Education in a Transdisciplinary World
•
2 likes•966 views
Living Archives: Undergraduates Need Content with Historical Investigation, Nuance, and Guidance as a Reality Check (“LAUNCHING” a Reality Check) This workshop offered a self-organizing template to guide potential for, and outcomes associated with, the use of archival and primary source materials using historical contexts in course content, practicum, and research projects...
Report
Share
Report
Share
Download to read offline
Recommended
Projected pictures
Projected pictures refer to visual images that are projected onto a surface like a screen. They are created by rendering designs through drawing, painting, photography, or printing and then projecting the images using equipment like projectors. Some key guidelines for using projected pictures include checking the room layout and equipment, ensuring clear images and sound, knowing how to operate the equipment, and having compelling media for the target audience. The advantages are that they can engage learners, allow whole-class viewing, and materials can be reused. Disadvantages include needing electricity, proper equipment use, higher costs, and storage issues.
Objective specification
The document discusses behavioral objectives in education. It defines behavioral objectives as explicit statements about what students should be able to do as a result of instruction. Good behavioral objectives are student-oriented, describe learning outcomes rather than teaching activities, are clear and understandable using observable verbs, and describe how behaviors will be evaluated. Behavioral objectives should specify the learner, targeted behavior, conditions for demonstration, and criteria for acceptable performance. They are useful for guiding teacher instructional design, evaluation and testing, and help students focus their learning and self-assess.
Problem Centered Approach
Problem-based curricula provide a learning environment where competence is fostered through encouraging inquisitive learning rather than direct teaching of knowledge. Small group discussions, contextual learning integrating knowledge, and emphasizing patient problems have cognitive effects on students, including increased retention, better integration of concepts, development of self-directed learning skills, and increased interest in the subject. Several studies provide evidence for these effects. The document discusses using problem-centered approaches to help students develop conceptual understanding and skills for solving complex problems, as they will need to do in their careers.
PMBOK 6 Summary: Module 4 (Monitoring and Controlling Processes)
"Ini adalah ringkasan yang saya buat untuk Project Management Body of Knowledge edisi 6 (edisi 7 rilis 1 Agustus 2021 kemarin, btw). Edisi 6 itu process based, edisi 7 kabarnya value-based (nggak sabar untuk kulik).
Pun demikian, PMBOK 6 masih tetap adalah salah satu referensi super tentang best practise menjalankan project management. Ringkasan saya atas PMBOK 6 ini, semoga ada manfaatnya. Silakan digunakan, all permission granted."
Lanjut ya, ini modul ke-4, membahas tentang proses Monitoring and Controlling. Selamat menikmati. ^^
Sapa saya di awal@eCampuz.com atau di awaludin.zakaria@gmail.com ya. Lets talk. ^^
Dimensions and Principles of Curriculum Design
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
Focusing inquiry (report) [autosaved]
this powerpoint is our report during our discussion..
the following information you can found here are also an information we search on the internet. A very Much thank you and acknowledege to the source sites and works of the person or people we collect or gather this. hope you can learn or use this in the future . THANK YOU
Innovationskultur
Die Präsentation zeigt die Grundelemente der Innovationskultur auf. Sie zeigt wie Unternehmens- und Innovationskultur zusammenhängen. Zudem wird Innovationskultur und Lernende Organisation erklärt.
Guided Hypermedia Project
This is a powerpoint presentation about one of the I.T Based Project which is the Guided Hypermedia Project, it's one of the topics in MS4Ed Educational Technology 2, I hope that this would help pre-service teachers out there and also the ones who are exploring Educational Technology.
Recommended
Projected pictures
Projected pictures refer to visual images that are projected onto a surface like a screen. They are created by rendering designs through drawing, painting, photography, or printing and then projecting the images using equipment like projectors. Some key guidelines for using projected pictures include checking the room layout and equipment, ensuring clear images and sound, knowing how to operate the equipment, and having compelling media for the target audience. The advantages are that they can engage learners, allow whole-class viewing, and materials can be reused. Disadvantages include needing electricity, proper equipment use, higher costs, and storage issues.
Objective specification
The document discusses behavioral objectives in education. It defines behavioral objectives as explicit statements about what students should be able to do as a result of instruction. Good behavioral objectives are student-oriented, describe learning outcomes rather than teaching activities, are clear and understandable using observable verbs, and describe how behaviors will be evaluated. Behavioral objectives should specify the learner, targeted behavior, conditions for demonstration, and criteria for acceptable performance. They are useful for guiding teacher instructional design, evaluation and testing, and help students focus their learning and self-assess.
Problem Centered Approach
Problem-based curricula provide a learning environment where competence is fostered through encouraging inquisitive learning rather than direct teaching of knowledge. Small group discussions, contextual learning integrating knowledge, and emphasizing patient problems have cognitive effects on students, including increased retention, better integration of concepts, development of self-directed learning skills, and increased interest in the subject. Several studies provide evidence for these effects. The document discusses using problem-centered approaches to help students develop conceptual understanding and skills for solving complex problems, as they will need to do in their careers.
PMBOK 6 Summary: Module 4 (Monitoring and Controlling Processes)
"Ini adalah ringkasan yang saya buat untuk Project Management Body of Knowledge edisi 6 (edisi 7 rilis 1 Agustus 2021 kemarin, btw). Edisi 6 itu process based, edisi 7 kabarnya value-based (nggak sabar untuk kulik).
Pun demikian, PMBOK 6 masih tetap adalah salah satu referensi super tentang best practise menjalankan project management. Ringkasan saya atas PMBOK 6 ini, semoga ada manfaatnya. Silakan digunakan, all permission granted."
Lanjut ya, ini modul ke-4, membahas tentang proses Monitoring and Controlling. Selamat menikmati. ^^
Sapa saya di awal@eCampuz.com atau di awaludin.zakaria@gmail.com ya. Lets talk. ^^
Dimensions and Principles of Curriculum Design
This document discusses the key dimensions and principles of curriculum design: scope, sequence, continuity, integration, articulation, and balance. It defines each dimension and provides examples. Scope refers to the breadth of topics covered. Sequence involves organizing content in a logical order. Continuity provides vertical repetition to strengthen learning. Integration erases divisions between subjects. Articulation coordinates content across grade levels. Balance evenly distributes curriculum elements. The document stresses that curriculum design requires consideration of learners' needs and interests.
Focusing inquiry (report) [autosaved]
this powerpoint is our report during our discussion..
the following information you can found here are also an information we search on the internet. A very Much thank you and acknowledege to the source sites and works of the person or people we collect or gather this. hope you can learn or use this in the future . THANK YOU
Innovationskultur
Die Präsentation zeigt die Grundelemente der Innovationskultur auf. Sie zeigt wie Unternehmens- und Innovationskultur zusammenhängen. Zudem wird Innovationskultur und Lernende Organisation erklärt.
Guided Hypermedia Project
This is a powerpoint presentation about one of the I.T Based Project which is the Guided Hypermedia Project, it's one of the topics in MS4Ed Educational Technology 2, I hope that this would help pre-service teachers out there and also the ones who are exploring Educational Technology.
On Ways of Framing Experiential Learning
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
Engaged Signature Work: Presentation for Rutgers University New Brunswick
This document discusses engaged, meaningful capstone experiences for students through civic engagement and community-partnered projects. It defines capstones as high-impact practices involving community partners that last at least one semester. The document outlines evidence that capstones are associated with educational gains and skills applied to real-world problems. It presents conceptual models for capstones that leverage academic learning, civic engagement, and community impact. Finally, it discusses strategies for institutional integration of capstones, such as curriculum mapping, faculty learning communities, and mechanisms for community partner input.
Putting Theory to Work: Comparing theoretical perspectives on academic practi...
As research into teaching, learning and professional development has shifted beyond cognitive and individually focussed accounts (Fenwick & Edwards, 2016; Peseta, Kligyte, Smith & McLean, 2016), what begins to surface are the negotiations, interdependencies and collectives inherent in academic work environments. These emergent socialities can be analysed by drawing on the rich conceptual resources of sociology that are used to explore complex issues in higher education. Yet sociology encompasses distinct traditions, concepts and methodologies that are rarely brought to comparative analysis in higher education or examined for their relative commensurability. In this chapter we attempt such a comparative endeavour, focussing on academics in a disciplinary collective and the resources they call upon in their professional development as university teachers, and in their response to organisational change.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Researching e-portfolios: The current state of play
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
10 heuristics for modeling decision making
This document discusses ten heuristics for developing interdisciplinary simulation models through collaborative teamwork. It begins by describing the value of integrated system models for addressing complex environmental problems but notes the challenges of developing such models interdisciplinarily.
The heuristics discussed include: carefully selecting team members with big-picture thinking skills; heavily investing in early problem definition through negotiation; and using rapid prototyping rather than attempting to fully specify models upfront. The Sustainability of Arctic Communities project is used to illustrate these heuristics, such as how developing initial conceptual models aided in problem definition and team assembly.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
CIES poster HIOA
This document analyzes a summer school program through surveys, interviews, and observations to understand how it helps develop professional expertise in a non-formal educational setting. It finds that the summer school fosters coherence in epistemic frames - the way of thinking in a profession - through six main conditions: 1) common values among participants like humanism, curiosity and reciprocity; 2) nonlinear and interactive curriculum design; 3) principles of co-creation where all contribute; 4) extensive knowledge connecting occupations to wider ideas; 5) democratic structures with open communication; and 6) interaction with the natural environment and local community.
Portfolios in Higher Education: Capitalizing on the Digital and Interactive
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
Reflective Learning with E-Portfolios Mini-Institute
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Avatar-mediation and transformation of practice in a 3D virtual world - meani...
This document summarizes Marianne Riis's PhD defense presentation on avatar-mediation and the transformation of practice in the 3D virtual world Second Life. The summary includes:
1) Riis's research questions focused on how students respond to avatar-mediation and transformation of practice in Second Life, and how design can facilitate meaningful participation and reification for students.
2) Her methodology involved research-led action research over four cycles from 2007-2011 using grounded theory-inspired coding of qualitative data from observations, interviews, and documents.
3) Key findings included that a respectful remediation strategy alone was not effective, and that alignment with curricular goals, supporting identities, and in-world
Fulfillment of Interdisciplinary Study
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
10.11771090198104269566ARTICLEDecemberHealth Education & Beha.docx
10.1177/1090198104269566ARTICLEDecemberHealth Education & Behavior (December 2004)Minkler / Ethical Challenges
Ethical Challenges for the
“Outside” Researcher in
Community-Based Participatory Research
Meredith Minkler, DrPH
Although community-based participatory research (CBPR) shares many of the core values of health educa-
tion and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with
thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly’s eco-
logical principles for community-based research and Jones’s three-tiered framework for understanding racism
are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true
“community-driven” agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of
“participation”; and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are
used in an initial exploration of these topics. Green et al.’s guidelines for appraising CBPR projects then are
highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often
inherent in this approach.
Keywords: community-based participatory research; research ethics; community partnerships
With its commitments to education, strengths-based approaches to individual and
community capacity building1-3 and action as part of the research process, community-
based participatory research (CBPR) represents an orientation to inquiry that is highly
consistent with the principles of health education and “public health as social justice.”4 A
partnership approach that breaks down the barriers between the researcher and the
researched5 and values community partners as equal contributors to the research enter-
prise, CBPR also underscores ethical principles such as self-determination, liberty, and
equity and reflects an inherent belief in the ability of people to accurately assess their
strengths and needs and their right to act upon them.6
Yet even when the principles of CBPR are followed, difficult ethical issues often arise
that must be sensitively addressed. Following a brief review of CBPR and its conceptual
684
Meredith Minkler, DrPH Program, School of Public Health, University of California, Berkeley.
Address reprint requests to Meredith Minkler, DrPH Program, School of Public Health, University of Cali-
fornia, Berkeley, Earl Warren Hall Room 316, UC Berkeley, Berkeley, CA 94720-7360; phone: (510) 642-4397;
fax: (510) 643-8236; e-mail: [email protected]
Many thanks are extended to my current and former community and academic partners, and to my graduate
students, for the many helpful (and sometimes difficult) discussions that continue to contribute to my own learn-
ing and critical reflections on community-based participatory research (CBPR). Thanks also are due my friend
and colleague James G. Kelly for sharing.
