Curricular_FAQs How long does it take to get a new course approved? In planning for the first offering of a newly proposed course, please be aware that the review and approval of a proposal is a multi-step process that can take up to a year and is not complete until the course is officially listed in e-Campus by Enrollment Services. Complete proposals must be received 14 days in advance of the CAC/Graduate Council meetings to be assured of inclusion on the agenda. New course proposals must be fully approved by the appropriate review committee, the Senate, and the President before they can be scheduled by Enrollment Services. Does the CAC/Graduate Council turn down proposals? What are common reasons for a proposal being tabled? Insufficient syllabus: student learning outcomes not expressed in measurable terms, missing grading scale, missing assignments and grading policy, missing course Inconsistent information, e.g. differing reference to pre-requisite or number of credits Introducing a new course code?
Hyperbole and a Half M.A.P.S.: The Four Pillars of Creative Job Fulfillment Tell me if you can relate to the following: You’ve been working for the last few years with your head down, putting one foot in front of the other, just following the path under your feet. But you feel that the career path you’re on might not be the right one – that, somehow, you’ve drifted off course. You know it’s time to take action, but you’re not sure how. The first step is to shift your perspective: To understand that a career is something that you create, rather than a pre-existing role that you step into. It takes considerable energy to plan your own future, but if you don’t figure out what you want to become, someone else will define it for you. If you don’t figure out what you want to become, someone else will define it for you. In my own career as a Creative Director and public speaker, I have met many talented and extraordinary people. Here’s how the process works: Why are you here? Where do you see yourself? Make a list of the things you absolutely love. 1. 2.
OWL Summary: This resource will help you write clearly by eliminating unnecessary words and rearranging your phrases. Contributors:Ryan Weber, Nick HurmLast Edited: 2013-02-27 10:18:41 The goal of concise writing is to use the most effective words. Concise writing does not always have the fewest words, but it always uses the strongest ones. Writers often fill sentences with weak or unnecessary words that can be deleted or replaced. This resource contains general conciseness tips followed by very specific strategies for pruning sentences. 1. Often, writers use several small and ambiguous words to express a concept, wasting energy expressing ideas better relayed through fewer specific words. Wordy: The politician talked about several of the merits of after-school programs in his speech (14 words) Concise: The politician touted after-school programs in his speech. (8 words) Wordy: Suzie believed but could not confirm that Billy had feelings of affection for her. (6 words) (20 words) (9 words) (10 words)
Unpopular Science Whether we like it or not, human life is subject to the universal laws of physics. My day, for example, starts with a demonstration of Newton’s First Law of Motion. It states, “Every body continues in its state of rest, or of uniform motion in a straight line…” “…unless it is compelled to change that state by forces impressed upon it.” Based on supercomplicated physical observations, Einstein concluded that two objects may perceive time differently. Based on simple life experience, I have concluded that this is true. Newtonʼs Cradle shows how energy travels through a series of objects. The forehead can be uncrumpled by a downward movement of the jaw. Excessive mechanical strain will compromise the elasticity of most materials, though. The human body functions like a combustion engine. By the by: I had an idea for a carb-neutral ice cream. But back to Newton: he discovered that any two objects in the universe attract each other, and that this force is proportional to their mass. (Fig.
What is DITA and Why Should You Care? by Chris Benz “The key to understanding how DITA works is to understand how DITA uses topics, maps, and output formats. I will describe each of these in detail, but here's the big picture: You develop your content in DITA topics, use DITA maps to specify which topics go into which deliverables, then process those maps to DITA output formats to generate your final deliverables.” Many of today’s instructional developers face a significant dilemma. Learners have minimal time to comprehend and effectively use complex products and systems. To drive time-efficient learning experiences, developers must provide high-quality training content, customized to specific learner roles and delivered in a timely manner. One way developers can address this dilemma is to become more efficient at reusing content. “The what?” What is DITA? DITA is an XML-based open standard for structuring, developing, managing, and publishing content. Sidebar: Why Darwin? DITA itself is not a tool, but many tools that support DITA exist.
Sakai@UD: Faculty Click any icon on this page to access a related resource: This section is divided into five instructional strategies listed below. Where appropriate, a connection to the Chickering and Gamson's (CG) Seven Principles for Good Practice in Undergraduate Education will be provided. Seven Principles for Good Practice in Undergraduate Education What is good practice in higher education? Chickering and Gamson (1987) offered seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. Content Delivery One of the most obvious ways of using web technologies in education is to distribute content to your learners. Faculty Story Calendar-driven course by James Dean (English)
Snake Oil? The scientific evidence for health supplements See the data: bit.ly/snakeoilsupps. See the static versionSee the old flash version Check the evidence for so-called Superfoods visualized. Note: You might see multiple bubbles for certain supplements. These is because some supps affect a range of conditions, but the evidence quality varies from condition to condition. For example, there’s strong evidence that garlic can lower blood pressure. This visualisation generates itself from this Google Doc. As ever, we welcome your thoughts, crits, comments, corrections, compliments, tweaks, new evidence, missing supps, and general feedback. » Purchase: Amazon US or Barnes & Noble | UK or Waterstones » Download: Apple iBook | Kindle (UK & US) » See inside For more graphics, visualisations and data-journalism:
How Adults Learn :: Ageless Learner In order to learn through life, it’s helpful to understand something about how you learn. The following backgrounder will introduce you to the most significant things we know about how adults learn. Overview of adult learning theoryBooks about how adults learnLinks to other websites about how adults learnMore resource about adult learning Overview of Adult Learning Theory Learning can be defined formally as the act, process, or experience of gaining knowledge or skills. Learning strengthens the brain by building new pathways and increasing connections that we can rely on when we want to learn more. Physiologically, learning is the formation of cell assemblies and phase sequences. At the neurological level, any established knowledge (from experience and background) appears to be made up of exceedingly intricate arrangements of cell materials, electrical charges, and chemical elements. Remarkably, people can learn from the moment of birth. Another “Ah-ha!”? Harold D. Another “Ah-ha!”?
If you do this in an email, I hate you All artwork and content on this site is Copyright © 2014 Matthew Inman. Please don't steal. TheOatmeal.com was lovingly built using CakePHP All artwork and content on this site is Copyright © 2014 Matthew Inman. Please don't steal. TheOatmeal.com was lovingly built using CakePHP Stress and the Brain: What Makes Some of Us More Vulnerable Than Others? Some people can overcome traumatic experiences, while others are less resilient, developing psychiatric conditions such as depression and post-traumatic stress disorder (PTSD). Why such variation? Researchers at a symposium held at the Federation of European Neuroscience Societies (FENS) meeting in Amsterdam this summer tried to tease out some of the reasons. Exposure to stress causes fundamental changes in the state of the brain, and the brain’s response to stress differs widely among individuals, said Guillén Fernández of the Donders Institute for Brain, Cognition, and Behaviour in Nijmegan, Holland. Traumatic events cause stress hormones such as cortisol to be released from the hypothalamus, leading to the short-term heightened vigilance we need to quickly respond to threats in the surrounding environment. The participants who carry a common variation in the ADRA2B receptor had higher amygdala activity in response to the induced stress than those who do not.
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