This book is written for all science or engineering faculty who have ever found themselves baffled and frustrated by their undergraduate students’ lack of engagement and learning. The author, an experienced scientist, faculty member, and educational consultant, addresses these issues with the knowledge of faculty interests, constraints, and day-to-day concerns in mind. Drawing from the research on learning, she offers faculty new ways to think about the struggles their science students face. She then provides a range of evidence-based teaching strategies that can make the time faculty spend in the classroom more productive and satisfying.Linda Hodges reviews the various learning problems endemic to teaching science, explains why they are so common and persistent, and presents a digest of key ideas and strategies to address them, based on the research she has undertaken into the literature on the cognitive sciences and education. Recognizing that faculty have different views about teaching, different comfort levels with alternative teaching approaches, and are often pressed for time, Linda Hodges takes these constraints into account by first offering a framework for thinking purposefully about course design and teaching choices, and then providing a range of strategies to address very specific teaching barriers – whether it be students’ motivation, engagement in class, ability to problem solve, their reading comprehension, or laboratory, research or writing skills.Except for the first and last chapters, the other chapters in this book stand on their own (i.e., can be read in any order) and address a specific challenge students have in learning and doing science. Each chapter summarizes the research explaining why students struggle and concludes by offering several teaching options categorized by how easy or difficult they are to implement. Some, for example, can work in a large lecture class without a great expenditure of time; others may require more preparation and a more adventurous approach to teaching. Each strategy is accompanied by a table categorizing its likely impact, how much time it will take in class or out, and how difficult it will be to implement.Like scientific research, teaching works best when faculty start with a goal in mind, plan an approach building on the literature, use well-tested methodologies, and analyze results for future trials. Linda Hodges’ message is that with such intentional thought and a bit of effort faculty can succeed in helping many more students gain exciting new skills and abilities, whether those students are potential scientists or physicians or entrepreneurs. Her book serves as a mini compendium of current research as well as a protocol manual: a readily accessible guide to the literature, the best practices known to date, and a framework for thinking about teaching.
Get the most out of your reference information systems and technology! Reference Services and Media meets the information challenges that overwhelm and assist us today with computerization, electronics, and telecommunications changes in the reference services of our libraries. As a professional in the library science field, you will discover innovative theories and researched solutions on many technology problems and challenges such as formatting and compatibility, training of reference professionals and library users, costs, and information have and have nots. With the year 2000 and beyond upon us, emerging technologies afford tremendous opportunities for reference librarians and for improved and enhanced public access to information. In Reference Services and Media you will learn about planning for staffing, troubleshooting fund-raising, and budget developing to support the use of information technologies. You will also examine the impact new media has on academic libraries, specifically video and movie clips that are transferred over intranets and internets and their opportunities and legal implications. In Reference Services and Media you will also explore: desktop conferencing and web access for reference services versus personalized contact desktop conferencing with personal computers in remote areas for reference service assistance positive and negative aspects of using each technology in reference use instruction creative methods for procuring funding for an electronic information literary instruction classroom providing a digital library for a state library network raising confidence levels of public service librarians in using electronic resources to answer reference questions Reference Services and Media includes case studies, tables, and an annotated bibliography that serves as a librarian's media reference toolkit, making it essential for effective media reference work. An excellent source for the reference librarian, Reference Services and Media will assist you in adopting and incorporating new information technologies for the present and future.
While other studies of liberation theology have shown a close connection to Marxism, none have probed its anarchistic dimensions. This original study reveals that in many of the most prominent themes of Latin American liberation theology there are close parallels to the ideas found in nineteenth-century European anarchism. These themes include an ethical concern with freedom, justice, equality, and love; a denunciation of political and economic structures of domination; an emphasis on action; a championing of all oppressed peoples; a realistic consideration of the issue of violence; and the vision of a future free from servitude.These common concerns, along with historical connections to both religious and secular anarchist sources, show a revolutionary theology deeply indebted to its anarchist roots.
