1) The document describes a model of embedded library instruction for a Latin American Civilization course where the librarian worked closely with the professor to design research assignments and multiple library instruction sessions tailored to the course content and goals.
2) Student feedback showed that the embedded approach helped them learn research skills better than one-shot sessions, and their skills and comfort with the library increased.
3) The document advocates collaborating closely with faculty, starting with one course, and providing evidence of student learning to gain support for expanding embedded instruction across departments.
This document contains Chelsea Chafin's teaching portfolio which includes her teaching philosophy, a sample syllabus, and lesson plans. Her philosophy emphasizes treating each student as an individual and engaging them through connecting course content to their lives. The sample syllabus is for an introductory composition course focused on analyzing music. It includes course objectives, assignments, and a tentative schedule. The three lesson plans provided give examples of how she would teach invention and research skills, collaboration strategies, and editing/proofreading. Her assessments emphasize critical thinking skills and applying course concepts through analyzing music.
As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.
The document summarizes Duke University Libraries' efforts to provide professional development opportunities for its instruction librarians through various programs and activities. It describes the creation of an Instruction & Outreach Department in 2001-2002 and its initiatives such as monthly meetings, workshops, teaching seminars and information chat sessions to facilitate training, collaboration and skills development among librarians related to instruction strategies, pedagogy and assessment. It highlights successes in skills integration and collaboration but also challenges faced and how the professional development program may adapt to budget cuts going forward.
This document discusses techniques for teaching social studies concepts rather than relying on memorization. It recommends that teachers first prepare well by researching topics using multiple resources. They should then deliver lessons using demonstration methods like charts, models and drawings to ensure students understand without ambiguity. Teachers should also encourage active student participation through question and answer sessions and have students summarize readings, answer questions and complete activities like drawing diagrams and working on projects. Group discussions can further aid in teaching topics. The overall goal is for students to grasp concepts in an easy and appropriate manner.
The document discusses issues with traditional high school schedules and potential benefits of alternative schedules. It notes that traditional 50-minute periods are too short for meaningful learning and encourage passive teaching. Starting school later in the day would better match adolescent sleep patterns. The bell schedule may disrupt learning by causing students to stop focusing before class ends. Alternative block schedules provide longer class periods that allow for deeper engagement and active learning methods.
This document provides the course description and requirements for an intensive supervised ministry experience focused on Christian outreach through Emaus Church's Ministry Apprenticeship Program. Students will complete reading assignments, write summaries and a book review, conduct case studies of street evangelism, write a research paper, participate in weekly mentorship meetings, and engage in 50 hours of supervised ministry experience over the course of the semester. Evaluation will be based on the quality and timely submission of these written assignments and participation in the contextualized ministry and mentorship components.
1. The document summarizes observations from a study of an English reading circle held in Second Life, a 3D virtual world.
2. The reading circle was initiated by Himiko and aimed to provide a more structured English learning experience than typical informal classes on Cypris Chat.
3. Observations found that students initially found the formality stressful but began to appreciate the routine, increased autonomy, and sense of accomplishment it provided compared to informal classes. Students provided positive feedback while suggesting further improvements.
This document contains Chelsea Chafin's teaching portfolio which includes her teaching philosophy, a sample syllabus, and lesson plans. Her philosophy emphasizes treating each student as an individual and engaging them through connecting course content to their lives. The sample syllabus is for an introductory composition course focused on analyzing music. It includes course objectives, assignments, and a tentative schedule. The three lesson plans provided give examples of how she would teach invention and research skills, collaboration strategies, and editing/proofreading. Her assessments emphasize critical thinking skills and applying course concepts through analyzing music.
As communication across digital networks becomes increasingly easier, more faculty are exploring networked classes through shared assignments and blogs, videoconferencing, and team-taught courses. Dr. Hal Haskell, Professor of Classics, Southwestern University, has team-taught courses in advanced Greek and Latin and archaeology with faculty from other campuses for fourteen years as part of Sunoikisis, a national consortium of classics programs. In the fall of 2012, Dr. Amanda Hagood, Mellon/Associated Colleges of the South (ACS) Fellow in Literature and the Environment, Hendrix College, and Dr. Carmel E. Price, ACS Postdoctoral Fellow of Sustainability, Furman University, connected their courses, “Writing the Natural State” and “Population and the Environment,” across disciplines and institutions to explore place-based learning in a networked context. In this seminar, these three experienced intercampus teachers will share successes, challenges, and lessons learned from networked teaching.
The document summarizes Duke University Libraries' efforts to provide professional development opportunities for its instruction librarians through various programs and activities. It describes the creation of an Instruction & Outreach Department in 2001-2002 and its initiatives such as monthly meetings, workshops, teaching seminars and information chat sessions to facilitate training, collaboration and skills development among librarians related to instruction strategies, pedagogy and assessment. It highlights successes in skills integration and collaboration but also challenges faced and how the professional development program may adapt to budget cuts going forward.
