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Relevant bibliographies by topics / University of Michigan-Dearborn

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Academic literature on the topic 'University of Michigan-Dearborn'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "University of Michigan-Dearborn"

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Marincean, Simona, and Steven L. Scribner. "Remote Organic Chemistry Laboratories at University of Michigan—Dearborn." Journal of Chemical Education 97, no. 9 (August 17, 2020): 3074–78. http://dx.doi.org/10.1021/acs.jchemed.0c00812.

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Kampfner, Roberto R. "Modeling of Computer-based Systems at the University of Michigan-Dearborn." SIMULATION 76, no. 5 (May 2001): 294–95. http://dx.doi.org/10.1177/003754970107600514.

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Sein, Layla. "The Thirtieth Annual Conference of the Association of Muslim Social Scientists (AMSS)." American Journal of Islam and Society 18, no. 4 (October 1, 2001): 200–205. http://dx.doi.org/10.35632/ajis.v18i4.2001.

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The Association of Muslim Social Scientists (AMSS) held its 30th annualconference with the collaboration of the International Institute of IslamicThought (IIIT) at the University of Michigan - Dearbom campus fromOctober 26 - 28,2001. Students, academicians, Muslim and non-Muslimintellectuals and activists were among the guests at the conferencecosponsored by the University of Michigan - Dearborn and its Center forArab-American Studies, and Project MAPS: Muslims in the AmericanPublic Square, Georgetown University.The conference theme "Religion and Public Life in the Global Epoch"echoed in the presentations given by eighty five panelists in twenty panelsand seven roundtable discussions, including one workshop; two plenarysessions; and a keynote address at the annual banquet. The social issuesoutlined and defined by Muslims and non-Muslims in these sessions didnot only encourage a stimulating and lively debate after the panel androundtable presentations, but they also advanced the development of theacademic forum fostered by the AMSS, since its inception, to analyze theapplication of an Islamic worldview on social issues in the larger worldcommunity.In his opening statement, AMSS President Mumtaz Ahmad, who is alsoa political science professor at Hampton University, underscored the needfor Muslim scholars and professionals to educate the public on Islam,and to work with people of different faith groups to influence the developmentof a global social order based on justice, morality and Godconsciousness.His remarks drew attention to the importance of establishinga better understanding of Islam and creating an awareness of ourcommon humanity. Professor Ahmad's opening remarks also set the tenorof the conference and established a theme based on peace and goodwilltowards mankind that echoed throughout the three-day gathering.In fact, the character of the conference was further established on the firstday at the Conference Reception hosted by the University of Michigan atthe Henry Ford Estate -Dearborn campus, when Dr. Ronald Stockton,Interim Director, Center for Arab-American Studies (CAAS), stated that ...

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Mansfield, John F., Andy Adamson, and Kevin Coffman. "Development of a System to Provide Full, Real-time Remote Control of a Scanning Electron Microscope across the Second Generation Internet: The Teaching SEM." Microscopy and Microanalysis 6, no. 1 (January 2000): 31–41. http://dx.doi.org/10.1017/s1431927600000064.

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The development and makeup of a real-time full remote control system for the University of Michigan, Department of Materials Science and Engineering Teaching SEM is described. The instrument was initially controlled via the campus local area Ethernet network and cable TV network. The latest implementation employs Fast Ethernet, Asynchronous Transfer Mode (ATM) networks, and moving picture experts group (MPEG) video encoding to effect the remote control via the computer network alone. Remote control demonstrations from Washington, DC, Dearborn, MI, and Emerson School, Ann Arbor, MI are described.

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Mansfield, John F., Andy Adamson, and Kevin Coffman. "Development of a System to Provide Full, Real-time Remote Control of a Scanning Electron Microscope across the Second Generation Internet: The Teaching SEM." Microscopy and Microanalysis 6, no. 1 (January 2000): 31–41. http://dx.doi.org/10.1007/s100059910003.

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Abstract The development and makeup of a real-time full remote control system for the University of Michigan, Department of Materials Science and Engineering Teaching SEM is described. The instrument was initially controlled via the campus local area Ethernet network and cable TV network. The latest implementation employs Fast Ethernet, Asynchronous Transfer Mode (ATM) networks, and moving picture experts group (MPEG) video encoding to effect the remote control via the computer network alone. Remote control demonstrations from Washington, DC, Dearborn, MI, and Emerson School, Ann Arbor, MI are described.

