As part of a revision to the content and delivery of first-year chemistry instruction at the University of British Columbia's Okanagan campus, we have employed the United Nations Sustainable Development Goals (UN SDGs) as a thematic framework. This framework was introduced to promote the achievement of affective learning outcomes, including a…

The present paper sparks a complementary argument that the development of standards movement must not be at the expense of sacrificing the achievement of behavioral objectives. Furthermore, due to the systemic and dynamic nature of standards, standards need to be revised off and on. Besides, the present writers taking a more or less relativist…

When a lecture course seems to be unsatisfactory, a systematic analysis of its content, objectives, and learner characteristics may prove helpful in selecting a more appropriate teaching-learning method. A model for such a process is examined. (CT)

Reviews systems approaches as a way of analyzing a distance-education professional-development program and, in particular, issues of management. The strength of the systems approach lies, among other things, in the ways it relates distance-based professional development to environments both internal and external to the institution. (Author/AEF)

This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that…