This document discusses techniques for teaching social studies concepts rather than relying on memorization. It recommends that teachers first prepare well by researching topics using multiple resources. They should then deliver lessons using demonstration methods like charts, models and drawings to ensure students understand without ambiguity. Teachers should also encourage active student participation through question and answer sessions and have students summarize readings, answer questions and complete activities like drawing diagrams and working on projects. Group discussions can further aid in teaching topics. The overall goal is for students to grasp concepts in an easy and appropriate manner.
The document discusses issues with traditional high school schedules and potential benefits of alternative schedules. It notes that traditional 50-minute periods are too short for meaningful learning and encourage passive teaching. Starting school later in the day would better match adolescent sleep patterns. The bell schedule may disrupt learning by causing students to stop focusing before class ends. Alternative block schedules provide longer class periods that allow for deeper engagement and active learning methods.
This document provides the course description and requirements for an intensive supervised ministry experience focused on Christian outreach through Emaus Church's Ministry Apprenticeship Program. Students will complete reading assignments, write summaries and a book review, conduct case studies of street evangelism, write a research paper, participate in weekly mentorship meetings, and engage in 50 hours of supervised ministry experience over the course of the semester. Evaluation will be based on the quality and timely submission of these written assignments and participation in the contextualized ministry and mentorship components.
1. The document summarizes observations from a study of an English reading circle held in Second Life, a 3D virtual world.
2. The reading circle was initiated by Himiko and aimed to provide a more structured English learning experience than typical informal classes on Cypris Chat.
3. Observations found that students initially found the formality stressful but began to appreciate the routine, increased autonomy, and sense of accomplishment it provided compared to informal classes. Students provided positive feedback while suggesting further improvements.
The document discusses the history and methods of lecture-based teaching. It explains that in the Middle Ages, the lecture method was commonly used due to limited resources like few teachers, books, and large class sizes. The document then provides guidance on how to effectively deliver a lecture by ensuring students can hear and understand the content. Key recommendations include using varied vocal tones, writing an outline on the board, checking for comprehension, and summarizing at the end.
This parallel session will outline and evaluate my recent pedagogical research into social media applications as educational interfaces. The aims of the project were 1) to explore the use of social media platforms as alternative educational interfaces to the VLE 2) to collate useful online resources in my subject area and 3) to help students to recognise reliable online source materials. The project draws on my approach to the teaching dance history on the second year module Theoretical Concepts in Dance, which places equal importance on theoretical and practical knowledge. I use reconstructions of seminal pieces, alongside traditional lecture delivery and analysis, to facilitate student exploration of the history of dance in the twentieth century. In the practical research carried out as part of this project I created online resources using social media platforms such as padlet and pinterest to support reconstruction work. These multimedia memo-boards functioned as digital repositories of significant critical and contextual digital materials on the choreographers and works being studied. I conducted focus groups with the students on this module to facilitate an evaluation of the above aims, which will be presented as part of this parallel session.
This document provides information about an intensive summer ministry apprenticeship program at Emaus Church in partnership with Southern Baptist Theological Seminary. The program focuses on developing competencies for Christian proclamation through supervised ministry experience, academic coursework, and mentoring.
Students in the program will take a 6-credit hour course on proclamation that involves reading 5 books and several articles on the topic. Assignments include summarizing the books, a case study analyzing a sermon from a non-evangelical church, a research paper on a topic related to proclamation, and participating in a mentoring relationship and ministry experience under the supervision of an elder at Emaus Church. Students will be evaluated based on these assignments and
The document provides strategies for teaching and learning in an extended block schedule, including:
1) Varying activities within class periods to maintain student engagement over longer blocks of time.
2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
This document outlines the requirements for a ministry apprenticeship program through Emaus Church and Southern Baptist Theological Seminary. The program is intended to develop leadership competencies through supervised ministry experience, involvement in a church-based internship, and required academic work.
Students will complete reading assignments on Christian leadership, write a research paper on a biblical leadership model, develop a case study on a ministry conflict, and participate in weekly mentorship meetings. They will also gain hands-on ministry experience by serving at Emaus Church for a minimum of 5 hours per week.
Completion of reading summaries, a book review, case study presentation, research paper, mentorship sessions, and 50 hours of ministry work will be evaluated
The document outlines the educational and teaching experience of an individual from 1999 to present. It includes designing curriculum for after-school programs and summer camps for children and adolescents. It also details library instruction experience teaching over 50 classes to university students and receiving positive feedback.
This document describes a teacher's action research project to encourage high school English students to use the school library more. The teacher implemented instructional strategies like displaying related books in the classroom and incorporating library resources into lessons. Data was collected on student library visits and program attendance. Findings showed increases in student attendance, library visits involving print materials, and attendance at a library program, indicating the teacher's strategies positively influenced student engagement with the library.
This document outlines the steps for designing an online course on threats to European integration. It includes establishing learning outcomes, selecting learning activities, designing the course structure and content, assessments, and evaluations. The course is divided into modules with weekly assignments such as discussions, presentations, writing blogs and wikis. Students work through the content at their own pace, with deadlines for assignments and required participation in online sessions. Peer review, group work, and allowing student input in some assignments are emphasized to encourage community and engagement.
1) The University of Guelph Library had to reduce its budget by $1 million, which led to 14 positions being eliminated.
2) The head of the library's Research Enterprise and Scholarly Communication team outlines the team's work, which includes research consultation, data management, an institutional repository, open access publishing support and tracking scholarly outputs.
3) The document provides an example of an open research group at the University that uses the library's resources and services to openly publish and discuss their work online.
This document discusses open access publishing and citation metrics. It argues that open access articles have more readers and citations than articles behind paywalls, citing research showing an open access citation advantage of 25-250%. It provides an overview of citation indexes and metrics like the h-index and g-index. The document recommends that scholars publish in open access journals or repositories when possible to enlarge their audience and impact. Overall it promotes the benefits of open access for both readers and scholars.
Rea Devakos, University of Toronto
This session reports on a focus group methodology built on Dervin’s Sense Making communication methodology. Unlike many focus group and other qualitative research methods, this approach delivers in depth, reliable data quickly. Originally piloted by Dr. Dervin at Ohio State, it has been used at the University of Toronto to study information seeking amongst leaders of student journals. Informal campus leaders, including students, are seldom studied by libraries. Yet they are often deeply engaged in the institution and influence the actions and perceptions of others. The session will outline the methodology and highlight a few key results.
This document provides definitions and explanations of key concepts in plumbing systems. It defines plumbing and describes plumbing water supply and sanitary drainage systems. It discusses components of water connection systems, the purpose of underground storage tanks, examples of metal tanks for water storage, and advantages of mild steel tanks. The document also covers high density polyethylene pipes, advantages of automatic pumping systems, the purpose of bib cocks, ventilation in buildings, sanitary fittings, principles of sanitary plumbing systems, and sizing of house drains and vent pipes. Additional topics include smoke testing of pipes, advantages of aeration in water treatment, different plumbing systems, kinds of vent piping, individual trap vents, branch vents, and
This document contains question banks for the Environmental Science and Engineering course at V.M.K.V. Engineering College, Salem. It is divided into 5 units, with each unit containing short answer (2 marks) and long answer (12 marks) questions. The short answer questions test definitions and concepts from the units, while the long answer questions require explaining concepts in detail or with examples. The units cover topics like ecosystems, environment, natural resources, pollution, wastewater treatment, plumbing and sanitation systems.
Sharon Jordan teaches an Introduction to Modern Art history course using open educational resources. She curates weekly content on a WordPress site including overviews, readings, videos, and assignments. Students complete note-taking, worksheets, and written assignments.
Yuri Gorokhovich teaches a GIS data acquisition course without a textbook. Course content is based on lecture slides hosted on the CUNY Academic Commons. He finds that OER allows for more flexibility but developing good course models can be challenging.
Alexander Nunez Torres teaches a principles of macroeconomics course using OER. He finds the transition from textbook required more upfront work but provides more flexibility to include new material and instant access for students. Quality
This document summarizes an inter-professional collaboration model to promote student learning that was implemented in a Nursing Theories and Models course at National University. Librarians, instructional designers, and writing center staff embedded resources and support within the course. Students received in-person library instruction and research consultations. Surveys found students utilized embedded library resources and writing center support improved their skills. The collaboration broke down silos, expanded knowledge of resources, and enhanced student learning and satisfaction. Future directions include increasing student feedback and developing an IRB study to measure writing skill improvements.
You've Got Them In, Now Get Them Involved PaLA PresentationMillstein Library
This document describes revisions made to library instruction sessions for a Freshman Seminar program at the University of Pittsburgh at Greensburg. The sessions were previously boring rotations through stations that wasted time. A new librarian implemented interactive modules to engage students. Assessments found students learned more through hands-on activities. Minor adjustments were made over three years with continued positive feedback. Challenges include maintaining requirements, growing diversity, and increasing composition instruction demands.
The document summarizes library instruction interventions provided at the University of Nottingham in 2015-2016:
- 400 requests were received for information skills interventions within the curriculum by July 2016, a significant increase from the previous year.
- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
"What is Your Future without the Library?"kslovesbooks
The document summarizes a workshop for faculty on infusing diversity into course curriculums. Librarians reviewed faculty syllabi and recommended additional resources on diversity topics. A two hour workshop was then held where librarians shared the resources. An assessment found that faculty found the session and resources very or extremely useful. The librarians plan to continue offering similar workshops in the future.
