Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers

A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students (3), Integrating New Technologies in the Earth Sciences (3). and GeoVirginia: Creating Virtual Field Trips (non-college credit). In these six sections, seventy-four people participated. Outcomes included an increased pool of endorsed earth science teachers and teachers with coursework in the earth sciences, a website with virtual field trips, and a statewide network. Partners included the College of William & Mary and its Virginia Institute of Marine Sciences, George Mason University, James Madison University, Longwood University, the MathScience Innovation Center (formerly the Mathematics & Science Center), Radford University. Science Museum of Virginia, University of Virginia Southwest Center, Virginia Commonwealth University, and eighty-three school divisions

About the Contributors to Library Trends 46 (4) Spring 1998: Qualitative Research

published or submitted for publicatio

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

A sea change in higher education is shaping the way many libraries deliver instruction to their students and faculty. Years of technological innovation and changes in the way that people discover and use information has made online instruction an essential part of a library\u27s teaching and learning program. In order to evaluate our library\u27s online instruction program and to determine its future goals, we analyzed the technology, pedagogical models, organizational structures, administrative supports, and partnerships we would need in order to succeed. Our findings may be useful for libraries reassessing their own online instruction programs

Geology of Virginia for Teachers at Radford University

The Radford University version of the Virginia Earth Science Collaborative‘s Geology of Virginia was taught during Summer 2006 and 2007, and was entitled, Geology of Virginia for Teachers (GEOL 691). A total of eighteen teachers, primarily from southside and southwestern Virginia, attended the class. The goal of the course was to provide essential knowledge and advanced skills in geology in general, and the geology of Virginia in particular. The course had a strong field emphasis, using Virginia as a natural teaching laboratory to illustrate such concepts as plate tectonics, rock interpretation, and Steno‘s Laws. Lectures and lab activities were used to guide and inform the field trips, and to provide an overall “big picture” of the time and scale of geology. Maps and materials provided in the course, plus samples and pictures collected by the teachers, created a wealth of materials that can be used in teaching. Teachers developed fmal projects that highlighted the geology of their home counties. The course featured the experimental use of “podcasts” as a way to deliver content to geographically dispersed teachers. Evaluation results show that teachers gained substantial geologic knowledge, and felt better prepared and more confident in their own teaching

Teaching psychology to computing students

The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the design and use of Psychology materials for Computing students. The format for the paper is as follows. Section one will illustrate the many links between the disciplines of Psychology & Computing; highlighting these links helps to answer the question that many Computing students ask, what can Psychology offer to Computing? Section two will then review some of the ways that I have been involved in teaching Psychology to Computing students, from A/AS level to undergraduate and postgraduate level. Section three will compare the profiles of Computing and Psychology students (e.g. on age, gender and motivation to study), to highlight how an understanding of these factors can be used to adapt Psychology teaching materials for Computing students. The conclusions which cover some practical suggestions are presented in section four

E-Learning Works - Exactly How Well Depends on its Unique Features and Barriers

Key Findings: E-learning is comparable to traditional teacher-led classroom instruction in terms of effectiveness. E-learning has specific features that may influence learning: content, immersion, interactivity, and communication. Barriers to e-learning adoption include fraud and cheating, digital divides and their impact on low income and underprepared students, and cost issues

Design Opportunities in Service-Product Combined Systems

This paper aims to examine recent research issues related to the integration of service and product in view of industrial design. Further, it attempts to identify new opportunities for further research regarding “product-servicization” vs. “service-productization”. In the continued efforts to provide the users with fuller experiences, one major trend is the blending of products and services. Much existing research seems to either present cases or propose frameworks regarding the ‘connection’, rather than ‘integration’ between products and services. Broadly, two major approaches seem to exist in this area: 1. product-servicization, 2. service-productization. The former generally indicates adding more services to existing products, whereas the latter generally refers to making services tangible and/or visible in the form of a product. However, findings of an extensive literature search conducted for this study suggest one important deficiency in dealing with service issues around the product: the ‘integration’ between the actual product design and service elements for supporting new service-product system. That is the rationale behind this research, an attempt to investigate the possibility for the integration of product design and service factors which could be embedded in the design of product itself in new service-product system. This paper is largely based on qualitative research. New design research opportunities are identified by qualitatively analyzing relevant literature, synthesizing the information and presenting some cases to support the main argument of the research. Design-led Service-Productization is not, and should not be re-arranging deck chairs on the Titanic. Rather, it should bring practical and tangible design issues related to new service-product system. Findings suggest that this approach could provide a new model of new product development integrated with a service scheme, which is a more proactive approach than “product-servicization”. Further development of this research could lead to establishing a framework for the Design-led Service-Product Integration. Keywords: Product-servicization; Industrial design; Service; Product; Integration</p