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Download full textGafney, Leo; Bynum, R. David; Sheppard, Keith – Online Submission, 2015
This report describes the origin and development of CESAME (The Center for Science and Mathematics Education) at Stony Brook University. The analysis identifies key ingredients in areas of personnel, funding, organizational structures, educational priorities, collaboration, and institutionalization. After a discussion of relevant issues in…
Descriptors: Science Teaching Centers, Science Education, Mathematics Education, Position Papers
Direct linkWinecoff, Bonnie Watts – ProQuest LLC, 2009
The purpose of this study was to describe implemented and planned Latino student success activities in North Carolina community colleges and to examine variations in these activities based on the degree of Latino settlement in the college service area. This study was designed to answer the following research questions: (1) What Latino student…
Descriptors: Community Colleges, Statistical Analysis, Deans, Hispanic American Students
National Council for Geographic Education (NJ1), 2006
This report examines the outcomes of a workshop held at the National Science Foundation on August 15-16, 2005. Forty-six participants, representing academia, industry, government agencies, professional associations, and special projects met to: (1) discuss how geospatial technology training at two-year colleges can address workforce needs; and…
Descriptors: Training, Needs Assessment, Workshops, On the Job Training
Peer reviewedHalasz, Judith; Brinckner, Maria – Across the Disciplines, 2006
Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC…
Descriptors: Writing Across the Curriculum, College Faculty, Resistance (Psychology), Teacher Attitudes
