Relevant bibliographies by topics / Majoring in teaching courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Majoring in teaching courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Majoring in teaching courses"

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Zhao, Er Ping, and Xiao Bing Jia. "The Reform and Innovation of Teaching of Soil Mechanics Based on Multimedia Technology." Advanced Materials Research 271-273 (July 2011): 1872–74. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1872.

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Soil Mechanics is a very important fundamental course for the students majoring in Civil Engineering and Water Conservancy and Hydropower, and a bridge connecting common fundamental courses and specialized courses. With the enlarging utilization of multimedia technology in the teaching process of the course of Civil Engineering, the teaching effect and efficiency have got increased. However, the multimedia teaching method itself has certain faults, and can only meet the needs of the workers in the teaching field through constant reform and innovation.
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Liu, Qing. "Teaching Practice of Python Programming Course in Big Data Era." ITM Web of Conferences 26 (2019): 01006. http://dx.doi.org/10.1051/itmconf/20192601006.

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The era of big data poses new challenges and higher requirements for students majoring in economics and management. The programming course should also adapt to the requirements of the era of big data. From the five aspects of content reorganization, comparative teaching, case teaching, WeChat help, and practical teaching, the teaching practice methods of this course are expounded. Through the study of programming courses, students’ professional qualities have been improved, and their competitiveness has been strengthened.
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Huang, Tong Cheng, and Xin Liang Liu. "Research and Implementation of Dynamic Synchronous Visual Teaching System for Data Structure Algorithms." Advanced Materials Research 433-440 (January 2012): 4114–19. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.4114.

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Data Structure is the specialized core course for students majoring in Information Science. It is very important for students to study succesor courses and enhance their programming level. This paper presented the authors’ actual achievement in research and practice of dynamic synchronous visual teaching system for Data Structure algorithms.
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Zaus, Mahesu Agni, and Krismadinata Krismadinata. "Suatu Kajian Literatur Masalah-Masalah yang Dihadapi dalam Mata Kuliah Jaringan Komputer." INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 18, no. 2 (2018): 1–8. http://dx.doi.org/10.24036/invotek.v18i2.263.

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Abstract— Computer network course is a subject that is the basic course that must be mastered by students majoring in Informatics Engineering. Practical and interesting learning has an interesting role in the learning process. Exciting learning can improve student learning outcomes and help students improve their understanding, as well as increase their motivation to improve their learning outcomes and knowledge. This article will discuss the problems related to computer network courses that are teaching methods and learning media. Based on the objectives of computer network courses it is proposed to optimize the content in teaching as well as on instructional media proposed to adopt software simulation for teaching to be interesting.
 Keywords: Computer Networking, Simulation, Teaching Method, Instructional Media
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Gao, Ning. "Visualization Teaching of Deformation Monitoring and Data Processing based on MATLAB." International Journal of Emerging Technologies in Learning (iJET) 14, no. 02 (2019): 42. http://dx.doi.org/10.3991/ijet.v14i02.9983.

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As one of the core professional courses for students majoring in surveying and mapping engineering, deformation monitoring is characterized by strong theories, numerous mathematical formulas, and complicated calculation. Task-driving teaching method in the form of traditional classroom has poor effects due to the one-way learning and strategy. To meet the needs of modern teaching, matrix laboratory (MATLAB) and deformation monitoring teaching are combined in this study. This work first identified the aspects of concepts, principles, and data to visualize boring data and abstract principles through simulation and concepts that are difficult to be understood and establishment of animation models to realize the visualization expression of deformation monitoring data preprocessing, deformation monitoring network adjustment, deformation prediction, and engineering application. A total of 114 students majoring in surveying and mapping engineering in Henan University of Urban Construction during 2014 are selected as test subjects to explore and demonstrate visualization teaching of deformation monitoring. Results show that the visualization teaching of deformation monitoring based on MATLAB enhances the integrity, coherence, and practicability of the course. It also improves students' interest in learning, deepens their understanding on learned knowledge, improves teaching quality, and provides a new way for the teaching mode reform of other courses of the surveying and mapping engineering specialty.
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Lyons, Robert E. "065 USING THE SERVICE COURSE CONCEPT IN HORTICULTURE." HortScience 29, no. 5 (1994): 437c—437. http://dx.doi.org/10.21273/hortsci.29.5.437c.