The document discusses the history and methods of lecture-based teaching. It explains that in the Middle Ages, the lecture method was commonly used due to limited resources like few teachers, books, and large class sizes. The document then provides guidance on how to effectively deliver a lecture by ensuring students can hear and understand the content. Key recommendations include using varied vocal tones, writing an outline on the board, checking for comprehension, and summarizing at the end.
This parallel session will outline and evaluate my recent pedagogical research into social media applications as educational interfaces. The aims of the project were 1) to explore the use of social media platforms as alternative educational interfaces to the VLE 2) to collate useful online resources in my subject area and 3) to help students to recognise reliable online source materials. The project draws on my approach to the teaching dance history on the second year module Theoretical Concepts in Dance, which places equal importance on theoretical and practical knowledge. I use reconstructions of seminal pieces, alongside traditional lecture delivery and analysis, to facilitate student exploration of the history of dance in the twentieth century. In the practical research carried out as part of this project I created online resources using social media platforms such as padlet and pinterest to support reconstruction work. These multimedia memo-boards functioned as digital repositories of significant critical and contextual digital materials on the choreographers and works being studied. I conducted focus groups with the students on this module to facilitate an evaluation of the above aims, which will be presented as part of this parallel session.
This document provides information about an intensive summer ministry apprenticeship program at Emaus Church in partnership with Southern Baptist Theological Seminary. The program focuses on developing competencies for Christian proclamation through supervised ministry experience, academic coursework, and mentoring.
Students in the program will take a 6-credit hour course on proclamation that involves reading 5 books and several articles on the topic. Assignments include summarizing the books, a case study analyzing a sermon from a non-evangelical church, a research paper on a topic related to proclamation, and participating in a mentoring relationship and ministry experience under the supervision of an elder at Emaus Church. Students will be evaluated based on these assignments and
The document provides strategies for teaching and learning in an extended block schedule, including:
1) Varying activities within class periods to maintain student engagement over longer blocks of time.
2) Using formative assessments throughout periods to check understanding.
3) Considering homework that includes ongoing, self-paced assignments like research projects.
4) Incorporating project-based learning to bring together different strategies and increase collaboration, authentic tasks, and innovative assessment.
This document outlines the requirements for a ministry apprenticeship program through Emaus Church and Southern Baptist Theological Seminary. The program is intended to develop leadership competencies through supervised ministry experience, involvement in a church-based internship, and required academic work.
Students will complete reading assignments on Christian leadership, write a research paper on a biblical leadership model, develop a case study on a ministry conflict, and participate in weekly mentorship meetings. They will also gain hands-on ministry experience by serving at Emaus Church for a minimum of 5 hours per week.
Completion of reading summaries, a book review, case study presentation, research paper, mentorship sessions, and 50 hours of ministry work will be evaluated
The document outlines the educational and teaching experience of an individual from 1999 to present. It includes designing curriculum for after-school programs and summer camps for children and adolescents. It also details library instruction experience teaching over 50 classes to university students and receiving positive feedback.
This document describes a teacher's action research project to encourage high school English students to use the school library more. The teacher implemented instructional strategies like displaying related books in the classroom and incorporating library resources into lessons. Data was collected on student library visits and program attendance. Findings showed increases in student attendance, library visits involving print materials, and attendance at a library program, indicating the teacher's strategies positively influenced student engagement with the library.
This document outlines the steps for designing an online course on threats to European integration. It includes establishing learning outcomes, selecting learning activities, designing the course structure and content, assessments, and evaluations. The course is divided into modules with weekly assignments such as discussions, presentations, writing blogs and wikis. Students work through the content at their own pace, with deadlines for assignments and required participation in online sessions. Peer review, group work, and allowing student input in some assignments are emphasized to encourage community and engagement.
1) The University of Guelph Library had to reduce its budget by $1 million, which led to 14 positions being eliminated.
2) The head of the library's Research Enterprise and Scholarly Communication team outlines the team's work, which includes research consultation, data management, an institutional repository, open access publishing support and tracking scholarly outputs.
3) The document provides an example of an open research group at the University that uses the library's resources and services to openly publish and discuss their work online.
This document discusses open access publishing and citation metrics. It argues that open access articles have more readers and citations than articles behind paywalls, citing research showing an open access citation advantage of 25-250%. It provides an overview of citation indexes and metrics like the h-index and g-index. The document recommends that scholars publish in open access journals or repositories when possible to enlarge their audience and impact. Overall it promotes the benefits of open access for both readers and scholars.