Philosophy of Higher Education
This document provides an overview of a workshop for a module on the philosophy of learning and teaching in higher education. The workshop includes introductions and discussion of topics like mentoring, the modular structure, work plans and targets, learning theories, higher education policy, and core professional values. Activities involve reflecting on concepts like academic identity, the hidden curriculum, and critical perspectives. The document outlines the aims and intended learning outcomes of exploring theories of higher education and applying understanding to improve various aspects of teaching and learning.
Getting HIP with Technology: Tools for High Impact Practices
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Syllabus Transformation Workshop
A short slideshow on transforming college syllabi to address invisibilities, under-representations, and inequalities. The slides generally focus on gender but also apply to race, sexuality, disability, and other forms of identity and inequality.
Interdisciplinary research
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
Social constructivist programs
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
ACCESS Behaviors
This document proposes using machine learning and social media data to study civic engagement among college students regarding gun violence. The researchers will collect tweets about campus shootings and classify them by topic. They will also collect data on real-world civic actions. Latent semantic indexing will be used to classify tweets without relying on keywords. Comparing virtual and real-world activities will provide insight into how online discourse relates to civic participation. The goal is to better understand youth citizenship practices and how social media platforms facilitate political discussion and reform.
Cranberry 2011-ru-show
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
More Related Content
Similar to Education in a Transdisciplinary World
On Ways of Framing Experiential Learning
This document summarizes an oral history institute at Antioch College focused on digital liberal arts and oral history scholarship. It discusses challenges around teaching vs. research, instructionist vs. collaborative teaching, and whether institutions reward the types of work they say they value. It frames the work using Boyer's scholarship models, community-based research principles, and AAC&U's high-impact practices. Attendees participated in an activity to map their projects and plans for review/promotion. The goal was to help frame work within institutional missions and review criteria.
Engaged Signature Work: Presentation for Rutgers University New Brunswick
This document discusses engaged, meaningful capstone experiences for students through civic engagement and community-partnered projects. It defines capstones as high-impact practices involving community partners that last at least one semester. The document outlines evidence that capstones are associated with educational gains and skills applied to real-world problems. It presents conceptual models for capstones that leverage academic learning, civic engagement, and community impact. Finally, it discusses strategies for institutional integration of capstones, such as curriculum mapping, faculty learning communities, and mechanisms for community partner input.
Putting Theory to Work: Comparing theoretical perspectives on academic practi...
As research into teaching, learning and professional development has shifted beyond cognitive and individually focussed accounts (Fenwick & Edwards, 2016; Peseta, Kligyte, Smith & McLean, 2016), what begins to surface are the negotiations, interdependencies and collectives inherent in academic work environments. These emergent socialities can be analysed by drawing on the rich conceptual resources of sociology that are used to explore complex issues in higher education. Yet sociology encompasses distinct traditions, concepts and methodologies that are rarely brought to comparative analysis in higher education or examined for their relative commensurability. In this chapter we attempt such a comparative endeavour, focussing on academics in a disciplinary collective and the resources they call upon in their professional development as university teachers, and in their response to organisational change.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Researching e-portfolios: The current state of play
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
10 heuristics for modeling decision making
This document discusses ten heuristics for developing interdisciplinary simulation models through collaborative teamwork. It begins by describing the value of integrated system models for addressing complex environmental problems but notes the challenges of developing such models interdisciplinarily.
The heuristics discussed include: carefully selecting team members with big-picture thinking skills; heavily investing in early problem definition through negotiation; and using rapid prototyping rather than attempting to fully specify models upfront. The Sustainability of Arctic Communities project is used to illustrate these heuristics, such as how developing initial conceptual models aided in problem definition and team assembly.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
CIES poster HIOA
This document analyzes a summer school program through surveys, interviews, and observations to understand how it helps develop professional expertise in a non-formal educational setting. It finds that the summer school fosters coherence in epistemic frames - the way of thinking in a profession - through six main conditions: 1) common values among participants like humanism, curiosity and reciprocity; 2) nonlinear and interactive curriculum design; 3) principles of co-creation where all contribute; 4) extensive knowledge connecting occupations to wider ideas; 5) democratic structures with open communication; and 6) interaction with the natural environment and local community.
Portfolios in Higher Education: Capitalizing on the Digital and Interactive
This document summarizes different models and approaches for using digital portfolios in higher education. It discusses how digital portfolios can ease management, offer feedback, scaffold learning, document lifelong learning, and enable multimedia reflection. Several case studies are described that exemplify these approaches, such as using portfolios to assess writing skills, facilitate collaborative learning, and document leadership development. Challenges and benefits of these models are discussed.
Reflective Learning with E-Portfolios Mini-Institute
The document discusses various models and theories of ePortfolios and reflection. It describes ePortfolio models from different universities, including ones focused on general education, leadership development, and cultural values. It also outlines theories of reflection from scholars like Dewey, Schön, and Kolb. The document raises questions about how these models and theories can inform curriculum design and the role of reflection, identities, and lifelong learning.
Avatar-mediation and transformation of practice in a 3D virtual world - meani...
This document summarizes Marianne Riis's PhD defense presentation on avatar-mediation and the transformation of practice in the 3D virtual world Second Life. The summary includes:
1) Riis's research questions focused on how students respond to avatar-mediation and transformation of practice in Second Life, and how design can facilitate meaningful participation and reification for students.
2) Her methodology involved research-led action research over four cycles from 2007-2011 using grounded theory-inspired coding of qualitative data from observations, interviews, and documents.
3) Key findings included that a respectful remediation strategy alone was not effective, and that alignment with curricular goals, supporting identities, and in-world
Fulfillment of Interdisciplinary Study
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
10.11771090198104269566ARTICLEDecemberHealth Education & Beha.docx
10.1177/1090198104269566ARTICLEDecemberHealth Education & Behavior (December 2004)Minkler / Ethical Challenges
Ethical Challenges for the
“Outside” Researcher in
Community-Based Participatory Research
Meredith Minkler, DrPH
Although community-based participatory research (CBPR) shares many of the core values of health educa-
tion and related fields, the outside researcher embracing this approach to inquiry frequently is confronted with
thorny ethical challenges. Following a brief review of the conceptual and historical roots of CBPR, Kelly’s eco-
logical principles for community-based research and Jones’s three-tiered framework for understanding racism
are introduced as useful frameworks for helping explore several key challenges. These are (a) achieving a true
“community-driven” agenda; (b) insider-outsider tensions; (c) real and perceived racism; (d) the limitations of
“participation”; and (e) issues involving the sharing, ownership, and use of findings for action. Case studies are
used in an initial exploration of these topics. Green et al.’s guidelines for appraising CBPR projects then are
highlighted as an important tool for helping CBPR partners better address the challenging ethical issues often
inherent in this approach.
Keywords: community-based participatory research; research ethics; community partnerships
With its commitments to education, strengths-based approaches to individual and
community capacity building1-3 and action as part of the research process, community-
based participatory research (CBPR) represents an orientation to inquiry that is highly
consistent with the principles of health education and “public health as social justice.”4 A
partnership approach that breaks down the barriers between the researcher and the
researched5 and values community partners as equal contributors to the research enter-
prise, CBPR also underscores ethical principles such as self-determination, liberty, and
equity and reflects an inherent belief in the ability of people to accurately assess their
strengths and needs and their right to act upon them.6
Yet even when the principles of CBPR are followed, difficult ethical issues often arise
that must be sensitively addressed. Following a brief review of CBPR and its conceptual
684
Meredith Minkler, DrPH Program, School of Public Health, University of California, Berkeley.
Address reprint requests to Meredith Minkler, DrPH Program, School of Public Health, University of Cali-
fornia, Berkeley, Earl Warren Hall Room 316, UC Berkeley, Berkeley, CA 94720-7360; phone: (510) 642-4397;
fax: (510) 643-8236; e-mail: [email protected]
Many thanks are extended to my current and former community and academic partners, and to my graduate
students, for the many helpful (and sometimes difficult) discussions that continue to contribute to my own learn-
ing and critical reflections on community-based participatory research (CBPR). Thanks also are due my friend
and colleague James G. Kelly for sharing.
Philosophy of Higher Education
This document provides an overview of a workshop for a module on the philosophy of learning and teaching in higher education. The workshop includes introductions and discussion of topics like mentoring, the modular structure, work plans and targets, learning theories, higher education policy, and core professional values. Activities involve reflecting on concepts like academic identity, the hidden curriculum, and critical perspectives. The document outlines the aims and intended learning outcomes of exploring theories of higher education and applying understanding to improve various aspects of teaching and learning.
