callens, N; Ventura-Traveset, J.; de Lophem, T.L.; Lopez de Echazarreta, C.; Pletser, V.; van Loon, J.J.W.A

2011-01-01

"Fly Your Thesis!-An Astronaut Experience" is an educational programme launched by the ESA Education Office that aims to offer to European students the unique opportunity to design, build, and eventually fly, a scientific experiment as part of their Master or Ph.D. thesis. Selected teams accompany

Opportunities for Drell-Yan Physics at RHIC

Energy Technology Data Exchange (ETDEWEB)

Aschenauer, E.; Bland, L.; Crawford, H.; Goto, Y.; Eyser, O.; Kang, Z.; Vossen, A.

2011-05-24

Drell-Yan (DY) physics gives the unique opportunity to study the parton structure of nucleons in an experimentally and theoretically clean way. With the availability of polarized proton-proton collisions and asymmetric d+Au collisions at the Relativistic Heavy Ion Collider (RHIC), we have the basic (and unique in the world) tools to address several fundamental questions in QCD, including the expected gluon saturation at low partonic momenta and the universality of transverse momentum dependent parton distribution functions. A Drell-Yan program at RHIC is tied closely to the core physics questions of a possible future electron-ion collider, eRHIC. The more than 80 participants of this workshop focused on recent progress in these areas by both theory and experiment, trying to address imminent questions for the near and mid-term future.

Shortfall online: The development of an educational computer game for teaching sustainable engineering to Millennial Generation students

Science.gov (United States)

Gennett, Zachary Andrew

Millennial Generation students bring significant learning and teaching challenges to the classroom, because of their unique learning styles, breadth of interests related to social and environmental issues, and intimate experiences with technology. As a result, there has been an increased willingness at many universities to experiment with pedagogical strategies that depart from a traditional "learning by listening" model, and move toward more innovative methods involving active learning through computer games. In particular, current students typically express a strong interest in sustainability in which economic concerns must be weighed relative to environmental and social responsibilities. A game-based setting could prove very effective for fostering an operational understanding of these tradeoffs, and especially the social dimension which remains largely underdeveloped relative to the economic and environmental aspects. Through an examination of the educational potential of computer games, this study hypothesizes that to acquire the skills necessary to manage and understand the complexities of sustainability, Millennial Generation students must be engaged in active learning exercises that present dynamic problems and foster a high level of social interaction. This has led to the development of an educational computer game, entitled Shortfall, which simulates a business milieu for testing alternative paths regarding the principles of sustainability. This study examines the evolution of Shortfall from an educational board game that teaches the principles of environmentally benign manufacturing, to a completely networked computer game, entitled Shortfall Online that teaches the principles of sustainability. A capital-based theory of sustainability is adopted to more accurately convey the tradeoffs and opportunity costs among economic prosperity, environmental preservation, and societal responsibilities. While the economic and environmental aspects of sustainability

Teaching Arrangements of Carbohydrate Metabolism in Biochemistry Curriculum in Peking University Health Science Center

Science.gov (United States)

Chen, Hao; Ni, Ju-Hua

2013-01-01

Biochemistry occupies a unique place in the medical school curricula, but the teaching of biochemistry presents certain challenges. One of these challenges is facilitating students' interest in and mastery of metabolism. The many pathways and modes of regulation can be overwhelming for students to learn and difficult for professors to teach in an…

Role Playing in Online Education: A Teaching Tool to Enhance Student Engagement and Sustained Learning

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Bender, Tisha

2005-01-01

As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…

Public Access for Teaching Genomics, Proteomics, and Bioinformatics

Science.gov (United States)

Campbell, A. Malcolm

2003-01-01

When the human genome project was conceived, its leaders wanted all researchers to have equal access to the data and associated research tools. Their vision of equal access provides an unprecedented teaching opportunity. Teachers and students have free access to the same databases that researchers are using. Furthermore, the recent movement to…

Higher Education: The Online Teaching and Learning Experience

Science.gov (United States)

Barr, Betty A.; Miller, Sonya F.

2013-01-01

Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

New opportunities for the study of Mediterranean storms: the unique capabilities of the Global Hawk aircraft

Science.gov (United States)

Cairo, F.; Curry, R. E.; Carli, B.

2009-09-01

Airborne measurements have often played a pivotal role in unravelling critical processess and improving our understanding of the genesis and development of atmospheric disturbances. The availability of innovative aerial platforms now opens new perspectives for the scientific research. One of these platforms is the high altitude long endurance unmanned aircraft Global Hawk (GH), which has unique capabilities in terms of altitude, range of operation, diurnal coverage and flexibility. The GH has an endurance of 31 hrs, a service ceiling of 20000 m and can host a payload of 680 kg. Since it can operate at altitudes close to the boundary conditions of radiative processes, can follow the diurnal variation of aerosol and clouds, can rapidly deploy new instruments with space-time coverage comparable to space-borne ones, it is a platform which is at the same time complementary and competitive with satellites. In fact it combines the short time deployment of aircraft instruments with the global coverage of satellite instruments, while its flight altitude allows better spatial resolution than a satellite and its endurance provides a sufficiently broad overview at a scale relevant for sinoptic meteorology studies. NASA has recently acquired two of such unmanned high altitude aircraft to address a variety of Earth Science objectives, and Italy has a decade long experience of stratospheric in-situ and remote sensing science missions using the Russian M-55 "Geophysica" high altitude piloted aircraft. There is a common interest in a bilateral cooperative program in climate change science using the GH. The collaboration between NASA and Italian scientific institutions may offer the opportunity of deploying the GH over the Mediterranean Basin. The Mediterranean area is of particular interest under many respects. As instance, it would be of great interest to measure, when possible, the 3-dimensional structure and evolution of the aerosol content over the Mediterranean, with

Design Interactive: A Nonlinear, Multimedia Approach to Teaching Introduction to Visual Communication and Principles of Design

Science.gov (United States)

Palilonis, Jennifer; Butler, Darrell; Leidig-Farmen, Pamela

2013-01-01

As online teaching techniques continue to evolve, new opportunities surface for research and insight regarding best practices for the development and implementation of interactive, multimedia teaching and learning tools. These tools are particularly attractive for courses that lend themselves to a rich media approach. Such is the case for visual…

Twelve tips for teaching in a provincially distributed medical education program.

Science.gov (United States)

Wong, Roger Y; Chen, Luke; Dhadwal, Gurbir; Fok, Mark C; Harder, Ken; Huynh, Hanh; Lunge, Ryan; Mackenzie, Mark; Mckinney, James; Ovalle, William; Rauniyar, Pooja; Tse, Luke; Villanyi, Diane

2012-01-01

As distributed undergraduate and postgraduate medical education becomes more common, the challenges with the teaching and learning process also increase. To collaboratively engage front line teachers in improving teaching in a distributed medical program. We recently conducted a contest on teaching tips in a provincially distributed medical education program and received entries from faculty and resident teachers. Tips that are helpful for teaching around clinical cases at distributed teaching sites include: ask "what if" questions to maximize clinical teaching opportunities, try the 5-min short snapper, multitask to allow direct observation, create dedicated time for feedback, there are really no stupid questions, and work with heterogeneous group of learners. Tips that are helpful for multi-site classroom teaching include: promote teacher-learner connectivity, optimize the long distance working relationship, use the reality television show model to maximize retention and captivate learners, include less teaching content if possible, tell learners what you are teaching and make it relevant and turn on the technology tap to fill the knowledge gap. Overall, the above-mentioned tips offered by front line teachers can be helpful in distributed medical education.

ESA parabolic flights, drop tower and centrifuge opportunities for university students

NARCIS (Netherlands)

Callens, N.; Ventura-Traveset, J.; de Lophem, T.L.; Lopez de Echazarreta, C.; Pletser, V.; van Loon, J.J.W.A.

2011-01-01

"Fly Your Thesis!—An Astronaut Experience" is an educational programme launched by the ESA Education Office that aims to offer to European students the unique opportunity to design, build, and eventually fly, a scientific experiment as part of their Master or Ph.D. thesis. Selected teams accompany

Urban underground logistics system in China: Opportunities or challenges?

Directory of Open Access Journals (Sweden)

Zhilong Chen

2017-09-01

Full Text Available An urban underground logistics system (ULS is one important means of solving urban traffic problems that has unique advantages. Freight transportation in China requires a new transportation mode. Therefore, ULS has garnered increasing attention. However, to date, few scholars and practitioners have investigated ULS in China. Although ULS shows good development opportunities, it also faces great challenges. Based on the Macro-environment and situation analysis (PEST-SWOT model, which is a strategic analysis method that combines both SWOT and PEST to effectively identify advantages, disadvantages, opportunities and threats, this paper first uses PEST to analyze the macro-environment of ULS in China and identify its internal factors (i.e., advantages and disadvantages and external factors (i.e., opportunities and threats. Next, based on the SWOT framework, this paper proposes several development strategies and recommendations that provide a comprehensive and novel perspective to the study of ULS in China.

Urban Big Data and Sustainable Development Goals: Challenges and Opportunities

Directory of Open Access Journals (Sweden)

Ali Kharrazi

2016-12-01

Full Text Available Cities are perhaps one of the most challenging and yet enabling arenas for sustainable development goals. The Sustainable Development Goals (SDGs emphasize the need to monitor each goal through objective targets and indicators based on common denominators in the ability of countries to collect and maintain relevant standardized data. While this approach is aimed at harmonizing the SDGs at the national level, it presents unique challenges and opportunities for the development of innovative urban-level metrics through big data innovations. In this article, we make the case for advancing more innovative targets and indicators relevant to the SDGs through the emergence of urban big data. We believe that urban policy-makers are faced with unique opportunities to develop, experiment, and advance big data practices relevant to sustainable development. This can be achieved by situating the application of big data innovations through developing mayoral institutions for the governance of urban big data, advancing the culture and common skill sets for applying urban big data, and investing in specialized research and education programs.

B-physics at RHIC: An opportunity

International Nuclear Information System (INIS)

Atiya, M.S.; White, S.; Marx, M.

1994-01-01

B physics provides a unique window for investigation and confirmation of our picture of CP violation, as well as an opportunity to explore physics beyond the Standard Model. Because of this richness of physics, programs for the study of the B sector are in progress or under development at most of the major facilities for high energy physics in the world. In this note we suggest that a B program at the RHIC facility at BNL could provide timely and complementary information to our understanding of physics within and beyond the Standard Model

Creative Science Teaching Labs: New Dimensions in CPD

Science.gov (United States)

Chappell, Kerry; Craft, Anna

2009-01-01

This paper offers analysis and evaluation of "Creative Science Teaching (CST) Labs III", a unique and immersive approach to science teachers' continuing professional development (CPD) designed and run by a London-based organisation, Performing Arts Labs (PAL), involving specialists from the arts, science and technology as integral. Articulating…

Teaching Brain-Behavior Relations Economically with Stimulus Equivalence Technology

Science.gov (United States)

Fienup, Daniel M.; Covey, Daniel P.; Critchfield, Thomas S.

2010-01-01

Instructional interventions based on stimulus equivalence provide learners with the opportunity to acquire skills that are not directly taught, thereby improving the efficiency of instructional efforts. The present report describes a study in which equivalence-based instruction was used to teach college students facts regarding brain anatomy and…

Conversation: The Challenges of Teaching in a "Nano Department"

Science.gov (United States)

Wagoner, Bryan; Gummer, Natalie; Rein, Nathan; Thompson, Curtis L.; Czander, Giovanna; Peterfeso, Jill; Pryor, Adam

2017-01-01

A panel at the 2016 American Academy of Religion conference staged, taped, transcribed, and edited this conversation about the challenges and opportunities of teaching in a "nano department"--an undergraduate religion or religious studies department (or combined religion and philosophy department) with only one, two, or three faculty…

NASA Opportunities in Visualization, Art, and Science (NOVAS)

Science.gov (United States)

Fillingim, M. O.; Zevin, D.; Croft, S.; Thrall, L.; Shackelford, R. L., III

2015-12-01

Led by members of UC Berkeley's Multiverse education team at the Space Sciences Laboratory (http://multiverse.ssl.berkeley.edu/), in partnership with UC Berkeley Astronomy, NASA Opportunities in Visualization, Art and Science (NOVAS) is a NASA-funded program mainly for high school students that explores NASA science through art and highlights the need for and uses of art and visualizations in science. The project's aim is to motivate more diverse young people (especially African Americans) to consider Science, Technology, Engineering, and Mathematics (STEM) careers. The program offers intensive summer workshops at community youth centers, afterschool workshops at a local high school, a year-round internship for those who have taken part in one or more of our workshops, public and school outreach, and educator professional development workshops. By adding Art (fine art, graphic art, multimedia, design, and "maker/tinkering" approaches) to STEM learning, we wanted to try a unique combination of what's often now called the "STEAM movement" in STEM education. We've paid particular attention to highlighting how scientists and artists/tinkerers often collaborate, and why scientists need visualization and design experts. The program values the rise of the STEAM teaching concept, particularly that art, multimedia, design, and maker projects can help communicate science concepts more effectively. We also promote the fact that art, design, and visualization skills can lead to jobs and broader participation in science, and we frequently work with and showcase scientific illustrators and other science visualization professionals. This presentation will highlight the significant findings from our multi-year program.

Intrahepatic pregnancy: A unique opportunity for evaluation with sonography, computed tomography, and magnetic resonance imaging

International Nuclear Information System (INIS)

Harris, G.J.; Al-Jurf, A.S.; Yuh, W.T.C.; Abu-Yousef, M.M.

1989-01-01

The incidence of ectopic pregnancy ranges from one in 84 to one in 357 live births. The most common site of implantation is within the fallopian tubes; abdominal pregnancies are unusual, and primary hepatic pregnancies are extremely rare. A computer search revealed only six case of placental attachment to the liver in the English-language literature since Cornell and Lash reported eight cases in 1933. Newer imaging techniques have a greater ability to define tissue planes, thus allowing more accurate diagnosis and preoperative planning by the surgical team. The authors take this opportunity to present radiological and other images, obtained by ultrasonography, CT, and MR to demonstrate a primary hepatic pregnancy

Improving Teaching and Learning of Computer Programming through the Use of the Second Life Virtual World

Science.gov (United States)

Esteves, Micaela; Fonseca, Benjamim; Morgado, Leonel; Martins, Paulo

2011-01-01

The emergence of new technologies such as three-dimensional virtual worlds brings new opportunities for teaching and learning. We conducted an action research approach to the analysis of how teaching and learning of computer programming at the university level could be developed within the Second Life virtual world. Results support the notion that…

Teaching Gratitude: Tools for Inner Peace and Happiness

Science.gov (United States)

Haskins, Cathleen

2009-01-01

The aim of this article is to serve as a framework for lessons and experiences in grateful living. The objectives in teaching gratitude are to give children opportunities: (1) to create experiences that cultivate an awareness of abundance; (2) to experience and appreciate simple pleasures; (3) to understand how others contribute to a sense of…

The Model of Blended Learning and Its Use at Foreign Language Teaching

OpenAIRE

A. A. Kudysheva; A. N. Kudyshev

2013-01-01

In present article the model of Blended Learning, its advantage at foreign language teaching, and also some problems that can arise during its use are considered. The Blended Learning is a special organization of learning, which allows to combine classroom work and modern technologies in electronic distance teaching environment. Nowadays a lot of European educational institutions and companies use such technology. Through this method: student gets the opportunity to learn in a group (classroo...

A New Agenda for Teaching Public Administration and Public Policy in Brazil: Institutional Opportunities and Educational Reasons

Science.gov (United States)

Gomes, Sandra; Almeida, Lindijane S. B.; Lucio, Magda L.

2016-01-01

This article discusses the reasons and teaching objectives of an array of new undergraduate courses on public administration and public policy management which have emerged recently in Brazil. While in 2001 there were only two undergraduate courses teaching formal public administration in the country, by 2015, they had risen to 40, and also…

Opportunities of using bio-based materials for value-added composites

Science.gov (United States)

Zhiyong Cai

2010-01-01

Our forests are a naturally renewable resource that has been used as a principal source of bio-energy and building materials for centuries. The growth of world population and affluence has resulted in substantial increases in demand and in consumption for all raw materials. Resulting increases in demand for wood products provides a unique opportunity for developing new...

Elementary Teachers' Perceptions of Teaching Science to Improve Student Content Knowledge

Science.gov (United States)

Stephenson, Robert L.

The majority of Grade 5 students demonstrate limited science knowledge on state assessments. This trend has been documented since 2010 with no evidence of improvement. Because state accountability formulas include proficiency scores and carry sanctions against districts that fail to meet proficiency thresholds, improved student performance in science is an important issue to school districts. The purpose of this study was to explore elementary teachers' perceptions about their students' science knowledge, the strategies used to teach science, the barriers affecting science teaching, and the self-efficacy beliefs teachers maintain for teaching science. This study, guided by Vygotsky's social constructivist theory and Bandura's concept of self-efficacy, was a bounded instrumental case study in which 15 participants, required to be teaching K-5 elementary science in the county, were interviewed. An analytic technique was used to review the qualitative interview data through open coding, clustering, and analytical coding resulting in identified categorical themes that addressed the research questions. Key findings reflect students' limited content knowledge in earth and physical science. Teachers identified barriers including limited science instructional time, poor curricular resources, few professional learning opportunities, concern about new state standards, and a lack of teaching confidence. To improve student content knowledge, teachers identified the need for professional development. The project is a professional development series provided by a regional education service agency for K-5 teachers to experience science and engineering 3-dimensional learning. Area students will demonstrate deeper science content knowledge and benefit from improved science instructional practice and learning opportunities to become science problem solvers and innovative contributors to society.

