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Rethinking the Way College Students Are Taught. It's a typical scene: a few minutes before 11:00 on a Tuesday morning and about 200 sleepy-looking college students are taking their seats in a large lecture hall - chatting, laughing, calling out to each other across the aisles.

Rethinking the Way College Students Are Taught

Class begins with a big "shhhh" from the instructor. This is an introductory chemistry class at a state university. For the next hour and 15 minutes, the instructor will lecture and the students will take notes. By the end of class, the three large blackboards at the front of the room will be covered with equations and formulas. Students in this class say the instructor is one of the best lecturers in the department. Student Marly Dainton says she doesn't think she'll remember much from this class.

"I'm going to put it to short-term memory," she says. One of the Oldest Teaching Methods It's a tradition going back thousands of years. Redish is trying to change the way college students are taught. Redish has been teaching at the University of Maryland since 1970. Resources for Don't Lecture Me. The Problem with Lecturing. Back in the late 1970s a colleague came to David Hestenes with a problem.

The Problem with Lecturing

The two of them were physics professors at Arizona State University. Hestenes was teaching mostly graduate students, but his colleague was teaching introductory physics, and the students in his classes were not doing well. Semester after semester, the class average on his exams never got above about 40 percent.

"And I noted that the reason for that was that his examination questions were mostly qualitative, requiring understanding of the concepts," says Hestenes. Most professors didn't test for this kind of understanding; students just had to solve problems to pass the exams. This observation prompted a series of conversations between Hestenes and his colleague about the difference between being able to solve problems and really understanding the concepts behind those problems.

Testing Understanding They developed a multiple-choice test, now known as the Force Concept Inventory, or FCI. Taking It to Heart. A Brief Summary of the Best Practices in College Teaching. Intended to Challenge the Professional Development of All Teachers Compiled by Tom Drummond North Seattle Community College Introduction/Overview: I have collected here, without examples or detailed explanations, a collection of practices that constitute excellence in college teaching.

A Brief Summary of the Best Practices in College Teaching

These elements represent the broad range of effective actions teachers take, and requisite conditions that teachers establish, to facilitate learning. A Developmental Perspective on Alcohol and Youths 16 to 20 Years of Age. + Author Affiliations Abstract Late adolescence (ie, 16–20 years of age) is a period characterized by escalation of drinking and alcohol use problems for many and by the onset of an alcohol use disorder for some.

A Developmental Perspective on Alcohol and Youths 16 to 20 Years of Age

This heightened period of vulnerability is a joint consequence of the continuity of risk from earlier developmental stages and the unique neurologic, cognitive, and social changes that occur in late adolescence. We review the normative neurologic, cognitive, and social changes that typically occur in late adolescence, and we discuss the evidence for the impact of these transitions on individual drinking trajectories. We also describe evidence linking alcohol abuse in late adolescence with neurologic damage and social impairments, and we discuss whether these are the bases for the association of adolescent drinking with increased risks of mental health, substance abuse, and social problems in adulthood.

Key Words: Developmental Contexts and Tasks of Late Adolescence Sleep Changes. Appreciative Inquiry Consulting & Training – Corporation for Positive Change. Welcome in The World Book of Happiness. 05011M2411.21....80L1R1. The_AI_model.pdf. What is Appreciative Inquiry? - The Appreciative Inquiry Commons. From A Positive Revolution in Change: Appreciative Inquiry by David L.

What is Appreciative Inquiry? - The Appreciative Inquiry Commons

Cooperrider and Diana Whitney. Ap-pre’ci-ate, v., 1. valuing; the act of recognizing the best in people or the world around us; affirming past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems 2. to increase in value, e.g. the economy has appreciated in value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING.In-quire’ (kwir), v., 1. the act of exploration and discovery. 2.

To ask questions; to be open to seeing new potentials and possibilities. Synonyms: DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY.