This presentation explores the evolution of Supplemental Instruction for General Chemistry courses at Monmouth University from the program’s initial launch to its current model. Though originally offered as a traditional model in only three sections of the course, high demand for SI sessions, coupled with the department chair’s support of the program, resulted in expanding SI during the second half of the semester to include all students enrolled in General Chemistry. Since limited funding prevented the hiring of additional SI leaders, the number of SI sessions offered each week remained the same, but possible attendance at each session increased drastically; any General Chemistry student was now able to attend any of the leaders’ SI sessions. Results showed that not only does the non-traditional SI model assist additional students in achieving academic success, but it does so without incurring additional program costs to accommodate a larger population.
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- How much students value lecture capture
-- Aspects of lecture capture students like
-- Aspects of lecture capture students dislike
-- Why students prefer live lectures
-- Why some students prefer recordings
-- Students' perceptions of recordings
-- Students' perceptions of why lecturers decide not to be recorded
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- The proportion of students using recordings
-- How much students used recordings
-- Usage by different student groups
-- Access patterns
-- Reasons for using recordings
-- How students used recordings
-- Students' technical preferences
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
The document discusses a study on faculty perceptions of trainings in instructional material development at the University of Nairobi's Center for Open and Distance Learning. The study found that faculty had positive perceptions of the trainings and felt it improved their skills. It concluded that the university's trainings should continue to be embraced and that increasing the duration of trainings may further strengthen their impact on developing faculty pedagogical and professional skills.
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
Dr. Wafula Charles Misiko is the Cordinator, Centre for Open and Distance Learning, college of Education and External Studies Department of Extra Mural studies, University of Nairobi.
Jeckoniah O. Odumbe is the Director, Centre for Open and Distance Learning, University of Nairobi.
1) The document welcomes students back to school and looks back on 2013, including events like the Sec 2 overseas trip, class days, and exams.
2) It introduces the Year Heads and Assistant Year Heads who will support students' academic, pastoral, and character development.
3) Key expectations for Sec 3 students in 2014 include participating in the school's vision of becoming committed, competent, and compassionate leaders through programs like the Learning for Life character-building program and Applied Learning Programme in health sciences.
Nicole T. Lane is a PhD candidate in Industrial and Systems Engineering at North Carolina Agricultural and Technical State University. She has over 10 years of experience teaching mathematics in secondary education. Her research focuses on optimizing screening policies in food production facilities and threat analysis for international ports under the advisement of Dr. Lauren Davis. She has published conference proceedings and papers in process related to her research.
1) The document discusses states of matter, specifically liquids and solids. It provides questions and answers about their properties and phase changes.
2) Key topics covered include the properties of liquids vs solids, phase changes like melting, freezing, vaporization and sublimation, and vapor pressure.
3) Questions assess understanding of these concepts, such as defining boiling point, calculating heat of phase changes, and determining vapor pressure based on temperature.
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- How much students value lecture capture
-- Aspects of lecture capture students like
-- Aspects of lecture capture students dislike
-- Why students prefer live lectures
-- Why some students prefer recordings
-- Students' perceptions of recordings
-- Students' perceptions of why lecturers decide not to be recorded
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- The proportion of students using recordings
-- How much students used recordings
-- Usage by different student groups
-- Access patterns
-- Reasons for using recordings
-- How students used recordings
-- Students' technical preferences
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
The document discusses a study on faculty perceptions of trainings in instructional material development at the University of Nairobi's Center for Open and Distance Learning. The study found that faculty had positive perceptions of the trainings and felt it improved their skills. It concluded that the university's trainings should continue to be embraced and that increasing the duration of trainings may further strengthen their impact on developing faculty pedagogical and professional skills.
FACULTY PERCEPTION ON THE TRAININGS IN ODEL INSTRUCTIONAL MATERIAL DEVELOPME...African Virtual University
Dr. Wafula Charles Misiko is the Cordinator, Centre for Open and Distance Learning, college of Education and External Studies Department of Extra Mural studies, University of Nairobi.