Collaborative learning in nursing simulation: near-peer teaching using standardized patients.

Science.gov (United States)

Owen, Amy M; Ward-Smith, Peggy

2014-03-01

Simulation in nursing education uses specific patient scenarios to provide students with hands-on learning experiences. A near-peer teaching experience, using upper-level nursing students as standardized patients, was created as an educational intervention. The premises of social cognitive theory, which include cognitive, behavioral, and environmental factors, were incorporated into this teaching activity. The upper-level students played the role of a patient, while they also practiced leadership, teaching, and mentoring of first-semester nursing students. In the scenario, the first-semester students provided care to the patient, while focusing on safety, identifying the problem, and practicing clinical decision making. Faculty were present to provide guidance and promote communication in debriefing. Near-peer teaching provided a learning opportunity for all students, facilitated teamwork, and encouraged knowledge and skills attainment. Copyright 2014, SLACK Incorporated.

Youth in Transition: Some Notes on Teaching English.

Science.gov (United States)

Silva, Dolores

To bring the junior high school student to an awareness of himself as a unique personality constantly undergoing further definition, this presentation of organizing principles for English teaching focuses upon two primary aspects of man: his role as organizer and formulator and his role as communicator. It provides problem-solving activities…

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

Near-Peer Teaching Strategy in a Large Human Anatomy Course: Perceptions of Near-Peer Instructors

Science.gov (United States)

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School…

Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education

Directory of Open Access Journals (Sweden)

Sherran Clarence

2016-06-01

Full Text Available Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate students’ engagement with knowledge and learning, the role of peer tutors needs to be recognised differently, as that of learning and teaching partners to both lecturers and students. Tutors then need to be offered opportunities for more in-depth professional academic development in order to fully realise this role. This paper explores a tutor development programme within a South African writing centre that aimed at offering tutors such ongoing and cumulative opportunities for learning and growth using a balanced approach, which included scholarly research and practice-based training. Using narrative data tutors provided in reflective written reports, the paper explores the kinds of development in tutors’ thinking and action that are possible when training and development is theoretically informed, coherent, and oriented towards improving practice.

ICT- The Educational Programs in Teaching Mathematics

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Dance Sivakova

2017-08-01

Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

CONVERSATIONS IN THE TEACHING INTERNSHIP: THE EMERGENCE OF THE POTENTIAL OF VIRTUAL LEARNING OBJECTS BY PEDAGOGICAL MEDIATION IN PHYSICS TEACHING

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Berenice Vahl Vaniel

2013-12-01

Full Text Available In this article we attempt to explain a study experienced in Teaching Internship, of the Graduate Course in Physics, discipline of Physics Education Activities II, Federal University of Rio Grande-FURG. The activities developed aimed to experience teaching as an interactive and reflective process, and also investigate the potential of virtual learning objects (OV for educational activities in physics teaching. The concepts of recursion, recursiveness and structural coupling, present in Biology of Knowledge, subsidized the construction of the argument that there is a need of living, discussion and problematization in a recursive and recurring way of methodological issues related to the use of digital technologies in the context of Physics graduate courses. The analysis of this experience was based on the methodology of Discursive Textual Analysis, Moraes (2003, consisting of three phases: unitarization, categorization and meta-text. The results indicated by analysis are presented in two categories: Conversations about opportunities to teach Physics and Conversations on students’ production: the emergence of the potential of OV by pedagogical mediation, both guided by listening to the other and by recursive talk.

Peer observation of teaching as a faculty development tool

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Sullivan Peter B

2012-05-01

Full Text Available Abstract Background Peer observation of Teaching involves observers providing descriptive feedback to their peers on learning and teaching practice as a means to improve quality of teaching. This study employed and assessed peer observation as a constructive, developmental process for members of a Pediatric Teaching Faculty. Methods This study describes how peer observation was implemented as part of a teaching faculty development program and how it was perceived by teachers. The PoT process was divided into 4 stages: pre-observation meeting, observation, post-observation feedback and reflection. Particular care was taken to ensure that teachers understood that the observation and feedback was a developmental and not an evaluative process. Twenty teachers had their teaching peer observed by trained Faculty members and gave an e-mail ‘sound-bite’ of their perceptions of the process. Teaching activities included lectures, problem-based learning, small group teaching, case-based teaching and ward-based teaching sessions. Results Teachers were given detailed verbal and written feedback based on the observer’s and students’ observations. Teachers’ perceptions were that PoT was useful and relevant to their teaching practice. Teachers valued receiving feedback and viewed PoT as an opportunity for insight and reflection. The process of PoT was viewed as non-threatening and teachers thought that PoT enhanced the quality of their teaching, promoted professional development and was critical for Faculty development. Conclusions This study demonstrated that PoT can be used in a constructive way to improve course content and delivery, to support and encourage medical teachers, and to reinforce good teaching.

Courage to care for our United States veterans: A constructivist way of teaching and learning for future nurses.

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Magpantay-Monroe, Edna R

2018-01-01

The knowledge and skills in providing veteran centered care is essential. The purpose of this retrospective evaluation is to examine a faculty's reflections on a BSN psychiatric mental health curriculum initiative that provides knowledge and skills regarding veterans care through several avenues to senior nursing students. This qualitative study use self-reflections through a constructivist view of teaching and learning as the framework. Open discussions in didactic about the unique psychological health issues of veterans formed a foundational knowledge for the students. The seminar time was used to discuss real veteran case situations. Simulation provided opportunities to address veteran resources. Problem based projects use available evidence to solve veteran health issues. The educators show their commitment to the compassionate and caring ideals of our profession by fostering an educational environment where future nurses can truly learn about veteran centered care. Copyright © 2017. Published by Elsevier Ltd.

Immigrant Capital and Entrepreneurial Opportunities

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Malavika Sundararajan

2016-01-01

Full Text Available Objective: The main objective of this study is to define and operationalize the concept of immigrant capital, a key factor that differentiates immigrant from host country entrepreneurs in how they recognize and start new ventures. Research Design & Methods: A detailed analysis of contemporary immigrant entrepreneurship and opportunity recognition literature was carried out. Using grounded theory, we synthesized the outcomes from the analysis of eight Canadian and U.S. case studies of successful immigrant entrepreneurs with the key findings from the literature to define and develop a model of immigrant capital. Findings: Based on our grounded theory development process we show that the concept of immigrant capital as a distillate of human, cultural, economic and social capital that goes beyond expected opportunity recognition (OR drivers like prior knowledge and prior experience to differentiate and enhance the immigrant entrepreneur’s ability to recognize business opportunities compared to host country entrepreneurs. We found immigrant capital to be a consequence of being boundary spanners in host and home country networks. Implications & Recommendations: Understanding a unique resource like immigrant capital, will help immigrant as well as host country entrepreneurs further develop their opportunity recognition ability by bridging gaps and fulfilling the needs for both, immigrant and host country consumers. Contribution & Value Added: The main contribution is the theoretical development, identification and definition of the immigrant capital model and propositions that will articulate the factors that lead to the conceptualization and operationalization of immigrant capital. Furthermore, the immigrant capital model can serve host country entrepreneurs to develop cross-cultural networks and jump-start entrepreneurial activities in their home countries as well as learn how to expand their operations into global markets.

teacher characteristics and students' choice of teaching as a career

African Journals Online (AJOL)

Engr E. Egbochukwu

choice of teaching as a career among secondary school students in Osun state, Nigeria. ... as a career. The study also showed a significant relationship between ... follows that how the students perceive their environment, personality, and opportunity will also ..... status and their children's, occupational preference. Journal of.

Nutrition education in medical school: a time of opportunity1234

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Van Horn, Linda; Rock, Cheryl L; Edwards, Marilyn S; Bales, Connie W; Kohlmeier, Martin; Akabas, Sharon R

2014-01-01

Undergraduate medical education has undergone significant changes in development of new curricula, new pedagogies, and new forms of assessment since the Nutrition Academic Award was launched more than a decade ago. With an emphasis on a competency-based curriculum, integrated learning, longitudinal clinical experiences, and implementation of new technology, nutrition educators have an opportunity to introduce nutrition and diet behavior–related learning experiences across the continuum of medical education. Innovative learning opportunities include bridging personal health and nutrition to community, public, and global health concerns; integrating nutrition into lifestyle medicine training; and using nutrition as a model for teaching the continuum of care and promoting interprofessional team-based care. Faculty development and identification of leaders to serve as champions for nutrition education continue to be a challenge. PMID:24646826

The AD: The unique anti-accelerator

CERN Multimedia

Slide show by Maximilien Brice. Voice (French only): Jacques Fichet. Content: Paola Catapano, Django Manglunki, CERN Bulletin

2011-01-01

Unlike other machines whose performance is measured in terms of energy records, AD's uniqueness resides in the fact that it can very effectively decelerate beams. At the hearth of antimatter production at CERN, the AD is making headlines in the world's press. This provides an excellent opportunity for us to retrace its history in images.   var flash_video_player=get_video_player_path(); insert_player_for_external('Video/Public/Movies/2011/CERN-MOVIE-2011-083/CERN-MOVIE-2011-083-0753-kbps-480x360-25-fps-audio-64-kbps-44-kHz-stereo', 'mms://mediastream.cern.ch/MediaArchive/Video/Public/Movies/2011/CERN-MOVIE-2011-083/CERN-MOVIE-2011-083-0480-kbps-384x288-25-fps-audio-128-kbps-48-kHz-stereo.wmv', 'false', 480, 360, 'http://mediaarchive.cern.ch/MediaArchive/Video/Public/Movies/2011/CERN-MOVIE-2011-083/CERN-MOVIE-2011-083-posterframe-480x360-at-5-percent.jpg', '1357551', true, '');  

A Computational Model of the Self-Teaching Hypothesis Based on the Dual-Route Cascaded Model of Reading

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Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne

2018-01-01

The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…

Will Natural Resources Professionals Volunteer to Teach Youth?

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Smith, Sanford S.; Finley, James C.; San Julian, Gary J.

2010-01-01

A unique approach to volunteer marketing research involved a mail survey with natural resources professionals from across Pennsylvania. Previous work identified this group as a source of potential volunteers for the 4-H youth natural resources program. The results give insights into those most likely to volunteer to teach youth through 4-H…

Dual Treatments as Starting Point for Integrative Perceptions in Teaching Mathematics

Science.gov (United States)

Kërënxhi, Svjetllana; Gjoci, Pranvera

2015-01-01

In this paper, we recommend mathematical teaching through dual treatments. The dual treatments notion, classified in dual interpretations, dual analyses, dual solutions, and dual formulations, is explained through concrete examples taken from mathematical textbooks of elementary education. Dual treatments provide opportunities for creating…

“TEACHING WHAT I DO NOT NEED TO TEACH”: AN OVERVIEW ON TEACHERS’ TEACHING DOCUMENTS OF ENGLISH AS A SUPPLEMENTARY SUBJECT AT VARIOUS DISCIPLINES

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Yakob Metboki

2017-04-01

Full Text Available English Language Teaching (ELT in the Indonesian education curriculum falls in two subject areas, compulsory subject and supplementary subject. Significantly, the developing programs are highly prioritized in terms of familiarizing teachers with new teaching documents in English as a compulsory subject. Despite its success, there are still teachers who have a number of problems in delivering it as one of the supplementary subjects at various disciplines. This paper reviews the data gained from a group of students at one university in Indonesia, whose observational reports showed that teachers have very little opportunity to project their academic competencies in developing a comprehensive teaching document. This leads into question on how to derive the essence of teaching English at the center of teaching and learning practices. One of the most significant current discussions reveals that teaching practices is simply a matter of figuring the necessary conditions to achieve the goal formally. Taken together, the result of the study is expected to bring about influential implication for education practitioners to provide compatible answers to the controversies among teachers before implementing English as one of the supplementary subjects for various disciplines.

ISO 50001 for US Commercial Buildings - Current Status and Opportunities

Energy Technology Data Exchange (ETDEWEB)

Liu, Jingjing; Sheaffer, Paul

2017-12-01

''ISO 50001: 2011 Energy management systems – Requirements with guidance for use'' is a voluntary International Standard which provides organizations a proven framework to manage energy and continuously improve their energy performance. Implementing ISO 50001 in the commercial building sector has its unique opportunities and challenges in comparison with the industrial sector. The energy footprint of a portfolio of commercial buildings can be just as significant as a large industrial facility in comparison. There are many energy-saving opportunities in commercial buildings that can be addressed without capital investments, and the perceived risks for making energy improvements can be lower than in the industrial sector. In addition, the energy-consuming systems in commercial buildings are limited in types and have many similarities across buildings, which makes it much easier to standardize many ISO 50001 required processes, 5 procedures and documents to simplify implementation. There are also some sector-unique challenges, such as less familiar with ISO systems and the certification process. Another challenge arises from the complexity in some buildings’ ownership, tenancy, and O&M responsibilities. This whitepaper discusses these opportunities and issues in detail. The paper also recommends the characteristics of organizations in the commercial building sector that can benefit the most from adopting the ISO 50001 standard – namely the “suitable market”. Eight segments (education, food sales, retail, inpatient health care, hospitality, office buildings, laboratories and data centers) within the commercial building sector are highlighted.

Teaching with Moodle in Soil Science

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Roca, Núria

2014-05-01

Soil is a 3-dimensional body with properties that reflect the impact of climate, vegetation, fauna, man and topography on the soil's parent material over a variable time span. Therefore, soil is integral to many ecological and social systems and it holds potential solutions for many of the world's economic and scientific problems as climate change or scarcity of food and water. The teaching of Soil Science, as a natural science in its own right, requires principles that reflect the unique features and behaviour of soil and the practices of soil scientists. It could be argued that a unique set of teaching practices applies to Soil Science; however specific teaching practices are scarce in literature. The present work was triggered by the need to develop new techniques of teaching to speed up the learning process and to experiment with new methods of teaching. For such, it is necessary to adopt virtual learning environment to new learning requirements regarding Soil Science. This paper proposes a set of e-teaching techniques (as questionnaires, chats as well as forums) introduced in Moodle virtual learning Environment in order to increase student motivation and interest in Soil Science. Such technologies can be used to: a)Increase the amount of time a teacher allots for student reflection after asking a question and before a student responds (wait-time). This practice increases the quantity and quality of students' answers. The students give longer responses, students give more evidence for their ideas and conclusions, students speculate and hypothesize more and more students participated in responding. Furthermore, students ask more questions and talk more to other students. b)Improve active learning, an essential paradigm in education. In contrast to learning-before-doing, we propose to focus on learning-in-doing, a model where learners are increasingly involved in the authentic practices of communities through learning conversations and activities involving expert

Teaching matters-academic professional development in the early 21st century.

Science.gov (United States)

Fahnert, Beatrix

2015-10-01

Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

Complex Cloud and Radiative Processes Unfolding at the Earth's Terminator: A Unique Perspective from the Proposed Deep Space Gateway

Science.gov (United States)

Davis, A. B.; Marshak, A.

2018-02-01

The Deep Space Gateway offers a unique vantage for Earth observation using reflected sunlight: day/night or night/day terminators slowly marching across the disc. It's an opportunity to improve our understanding of clouds at that key moment in their daily cycle.

Creating Shared Instructional Products: An Alternative Approach to Improving Teaching

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Morris, Anne K.; Hiebert, James

2011-01-01

To solve two enduring problems in education--unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction--the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside…

Geography: research and teaching in nurse education.

Science.gov (United States)

Andrews, Gavin J

2006-10-01

This paper outlines how geography might be integrated into nurse education. At one level, researching nurse education geographically could add to the current academic understanding of the many transitional places that make educational experiences and influence outcomes. At another level, as part of a nursing curriculum, teaching geographical concepts and issues to students might provide them with unique insights into core subjects.

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

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Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Challenges and opportunities for Korean missionaries in Southern Africa

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Kyung H. Oh

2009-05-01

Full Text Available This article describes the history of missions in Korea as well as the challenges and opportunities for Korean missionaries in Southern Africa. The most significant problems encountered by Korean missionaries include understanding local context, language and culture acquisition, and meeting the expectations of local people and local churches as well as those of sending churches in Korea. On a personal level, missionaries have to cope with family concerns, maintaining their spiritual life, health problems, financial concerns, frustrations and unfulfilled ideals. Korean missionaries in Southern Africa do, however, have a unique opportunity to serve the Church in its mission and, above all, to serve the Lord of the Church in his mission, although there are indeed difficulties to overcome and challenges to face.

Linking English First Additional Language teaching and learning ...

African Journals Online (AJOL)

English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

Problematizing Videogames: Teaching Students to Be Critical Players

Science.gov (United States)

Love, Mark

2017-01-01

This contribution aims to familiarize educators with the unique ways in which videogames convey meaning as a media form and to provide an instrument, based on videogame theory, that educators can easily employ in intermediate and advanced English as a Foreign Language (EFL) classrooms to teach critical media literacy. In order to equip teachers…

Puberty and Sexuality Education Using a Learning and Teaching Theoretical Framework

Science.gov (United States)

Collier-Harris, Christine A.; Goldman, Juliette D. G.

2017-01-01

All children need timely puberty and sexuality education. The task falls to schools because they have the learning and teaching processes, competency programmes, opportunities, and resources for age-appropriate cognitive, knowledge, and skills development in children and adolescents. Quality sexuality education guidance documents have been…

Preparing clinical laboratory science students with teaching skills.

