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2006 - American Association of Colleges for Teacher Education Pages: 4 pages || Words: 1250 words || 
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1. Sayeski, Kristin. and Edgemon, Elizabeth. "Using a Standards-Based, Formative Assessment Tool to Facilitate Growth During the Student Teaching Semester: Analysis of Two Years of Implementation" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Online <PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p36300_index.html>
Publication Type: Roundtable
Abstract: Discussion of the training, support and implementation of a standards-based, formative assessment tool during the student-teaching semester. Initial data analysis revealed a shift from group concerns to a focus on individual students.

2005 - International Studies Association Pages: 36 pages || Words: 9316 words || 
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2. Zeff, Eleanor. "Integrating the Study of European Union Institutions and Policies With an Understanding of the Politics of the Member States in a One Semester Course" Paper presented at the annual meeting of the International Studies Association, Hilton Hawaiian Village, Honolulu, Hawaii, Mar 05, 2005 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p69187_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper will explore solutions and methods to teaching a one-semester course about European integration, encompassing both supra national as well as inter-governmental aspects. Most introductory courses on the European Union focus on the study of its institutions, polcies and the possible theories of its integration. This paper suggests that a fuller understanding of the EU can occur if professors integrate the study of EU institutions and policies with learning about politics in the individual member states from the start of the semester course. Since many students no longer take basic courses on European politics, courses on the European Union often need to be comprehensive in order to fill the gap left by the changing focus of the study of European politics. In this paper, we propose a course which combines a basic study of the EU with learning about politcs in the individual member states, and the roles that the member states play in implementing EU policies. We will also review the literature on teaching the EU and on active learning, such as using simulations so that we can demonstrate some effective techniques to facilitate the integration of EU politics with a better understanding of the needs of the member states. The paper also seeks to use the comparative study of several European states to better understand an international organization such as the European Union.

2008 - ASC Annual Meeting Words: 201 words || 
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3. Palombo, Bernadette. "Incorporating Service Learning into Delinquency and Criminology Courses: What a Difference a Semester Makes" Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam's Mark, St. Louis, Missouri, Nov 12, 2008 <Not Available>. 2020-02-22 <http://citation.allacademic.com/meta/p270802_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This three semester project was an outgrowth of a service learning grant awarded by the Louisiana Board of Regents in which faculty recipients spent one semester in the Fall of 2006 involved in service learning training as well as the planning and development of a service learning component to be introduced into a traditional classroom course. In the Spring of 2007, one section of a two section Juvenile Delinquency course incorporated a service learning component requirement for students to complete. Students were required to volunteer 20 hours minimum of volunteer service to one of more than 40 public and non-profit community organizations providing services to at-risk youth. Students choosing not to participate in service learning were permitted to transfer into the non-service learning course. Because of the success of this initial course, service learning was incorporated the following Fall 2007 semester into a Criminology course. This paper focuses on the outcomes of those two courses in which generally students reported ambivalence initially about performing mandatory voluntary service over the course of the semester, but at the completion of their service learning projects they expressed personal satisfaction in having received some "real world experience" from their coursework.

2011 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: unavailable || Words: 4345 words || 
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4. Samuels, Jason. "The Relationship Between Learner Characteristics and Learning Outcomes in a Revised First-Semester Calculus Course" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, NV, Oct 20, 2011 Online <APPLICATION/PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p512094_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: There is a long record of student difficulty in calculus. Previous research has suggested that calculus students may benefit from instruction that emphasizes technology, the graphical representation, and the notion of local linearity. For this study, the researcher revised the curriculum of first-semester calculus to incorporate these three elements. For 28 students taking the course, the relationship between several learner characteristics (prior knowledge, spatial ability, representational preference and representation translation proficiency) and calculus proficiency was assessed. Results showed that the vast majority of students achieved high calculus proficiency, and that representational preference was not associated with calculus learning outcomes.

2011 - AASHE Pages: unavailable || Words: 570 words || 
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5. Leary, Neil., Niemitz, Jeff. and Ball, Jeremy. "Semester Immersion in Climate Change Science, Ecological History and Human Dimensions" Paper presented at the annual meeting of the AASHE, D. L. Lawrence Convention Center, Pittsburgh, PA, Oct 09, 2011 Online <PDF>. 2020-02-22 <http://citation.allacademic.com/meta/p521335_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: We are team teaching an interdisciplinary program in fall 2011 in which a dozen students and three faculty members will immerse themselves in explorations of the science, human and ecological consequences, policy options and international negotiations surrounding global climate change, with focused study of South Africa.
The program consists of an Earth science course on the physical science of global climate change, a history department course on the ecological history of Africa, a sustainability course on global environmental challenges and governance, plus a team research project. The students and faculty will travel to Durban South Africa at the end of the semester for a service-learning project related to climate change adaptation and to participate in the 17th Conference of the Parties to the United Nations Framework Convention on Climate Change. At the conference we will conduct and videotape interviews with conference delegates, which will be an important input to our joint research. The immersive, interdisciplinary semester of multiple courses combined with field research is pedagogical model, called a mosaic, that has been used for several years at our college. It promotes deep, rich learning in which students gain understanding of complex problems from multiple perspectives.

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