This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
This presentation will outline an effective model for a Hybrid Statistics course. The course continues to be very successful, incorporating on-line instruction, testing, blogs, and, above all, a data analysis project based on real up-to-date easily understood data.The course follows a project driven trajectory motivating students
to engage more aggressively in the class and rise up to the challenge of writing an original research paper. Obstacles, benefits and successes of this endeavor will be addressed.
Slides presented at the new graduate student orientation on August 23, 2013. Presenters include: Dr. Laura Carlson, Dr. John Lubker, Mimi Beck, Jeremy Castle, and Fr. John Jenkins.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills. Special focus on navigating microaggressions - those that offend or hurt, even though they may be unintended. Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
this is the assignment in which we have given the description of two famous companies i.e is TATA Steel & Sail.
how these companies works, what are their strategies and at last we have compare the both companies with each other.
Slides presented at the new graduate student orientation on August 23, 2013. Presenters include: Dr. Laura Carlson, Dr. John Lubker, Mimi Beck, Jeremy Castle, and Fr. John Jenkins.
Humans communicate on many levels: spoken language, tone, body language, style and personality. The fact that we have complex cultural identities and a host of differing past experiences increases the probability of cross-cultural miscommunications. This workshop presents major cross-cultural communication theories, ways that cultural values, power, privilege and differences affect the way we communicate, tools for questioning assumptions, and ways to improve cross-cultural communications skills. Special focus on navigating microaggressions - those that offend or hurt, even though they may be unintended. Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of ouch moments, witness to ouch moments, and agents of ouch moments.
this is the assignment in which we have given the description of two famous companies i.e is TATA Steel & Sail.
how these companies works, what are their strategies and at last we have compare the both companies with each other.
24Tennessee State UniversityDepartment of Teaching & Lea.docxeugeniadean34240
24
Tennessee State University
Department of Teaching & Learning
3500 John Merritt Blvd.
Nashville, TN 37209
EDRD 2010: Reading in the Content Area
Syllabus & Course Guide
Syllabus
Instructor: Dr. John Nandzo
Phone: 963 - 5572
Email: [email protected]
Office #/Location: LRC 214
Office Hours: MWF 9:00 AM – 11:00AM
TR: 10:00 AM – 12:00NOON
Course Days/Times:
Online Access: Mytsu Course Files
E-Mail Notification: via Mytsu and Banner Course Files Announcements
e-learn: http://elearn.tnstate.edu
Required Text(s)
Text: Reading in the Content Area
Author(s): Custom Publication
Publisher: Pearson Press
ISBN: 1256721786
Course Syllabus
To the Student
This Syllabus and Course Guide contains valuable information concerning rules, regulations, and policies which govern the operation Reading in the Content Area. As a student in this class, it is important that you know this information and that you use it as a guide to support your learning throughout the semester.
Professors will place the Syllabus and Course Guide in Banner Course Files and will upload it into the Desire2Learn (D2L) Online Learning Management Platform so that students can access this
Reading in the Content Area is a course that is designed to assist the enhancement of students’ competencies in reading and learning. Emphasis will be placed upon methods and procedures for use with interdisciplinary readings designed to provide a link across the disciplines for directive work in all fields of college study. The course will not only strengthen students’ literal comprehension but also the development of inferential comprehension in content area courses, the media, and socio-technical systems. Strong learning strategies will be formed by connecting new knowledge with prior knowledge, as well as connecting with social issues and events.
Rationale
Because many students have not read widely or deeply, they cannot be active independent learners. They have not learned and practiced the strategies that meaning is constructed by the reader as he/she engages with the various texts. College materials necessitate proficient reading skills; an effective college reading program, then, must help students to develop and master those essential tools so that they can achieve their higher education goals and lifelong learning.
General Course Goals
To assist students with the mastery of specific skills in reading comprehension and logical relationships that lead to the development of high order thinking ability. Particular emphasis is given to understanding main ideas, facts versus opinions, direct and indirect statements, inferences, categorizing ideas, and organizational principles to construct meaning from a variety of texts.
Course Competencies: Learning Goal.