Science.gov (United States)

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

Feminisation of Teaching: Factors Affecting Low Male participation in Early Childhood Teaching at Private Schools in Pakistan

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Meher Saigol

2016-12-01

Full Text Available This study was aimed atidentifying associated barriers to entry of male teachers into early childhood teaching and to understand the gender inequality and the shortage of male role models for early learners at private schools of Karachi. A qualitative research was conducted with phenomenology as the chosen inquiry method. A purposeful sampleof six in-service educators was selected from four private schools in Karachi two male post-secondary teachers, two female early childhood teachers and two private school female heads. The data were collected using three semi structured interviews one for each sample subtype. The study revealed that the male teachers did not teach early learners at private schools due to poor pay;low male adult and child compatibility; the influence of gender stereotypes and societal norms on occupational choice and child safety concerns. To create gender neutrality of early childhood teachers, male participants expressed an interest to teach young learners if offered equitable pay and professional development opportunities, while female participants suggested increased pay and child protection policy implementation.

Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

Science.gov (United States)

Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

2009-01-01

An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy.

Teaching professionalism in science courses: Anatomy to zoology

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Cheryl C. Macpherson

2012-02-01

Full Text Available Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies’ trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences.

The What, Why, and How of Culturally Responsive Teaching: International Mandates, Challenges, and Opportunities

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Gay, Geneva

2015-01-01

This discussion acknowledges that culturally responsive teaching is relevant for international contexts. However, it needs to be nuanced to fit the specific characteristics and needs of these different settings, relative to societal dynamics, and student ethnic, cultural, racial, immigration/migration, economic, and linguistic demographics.…

Study of medicine 2.0 due to Web 2.0?! - Risks and opportunities for the curriculum in Leipzig

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Hempel, Gunther; Neef, Martin; Rotzoll, Daisy; Heinke, Wolfgang

2013-01-01

Web 2.0 is changing the study of medicine by opening up totally new ways of learning and teaching in an ongoing process. Global social networking services like Facebook, YouTube, Flickr, Google Drive and Xing already play an important part in communication both among students and between students and teaching staff. Moreover, local portals (such as the platform [http://www.leipzig-medizin.de] established in 2003) have also caught on and in some cases eclipsed the use of the well-known location-independent social media. The many possibilities and rapid changes brought about by social networks need to be publicized within medical faculties. Therefore, an E-learning and New Media Working Group was set up at the Faculty of Medicine of Universität Leipzig in order to harness the opportunities of Web 2.0, analyse the resulting processes of change in the study of medicine, and curb the risks of the Internet. With Web 2.0 and the social web already influencing the study of medicine, the opportunities of the Internet now need to be utilized to improve the teaching of medicine. PMID:23467440

Study of medicine 2.0 due to Web 2.0?! -- risks and opportunities for the curriculum in Leipzig.

Science.gov (United States)

Hempel, Gunther; Neef, Martin; Rotzoll, Daisy; Heinke, Wolfgang

2013-01-01

Web 2.0 is changing the study of medicine by opening up totally new ways of learning and teaching in an ongoing process. Global social networking services like Facebook, YouTube, Flickr, Google Drive and Xing already play an important part in communication both among students and between students and teaching staff. Moreover, local portals (such as the platform [http://www.leipzig-medizin.de] established in 2003) have also caught on and in some cases eclipsed the use of the well-known location-independent social media. The many possibilities and rapid changes brought about by social networks need to be publicized within medical faculties. Therefore, an E-learning and New Media Working Group was set up at the Faculty of Medicine of Universität Leipzig in order to harness the opportunities of Web 2.0, analyse the resulting processes of change in the study of medicine, and curb the risks of the Internet. With Web 2.0 and the social web already influencing the study of medicine, the opportunities of the Internet now need to be utilized to improve the teaching of medicine.

Student Evaluation of Teaching: An Instrument and a Development Process

Science.gov (United States)

Alok, Kumar

2011-01-01

This article describes the process of faculty-led development of a student evaluation of teaching instrument at Centurion School of Rural Enterprise Management, a management institute in India. The instrument was to focus on teacher behaviors that students get an opportunity to observe. Teachers and students jointly contributed a number of…

See, Do, Teach? A Review of Contemporary Literature and Call to Action for Communication Skills Teaching in Urology.

Science.gov (United States)

Kieran, Kathleen; Jensen, Norman M; Rosenbaum, Marcy

2018-04-01

To assess the current state of published literature on communication skills teaching in urology to inform future directions for research and teaching. Excellent patient-physician communication skills increase understanding of medical conditions, facilitate shared decision-making regarding treatment planning, improve clinical outcomes, and decrease lawsuits. Surgical and procedure-based subspecialties, including urology, have generally been slow to incorporate formal communication skills teaching into curricula for postgraduate trainees. We performed a PubMed literature search using multiple keywords, selecting and reviewing articles published in English, and addressing 1 of 3 domains (curriculum development, teaching methods, and assessment methods) of communication skills teaching. The distribution of articles within the urology-specific literature was compared with that of procedure-based specialties as a whole. Eight articles were found in the urology literature, and 24 articles were found in other procedure-based specialties. Within the urology-specific literature, all 8 articles (100%) acknowledged the need for communication curriculum development, 1 article (12.5%) described how communication skills were taught, and 1 article (12.5%) discussed how communication skills were assessed. Fewer articles in other procedure-based specialties acknowledged the need to develop curricula (29.2%, P = .0007) but were equally likely to discuss communication skills teaching (37.5%, P = .63) and assessment (33.3%, P = .73). Orthopedic surgery is the only surgical subspecialty with ongoing, adaptable, formal training for physicians. Most current publications addressing communication skills in procedure-based specialties are specialty specific and focus on only 1 of the 3 communication domains. Opportunities exist to share information and to create more integrated models to teach communication skills in urology. Copyright © 2018 Elsevier Inc. All rights reserved.

Teaching Sociology and Womens’ Critical Thinking

OpenAIRE

Mohammad-Ali Zaki

2013-01-01

Introduction Sociology of Teaching sociology is seen as a fresh new place to explore the importance and role of critical thinking in the sociology of education has been one of the most important issues to consider.Principles of Sociology course ample opportunities for students to develop critical thinking skills and attitudes and serves as a missionary spirit, critical thinking has suggested an alternative,Areas has brought the development of critical thinking. Learn the basics of critical...

The Perceived Effect of Duty Hour Restrictions on Learning Opportunities in the Intensive Care Unit.

Science.gov (United States)

Sabri, Nessrine; Sun, Ning-Zi; Cummings, Beth-Ann; Jayaraman, Dev

2015-03-01

Many countries have reduced resident duty hours in an effort to promote patient safety and enhance resident quality of life. There are concerns that reducing duty hours may impact residents' learning opportunities. We (1) evaluated residents' perceptions of their current learning opportunities in a context of reduced duty hours, and (2) explored the perceived change in resident learning opportunities after call length was reduced from 24 continuous hours to 16 hours. We conducted an anonymous, cross-sectional online survey of 240 first-, second-, and third-year residents rotating through 3 McGill University-affiliated intensive care units (ICUs) in Montreal, Quebec, Canada, between July 1, 2012, and June 30, 2013. The survey investigated residents' perceptions of learning opportunities in both the 24-hour and 16-hour systems. Of 240 residents, 168 (70%) completed the survey. Of these residents, 63 (38%) had been exposed to both 24-hour and 16-hour call schedules. The majority of respondents (83%) reported that didactic teaching sessions held by ICU staff physicians were useful. However, of the residents trained in both approaches to overnight call, 44% reported a reduction in learner attendance at didactic teaching sessions, 48% reported a reduction in attendance at midday hospital rounds, and 40% reported a perceived reduction in self-directed reading after the implementation of the new call schedule. A substantial proportion of residents perceived a reduction in the attendance of instructor-directed and self-directed reading after the implementation of a 16-hour call schedule in the ICU.

ABOUT THE RELEVANCE AND METHODOLOGY ASPECTS OF TEACHING THE MATHEMATICAL MODELING TO PEDAGOGICAL STUDENTS

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Y. A. Perminov

2014-01-01

Full Text Available The paper substantiates the need for profile training in mathematical modeling for pedagogical students, caused by the total penetration of mathematics into different sciences, including the humanities; fast development of the information communications technologies; and growing importance of mathematical modeling, combining the informal scientific and formal mathematical languages with the unique opportunities of computer programming. The author singles out the reasons for mastering and using the mathematical apparatus by teaches in every discipline. Indeed, among all the modern mathematical methods and ideas, mathematical modeling retains its priority in all professional spheres. Therefore, the discipline of “Mathematical Modeling” can play an important role in integrating different components of specialists training in various profiles. By mastering the basics of mathematical modeling, students acquire skills of methodological thinking; learn the principles of analysis, synthesis, generalization of ideas and methods in different disciplines and scientific spheres; and achieve general culture competences. In conclusion, the author recommends incorporating the “Methods of Profile Training in Mathematical Modeling” into the pedagogical magistracy curricula. 

Bridging the Gap between Instructional and Research Laboratories: Teaching Data Analysis Software Skills through the Manipulation of Original Research Data

Science.gov (United States)

Hansen, Sarah J. R.; Zhu, Jieling; Karch, Jessica M.; Sorrento, Cristina M.; Ulichny, Joseph C.; Kaufman, Laura J.

2016-01-01

The gap between graduate research and introductory undergraduate teaching laboratories is often wide, but the development of teaching activities rooted within the research environment offers an opportunity for undergraduate students to have first-hand experience with research currently being conducted and for graduate students to develop…

The Right, the Wrong, and the Ugly: Teaching Shelley's Several "Frankensteins."

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Foertsch, Jacqueline

2001-01-01

Considers how teaching Mary Shelley's "Frankenstein" creates special problems--and thus affords special opportunities--not encountered in the reading of or critical response to this text. Discusses different editions of "Frankenstein" and reasons for using them. Notes that "Frankenstein" is a story that appeals to all…

Teaching and Learning: Using Experiential Learning and Reflection for Leadership Education

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Guthrie, Kathy L.; Jones, Tamara Bertrand

2012-01-01

Leadership experiences, arguably some of the most significant developmental opportunities in college, are ripe for helping students move from mere engagement to making meaning of and learning from their leadership experience. The International Learning Association's teaching and learning area asks: "what methods are most appropriate to ensure…

An Investigation Into The Impact Of Teaching In Local Languages On Pupils And Teachers Advantages Challenges Opportunities Etc In Selected Primary Schools In Kitwe District Of The Copperbelt Province Of Zambia

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Francis Kafata

2015-08-01

Full Text Available The study assessed the impact of teaching in local languages on pupils and teachers of grades one 1 to four 4 advantages challenges opportunities etc in selected primary schools of Kitwe District of Zambia. Recently in response to poor educational outcomes and political pressure a number of Sub-Saharan African countries including Zambia have taken measures to include local languages in their formal education sectors a practice often referred to as mother tongue instruction MTI. Theoretically the eamp64256ect of MTI is ambiguous and a number of studies argue that MTI is superior to second language instruction in facilitating eamp64256ective classroom communication thereby increasing access and quality of education.In view of the aforementioned the objective of the study was to find out the impact of using local language as a medium of instructions to pupils of grades one 1 to four 4 in terms of advantages challenges and opportunities. A survey design which used both quantitative and qualitative aspects of research was used in the study. Questionnaires and interview schedules were used to collect data. The sample included forty five 45 respondents from 20 Primary Schools of Kitwe Districts. Three categories of respondents were identified i Twenty 20 Headmasters School Managers ii Twenty 20 Teachers and iii Five 5 Grade 4 and below pupils.The methods used included three sets of structured questionnaires and personal interviews. The data was analysed using statistical software called STATA. Data was checked for validity reliability identification outliners and normality. The findings of the study revealed that issuing instructions in local language is more beneficial as the pupils grasp things faster pupils participations in classroom improves greatly however some pupils may face language barrier more especially to pupils who come from transfer from other regions and one issue that come out strongly was the lack of teaching and learning materials

Lifespan divergence between social insect castes : Challenges and opportunities for evolutionary theories of aging

NARCIS (Netherlands)

Kramer, Boris H; van Doorn, G Sander; Weissing, Franz J; Pen, Ido

The extraordinarily long lifespans of queens (and kings) in eusocial insects and the strikingly large differences in life expectancy between workers and queens challenge our understanding of the evolution of aging and provide unique opportunities for studying the causes underlying adaptive variation

TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: A LITERATURE REVIEW

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Dewa Komang Tantra

2015-05-01

Full Text Available This article aims to describe and overview the existence of teaching English in Indonesia. English as a Foreign language gives different impressions from the other status, as L1 or L2. The materials were collected through reading, comprehending a number of references related to teaching, mastering English. The review was descriptively done and the result showed that the success of teaching English depends upon internal and external factors, namely: (1 verbal, numerical and reasoning abilities, (2 motivation, attitude, interest, aptitude, self esteem, perception and memory, (3 curriculum, personal and interpersonal interactions, (4 ability to adverse weakness into strength and constraint into opportunity, (5 spatial and socio-emotional setting, participant, end, act, channel, intention, norm and genre, (6 practice, enthusiasm and learning styles.

What Is the Difference between a Calorie and a Carbohydrate?--Exploring Nutrition Education Opportunities in Alternative School Settings

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Norquest, Michele; Phelps, Josh; Hermann, Janice; Kennedy, Tay

2015-01-01

Extension-based nutrition educators have indicated current curricula do not engage alternative school students' interests. The study reported here explored nutrition education opportunities at alternative schools in Oklahoma. Data collection involved focus groups gathering student perspectives regarding preferred teaching and learning styles, and…

Faculty of Law: MaRBLe for Lawyers

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Akkermans, Bram; Bastiaens, Ellen; van Tilburg, Jonathan; van Merriënboer, Jeroen

The Maastricht University Research Based Learning (MaRBLe) project offered a unique but challenging opportunity to the law faculty. Working with undergraduate (or bachelor) students on research was already part of regular, i.e. curricular, teaching activities, but the number of students and

From Tyrannosaurus to Pokemon: Autonomy in the Teaching of Writing.

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Graham, L.

2001-01-01

Discusses action research case studies of representative children and changes to classroom teaching. Notes that children were given the opportunity to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. Finds boys made most progress when given the opportunity…

What Teachers Want: Supporting Primary School Teachers in Teaching Science

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Fitzgerald, Angela; Schneider, Katrin

2013-01-01

Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

"I'm Not Teaching English, I'm Teaching Something Else!": How New Teachers Create Curriculum under Mandates of Educational Reform

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Costigan, Arthur

2018-01-01

This study presents how beginning teachers create and teach an English Language Arts (ELA) curriculum in urban schools in the context of an educational reform movement driven by mandates such as Common Core State Standards (CCSS), high stakes tests, and prescribed curricula. They serve in schools with each using unique and individual curricula due…

Thinking in English: A New Perspective on Teaching ESL

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Muciaccia, John B.

2011-01-01

"Thinking in English" represents Dr. Muciaccia's unique method of teaching English to non-native English speakers. Unlike any other English as a Second Language (ESL) book, Muciaccia's book features the "cultural immersion" approach that he has developed and practiced to a fine degree. In addition to his methodology, Muciaccia includes words of…

Unique voices in harmony: Call-and-response to address race and physics teaching

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Cochran, Geraldine L.; White, Gary D.

2017-09-01

In the February 2016 issue of The Physics Teacher, we announced a call for papers on race and physics teaching. The response was muted at first, but has now grown to a respectable chorale-sized volume. As the manuscripts began to come in and the review process progressed, Geraldine Cochran graciously agreed to come on board as co-editor for this remarkable collection of papers, to be published throughout the fall of 2017 in TPT. Upon reviewing the original call and the responses from the physics community, the parallels between generating this collection and the grand call-and-response tradition became compelling. What follows is a conversation constructed by the co-editors that is intended to introduce the reader to the swell of voices that responded to the original call. The authors would like to thank Pam Aycock for providing many useful contributions to this editorial.

WEB 2.0 TOOLS FOR SUPPORTING TEACHING

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Angelos KONSTANTINIDIS

2013-10-01

Full Text Available Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still reluctant with technology integration. This paper introduces four Web 2.0 tools; Blogger, StripGenerator, Go!Animate, and Google Forms, that are free and easy to use, in an effort to motivate teachers with low technological skills in integrating them into their instruction practices. The aforementioned tools comprised the curriculum in a blended-learning professional development course for in-service teachers and attracted many favourable comments from the participants.

Study on Teaching Reformation of Contemporary Art Teaching to University Students on Corel Painter Software

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Xiong Mei Ni

2016-01-01

Full Text Available Contemporary art education started late in China on the basis of western teaching theories formed its own unique system, which has a great influence on Corel Painter software. This paper explores that contemporary art education is analyzed advantages and disadvantages of the influence on the development of Chinese painting, and the solutions are found out to the existing problems, summed up the reality enlightenment of that the contemporary art on the impact of education on Chinese painting development.

Opportunities for Teaching Sustainable Development through the Chemistry Component of CAPS Physical Sciences

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Tsakeni, Maria

2018-01-01

The realisation that education may, in part, have contributed to non-sustainable environmental practices warrants rethinking about what learners experience at school. One approach could involve the promotion of education for sustainable development (ESD). This study analysed the opportunities to integrate ESD presented by the chemistry component…

Social media as a platform for science and health engagement: challenges and opportunities.

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Dixon, Graham

2016-01-01

Social media has become a major platform for debates on science and health. This commentary argues that while social media can present challenges to communicating important health matters, it can also provide health experts a unique opportunity to engage with and build trust among members of the public.

Integrating Information and Communication Technology in English Language Teaching: A Case Study of Selected Junior Secondary Schools in Botswana

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Mafuraga, Mbizo; Moremi, Mbiganyi

2017-01-01

The paper discusses how Information and Communication Technology (ICT) could be integrated in the teaching of English Language in Botswana Junior Secondary Schools. It does so by exploring opportunities and challenges faced by teachers of English Language and the students they teach. Fifty five (55) teachers in eleven (11) Junior Secondary Schools…

Role Playing in Physical Education to Teach in the Affective Domain

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Samalot-Rivera, Amaury

2014-01-01

Using role playing during physical education provides limitless opportunities for intervention and for the demonstration of personal and social qualities. The purpose of this article is to provide easy steps for implementing role playing as a strategy to teach social skills to students in the physical education setting.

