Author: Gwyn Ann HeyboerPublisher:
ISBN:
Category : College graduates
Languages : en
Pages : 290
Book Description
Perceptions about Undergraduate Programs
Author: Gwyn Ann HeyboerPublisher:
ISBN:
Category : College graduates
Languages : en
Pages : 290
Book Description
Adult Students' Perceptions Regarding the Importance of and Satisfaction with Degree Programs and Services at a Liberal Arts College
Author: Laura E. SteelePublisher:
ISBN:
Category : Adult education
Languages : en
Pages : 158
Book Description
Study examined educational degree programs and services in the Wesleyan Advantage program at Nebraska Wesleyan University.
Comparison of Undergraduate Student Perceptions of Off-campus with On-campus Educational Programs
Author: William Gerald BurlingamePublisher:
ISBN:
Category : University extension
Languages : en
Pages : 270
Book Description
Active Learning in College Science
Author: Joel J. MintzesPublisher: Springer Nature
ISBN: 303033600X
Category : Science
Languages : en
Pages : 989
Book Description
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Perception of Educational Experiences by At-risk African-American Students in an Undergraduate Teacher Education Program
Author: Sharman Pride-McRaePublisher:
ISBN:
Category :
Languages : en
Pages : 146
Book Description
Conclusions drawn from this study include the findings that the majority of students were motivated to complete their degree, but a variety of barriers including personal problems, financial needs, faculty communication difficulties, lack of administrative support services, and isolation in classes existed. Some positive perceptions of the teacher education program included appreciation for most of the faculty in the college, technology services and the new facilities for the COE, and the existence of on-line advising capabilities.
The Attitudes and Perceptions of Undergraduate Music Education Majors Toward Multicultural Music Education
Author: Andrea M. BubePublisher:
ISBN:
Category : College students
Languages : en
Pages : 76
Book Description
African-American Undergraduate Students' Perceptions of and Attitudes Toward Study Abroad Programs
Author: Donald D. WashingtonPublisher:
ISBN:
Category : Foreign study
Languages : en
Pages : 326
Book Description
Undergraduate Students' Perceptions of Cultural Awareness and Content Incorporation Into Communication Sciences and Disorders Programs in Pennsylvania
Author: Alison CarsonPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this study is to understand how cultural content is being incorporated into undergraduate Communication Sciences and Disorders/Speech-Language Pathology programs across Pennsylvania, from the students' perspective. In addition, this study is evaluating if the methods used by the undergraduate curriculums are effective, based on students' responses to questions related to cultural awareness. ASHA, the American Speech-Language Association (2014) states that, "Programs must be specifically designed to prepare students for entry into professional practice and provide curriculum (academic and clinical education) that reflects current knowledge, skills, technology, scopes of practice, and the diversity of society." ASHA also provides suggestions on implementation, but does not explicitly state how programs must include this content into the curriculum. The endpoints of this study are to determine if CSD/SLP undergraduate students can identify that this content that is being incorporated into the curriculum. While also evaluating the most common practices in Pennsylvania for including cultural content into the curriculum. For this study, undergraduate students at the fourteen Pennsylvania programs that are approved by the Council of Academic Accreditation were recruited to participate in an online survey. In total, 310 surveys were completed at nine of the universities. The results indicate that most students had a CSD/SLP course that infused cultural content into a pre-existing course. There appears to be some variation of one's definition of cultural diversity based on which university is attended. In addition, most students do not consider 'disability' when defining cultural diversity.
A Study of Student and Faculty Perceptions about the Undergraduate Academic Advisement Program in the College of Engineering at Michigan State University
Author: Alan Gordon HoffmanPublisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 568
Book Description
A Comparison of Institutional Goal Perceptions of Traditional College Youth and Adult Part-time Evening Students in Undergraduate Programs at Three Institutions
Author: Alifonsa Alicia SavagePublisher:
ISBN:
Category : Adult education
Languages : en
Pages : 368
Book Description