This module examines the structures, systems and processes that should be established in order for a school to be effective. The expectation of all stakeholders in the school environment is that an effective school will be able to provide an education of progressively higher quality for all learners. The premise of this module is that effective education is built upon, and grounded in, policies, principles and values. The acts, regulations and policies of national and provincial governments have created the framework and values within which the schools organisational systems, and physical and financial resources should be managed.
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The standard citation style guide book for the fields of business, education, health science, public service, and social science is the Publication Manual of the American Psychological Association, 6th edition, 2010. The American Psychological Association (APA) publishes the manual. We commonly refer to it as "the APA Manual".
The business, education, health science, public service, and social science departments at IRSC recommend APA format for papers written in these fields.
Two types of citations are included in most research papers: citations within the text of the document and a list of reference citations at the end of the paper.
The APA Manual uses the author-date citation system for in-text citations.
The sources you use in your work are included as a separate list at the end of the paper. The APA Manual suggests using the title, References, for the list.
Anatomy and Physiology Lab I slide decks created by Steven Lee M.S. Pathology, FTCC. The PowerPoints include labeled body images to assist students in identifying body parts. Nicole Shaw is only responsible for assisting Steven with licensing his work under an open license and uploading content to the Commons.
This worksheet prompts students to consider their digital identity in terms of academic development and to prepare for a portfolio project. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Being a graduate student and further studying in your academic discipline comes with the responsibility to deeper understand and apply academic integrity in a variety of situation. Students apply the knowledge gained about academic integrity to a situation described in a case study. This emphasizes ethical decision-making skills. It can be designed to expose students to a situation in which they work independently on a response as an assignment or collaborative conditions during class time. A comprehensive debrief is also recommended. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
The purpose of activity reflections is to encourage graduate students to become involved in academic and professional communities. By engaging in their field of study outside of the classroom environment, they are able to: introduce themselves in different situations, build academic and professional relationships, connect issues that they learn in the classroom to current discourse, and use reflection techniques to refine their academic and professional goals. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA.
This site presents a study on the impact of incorporating cooperative learning activities in a large section (>200 'at-risk' students) of General Chemistry. It includes data documenting students' performance in the course and in more advanced science courses, course materials, and videotapes illustrating cooperative problem solving in small groups. Jacobs' website provides graphic representations of his results, a site library with access to his methods and analyses and video clips showing students at work allows him to juxtapose powerful graphic representations of his course transformation with video clips showing students at work.
Amee Godwin's contribution to the OSS and OER in Education Series. In this post, she writes about OER as an active collaborative process aimed at enhancing teaching and learning.
Andy Lane's contribution to the OSS and OER in Education Series. In this post, he describes Open Learning and Open Educational Resources activities and projects at The UK Open University. He asks some critical questions about what it means to talk about Open Teaching (whether using OERs or not) and how might that teaching be organized so that it is supportive of informal and/or formal learning.
Through a higher-order integration of concepts and observations, students can combine information from several field labs, all discussed in the Starting Point collection, to construct an overall geologic history of the local region. This site details the learning goals, teaching notes and materials, method of assessment, and context of use of this lab. It also provides links to additional references and resources.
This worksheet accompanies the Assessment in Practice Workbook.This offers a series of contemporary issues in the assessment protocol of higher education and guides the user in creating a paper abstract for a potential paper/project.
This workbook forms the basis of a Professional Graduate Certificate Module in Assessment.It offers a comprehensive collection of materials and activities in the realm of assessment.Please note: supplemental worksheets to accompany this are also available.
Higher learning organizations frequently offer courses isolated from other disciplines or areas of concentration. The intent of this study was to explore collaboration practices on authentic based projects involving two distinct courses from differing programs: Instructional Technology and Educational Leadership. This paper describes the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. The result of the collaboration was the production of various multimedia interactive professional development training materials developed by the technology students on various topics proposed by the school administrators. The collaborative learning practices provided the opportunity to not only give and receive knowledge among the participants but also view this exchange as a responsibility to create a collaborative culture within the university.
This workshop targets full time and part time faculty, in order to teach self-care skills that aim to reduce stress and reduce the potential for burnout.This workshop will teach specific strategies that faculty members can use to increase wellness, maintain well-being, and retain a sense of emotional health. These strategies can also be used in the classroom to enhance student well-being. Faculty members who experience emotional rejuvenation can bring a renewed sense of energy into the classroom, in turn providing students with an enhanced educational experience.Participants in this course will read material from websites, view video clips, participate in online discussion boards, and develop a self-care plan.Participants in this workshop will be able to:· Identify and describe the importance of faculty well-being;· Describe the link between teacher health and student benefit;· Describe well-being and various definitions of health;· Discuss the key elements of well-being from these highly regarded authors on the topic:o Martin Seligman - Flourisho Dan Beuttner - The Blue Zones· Identify the warning signs of burnout· Identify strategies for staying fresh on the job· Understand the concept of nurturing/caring for the various aspects of the educator’s whole person· Develop a personal care plan to address the seven selves, according to the whole person model Over a five week period, participants will spend 2 hours per week reading materials, participating in online discussions, and completing a self-care/wellness plan.
This interactive learning module teaches students how to avoid plagiarism. Upon completing this module, students will understand the definition of plagiarism as well as what and when to cite. Adapted from Clark College's IRIS Avoid Plagiarism tutorial.
Purpose: The goal of this guide is to provide a clear overview of the topics of predatory journals and questionable conferences and advice on how to avoid them. This guide intentionally adopts a plain language approach to ensure it is accessible to readers with a variety English language proficiency levels. Methods: Electronic searches were conducted manually using Google and Google Scholar, along with a search of the University of Calgary library research databases. Search terms included predatory journals, predatory publisher, predatory conference, questionable conference and vanity conference. Three primary types of sources informed this report: (1) scholarly peer-reviewed articles; (2) reputable popular media such as established newspapers; and (3) grey literature such as blogs written by experts and scholars. Findings: Plain-language overviews of predatory publications and questionable conferences are provided to help researchers understand what these are and how to avoid them. A discussion of how to figure out where an aspiring author should publish their work is included, as well as a checklist for determining if a conference is worth the prospective presenter’s time and resources. Implications: There are implications for mentors of graduate students and early-career stage academics, as well as for institutions as a whole. The issue of questionable conferences and publications is so complex that early-stage academics require support and mentorship to cultivate a deeper understanding of how to share their work in a credible way. Additional materials: Contains 66 references and 2 tables.
With support and guidance, graduate students can successfully pursue academic writing for publication. In graduate circles, academic writing is presumed to be a solitary activity for which students already are prepared. Yet, the reality is that students tend to find academic writing difficult and stressful, and they often look to university faculty members for guidance. Faculty members, in turn, may provide hands-on practice and other classroom support in an effort to teach writing, even though they have had little or no instruction on how to do so. In this article discussion is provided of what researchers say about writing, challenges of teaching writing, and writing ideas and strategies.
Fest 2011 in Half Moon Bay. This conference was help in December 2011 and hosted by the Institute of Knowledge Management in Education. There were participants form K-12, Higher Ed, educational non-profits, foundations and start-up companies. The keynote speaker was Dr. Sugata Mitra.
In this online learning module, you will: 1: Understand blended learning models2: Learn to design blended learning experiences
A presentation covering the development of an evaluation framework for transforming teaching materials into OERs.
Delivered at the OER 10 Conference
The CU Online Handbook shares some of the great things faculty are doing in their online courses across the university. The CU Online Handbook is also available online as an e-book. This is the 2nd edition of the CU Online Handbook (Lowenthal, Thomas, Thai & Yuhnke, 2009). Themes throughout this edition of The CU Online Handbook focus on how faculty can connect and build relationships with students and how technology can help in this process. Whether teaching online for years or are just beginning, this edition of The CU Online Handbook will help faculty improve the quality of the online courses they design, develop, and teach.
Students, particularly international graduate students, often do not know all the details of the field they have chosen to study and the resources available therein. In addition, they when they begin graduate school, they must adjust to the nature of the Western model where knowledge is created and shared within the field of study in a critical-thinking based model. The best way for them to truly enter the conversation of knowledge is to jump in and experience the information as fully as they can. Journals, associations and trade publications all provide a wealth of information - much of it free to students - for them to explore and think through how they want to make a contribution.
Welcome to 'Cell Membranes - Composition and Passive Transport' ModuleBy the end of this module, students will be able to: - Understand the structure, composition, and function of the cell membrane - Recognize how the membrane effects the rest of the cell and the larger organism- Visualize key concepts through our instructional video- Recall knowledge with our self-quiz of key concepts presented in both the module and the video- Critically apply this information through our in-class activityScroll down for more information on resources available in this module.GIF by Amoeba SistersResources:Cell Membrane Handout (thorough explanation of material, 5 pages long)Cell Membrane Instructional Video (Stuti and Scarlett visually present the process of passive transport)Khan Academy Diffusion and Passive Transport Article With Images (This article provides a shorter summary of Diffusion and Passive Transport with images for visual comprehension.)Cell Membrane Key Concepts & Comprehension Questions (List of key concepts presented in the Handout and Video, followed by comprehension questions)Cell Membrane Self-Quiz (Test your memorization of key concepts)Cell Membrane In-class Activity (Apply your knowledge of key concepts to the greater picture)Answer Key for In-class Activity (Compare your answers, and work on problems areas with Cell Membrane Handout, Key Concepts, or Video.)Cell Membrane Case Study (Evaluate your knowledge by applying it to this case study about how passive transport relates to digestion and diarrhea.)Website, resources, and content created by Stuti Patel, Ifrah Raja, Rubiya Dhillon, Kate Wilcox, and Scarlett Leon.