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An undergraduate “Service Course” generally presents principles of a particular discipline in an uncomplicated manner needing no prerequisites. The target audience is typically students majoring outside the service course department or undeclared majors. The primary motives behind service courses are recruitment from within the university, providing non-mjors with a broad appreciation for a discipline, and providing graduate students with classroom teaching/management experience. `The structure, dynamics, success, and adaptability of “Indoor Plants,” a Virginia Tech Horticulture service course enrolling approximately 400 students per year, will be discussed. Comparisons with other service courses will be made.
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Bogush, Alla. "Methodology- and speech-oriented training of the future Master students majoring in Preschool Education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 9–14. http://dx.doi.org/10.24195/2617-6688-2019-3-1.

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The article is focused on the problem dealing with the methodology- and speech-oriented training of the future Master students majoring in Pre-school Education. The essence of the notion “methodological work of the educator-methodologist at a preschool institution” has been revealed; it requires, on the one hand, an excellent command of the normative literary Ukrainian language, the knowledge of the speech etiquette formulas, the culture of professional speech communication; on the other hand, ‒ the ability to provide necessary methodological assistance to the educators in implementing the content line of the Basic Component of Preschool Education (the BCPE) “Child’s Speech”, in particular, in developing various types of children’s speech and communicative competencies. The methodology as an independent science is considered in the aggregate of interconnected means, forms, methods and techniques for achieving the set educational goal. At the same time, the notion “methodology” is ambiguous; in the pedagogical science, there is a variety of phenomena: “teaching techniques”, “education methods”, “teaching methods”. The study deals with the “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue” as a discipline within the curriculum of the Bachelor courses. The course “Ukrainian Preschool Linguodidactics” is taught to the Master course students: the theory of the methodology aimed at speech development, the development of speech, artistic speech and communicative-speech activities. The phenomenon “methodology- and speech-oriented training of the future masters majoring in Preschool Education” is defined as a motivational positive predisposition to master the norms of the Ukrainian language in perfection demonstrated by the future masters; the acquisition of the content and teaching methods of the discipline “Methodology aimed at developing children’s speech and teaching preschool children their mother tongue at pre-school institutions” by the undergraduate students (Bachelor courses students); the positive emotional and value-centred attitude to the implementation of the evaluative controlling educational and speech activities of children and educators in the process of methodological work at pre-school institutions, which allows providing educators with, on the one hand, methodological assistance and support, on the other hand, ‒ guarantees the efficiency of children’s speech development. The motivational orientation-targeted, cognitive-innovative, methodologically accompanying, reflexive and appraisal components comprise this training. The methodology- and speech-oriented training of the future masters majoring in Pre-school Education performs these functions: prognostic, stimulating, correctional, value-oriented, emotional. Keywords: masters, pre-school education, methods, orientation, educator-methodologist, Ukrainian Preschool Linguodidactics, speech development, education.
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Becker, William E. "Teaching Economics in the 21st Century." Journal of Economic Perspectives 14, no. 1 (2000): 109–19. http://dx.doi.org/10.1257/jep.14.1.109.

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The desire to reverse a downward trend in the number of undergraduates majoring in economics is an impetus to advance the scholarship of teaching economics as we enter the 21st century. This article offers suggestions for changing the concepts taught and the applications used in college and university economics courses within the United States. It provides practical methods to improve the way economics is taught. The assessment of students and the evaluation of pedagogical practices are also addressed.
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Cawthorne, Lloyd. "Invited viewpoint: teaching programming to students in physical sciences and engineering." Journal of Materials Science 56, no. 29 (2021): 16183–94. http://dx.doi.org/10.1007/s10853-021-06368-1.

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AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.
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Cao, Ping, Wei Zhao, and Wei Hong Xia. "Description of Municipal Solid Waste Treatment." Advanced Materials Research 663 (February 2013): 836–39. http://dx.doi.org/10.4028/www.scientific.net/amr.663.836.

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Our country has seen a rapid growth of municipal solid waste generation, which requires proper treatment. Therefore, there’s a great need for professionals special in municipal solid waste treatment, which makes the course of Municipal Solid Waste Treatment necessary for undergraduate students majoring in Environmental Engineering. Municipal Solid Waste Treatment is one of the main special courses offered to students whose major is Environmental Engineering. Through learning of this course, the students could grasp basic treatment technologies of MSW, e.g. pulverizing, composting, incineration, pulverizing and etc. In order to keep up with solid waste treatment nowadays, it is necessary to develop this course to improve teaching effects. Firstly, this paper described the current conditions of this course. Secondly, it offers a construction plan in adjustment of the course teaching content, enrichment of teaching methods and teaching mode, preparation of test database and exercise database and suggestion of ways to increasing teaching effect of this course.
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Dissertations / Theses on the topic "Majoring in teaching courses"

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ADORNO, Patrícia da Silva Fernandes. "A expansão das licenciaturas e da Educação Superior em Goiás: privatização, interiorização e estadualização (1997-2006)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2051.

