There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.
Katie Cooper is a typical down-to-earth school girl. She never thought about solving crimes until she lost her pet hamster, Fred, in a school fire set by an arsonist. After that, Katie and her friends became committed crime solvers. Katie loves science, and she's good at gathering evidence and drawing conclusions. But detective work is tricky. Not every clue leads to an obvious conclusion or points to a clear suspect. As she follows leads to find the arsonist, she soon discovers that detective work can be dangerous too. In this series of mysteries, Katie Cooper and her friends investigate some serious crimes. In the process, they meet some unusual people and learn a whole lot as they carry out their investigations.
When Katie Cooper and her best friend Sarah Owens are falsely accused by a state trooper of vandalizing a car, they vow to solve the case. Katie and her friends conduct a thorough investigation only to find that the evidence points to several possible suspects, including the notorious Zorro Gang. As they work the case, they spend time in the woods of Mt. Pleasant, where they also solve the mystery of the Mountain Man! In this series of mysteries, Katie Cooper and her friends investigate some serious crimes. In the process, they meet some unusual people and learn a whole lot as they carry out their investigations.
Where do busy people find the time each day to set aside for prayer? So often we start off with great intentions...and then the busyness of life takes over. Leo Gafney has a better idea: stretch your prayer and reflection over the odd moments of a normal week, such as when driving or walking or doing dishes. Such an arrangement makes it easy to "pray always," as St. Paul instructs us. Over 26 weeks, Gafney invites us into a series of mini-retreats devoted to themes like acceptance, peace, faith, forgiveness, work, Eucharist, and many more. Each week he offers a mental image to ponder, a Scripture passage to read, a Scripture verse to meditate on, and a weekly practice to deepen not only one's personal prayer life, but to engage with others in experiencing and sharing the faith. Handy, simple, and yet profoundly life-changing, this book will bring you closer to God...and God closer to you. Book jacket.
There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines.
Describes the techniques for using the ten fingers as a calculator to perform a variety of complex as well as simple arithmetic operations including multiplication, division, and algebra
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