The only physical rehabilitation text modeled after the concepts of the APTA's Guide to Physical Therapist Practice, 2nd Edition, this detailed resource provides the most complete coverage of rehabilitation across the preferred practice patterns of physical therapy all in one place! Each chapter is consistently organized to make it easy to find the information you need, with clear guidelines, examples, and summaries based on the latest clinical evidence to help you improve quality of care and ensure positive patient outcomes. - In-depth, evidence-based coverage of more key content areas than any other rehabilitation resource of its kind, including orthopedics, neurology, and wound management, ensures a comprehensive understanding of rehabilitation supported by the latest clinical research. - More than 65 case studies present a problem-based approach to rehabilitation and detail practical, real-world applications. - Over 600 full-color illustrations clarify concepts and techniques. - A FREE companion CD prepares you for practice with printable examination forms and reference lists from the text linked to Medline abstracts and reinforces understanding through interactive boards-style review questions, and vocabulary-building exercises.
An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants.
This book uses comparative law and comparative international law approaches to explore the role of human rights ombuds, classic-based ombuds and other types of ombuds institutions in human rights protection and promotion, their methods of application of international and domestic human rights law and their roles in strengthening good governance. It highlights the increasing importance of national human rights ombuds institutions globally and their roles as national human rights institutions (NHRIs). Chapters address: ombuds institutions as mechanisms to strengthen democratic, horizontal and vertical accountability, the rule of law and good governance; national human rights ombuds institutions as NHRIs; the investigatory, litigation, promotional and other powers of human rights and classic-based ombuds and their methods for applying international and domestic human rights law; ombuds institutions and the protection and promotion of international children’s rights; national human rights ombuds additional mandates as OPCAT national preventive mechanisms, UN Convention on the Rights of Persons with Disabilities Article 33(2) framework mechanisms and EU national equality bodies; human rights ombuds and business and human rights; ombuds institutions, gender and women’s rights; the European Ombudsman and human rights; national human rights ombuds and other ombuds models by region, accompanied by case studies on national human rights ombuds; and the legal and extra-legal factors affecting ombuds institutional effectiveness.
This book is written for all science or engineering faculty who have ever found themselves baffled and frustrated by their undergraduate students’ lack of engagement and learning. The author, an experienced scientist, faculty member, and educational consultant, addresses these issues with the knowledge of faculty interests, constraints, and day-to-day concerns in mind. Drawing from the research on learning, she offers faculty new ways to think about the struggles their science students face. She then provides a range of evidence-based teaching strategies that can make the time faculty spend in the classroom more productive and satisfying.Linda Hodges reviews the various learning problems endemic to teaching science, explains why they are so common and persistent, and presents a digest of key ideas and strategies to address them, based on the research she has undertaken into the literature on the cognitive sciences and education. Recognizing that faculty have different views about teaching, different comfort levels with alternative teaching approaches, and are often pressed for time, Linda Hodges takes these constraints into account by first offering a framework for thinking purposefully about course design and teaching choices, and then providing a range of strategies to address very specific teaching barriers – whether it be students’ motivation, engagement in class, ability to problem solve, their reading comprehension, or laboratory, research or writing skills.Except for the first and last chapters, the other chapters in this book stand on their own (i.e., can be read in any order) and address a specific challenge students have in learning and doing science. Each chapter summarizes the research explaining why students struggle and concludes by offering several teaching options categorized by how easy or difficult they are to implement. Some, for example, can work in a large lecture class without a great expenditure of time; others may require more preparation and a more adventurous approach to teaching. Each strategy is accompanied by a table categorizing its likely impact, how much time it will take in class or out, and how difficult it will be to implement.Like scientific research, teaching works best when faculty start with a goal in mind, plan an approach building on the literature, use well-tested methodologies, and analyze results for future trials. Linda Hodges’ message is that with such intentional thought and a bit of effort faculty can succeed in helping many more students gain exciting new skills and abilities, whether those students are potential scientists or physicians or entrepreneurs. Her book serves as a mini compendium of current research as well as a protocol manual: a readily accessible guide to the literature, the best practices known to date, and a framework for thinking about teaching.
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