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Made available in DSpace on 2014-07-29T16:10:40Z (GMT). No. of bitstreams: 1 dissertacao patricia adorno.pdf: 2928796 bytes, checksum: 8316af45ad72be7943bccb3d4638c748 (MD5) Previous issue date: 2008-12-09<br>This dissertation takes part of the research line State and Educational Policies and has as aim to understand the expansion of Higher Education, specially of majoring in teaching courses, in Goiás, in the context of Brazilian educational policies after Law 9394, from 1996 (Law of Guidelines and Basis of Brazilian Education). The research begins with the contextualization of political and educational reforms implemented by MEC (Ministry of Education in Brazil) which carried out several changes in the organization, structuring and working of Higher Education institutions and redefined their role in Brazil. The subject matter is approached by means of a documental research, reflections about public policies for Higher Education in Brazil supported by the analysis of theoretical works in the area and documents which allowed establishing a dialogue with the researched facts. The conclusion of this investigation leads to the difference between Goiás and other Brazilian States: the expansion of majoring in teaching for Basic Education courses occurred both by means of a state controlled university movement into inner lands, which brought higher education courses to a lot of cities in the State, and by means of the offer of courses by Goiás State University (Universidade Estadual de Goiás - UEG), a public institution founded in 1999. This University made it possible to establish many Higher Education courses all over the state and is also responsible for the highest number of majoring in teaching courses in Goiás<br>Esta dissertação integra a linha de pesquisa Estado e Políticas Educacionais e tem como objetivo compreender, no contexto das políticas educacionais no Brasil pós-aprovação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96), a expansão da Educação Superior, especialmente das licenciaturas, em Goiás. A pesquisa parte de uma contextualização das políticas e reformas educacionais implementadas pelo MEC, que trouxeram mudanças na organização, na estrutura e no funcionamento das Instituições de Ensino Superior (IES) e redefiniram o papel do ensino universitário no Brasil. Aborda-se o objeto de estudo por meio de pesquisa documental associada a reflexões acerca das políticas públicas para a Educação Superior no Brasil, apoiada na análise da produção teórica da área e em fontes documentais, que permitiram estabelecer um diálogo com os dados pesquisados. A conclusão dessa investigação é de que, em Goiás, diferentemente de outras regiões do Brasil, a expansão da formação de professores para a Educação Básica ocorreu por meio dos movimentos de interiorização e estadualização da oferta e da intermediação de uma instituição pública, a Universidade Estadual de Goiás (UEG). Essa instituição foi criada em 1999 e possibilitou a criação de cursos em todo o interior do Estado, sendo a responsável pela oferta do maior número de cursos de licenciatura em Goiás
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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Tam, Wvi Huat. "Web-based teaching and learning of Electrical Engineering Courses." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA390419.

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Thesis (M.S. in Electrical Engineering) Naval Postgraduate School, March 2001.<br>Thesis advisor(s): Butler, Jon T. "March 2001." Includes bibliographical references (p. 103). Also available in print.
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Lyman, Janet Palmberg. "Administrative aspects of intern teaching in piano pedagogy courses /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.

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Saktheeswaran, Ayshwarya. "The Role of Teaching Assistants in Introductory Programming Courses." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71895.

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The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers. We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.<br>Master of Science
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Hunsecker, Jennifer Gilroy. "Teaching About Race in Introductory Anthropology Courses: An Ethnographic Study." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5503.

