The Foodborne Outbreak Challenge—Using Experiential Learning to Foster Interdisciplinary Training Among Students on Foodborne Disease Outbreak Investigations          下载免费PDF全文

Alice E. White  Katherine R. Sabourin  Elaine Scallan 《Journal of Food Science Education》2018,17(2):60-65

The Integrated Food Safety Centers of Excellence aim to develop novel learning methods to educate and train the future public health workforce to investigate foodborne outbreaks. The Foodborne Outbreak Challenge (FOC) was a one‐day event hosted by the Colorado Integrated Food Safety Center of Excellence at the Colorado School of Public Health. The FOC incorporated experiential, problem‐based, and interdisciplinary pedagogies from case studies, simulation exercises, and public health case competitions, to deliver a novel learning experience that met the training needs of a multidisciplinary foodborne outbreak response team with diverse skills sets. The event received positive feedback, and participants demonstrated knowledge gain. Event materials are available for other institutions to use.  相似文献   

Function Follows Form: How Mixed‐Used Spaces in Museums Build Community     

Elaine Heumann Gurian 《Curator: The Museum Journal》2001,44(1):97-113

Abstract This article examines three elements largely overlooked by the museum profession when thinking about community building—space, space mix, and unexpected use of space. It suggests that if museum planners were to pay overt attention to these, they could greatly enhance the community‐building role museums increasingly play. When considering museums and communities, writers in the museum field have focused on broadening audiences, public programs, collections and exhibitions. Physical spaces have been regarded as necessary armature but not as catalysts themselves. There are many subtle, interrelated and essentially unexamined ingredients that allow museums to play an enhanced role in the building of community and our collective civic life. The article describes the characteristics of the Livable Cities Movement and New Urbanism and suggests ways in which museums could encourage these characteristics—and thereby consciously use their interior and exterior spaces to build community.  相似文献   

Connections and critique: Feminist pedagogy and science teacher education     

Gail Richmond  Elaine Howes  Lori Kurth  Constanza Hazelwood 《科学教学研究杂志》1998,35(8):897-918

In this article, we authors and feminist science and teacher educators share assignments we developed and used in our undergraduate and graduate teacher education classes. We designed these varied assignments to help students feel comfortable with science, to begin to understand and critique the many ways science has been narrowly and powerfully shaped and has marginalized significant groups of individuals, and to begin to deconstruct scientific knowledge and construct alternative views of science and science education that are gender and culture sensitive. We also challenged them to use what they were learning to develop pedagogical strategies that would be inviting to their own students. The focus of the article is our students' reactions to these assignments and how these reactions—both inviting and resisting—informed us about their notions of science, of teaching, of themselves as learners, and of the social context in which they would teach. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 897–918, 1998.  相似文献   

Real quantitativeness: what formal investigations can(not) show     

Lam  Derek 《Metascience》2022,31(1):125-128

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Playful maths! The influence of play-based learning on academic performance of Palestinian primary school children     

Murtagh  Elaine M.  Sawalma  Jamil  Martin  Rosemarie 《Educational Research for Policy and Practice》2022,21(3):407-426

Educational Research for Policy and Practice - This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty...  相似文献   

Timeliness: A Discussion for Museums     

Joy Davis  Elaine Heumann Gurian  Emlyn Koster 《Curator: The Museum Journal》2003,46(4):353-361

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