Learning through Teaching: A Microbiology Service-Learning Experience

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Ginny Webb

2015-11-01

Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

Creativity in foreign language teaching

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Monika Ševečková

2016-09-01

Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

Location, Location, Location: Does Place Provide the Opportunity for Differentiation for Universities?

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Winter, Emma; Thompson-Whiteside, Helen

2017-01-01

The fiercely competitive HE market has led HEIs to invest significant resources in building a distinct identity. An HEI's location forms an inherent part of its identity and the uniqueness of location offers an opportunity to differentiate. However there has been limited examination of how location is used by HEIs and little consideration of how…

Internet discussion forums as part of a student-centred teaching concept of pharmacology.

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Sucha, Michael; Engelhardt, Stefan; Sarikas, Antonio

2013-01-01

The world wide web opens up new opportunities to interconnect electronic and classroom teaching and to promote active student participation. In this project article we describe the use of internet discussion forums as part of a student-centred teaching concept of pharmacology and discuss its advantages and disadvantages based on evaluation data and current literature. Final year medical students at the Technische Universität München (Munich, Germany) with the elective pharmacology moderated an internet forum that allowed all students to discuss pharmacology-related questions. Evaluation results of forum participants and elective students demonstrated a learning benefit of internet forums in pharmacology teaching. Internet discussion forums offer an easy-to-implement and effective way to actively engage students and increase the learning benefit of electronic and classroom teaching in pharmacology.

A History and Historiography of Foreign Languages Teaching and Learning in Portugal

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Santos, Ana Clara

2018-01-01

This "state of the art" review on the history of language teaching in Portugal provides an opportunity for a historiographical analysis, highlighting the relationships between languages, the links between languages and educational policy and implementation, and the cultural implications resulting from this. Researching language teaching…

Teaching of Biochemistry in Medical School: A Well-Trodden Pathway?

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Mathews, Michael B.; Stagnaro-Green, Alex

2008-01-01

Biochemistry and molecular biology occupy a unique place in the medical school curriculum. They are frequently studied prior to medical school and are fundamental to the teaching of biomedical sciences in undergraduate medical education. These two circumstances, and the trend toward increased integration among the disciplines, have led to…

Nurturing Opportunity Identification for Business Sophistication in a Cross-disciplinary Study Environment

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Karine Oganisjana

2012-12-01

Full Text Available Opportunity identification is the key element of the entrepreneurial process; therefore the issue of developing this skill in students is a crucial task in contemporary European education which has recognized entrepreneurship as one of the lifelong learning key competences. The earlier opportunity identification becomes a habitual way of thinking and behavior across a broad range of contexts, the more likely that entrepreneurial disposition will steadily reside in students. In order to nurture opportunity identification in students for making them able to organize sophisticated businesses in the future, certain demands ought to be put forward as well to the teacher – the person who is to promote these qualities in their students. The paper reflects some findings of a research conducted within the frameworks of a workplace learning project for the teachers of one of Riga secondary schools (Latvia. The main goal of the project was to teach the teachers to identify hidden inner links between apparently unrelated things, phenomena and events within 10th grade study curriculum and connect them together and create new opportunities. The creation and solution of cross-disciplinary tasks were the means for achieving this goal.

Ultrasound-based teaching of cardiac anatomy and physiology to undergraduate medical students.

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Hammoudi, Nadjib; Arangalage, Dimitri; Boubrit, Lila; Renaud, Marie Christine; Isnard, Richard; Collet, Jean-Philippe; Cohen, Ariel; Duguet, Alexandre

2013-10-01

Ultrasonography is a non-invasive imaging modality that offers the opportunity to teach living cardiac anatomy and physiology. The objectives of this study were to assess the feasibility of integrating an ultrasound-based course into the conventional undergraduate medical teaching programme and to analyse student and teacher feedback. An ultrasound-based teaching course was implemented and proposed to all second-year medical students (n=348) at the end of the academic year, after all the conventional modules at our faculty. After a brief theoretical and practical demonstration, students were allowed to take the probe and use the ultrasound machine. Students and teachers were asked to complete a survey and were given the opportunity to provide open feedback. Two months were required to implement the entire module; 330 (95%) students (divided into 39 groups) and 37 teachers participated in the course. Student feedback was very positive: 98% of students agreed that the course was useful; 85% and 74% considered that their understanding of cardiac anatomy and physiology, respectively, was improved. The majority of the teachers (97%) felt that the students were interested, 81% agreed that the course was appropriate for second-year medical students and 84% were willing to participate to future sessions. Cardiac anatomy and physiology teaching using ultrasound is feasible for undergraduate medical students and enhances their motivation to improve their knowledge. Student and teacher feedback on the course was very positive. Copyright © 2013 Elsevier Masson SAS. All rights reserved.

Opportunity Design

DEFF Research Database (Denmark)

Nielsen, Louise Møller; Lassen, Astrid Heidemann; Tollestrup, Christian

2012-01-01

Creating and growing new businesses is basically about turning an entrepreneurial opportunity into future business. In literature the emergence of opportunities is often described as opportunity recognition or opportunity discovery, which points to the understanding that opportunities are out the...

Assessing Opportunities for Student Pharmacist Leadership Development at Schools of Pharmacy in the United States.

Science.gov (United States)

Feller, Tara T; Doucette, William R; Witry, Matthew J

2016-06-25

Objective. To summarize student pharmacist leadership development opportunities delivered by pharmacy programs, to describe selected opportunities, and to assess how these opportunities meet leadership development competencies. Methods. A multi-method study was conducted that comprised a systematic content analysis of pharmacy education journals, pharmacy program websites, and telephone interviews with key informants, which included open-ended questions and scaled responses. Results. Review of six articles, 37 American Association of Colleges of Pharmacy (AACP) Annual Meeting abstracts, and 138 websites resulted in the identification of 191 leadership development opportunities. These consisted of courses, projects/programs, and events/speaker series. Interviews with 12 key informants detailed unique events that developed leadership competencies. Formal assessments of student leadership development were limited and primarily focused on informal feedback and course evaluations. Conclusion. Most US pharmacy programs offer their students an array of opportunities to develop leadership abilities. Pharmacy programs should consider expanding opportunities beyond elective courses, learn from the successes of others to implement new leadership development opportunities, and bolster the assessment of student leadership competencies and outcomes.

Simulation in teaching regional anesthesia: current perspectives

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Udani AD

2015-08-01

Full Text Available Ankeet D Udani,1 T Edward Kim,2,3 Steven K Howard,2,3 Edward R Mariano2,3On behalf of the ADAPT (Anesthesiology-Directed Advanced Procedural Training Research Group1Department of Anesthesiology, Duke University School of Medicine, Durham, NC, USA; 2Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, Stanford, CA, USA; 3Anesthesiology and Perioperative Care Service, Veterans Affairs Palo Alto Health Care System, Palo Alto, CA, USAAbstract: The emerging subspecialty of regional anesthesiology and acute pain medicine represents an opportunity to evaluate critically the current methods of teaching regional anesthesia techniques and the practice of acute pain medicine. To date, there have been a wide variety of simulation applications in this field, and efficacy has largely been assumed. However, a thorough review of the literature reveals that effective teaching strategies, including simulation, in regional anesthesiology and acute pain medicine are not established completely yet. Future research should be directed toward comparative-effectiveness of simulation versus other accepted teaching methods, exploring the combination of procedural training with realistic clinical scenarios, and the application of simulation-based teaching curricula to a wider range of learner, from the student to the practicing physician.Keywords: regional anesthesia, simulation, medical education, ultrasound, nerve block, simulator

The Opportunities and Challenges of Persuasive Technology in Creating Sustainable Innovation and Business Model Innovation

DEFF Research Database (Denmark)

Aagaard, Annabeth; Lindgren, Peter

2015-01-01

The opportunities of persuasive technology in facilitating sustainable innovation and business model innovation have been witnessed continuously during the last decade. The unique ability of persuasive technology in interacting and mediating across users, customers, decisions makers and other...... stakeholders provides access to core knowledge about behavior and opportunities to influence and even change their behavior in a positive and more sustainable manner. Sustainable innovation and business model innovation is gaining more and more competitive leverage due to customer requirements, the growing...

Developing Careers, Building a Profession: The Rochester Career in Teaching Plan.

Science.gov (United States)

Koppich, Julia; Asher, Carla; Kerchner, Charles

This book surveys the Career in Teaching (CIT) initiative launched in Rochester, New York, looking at its impact on the district since 1987. CIT incorporates support for new teachers, provides opportunities for highly accomplished teachers to share their skills, and offers peer review and assistance to teachers experiencing problems in their…

Grand Challenges and Great Potential in Foreign Language Teaching and Learning

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Hlas, Anne Cummings

2018-01-01

This article argues for the field of foreign languages to begin to identify and define our Grand Challenges, which are difficult yet solvable problems facing our field. Seeking answers to these challenges can provide new opportunities for collaboration and can spur new directions and innovation within language learning and teaching. Researchable…

Teaching professionalism in science courses: anatomy to zoology.

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Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Sociokultural Context in Teaching Lithuanianas a Second Language

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Vaida Buivydienė

2011-04-01

Full Text Available As Lithuania joined European Union (EU, there is an opportunity to reach a higher level of scientific know-ledge. Therefore, it is extremely important to use all chances in communicating with international programs like Socrates and Erasmus. These programs provide ability to strengthen not only professional competence, but also foreign language skills and understanding different cultures. Every year students and teachers come to universities of Lithuania, so there must exist the best circumstances to achieve cultural, educational and linguistic experience. A lot of foreign students in Lithuania choose to study the Lithuanian language. Therefore it is important to organize the studies of the Lithuanian language in a way that it would be interesting and useful.The survey has showat students that come under Socrates Erasmus student exchange programme should be introduced to cultural awareness and competencies rather than to grammar patterns. There should be more emphasis on teaching functional language. The Lithuanian language teachers faced with the lack of modern course books for foreign students that would cater the needs of those students, teaching functional language and introducing to socio cultural issues. Therefore there is a strong demand to compile and publish a new updated and modern textbook for the Lithuanian language learners.Modern language teaching is the way to socio cultural awareness and teaching cultural values. Teaching culture is one of the most important aspects of the Lithuanian language teaching in modern and open society.

The Transformative Power of Sankofa: Teaching African History inside San Quentin State Prison

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Moore, Nathaniel B. D.

2015-01-01

This chapter describes the author's experience teaching ethnic studies inside a unique California prison, and calls for college-in-prison educators to engage culturally appropriate curricula to realize the full transformative potential of the prison classroom.

Opportunities and Challenges of Using Technology in Mathematics Education of Creative Technical Studies

DEFF Research Database (Denmark)

Triantafyllou, Eva; Timcenko, Olga

2014-01-01

This paper explores the opportunities and challenges of integrating technology to support mathematics teaching and learning in creative engineer- ing disciplines. We base our discussion on data from our research in the Media Technology department of Aalborg University Copenhagen, Denmark. Our ana...... analysis proposes that unlike in other engineering disciplines, technology in these disciplines should be used for contextualizing mathematics rather than in- troducing and exploring mathematical concepts....

A model of determining a fair market value for teaching residents: who profits?

Science.gov (United States)

Cullen, Edward J; Lawless, Stephen T; Hertzog, James H; Penfil, Scott; Bradford, Kathleen K; Nadkarni, Vinay M; Corddry, David H; Costarino, Andrew T

2003-07-01

Centers for Medicare & Medicaid Services (CMS) Health Resources and Services Administration Children's Hospitals Graduate Medical Education (GME) Payment Program now supports freestanding children's teaching hospitals. To analyze the fair market value impact of GME payment on resident teaching efforts in our pediatric intensive care unit (PICU). Cost-accounting model, developed from a 1-year retrospective, descriptive, single-institution, longitudinal study, applied to physician teachers, residents, and CMS. Sixteen-bed PICU in a freestanding, university-affiliated children's teaching hospital. Pediatric critical care physicians, second-year residents. Cost of physician opportunity time; CMS investment return; the teaching physicians' investment return; residents' investment return; service balance between CMS and teaching service investment margins; economic balance points; fair market value. GME payments to our hospital increased 4.8-fold from 577 886 dollars to 2 772 606 dollars during a 1-year period. Critical care physicians' teaching opportunity cost rose from 250 097 dollars to 262 215 dollars to provide 1523 educational hours (6853 relative value units). Residents' net financial value for service provided to the PICU rose from 245 964 dollars to 317 299 dollars. There is an uneven return on investment in resident education for CMS, critical care physicians, and residents. Economic balance points are achievable for the present educational efforts of the CMS, critical care physicians, and residents if the present direct medical education payment increases from 29.38% to 36%. The current CMS Health Resources and Services Administration Children's Hospitals GME Payment Program produces uneven investment returns for CMS, critical care physicians, and residents. We propose a cost-accounting model, based on perceived production capability measured in relative value units and available GME funds, that would allow a clinical service to balance and obtain a fair

Some Aspects of the Teaching of English in Viet Nam.

Science.gov (United States)

Le Van Diem

In regard to the teaching of English, which is replacing French as a foreign language, Viet Nam presents some unique aspects and some individual problems. More secondary school students are selecting English as their foreign language choice; English departments in the universities are expanding rapidly; the teacher shortage is increasing. One…

Teaching Business Classes Abroad: How International Experience Benefits Faculty, Students, and Institutions

Science.gov (United States)

Miglietti, Cynthia

2015-01-01

International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and…

Point-driven Mathematics Teaching. Studying and Intervening in Danish Classrooms

DEFF Research Database (Denmark)

Mogensen, Arne

secondary schools emphasize such points in their teaching. Thus, 50 randomly selected mathematics teachers are filmed in one grade 8 math lesson and the dialogue investigated. The study identifies large variations and many influential components. There seems to be room for improvement. In order to examine...... possibilities to strengthen the presence and role of mathematical points in teaching two intervention studies are conducted. First a focus group of 5 of the original 50 teachers from each school are offered peer coaching by the researcher. This study indicates that different teachers appreciate peer coaching...... be supported in significant changes to a point-oriented mathematics teaching. The teachers emphasized joint planning of study lessons, and they regarded the peer coaching after each of these lessons as valuable. The studies with the two teacher groups indicate different opportunities and challenges...

Near-peer teaching programme for medical students.

Science.gov (United States)

Gottlieb, Zoe; Epstein, Samantha; Richards, Jeremy

2017-06-01

Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively. Following each teaching session co-taught by MS4s, both MS4s and MS2s completed multiple-choice surveys evaluating the MS4's teaching skills and the experience overall. MS4s also wrote reflection essays describing their experiences. Faculty member co-teachers completed a 12-question feedback form for MS4s during the session. We received 114 post-session MS2 surveys, 13 post-session MS4 surveys and 13 post-session faculty staff evaluations. The majority of MS2s reported that MS4s enhanced their understanding of the material, and considered the quality of MS4 teaching to be 'good' or 'outstanding'. Nearly all of the MS4s enjoyed their experiences and believed that the programme improved their teaching skills. Time management was the most common challenge cited by both MS4s and faculty member co-teachers. These data demonstrate that NPT is valuable for both MS2s and MS4s: MS2s benefited from the social and cognitive congruence afforded by near-peer teachers, whereas MS4s used this experience to build and enhance their skills as educators. These results support the continued involvement of MS4s in this second-year course, as well as broadening the scope of and opportunities for student teaching at our medical school and beyond. Near-peer teaching is recognised as an effective method for teaching and learning within medical education. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

A uniqueness-and-anonymity-preserving remote user authentication scheme for connected health care.

Science.gov (United States)

Chang, Ya-Fen; Yu, Shih-Hui; Shiao, Ding-Rui

2013-04-01

Connected health care provides new opportunities for improving financial and clinical performance. Many connected health care applications such as telecare medicine information system, personally controlled health records system, and patient monitoring have been proposed. Correct and quality care is the goal of connected heath care, and user authentication can ensure the legality of patients. After reviewing authentication schemes for connected health care applications, we find that many of them cannot protect patient privacy such that others can trace users/patients by the transmitted data. And the verification tokens used by these authentication schemes to authenticate users or servers are only password, smart card and RFID tag. Actually, these verification tokens are not unique and easy to copy. On the other hand, biometric characteristics, such as iris, face, voiceprint, fingerprint and so on, are unique, easy to be verified, and hard to be copied. In this paper, a biometrics-based user authentication scheme will be proposed to ensure uniqueness and anonymity at the same time. With the proposed scheme, only the legal user/patient himself/herself can access the remote server, and no one can trace him/her according to transmitted data.

Unique Path Partitions

DEFF Research Database (Denmark)

Bessenrodt, Christine; Olsson, Jørn Børling; Sellers, James A.

2013-01-01

We give a complete classification of the unique path partitions and study congruence properties of the function which enumerates such partitions.......We give a complete classification of the unique path partitions and study congruence properties of the function which enumerates such partitions....

Forecasting the Student-Professor Matches That Result in Unusually Effective Teaching

Science.gov (United States)

Gross, Jennifer; Lakey, Brian; Lucas, Jessica L.; LaCross, Ryan; Plotkowski, Andrea R.; Winegard, Bo

2015-01-01

Background: Two important influences on students' evaluations of teaching are relationship and professor effects. Relationship effects reflect unique matches between students and professors such that some professors are unusually effective for some students, but not for others. Professor effects reflect inter-rater agreement that some professors…

Reasons Why Teaching Professionals Continue or Resume University Study in the Wallonia-Brussels Federation: Knowledge for Its Own Sake? Economics? Altruism?

Science.gov (United States)

De Stercke, Joachim; Derobertmasure, Antoine; Duchatel, Julien; Temperman, Gaëtan; De Lièvre, Bruno; Robertson, Jean E.

2016-01-01

Preparing candidates for the rigours of the teaching profession represents a major challenge for educational systems, begging the question of whether the opportunity for professional educators to further their own university education represents, to them, a way of developing their teaching skills (intrinsic motivation), a means of earning a higher…

Opportunities for Polarized He-3 in RHIC and EIC

Energy Technology Data Exchange (ETDEWEB)

Aschenauer E.; Deshpande, A.; Fischer, W.; Derbenev, S.; Milner, R.; Roser, T.; Zelenski, A.

2011-10-01

The workshop on opportunities for polarized He-3 in RHIC and EIC was targeted at finding practical ways of implementing and using polarized He-3 beams. Polarized He-3 beams will provide the unique opportunity for first measurements, i.e, to a full quark flavor separation measuring single spin asymmetries for p{sup +}, p{sup -} and p{sup 0} in hadron-hadron collisions. In electron ion collisions the combination of data recorded with polarized electron proton/He-3 beams allows to determine the quark flavor separated helicity and transverse momentum distributions. The workshop had sessions on polarized He-3 sources, the physics of colliding polarized He-3 beams, polarimetry, and beam acceleration in the AGS Booster, AGS, RHIC, and ELIC. The material presented at the workshop will allow making plans for the implementation of polarized He-3 beams in RHIC.

How Five Master Teachers Teach about Climate Chang

Science.gov (United States)

Bloch, L.

2015-12-01

The AGU Position Statement, "Human-Induced Climate Change Requires Urgent Action," calls on scientists to "[work] with stakeholders to identify relevant information, and [to convey] understanding clearly and accurately, both to decision makers and to the general public". Everyday, K-12 teachers communicate with an important segment of the general public, and they represent important stakeholders with unique needs. The terms 'global warming', 'greenhouse effect', and 'climate change' appear nowhere in the 1996 National Science Education Standards, but under the Next Generation Science Standards, millions of teachers- most of whom have little to no experience teaching about climate change- will be required to cover the topic. This presentation discusses research conducted with five veteran public school teachers, each of whom has been teaching about climate change for many years. The group comprises three high school teachers, a middle school teacher, and an elementary school teacher. The study examined: 1) What these teachers teach about climate change; 2) How they teach about climate change; 3) What resources they use in teaching and learning about climate change; and 4) How they think the scientific community can support teachers in their efforts to teach about climate change. The teachers varied in their teaching practices and in their conceptions of 'climate change', but they all said that the academic community can support climate change education by developing locally relevant educational resources. Scientists working with K-12 teachers can build on the work of these master teachers, and attendees can access detailed descriptions of all of the lessons and the associated learning materials.

Nuclear analytical methods in teaching and research at the university of Illinois

International Nuclear Information System (INIS)

Landsberger, S.

1994-01-01

An overview of the nuclear analytical methods opportunities at the University of Illinois at Urbana-Champaign are given. Undergraduate and graduate level teaching and research are highlighted. The TRIGA reactor and neutron activation analysis facilities are described in the context of this role within an inter-disciplinary environment. (author)

Urban Big Data and Sustainable Development Goals: Challenges and Opportunities

OpenAIRE

Kharrazi, A.; Qin, H.; Zhang, Y.

2016-01-01

Cities are perhaps one of the most challenging and yet enabling arenas for sustainable development goals. The Sustainable Development Goals (SDGs) emphasize the need to monitor each goal through objective targets and indicators based on common denominators in the ability of countries to collect and maintain relevant standardized data. While this approach is aimed at harmonizing the SDGs at the national level, it presents unique challenges and opportunities for the development of innovative ur...

Using a Moodle-Based Professional Development Program to Train Science Teachers to Teach for Creativity and its Effectiveness on their Teaching Practices

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Al-Balushi, Sulaiman M.; Al-Abdali, Nasser S.

2015-08-01

This study describes a distance learning professional development program that we designed for the purpose of training science teachers to teach for creativity. The Moodle platform was used to host the training. To ensure that trainees would benefit from this distance learning program, we designed the instructional activities according to the Community of Inquiry framework, which consists of three main elements: cognitive presence, teaching presence and social presence. Nineteen science teachers in Oman engaged in the training, which lasted for 36 working days. To measure the effectiveness of the training program on science teachers' instructional practices related to teaching for creativity, we used a pre-post one-group quasi-experimental design. An observation form was used to assess and document participants' practices. Paired t test results showed that there was a statistically significant improvement in science teachers' practices related to teaching for creativity. During the implementation of the training program, we observed that cognitive presence and teaching presence were the two most successful elements of the program. The training program involved participants in different instructional activities which were designed to help them understand the role of creativity in science; a wide range of instructional techniques designed to nurture students' creativity was discussed. The program also provided participants with opportunities to relate their practices to teaching for creativity and to design and implement lesson plans geared toward teaching for creativity. However, the social presence element was not satisfying. Participants' virtual interactions with each other and their engagement in online discussion forums were limited. This paper provides some recommendations to overcome such pitfalls.

Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion

Directory of Open Access Journals (Sweden)

Carlos Miguel Ferreira

2017-10-01

Full Text Available At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (rethink the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors’ teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge.

A Personal Relationship to the Art of Music: A Research Project in Progress from the New York Philharmonic's School Partnership Program

Science.gov (United States)

Carrick, Richard; Easton, Hilary; Hong-Park, Jihea; Langlais, Rachel; Mannoia, Richard

2012-01-01

Begun in 1994, the New York Philharmonic School Partnership Program (SPP) gives elementary schools the unique opportunity of integrating symphonic music into the school community through collaborations between Philharmonic teaching artists and classroom teachers in full-year residencies. During the three-year curriculum, students gain skills in…

Entrepreneurship Intention among French Grande Ecole and University Students: An Application of Shapero's Model

Science.gov (United States)

Klapper, Rita; Leger-Jarniou, Catherine

2006-01-01

Arguably, entrepreneurship is still a recent phenomenon in French society, and its higher education establishments are still experimenting with ways to teach entrepreneurship and enterprise creation. This paper presents a unique opportunity to compare and contrast the entrepreneurial intention of French higher education students at three different…

A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities

Science.gov (United States)

Mtebe, Joel S.; Raphael, Christina

2017-01-01

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using…

Almost Psychiatry: The Impact of Teaching Child and Adolescent Mental Health Studies to Undergraduate College Students.

Science.gov (United States)

Diamond, Ursula; Di Bartolo, Christina A; Badin, Emily; Shatkin, Jess P

2017-10-01

The Child and Adolescent Mental Health Studies (CAMS) program is housed in a Liberal Arts undergraduate college of a large research university. Psychiatrists, clinical psychologists, and social workers at the university's medical center teach the courses. The purpose of this study is to evaluate the extent to which CAMS encourages graduates of the program to pursue a career in child and adolescent mental health (CAMH). In 2015-2016, graduates of the CAMS program were invited to participate in a mixed methods study. In addition to statistical analyses, qualitative thematic analyses were performed to interpret free-text responses. Forty-five percent (314/702) of invited graduates completed the online survey. Interviews were conducted with 11% (34/314) of participants by study staff over the phone. Quantitative results suggested that 81% (149/185) of participants enrolled in educational programs after graduation due to an interest in CAMH. A significantly higher proportion of the total sample (t = 3.661, p graduation. Results of qualitative interviews with 34 participants uncovered five key themes unique to CAMS that may explain the program's influence on graduates' career choices and career development: practitioners-as-instructors, instructor mentorship, novel course content, experiential learning opportunities, and career training and skills. Quantitative and qualitative results indicated that teaching college undergraduate students about CAMH encourages them to set career goals within the field. These findings suggest the utility of implementing similar programs at other undergraduate colleges.

Excellence in clinical teaching: knowledge transformation and development required.

Science.gov (United States)

Irby, David M

2014-08-01

Clinical teachers in medicine face the daunting task of mastering the many domains of knowledge needed for practice and teaching. The breadth and complexity of this knowledge continue to increase, as does the difficulty of transforming the knowledge into concepts that are understandable to learners. Properly targeted faculty development has the potential to expedite the knowledge transformation process for clinical teachers. Based on my own research in clinical teaching and faculty development, as well as the work of others, I describe the unique forms of clinical teacher knowledge, the transformation of that knowledge for teaching purposes and implications for faculty development. The following forms of knowledge for clinical teaching in medicine need to be mastered and transformed: (i) knowledge of medicine and patients; (ii) knowledge of context; (iii) knowledge of pedagogy and learners, and (iv) knowledge integrated into teaching scripts. This knowledge is employed and conveyed through the parallel processes of clinical reasoning and clinical instructional reasoning. Faculty development can facilitate this knowledge transformation process by: (i) examining, deconstructing and practising new teaching scripts; (ii) focusing on foundational concepts; (iii) demonstrating knowledge-in-use, and (iv) creating a supportive organisational climate for clinical teaching. To become an excellent clinical teacher in medicine requires the transformation of multiple forms of knowledge for teaching purposes. These domains of knowledge allow clinical teachers to provide tailored instruction to learners at varying levels in the context of fast-paced and demanding clinical practice. Faculty development can facilitate this knowledge transformation process. © 2014 John Wiley & Sons Ltd.

Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

Science.gov (United States)

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.

Uniqueness and non-uniqueness of semigroups generated by singular diffusion operators

CERN Document Server

Eberle, Andreas

1999-01-01

This book addresses both probabilists working on diffusion processes and analysts interested in linear parabolic partial differential equations with singular coefficients. The central question discussed is whether a given diffusion operator, i.e., a second order linear differential operator without zeroth order term, which is a priori defined on test functions over some (finite or infinite dimensional) state space only, uniquely determines a strongly continuous semigroup on a corresponding weighted Lp space. Particular emphasis is placed on phenomena causing non-uniqueness, as well as on the relation between different notions of uniqueness appearing in analytic and probabilistic contexts.

Teaching ethics using popular songs: feeling and thinking.

Science.gov (United States)

O'Mathúna, Dónal P

2008-01-01

A connection has long been made between music and moral education. Recent discussions have focused on concerns that certain lyrics can lead to acceptance of violence, suicide, inappropriate views of women, and other unethical behaviour. Debate over whether such connections exist at least illustrates that popular songs engage listeners with ethical issues; this arises from the unique blend of emotional and cognitive reactions to music. And while the emotional side of ethics has received less attention than other aspects of ethics, it is important and music can be a powerful and unique tool to introduce the emotional aspects of ethics. Music appeals to almost everyone. Throughout history songs have rallied people to action and drawn people into deeper reflection. Music engages our emotions, our imagination and our intellect. Students already spend many hours listening to songs, some of which address ethical issues; it is thus an ideal pedagogic aid in teaching subjects like ethics. This article will discuss how carefully selected songs can encourage thoughtful reflection and critical thinking about ethical issues: a number of specific examples will be described, along with a discussion of the general practicalities of using popular songs in teaching ethics and a demonstration of how students learn to listen critically and actively reflect on the ethical messages they receive. The enjoyment of music helps to engage students with ethics and its relevance for their lives and careers. This article aims to share some of the excitement and enthusiasm that popular songs have brought to my teaching of ethics.

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

Science.gov (United States)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

Pyro: A Python-Based Versatile Programming Environment for Teaching Robotics

Science.gov (United States)

Blank, Douglas; Kumar, Deepak; Meeden, Lisa; Yanco, Holly

2004-01-01

In this article we describe a programming framework called Pyro, which provides a set of abstractions that allows students to write platform-independent robot programs. This project is unique because of its focus on the pedagogical implications of teaching mobile robotics via a top-down approach. We describe the background of the project, its…

Creating opportunities to learn in mathematics education: a sociocultural perspective

Science.gov (United States)

Goos, Merrilyn

2014-09-01

The notion of `opportunities to learn in mathematics education' is open to interpretation from multiple theoretical perspectives, where the focus may be on cognitive, social or affective dimensions of learning, curriculum and assessment design, issues of equity and access, or the broad policy and political contexts of learning and teaching. In this paper, I conceptualise opportunities to learn from a sociocultural perspective. Beginning with my own research on the learning of students and teachers of mathematics, I sketch out two theoretical frameworks for understanding this learning. One framework extends Valsiner's zone theory of child development, and the other draws on Wenger's ideas about communities of practice. My aim is then to suggest how these two frameworks might help us understand the learning of others who have an interest in mathematics education, such as mathematics teacher educator-researchers and mathematicians. In doing so, I attempt to move towards a synthesis of ideas to inform mathematics education research and development.

If a Marketer Teaches Ethics, Is There Still a Sound? The Interdisciplinary Case

Science.gov (United States)

Murrow, Jim

2006-01-01

When a marketer teaches general ethics courses, widespread ontological shock can result on campus. A case for positive paradigm expansion of all involved persons in an interdisciplinary environment is made. Suggestions for specific interdisciplinary opportunities and applications are provided. A call for interdisciplinary efforts is made and…

Teaching Introduction to Psychology: Promoting Student Learning Using Digital Storytelling and Community Engagement

Science.gov (United States)

Grange, Christina; Miller, Antoinette

2018-01-01

This paper demonstrates how partnering with digital storytelling initiatives, like the StoryCorps project, can yield fruitful service-learning opportunities, while also supporting innovative approaches for teaching students from a range of disciplines who are enrolled in Introduction to Psychology (PSYC 1101). While various pedagogical tools for…

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

Science.gov (United States)

Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

Nature as an inspiration and a context for learning and teaching

Directory of Open Access Journals (Sweden)

Anđelković Slađana

2014-01-01

Full Text Available This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations. Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems. [Projekat Ministarstva nauke Republike Srbije, br. 179060: Models of assessment and strategies of upgrading the quality of education in Serbia and br. 179074: Tradition, modernization and national identity in Serbia and the Balkans in the process of European integrations

Teaching and Research at Undergraduate Institutions

Science.gov (United States)

Garg, Shila

2006-03-01

My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

DLESE Teaching Boxes: Earth System Science Resources And Strategies For Using Data In The Classroom

Science.gov (United States)

Olds, S. E.; Weingroff, M.

2005-12-01

The DLESE Teaching Box project is both a professional development opportunity and an educational resource development project providing a pedagogic context that support teachers' use of data in the classroom. As a professional development opportunity, it is designed to augment teachers' science content knowledge, enhance their use of inquiry teaching strategies, and increase their confidence and facility with using digital libraries and online learning resources. Teams of educators, scientists, and instructional designers work together during a three part Teaching Box Development Workshop series to create Teaching Boxes on Earth system science topics. The resulting Teaching Boxes use Earth system science conceptual frameworks as their core and contain inquiry-based lessons which model scientific inquiry and process by focusing on the gathering and analysis of evidence. These lines of evidence employ an Earth systems approach to show how processes across multiple spheres, for example, how the biosphere, atmosphere, and geosphere interact in a complex Earth process. Each Teaching Box has interconnected lessons that provide 3-6 weeks of instruction, incorporate National and California science standards, and offer guidance on teaching pathways through the materials. They contain up-to-date digital materials including archived and real-time data sets, simulations, images, lesson plans, and other resources available through DLESE, NSDL, and the participating scientific institutions. Background information provided within the Box supports teacher learning and guides them to facilitate student access to the tools and techniques of authentic, modern science. In developing Teaching Boxes, DLESE adds value to existing educational resources by helping teachers more effectively interpret their use in a variety of standards-based classroom settings. In the past twelve months we have had over 100 requests for Teaching Box products from teachers and curriculum developers from

City Planning Rhetorics and the Cultural Trope of Opportunity

Directory of Open Access Journals (Sweden)

Mary E. Triece

2017-09-01

Full Text Available Historians and sociologists have explored past and present processes of urban segregation, development, and displacement of minority and low income communities, and policy questions surrounding barriers to housing and the ways residents interact with community institutions. As communication scholars, we have a unique opportunity to add critical insights regarding the cultural meaning making of urban planning discourses. This article asks: How do cultural assumptions embedded in the myth of American opportunity shape urban planning processes? I examine two city planning documents—Detroit Future City and Connecting Cleveland 2020 Citywide Plan—for the ways references to opportunity construct an optimistic understanding of urban potential while ignoring the complicated and controversial ways race is woven into urban planning and the arrangement of city spaces. Specifically, I explore how references to the term “opportunity” appeal to cultural commonsense through associations with promise and possibility. These appeals gain persuasive traction through the term’s tendency toward over-simplification, which acts conservatively to universalize the white male experience, beg questions of race and racism, and, at times, completely elide the relevance of race in urban arrangements.

Strategic alliances in healthcare: opportunities for the Veterans Affairs healthcare system.

Science.gov (United States)

Halverson, P K; Kaluzny, A D; Young, G J

1997-01-01

Strategic alliances are proving to be effective strategies for responding and adapting to changing environments, and as such they offer the U.S. Department of Veterans Affairs (VA) healthcare system valuable opportunities for accomplishing the goals of its major reorganization effort. This article begins with an examination of basic strategic-alliance structures that are employed across many different types of industries. Next, consideration is given to the ways in which these basic alliance structures may be adapted to the unique organizations and individuals that serve as providers, purchasers, and consumers of health services. Finally, this article explores how models of strategic alliance in healthcare can be tailored to the specific needs and constraints of the VA healthcare system through an examination of existing and potential alliance opportunities.

