Senior Recital: Nate Bedgood, horn

This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Music Education. Mr. Bedgood studies horn with Jason Eklund.https://digitalcommons.kennesaw.edu/musicprograms/1740/thumbnail.jp

Triangles Ramps and Energy

Students will be able to identify the base and height in different types of triangles

Development and initial assessment of Texas Cooperative Extension's white-tailed dear management module

The purpose of this study was to evaluate the development and initial use of Texas Cooperative Extensions (TCE) White-tailed Deer Management Module (WDMM) delivered over the Internet. The results of this study will provide suggestions about future online wildlife management modules. Data were collected from two populations using questionnaires. A sample of six county Extension agents (CEAs) and four Extension specialists were selected by an Extension wildlife specialist who perceived them to be professionals in the fields of wildlife and range management. This first sample is also referred to as change agents. The second sample, also known as early users, consisted of 27 anonymous CEAs and landowners within TCEs District 10. Quantitative and qualitative methods were used to collect and analyze data. The results are as follows: Thus, the development of WDMM was the responsibility of the Extension specialist and researcher. The Extension specialist and researcher did seek professional opinions on content and layout information. Results suggested that CEAs and Extension specialists agreed the WDMM would be a beneficial educational tool for new landowners. Overall, WDMM was perceived to be user friendly, visually appealing, and provided useful content. Although most change agents responded positively to most questions, there were a few that would like to see more educationally challenging questions. For example, there were a few questions that respondents felt were of the elementary and kindergarten level. They would like more questions concerning management. The majority of early users were in support of WDMM. Data gathered from the WDMM Feedback Questionnaire agreed with data gathered from change agents. In general, most early users said that they were pleased with the WDMM. Recommendations were made based on these findings to expand the WDMM. Some of these include: 1) Expanding WDMM; 2) Replicating this study using random sampling; 3) Collecting computer knowledge and skills and demographics on future studies; 4) Developing similar modules to see if they gain the same positive response

Walking to Win

Objectives: 1. Students will be able to use the Stella Model and Geometer Sketchpad to create a graph and a table for the situation purposed by the teacher. 2. Students will demonstrate ability to work in a group; communicating and being respectful of others. 3. Students will identify the distance required for a close race given specific conditions and provide evidence to support their answer. 4. Students will make observations about the features of the graphs and their meaning 5. Students will use the table and graph to answer questions 6. Students will identify how results vary by using the Stella model to manipulate the conditions of the race

An evaluation of first year chemistry students: class performance versus use of Internet-based supplementary materials

Over the last seven years the author has developed a suite of web-based supplemental materials for first year chemistry students. The intention of the web site materials is to provide a myriad of resources so students with different learning styles will have the best opportunity to perform well in class, as well as provide resources available to students with varied work, class, and family schedules. These materials cover class topics for introductory, general, engineering, nursing, and chemistry major classes, and include well over 250 files including: • administrative materials (announcements, syllabus, lecture/laboratory schedule); • narrative format edited lecture notes (Lecture Packets); • old examinations, as practice test and with detailed explanations of answers; • interactive practice problems, with hints for wrong answers; • course specific discussion areas; • take home quizzes as Acrobat files, and answer keys; • detailed explanations to current examinations; • grade access; and • course discussion area. The edited lecture notes are intended to serve two purposes: save class time by removing the need for students to take many notes and copy problems; and improve student learning by providing an environment where students listen, analyze, and integrate ideas instead of taking dictation. Was it worth the time spent creating these files? How did students use these materials? Did it make any difference in their level of learning or performance in the subject? If nothing else, did they find the materials useful? We are all confident that our web resources are useful to our students, but if we know more about what materials are used, and how, we can focus energies on those materials that make the most difference to students – especially the poorest performing students

Compulsory work experience for chemistry majors – structure and successes

History Workplace Learning has been a compulsory component in the Analytical Chemistry major of the Bachelor of Science degree at Charles Sturt University (CSU) for over 20 years. Five years ago, this WIL experience was formalised into CHM335 Analytical Chemistry Industry Experience, a one semester subject with defined standards and assessments for the work being completed. The workplace learning component of the Analytical Chemistry major was formalised to meet the RACI requirements for accreditation and CSU requirements for WPL. In conversations among the Heads of Chemistry, it seems that while there are Chemistry some courses in Australia with optional work placement, this subject may be the first and only compulsory work placement subject for Chemistry majors. Structure CHM335 is a single semester subject that requires 5 weeks – a minimum of 180 hours - of chemical work in a commercial/industry/academic laboratory; these hours include 20 hours of laboratory induction and progress meetings with the employer/workplace supervisor; and the work conducted must be equivalent to 2nd/3rd year laboratory work. CHM335 is highly structured, with students required to identify and contact a workplace, prepare and submit a proposal requiring approval before starting the work placement, prepare 2 interim progress reports, a final assessment from the employer, and a final report from the student about the work completed, activities pursued, and skills developed. Successes Feedback from employers and students is overwhelmingly positive, with employers particularly impressed and satisfied with the formal structure and reporting required of the students. Employers report the CSU students have been inquisitive and committed. Perhaps the best success of the subject is students being offered a job at their CHM335 workplace upon completion of the subject. This talk will briefly discuss the Structure and Successes mentioned above, as well as address important questions associated with WPL subjects such as: How do we make sure students are ready to be sent to the workplace? How do you manage a number of students in various labs? How do we ensure the work completed by the students will be adequate? How do we assess the work completed by the students

Junior Recital: Jesse Baker, trumpet

This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Performance. Mr. Baker studies trumpet with Douglas Lindseyhttps://digitalcommons.kennesaw.edu/musicprograms/1258/thumbnail.jp

STAR (Student Transition & Retention) in chemistry – assessing student preparation, performance, challenges and progression in first year chemistry at Charles Sturt University

Please refer to the ideas exchange word document that is attached to this submissio

Why are we still teaching the way we were taught in the 1980s?

The article discusses project funded by the Australian Learning and Teaching Council which is designed to establish excellence in science learning and teaching in Australian universities. Six universities across the country were chosen for the initial implementation of the project. According to the article, during the duration of the project, leaders will undergo leadership training to equip them with skills necessary to foster change in classroom practices.<br /