Rea Devakos, University of Toronto
This session reports on a focus group methodology built on Dervin’s Sense Making communication methodology. Unlike many focus group and other qualitative research methods, this approach delivers in depth, reliable data quickly. Originally piloted by Dr. Dervin at Ohio State, it has been used at the University of Toronto to study information seeking amongst leaders of student journals. Informal campus leaders, including students, are seldom studied by libraries. Yet they are often deeply engaged in the institution and influence the actions and perceptions of others. The session will outline the methodology and highlight a few key results.
This document provides definitions and explanations of key concepts in plumbing systems. It defines plumbing and describes plumbing water supply and sanitary drainage systems. It discusses components of water connection systems, the purpose of underground storage tanks, examples of metal tanks for water storage, and advantages of mild steel tanks. The document also covers high density polyethylene pipes, advantages of automatic pumping systems, the purpose of bib cocks, ventilation in buildings, sanitary fittings, principles of sanitary plumbing systems, and sizing of house drains and vent pipes. Additional topics include smoke testing of pipes, advantages of aeration in water treatment, different plumbing systems, kinds of vent piping, individual trap vents, branch vents, and
This document contains question banks for the Environmental Science and Engineering course at V.M.K.V. Engineering College, Salem. It is divided into 5 units, with each unit containing short answer (2 marks) and long answer (12 marks) questions. The short answer questions test definitions and concepts from the units, while the long answer questions require explaining concepts in detail or with examples. The units cover topics like ecosystems, environment, natural resources, pollution, wastewater treatment, plumbing and sanitation systems.
Sharon Jordan teaches an Introduction to Modern Art history course using open educational resources. She curates weekly content on a WordPress site including overviews, readings, videos, and assignments. Students complete note-taking, worksheets, and written assignments.
Yuri Gorokhovich teaches a GIS data acquisition course without a textbook. Course content is based on lecture slides hosted on the CUNY Academic Commons. He finds that OER allows for more flexibility but developing good course models can be challenging.
Alexander Nunez Torres teaches a principles of macroeconomics course using OER. He finds the transition from textbook required more upfront work but provides more flexibility to include new material and instant access for students. Quality
This document summarizes an inter-professional collaboration model to promote student learning that was implemented in a Nursing Theories and Models course at National University. Librarians, instructional designers, and writing center staff embedded resources and support within the course. Students received in-person library instruction and research consultations. Surveys found students utilized embedded library resources and writing center support improved their skills. The collaboration broke down silos, expanded knowledge of resources, and enhanced student learning and satisfaction. Future directions include increasing student feedback and developing an IRB study to measure writing skill improvements.
You've Got Them In, Now Get Them Involved PaLA PresentationMillstein Library
This document describes revisions made to library instruction sessions for a Freshman Seminar program at the University of Pittsburgh at Greensburg. The sessions were previously boring rotations through stations that wasted time. A new librarian implemented interactive modules to engage students. Assessments found students learned more through hands-on activities. Minor adjustments were made over three years with continued positive feedback. Challenges include maintaining requirements, growing diversity, and increasing composition instruction demands.
The document summarizes library instruction interventions provided at the University of Nottingham in 2015-2016:
- 400 requests were received for information skills interventions within the curriculum by July 2016, a significant increase from the previous year.
- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
"What is Your Future without the Library?"kslovesbooks
The document summarizes a workshop for faculty on infusing diversity into course curriculums. Librarians reviewed faculty syllabi and recommended additional resources on diversity topics. A two hour workshop was then held where librarians shared the resources. An assessment found that faculty found the session and resources very or extremely useful. The librarians plan to continue offering similar workshops in the future.
This document provides information about the Extended Essay (EE) presentation for parents at the International School of Stuttgart. It outlines the nature and timeline of the EE, which is an independent research project requiring 4000 words. Students choose a research topic in one of their Diploma Programme subjects and work with a supervisor from January to November 2016. The responsibilities of students, supervisors, and the school are explained. Resources for research and writing are listed, and parents are advised on appropriate ways to support their children in the process without compromising academic honesty.
Two EAP lecturers from Regent's University London conducted research on Exploratory Practice (EP) in their teaching over two years. EP focuses on identifying puzzles or phenomena in teaching and learning through classroom activities called Potentially Exploitable Pedagogic Activities (PEPAs). The lecturers used PEPAs like discussions of research articles to explore puzzles around student feedback and participation. This helped develop students as co-researchers and transformed their teaching by boosting understanding and quality of life in the classroom.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four language skills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' lives and promote intercultural awareness. A variety of activities, practice exercises, and assessment opportunities are included. The textbook and workbook are well integrated and provide meaningful practice. Overall, the analyzed textbook seems appropriate for 6th grade English learners and aligns with curriculum guidelines.