The use of adjunct faculty positions has been a growing reality for over thirty years in colleges and universities across the nation. The adjunct faculty makes up 46% of the college and university teachers and 65 % of the adjunct and non-tenure track positions (Euban, 2006). The adjunct professors do not have permanent positions with the university. Usually, they are hired on a semester by semester basis and do not have a full-time contract. These part-time positions are considered a minimum teaching load that does not require the professors to have research or administrative responsibilities. Their employment is dependent on the number of students who enroll in each course offered and they are paid by the number of hours they teach (Kamps, 1996; Wegner, MacGregor & Watson, 2003).
Christine Geith's contribution to the OSS and OER in Education Series. In this post, she writes about how OER may be shaping the future of a new type of university.
Cole Camplese's contribution to the OSS and OER in Education Series. In this post, he looks at how the Web is finally starting to fulfill its promise as a platform to support and extend conversations.
With the increasing cost of a college education on the rise, college administrators need to address the long term financial, psychological, and academic risks associated with the increased responsibility of personal debt. In this qualitative study, college students’ perspectives regarding the need for a personal financial management center at a regional public institution of higher education in the Southwest were obtained. Themes that emerged from participants’ responses were: (a) the need and desire to understand personal budgeting, (b) learning about personal financial management to obtain a sense of independence, and (c) developing personal responsibility as it relates to controlling need versus want purchasing habits. Implications of our findings are discussed.
The focus of this textbook is preparing students for a college education with the study and life skills they need to become successful students.
This course is designed to equip you with the tools to succeed during your college career. Simply attending school for many years is no guarantee that you have a clear understanding of the specific strategies needed to get what you want out of college. This course will provide the opportunity for you to learn and practice methods that will assist you in identifying and reaching your academic and career goals.
This worksheet accompanies the Assessment in Practice Workbook.The worksheet provides a series of questions/activities relating to assessment methods in higher education.It also offers an adaptation of a rubric to assess rubrics.
Syllabus and lesson plans for a five class -- three hours per class. The curriculum on globalization and the ways in which community colleges can adapt to prepare students for it.
Using concept maps can help students make connections among subject areas. This article explains how teachers can use concept maps effectively and provides links to tools for creating them online.
Doctoral students are by their very nature social creatures, and those who experience an "organic union" with others have a far better chance of becoming productive, skilled researchers and lifelong learners. Many studies have found that "cooperative efforts produce higher achievement than do competitive or individualistic efforts" (Johnson & Johnson, 1998, p. 9; see also Johnson, 2003; Winston, 2006). In this confessional essay, I situate myself as a doctoral supervisor reflecting on the value of positive interdependent learning and, as a vehicle for this, research support groups. I have come to realize that my core values are situated, biased, and not generally representative of all of my students, a story I share in this essay. The personal–confessional genre is one in which "confessors" reveal their subjectivities and engage in reflective thinking in ways that potentially shape educational discourse (Bleakley, 2000; see also Bullough & Pinnegar, 2001). In keeping with social theorist C. Wright Mills's conception of research (1959), I believe that "personal troubles" should not be presented merely as troubles but rather "understood in terms of public issues" (p. 226).
Conversations host Harry Kreisler is joined by former Cornell University President Frank Rhodes for a discussion of leadership and university governance. (56 min)
Host Harry Kreisler welcomes Frank Rhodes, former President of Cornell University, for a discussion of the challenges and opportunities he faced leading an Ivy League university. (56 min)
Host Harry Kreisler welcomes former MIT President Charles M. Vest for a discussion of the challenges confronting research universities as in the information age and in the wake of the 9/11 attack. (57 min)
In this edition, UC Berkeley's Harry Kreisler talks with Ira Michael Heyman, former Chancellor of the University of California, Berkeley and former Secretary of the Smithsonian Institution. Chancellor Heyman discusses leadership, the challenges facing higher education and the problems of managing public museums. (58 min)