Choosing Learning Methods Suitable for Teaching and Learning in Computer Science

Science.gov (United States)

Taylor, Estelle; Breed, Marnus; Hauman, Ilette; Homann, Armando

2013-01-01

Our aim is to determine which teaching methods students in Computer Science and Information Systems prefer. There are in total 5 different paradigms (behaviorism, cognitivism, constructivism, design-based and humanism) with 32 models between them. Each model is unique and states different learning methods. Recommendations are made on methods that…

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

Science.gov (United States)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they

Using Problem-based learning (PBL) in teaching law to social work students

DEFF Research Database (Denmark)

Schultz, Trine

legal problems in small groups and the group-work is complemented by a web-based learning space, where the students have the opportunity to ask questions to the teacher. In this paper the motivation, challenges and experiences of introducing a new teaching strategy and pedagogical approach is presented.......In Aalborg, the law teachers have chosen to supply traditional lectures with case-based instruction focused on problem-based learning. The inspiration comes from the "seven jump step" of the Maastricht model, but it has been modified for the purpose of teaching law. The students work with specific...

[Uniqueness seeking behavior as a self-verification: an alternative approach to the study of uniqueness].

Science.gov (United States)

Yamaoka, S

1995-06-01

Uniqueness theory explains that extremely high perceived similarity between self and others evokes negative emotional reactions and causes uniqueness seeking behavior. However, the theory conceptualizes similarity so ambiguously that it appears to suffer from low predictive validity. The purpose of the current article is to propose an alternative explanation of uniqueness seeking behavior. It posits that perceived uniqueness deprivation is a threat to self-concepts, and therefore causes self-verification behavior. Two levels of self verification are conceived: one based on personal categorization and the other on social categorization. The present approach regards uniqueness seeking behavior as the personal-level self verification. To test these propositions, a 2 (very high or moderate similarity information) x 2 (with or without outgroup information) x 2 (high or low need for uniqueness) between-subject factorial-design experiment was conducted with 95 university students. Results supported the self-verification approach, and were discussed in terms of effects of uniqueness deprivation, levels of self-categorization, and individual differences in need for uniqueness.

“TOTTO-CHAN”: INSIGHTS INTO MULTIPLE INTELLIGENCES-BASED ENGLISH TEACHING TO YOUNG LEARNERS

Directory of Open Access Journals (Sweden)

K. M. Widi Hadiyanti

2017-04-01

Full Text Available Children are unique individuals who have their own ways to learn about the world and solve problems. It is supported by Gardner‘s ideas about multiple intelligences. Gardner (1993, 1998 suggested several kinds of intelligences. In their attempt to learn about the world, children make use of all resources, including their multiple intelligences. The application of multiple intelligences in teaching young learner seems to be apparent in Tetsuko Kuroyanagi‘s autobiographical memoir, ―Totto-chan: The Little Girl at the Window‖. This study identified and analyzed the techniques used to apply multiple intelligences in teaching young learners in Totto-chan‘s elementary school, Tomoe Gakuen. Based on the identification and analysis conducted in ―Totto-chan‖, this study elaborated the techniques in teaching English for young learners. In particular, this study proposed teaching techniques for four language skills. This study will be of great benefit for English teachers for young learners to enrich their teaching techniques that accord with the children nature of development.

Using peer-assisted learning to teach basic surgical skills: medical students’ experiences

Directory of Open Access Journals (Sweden)

Mahdi Saleh

2013-08-01

Full Text Available Standard medical curricula in the United Kingdom (UK typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors, a peer-assisted learning (PAL approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

Science.gov (United States)

Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

Teaching, Learning and Interning: From Teaching Internships to Scholarly Teaching

Directory of Open Access Journals (Sweden)

Eileen M. Herteis

2010-12-01

Full Text Available Mount Allison University, with about 2,400 students, is a small, undergraduate Liberal Arts and Science university with a long history of faculty-student collaboration in both research and cocurricular activities. In 2005, Mount Allison introduced the Undergraduate Teaching Internship Program in which professors and senior students collaborate in instruction. The program has quickly become for its faculty participants an important springboard for teaching innovation and scholarship. Almost immediately after its introduction, it became clear that the Undergraduate Teaching Internship Program addressed two distinct but overlapping needs—the first was predictable, the second less so: (a it presented opportunities for senior students to develop skills, knowledge and values that transcend those normally associated with undergraduate education; and (b it provided a mechanism whereby faculty could engage in scholarly reflection on teaching and Scholarship of Teaching and Learning projects. In the 5 years since its inception, internship has become not simply a peripheral program but a strong thread woven into the fabric of the university culture. While outlining some constraints of the program, this descriptive paper explains the many ways in which internship has resulted in productive, mutually beneficial collaborations between interns and their supervising professors, encouraging an even more pervasive dialogue about teaching.L’Université Mount Allisson est un petit établissement qui offre des cours dans les domaines des arts et des sciences à environ 2400 étudiants de premier cycle. Son personnel enseignant et ses étudiants collaborent depuis longtemps aux activités de recherche et aux activités parallèles au programme. En 2005, l’Université a mis sur pied le programme de stages en enseignement au premier cycle où les professeurs et les étudiants qui en sont à leur dernière année d’étude collaborent à l�

The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers

Science.gov (United States)

Miranda Martins, Dominique

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

Teaching and Learning on Enzymes: The Need for New didactic tools

OpenAIRE

Luiele, M.L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Leles, J.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Bianconi, M. L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ

2005-01-01

Enzymes  are biological catalysts essential  for vital  chemical reactions  in the  cell.  The proper  under- standing  of enzyme  functioning  is an  important step  to  learn  more about life, the  subject  study  of biology. However, without  the opportunity to use a laboratory, it is difficult to the student to visualize the enzyme function.  Our project  is based in the production of a didactic  tool in a CD-rom media to teach enzymes.  In this way, we intend  to teach enzymology in a ea...

Teaching practices and professional development of biology professors at small, private, liberal arts colleges in the Southeast

Science.gov (United States)

Mallory, Sarah Elizabeth Bradford

Science teaching in pre-college institutions has been undergoing reform in recent years, particularly since 1996, when the National Science Education Standards were published. This reform includes inquiry-based teaching, student-centered classrooms, authentic assessment, and collaborative learning. Professional development is also recommended in the Standards document as the means for preparing teachers for reform-based teaching in pre-college classrooms. In post-secondary institutions, there is no curriculum-governing body to institute reform, and college faculty have devised their own standards and methods for teaching science, most often in the form of lecture and traditional procedure-driven laboratory exercises. This study was conducted to find examples of reform-based biology teaching in small, private, liberal arts colleges in the Southeast, where teaching innovations may be more likely to occur due to the size and independence of the schools. Professional development opportunities were also examined, since these would be important in the development of new curricula and methods of teaching. Data were collected from 151 participants, representing 78.3% of these colleges in eight southeastern states, by survey and from three volunteers by on-site interviews. Teaching was the main responsibility reported by all respondents, with both lower and upper level biology courses taught by all participants. Significant differences were found in the use of reform-based teaching in lower level biology courses versus upper level biology courses. Overall average use of inquiry-based teaching was 70.5%, while student-centered learning was reported on average by 57% of respondents, authentic assessment was reported on average by 56.6% of respondents, and collaborative learning was reported on average by 56% of respondents. Professional development opportunities most frequently used were reported to be journal, books, and videotapes. Multivariate regression analyses revealed

Up in the cloud: reflections on teaching translation technology using a cloud-based platform

DEFF Research Database (Denmark)

Flanagan, Marian

to teaching TT in the classroom. The approach was inspired by Pym (2006) and Doherty and Moorkens (2013), and it takes advantage of using cloud-based software. The aim was to evaluate the students’ experience in the TT workshops. Moreover, I wanted to investigate particular aspects of teaching that were...... with teaching translation technology in the classroom (e.g. Doherty et al. 2012, Kenny and Way 2001, O’Brien and Kenny 2001,2006), several unanswered questions still remain. Up until recently, the translation software often restricted the teaching approach. This paper reports on a new approach I took...... data via online questionnaires: pre-workshop (43 responses) and post-workshop (30 responses). The questionnaires consisted mainly of closed questions but both provided the students with the opportunity to discuss their expectations (pre-workshop) and reflections (post-workshop). Following...

Teaching and Learning Jewish History in the 21st Century: New Priorities and Opportunities

Science.gov (United States)

Jacobs, Benjamin M.

2018-01-01

New 21st-century circumstances in the Jewish world--including the changing nature of Jewish identification, the retreat from identity and continuity as singular aims of Jewish education, the democratization of Jewish learning opportunities, increased emphasis on informal and experiential Jewish education activities, and demonstrable interest among…

Reading and Reflecting: Elementary Preservice Teachers' Conceptions about Teaching Mathematics for Equity

Science.gov (United States)

Jackson, Christa; Jong, Cindy

2017-01-01

Teaching mathematics for equity is critical because it provides opportunities for all students, especially those who have been traditionally marginalised, to learn mathematics that is rigorous and relevant to their lives. This article reports on our work, as mathematics teacher educators, on exposing and engaging 60 elementary preservice teachers…

Using a classic paper by Robin Fahraeus and Torsten Lindqvist to teach basic hemorheology

DEFF Research Database (Denmark)

Toksvang, Linea Natalie; Berg, Ronan M G

2013-01-01

"The viscosity of the blood in narrow capillary tubes" by Robin Fåhraeus and Torsten Lindqvist (Am J Physiol 96: 562-568, 1931) can be a valuable opportunity for teaching basic hemorheological principles in undergraduate cardiovascular physiology. This classic paper demonstrates that a progressive...

Blend or not to blend: a study investigating faculty members perceptions of blended teaching

Directory of Open Access Journals (Sweden)

Mehmet A Ocak

2010-12-01

Full Text Available This study examined faculty members’ perceptions of blended teaching from several perspectives. A total of 73 faculty members in Turkish Higher Education context participated in the study by completing an online survey that combined quantitative and qualitative approaches. Based on a data analysis, the faculty members’ perceptions were sorted into six categories: (a satisfaction with blended teaching, (b perceived impact on the role of the faculty, (c perceived impact on student learning, (d perceived impact on student motivation, (e advantages of blended teaching, and (f disadvantages of blended teaching. Findings indicated that faculty members were likely to agree that blended teaching provides a high degree of satisfaction and that it requires more time and commitment from the faculty. The faculty members perceived that blended teaching improves student learning and, to some extent, improves motivation. The faculty members also emphasized the importance of institutional support and the use of technology to mitigate student problems. This study presents these faculty members’ perceptions, which are helpful for those planning to implement a blended teaching approach, and makes suggestions for trouble-shooting and taking advantage of the opportunities in a blended environment successfully.

Teaching qualitative research as a means of socialization to nursing.

Science.gov (United States)

Arieli, Daniella; Tamir, Batya; Man, Michal

2015-06-01

The aim of the present article is to present a model for teaching qualitative research as part of nursing education. The uniqueness of the course model is that it seeks to combine two objectives: (1) initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. The article describes how teaching two central genres in qualitative research - ethnographic and narrative research - constitutes a way of teaching the important skills, concepts, and values of the nursing profession. The article presents the model's structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an evaluation of the model's implementation in eight groups over a two-year period. In this way the article seeks to contribute to nursing education literature in general, and to those engaged in clinical training and teaching qualitative research in nursing education in particular. Copyright © 2015 Elsevier Ltd. All rights reserved.

Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning.

Science.gov (United States)

de Villiers, Marietjie R; Cilliers, Francois J; Coetzee, Francois; Herman, Nicoline; van Heusden, Martie; von Pressentin, Klaus B

2014-10-22

There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master's programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. A module on teaching and learning influenced graduates' perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for

The use of simulation in teaching the basic sciences.

Science.gov (United States)

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.

Perceptions of medical school graduates and students regarding their academic preparation to teach.

Science.gov (United States)

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (pteaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

Simulation in computer forensics teaching: the student experience

OpenAIRE

Crellin, Jonathan; Adda, Mo; Duke-Williams, Emma; Chandler, Jane

2011-01-01

The use of simulation in teaching computing is well established, with digital forensic investigation being a subject area where the range of simulation required is both wide and varied demanding a corresponding breadth of fidelity. Each type of simulation can be complex and expensive to set up resulting in students having only limited opportunities to participate and learn from the simulation. For example students' participation in mock trials in the University mock courtroom or in simulation...

Opportunity, satisfaction and regret: trying long acting reversible contraception in a unique scientific circumstance.

Science.gov (United States)

Burke, Holly M; Packer, Catherine A; Spector, Hannah L; Hubacher, David

2018-06-19

Increased use of long-acting reversible contraception (LARC) can reduce unintended pregnancies. However, significant barriers exist to LARC uptake, particularly high up-front costs. In North Carolina in 2014, we interviewed 34 purposively-selected participants (aged 20-30 years) enrolled in a partially randomized patient preference trial to learn about their experiences with and attitudes toward contraception in this unique trial context. Cost of LARC was important in participants' decision-making. Experiencing an unintended pregnancy motivated women to switch to LARC. No participants who tried LARC, even those who experienced side effects, regretted it. Several participants regretted discontinuing their LARC. Concerns about insertion and removal did not influence future willingness to try LARC. Participants discussed the importance of affordability and feeling in control when choosing a contraceptive method. Cost, combined with uncertainty over whether LARC is the right method for them, may deter young women from trying LARC. Intrauterine devices and implants should be made affordable so that women can try them without significant financial commitment. Affordability will likely increase uptake, which will reduce unintended pregnancies. Regret from discontinuing LARC was more more frequently reported than regret from trying LARC. Providers should offer young women LARC and counsel to support continuation.

The new education frontier: clinical teaching at night.

Science.gov (United States)

Hanson, Joshua T; Pierce, Read G; Dhaliwal, Gurpreet

2014-02-01

Regulations that restrict resident work hours and call for increased resident supervision have increased attending physician presence in the hospital during the nighttime. The resulting increased interactions between attendings and trainees provide an important opportunity and obligation to enhance the quality of learning that takes place in the hospital between 6 PM and 8 AM. Nighttime education should be transformed in a way that maintains clinical productivity for both attending and resident physicians, integrates high-quality teaching and curricula, and achieves a balance between patient safety and resident autonomy. Direct observation of trainees, instruction in communication, and modeling of cost-efficient medical practice may be more feasible during the night than during daytime hours. To realize the potential of this educational opportunity, training programs should develop skilled nighttime educators and establish metrics to define success.

Characteristics of Exemplary Science, Technology, Engineering, and Math (STEM)-Related Experiential Learning Opportunities

Science.gov (United States)

Simmons, Jamie Munn

Experiential opportunities at the secondary level give students the "intimate and necessary relation between the processes of actual experience and education" (Dewey, 1938, p. 19- 20). Career and Technical Education classes (CTE) and co-curricular experiences, one type of experiential learning, underpin and cultivate student curiosity and often channel interests into STEM-related post-secondary disciplines and career choices. There is little existent research on the characteristics of exemplary experiential learning opportunities and the impact on stakeholders. This study is intended to identify the qualities and characteristics of an exemplary secondary experience through the lived experiences of the stakeholders; students, STEM-related teachers, and CTE/STEM Administrators. A qualitative research design was used to examine characteristics and implications for students of four STEM-related programs throughout Virginia. Conclusions from the study include fundamental principles for providing exemplary experiential STEM-related learning opportunities. These principles include: providing hands-on, real world learning opportunities for students, providing learning opportunities that will enhance student ownership in their learning, providing unique and comprehensive career exploration opportunities for students, providing a schedule for teachers that will give them time to plan, deliver, and manage exemplary experiential learning opportunities, providing continual teacher and administrator in-service training relative to planning and implementing exemplary experiential learning opportunities, investing appropriate funds for providing exemplary experiential learning opportunities. Establishing and maintaining active partnerships with business/industry and colleges/universities, and maintaining active advisory communities, providing appropriate staff to support the provision of exemplary experiential learning opportunities is needed. The need for adequate funding

Activating teaching methods in french language teaching

OpenAIRE

Kulhánková, Anna

2009-01-01

The subject of this diploma thesis is activating teaching methods in french language teaching. This thesis outlines the issues acitvating teaching methods in the concept of other teaching methods. There is a definition of teaching method, classification of teaching methods and characteristics of each activating method. In the practical part of this work are given concrete forms of activating teaching methods appropriate for teaching of french language.

Citrus Quality Control: An NMR/MRI Problem-Based Experiment

Science.gov (United States)

Erhart, Sarah E.; McCarrick, Robert M.; Lorigan, Gary A.; Yezierski, Ellen J.

2016-01-01

An experiment seated in an industrial context can provide an engaging framework and unique learning opportunity for an upper-division physical chemistry laboratory. An experiment that teaches NMR/MRI through a problem-based quality control of citrus products was developed. In this experiment, using a problem-based learning (PBL) approach, students…

Physical sciences at Diamond: past achievements and future opportunities.

Science.gov (United States)

McMorrow, D F

2015-03-06

The start of user operation at the Diamond Light Source in January 2007 marks a major milestone for the physical sciences in the UK. The routine delivery to the UK community of ultra-bright X-ray beams from the third-generation source has provided us with capabilities that were available previously only at international sources, and indeed has created some that are unique. Here, a personal view is given of some of the achievements to date, and possible future opportunities outlined. © 2015 The Author(s) Published by the Royal Society. All rights reserved.

An exploration of equitable science teaching practices for students with learning disabilities

Science.gov (United States)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The

Educating Geographers in Spain: Geography Teaching Renewal by Implementing the European Higher Education Area

Science.gov (United States)

de Miguel González, Rafael; de Lázaro y Torres, Maria Luisa

2016-01-01

This article discusses the current state of the geography discipline in Spanish Universities after putting into action the European Higher Education Area. After decades of geography teaching, following theoretical and expository discourse models, the so-called "Bologna Process" has been a great opportunity to reflect what geography…

Racism as a Unique Social Determinant of Mental Health: Development of a Didactic Curriculum for Psychiatry Residents.

