Randy Bass How might the new digital context—the whole of the emerging learning ecosystem—help us make higher education widely available to and meaningful for an expanded population of college students?
A paper describing the development and implementation of a subject matter training course for peer instructional leaders. A brief report on the quite interesting practical laboratory tournament, with 43 partcipating departments from around China and, for the first time, international representatives.
Students author problems in the Sapling Learning environment that are custom-made for the course.
The lesson is emphasized about the value of student-generated instructional materials. Educator" Organic Chemistry Frontiers,3, Development in a Research Setting" Change: The Magazine of Higher Learning, Background, development, critical features, and feedback are all included.
The central role of practices. Response to the Next Generation Science Standards and the question of the implicit demand placed on teachers. I am not convinced that the important questions are being asked.
US Brain Drain" Change47 4 Young Western Scientists are being hired, fresh off their postdocs, into Chinese Universities, with good support, good space, and enthusiasm.
What might the future hold? An interactive online environment was used as a framework to structure weekly discussions around spectroscopy problems outside of class.
Best Practices, Opportunities and Trends. This chapter identifies and gathers practitioner-level features for what we call "Real Work" principles, which derive from a combination of authentic instruction and situated learning. Describes a number of strategies for more intentionally using errors as a method of instruction.
Introduction to the second JRST Special Issue on the titular topic, the essay explores the unique features of post-secondary science education research and sets out some challenges to advance and elevate the work.
In an era where the delivery systems dominate the discussion about higher education, this essay argues for more expliciit consideration of what it is we are teaching and why. Introduction to the JRST Special Issue on the titular topic, the essay explores the distinctive difference brought by a deeper connection to the discipline in postsecondary education and, consequently, to postsecondary education research.
A practical overview of the literature on laboratory instruction for beginning instructors; necessarily brief and incomplete, but intended to provide entry points for practice. Two reports on the experiences of US professors who taught mainstream classes, in China, in English: An application of creating and student-generated instructional materials in an introductory level physical chemistry class.
Education in Chinese Lockstep? An editorial in the Chronicle's Point of View section that warns about the US moving in an educational direction that China is interested in moving away from, namely, standardized and uniform teaching and testing. Bringing an education-centered faculty member into a department needs to be a cooperative and thoughtful partnership between the candidate and the department.
These are a 'top ten' list of questions that both parties ought to be answering. In which the integration and evaluation of classroom assignments are described, where students improve Wikipedia entries.
Assessment in the Disciplines vol 5: Association for Institutional Research, ; pp.Dec 14, · Coppola, B. P. (). Writing a statement of teaching philosophy. Journal of College Science Teaching, 31(7), Brian Coppola discusses the important aspect to have in a teaching philosophy.
He bluntly states that these are his opinions from his experiences. He says just because this is an article, it doesn’t mean .
Brian P. Coppola (born February 5, in Lawrence, Massachusetts) is a chemistry professor at the University of Michigan. Raised in Methuen, Massachusetts, and Derry, New Hampshire, Coppola is the eldest of four children of Frank and Shirley Coppola.
Brian P. Coppola 1 University Of Michigan 9/4/06 CURRICULUM VITAE BRIAN P. COPPOLA Arthur F. Thurnau Professor in Chemistry Associate Chair for Curriculum and Faculty Affairs Coppola, B. P.
"Writing a Statement of Teaching Philosophy" Journal of College Science Teaching . Past Participants; Courses; Writing and Teaching Guides; Past Participants. Graduates; Writing Workshop; Political Science and Philosophy Timothy McKay – Physics and Astronomy Megan Sweeney – English Language and Literature and CAAS Brian Coppola – Chemistry Department James Hilton – Psychology Department.
The College of Literature, Science, and the Arts holds the excellence of our undergraduate teaching in high regard. To recognize outstanding teaching faculty, the LSA Dean will designate a number of Individual Awards for Outstanding Contributions to Undergraduate Education, formerly known as the.
Journal of College Science Teaching Vol. 31 No. 7, p. May Feature Writing a Statement of Teaching Philosophy Brian P. Coppola Writing a statement of teaching philosophy is a cornerstone of reflective and scholarly practice in.