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American anthropology has focused on issues related to race from the start of the discipline. From past work designed to categorize humans into phenotype-based categories to current work to undo those categorizations, many anthropologists consider race to be one of the most important topics for students to learn. In this dissertation, I use in-depth ethnographic case studies consisting of interviews, observations, and focus groups, to learn about the way in which anthropologists at four institutions of higher education teach the topic to students in their introductory, four-field general anthropology class. I found that anthropologists are committed to sharing anthropological perspectives with the public through teaching, while their students look for engaging and interesting teaching. I discuss the general acceptance by instructors of introductory courses of the idea that race does not have a biological basis in humans but is in fact a social construction; that in general, professors find this topic to be a critical one for students to learn; that there are a variety of successful strategies that can be employed to teach race to students; and that while students grasp the basic message, they remain confused about the social context of race and racism. Additionally, I conducted interviews with experts on the topic of race to provide context for the current anthropological perspective. I conclude that there is more research to be done on the teaching of anthropology, that the anthropological message about race must be stated in a more nuanced way, that the four-field introductory course is valuable and should be preserved, and that anthropology needs to further incorporate racism (the systematic mistreatment of minorities that is built into the social structure of the United States) into the discussion on race. Future research directions include scaling the research up to observe teaching practices across the country, conducting survey research to understand teaching practices and attitudes, further exploring the generalizability of these findings, and testing the effectiveness of teaching methods described herein using pre- and post- tests. Two potential study limitations include the majority White sample and that the study was confined to the American South.
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Soledad, Michelle Millete. "Understanding the Teaching and Learning Experience in Fundamental Engineering Courses." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101098.

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Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students. To accomplish the goal of understanding teaching and learning experiences, I conducted studies that examined instructors' and students' perspectives on their experiences and the educational environments, using qualitative research methodology. Through these studies, this dissertation: 1) examined instructors' beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting fundamental engineering courses as a foundational curriculum within engineering curricula to describe the educational environment in these courses from instructors' perspectives; and 3) examined student perceptions of their learning experiences and the educational environments in fundamental engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Data indicate that participants strive to integrate strategies that promote effective learning despite challenges posed by course environments, although expected gains from these behaviors may not always be maximized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting fundamental courses as a foundational curriculum within engineering curricula, and that engages instructors as equal partners in the planning process. Student feedback may be infused into the course planning process by productively and meaningfully utilizing students' responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective educational environments and positive learning experiences in engineering.<br>Doctor of Philosophy
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Belluigi, Dina Zoe. "Evaluation of teaching and courses: reframing traditional understandings and practices." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2015. http://hdl.handle.net/10962/59546.

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This anthology outlines case studies which have emerged from an approach to evaluation which enables individual academics to practice a degree of autonomy in how they determine their own evaluation agendas, methods and approaches. This has enabled individual cases of both rigour and creativity when it comes to the collection of data and generation of feed- back on their teaching and/or courses, particularly in relation to transforming curricula responsively; enabling student voice and increasing student ownership; and creating spaces for practices to be challenged. The purpose of the case studies is pedagogic and to illustrate a range of practices and principles. For the sake of clarity some of the details have been omitted or slightly changed.
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Cornwall, Timothy Brooke, and cornwall@inet co th. "Seminar Leader Effectiveness: Teaching Short Courses in the Thai Business Community." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070201.162658.

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Research and literature on teaching adults primarily discusses longer courses within the sphere of formal education, that is formal tertiary education and non-formal education (typically work-place or work-related learning). While both these fields provide a rich source of general information, it is difficult to find research texts that specifically deal with teaching adults in a seminar environment, that is, a planned, one-off learning event ranging in length from three hours to two days. While some research has focused on Thai culture in general and the nature of Thai university teaching in particular, very little has been published concerning the teaching of Thai adults, whether in a formal setting such as a university or college, or in a non-formal, work-place or work-related setting. This research reflects an effort to compensate for this pronounced lack of research in teaching adults in a short course environment and the paucity of research on teaching Thai adults. Using a case-study method, fifteen Western or Western-educated Thai trainers in the Thai short-course market were interviewed to determine the characteristics of an effective short-course trainer instructing courses in English. Based on a semi-structured interview format, with questions framed from the literature review, eight key characteristics were determined that reflect the qualities of an effective trainer in the Thai market. Centered on the vital role played by trainers' knowledge of the participants and their culture, the characteristics identified by the research highlight the need to foreground key aspects of participant culture when planning and presenting a short course in the Thai business community. While content expertise and teaching skills remain important, the key to effectiveness lies in acquiring and skillfully applying a knowledge of participants that goes beyond needs analysis to include a generic knowledge of the social norms that identify Thais as a cultural group throughout the training process. The eight characteristics are discussed in detail, and while some aspects of these are consistent with the conventional wisdom discussed in the literature review, most arose from the analyses of comments provided by the interviewees. This discussion leads into a number of recommendations for new trainers in this market and concludes with insights into further areas of study that could prove useful in Thai and other cultures, and for educators involved in short- or long-course events.
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Finley, Lacey. "Undergraduate business students perceptions of teaching presence in online business courses." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32640.

