A comparison of the gross ophthalmometer cylinder and the gross ophthalmometer cylinder as modified by the rules of Javal, McCulloch and Sutcliffe, with the clinically acceptable cylinder habitually worn by the subject

A comparison of the gross ophthalmometer cylinder and the gross ophthalmometer cylinder as modified by the rules of Javal, McCulloch and Sutcliffe, with the clinically acceptable cylinder habitually worn by the subjec

Making Connections: Technology and Interaction in an Honors Classroom

The adoption of educational technology tends to be based on the technology itself as opposed to the pedagogical needs it can serve—what we like to think of as a solution in search of a problem. In this paper we contend that appropriate application of educational technology to produce certain face-toface outcomes in a composition seminar can improve the student experience in the course. We frame our discussion in Mishra’s and Koehler’s TPACK theoretical framework (2006), where the quality teacher becomes the content expert who knows what to teach and how to teach to the novice learner while also understanding how a non-pedagogical technology can facilitate learning. Our discussion shows how we used online discussion to build a community of learners in a busy first-year honors seminar

Empowering the Intentional Learner: A Critical Theory for Information Literacy Instruction

The empowered intentional learner is a starting point towards a grounded theory in information literacy instruction. The authors engage this theory in a critical dialogue with instructional practice, in this instance a for-credit college freshman class built around information literacy concepts. Only through such reflection, where theory informs practice and practice informs theory, is it possible to develop a grounded theory where a less privileged role for the instruction librarian takes a back seat role to the control students should have over their own learning

Do Instruction Skills Impress Employers?

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