Jeckoniah O. Odumbe is the Director, Centre for Open and Distance Learning, University of Nairobi.
1) The document welcomes students back to school and looks back on 2013, including events like the Sec 2 overseas trip, class days, and exams.
2) It introduces the Year Heads and Assistant Year Heads who will support students' academic, pastoral, and character development.
3) Key expectations for Sec 3 students in 2014 include participating in the school's vision of becoming committed, competent, and compassionate leaders through programs like the Learning for Life character-building program and Applied Learning Programme in health sciences.
Nicole T. Lane is a PhD candidate in Industrial and Systems Engineering at North Carolina Agricultural and Technical State University. She has over 10 years of experience teaching mathematics in secondary education. Her research focuses on optimizing screening policies in food production facilities and threat analysis for international ports under the advisement of Dr. Lauren Davis. She has published conference proceedings and papers in process related to her research.
1) The document discusses states of matter, specifically liquids and solids. It provides questions and answers about their properties and phase changes.
2) Key topics covered include the properties of liquids vs solids, phase changes like melting, freezing, vaporization and sublimation, and vapor pressure.
3) Questions assess understanding of these concepts, such as defining boiling point, calculating heat of phase changes, and determining vapor pressure based on temperature.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
The document discusses scaffolding problem-based learning (PBL) through module length problems at the University of Leicester's Interdisciplinary Science programme. It found that initially, PBL delivery led to surface learning and poor exam results. Interventions like pre-session preparation materials, feedback sessions, and subject-specific teaching fellows improved student marks and engagement. A student focus group indicated the changes, especially use of teaching fellows, benefited their learning. While limited by a small cohort, the results suggest scaffolding can help students, particularly those with strong or weak first year performance.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
OER at LCC: A Journey of a Thousand StepsRegina Gong
This presentation summarizes Lansing Community College's journey with open educational resources over several years. It began in 2015 with a few faculty adopting OER and has grown significantly, with over 150 courses now using OER that have saved students over $1.5 million in textbook costs. The library leads the initiative and various strategies were used to increase awareness and adoption among faculty and students. Assessment of the impact on students shows high satisfaction with OER quality and appreciation for the cost savings. The goal is to reach half of all courses using OER to maximize access and affordability.
The document summarizes changes to the School of Undergraduate Studies faculty meeting. It discusses the reorganization of departments and programs to better align with student outcomes. All courses are being redesigned into 8-week formats to be more outcome-focused. Faculty are encouraged to integrate the new teaching guides and formats while continuing to support students.
Welcome to the Slidecast of our Spring 2011 meeting. We wish you were here! Please send your feedback to me. I intended to continue to incorporate technology to help you
This document discusses a study aimed at improving the experience of direct entry students transitioning into the University of Strathclyde's Faculty of Science. Direct entry students enter into second year at university after achieving certain qualifications from school or college.
A survey was distributed to 45 direct entry science students to gather feedback on their academic and social experiences. 22 responses were received. Additionally, a focus group was held to further discuss potential improvements. Suggested improvements included providing access to first year course notes, peer mentoring programs, and social events to help direct entry students integrate.
Staff from various science departments were also interviewed to obtain their perspectives. Overall feedback will be used to enhance support for direct entry students and ease their transition
This document provides an external evaluator's report on an NSF GK-12 program. It summarizes the program's goals for fellows, teachers, students, and the university/community. It then analyzes data from evaluations and instruments to assess progress on these goals. Key findings include fellows significantly improving their content knowledge and presentation skills, teachers also gaining content knowledge, and students showing more positive attitudes towards science. The evaluator recommends refinements to better measure impacts and share results to gain more faculty support.
This document summarizes a study on academic workloads at Central Connecticut State University. The study examined how changing workloads affect faculty's ability to provide quality education. It found that full-time faculty work over 60 hours per week and spend 6 weeks of summer on academic work. Teaching loads limit pedagogical innovation and keeping current in disciplines. The study recommends reducing teaching loads to 3-3 or 3-4 courses per semester to allow more time for research, curriculum development and student support initiatives.
The document is the 2015-2016 annual report of the Student Government Association at Johnson & Wales University. It provides an overview of the association's leadership and committees. It highlights the association's accomplishments in 2015-2016, including a 300% increase in new student organizations and establishing the first full senate. It also outlines the association's goals of improving communication and increasing student participation in governance. A key focus was developing a task force to research the potential for a new student center building.
The document discusses the implementation of a Supplemental Instruction (SI) program at The Citadel School of Engineering to increase retention of engineering students. Prior to 2011, retention rates were low, with about half of freshmen leaving the major before sophomore year. In 2011, the president tasked departments with increasing enrollment by 10% by 2015. The School of Engineering implemented SI in core engineering and prerequisite courses like math, chemistry, and physics. After expanding the program, DFW rates decreased in those courses from 2012 to 2013 while increasing slightly in engineering courses, showing initial success. The challenges of training student leaders and promoting the new program were addressed through meetings and marketing.
The document summarizes revisions made to the introductory physics sequence at Central Washington University. It describes how the department grew from around 20 physics majors in 2007-2008 to around 80 majors in 2012-2013. The introductory sequence was changed from large lecture sections taught separately from labs to integrated lecture/lab sections with fewer students. This allows for slightly more students to be served using the same resources, and research shows it facilitates improved student learning. Stakeholders like administration support the changes due to no increased costs, while students may resist but benefit from gains, and faculty can view it as an experiment and continue adjustments.
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
The report discusses dimensions of quality in undergraduate education. It aims to influence senior managers and staff on raising quality and provide evidence on effective practices. The report uses Gibbs' 3P model of quality - presage (context), process (student learning), and product (outcomes). Key factors discussed that influence quality include funding, student-staff ratios, class size, contact hours, total study hours, quality of teaching staff, and student selection. While some factors like funding and contact hours alone don't determine quality, the total effort students put in and nature of classroom interactions are important predictors of student performance and satisfaction.
This document summarizes a study analyzing the effectiveness of changes made to anatomy dissections and teaching methods over three years. Student performance on practical exams was compared between cohorts from 2011 to 2013. Changes implemented included moving dissections earlier, digital materials, pre-dissection lectures, and weekly online quizzes for the 2013 cohort. Results found the 2012 and 2013 cohorts performed better than 2011, but there was no significant difference between the last two cohorts. Student feedback indicated dissections were effective and preferred methods included pre-lectures and digital/hard copy materials. The author concludes timing changes and additional assessment did not distinctly improve the 2013 cohort's performance.
This document describes the development of a sophomore seminar course at Temple University aimed at helping students transition successfully to their second year. The 1-credit seminar addresses academic planning, career exploration, and identity development based on Chickering and Reisser's theory. Course activities include self-exploration, major exploration, academic planning, career exploration, and graduate school exploration. Evaluations found higher retention and graduation rates for students who completed the seminar compared to peers. The seminar has helped increase students' confidence, preparation for internships and career transitions.
This curriculum vitae summarizes Julio G. Soto's career. He has over 30 years of experience in academia, including as a professor of biology, director of multiple research and education programs, and administrator. He has secured over $4 million in grant funding, published numerous papers, and served on national review panels.
Lehman’s innovative hybrid seminar for new faculty, “Why Don’t Students Like School?” expands faculty awareness and expertise in cognitive science-based pedagogies while providing opportunities for new faculty to share and improve their own pedagogical practices with peers across disciplines. http://prezi.com/lp4-tvkhx5jk/edit/#_
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
The document discusses scaffolding problem-based learning (PBL) through module length problems at the University of Leicester's Interdisciplinary Science programme. It found that initially, PBL delivery led to surface learning and poor exam results. Interventions like pre-session preparation materials, feedback sessions, and subject-specific teaching fellows improved student marks and engagement. A student focus group indicated the changes, especially use of teaching fellows, benefited their learning. While limited by a small cohort, the results suggest scaffolding can help students, particularly those with strong or weak first year performance.
Poster presentation of a CSU Long Beach course redesign project leveraging technology for a "flipped class" approach. Presented in May 2014 at the CSU Board of Trustees meeting.
OER at LCC: A Journey of a Thousand StepsRegina Gong
This presentation summarizes Lansing Community College's journey with open educational resources over several years. It began in 2015 with a few faculty adopting OER and has grown significantly, with over 150 courses now using OER that have saved students over $1.5 million in textbook costs. The library leads the initiative and various strategies were used to increase awareness and adoption among faculty and students. Assessment of the impact on students shows high satisfaction with OER quality and appreciation for the cost savings. The goal is to reach half of all courses using OER to maximize access and affordability.
The document summarizes changes to the School of Undergraduate Studies faculty meeting. It discusses the reorganization of departments and programs to better align with student outcomes. All courses are being redesigned into 8-week formats to be more outcome-focused. Faculty are encouraged to integrate the new teaching guides and formats while continuing to support students.
Welcome to the Slidecast of our Spring 2011 meeting. We wish you were here! Please send your feedback to me. I intended to continue to incorporate technology to help you
This document discusses a study aimed at improving the experience of direct entry students transitioning into the University of Strathclyde's Faculty of Science. Direct entry students enter into second year at university after achieving certain qualifications from school or college.
A survey was distributed to 45 direct entry science students to gather feedback on their academic and social experiences. 22 responses were received. Additionally, a focus group was held to further discuss potential improvements. Suggested improvements included providing access to first year course notes, peer mentoring programs, and social events to help direct entry students integrate.
Staff from various science departments were also interviewed to obtain their perspectives. Overall feedback will be used to enhance support for direct entry students and ease their transition
This document provides an external evaluator's report on an NSF GK-12 program. It summarizes the program's goals for fellows, teachers, students, and the university/community. It then analyzes data from evaluations and instruments to assess progress on these goals. Key findings include fellows significantly improving their content knowledge and presentation skills, teachers also gaining content knowledge, and students showing more positive attitudes towards science. The evaluator recommends refinements to better measure impacts and share results to gain more faculty support.
This document summarizes a study on academic workloads at Central Connecticut State University. The study examined how changing workloads affect faculty's ability to provide quality education. It found that full-time faculty work over 60 hours per week and spend 6 weeks of summer on academic work. Teaching loads limit pedagogical innovation and keeping current in disciplines. The study recommends reducing teaching loads to 3-3 or 3-4 courses per semester to allow more time for research, curriculum development and student support initiatives.
The document is the 2015-2016 annual report of the Student Government Association at Johnson & Wales University. It provides an overview of the association's leadership and committees. It highlights the association's accomplishments in 2015-2016, including a 300% increase in new student organizations and establishing the first full senate. It also outlines the association's goals of improving communication and increasing student participation in governance. A key focus was developing a task force to research the potential for a new student center building.
The document discusses the implementation of a Supplemental Instruction (SI) program at The Citadel School of Engineering to increase retention of engineering students. Prior to 2011, retention rates were low, with about half of freshmen leaving the major before sophomore year. In 2011, the president tasked departments with increasing enrollment by 10% by 2015. The School of Engineering implemented SI in core engineering and prerequisite courses like math, chemistry, and physics. After expanding the program, DFW rates decreased in those courses from 2012 to 2013 while increasing slightly in engineering courses, showing initial success. The challenges of training student leaders and promoting the new program were addressed through meetings and marketing.
The document summarizes revisions made to the introductory physics sequence at Central Washington University. It describes how the department grew from around 20 physics majors in 2007-2008 to around 80 majors in 2012-2013. The introductory sequence was changed from large lecture sections taught separately from labs to integrated lecture/lab sections with fewer students. This allows for slightly more students to be served using the same resources, and research shows it facilitates improved student learning. Stakeholders like administration support the changes due to no increased costs, while students may resist but benefit from gains, and faculty can view it as an experiment and continue adjustments.
The document provides a case study on the BA (Hons) Social Work program at Bournemouth University, which has high retention rates. Staff were interviewed to understand contributing factors. Key factors included: a rigorous selection process, high availability and commitment of approachable staff, a personal tutor system, and various academic and peer supports. The program emphasizes relationship building during induction week through group activities. A new "Learning to Learn" week will help students adjust to university expectations and their professional identity as social workers. Staff collaborate well and model professional values through emotionally intelligent relationships with each other and external partners.
The report discusses dimensions of quality in undergraduate education. It aims to influence senior managers and staff on raising quality and provide evidence on effective practices. The report uses Gibbs' 3P model of quality - presage (context), process (student learning), and product (outcomes). Key factors discussed that influence quality include funding, student-staff ratios, class size, contact hours, total study hours, quality of teaching staff, and student selection. While some factors like funding and contact hours alone don't determine quality, the total effort students put in and nature of classroom interactions are important predictors of student performance and satisfaction.
This document summarizes a study analyzing the effectiveness of changes made to anatomy dissections and teaching methods over three years. Student performance on practical exams was compared between cohorts from 2011 to 2013. Changes implemented included moving dissections earlier, digital materials, pre-dissection lectures, and weekly online quizzes for the 2013 cohort. Results found the 2012 and 2013 cohorts performed better than 2011, but there was no significant difference between the last two cohorts. Student feedback indicated dissections were effective and preferred methods included pre-lectures and digital/hard copy materials. The author concludes timing changes and additional assessment did not distinctly improve the 2013 cohort's performance.
This document describes the development of a sophomore seminar course at Temple University aimed at helping students transition successfully to their second year. The 1-credit seminar addresses academic planning, career exploration, and identity development based on Chickering and Reisser's theory. Course activities include self-exploration, major exploration, academic planning, career exploration, and graduate school exploration. Evaluations found higher retention and graduation rates for students who completed the seminar compared to peers. The seminar has helped increase students' confidence, preparation for internships and career transitions.
This curriculum vitae summarizes Julio G. Soto's career. He has over 30 years of experience in academia, including as a professor of biology, director of multiple research and education programs, and administrator. He has secured over $4 million in grant funding, published numerous papers, and served on national review panels.
Similar to A Non-Traditional SI Model for General Chemistry at Monmouth University (20)
Lehman’s innovative hybrid seminar for new faculty, “Why Don’t Students Like School?” expands faculty awareness and expertise in cognitive science-based pedagogies while providing opportunities for new faculty to share and improve their own pedagogical practices with peers across disciplines. http://prezi.com/lp4-tvkhx5jk/edit/#_
This document discusses incorporating virtue ethics into supplemental instruction programs to help students develop skills and dispositions. It argues that expertise involves cultivating virtues like knowledge, skills, and attitudes. Specific virtues like honesty, justice and courage are important for SI leaders to develop. For virtues to take root, SI leaders must be led well through instruction and modeling by their teachers. Developing virtues requires practice in real situations and resisting societal pressures that undermine character development.
1) The Developmental Algebra Project aimed to reduce attrition and improve pass rates in remedial math courses through study skills training and peer coaching of at-risk students.
2) At-risk students were identified using a diagnostic test, survey, and observations and then assigned peer coaches. Peer coaches met weekly with students to review work and prepare for tests.
3) The treatment group that received study skills training and peer coaching had significantly higher retention rates compared to the control group. However, there was no significant difference in pass rates between the groups. Peer coaching seemed to positively impact pass rates based on number of sessions attended.
The Lehman SI Star model was developed from the UMKC SI Model, constructivist pedagogy, project management, facilitation, and community and family resiliency theories. The SI Star model was implemented in the Spring 2010 semester at Lehman College and has improved SI Session quality and consistency as well as contributed to the overall success of the program with students and faculty. During the workshop, we will demonstrate the SI Star Model and its use in structuring SI Leader activities and responsibilities.
"The Peer-Led Team Learning Model: Engaging Students in Mathematics and Science"
by Janet Liou-Mark, AE Dreyfuss, Laura Yuen Lau, Mursheda Ahmed, Amelise Bonhomme, Juan Meija, Beili Wang, Karmen Yu, and Yi Ming Yu, New York City College of Technology
This session describes the Prescription for Success program: a model integrating ePortfolio, Writing Across the Curriculum, and Service Learning in a community college. Graduate nursing students provided structured ePortfolio and writing workshops to improve the information literacy, technology and writing skills of students in a pre-licensure associate degree program. Students in their capstone experience were eligible to submit their ePortfolios to the Nursing Student ePortfolio Showcase Award. ePortfolios were judged by a cadre of community partners from healthcare organizations and four year nursing programs. This presentation will provide an overview of the integrative curriculum with highlights from graduate student workshops and links to the Award ceremony.
The document discusses the Livescribe smartpen, which records audio and links it to written notes. It can then replay audio when the user taps on notes. The document discusses how the pen helps various students with disabilities including visual impairments, cognitive impairments, learning disorders, traumatic brain injuries, and hearing impairments. It allows these students to have more independence, organize their notes better, and review lectures to improve retention and exam performance. Students reported writing less in class, feeling more confident, and better understanding material from class.
The document acknowledges and thanks various organizations and individuals for their support of the CUNY SI Mini-Conference. It provides the schedule for the conference, which includes panels, concurrent sessions on topics like incorporating virtues in SI and study skills training for at-risk students, and a multimedia showcase. The goal of the conference is to bring together people involved in peer-led learning programs to share experiences and ideas.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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A Non-Traditional SI Model for General Chemistry at Monmouth University
1. A Non-Traditional SI Model for General Chemistry at Monmouth University Neva Pontoriero Coordinator, Supplemental Instruction Monmouth University, West Long Branch, NJ
2. Monmouth University Private, comprehensive coeducational institution of higher education, located on a 156-acre campus less than one mile from the New Jersey shore and one hour from New York City Offers 53 undergraduate and graduate degree programs to approximately 6,000 students through eight school and six Centers of distinction Tier-one institution, featured in The Princeton Review’s “Best 373 Colleges” 2011 edition Ranked #40 by U.S. News & World Report for 2011 as one of America’s best institutions for study in the northeast region of the United States Wilson Hall, National Historic Landmark
3. Center for Student Success (CSS) Launched in 2009, previously known as the Life and Career Advising Center Houses the Tutoring Center, the Writing Center, Supplemental Instruction, Career Services, Cooperative Education, Disability Services, Service Learning and Community Programs, First Year Advising, the Educational Opportunity Fund, and Transfer and Undeclared Services Provides a full spectrum of support so that all students can successfully make the vital connections between educational, career, and life choices.
4. SI@ Monmouth University An SI Coordinator was hired at the request of the University Retention Committee in Spring 2010 to launch the program and completed the SI Supervisor training at the University of Missouri, Kansas City (UMKC). University data was collected from the past five years to determine which courses would benefit the most from SI (i.e. those courses with the highest rates of Ds, Ws, and Fs). SI officially began as a small pilot in Fall 2010 and was only offered in seven class sections: three sections of General Chemistry 1, two sections of Introduction to Physics, and two sections of Western Civilization. The pilot semester followed the “traditional model” of SI developed by UMKC: one SI leader was assigned to each class section (i.e. the SI leader sat in on all lectures for his/her assigned section, worked closely with the assigned professor, and held SI sessions and office hours only for students enrolled in that section). The SI program has grown significantly since its pilot semester and is currently offered in seventeen class sections this Fall: seven sections of General Chemistry 1, three sections of Introduction to Physics, two sections of Cost Accounting, two sections of Managerial Accounting, two sections of Macroeconomics, and one section of Western Civilization.