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Doctor of Education<br>Curriculum and Instruction Programs<br>Rosemary S. Talab<br>The purpose of this case study was to explore Teaching Presence in the undergraduate online Business course environment. This study explored the following three Research Questions: 1. How do undergraduate Business students perceive Teaching Presence in online courses? 2. What Teaching Presence components do undergraduate Business students find valuable in online courses? 3. How do exemplary undergraduate online Business course faculty demonstrate Teaching Presence in online instruction? The population of this study consisted of 20 undergraduate Business students and 3 student-nominated Business faculty. Participants included Business students enrolled in online Business courses. Based on the student interviews, the faculty most often nominated by the students as demonstrating effective methods of Teaching Presence in online Business courses served as faculty participants. Interviews of students and faculty were conducted during the Fall 2015 semester. There were 101 units identified for Research Question 1, with 46 units for the theme of "Direct Instruction", 36 for the theme of "Discourse Facilitation", and 19 units for the theme of "Design and Organization". The major findings from these research questions were that undergraduate Business students perceived online course Teaching Presence most through Direct Instruction. Students perceived prompting student engagement in discussions and encouraging student participation as important elements of the "Discourse Facilitation" theme. Students perceived good course design methods as being important to Teaching Presence. There were 245 units identified for Research Question 2, with 93 units for the theme of "Design and Organization", 88 units for "Discourse Facilitation" and 64 units for Direct Instruction". The major findings were that the "Design and Organization" theme was found to be most valuable to undergraduate Business students in the form of designing methods and establishing time parameters. Setting a climate for learning within the "Discourse Facilitation" theme and confirming understanding within the "Direct Instruction" themes were important to students when discussing what Teaching Presence components they found valuable in online Business courses. There were 81 units identified for Research Question 3, which consisted of faculty interviews focused on how exemplary online Business course faculty demonstrated Teaching Presence. The themes that were found in the faculty interviews were 30 units for the "Design and Organization" theme, 26 units for the "Discourse Facilitation" theme and 25 units for the "Direct Instruction" theme. The major findings were that the "Design and Organization" theme was found to be of the utmost importance to exemplary faculty when discussing the demonstration of Teaching Presence in online Business courses. Within the "Discourse Facilitation" theme, faculty emphasized the importance of drawing in participants and prompting discussion. Confirming understanding was found to be the most important aspect of the "Direct Instruction" theme. Recommendations for the research setting were in the areas of learning activity clarity, the use of integrated video lectures, enriched student-instructor interaction strategies, and technological tools to identify student comprehension struggles. Recommendations for future research including a study of Teaching Presence in different academic disciplines and in different academic environments, the efficacy of various technologies in enhancing Teaching Presence, and instructor attributes influencing Teaching Presence.
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Books on the topic "Majoring in teaching courses"

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T, Rogers Daniel, ed. Majoring in psychology: Achieving your educational and career goals. Wiley-Blackwell, 2010.

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Holly, Rich. Majoring in education: All the stuff you need to know. Meredith Music Publications, 2011.

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Holly, Rich. Majoring in education: All the stuff you need to know. Meredith Music Publications, 2011.

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Blain, B. C. R. Teaching apparatus for building courses. International Thomson Publishing Ltd, 1988.

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Homeopaths, Society of. Courses in homeopathy. Society of Homeopaths, 2004.

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Council for National Academic Awards. Committee for Physical Sciences. Review of chemistry: Courses and teaching. CNAA, 1991.

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Council for National Academic Awards. Committee for Physical Sciences. Review of geology: Courses and teaching. CNAA, 1989.

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Education, Ontario Ministry of. Latin, Ontario academic courses. Ministry of Education, 1986.

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ADMINISTRATION, FEDERAL AVIATION. FAA catalog of training courses. U.S. Dept. of Transportation, Federal Aviation Administration, FAA Academy, 1991.

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Therapists, College of Occupational. Directory of occupational therapy courses. College of Occupational Therapists, 2001.

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Book chapters on the topic "Majoring in teaching courses"

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Bouchey, Bettyjo, Jill Castek, and John Thygeson. "Multimodal Learning." In Innovative Learning Environments in STEM Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_3.

