279,311 research outputs found

    In response to 'Celebrate citation: flipping the pedagogy of plagiarism in Qatar'

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    In her article (http://uobrep.openrepository.com/uobrep/handle/10547/335947) Molly McHarg makes several points that I agree with, particularly that for the majority of students the plagiarism is not deliberate but is due to a lack of understanding of how to reference correctly

    School Climate: Practices for Implementation and Sustainability

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    The National School Climate Center (NSCC) School Climate Practice Briefs -- Practices for Implementation and Sustainability -- present the latest in research and best practice for effective school climate reform from leading experts. The 11 issues selected to be included in this set of Practice Briefs are based on NSCC's decade-long work with the entire academic community -- teachers, staff, school-based mental health professionals, students and parents -- to improve a climate for learning.These School Climate Briefs for Implementation and Sustainability focus on both the "what?" - what are the foundational standards, research and measurements of school climate; and the "so what?" - what practices individuals, schools and communities can employ to measure and improve school climate for maximum impacts. We encourage a review of the entire set of Briefs as they demonstrate how school climate aligns with current opportunities and challenges schools face to ensure quality, safe, equitable and engaging environments for students and adults

    UNLV Best Teaching Practices Expo 2019

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    https://digitalscholarship.unlv.edu/btp_expo/1084/thumbnail.jp

    Scholarly Communication Initiatives Department Jan 2018 - June 2019 Report

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    This report highlights the major accomplishments of the Scholarly Communication Initiatives Department (SCI) with a special emphasis on statistics from Digital Scholarship@UNLV, our institutional repository. The report reflects activities from January 2018 through June 2019. The significant highlights during this time include the 5 millionth download of a digital item from Digital Scholarship@UNLV, adding over 3,000 full-text theses and dissertations written at UNLV from 1977-2008, establishing pilot projects to support open access and research data management efforts, releasing the 2013 and 2017 Solar Decathlon collections, and hosting an ambitious and engaging Open Access Week slate of activities

    Teaching and learning in live online classrooms

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    Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to chat rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions. In this paper we present the experience we have had with the adoption of the LearnLincÂź web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with BlackboardÂź, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes. We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper\u27s study. We report on the study\u27s findings and show students\u27 rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor\u27s assistance, managing time on task, and exercising problem solving skills

    Why Students Drop Out of School: A Review of 25 Years of Research

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    Reviews research on the underlying causes of the high school dropout crisis -- individual and institutional characteristics that predict whether a student is likely to drop out of high school. Discusses student engagement, deviance, and other models

    An Undergraduate Toxicology Seminar Focusing on Ethical Reasoning and Communication Skill Development

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    The development of an undergraduate major in toxicology at Nazareth College provided the opportunity to develop a one-credit Principles of Toxicology Seminar designed to address ethical reasoning skills and communication (both oral and written), areas which can be challenging to address in traditional courses and which have been noted to be areas of deficiency in toxicology graduates. The seminar is a co-requisite to Principles of Toxicology, the introductory course in the major, and is built around the study of 5-7 environmental issues selected by the students. The issues are introduced through readings, documentaries, and student small group oral “environmental issue presentations.” Students then write “policy papers” through which they survey the primary literature to determine the health effects of the chemical(s) implicated in the issue and make a determination of whether they believe the data support the current exposure limits set by regulatory agencies. Student evaluations of the seminar using the IDEA metric indicate substantial progress on objectives related to critical thinking and oral and written communication skill development, among others, as well as overall very positive views on the seminar itself and the field of toxicology. Thus, this seminar may serve as a pedagogical model of a course that engages students with real-world environmental issues of interest to them, while facilitating the development of the ethical reasoning and communication skills that can be challenging to address in the traditional curriculum

    New Hampshire Water Resources Research Center: Program Evaluation Report Fiscal Years 1998 - 2002

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