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Open Forum for Faculty and Staff Spring 2019 \u27Boro Browse Spring 2019 | Savannah Browse Dr. Lee McCorkle presents The Cognitive Science of Religion: When Science and Humanities Collide Fresh Fruit Friday International Conversation Hour Faculty Lecture Series, Sustainable Aquaponics Research Center: Striving to Improve the Sustainability of Aquaponics Southern Conference on Children Inclusive Excellence Listening Session - Black Student Experience (#1) Inclusive Excellence Listening Session - International Student Experience (#1) Inclusive Excellence Listening Session - Faculty of Color (#1) Inclusive Excellence Listening Session - Women Faculty (#1) Inclusive Excellence Listening Session - General Student Experience (#1) Inclusive Excellence Listening Session - Hispanic/Latino... Inclusive Excellence Listening Session - Women Faculty (#2) Inclusive Excellence Listening Session - General Faculty (#2) SpeedFITting Inclusive Excellence Listening Session - Faculty of Color (#2) Inclusive Excellence Listening Session - Black Student Experience (#2) Inclusive Excellence Listening Session - LGBTQIA Student Experience (#2) Inclusive Excellence Listening Session - Differently Abled (physically or mentally) Inclusive Excellence Listening Session - LGBTQIA Faculty and Staff Experience Inclusive Excellence Listening Session - Staff of Color Inclusive Excellence Listening Session - General Staff (#1) Inclusive Excellence Listening Session - Multicultural Student Experience (#1) Inclusive Excellence Listening Session - International Student Experience (#2) Inclusive Excellence Listening Session - Women Faculty (#3) Inclusive Excellence Listening Session - Differently Abled (physically or mentally) Campus Experience (#2) Inclusive Excellence Listening Session - General Staff (#2) Inclusive Excellence Listening Session - Multicultural Student Experience (#2) Inclusive Excellence Listening Session - LGBTQIA Student Experience (#2) Stop the Bleed Class 2019 MLK Celebration Inclusive Excellence Listening Session - General Student Experience (#2) Inclusive Excellence Listening Session - Hispanic/Latino Campus Experience (#3) Inclusive Excellence Listening Session - Black Student Experience (#3) Inclusive Excellence Listening Session - International Student Experience (#2) 2019 MLK Celebration International Conversation Hour Georgia Southern University Department of Music presents pre-concert lecture with Jimmy Finnie 71st Annual Miss Georgia Southern University Scholarship Pageant Shine, Black Girl, Shine - Black Woman Empowerment Award

EDIS 788 Mathematics/Science/Education Field Project as a Capstone Experience in Five Year BA/MT Teacher Education Program

As a culminating experience, students in the Elementary Education Program Area at the University of Virginia are expected to engage in a field project/thesis experience in the final semester of their program of study. This session will provide an overview of the Field Project/Thesis Experience as it currently exists and will discuss possible variations to encourage more math and science collaborations

Model AI Assignments 2018

The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of seven AI assignments from the 2018 session that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs. Assignment specifications and supporting resources may be found at http://modelai.gettysburg.edu

Acceptability of mindfulness from the perspective of stroke survivors and caregivers: a qualitative study

Background: Depression is very common among stroke survivors with estimated prevalence rates of approximately 33% among stroke survivors, but treatment options are limited. Mindfulness-Based Stress Reduction (MBSR) is an effective treatment for depression generally, but benefits in stroke patients are unclear. The aim of this study was to determine the feasibility of delivering MBSR to stroke survivors and their caregivers in the community. We conducted a study to gain views of MBSR as a potential treatment option among stroke survivors and their caregivers in the community. Methods: Participants were recruited from an urban community in Scotland (UK) using newspaper adverts, social media and support groups run by health charities. A 2-h MBSR taster session was delivered by two experienced mindfulness instructors, followed by focus group sessions with all participants on their user experience and suggestions for MBSR modifications for stroke survivors. The focus group sessions were audio recorded and transcribed verbatim. Transcript data were analysed thematically using the framework approach. Results: The study sample consisted of 28 participants (16 females); there were 21 stroke survivors (11 females) and 7 caregivers (5 females). The median age for participants was 60 years. Most participants described the MBSR taster session as a positive experience. The main challenge reported was trying to maintain focus and concentration throughout the MBSR session. Some participants expressed reservations about the duration of standard mindfulness course sessions, suggesting a preference for shorter sessions. The potential for achieving better control over negative thoughts and emotions was viewed as a potential facilitator for future MBSR participation. Participants suggested having an orientation session prior to starting an 8-week course as a means of developing familiarity with the MBSR instructor and other participants. Conclusion: It was feasible to recruit 21 stroke survivors and 7 caregivers for MBSR taster sessions in the community. A shorter MBSR session and an orientation session prior to the full course are suggestions for potential MBSR modifications for stroke survivors, which needs further research and evaluation

Teaching Peirce to Undergraduates

Fourteen philosophers share their experience teaching Peirce to undergraduates in a variety of settings and a variety of courses. The latter include introductory philosophy courses as well as upper-level courses in American philosophy, philosophy of religion, logic, philosophy of science, medieval philosophy, semiotics, metaphysics, etc., and even an upper-level course devoted entirely to Peirce. The project originates in a session devoted to teaching Peirce held at the 2007 annual meeting of the Society for the Advancement of American Philosophy. The session, organized by James Campbell and Richard Hart, was co-sponsored by the American Association of Philosophy Teachers

Revitalizing the One-Shot Instruction Session Using Problem-Based Learning

Problem-based learning (PBL) provides the theoretical framework for a learner-centered active instructional experience that relies on collaboration, critical thinking, and hands-on interaction with resources. When used in a one-shot session, PBL challenges the instruction librarian to strengthen and renew their pedagogical skills. Sessions are lively and provide the opportunity for students and faculty to experience library instruction in a new and dynamic way. PBL and information literacy are ideal partners with limitless possibilities for enhanced library instruction

A Beginner\u27s Guide to InDesign Publishing Software

Is your library considering a move to Adobe InDesign software, the current industry standard for desktop publication? This session offers a brief introduction to the InDesign workspace and tools and an opportunity for hands-on experience with the software, using prepared file and image samples to create a basic publication

OER for Blended Learning

The purpose of the 'Developing the Online Experience' module is to increase participants' awareness of blended and online learning techniques so that they become familiar with the various ways in which technology can be used to enhance the students' learning experience. Increasing awareness about OER enables lecturers to enrich their materials further and focus more on the ways in which students engage with the materials and in facilitating learning. OER have been used in various ways in the module 'Developing the online learning experience'; OER were integrated with other subject-related learning resources such as journal articles, book chapters and presentations from the face-to-face sessions. To encourage participants’ own use of OER, they were featured in a face-to-face session, - link to the Introduction to OER session: http://mycourse.solent.ac.uk/mod/book/view.php?id=160120 - in which participants were asked to work in groups to evaluate the use of some of the most common OER material on websites such as OpenLearn, Jorum, MIT Courseware and more. Furthermore, learning activities - both group and individual - were based around Open Educational Resources as participants were asked to search, identify and evaluate an online, publicly available, structured activity that could be relevant to their subject area