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AbstractThe widespread use of technology in the digital age continually shapes how individuals consume knowledge and learn. In the digital age, ideas are shared and represented in multiple formats and through the integration of multiple modes. Technological advances, coupled with considerations of the changing needs of today’s learners, call for exploring new directions for multimodal teaching and learning. Yet, society’s increasing reliance on, and use of, technologies for communication and learning has introduced expanded forms of meaning-making. Information and communication technologies (ICTs) and the online networks that are facilitated by their use encourage educators to transform the way education is delivered. Learning environments are in need of becoming transformed so students are able to use immersive technologies to expand their learning opportunities. This chapter explores emerging trends and pedagogies in multimodal learning that seek to take advantage of the digital tools, texts, and learning approaches that are continually shaping the ways learning occurs inside and outside of higher education.This chapter is outlined to highlight what is found in the literature on multimodal instruction, what findings were realized at eXploring the Future of Innovative Learning Environments (X-FILEs) workshops, and lastly how multimodal instruction can be used to transform the classroom of the future. Throughout this chapter, readers will get to know a student of the future, Juan Delgado. He attends a 4-year university in Dallas, Texas, and is majoring in Mechanical Engineering taking his Introduction to the Fundamentals of Science course. Each aspect of the learning process as it relates to multimodal instruction in 2023 is outlined through the experiences of Juan to situate the impact to learners.
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Pugnaire, Michele P., and Melissa A. Fischer. "Establishing and Teaching Elective Courses." In An Introduction to Medical Teaching. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9066-6_13.

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Mauriello, Thomas P. "Teaching Academic and Training Courses." In Public Speaking for Criminal Justice Professionals. CRC Press, 2020. http://dx.doi.org/10.4324/9781003047957-12.

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Sternberg, Robert J. "Getting started teaching your courses." In Starting your career in academic psychology. American Psychological Association, 2017. http://dx.doi.org/10.1037/0000013-004.

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Almond, Amanda L. "A Psychologist’s Perspective for Coordinating Interdisciplinary Courses." In Interdisciplinary Team Teaching. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_7.

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Morris, Michael. "Field Experiences in Evaluation Courses." In Creative Ideas For Teaching Evaluation. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7829-5_5.

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Niederjohn, M. Scott, and Colin O’Reilly. "Integrating the Economic Way of Thinking into US History Courses." In Teaching Economics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_14.

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Davis, Philip. "The Place of the Implicit in Literary Discovery: Creating New Courses." In Teaching Literature. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230507906_12.

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Liu, Alan. "Teaching ‘Literature+’: Digital Humanities Hybrid Courses in the Era of MOOCs." In Teaching Literature. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-31110-8_9.

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López-Sieben, Mónica, Marta Peris-Ortiz, and Jaime Alonso Gómez. "Lessons Learned Through Massive Open Online Courses." In Innovation and Teaching Technologies. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04825-3_2.

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Conference papers on the topic "Majoring in teaching courses"

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Wu Qingqiang and Cao Langcai. "Teaching mode of Operating System Course for undergraduates majoring in computer sciences." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228196.

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Kuojun, Yang, Ye Peng, Qiu Duyu, and Shi Jiali. "Teaching Practice Platform and Innovation Course Construction for Postgraduate Majoring in Electronics Information." In 2018 IEEE Asia Pacific Conference on Circuits and Systems (APCCAS). IEEE, 2018. http://dx.doi.org/10.1109/apccas.2018.8605673.

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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.

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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site and were mature students with families who were availing themselves of the opportunity for career advancement (CPD). Some of the students were from the UKAEA and its contractors whilst others were from Rolls-Royce working at Vulcan, the Royal Navy’s establishment for testing nuclear reactors for submarines. A number of the students had not been in a formal learning environment for many years. The College which had originally been funded by the UKAEA and the nuclear industry in the 1950’s was anxious to break into the new field of Decommissioning and were keen to promote these courses in order to support the work progressing on site. Many families in Thurso, and in Caithness, have a long tradition of working in the nuclear industry and it was thought at the time that expertise in nuclear decommissioning could be developed and indeed exported elsewhere. In addition the courses being promoted by the College would attract students from other parts so that a centre of excellence could be established. In parallel with formal teaching, online courses were also developed to extend the reach of the College. The material was developed as a mixture of power point presentations and formal notes and was obtained from existing literature, web searches and interactive discussions with people in the industry as well as case studies obtained from actual situations. Assignments were set and examination papers prepared which were validated by internal and external assessors. The first course was started in 2004 (believed to be unique at that time) and attracted eight students. Subsequent courses have been promoted as well as a BEng (Hons) course which also included a course on Safety and Reliability.
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Rice, Janet M., Robert H. Allen, and Artin A. Shoukas. "Longitudinal Design Teams: Students Teaching Students." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/ied-21208.