5. “Traditional” Chemistry SI Fall 2010 CE 111-01 Professor: Dr. Szwajkajzer, SI Leader: Lauren Section Enrollment: 24 SI Participants: 10 CE 111-03 Professor: Dr. Szwajkajzer, SI Leader: Mark Section Enrollment: 24 SI Participants: 14 CE 111-07 Professor: Dr. Schreiber, SI Leader: Jenani Section Enrollment: 19 SI Participants: 12 Possible SI Participants: 67
6. “Non-Traditional” Chemistry SI Fall 2010 After midterm exams, the Chair of the Department of Chemistry, Medical Technology, and Physics requested that all General Chemistry (CE 111) students be allowed to participate in SI due to the high volume of students seeking additional course assistance from professors and through the Tutoring Center. Due to limited program funding, and limited time remaining in the semester, we were unable to hire additional SI leaders to fulfill this request. Therefore, current SI leaders’ sessions were opened to all CE 111 students for the remainder of the semester. The number of possible SI Participants rose from 67 to 127; the number of SI leaders remained the same. Chemistry SI Leaders were paid additional planning/office hours for the remainder of the semester. We were concerned that these new students would not attend sessions, as they were missing the critical element of having the SI leader in class with them each week. Since new participants did not receive the full benefit of SI from the beginning of the term, we did not track their progress during the last few weeks of the semester.
7. Chemistry SIFall 2010 Data CE 111-01 Mean Midterm Course GPA of SI Participants: 2.54 Mean Final Course GPA of SI Participants: 2.29 Overall Change in Course GPA of SI Participants: -9.8% CE 111-03 Mean Midterm Course GPA of SI Participants: 2.44 Mean Final Course GPA of SI Participants: 3.21 Overall Change in Course GPA of SI Participants: +31% CE 111-07 Mean Midterm Course GPA of SI Participants: 2.6 Mean Final Course GPA of SI Participants: 3.73 Overall Change in Course GPA of SI Participants: +5%
8. SI Participant Feedback During the last week of the Fall 2010 semester, SI Leaders handed out an end-of-term assessment survey to all students enrolled in sections in which SI was offered, including those students who attended the “non-traditional” SI model for Chemistry. 146 students took part in the survey: 73 SI participants and 73 non-SI participants Of the 73 SI participants surveyed, 64% ranked the helpfulness of SI sessions as “very helpful” (5); 25% ranked the helpfulness of SI sessions as “somewhat helpful” (4); and 11% ranked the helpfulness of SI sessions as “indifferent” (3), indicating that the majority of students found the sessions to be beneficial to their success in the course. Based on these results, we decided to continue offering the “non-traditional” SI model for General Chemistry 2 (CE 112) in Spring 2011, with the same three Chemistry SI leaders, Mark, Lauren, and Jenani, from the start of the term. For Spring 2011, each SI leader would sit in two different sections’ lectures per week, thereby covering the six sections of CE 112 offered that term.