Fayetteville Technical Community CollegeSYLLABUSSummer 2020Cou.docxmglenn3
Fayetteville Technical Community CollegeSYLLABUS
Summer 2020Course:
Course Title: Writing and Inquiry
Prefix and Section Number: ENG 011.1D04 and ENG 111.1D04
Day(s) and Time(s): MTWTF
Delivery Method: Online
Class Begins: May 26, 2020 Class Ends: July 21, 2020
Class Hours: 4 Lab Hours: 1 Clinic Hours: 0 Credit Hours: 5To Contact the Instructor:
Instructor: Debra Chapa
Office Location: CUH 378H
Office Hours: Monday, Tuesday, and Wednesday 10:00 to 11:00
Thursday 10:00-12:00
Phone: 910-678-9764
Email: [email protected]Course Description:
ENG 011 This course is designed to support students in the development of skills necessary for success in ENG 111 by complementing, supporting, and reinforcing ENG 111 Student Learning Outcomes. Emphasis is placed on developing a growth mindset, expanding skills for use in active reading and writing processes, recognizing organizational relationships within texts from a variety of genres and formats, and employing appropriate technology when reading and composing texts. Upon completion, students should be able to apply active reading strategies to college-level texts and produce unified, well-developed writing using standard written English.
ENG 111 This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English.
This course has been approved for transfer under the CAA as a general education course in English Composition. This course has been approved for transfer under the ICAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course.
Course Prerequisites:
Credit for DRE 096 and DRE 097 or for RED/ENG 070 and RED/ENG 080 or Unweighted High School GPA of 2.2+ or Rise Placement Score of 75Course Co-requisites:
ENG 011 is a co-requisite for ENG 111. Course Objectives:
At the completion of this course, the student will have:
ENG 011:
Demonstrated the growth mindset by using academic habits and learning strategies that will enhance success in ENG 111 coursework.
Practiced and reflected on reading and writing as recursive processes.
Demonstrated active reading strategies.
Recognized the organizational relationships within texts from a variety of genres and formats.
Created unified, well-developed texts.
Applied conventions of standard written English.
Employed appropriate technology when reading and composing texts.
ENG 111: at the end of the course the student will be able to:
1. Demonstrate writing as a recursive process.
2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats.
3. Stude.
Using Analytics to Increase Student SuccessDavid Lindrum
Presentation from the 2014 New Directions in Online Learning Conference in San Diego. The gist is that faculty can see which students need help early on, intervene with those students, and thereby increase the number of students who successfully complete the course. All data has been anonymized.
Composition II SyllabusDallas College North Lake CampusLynellBull52
Composition II Syllabus
Dallas College North Lake Campus
Contacting Your Instructor
Instructors typically respond to emails from students within 24 hours. However, over the weekend and holiday periods responses may be delayed. Find out more about contacting your instructor.
Instructor Contact Information
Name: Jared Westover
Email: [email protected]
Office Phone: 972-273-3487
Office Location: A-213
Office Hours: Online and by appointment
Division Office and Phone: Liberal Art Division- 972-273-3480
Course Information
Course Title: Composition II
Course Number: ENGL 1302
Section Number: 72002
Semester/Year: Fall 2020
Credit Hours: 3
Class Meeting Time/Location: Online
Certification Date: 02/1/2021
Last Day to Withdraw: 04/15/2021
Course Prerequisites
ENGL-1301
Course Description
Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. (3 Lec.)Student Learning Outcomes
Upon successful completion of this course, students will:
1. Demonstrate knowledge of individual and collaborative research processes.
2. Develop ideas and synthesize primary and secondary sources within focused academic arguments, including one or more research-based essays.
3. Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence.
4. Write in a style that clearly communicates meaning, builds credibility, and inspires belief or action.
5. Apply the conventions of style manuals for specific academic disciplines (e.g., APA, CMS, MLA, etc.)
Texas Core Objectives
The College defines essential knowledge and skills that students need to develop during their college experience. These general education competencies parallel the Texas Core Objectives for Student Learning. In this course, the activities you engage in will give you the opportunity to practice two or more of the following core competencies:
1. Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
2. Communication Skills - to include effective development, interpretation, and expression of ideas through written, oral, and visual communication
3. Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
4. Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
5. Personal Responsibility - to include the ability to connect choices, actions, and consequences to ethical decision-making
6. Social Responsibility - to include intercultural competence, knowledge of civic respo ...
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Required Online Orientation: A Predictor of Success?
