The information and document provide guidance and clarification as to how facilitators can personalize the CPV Training and Resources to a STEM-focused program.College Positive Volunteers may require more context around how to reframe the CPV program with a STEM focus. Here are some important topics to cover within the training itself to help CPVs make the connection between CPV and STEM: What are STEM Careers? Why are STEM Careers important? Is a STEM Career right for me? Why are STEM Careers in demand? CPVs can reflect on these questions in the context of their mentoring program, as well as on a personal basis,…
The Institute for Democracy & Higher Education at Tufts University is offering a series of resources that will act as framings for a few issues that developed over the past several weeks, including possible readings, sources, and discussion questions. Think of these as starting points for purposeful, educational classroom and co-curricular discussions. Read more about the importance of these conversations in our blog post on the power of these teachable moments Read More from the Institute for Democracy & Higher Education at Tufts University More on the In the News Discussion Guide Series from IDHE
COURSE CURRICULUM SCHEDULE The 2016 archaeological field school will continue investigations designed to identify, investigate, and interpret the physical remains of Fort St. Joseph (20BE23) and contemporaneous sites in the St. Joseph River valley of southwestern Michigan. This year we will expand our excavations on the floodplain (Fort St. Joseph—20BE23) and continue to explore adjacent areas. Students in the field school will receive instruction in surveying techniques, proper field excavation, artifact processing and analysis, and interpretation of findings as part of a long-term program devoted to exploring colonial interactions between Native Americans and Europeans in the North American fur trade….
COURSE DESCRIPTION: The “OVU EcH2O Water Purification Research Project” will underpin the study of water sciences in this course. Students will study the hydrological cycle, water chemistry, environmental pollution and control, water contamination and methods for water purification. All students will be expected to demonstrate a mastery of all topics through successful completion of quizzes, problem sets, and exams as well as a water purification design assignment. Table 1 Learning Outcomes Learning Outcomes Standards Addressed Activities Assessments Articulate the knowledge and skills of contemporary science NSTA 1.A, 1.B., 1.C., 1.D, and 1.E Class discussion, peer presentations, and research paper Quizzes, assignments,…
This packet created by Stockton University’s faculty/staff Dr. Elizabeth Shobe, Michael Tumminia, Jemila Worley, Zayhira Roa, and Melissa Cornelius, contains many great exercises and games that help teach youth about neuroscience at an early age. The Last page of the packet includes websites to learn more.
This effort was conducted by Stockton University to integrate service learning into Neuroscience courses. They chose matters that were relevant to the community (such as nutrition and memory) and created this pamphlet. Another note: Stockton University’s Neuroscience Club created a successful event called “Me, My Brain, and I”. This event was conducted by college students who wanted to teach the community about relevant matters in the field that pertained to them and captivated them. The club members received a modest grant and used this to incentivize people to come learn about neuroscience (they gave away long-boards and helmets).
Part One is an overview of concepts of professionalism in design. It concludes with an overview of emerging trends in academic and professional practice, such as non-profit community design advocacy projects like Design Corps, and numerous practices engaged in what the Cooper-Hewitt Museum calls ―Design for the Other 90 Percent. Part Two focuses on the design process itself, arguing for approaches that favor Design Engagement rather than Design Assistance and offering principles that can foster community collaborative design practice.Corser, Rob. (2011). Design in the Public Interest –The Dilemma of Professionalism. Imagining America. Full Text.