9. “Non-Traditional” Chemistry SI Spring 2011 CE 112-02 Professor: Dr. Ingebrethsen Section Enrollment: 24 SI Participants: 8 CE 112-05 Professor: Dr. Ingebrethsen Section Enrollment: 19 SI Participants: 6 CE 112-03 Professor: Dr. Ingebrethsen Section Enrollment: 24 SI Participants: 8 CE 112-06 Professor: Dr. Kucharczyk Section Enrollment: 22 SI Participants: 4 CE 112-04 Professor: Dr. Kucharczyk Section Enrollment: 14 SI Participants: 1 CE 112-H1 Professor: Dr. Szwajkajzer Section Enrollment: 17 SI Participants: 6 Possible SI Participants: 120
10. Chemistry SISpring 2011 Data CE 112-02 Mean Midterm Course GPA of SI Participants: 2.15 Mean Final Course GPA of SI Participants: 2.0 Overall Change in Course GPA: -6.98% CE 112-05 Mean Midterm Course GPA of SI Participants: 3.3 Mean Final Course GPA of SI Participants: 2.98 Overall Change in Course GPA: -9.7% CE 112-03 Mean Midterm Course GPA of SI Participants: 2.42 Mean Final Course GPA of SI Participants: 2.71 Overall Change in Course GPA: +12% CE 112-06 Mean Midterm Course GPA of SI Participants: 2.2 Mean Final Course GPA of SI Participants: 2.85 Overall Change in Course GPA: +29.5% CE 112-H1 Mean Midterm Course GPA of SI Participants: 3.23 Mean Final Course GPA of SI Participants: 3.28 Overall Change in Course GPA: +1.5% CE 112-04 Mean Midterm Course GPA of SI Participants: 1.7 Mean Final Course GPA of SI Participants: 3.3 Overall Change in Course GPA: +94%
12. SI Leader Testimonials “SI for the General Chemistry sections has been very beneficial to all of the students taking the class. Those who attended SI were able to help their peers by sharing study tips, working out word problems, and giving alternative ideas on how to approach a problem. The students also had a better understanding of the material and were more comfortable approaching and answering difficult problems. The only downside was the fact that there are only 3 SI Leaders for chemistry, but all of the sections are welcome to attend any session. This sometimes becomes a problem during the middle of the semester when students will attend a session held by an SI leader other than the one who sits in on their lectures. This often leads to a little bit of stress because some students are at different levels and cover slightly different material. However, this non-traditional model provides an opportunity for more students to get assistance, since some students have hectic schedules and prefer more options for help.” Lauren Bonfiglio, SI Leader CE 111 & CE 112
13. SI Leader Testimonials “Being an SI Leader in the Fall 2010 semester using the traditional SI structure was a rewarding experience. I worked closely with the professor to provide students with a seamless transition between lecture and my SI sessions. Throughout the semester, I would have students regularly attend my sessions, and I created a close rapport with those students. I saw growth in many of the students. They became more confident and willing to approach difficult problems and concepts. Planning for my sessions was a simple endeavor since I was paired with only one section.” “The spring semester, though, presented various difficulties because of the structure of the program. Since I was paired with multiple professors, planning each session was very difficult since each professor covered material at different paces. Different professors also emphasized different material throughout their classes and on their tests which made planning review sessions just as difficult. The SI model used in the Spring semester was not perfect by any measure, but it did offer students more flexibility when trying to attend sessions.” Mark Stranieri, SI Leader CE 111 & CE 112
15. “Traditional” SI “Non-Traditional” SI More accurate planning of SI sessions based on class lecture; all students at each SI session will be learning the same material at the same time More frequent interaction and stronger working relationship between section professor and assigned SI Leader Additional ease of tracking student attendance, performing outcomes assessment for the program, and evaluating SI Leaders Smaller session sizes allow for more organized SI sessions and greater opportunity to utilize collaborative learning activities more effectively Opportunity for all students to attend any SI session or office hour (i.e. SI Leaders are available 9 hours per week vs. 3 hours per week), thereby increasing the potential for higher attendance and assisting more students Opportunity for students from different class sections to interact, work on course material, and form study groups outside of class More cost-effective use of student wage budget; additional planning hours for current SI Leaders versus hiring additional Leaders More effective use of classroom space
16. Discussion How have you amended the “traditional” SI model to fit the needs of your own campus? What other ways have you tweaked your SI program to meet the constraints of your departmental budget? What additional pros and cons are there to opening all SI sessions up to students enrolled in all sections of a given course, using multiple SI Leaders? In what ways would you need to prepare or train SI Leaders who work in this “non-traditional” model differently than those who work in a “traditional” SI setting? Note: all other SI courses at Monmouth (Accounting, Economics, Physics, and Western Civilization) still follow the “traditional” model.