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61.
Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics. 相似文献
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Dean Jamison Steven Klecs Emile G. McAnany Henry T. Ingle Lois Joy Lester Therese Silverman 《Communication Booknotes Quarterly》2013,44(10):119-120
Dean Jamison, et al. The Effectiveness of Alternative Instructional Media: A Survey (March 1973, 72 pp.) Dean Jamison with Steven Klecs, The Cost of Instructional Radio and Television for Developing Countries (March 1973, 57 pp.) Emile G. McAnany, Radio's Role in Development: Five Strategies of Use (September 1973 with a 1976 afterword, Info. Bulletin No. 4, 29 pp.) Henry T. Ingle, Communication Media and Technology: A Look at Their Role in Non-Formal Education Programs (August 1974, Info. Bulletin No. 5, 62 pp.) Lois Joy Lester, A Directory of Sources of Assistance on Educational Technology for Development (November 1975, Info. Bulletin No. 6, 90 pp.) A Sourcebook on Radio's Role in Development: (October 1976, Info. Bulletin No. 7, 85 pp.) Therese Silverman, Tele-Niger: Adapting an Electronic Medium to a Rural African Context (undated, but late 1976, Info. Bulletin No. 8, 45 pp.) Development Communication Report (an apparently irregular newsletter) Keith W. Mielke and James W. Swinehart's Evaluation of the Feeling Good Television Series (Children's Television Workshop, One Lincoln Plaza, New York, N.Y. 10023—$10.00, paper) 相似文献
64.
Lester L. Hale 《Quarterly Journal of Speech》2013,99(1):130-131
Stage Scenery and Lighting. By Samuel Selden and Hunton D. Sellman. New York: F. S. Crofts &; Co., 1934; pp. xvii+398. $4.50. Modern Theatre Practice—A Handbook for Non‐Professionals. By Hubert C. Heffner, Samuel Selden, and Hunton D. Sellman. New York : F. S. Crofts &; Co., 1935 ; pp. xviii+378. $3.00. A Companion to Shakespeare Studies. Edited by Harley Granville‐Barker and G. B. Harrison. New York : The Macmillan Company, 1934 ; pp. x+408. $3. Shakespeare and the Audience. By Arthur Colby Sprague. Cambridge: Harvard University Press, 1935; pp. xi+327. $2.50. Comparative Comedies Present and Past. By Rowena Keith Keyes and Helen M. Roth. New York: Noble and Noble, Inc., 1935; pp. viii+628. Behind the Footlights. By Charles Chambers Mather, Alice Howard Spaulding and Melita Hamilton Skillen. New York: Silver, Burdett, 1935; pp. 495. $1.72. The Theatre. By Malcolm Morley. New York: Pitman Publishing Corp., 1935; pp. xiii+204. $1.50. Public Speaking — As Listeners Like It! By Richard C. Borden. New York: Harper and Brothers, 1935; pp. 111. $1.50. Principles and Types of Speech. By Alan H. Monroe. Chicago: Scott, Foresman and Co., 1935 ; pp. 410. Good Speech Primer. By Fannie E. Daniels. New York: E. P. Dutton &; Co., 1935; pp. x + 83: together with Teachers’ Manual for same, separately bound; pp. x + 65. The Psychology of Wants, Interests and Attitudes. By Edward L. Thorndike and others. New York: D. Appleton‐Century Company, 1935; pp. 301. The Psychology of Radio. By Hadley Cantril and Gordon W. Allport. New York: Harper &; Bros., 1935; pp. 276. 相似文献
65.
Lester W. Bartlett 《Religious education (Chicago, Ill.)》2013,108(7):662-668
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Lester Bradner Ph.D. 《Religious education (Chicago, Ill.)》2013,108(5):487-492
The current study examines how Israeli teachers’ beliefs and ideologies are expressed in their teaching of Biblical miracles. The article explores how Israeli teachers broach the topic of Biblical miracles, and how their beliefs and ideologies help them navigate a path from the national curriculum to the classroom. The article focuses on three key areas: Initially, I discuss the educational challenges that teachers in Israeli schools confront in teaching miracles. This is followed by a mapping of educational approaches to presenting miracles. The final section analyzes conversations with three teachers about how they present miracles in their classrooms. 相似文献
67.
Quizá el material más aplicable para desarrollar una auténtica conciencia comprensiva y un pensamiento crítico, que evite que el niño sea un decodificador neutro y superficial, sea el que más familiar resulta al alumno y el que más inadvertidamente se filtra en su mente: la publicidad. El método ALERT que aquí se expone con detalle es un modelo de diseño eficaz: objetivos importantes, ideas claras y realización fácil y atractiva. 相似文献
68.
Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the
increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for
tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of color. This article
focuses on describing actions taken by institutional agents and aspects of campus environments which are supportive of grassroots
faculty leadership. While there are many conditions which inhibit faculty leadership (i.e., part-time and contingent faculty
trends, rising publication standards, etc.), our study demonstrated certain campus conditions or characteristics can overcome
the forces of change including counting leadership as service, creating campus networks, addressing dysfunctional department
dynamics, fostering role models, supporting faculty who question or challenge decisions, ensuring flexibility and autonomy,
and altering contingent faculty contracts to include service and leadership.
相似文献
Jaime LesterEmail: |
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Jason Howarth Steven D'Alessandro Lester Johnson Lesley White 《Journal of Marketing for HIGHER EDUCATION》2017,27(1):144-158
In this paper we apply consumer goal theories to an educational context by examining how completion of a MOOC (Massive Open Online Course) may motivate enrolment in a university course. We contend that individuals who finish a MOOC are more likely to establish a new goal intention for university than those who do not finish. This new goal intention is likely to be prompted by the individual’s satisfaction with their MOOC experience as well as a sense of discontent in not having fulfilled their broader educational goals. For those who do set a new goal for university study, we contend that the institute hosting the MOOC is likely to form part of the consideration set used by individuals to narrow down their choice of tertiary provider. Moreover, we argue that this same host institute is likely to be chosen from the consideration set where the MOOC experience is a satisfying one and where a strong link can be established between the pedagogical and delivery approaches used in both the MOOC and university settings. This research has implications for how tertiary institutes create and use MOOCs, and offers insights into how providers can more effectively market higher education courses to those progressing through a MOOC pathway. 相似文献