The textbook analyzed is "Flashlight" from Oxford University Press. It is suitable for students aged 11-12 and provides a balanced development of the four macroskills. The material covers an appropriate progression of grammar, vocabulary, and communicative skills for the students' age. The thematic units are relevant to students' interests and lives. A variety of activities, including reading, writing, listening, and speaking, are provided along with opportunities for self-assessment and revision. The integrated workbook provides meaningful practice to reinforce concepts from the textbook. Overall, the textbook and materials would be recommended for teaching English at the primary level.
The document discusses strategies for converting in-person library instruction sessions to online formats. It suggests focusing online sessions on the most important learning objectives and engaging activities while removing less essential content. Supplemental materials and pre-recorded videos can provide instruction on technical skills. Effective online sessions require clear directions, assessments of student work, and efforts to minimize technical problems and build engagement through surveys and personalized connections. Examples demonstrate reworking a request for instruction to focus on evaluating information sources rather than search mechanics. The goal is to thoughtfully adapt high-quality in-person teaching to sustainable virtual environments.
Course design for pre-service secondary teachers Shona Whyte
This document describes a study examining a short course designed to help pre-service secondary language teachers develop technology skills and reflective practice. The course involved online collaboration and designing language learning activities using technology. Analysis of the teachers' designs and reflections showed they initially focused on efficiency and language learning, but later emphasized collaboration and interdisciplinary approaches. While some experimented with technology, most activities focused on practicing language rather than authentic tasks. Ongoing professional development was identified as important for developing technology skills suited to teaching contexts.
This document provides an overview of reasons why teachers should engage in research and different types of teacher research. It discusses six compelling reasons for teachers to conduct research, including challenging existing ideas, being better teachers, and satisfying personal curiosity. It also outlines types of teacher research like experimental, action research, and exploratory practice. Examples of small-scale research projects are provided, such as using learner diaries, histories, and feedback to learn about students and improve teaching. The document aims to encourage teachers to view themselves as researchers.
This document outlines information literacy activities and classes for English composition students at Montevallo University. It introduces activities focused on having students interact with information, each other, librarians, and instructors to create meaning. The activities are meant to encourage students to take control of their learning and see themselves as part of academic conversations. They cover exploring information sources, locating relevant information, evaluating sources, organizing research, and understanding how one's work fits into existing scholarship. The librarian hopes these options will support composition assignments and invites instructors to collaborate on tailoring activities and assessments.
Librarians developed a library instruction guide for an English 103 course to help students with research assignments. The guide provides resources for different types of information sources and emphasizes a basic research approach. Library instruction sessions involve active learning exercises. Student and instructor surveys found that the sessions enhanced learning and that collaborating more closely on the research and writing process could help students iterate their work.
This document summarizes an initiative to redesign core curriculum papers taken by all students at a tertiary institution. The goals were to increase coherence, consistency, interprofessional learning, and enhance student learning outcomes. Key aspects included extracting papers from individual schools and designing two new interdisciplinary papers, implementing enquiry-based blended learning principles, and utilizing online technologies like lecture recordings and discussion forums. Feedback from students was mixed, with some appreciating the interdisciplinary content and group work, while others found some lectures monotonous or felt group work created too much stress. The curriculum changes aimed to address issues with the traditional model and leverage new technologies, but implementing large-scale changes presented political and logistical challenges.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
Similar to From My Mouth to Faculty Ears: A Model for Successful Teaching (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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
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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.
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 Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
From My Mouth to Faculty Ears: A Model for Successful Teaching
1. From our Mouths to Faculty Ears: A Model for Successful Teaching Professor Cristina Rowley Librarian Kimberly Davies Hoffman SUNY Geneseo 2010 ACRL WNY/Ontario Chapter
2. A Chronology of SPAN 326: Latin American Civilization 2010 ACRL WNY/Ontario Chapter
12. Student comments (SPAN 314) “ It (library instruction) was most useful in this class when we knew what we were researching.” - Senior “ Although it was useful, it (library session) would’ve been more useful if given closer to when the assignment was due.” - Junior “ It is better to have the library instruction once we already have a handle on what we’re doing.” - Junior 2010 ACRL WNY/Ontario Chapter - Comments in black represent students in research-intensive section - Comments in red represent student receiving only one library session
13. 2009 RIT Faculty Institute on Teaching and Learning “ We know now to use the resources, but there are tricks and things specific to topics we may not know.” - Junior “ I would have liked to know how to use Clase better. It looked like it had good articles but I often had trouble accessing them.” - Senior “ (In SPAN 326,) sources and search techniques I was unfamiliar with were explained in depth. This provided useful tools for finding obscure or hard to find information.” - Senior “ It was useful for me to find out what was ‘scholarly’ and what was not; also the librarians were able to point me in the right direction and find useful sources.” - Senior Student comments (SPAN 314)