Science.gov (United States)

Medlock, Morgan; Weissman, Anna; Wong, Shane Shucheng; Carlo, Andrew; Zeng, Mary; Borba, Christina; Curry, Michael; Shtasel, Derri

2017-01-01

Mental health disparities based on minority racial status are well characterized, including inequities in access, symptom severity, diagnosis, and treatment. For African Americans, racism may affect mental health through factors such as poverty and segregation, which have operated since slavery. While the need to address racism in medical training has been recognized, there are few examples of formal didactic curricula in the psychiatric literature. Antiracism didactics during psychiatry residency provide a unique opportunity to equip physicians to address bias and racism in mental health care. With advocacy by residents in the Massachusetts General Hospital/McLean Psychiatry residency program, the Division of Public and Community Psychiatry developed a curriculum addressing racial inequities in mental health, particularly those experienced by African Americans. Four 50-minute interactive didactic lectures were integrated into the required didactic curriculum (one lecture per postgraduate training class) during the 2015-2016 academic year. Of residents who attended lectures and provided anonymous feedback, 97% agreed that discussing racism in formal didactics was at least "somewhat" positive, and 92% agreed that it should "probably" or "definitely" remain in the curriculum. Qualitative feedback centered on a need for more time to discuss racism as well as a desire to learn more about minority mental health advocacy in general. Teaching about racism as part of required training conveys the explicit message that this is core curricular material and critical knowledge for all physicians. These lectures can serve as a springboard for dissemination and provide scaffolding for similar curriculum development in medical residency programs.

Teach First Norway - who joins and what are their initial motivations for teaching?

Directory of Open Access Journals (Sweden)

Katrine Nesje

2016-04-01

investigates specific characteristics of the professional motivations of candidates recruited to these programmes. The article reports both the motivations for teaching and reasons for attending the alternative teacher education programme Teach First Norway (TFN. For descriptive purposes a cluster analysis was performed based on survey data from one cohort (N=13 of TFN candidates. Three motivational profiles emerged: ‘low altruistic motivation’, ‘high interest in teaching’ and ‘predominant altruistic motivation’. The profiles were further explored through qualitative interviews.  The results show that the interplay between participants’ motivations is complex and unique. The stereotypical image of a TFN candidate that uses the programme as a springboard into management positions in businesses becomes more nuanced as a result of these findings.Keywords: alternative teacher education, motivations to teach, careers, Teach First

Emerging opportunities in enterprise integration with open architecture computer numerical controls

Science.gov (United States)

Hudson, Christopher A.

1997-01-01

The shift to open-architecture machine tool computer numerical controls is providing new opportunities for metal working oriented manufacturers to streamline the entire 'art to part' process. Production cycle times, accuracy, consistency, predictability and process reliability are just some of the factors that can be improved, leading to better manufactured product at lower costs. Open architecture controllers are allowing manufacturers to apply general purpose software and hardware tools increase where previous approaches relied on proprietary and unique hardware and software. This includes DNC, SCADA, CAD, and CAM, where the increasing use of general purpose components is leading to lower cost system that are also more reliable and robust than the past proprietary approaches. In addition, a number of new opportunities exist, which in the past were likely impractical due to cost or performance constraints.

Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions

Science.gov (United States)

Ghavifekr, Simin; Kunjappan, Thanusha; Ramasamy, Logeswary; Anthony, Annreetha

2016-01-01

In this digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required 21st century skills. Hence studying the issues and challenges related to ICT use in teaching and learning can assist teachers in overcoming the obstacles and become successful technology users. Therefore, the main purpose of…

Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

Science.gov (United States)

Vani, V. Vijaya

2016-01-01

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

Basic steps in establishing effective small group teaching sessions in medical schools.

Science.gov (United States)

Meo, Sultan Ayoub

2013-07-01

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

Teaching Teaching & Understanding Understanding

DEFF Research Database (Denmark)

2006-01-01

"Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

The communicative teaching task-interactive for teaching Spanish as a foreign language

Directory of Open Access Journals (Sweden)

Liliana Valdés Aragón

2005-06-01

Full Text Available The teaching tasks that are presented in this article respond to a conception of interactive language learning with strong cognitive and humanist bases. Each main task contains a group of supporting tasks that offer opportunities to the students for interacting with the language they are learning in problem solution which demand their attention to content more than to form. The tasks are directed to the formation of values, the protection of the environment, the communicative competence, the declarative, procedural and attitudinal knowledge, to the development of learning strategies that favor interaction, the exchange of meaning, the reflection, the cooperation, the socialization, and the pleasant learning with a strong cultural component that reflect the life and the history of all the people of the world.

Industrialization of Space: Microgravity Based Opportunities for Material and Life Science

Science.gov (United States)

Cozmuta, Ioana; Harper, Lynn D.; Rasky, Daniel J.; MacDonald, Alexander; Pittman, Robert

2015-01-01

Microgravity based commercial opportunities are broad, with applications ranging from fiber optics, device-grade semiconductor crystals, space beads, new materials, cell micro encapsulation, 3D tissues and cell cultures, genetic and molecular changes of immune suppression, protein and virus crystal growth, perfume and hair care. To date, primarily the knowledge gained from observing and understanding new end states of systems unraveled in microgravity has been translated into unique technologies and business opportunities on Earth. In some instances existing light qualified hardware is immediately available for commercial RD for small scale in-space manufacturing. Overall products manufactured in microgravity have key properties usually surpassing the best terrestrial counterparts. The talk will address the potential benefits of microgravity research for a variety of terrestrial markets. Our findings originate from discussions with 100+ non-aerospace private companies among the high-tech Silicon Valley ecosystem, show that the opportunities and benefits of using the ISS are largely not considered by experts, primarily due to a lack of awareness of the breadth of terrestrial applications that have been enabled or enhanced by microgravity RD. Based on this dialogue, the concept of microgravity verticals is developed to translate the benefits of the microgravity environment into blue ocean business opportunities for various key US commercial sectors.

Design and practice of a novel experiment teaching system based on the optoelectric information chain

Science.gov (United States)

Luo, Yunhan; Chen, Zhe; Li, Yan; Di, Hongwei; Li, Zhen; Bai, Chunhe; Tang, Jieyuan; Zhang, Jun; Yi, Xiao

2017-08-01

The course of optoelectronic information science is a diverse science and technology with wide range of disciplines, intensive technology, and strong applicability. As a result, the practice teaching in undergraduate education occupies the strategic important position, which is a key link in the process of innovative talents cultivation of photoelectric information, plays a unique and irreplaceable role by any other teaching methods. In order to meet the requirements of national innovative talents of photoelectric information, the complete teaching reform strategy was put forward by combining with the higher education policy and development strategy of teaching and professional characteristics. The goal of the experimental teaching reform is to cultivate innovative talents and to construct the photoelectric information industry chain system of experimental teaching platform and cultivating creative personnel. The key clue is the photoelectric information surrounding photoelectric information, like "generation - modulation - transformation - detection - procession" which will be realized by resource integration and complementary among cross disciplines, and focusing on scientific research support for the teaching and the combination of professional knowledge and practical application. This teaching reform scheme presented in the paper will provide very good demonstration effect in the curriculum reform of other photoelectric information related courses.

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Science.gov (United States)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Teaching efficacy of nurses in clinical practice education: A cross-sectional study.

Science.gov (United States)

Kim, Eun-Kyeung; Shin, Sujin

2017-07-01

Clinical nurses play a vital role in clinical practice education; thus, it is necessary to help clinical nurses have teaching efficacy through the development and application of systematic education programs. To identify nurses' teaching efficacy for clinical education and analyze the influencing factors of teaching efficacy. The study used a cross-sectional design. We used a convenience sample of 263 nurses from two hospitals. Teaching efficacy, general characteristics, and perception of clinical practice education were collected via self-reported questionnaires. Teaching efficacy was measured using Hwang's (2006) questionnaire, while perception of clinical practice education was measured using the Clinical Nurse Teacher Survey developed by Nishioka et al. (2014). Participants completed the questionnaire directly. The collected data were then analyzed using descriptive statistics, t-tests, ANOVAs, and multiple regression analysis with PASW Statistics 18.0. The mean total score of teaching efficacy was 72.5 (range 21-105). The leadership for students subscale had the highest score (3.56±0.59). The factors influencing teaching efficacy were length of clinical career (β=0.26, pteaching efficacy in nurses. Based on these results, nursing educators might need to develop greater confidence in their knowledge and enhance control of their teaching strategies. Nursing schools and hospitals might need to provide greater support and educational opportunities to nurse clinical practice instructors. Furthermore, constructing a system of cooperation between these colleges and educational hospitals, developing programs to enhance teaching efficacy, and identifying the clinical instructor's role are all necessary to promote clinical practice education. Copyright © 2017. Published by Elsevier Ltd.

Barriers, Opportunities, and Strategies for Urban Ecosystem Restoration: Lessons Learned from Restoration Managers in Rhode Island, U.S.A.

Science.gov (United States)

Urban ecosystem restoration can be especially difficult to accomplish because of complications like industrial pollutants, population density, infrastructure, and expense, however, the unique opportunities in urban settings, including the potential to provide benefits to many peo...

Public health engineering education in India: current scenario, opportunities and challenges.

Science.gov (United States)

Hussain, Mohammad Akhtar; Sharma, Kavya; Zodpey, Sanjay

2011-01-01

Public health engineering can play an important and significant role in solving environmental health issues. In order to confront public health challenges emerging out of environmental problems we need adequately trained public health engineers / environmental engineers. Considering the current burden of disease attributable to environmental factors and expansion in scope of applications of public health / environmental engineering science, it is essential to understand the present scenario of teaching, training and capacity building programs in these areas. Against this background the present research was carried out to know the current teaching and training programs in public health engineering and related disciplines in India and to understand the potential opportunities and challenges available. A systematic, predefined approach was used to collect and assemble the data related to various teaching and training programs in public health engineering / environmental engineering in India. Public health engineering / environmental engineering education and training in the country is mainly offered through engineering institutions, as pre-service and in-service training. Pre-service programs include diploma, degree (graduate) and post-graduate courses affiliated to various state technical boards, institutes and universities, whereas in-service training is mainly provided by Government of India recognized engineering and public health training institutes. Though trainees of these programs acquire skills related to engineering sciences, they significantly lack in public health skills. The teaching and training of public health engineering / environmental engineering is limited as a part of public health programs (MD Community Medicine, MPH, DPH) in India. There is need for developing teaching and training of public health engineering or environmental engineering as an interdisciplinary subject. Public health institutes can play an important and significant role in this

Scientific Opportunities with the Long-Baseline Neutrino Experiment

Energy Technology Data Exchange (ETDEWEB)

Adams, C.; et al.

2013-07-28

In this document, we describe the wealth of science opportunities and capabilities of LBNE, the Long-Baseline Neutrino Experiment. LBNE has been developed to provide a unique and compelling program for the exploration of key questions at the forefront of particle physics. Chief among the discovery opportunities are observation of CP symmetry violation in neutrino mixing, resolution of the neutrino mass hierarchy, determination of maximal or near-maximal mixing in neutrinos, searches for nucleon decay signatures, and detailed studies of neutrino bursts from galactic supernovae. To fulfill these and other goals as a world-class facility, LBNE is conceived around four central components: (1) a new, intense wide-band neutrino source at Fermilab, (2) a fine-grained `near' neutrino detector just downstream of the source, (3) the Sanford Underground Research Facility (SURF) in Lead, South Dakota at an optimal distance (~1300 km) from the neutrino source, and (4) a massive liquid argon time-projection chamber (LArTPC) deployed there as a 'far' detector. The facilities envisioned are expected to enable many other science opportunities due to the high event rates and excellent detector resolution from beam neutrinos in the near detector and atmospheric neutrinos in the far detector. This is a mature, well developed, world class experiment whose relevance, importance, and probability of unearthing critical and exciting physics has increased with time.

Reverse Inclusion: Providing Peer Social Interaction Opportunities to Students Placed in Self-Contained Special Education Classrooms

Science.gov (United States)

Schoger, Kimberly D.

2006-01-01

The social and academic benefits of inclusion for students with disabilities have been well researched and well documented. Unfortunately, inclusion opportunities are limited by lack of qualified staff, logistics, scheduling and other difficulties encountered when attempting to meet students' unique needs in the general education setting. As a…

Alpbach Summer School - a unique learning experience

Science.gov (United States)

Kern, K.; Aulinas, J.; Clifford, D.; Krejci, D.; Topham, R.

2011-12-01

The Alpbach Summer School is a ten-day program that provides a unique opportunity for young european science and engineering students, both undergraduate and graduate, to learn how to approach the entire design process of a space mission. The theme of the 2010 Summer School was "New Space Missions to Understand Climate Change", a current, challenging, very broad and complex topic. The program was established more than 35 years ago and is organised in two interrelated parts: a series of lectures held by renowned experts in the field (in the case of this specific year, climate change and space engineering experts) that provides a technical and scientific background for the workshops that follow, the core of the Summer School. For the workshops the students are split into four international, interdisciplinary teams of about 15 students. In 2010 every team had to complete a number of tasks, four in total: (1) identify climate change research gaps and design a space mission that has not yet been flown or proposed, (2) define the science objectives and requirements of the mission, (3) design a spacecraft that meets the mission requirements, which includes spacecraft design and construction, payload definition, orbit calculations, but also the satellite launch, operation and mission costs and (4) write up a short mission proposal and present the results to an expert review panel. Achieving these tasks in only a few days in a multicultural, interdisciplinary team represents a major challenge for all participants and provides an excellent practical learning experience. Over the course of the program, students do not just learn facts about climate change and space engineering, but scientists also learn from engineers and engineers from scientists. The participants have to deepen their knowledge in an often unfamiliar field, develop organisational and team-work skills and work under pressure. Moreover, teams are supported by team and roving tutors and get the opportunity to

Challenges and opportunities for digital marketing within contemporary art book publishing

OpenAIRE

Grima, M-C

2017-01-01

This dissertation examines a number of challenges and opportunities in digital marketing within contemporary art book publishing. As products of a uniquely cross-pollinated strain of culture and publishing, their tactility and physicality are amongst their most appealing qualities, standing out in a world where so much takes place in a virtual space. The appeal of art books today is thought to be getting stronger and stronger as many other kinds of books dematerialise in the digital space,...

Challenges and Opportunities for Digital Marketing Within Contemporary Art Book Publishing

OpenAIRE

Grima, Marie-Claire

2017-01-01

To download this article, please click here.This dissertation examines a number of challenges and opportunities indigital marketing within con- temporary art book publishing. As products ofa uniquely cross-pollinated strain of culture and publishing, their tactility andphysicality are amongst their most appealing qualities, standing out in a worldwhere so much takes place in a virtual space. The appeal of art books todayis thought to be getting stronger and stronger as many other kinds of boo...

A Comparative Analysis of Earth Science Curriculum Using Inquiry Methodology between Korean and the U.S. Textbooks

Science.gov (United States)

Park, Mira; Park, Do-Yong; Lee, Robert E.

2009-01-01

The purpose of this study is to investigate in what ways the inquiry task of teaching and learning in earth science textbooks reflect the unique characteristics of earth science inquiry methodology, and how it provides students with opportunities to develop their scientific reasoning skills. This study analyzes a number of inquiry activities in…

Lift Every Voice and Sing: Democratic Dialogue in a Teacher Education Classroom.

Science.gov (United States)

Hufford, Don

This paper describes a model that builds on the assumption that educators teaching foundations of education courses have a unique opportunity to model the democratic process and a moral responsibility to infuse the art of human conversation and self-transcendence into education. Exposure to such classes may encourage preservice teachers to go…

Wind energy global trends: Opportunities and challenges

International Nuclear Information System (INIS)

Ancona, D.F.

1995-01-01

Wind energy is one of the least cost and environmentally attractive new electricity source options for many parts of the world. Because of new wind turbine technology, reduced costs, short installation time, and environmental benefits, countries all over the world are beginning to once again develop one of the world's oldest energy technologies. A unique set of opportunities and challenges now faces the wind industry and its proponents. This paper discusses the potential and challenges of wind power. The US Department of Energy (DOE) is working closely with industry to develop new, improved wind turbine technology and to support both domestic and international deployment. The US DOE Wind Program is discussed within this context

The Tail Wagging the Dog; An Overdue Examination of Student Teaching Evaluations

Science.gov (United States)

Miles, Patti; House, Deanna

2015-01-01

Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the…

Usage of Mobile Phone Applications and Its Impact on Teaching and Learning

Science.gov (United States)

Davidovitch, Nitza; Yavich, Roman

2018-01-01

This study continues studies on the concept of leisure as culture dependent -- between tradition and modernity, while focusing on the usage of mobile phone applications and its impact on teaching and learning within a unique population. The study examined the association between having NetSpark on one's Smartphone and utilization of spare time…

Uniquely Strongly Clean Group Rings

Institute of Scientific and Technical Information of China (English)

WANG XIU-LAN

2012-01-01

A ring R is called clean if every element is the sum of an idempotent and a unit,and R is called uniquely strongly clean (USC for short) if every element is uniquely the sum of an idempotent and a unit that commute.In this article,some conditions on a ring R and a group G such that RG is clean are given.It is also shown that if G is a locally finite group,then the group ring RG is USC if and only if R is USC,and G is a 2-group.The left uniquely exchange group ring,as a middle ring of the uniquely clean ring and the USC ring,does not possess this property,and so does the uniquely exchange group ring.

Developing a Pedagogy for Teaching Self-Study Research:Lessons Learned Across the Atlantic

NARCIS (Netherlands)

Samaras, A.; Lunenberg, M.L.