Getting HIP with Technology: Tools for High Impact Practices
High-impact practices (HIPs) are proven educational learning experiences that foster more engaged learning, improved performance, advanced skill development and degree completion (Kuh, 2008). Plus, HIPs have been successful for reaching all learners. Although the practices are not new, emerging technologies can help you integrate them in your teaching practice. In this session, you will learn about what HIPs are and collaboratively develop a list of technologies that support high impact teaching practice.
Syllabus Transformation Workshop
A short slideshow on transforming college syllabi to address invisibilities, under-representations, and inequalities. The slides generally focus on gender but also apply to race, sexuality, disability, and other forms of identity and inequality.
Interdisciplinary research
This document discusses interdisciplinary research. It defines interdisciplinary research as integrating knowledge and methods from different disciplines to address a research question. The document outlines the need for interdisciplinary research to solve interconnected problems in an interconnected world. It also discusses the process of conceptual design, technical design, integration, and addressing scientific and ethical considerations. Some benefits of interdisciplinary research include addressing bigger questions, developing a wider audience, and gaining new perspectives. However, challenges can include differences in theoretical backgrounds, operationalizing concepts, intellectual traditions, and methodological approaches between disciplines.
Social constructivist programs
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
Similar to Education in a Transdisciplinary World (20)
Engaged Signature Work: Presentation for Rutgers University New Brunswick
Engaged Signature Work: Presentation for Rutgers University New Brunswick
Putting Theory to Work: Comparing theoretical perspectives on academic practi...
Putting Theory to Work: Comparing theoretical perspectives on academic practi...
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...
Researching e-portfolios: The current state of play
Researching e-portfolios: The current state of play
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...
Portfolios in Higher Education: Capitalizing on the Digital and Interactive
Portfolios in Higher Education: Capitalizing on the Digital and Interactive
Reflective Learning with E-Portfolios Mini-Institute
Reflective Learning with E-Portfolios Mini-Institute
Avatar-mediation and transformation of practice in a 3D virtual world - meani...
Avatar-mediation and transformation of practice in a 3D virtual world - meani...
10.11771090198104269566ARTICLEDecemberHealth Education & Beha.docx
10.11771090198104269566ARTICLEDecemberHealth Education & Beha.docx
Getting HIP with Technology: Tools for High Impact Practices
Getting HIP with Technology: Tools for High Impact Practices
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
More from Paul J. Croft
ACCESS Behaviors
This document proposes using machine learning and social media data to study civic engagement among college students regarding gun violence. The researchers will collect tweets about campus shootings and classify them by topic. They will also collect data on real-world civic actions. Latent semantic indexing will be used to classify tweets without relying on keywords. Comparing virtual and real-world activities will provide insight into how online discourse relates to civic participation. The goal is to better understand youth citizenship practices and how social media platforms facilitate political discussion and reform.
Cranberry 2011-ru-show
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry 2011-ma-show
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry scald
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Cranberry stomatal
Cranberry bog weather conditions and weather-related stress were investigated for development of crop yield prediction models and models to predict daily weather conditions in the bog. Field investigations and data gathering were completed at the Rutgers University Blueberry/Cranberry Research Center experimental bogs in Chatsworth, New Jersey. Study indicated that although cranberries generally exhibit little or no stomatal response to changing atmospheric conditions, the evaluation of weather-related stress could be accomplished via use of micrometeorological data. Definition of weather -related stress was made by establishing critical thresholds of the frequencies of occurrence, and magnitudes of, temperature and precipitation in the bog based on values determined by a review of the literature and a grower questionnaire. Stress frequencies were correlated with cranberry yield to develop predictive models based on the previous season's yield, prior season data, prior and current season data, current season data; and prior and current season data through July 31 of the current season. The predictive ability of the prior season models was best and could be used in crop planning and production. Further examination of bog micrometeorological data permitted the isolation of those weather conditions conducive to cranberry scald and allowed for the institution of a pilot scald advisory program during the 1991 season. The micrometeorological data from the bog was also used to develop models to predict daily canopy temperature and precipitation, based on upper air data, for grower use. Models were developed for each month for maximum and minimum temperatures and for precipitation and generally performed well. The modeling of bog weather conditions is an important first step toward daily prediction of cranberry weather-related stress.