14. 2009 RIT Faculty Institute on Teaching and Learning “ (past library instruction was) not as helpful as the one in this class. Some of the search methods (advanced searches, etc.) were more helpful than before, however one instruction made it hard to retain and being able to see a search more relevant to my topic would have been helpful.” - Junior “ I think multiple instruction sessions would be better because I always forget everything and/or lose the sheets they give us, or the instruction is too fast for me to take notes on.” - Junior “ (past library instruction) wasn’t repeated enough times, so by the end of the semester I had forgotten what I had learned. It needs to be carried out through the semester, like 314.” - Junior “ (past library instruction) was useful because the librarian gave us resources to find articles in Spanish, but it was only one session so the information didn’t stay with me.” - Senior “ This library practice was so helpful because it was several times throughout the semester.” - Junior Student comments (SPAN 314)
15. 2009 RIT Faculty Institute on Teaching and Learning “ Kim Hoffman, after instructing the students in my (ANTH) class, had us send practice assignments directly to her. She corrected them and returned them to us, so we were able to see where we could improve before we went on to do larger assignments. I think that if we had done a similar thing in this (314) course, some people may have benefitted greatly from it.” - Sophomore “ The library instruction for this class was excellent. Wish I had this in depth instruction as a freshman.” - Senior “ I have never been given (library) instruction, especially concerning online sources. VERY HELPFUL and I think all courses should have this.” – Senior Student comments (SPAN 314)
Cristina: Hello and thank you for attending this session of the ACRL Western New York / Ontario Conference My name is Cristina Rowley Kim: I am Kim Hoffman. In this session, we will highlight how we came to work together and what we and our students, who you will meet throughout this presentation, have learned along the way. So, without further ado, let’s start at the beginning.
Cristina: I first taught this Latin American Civilization course in the Fall semester of 2003 and I closely followed a textbook that covered the history of Latin America from Pre-Colombian times to the present. My only use of the Library was to place additional course material on electronic and book reserve. The cultural project consisted of investigating an indigenous group and the history of a Spanish speaking country. I learned a great deal from this first experience and in the Fall 2005 I made adjustments with regard to the textbook, visual aids and assignments to better complement the material covered and more actively involve the students. I also included a one-time session with a librarian to help students investigate the chosen indigenous group and country. Overall, the final project showed improvement but I still found that students relied heavily on the textbook and sources such as wikipedia. Intro video: I wondered where and when do students learn to do scholarly research.
Cristina: 2007- So it became clearly evident that students did not possess the research skills required for this course. I discussed this with my colleagues and they expressed the same frustration but offered no solutions.
Cristina: The solution presented itself at a Teaching and learning conference where Kim and professor Ellen Kintz, from our Anthropology Department, presented on their collaborative teaching. I knew right away that my civilization course and students would greatly benefit from this type of library instruction. Kim: To provide a little of background Ellen Kintz and I have worked together on her anthropology classes since 2003. We originally began collaborating based on a successful teaching model from a colleague of mine, Sue Ann Brainard and her teaching partner, Emily Crosby, from the History Department.
Kim and I worked together to plan the syllabus and course. We redesigned the final project and divided it into smaller sections that would be due at predetermined intervals. We also added librarian instruction to coincide with the material that would be covered in that particular section of the project. To further reinforce what Kim taught, she also incorporated hands-on practice that would be done in class. The results: the quality of the cultural project greatly improved but we still had room for improvement. Kim: 2008Timing was worked out – shortened ppt presentation to allow for more time with the librarian – context could be learned- supplemented through research discoveries and sharing during class discussions. Why teach students something that can be discovered independently with guidance? Full 30 minute sessions plus hands-on time for students to get started on their specific country. Cristina gave more time for this piece. Both professor and librarian were available for feedback and further assistance during hand-on time. Though students may have had previous library instruction, it is important to stress that with very new course comes new skills and targeting resources.
Cristina: Students learned a great deal in this class but we will let them tell you about that. Hands on practice – benefits of holding class in the library with readily available technology Note taking, look up of Spanish words following along with ppts in class but also referral later on Allowed students to experiment in databases following mini lessons Feedback from instructors on the spot Students actually asked for MORE hands-on time with their research Kim: Transferability of skills/knowledge – used skills in other classes, expanded their knowledge of all the different options whether for SPAN or another discipline, training continues to our students friends
Cooperative planning Kim and I worked on the syllabus together and she provided new ideas for the course and the project. We were both actively engaged and thoroughly thought out every aspect of the course Raising the bar There has been an exponential growth of resources and tools since writing my dissertation and this collaborative experience has allowed me to use these sources in my own research Greater knowledge of content I learned from my own research for the course, from Kim and from students who found resources I had not found. So in the end I am more knowledgeable. Interconnectedness … I have noted that students who had taken Kim and Dr. Kintz course, did better research and in the same manner students from this course, learned how to do better scholarly research in other courses. Transfer of ideas from other instructors that Kim has worked with – wiki, culture day.. Moving beyond the textbook – lots more freedom to emphasize new content, explore new topics not covered in any chosen textbook
Cristina: In the Fall of 2010 I was asked to teach SPAN 314 which shares the same material as the 326 course I taught before but emphasized more the 20 th and 21 st centuries. For this course we followed the same design of our previous collaboration. However, there was such a demand for this course (word of mouth from student to student) that an additional section was opened. This allowed us to use two library instruction models to see the impact of library instruction on the quality of student research. Kim: Students knew from the first day of class the details of their research projects. One class had a one-time library instruction at the beginning of the semester while the other had appropriately times mini-library sessions that coincided with the material of the project due. GUILT
Another valuable resource that Kim provided for this course was this webpage where students could find information and links to scholarly resources. So students had access to research help in and out of class. Kim: Explanation of the cross over comments between Spanish and Anthropology.