2011-01-01

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy

Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic

NARCIS (Netherlands)

Lunenberg, Mieke; Samaras, Anastasia P.

2011-01-01

This article reports on a collective self-study from our multiple and unique experiences of teaching self-study research in the Netherlands and the United States. Through the methodology of dialog, we merged what we learned from our individual studies which resulted in six guidelines for a pedagogy

E-Learning: opportunity or end of field classes?

Science.gov (United States)

Bloemertz, Lena; Kuhn, Brigitte; Kuhn, Nikolaus J.

2013-04-01

E-Learning is often seen as an opportunity to avoid the costs of field classes by using new digital media to communicate content to students that otherwise could only be seen in the field. However, feeling, tasting and smelling soil on a farm or in a forest cannot be substituted via the internet. To achieve some teaching efficiency, an course on e-learning introduced at the University of Basel therefore took an opposite approach: instead of compromising the field experience, the opportunities to broaden access and generate flexibility for the students and instructors during the lecture room section of a soil science and land use course were maximised. The course has six topics, each e-learning element is designed to take one week of the studentśself study time devoted to the course. Three one-day field classes spread over the term offer an opportunity to the students to become acquainted with common soil types in the region of Basel and typical land use. The latter emphasizes visits to farms to ensure that the perspective of the farmers on their and soils and business is communicated to the students. The field classes also ensure sufficient contact time between instructors and students. The informal time spend together during the days in the field also ensures to address individual questions of the students. Overall, the format of the course ensures that the field experience and instructor presence are offered where needed and that e-learning is used to replace formal contact time where self-study is possible.

Building a future full of opportunity for blind youths in science

Science.gov (United States)

Beck-Winchatz, B.; Riccobono, M. A.

Like their sighted peers many blind students in elementary middle and high school are naturally interested in space This interest can motivate them to learn fundamental scientific quantitative and critical thinking skills and sometimes even lead to careers in SMET disciplines However these students are often at a disadvantage in science because of the ubiquity of important graphical information that is generally not available in accessible formats the unfamiliarity of teachers with non-visual teaching methods lack of access to blind role models and the low expectations of their teachers and parents In this presentation we will describe joint efforts by NASA and the National Federation of the Blind s NFB Center for Blind Youth in Science to develop and implement strategies to promote opportunities for blind youth in science These include the development of tactile space science books and curriculum materials science academies for blind middle school and high school students internship and mentoring programs as well as research on non-visual learning techniques This partnership with the NFB exemplifies the effectiveness of collaborations between NASA and consumer-directed organizations to improve opportunities for underserved and underrepresented individuals Session participants will also have the opportunity to examine some of the recently developed tactile space science education materials themselves

Using Programming Environments in Teaching GIS Concepts

Directory of Open Access Journals (Sweden)

Imre Bornemisza

2009-03-01

Full Text Available When teaching Geographical Information Systems (GIS it is important to explain the theoretical elements, but it is also necessary to illustrate the basic functions with examples. To help students it is advisable to separate the teaching of fundamentals from the practical application of complex GIS software. A simple programming language like Logo creates opportunities for acquiring knowledge in an easy way. The development of a program makes it possible tounderstand the most important categories. If the program contains query functions as well, students can learn more about problem solution methods.This paper also demonstrates the power of the Logo family of languages which is delivered by different implementations. Elica Logo is used to build simple GIS tools that provide a very widerange of educational problems and lead to numerous ideas for further explorations. The nice intuitive 3D interface is an attractive approach to gain and retain student’s engagement in thelearning process.

Mock climate summit: teaching and assessing learning

Science.gov (United States)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical approach for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two “spheres” and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students’ dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students’ dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students’ dialogue shows increased comfort with the communities’ discourse as they take ownership of the point-of-view associated with their assumed roles.

Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study

Science.gov (United States)

Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

2017-01-01

Background The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. Objective The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. Methods A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as “users” and “nonusers.” Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. Results A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. Conclusions The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap

Attitudes of Health Professional Educators Toward the Use of Social Media as a Teaching Tool: Global Cross-Sectional Study.

Science.gov (United States)

D'Souza, Karan; Henningham, Lucy; Zou, Runyu; Huang, Jessica; O'Sullivan, Elizabeth; Last, Jason; Ho, Kendall

2017-08-04

The use of social media in health education has witnessed a revolution within the past decade. Students have already adopted social media informally to share information and supplement their lecture-based learning. Although studies show comparable efficacy and improved engagement when social media is used as a teaching tool, broad-based adoption has been slow and the data on barriers to uptake have not been well documented. The objective of this study was to assess attitudes of health educators toward social media use in education, examine differences between faculty members who do and do not use social media in teaching practice, and determine contributing factors for an increase in the uptake of social media. A cross-sectional Web-based survey was disseminated to the faculty of health professional education departments at 8 global institutions. Respondents were categorized based on the frequency of social media use in teaching as "users" and "nonusers." Users sometimes, often, or always used social media, whereas nonusers never or rarely used social media. A total of 270 health educators (52.9%, n=143 users and 47.0%, n=127 nonusers) were included in the survey. Users and nonusers demonstrated significant differences on perceived barriers and potential benefits to the use of social media. Users were more motivated by learner satisfaction and deterred by lack of technology compatibility, whereas nonusers reported the need for departmental and skill development support. Both shared concerns of professionalism and lack of evidence showing enhanced learning. The majority of educators are open-minded to incorporating social media into their teaching practice. However, both users and nonusers have unique perceived challenges and needs, and engaging them to adapt social media into their educational practice will require previously unreported approaches. Identification of these differences and areas of overlap presents opportunities to determine a strategy to increase

Opportunities for health and safety professionals in environmental restoration work

International Nuclear Information System (INIS)

Norris, A.E.

1991-01-01

The safety of workers in waste management and in environmental restoration work is regulated in large part by the Occupational Safety and Health Administration (OSHA). Many of the OSHA rules are given in Part 1910, Occupational Safety and Health Standards, of Title 29 of the Code of Federal Regulations (CFR). Section 120 of 29 CFR 1910 specifically addresses hazardous waste operations and emergency response operations. The remainder of this discussion focuses on clean-up operations. The purpose of this paper is to review areas of employment opportunity in environmental restoration work for health and safety professionals. Safety and health risk analyses are mentioned as one area of opportunity, and these analyses are required by the standards. Site safety and health supervisors will be needed during field operations. Those who enjoy teaching might consider helping to meet the training needs that are mandated. Finally, engineering help both to separate workers from hazards and to improve personal protective equipment, when it must be worn, would benefit those actively involved in environmental restoration activities

Making a Difference--Inclusive Learning and Teaching in Higher Education through Open Educational Resources

Science.gov (United States)

Hockings, Christine; Brett, Paul; Terentjevs, Mat

2012-01-01

Recently there has been growing concern about the ways in which professional values such as "acknowledging diversity and promoting equality of opportunity" (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational…

Self-Monitoring as a Strategy to Increase Student Teachers' Use of Effective Teaching Practices

Science.gov (United States)

Hager, Karen D.

2012-01-01

Student teachers in classrooms for students with moderate-severe disabilities used self-monitoring to increase their use of effective teaching strategies. In the first study, the participant videotaped daily instructional sessions and collected data on her use of varied praise statements and the number of opportunities to respond in a multiple…

EVALUATION OF THE DISTANCE EDUCATION PRE-SERVICE TEACHERS' OPINIONS ABOUT TEACHING PRACTICE COURSE (CASE OF IZMIR CITY

Directory of Open Access Journals (Sweden)

Meral GUVEN

2012-01-01

Full Text Available The aim of this study was to determine the distance education pre-service teachers’ opinions about the teaching practice course. The study was conducted with descriptive method. For data collection, analysis and interpretation, qualitative research method was used. Out of the students enrolled at Open Education Faculty, Department of Pre-school Education and Department of English Language Teaching, 27 students were volunteer to participate to the study. As a result of the study; it was found that some of the distance education pre-service teachers felt ready and enthusiastic about the teaching practice course albeit others did not feel ready enough. In addition, the pre-service teachers mostly mentioned about their expectations for self-development and self-evaluation. The pre-service teachers considered that this course provided them the opportunities to know the students and learning environments, also to prepare the plans effectively, to learn about teaching-learning processes, to manage class and time, to benefit from coordinator teachers and to evaluate themselves. However, they also complained about lack of information about plans and teaching practice files, difficulties in class-management, problems in efficient time-management, indifference of the coordinator teachers, inadequate equipment at application schools; lack of supervision and limited opportunity to have experience. Thus, they suggested that the coordinator teachers should be trained considering these problems also the application should be selected after physical check; besides the pre-service teachers should be supervised and provided accurate samples about plan and field preparation, thus frequent contact meetings should be arranged.

Dance/Movement Therapy: A Unique Career Opportunity.

Science.gov (United States)

Armeniox, Leslie Flint

Dance and movement therapy is a form of psychotherapy that uses the body, dance, and movement as the primary mediums for the therapeutic process. Dance is a fundamental art form that involves the body as an instrument of self-expression; movement is a universal means of learning and communicating. Dance and movement therapy is the…

The medical elective: A unique educational opportunity

African Journals Online (AJOL)

including the core values of service learning. The community ... parent medical school requires a year's clinical tuition in another country, including ... 'Medical tourism' has been criticised, as the net gain favours the trainee participant and ...

A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

OpenAIRE

Newton, Christie; Kopansky-Giles, Deborah; Eyre, Alison; Balkou, Steve

2017-01-01

Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs.  However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teach...

Aging in the United States: Opportunities and Challenges for Otolaryngology-Head and Neck Surgery.

Science.gov (United States)

Chiu, Brandon L; Pinto, Jayant M

2018-05-17

The number of Americans over the age of 65 has been growing much faster than the overall population's growth rate. These changes can be largely attributed to the improvement in life expectancy. This demographic shift yields a unique and exciting opportunity to provide both expedient and cost-efficient care to a growing patient population. Copyright © 2018 Elsevier Inc. All rights reserved.

Teaching the Minimum Wage in Econ 101 in Light of the New Economics of the Minimum Wage.

Science.gov (United States)

Krueger, Alan B.

2001-01-01

Argues that the recent controversy over the effect of the minimum wage on employment offers an opportunity for teaching introductory economics. Examines eight textbooks to determine topic coverage but finds little consensus. Describes how minimum wage effects should be taught. (RLH)

Science &Language Teaching in Hands-on Education

Science.gov (United States)

Gehlert, Sylvia

2002-01-01

As announced in the paper presented in Toulouse, a trinational teacher training program addressing school teachers from France, Germany and Italy on teaching foreign languages together with science and history through Space related projects has been implemented and launched successfully. Supported by the French Ministry of Education (Académie de Nice), the bigovernmental French-German Youth Office (Office franco- allemand pour la Jeunesse) and the European Space Agency the first session was held in Cannes in October 2001 and brought together 36 language, science and history teachers, 12 from each country. Through different workshops, presentations and visits this five-day training encounter initiated the participants with Space activities and exploration as well as offering them back-up information on astronomy. It gave them furthermore the opportunity of improving their linguistic skills and of exchanging their teaching experience. The program was highly welcomed by all the participants who will meet this year in Germany for the second session devoted to establishing together bi- or trinational projects for future class encounters based on the same subjects. My paper will deal with the results of the program which have been beyond expectation and will encourage us to continue this pluridisciplinary approach of language &science teaching and extend it to other language combinations.

Mathematics teachers' metacognitive skills and mathematical language in the teaching-learning of trigonometric functions in township schools / Johanna Sandra Fransman

OpenAIRE

Fransman, Johanna Sandra

2014-01-01

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires ...

Are we missing an opportunity to teach future physicians about female pelvic floor disorders?

Science.gov (United States)

Mueller, Elizabeth R; Kenton, Kimberly; Rogers, Rebecca G; Fenner, Dee E

2009-12-01

Many physicians in primary care and medical/surgical specialties will care for female patients with pelvic floor disorders (PFD). A survey was mailed to 266 United States and Canadian clerkship directors that queried how medical students were being educated in PFD. Forty-four percent of clerkship directors responded. The mean clerkship size was 105 medical students. Over 97% of third year medical students received lectures on hypertension in pregnancy, normal labor, and abnormal uterine bleeding and at least 90% received lectures on obstetric hemorrhage, placenta previa, and menstruation. Forty percent to 85% of medical students received lectures in PFD depending on the topic. Eighty percent of medical students had no exposure to PFD during their first 2 years of medical school. During their third year, 95% of the students were exposed to PFD topics but only 60% had an opportunity to spend at least a day in an urogynecology practice. Clerkship directors indicate that PFD are relevant to medical student training, however, they have limited time in the clerkship to cover all of the required topics. We are missing an important opportunity to educate future clinicians about PFD, which dramatically impact women's quality of life.

The CSI Academy: Encouraging Diverse Students to Consider Science Careers and Science Teaching

Science.gov (United States)

Kaye, Karen; Turner, John F.; Emigh, James

2011-01-01

The CSI academies employed a multi-layered, collaborative approach to encourage diverse students to consider STEM careers, including science teaching. The academies recruited a diverse group of high school students. This was due, in large part, to the creation of a unique selection process that identified students with unrealized potential. The…

Increasing Teacher Confidence in Teaching and Technology Use through Vicarious Experiences within an Environmental Education Context

Science.gov (United States)

Willis, Jana; Weiser, Brenda; Smith, Donna

2016-01-01

Providing teacher candidates opportunities to engage in experiences modeling effective technology integration could improve confidence/comfort in using technology and support skill development and transfer. A purposeful sample of 424 candidates in an educational technology course was administered the Technology and Teaching Efficacy Scale to…

An interactive method for teaching business ethics, stakeholder theory and corporate social responsibility (CSR)

DEFF Research Database (Denmark)

Rendtorff, Jacob Dahl

2015-01-01

and Economics and Business Administration the author of this article is responsible for this seminar that integrates issues of CSR and the ethics of innovation into the teaching of corporate social responsibility, stakeholder management and business ethics. This research oriented seminar provides a unique...... possibility for teaching CSR with an integration of methodological, theoretical and practical dimensions of business ethics (Rendtorff 2009). The idea is that the thematic seminar represents a tutor supported frame for extended studies of business ethics, stakeholder management and the social aspects......his paper presents a theoretical and practical approach to teaching business ethics, stakeholder management and CSR within the framework of the thematic seminar on business ethics and corporate social responsibility at Roskilde University. Within our programs in English of business studies...

Mathematical knowledge for teaching: Making the tacit more explicit in mathematics teacher education

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Abdullah, Mohd Faizal Nizam Lee; Vimalanandan, Lena

2017-05-01

Teaching practice during school based experiences, afford an opportunity for pre service teachers to put into practice their knowledge for teaching mathematics. Like all knowledge, Mathematical Knowledge for Teaching (MKT) is held in both tacit and explicit form, making it especially difficult to study and map during instruction. This study investigates the tacit and explicit nature of MKT held by pre service teachers in a Malaysian Teacher Education Program and how it impacts the Mathematical Quality of their instruction (MQI). This study of three mathematics pre-service teachers (PSTs), utilised videos of mathematics lessons, reflective debriefs and interviews. The findings suggest that factors such as reflecting, peer-sharing, conferencing with mentors and observing support in making tacit knowledge more explicit during planning and instruction. Implications for preparation of mathematics teachers capable of high Mathematical Quality of Instruction are also discussed.

FOREIGN LANGUAGE TEACHING IN SUDANESE UNIVERSITIES: GOALS, ATTITUDES, AND REALITY

Directory of Open Access Journals (Sweden)

Abdel Rahim Hamid Mugaddam

2012-07-01

Full Text Available Abstract: The goals and means of language study continue in the very center of debates among specialists in language teaching/learning. Different views relating to language and its functions are reflected in two main approaches to language teaching/learning. On the one hand, language is considered to be principally instrumental, a means of communicating thought and information. One the other hand, language is viewed as an important element of human being’s thought processes, perceptions, and self-expressions; and as such, it is placed at the core of translingual and transcultural competence. This paper investigates the current situation of teaching/learning foreign languages in the Sudanese universities with special focus on the goals of teaching these languages and their role in students’ future. Goals of language teaching and students’ attitudes towards the process will be related to the job opportunities available for the students on graduation. Data for the paper have been collected using questionnaires and interviews administered to students and teachers from five language departments at Khartoum University: English, French, German, Russian, and Chinese. Questionnaires and interviews on language attitude will be administered among Four-year language majors representing the four departments. The central question the paper tries to answer is whether there is a realistic match between the goals of language teaching/learning set by policy makers and students’ interests and expectations. Results are expected to contribute to the efforts made to restructure language-in-education curriculum at university level in a way that addresses the expectations of both policy makers and students. Keywords: Foreign language teaching and learning, goals, attitude.

Digital Dividend Aware Business Models for the Creative Industries: Challenges and Opportunities in EU Markets

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Cossiavelou, Vassiliki

EU counties have a historically unique opportunity to enable their creative industries to promote the knowledge societies, applying new business models to their media content and networks markets, that are digital dividend (DD) aware. This new extra-media gatekeeping factor could shape new alliances and co operations among the member states and the global media markets, as well.

"Context-Specific" Teacher Preparation for New York City: An Exploration of the Content of Context in Bard College's Urban Teacher Residency Program

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Hammerness, Karen; Craig, Elizabeth

2016-01-01

In this article, we examine a residency program that was developed to prepare teachers specifically for New York City schools--the Bard College Master of Arts in Teaching Urban Teacher Residency program. This focused preparation on the particular urban context of New York City provides us with a unique opportunity to examine the nature of…

Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

Science.gov (United States)

Dechenne, Sue Ellen

Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self