Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in 'real world' applied contexts (i.e. in student's lives beyond university), which may be professional, personal, or societal. 'Real world' here refers to the application of psychological knowledge and skills to students' personal,…

Novel analytical solutions based on the Lambert W function for two problems in ultrafiltration and diafiltration are described. Example problems, suitable for incorporation into an introductory module in unit operations, membrane processing, or numerical methods are provided in each case.

The Elizabeth Thoman Archive at the Harrington School of Communication and Media, University of Rhode Island, has the last complete kit of one of the milestones in the early chronology of media literacy, the 1972 Media Now curriculum. This curriculum was the first of its kind, using self-contained lesson modules that were part of a larger series…

This paper describes curriculum modules developed for first-year general chemistry laboratory courses that use scientific literature and creative experiment design to build information literacy in a student-centered learning environment. Two curriculum units are discussed: Exploring Scientific Literature and Design Your Own General Chemistry…

Despite evidence that experience within practical coaching contexts serves as the principal knowledge source for coaches, academic (and professional) coach education programmes continue to be heavily taught along didactic lines. Such courses are often considered as fine in theory but divorced from the gritty realities of practice. The aim of this…

Teaching the ability to find, analyze, evaluate, and synthesize information is an important part of creating an environment in which ESL students feel empowered in the information age. However, a preliminary search of professional literature shows that there is a lack of research in information-literacy programs for ESL learners in higher…

We conducted a series of summer workshops on bioinformatics to increase educators' knowledge of this new field of inquiry with the assumption that their knowledge will, in turn, impact student achievement. The workshops incorporated experiential learning and self-reflection (Loucks-Horsley et al. 1998). Educators demonstrated significant increases…

As the authors approached a unit on magnets with their first-grade students, they decided to incorporate more inquiry into their district's learning module, Magnets: Elementary Science and Technology Module for Primary Grades (State College Area School District 1993). By restructuring their lessons, using science talks, and listening carefully to…

This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students' scores on the TOEIC Listening and Reading Tests. MALL practices are currently being developed at universities in Japan because almost…

Teachers' implementation of a problem-based learning (PBL) program was examined to determine both how they assessed student learning and their reasons for these assessment practices. Ten 6th grade science teachers used Alien Rescue, a computer-based PBL module, with their students for approximately three weeks. Interviews, observations, and…

Designing effective professional development experiences for technology-enhanced inquiry instruction is the goal of the Technology Enhanced Learning in Science (TELS) NSF funded Center for Learning and Teaching. In order to provide this type of support to a large number of teachers, we devised a "targeted professional development approach."…

Presents a detailed rationale for the development of learning activities that infuse quantitative concepts and skills into secondary-level social studies classes, outlines the phases of project development, and briefly discusses the content of the learning activities developed by the project staff. (Author/JEG)

Describes work toward development of environmental decision-making modules that bring together the content of the applied disciplines and the decision-making process. These modules allow students to participate in environmental decision-making in the context of an understanding of the environmental issue. (LZ)

Describes how unit resource notebooks are assembled and used by practicing teachers as a means of organizing resource materials and lesson plans. Outlines numerous sections or components of such resource notebooks. (HB)

Describes a Chinese language unit for middle and high school social studies students consisting of nine modules covering aspects of both spoken and written Chinese. The unit teaches about Chinese dialects and written Chinese characters and combinations. Students read simple conversations in Chinese. (AM)