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Krebs, Angela S., and Eileen L. Kaller. "Supporting Teacher Learning: Using Nested Lessons in a Methods Class." Teaching Children Mathematics 13, no. 1 (August 2006): 50–55. http://dx.doi.org/10.5951/tcm.13.1.0050.

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In recent years, elementary school preservice teachers often have a fieldwork experience before student teaching. However, the quality of these experiences varies greatly (Wilson, Floden, and Ferrini-Mundy 2002). What supports a good fieldwork experience? Certainly we want students to be taught in classrooms in which they are asked to reason, represent, and communicate. At the University of Michigan–Dearborn, we strive to find these sorts of placements—first, by working with districts using reform-based materials and, second, by asking local district leaders to identify exemplary teachers. Moreover, our future teachers have experienced inquiry-based lessons in the mathematics and science courses they take as university students. Even with this careful design, when we observe classrooms in the field we find that future teachers focus on surface aspects rather than on mathematical thinking. This experience concurs with the findings of Moore (2003) and Putnam and Borko (2000), who found that novices focus on management and procedures, not on learning. So we asked ourselves, How do we sharpen the future teachers' focus?

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Siddiqui, Dilnawaz A. "Social Sciences and Social Change." American Journal of Islam and Society 8, no. 1 (March 1, 1991): 175–81. http://dx.doi.org/10.35632/ajis.v8i1.2655.

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The second decade of the association's existence culminated in a veryencouraging conference in Dearborn, Michigan this year.The conference highlights included a keynote address by Ali Mazrui,Albert Schweitzer Professor in the Humanities, State University of New Yorkat Binghamton, and addresses by 'AbdulHamid AbuSulayman, past presidentof AMSS and current rector of the Islamic University of Malaysia, and MunirAhmad Khan, director of the Pakstan Atomic Energy Commission. Mazrui,who focused on the Gulf crisis, spoke about the double standards practicedby the West in dealing with the Muslim ummah. AbuSulayman stressed theneed for reform of character at the individual level for achieving lasting socialchange.The Isma'il and Lamya' al Faruqi Memorial Lecture was delivered byJohn Esposito, director of the Center for International Studies, Holy CrossCollege, Worcester, Massachusetts and past president of the Middle EastStudies Association (MESA). He reminded the Muslim social scientists ofIsma'il al Faruqfs tradition, urging them to become activists and scholarsof Islam at the same time.The conference proceedings were spread over nineteen panels whichoffered a variety of papers on Islam and Muslim life by scholars from NorthAmerica and overseas.The tradition that had been revived three years ago was maintained, andthus the Association of Muslim Scientists and Engineers (AMSE) also heldtheir annual conference concurrently with this year's AMSS conference. Theother tradition that continued was the trialogue between representatives ofthe three Abrahamic faiths.Another feature of the program was the incorporation of the AMSSBusiness Administration seminar. This program featured two panels. In thefirst panel, Ahmed M. Abo-Hebeish of Northrop Corporation discussed theframework of debtor-creditor relations as the foundation of financial accountingin Islam, and Mohamed A. El-Badawi of California State University addressedthe issue of computing zakatable funds.The other panel (Session 5: Panel 10) in this discipline had fourpresentations. The seminar chairman, Ghouse A. Shareef of Bellannine Collegein Kentucky, spoke on "Acountability, Congruency, and Equilibrium as the ...

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"Book Review : Damage in Composite Materials Edited by George Z. Vojiadjis Elsevier Science Publishers, Amsterdam ISBN: 0-444-89348-2 Reviewer: P. K. Mallick, Professor, Department of Mechanical Engineering, University of Michigan-Dearborn, Dearborn, MI 48128." International Journal of Damage Mechanics 3, no. 3 (July 1994): 322–23. http://dx.doi.org/10.1177/105678959400300306.

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Lazarus, Belinda Davis. "TEACHING COURSES ONLINE: HOW MUCH TIME DOES IT TAKE?" Online Learning 7, no. 3 (March 19, 2019). http://dx.doi.org/10.24059/olj.v7i3.1844.