Participatory action research as a tool in solving desert vernacular architecture problems in the Western Desert of Egypt
The aim of the research is to introduce a methodological approach applying participatory action research (PAR) as a tool to help save the future of the currently deteriorating desert vernacular architecture in Egypt. To benefit from local know-how, a desert vernacular model house was constructed using PAR methods that engaged the local community throughout the design and building phases. As this is an international problem, the research developed several techniques within PAR, applied in a flexible way, giving the opportunity for further application in similar vernacular settlements suffering from similar problems. Dabaieh, M. (2013). Participatory action research as a tool…
Advanced Agribusiness Applications – AGBS 170 – Fall 2012California State University, FresnoDepartment of Agricultural BusinessCourse No.: AGBS 170 I Instructor: Annette E. Levi, Ph.D. Time: TTH 2:00-3:15pm Office #: Peters Business 301Final: Thurs. Dec 20, 3:30pm E-mail: firstname.lastname@example.orgLocation: S 145 Telephone: 559.278.3004Prerequisite: AGBS 110, 120, 130, 150, 160 and UD WritingCatalog DescriptionResearch methods applied to agricultural business, problem definition and solution formulation; data collection and analysis using statistics and other techniques. Culminating activities may include research proposal, feasibility study, project review, business plan, strategic management, case study, written reports and oral presentations. Service-Learning Course Portion AGBS 170 is a senior-capstone course where students will apply a…
The Great River Greening Project, a non-profit community-based organization, where biology students will participate in urban land restoration projects. This project is paired with the “”Race to Save the Planet”” learning community, an integration of the Environmental Science, Ethics, and Environment, Politics and Society courses into one interdisciplinary course. The Great River Greening Project
The program for Ethics, Science, and the Environment assists students to understand and resolve value conflicts raised by scientific inquiry, biotechnology, and natural resource use. Programs include an applied ethics certificate offered to undergraduate students, workshops on ethics for local high school students and civic organizations, a biweekly student-faculty discussion forum, and a newsletter with articles writen by professors and religious leaders which express varying views on critical moral issues. Website
The mission of the Liberal Arts program at University of Hawaiʻi Kapiʻolani Community College (KCC) to provide broad-based, integrated, cross-curricular general education courses for students who transfer to four-year institutions or embark on career paths, and instill a desire for life-long learning and personal development. In pursuit of this mission, KCC Provost Dr. John Morton engages in numerous campus-community partnerships and builds leadership collaborations with University of Hawai i (UH) Senior Vice-President and Community College Chancellor, Dr. Joyce Tsunoda, Dean of the UH College of Social Science, Dr. Dick Dubanoski, and UH President, Dr. Kenneth Mortimer. In addition, Dr. Morton has…
The Regional Ecosystem Applied Learning Corps is a collaborative program between Southern Oregon University, The Rogue River National Forest, the City of Ashland, and twelve other land management and community organizations. The program intergrates an academic and applied learning curriculum allowing REAL Corps members to gain a comprehensive understanding of public land management policies and practices, knowledge of social and ecological issues and gain practical experience through accomplishment of projects benefiting public lands, the surrounding communities, and enviroment. Website
Course Description: Graduates (~5) and upper-level undergraduate students (~15) from Biology, Chemistry and Geology will learn about the various classes of toxicants (including those naturally occurring), how toxicants move in ecosystems and within organisms (humans, animals, and plants). Lectures will cover chemical transformations and mechanisms of toxicity. This course will also introduce the students to how controlled toxicity experiments are conducted, how data is reduced, and the power of statistical analyses to identify significant effects. A case study approach will be utilized in lecture and labs to examine the toxic effects of acidification, heavy metals, PCB, insecticides, and environmental endocrine…
SYLLABUS CGN 4931 Sustainable Design Field Camp (Special Topics Course) OR EEL 4903 Sustainable Design Field Camp (Cross-listed) (Summer C 2012) Course Lectures: 6/19, 6/26, 7/3, and 7/10 for 2 hours in evening Field Dates: July 16 to July 31 Maximum Number of Students: 16 Instructors: Dr. Christopher J. Brown, Cell Telephone: (904) 742-0191 Dr. Alan Harris, Cell Telephone: (405) 818-9909 Dr. John Nuszkowski, Telephone: (904) 620-1683 Office: CCEC, Rooms 2100 & 3122 Email: email@example.com; firstname.lastname@example.org; email@example.com Class Hours: Weekly 2 hour seminar and 6 field trips Office Hours: TBA I. TEXTBOOKS AND OTHER READINGS Required: Civil Engineering Body of Knowledge for…
Course Description and Goals: The block of courses is about doing something about the environmental issues we face – a task that, of course, will require research, analysis, organization, and writing, but that must also result in practical action. The goals of the course are to encourage you to become an active citizen in your own educational process and our wider community; to learn about, analyze, critique, and apply some of the historical and contemporary interdisciplinary thinking regarding green urbanism and urban gardening to a particular community project; to immerse yourself in one local attempt to bring Cincinnati closer to…
Academic Partners: College of Science and Health Professions and College of Education Departments of Mathematics and Curriculum and Instruction Community Partners: Students, Families, Teachers and Administrators of Northeastern Oklahoma Elementary and Middle Schools – Public and Private Institutions PREREQUISITES: Successful completion (C or better) in MATH 3433. Successful completion (C or better) OR concurrent enrollment in MATH 3443. DESCRIPTION OF COURSE AND INTRODUCTION: Based on the philosophy that not all learning resides within the walls of the university and framed by the P-A-R-C Model for Service Learning, this course will be divided into four sections. Preparation…
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