1. Presented by Linda DeFelice , Professor of Communication and Karen Durkin , Executive Director of Institutional Research and Assessment Gloucester County College, Sewell, NJ ITC eLearning 2009 Conference / February 23, 2009
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5. Julia Child’s Kitchens and COM-102: Similarities (Really!) Cambridge, MA Kitchen in Smithsonian Photo credit: http://www.flickr.com/photos/colewake1/3222030296/ Provence Kitchen Photo: Cooking With Friends http://www.cookingwithfriends.com
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9. Orientation Module Overview Module 1 (Jan. 20-26) Orientation Introduction to Reading and Responding to Fiction Special Orientation Assignments Take Orientation Quiz Load and navigate Ariel (CD-ROM) Reading Assignments Start Here Syllabus Discussion Grading Criteria Introduction 1-23 Reading Stories – 27-42 (Includes Updike’s A & P and Chopin’s The Story of An Hour ) Ariel – Critical Essay, An Overview of ‘The Story of An Hour” Writing Assignments Discussion Post introduction as an original message; respond to a classmate’s introduction DQ and DQ Replies about A & P and The Story of An Hour a Email Send an eLearning email attachment (in Word or Rich Text Format) to me describing a favorite book. Module 1 Detailed Instructions
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26. Preliminary Findings: Descriptive Statistics _ _ AGE Full Sample Fall 2006+ N % N % Total (N) 546 202 Age x = 28.31 x = 25.60 -18 to 20 66 12.1% 66 32.7% -21 to 30 301 55.0% 87 43.1% -31 to 40 103 18.8% 29 14.4% - 41 to 50 43 7.9% 10 5.0% -51 and over 14 2.6% 2 1.0% Missing 19 3.7% 8 4.0%
27. Preliminary Findings: Descriptive Statistics GPA _ _ Full Sample Fall 2006+ N % N % Total (N) 546 202 GPA x = 2.84 x = 2.90 4.0 21 3.8% 9 4.5% 3.0 to 3.9 208 38.1% 87 43.1% 2.0 to 2.9 184 33.7% 65 32.2% 1.0 to 1.9 49 5.1% 20 6.9% 0.9 or lower 14 2.6% 4 2.0% Unknown 19 3.5% 8 4.0%
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32. Preliminary Findings: Descriptive Statistics ORIENTATION GRADE Full Sample Fall 2006+ N % N % Total (N) 546 202 4.0 255 46.7% 99 49.0% 3.0 to 3.9 129 23.6% 44 21.8% 2.0 to 2.9 97 17.8% 34 16.8% 1.0 to 1.9 28 5.1% 14 6.9% 0.9 to 0 29 5.3% 11 5.4%
33. Preliminary Findings: Descriptive Statistics FINAL GRADE Success Rates (C or Higher) Full Sample = 84.1% Fall 2006+ = 75.2% Full Sample Fall 2006+ N % N % Total (N) 546 202 A – to A 153 38.0% 60 29.8% B- to B+ 173 31.6% 57 28.1% C to C+ 79 14.5% 35 17.3% C- 30 5.5% 11 5.4% D- to D+ 28 5.1% 8 4.0% F 83 15.2% 31 15.3%
34. Preliminary Findings: Correlation Analysis *Significant at the 0.01 level; **Significant at the 0.05 level (2-tailed) Full Sample Fall 2006+ Independent Variables R Sig. R Sig. GPA .748** .000 .750* .000 Orientation Grade .562** .000 .595* .000 Age .299** .000 .165* .021 Enrollment Status -.178** .000 -.106 .143 Writing .153* .000 .200* .006 Reading .142** .001 .155* .034 Prior Online Withdrawal - - - - - - - - -.158* .027 Prior Online Experience - - - - - - - - -.112 .119 Instructor Experience -.010 .813 .062 .378 Gender .001 .978 .021 .769
![Gloucester County College, Sewell, NJ ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)