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Abstract We report on the characteristics of our year-long Longitudinal Design Team (LDT) courses, which have been taught since Fall 1998. Our main goal in these courses is to have teams of undergraduates at all educational levels work together solving problems that involve design in biomedical engineering. Consisting of about ten students, each team is composed mostly of freshmen, who, with the help of upperclassmen mentors and an upperclassman Team Leader, are able to use the knowledge they have gained in their introductory courses and from their life experiences and apply it to biomedical engineering problems. In the Fall semester, teams work on one or two projects, where they design, perform, measure and apply principles of physics to develop an understanding of a bio-mechanical event. In the spring, teams work on individual design projects proposed by “customers.” Faculty mentors interact with the team leaders and they decide how to proceed with their respective projects. Because the course is open to all educational levels, freshman students often reregister for the course as more upper level students. In addition to a learning environment, the design team is also a place for underclassmen to develop relationships with upperclassmen and vice versa. These relationships have proved particularly useful to the freshmen in choosing their courses, as well as in deciding summer and research plans. The upperclassmen are also learning how the knowledge they have gained in their coursework applies to solving practical problems. Although only in operation for three years, others perceive tangible results as well. In particular, the majority of customers are satisfied with the prototypes they receive. These preliminary results indicate that this unique program helps our students become acclimated to our curriculum and in preparing them for their profession.
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Caulfield-Browne, Mark. "Innovations in Teaching: Engineering Drawing and 3D Visualization." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61390.

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A fundamental course offered at The Petroleum Institute (PI) in Abu Dhabi, to all sophomore engineering students, is Engineering Graphics. One of the objectives of the Engineering Graphics course is to equip students with the basic drawing and visualization skills required of competent engineers. With English being a second language, a number of issues in developing such a course had to be addressed: proficiency in the English language, previous drawing experience, 3D visualization skills, judicious and appropriate use of technology. While some of our sophomore students cope adequately with learning in English, many struggle to understand the language used in technical courses. Further, the majority of our students have no prior drawing experience and generally have poorly developed 3D visualization skills. This paper will consider how the learning process can be enhanced through appropriate use of technology. The development and delivery of an innovative, bespoke Engineering Graphics and 3D Visualization course will be presented. The course concentrates on developing visualization skills by providing a web-based, independent-learning component. Interactive multimedia resources were developed to accompany the sketching part of the course. The 3-dimensional sketching examples given in the course notes were modeled using the CAD software the students would learn later in the course. It was anticipated that, by providing these powerful visualization tools, students would intuitively understand the concepts even without previous exposure to Engineering Graphics or fluency in the language of instruction. In this paper, the course structure will be presented, our findings will be outlined and recommendations discussed.
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Sisson, Richard D., William C. S. Weir, and James C. O’Shaughnessy. "Teaching and Learning “Green Engineering” in a Multidisciplinary Seminar." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-41801.

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This paper presents the recent experience of teaching and learning “Green Engineering” in a multidisciplinary seminar. The instructors who organized the seminar included an environmental engineer and a mechanical/manufacturing engineer. The student population included both graduate and undergraduate students majoring in civil/environmental, mechanical, manufacturing and aerospace engineering as well as several biology majors. The course was organized as a semester long seminar with many guest speakers from industry, government, academia and law firms. In addition to assigned reading and literature searches/reviews, the main learning experiences were provided by two large team projects. The first multidisciplinary team project was a “game” that required the students to develop a facility to provide a variety of products that utilized materials that are toxic, hazardous and radioactive. The students were assigned various roles in the company including bidding, manufacturing, environmental and purchasing responsibilities. The teams were judged on both the financial and environmental success of their company. The second multidisciplinary major team project focused on the creation of a green product including, the design and manufacturing processes, as well as the business plan. The student interest in this project was enhanced by a competition with cash prizes that was financed and judged by WPI’s Entrepreneurship program’s faculty and staff.
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KOH, Noi Sian, Swapna GOTTIPATI, and Venky SHANKARARAMAN. "EFFECTIVENESS OF BITE-SIZED LECTURE ON STUDENT LEARNING OUTCOMES." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8027.

