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Reading, writing - Energy: An NSF CCLI project to enhance a freshman core curriculum natural science course
Texas A&M University.
University of South Dakota.
2008 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

initial honors offerings have subsequently become UPTs for the recitation sections. The RW-E project funding includes support for an assistant professor and a PhD level graduate student from the College of Education and Human Resources. These two project participants have drafted a training program for the UPTs and GTAs to be held prior to each semester, and they convene the instructional team on a weekly basis to share experiences, share additional learning resources and discuss plans for the following week. They assist the engineering professors in charge of the course to incorporate student-centered learning strategies in line with design principles of the How People Learn1 framework. They also conduct research on the course design and its effectiveness in achieving learning goals, emphasizing critical thinking, effective communication skills, learning from peers, and issues awareness. The RW-E project is highly beneficial to development of the ENGR 101 course. Involving learning scientists in the course design and planning has greatly enhanced its value to students

Place, publisher, year, edition, pages
2008.
Identifiers
URN: urn:nbn:se:ltu:diva-28587Scopus ID: 80053704314Local ID: 26c95a34-3c0f-40cb-8a01-bf362a7216e6OAI: oai:DiVA.org:ltu-28587DiVA, id: diva2:1001787
Conference
ASEE Annual Conference & Exposition : 22/06/2008 - 24/06/2008
Note
Upprättat; 2008; 20130218 (andbra)Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-01-16Bibliographically approved

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Talreja, Ramesh

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