Prov steam-lunch final 2-13-18
"E-STEAMED" - Education via Science Technology Engineering Art Mathematics/Music Engagement and Design: Trans-disciplinary Immersive Learning through Experiential Systems (TILES) - try it out!
Bio pjc-info-02-2018
Dr. Paul J. Croft currently serves as Associate Vice President for Academic Affairs at Kean University. He earned his doctoral degree from Rutgers University studying weather related stress on cranberry growth. His research has focused on operational and applied meteorology, climate, environmental sensors, and cranberry scald. As the initial Executive Director of the School of Environmental and Sustainability Sciences at Kean University, he helped organize faculty, labs, and foster research-based learning. Dr. Croft has held numerous leadership roles in professional organizations and received several awards for his research and teaching.
Transdisciplinary Learning (Handout)
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Transdisciplinary Learning
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
Climate History Impacts: Studying Past, Present, and Future (Students)
The document summarizes a student panel presentation on climate change history assessments in New Jersey. It includes:
1) An introduction of the student panelists and their topics which will examine climate impacts, water resources, scenario building, climate change encroachment, climate modeling approaches, and comparative impacts.
2) An overview of the process taken in their climate history timeline research for New Jersey which involved considering both traditional and contemporary climate data and proxies.
3) Summaries from individual panelists on their specific topics which analyzed things like a reservoir on campus, scenario building, encroachment impacts on the Great Swamp, and more. The goal was to reveal climate history and impacts and better understand interactions between
Climate History Impacts: Studying Past, Present, and Future
The document discusses conducting a study on climate change history in New Jersey using past weather and climate data to inform future scenarios. It outlines plans to examine how society has interacted with and responded to weather systems over time using diverse data sources like records, correspondence, commerce logs and cultural artifacts. The study aims to establish climate impacts and thresholds, identify hazard responses, and determine how societal functions and infrastructure have changed. The goal is to develop climate history timelines and scenarios to inform adaptive planning and decision making. A student-faculty team called CASTLES will analyze impacts on ecosystems, water resources, air quality and more to better understand climate change susceptibility and flexibility.
ENSO-CC-psttn-Mar-29-2016-croft
El Niño is a warm ocean current that develops along the coast of Ecuador and Peru and sometimes causes catastrophic weather. Climate change refers to long-term changes in average global temperatures. The presentation discusses how El Niño and climate change impact weather patterns globally and in the United States, focusing on temperature and precipitation trends in New Jersey. It emphasizes that both phenomena lead to increased volatility and variability in weather over time.
CAN-DO-2-final
The document discusses the Paris Climate Accord and its goal of treating climate change like a medical condition. It argues that we have sufficient evidence and technology to understand the global climate system and implement intervention strategies to improve the health of "Our Patient Earth" with limited risks and costs. The Paris Accord outlines treatment principles including securing natural resources, defining responses to climate change, and identifying economic systems that can adapt or need replacing to treat the global climate system and reduce impacts over time.
A VILLAGE for Science Learning
1) The document discusses the need for a holistic, diverse, and participatory approach to science learning called "A VILLAGE for Science Learning".
2) It argues that science education should involve situated, experiential learning through research and practicum opportunities to provide relevance.
3) By coupling the human dimension from the start of investigations and incorporating multiple perspectives, science can better translate to unique situations and allow for integration of societal needs.
ClimateAccordNexus-CAN-DO
The document discusses the recent Global Climate Accord agreement reached by nearly 200 nations. It argues that while not perfect, the agreement provides a coordinated means to limit human impacts on the environment through reducing greenhouse gas emissions. The author uses metaphors of managing a campfire and economy to illustrate how the agreement allows for continued growth while diminishing environmental impacts over time through flexibility and ongoing revision. Ultimately, the agreement aims to manage human impact in a positive way to promote sustainability and reduce threats to global security from climate change.
ENSO-Nov-2015 Croft
This document discusses the relationship between El Niño weather events and global warming. It explains that El Niño is part of a complex interaction between the ocean and atmosphere known as ENSO. While El Niño can impact weather patterns globally, its effects are highly variable in terms of strength, timing, and location. The document also notes that global warming is ongoing and increasing the amount of heat and moisture in the atmosphere, which can compound the impacts of El Niño events. However, fully understanding these interactions remains challenging due to the nonlinear dynamics of the climate system.