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Studies show that temporal factors like workload and lack of release time inhibit faculty participation in developing and teaching online courses; however, few studies exist to gauge the time commitment. This longitudinal case study, presented at the Seventh Annual Sloan-C International Conference on ALN, examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn from Winter 1999 through Winter 2000. Twenty-five students were enrolled in each course. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails; 2) reading, participating in, and grading 10 online discussions; and 3) grading 15 assignments. Using a stopwatch, the investigator timed and recorded the number of minutes needed for each activity. Also, all messages and assignments were archived and frequency counts were recorded. The weekly, mean number of minutes and assignments was entered on line graphs for analysis. The data showed that teaching each online course required 3 to 7 hours per week, with the greatest number of emails and amount of time required during the first and last 2-weeks of the semesters. Participation in and grading of the discussions took the greatest amount of time and remained steady across the semester. However unlike many live courses, the students participated more in thediscussions than the instructor did. The number of assignments that were submitted each week steadily increased over each semester. This case study indicates that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses and represents the beginning of this area of inquiry. Consequently, additional studies are needed with a variety of instructors across a variety of courses and disciplines to further pinpoint faculty time commitment.

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Books on the topic "University of Michigan-Dearborn"

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Higgs, Elton D. A gift renewed: The first 25 years of the University of Michigan-Dearborn, 1959-1984. Dearborn: The University, 1985.

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Higgs, Elton D. Gift Renewed: The First Twenty Five Years of the University of Michigan -Dearborn 1959-1984. Univ of Michigan Indrustrial &, 1985.

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Contemporary glass: The collection of Jean and Hilbert Sosin : twenty-five years of studio glass, March 23, 1962 to March 23, 1987 : an exhibition at the University of Michigan-Dearborn, April 3-June 15, 1987. [ ]: University of Michigan-Dearborn, 1987.

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Book chapters on the topic "University of Michigan-Dearborn"

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Brunvand, Stein, and Ilir Miteza. "Developing an Online Presence." In Ensuring Quality and Integrity in Online Learning Programs, 201–29. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7844-4.ch008.

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This chapter outlines the process developed at the University of Michigan – Dearborn (UM-Dearborn) to support the development, facilitation, and evaluation of online courses and programs. In addition to the step-by-step account of initiatives and actions, this chapter centers on the guiding principles of enhancing online course quality, investing in faculty support and innovation, and providing robust online support to students. Initiatives and strategies outlined in this chapter are undergirded by these principles and provide guidance to any higher education institution that has a limited and/or disparate catalog of online offerings and is committed to finding a pathway to a more robust array of online educational opportunities.

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Brown, Jeannette E. "Life After Tenure Denial in Academia." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0010.

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The year 2014 was absolutely devastating for me professionally and personally; I was denied tenure and I lost both my maternal and paternal grandmothers. Reflecting back on that time in my life, I am certain that I would not have been able to survive the experience without the support of my close family and friends. I truly believe that the story of my journey will help others experiencing difficult challenges in their careers. After graduating from Henry Ford High School in Detroit, MI, in 1988, I enrolled at Highland Park Community College (HPCC) in nearby Highland Park. My mother was working as a secretary in the nursing department at the time, so I was able to take advantage of the tuition benefit offered to the college’s employees. I enrolled in a chemistry course for non-science majors, which I absolutely loved! Needless to say, after earning my associate’s degree in 1990, I decided to pursue chemistry as a major. I enrolled at the University of Michigan-Dearborn and attended two semesters before transferring to Wayne State University (WSU), in Detroit. My experiences as an undergraduate chemistry major at WSU led me on the path to pursue a doctorate in chemistry. In the fall of 1992, I was awarded an NIH-MARC (National Institutes of Health-Minority Access to Research Careers) Fellowship. This fellowship provided me not only funding support, but hands-on research training in the laboratory of Professor Regina Zibuck, a synthetic organic chemist. The environment in the Zibuck laboratory was very supportive and due to this mentoring experience, I wanted to earn a doctorate in chemistry. As a MARC Fellow, I was engaged in research and presented a poster on my research efforts at a national conference for the first time. Thus, I was developing fundamental laboratory and communication skills as an undergraduate researcher. Also during this time at WSU, I became involved in the WSU-NOBCChE chapter, where I found a supportive network of African American students pursuing undergraduate degrees in chemistry. The chapter adviser was Dr. Keith Williams, Director of Minority Student Initiatives in the chemistry department.

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Conference papers on the topic "University of Michigan-Dearborn"

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Shulze, Roger, and P. K. Mallick. "How the University of Michigan-Dearborn Prepares Engineering Graduates for Careers in Automotive Systems Engineering." In SAE Convergence 2010. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2010. http://dx.doi.org/10.4271/2010-01-2327.

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Reports on the topic "University of Michigan-Dearborn"

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Mallick, P. K. Upgrading the Center for Lightweighting Automotive Materials and Processing - a GATE Center of Excellence at the University of Michigan-Dearborn. Office of Scientific and Technical Information (OSTI), August 2012. http://dx.doi.org/10.2172/1126714.

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