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Bite-Sized Teaching approach uses relatively small learning units with short term focused activities. The paper presents the effectiveness of Bite-Sized lecture pedagogy on learning outcomes for an analytics course offered by the School of Information Technology at Nanyang Polytechnic. The methodology involves breaking a typical 1 hour lecture into 3 to 4 short lectures followed by related tutorial/practical exercises relevant to each respective short lecture. The results from the exercises show statistically significant improvements in the assessed learning outcomes for the Bite-Sized lecture over the traditional 1 hour lecture. 75% of the surveyed respondents agreed that the speed of the course materials presented in the Bite-Sized lecture was just right. Majority of the repondents agreed or strongly agreed that Bite-Sized lecture helped them to learn better. Although this paper is primarily based on education experiences made within an analytics module, the findings presented are applicable to any other computing related courses or even mathematics related courses in general.
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Siddique, Zahed, Mrinal Saha, Firas Akasheh, Shaiful Arif, and Bipul Barua. "Interactive Scenario-Based Teaching of Metal Casting Processes." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48265.

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It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.
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Shih, Hui-Ru, and Wilbur L. Walters. "Modeling, Control and Application of Piezoelectric Actuators." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37183.

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Nanotechnology is a growing area that educators are interested in attracting students to. Smart materials have become the workhorse in a multitude of nanotechnology. One example is the piezoelectric actuators which are used for nano-positioning in Atomic Force Microscopy (AFM). The majority of today’s engineering and technology students are unaware of the remarkable properties of smart materials as well as their applications in nanotechnology. Therefore, providing students with the knowledge and experience of piezoelectric actuators is the crucial step in integrating nanotechnology into engineering and technology education. One course module has been developed for introducing modeling, control, and application of piezoelectric actuators to undergraduate students at Jackson State University. This module includes classroom lectures, demonstrations, and actual exercises. This paper discusses the development and implementation of the teaching module and provides some initial student feedback. The course module description and covered topics are presented in detailed. The course module presented in this paper can easily and seamlessly be integrated to the existing engineering and technology courses.
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Kazmer, David, John Duffy, Linda Barrington, and Beverly Perna. "Introduction to Engineering Through Service-Learning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34491.

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Service-learning (S-L) is the integration of academic subject matter with service to the community in credit-bearing courses. In an engineering context, service-learning provides a project-based experience in which students are presented with real clients and their problems, often of immediate need. This paper reflects on three years of service-learning integrated into a first engineering course with approximately three hundred students per year. The costs and benefits of service-learning to students, faculty, and clients are analyzed through several means including traditional teaching evaluations, blind pre- and post-assessments by students and clients, multi-year institutional data regarding student performance, and others. The results indicate that a majority of students personally believe that the described service-learning project is a valuable experience and should be integrated throughout the engineering curriculum. However, the service-learning experience varied significantly across teams, students, and course offerings.
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Reports on the topic "Majoring in teaching courses"

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Voegele, Janelle. Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.760.

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Azevedo-Curvello, João-José. O ensino de teorias da Comunicação Organizacional nos cursos de Comunicação brasileiros / The teaching of Organizational Communication Theories in Communication courses in Brazil. Revista Internacional de Relaciones Públicas, 2018. http://dx.doi.org/10.5783/rirp-15-2018-05-63-84.

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Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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THE MODEL OF TOURISTIC EDUCATION AMONG STUDENTS-SPORTSMEN USING INFORMATION TECHNOLOGIES (BY THE EXAMPLE OF “REGIONAL GEOGRAPHY” AND “GEOGRAPHY” COURSES TEACHING). Kotlyarova O. V., 2015. http://dx.doi.org/10.14526/01_1111_30.

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Modern forms of teaching at a higher educational establishment by the example of “Physical culture elective courses” discipline in Nordic walking specialization. Svetlana V. Nageykina, 2020. http://dx.doi.org/10.14526/2070-4798-2020-15-2-71-78.

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Every Learner Everywhere and Lighthouse Institutions: First-Year Experiences. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/99.

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In this report, Every Learner Everywhere &amp; Lighthouse Institutions share first-year experiences of 2- and 4-year colleges piloting new versions of gateway courses incorporating adaptive learning in an effort to address achievement gaps for first-generation students, low-income students, and students of color by improving teaching and learning with the support of adaptive tools.
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