Pathways Student Success Croft-Nov 2015
The document outlines pathways to enhance student success through connecting students to their field of interest, supporting their investment in studies, helping them internalize empowerment, imbuing them with perseverance to own their future, and inspiring others. It proposes providing student support networks, a safe "playground" for experiential learning, and guided retention through mentoring to build growth opportunities. Key aspects include collaborative training, research-based experiences, mentors, and tracking progress to assess outcomes and ensure institutional accountability. The goal is to actively engage students in real-world learning to develop skills and empower them to become leaders in their chosen disciplines.
SPOCK-Sci-Edu
The document discusses how science education has changed with modern social media, providing both opportunities and perils. It proposes adopting a "SPOCK-like perspective" that balances logic with societal considerations, manages data and information related to society, and asks questions across thresholds. This approach would take advantage of cultural and scientific diversity from around the world to distinguish relationships between complex interests and devise timely solutions, allowing science education to be more meaningful and compatible with economic and social pressures.
More from Paul J. Croft (18)
Climate History Impacts: Studying Past, Present, and Future (Students)
Climate History Impacts: Studying Past, Present, and Future (Students)
Climate History Impacts: Studying Past, Present, and Future
Climate History Impacts: Studying Past, Present, and Future
Recently uploaded
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to Make a Field Mandatory in Odoo 17
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.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Recently uploaded (20)
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Education in a Transdisciplinary World
- 1. How does interdisciplinary studies differ from other models? Center for Interdisciplinary Studies J-104 Hutchinson Hall | 908-737-3985 | http://www.kean.edu/academics/college-liberal-arts/center-for-interdisciplinary-studies Prepared by Dr. Sara Compion, Dr. Paul Croft and Dr. Karin Beck
- 2. Parallel Disciplinary Model Discipline DisciplineDisciplineDiscipline GoalGoal Goal Goal Separate disciplines with few/no connections and different goals
- 3. Multidisciplinary Model Discipline Goal Discipline Goal Discipline Goal Separate disciplines with shared thematic interest, yet different goals
- 4. Interdisciplinary Model Separate disciplines interconnect where shared goals and thematic/issue-based interest overlap Discipline DisciplineDiscipline GOAL (Theme / Issue)
- 5. Transdisciplinary Model Eliminate disciplinary boundaries to advance both academic and non-academic skills, in pursuit of a common goal to address real-life problems. Discipline Goal Discipline Discipline Real-life problem Social Cooperation Critical thinking Emotional Academic skills Non-Academic skills
- 6. Interdisciplinary Transdisciplinary Multidisciplinary Separate disciplines Application Example Ways in which these different models might tackle a common social issue Fracking Question: How does society relate to and make use of the natural environment? Geography SociologyPolitical Science
- 7. Interdisciplinary Transdisciplinary Multidisciplinary Separate disciplines Application Example Ways in which these different models might tackle a common social issue Fracking Question: How does society relate to and make use of the natural environment? Public perceptionPublic policyGeological management Geography SociologyPolitical Science
- 8. Interdisciplinary Transdisciplinary Multidisciplinary Separate disciplines Application Example Ways in which these different models might tackle a common social issue Fracking Question: How does society relate to and make use of the natural environment? Public perception Environmental impacts Legislative outcomes Human Rights Public policyGeological management Geography SociologyPolitical Science
- 9. Interdisciplinary Transdisciplinary Multidisciplinary Separate disciplines Environmental Justice Application Example Ways in which these different models might tackle a common social issue Fracking Question: How does society relate to and make use of the natural environment? Public perception Environmental impacts Legislative outcomes Human Rights Public policyGeological management Geography SociologyPolitical Science
- 10. Related-Issues Systemic Thematic Foundational Information Environmental Justice Application Example Ways in which these different models might tackle a common social issue Fracking Question: How does society relate to and make use of the natural environment? Public perception Environmental impacts Legislative outcomes Human Rights Public policyGeological management Geography SociologyPolitical Science
- 11. How does interdisciplinary studies differ from other models? (Kean University Professional Development Workshop) The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.