Cristina: Renee and Molly’s comments were the norm for many students in the multi-library instruction class. It was interesting to note that some students from the section with a one-time library instruction had had other classes with library instruction or had received very good research instruction in High School. At the beginning of the semester they were encouraged to seek help from the librarian and many did just that. Overall, the consensus was that carefully times library instruction along with a detailed research assignment led to student successful completion of the projects for this course. Furthermore, these skills were transferable to other courses as well.
These student comments: Students knowing topic for research before library instruction, better timed Multiple times versus one time shot Advanced research skills and having time/opportunity to practice them - Importance of librarian feedback General comments
While our analysis of student surveys and videotaped interviews are not complete, here are some general trends that we noticed from the two sections of our latest collaboration. The following assumptions will not come as a surprise to any of you.
The success of our collaborative teaching has not happened overnight. It was a slow evolution. I first heard about it from a Learning and Teaching Conference session let by Kim and Dr. Ellen Kintz. As you have seen from this presentation we have gone through many adaptations of the course and expanded to other courses I have taught. Faculty from my department have heard about our successful collaborative work from me and my students. And we can’t forget about the students. Consistently my courses are among the first to get filled up during registration and part of that is that students tell their friends about how much they can learn, and enjoy, from my courses. The next slide will provide some examples of each of these ways of spreading the word about how successfull embedded library instruction is.
Start w/SA – 221 w/Emilye led to a similar model for HIST 220 (more historiography, secondary sources) Jordan Kleiman – at Geneseo 1 or 2 yrs before assigned HIST 221 – asked Emilye how she teaches the course (4-8 short sessions/semester) Helena Waddy – began w/1 session for HIST 221, SA twisted her arm to get in 4 sessions – Sonja’s encouragement for Helena to work w/SA Meg Stolee – heard of the teaching collaboration from Waddy and asked for 2 sessions – planned assignments together and SA graded student work Justin Behrend – new professor who was having lunch w/Emilye. She invited SA along and together, they convinced him to employ the collaborative teaching model. Began w/2 sessions & worked up to 4. Drew Maciag – signed on to teach HIST 221 – SA approached him after having taught a one-shot for him in the past Tze-Ki Hon – Chair of HIST Dept. – Through a faculty luncheon sponsored by the librarians in 4/2010, Hon discovered how far reaching the HIST teaching partnerships had grown but that there are still some sections that don’t collaborate w/SA. Plans for future meetings, possibly to formalize the 221 collaboration Provost Long – finally, as more online courses are being offered this summer, the librarians have been promoting their services to our faculty. Whether small scale or complete collaboration, we are contacting faculty to offer our assistance. Kim Ellen’s retirement left ANTH faculty scrambling to keep the successful model running, yet few are willing to take the time involved. New chair, RM , worked w/me to redesign the entire course schedule and embed research-related assignments that would prepare students to arrive in class with newly discovered knowledge that could be discussed Jim Aimers – Ellen’s content replacement – slow to jump on the collaborative teaching bandwagon – 1 st trying to acclimate to the new position/campus; 2 nd trying to develop his courses, shifting from British university students to American undergrads (expecting a lot from Geneseo students); 3 rd concerned about low SOFI scores and how adding a new partner would disrupt his own thinking about modifying the courses. One-shots here and there. Need for assessment data this semester – mtg with me & Ellen – beginning to realize that students need to be trained how to be scholars before they can rise to that level. ANTH 224 – included in my e-mail critiques of students’ websites and has written to say how much he has learned and that he would like to work more formally together. RIT conference too!
This course has greatly improved thanks to collaborate teaching and I strongly feel that my own teaching has also greatly benefited from this experience. Collaborate teaching: It is important for teaching faculty to know that they can customize collaborative teaching to fit their field and personality. I very highly recommend it! Who else has had experience or ideas in capturing the interest of faculty?
Please contact us in the future for any questions, comments, further discussion on how to revitalize course materials through collaborative planning.