Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual.

ERIC Educational Resources Information Center

Texas State Technical Coll. System, Waco.

This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…

Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning.

PubMed

Pelloux, Sophie; Grégoire, Arnaud; Kirmizigul, Patrice; Maillot, Sandrine; Bui-Xuan, Bernard; Llorca, Guy; Boet, Sylvain; Lehot, Jean-Jacques; Rimmelé, Thomas

2017-12-01

Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training. Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale. Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8-15] in the instructor-led teaching group versus 13/20 [11-15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0-8.0] versus 7.0/10 [5.0-8.0], P=0.026). Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training. Copyright © 2017 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Computer Facilitated Mathematical Methods in Chemical Engineering--Similarity Solution

ERIC Educational Resources Information Center

Subramanian, Venkat R.

2006-01-01

High-performance computers coupled with highly efficient numerical schemes and user-friendly software packages have helped instructors to teach numerical solutions and analysis of various nonlinear models more efficiently in the classroom. One of the main objectives of a model is to provide insight about the system of interest. Analytical…

Computerized Numerical Control Test Item Bank.

ERIC Educational Resources Information Center

Reneau, Fred; And Others

This guide contains 285 test items for use in teaching a course in computerized numerical control. All test items were reviewed, revised, and validated by incumbent workers and subject matter instructors. Items are provided for assessing student achievement in such aspects of programming and planning, setting up, and operating machines with…

The Solid Earth

NASA Astrophysics Data System (ADS)

Fowler, C. M. R.

2004-12-01

The second edition of this acclaimed textbook has been brought fully up-to-date to reflect the latest advances in geophysical research. It is designed for students in introductory geophysics courses who have a general background in the physical sciences, including introductory calculus. New to this edition are a section of color plates and separate sections on the earth's mantle and core. The book also contains an extensive glossary of terms, and includes numerous exercises for which solutions are available to instructors from solutions@cambridge.org. First Edition Hb (1990): 0-521-37025-6 First Edition Pb (1990): 0-521-38590-3

The Solid Earth

NASA Astrophysics Data System (ADS)

Fowler, C. M. R.

2005-02-01

The second edition of this acclaimed textbook has been brought fully up-to-date to reflect the latest advances in geophysical research. It is designed for students in introductory geophysics courses who have a general background in the physical sciences, including introductory calculus. New to this edition are a section of color plates and separate sections on the earth's mantle and core. The book also contains an extensive glossary of terms, and includes numerous exercises for which solutions are available to instructors from solutions@cambridge.org. First Edition Hb (1990): 0-521-37025-6 First Edition Pb (1990): 0-521-38590-3

Implementing a Flipped Classroom Approach in a University Numerical Methods Mathematics Course

ERIC Educational Resources Information Center

Johnston, Barbara M.

2017-01-01

This paper describes and analyses the implementation of a "flipped classroom" approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an…

Practices & Procedures of Mason Tending I & II. Instructor Manual. Trainee Manual.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This packet consists of the instructor and trainee manuals for two courses: practices and procedures of mason tending I and II. The instructor manual for mason tending I contains a schedule for a 40-hour, 5-day course and instructor outline. The outline provides a step-by-step description of the instructor's activities and includes answer sheets…

Effective Instructor Feedback: Perceptions of Online Graduate Students

ERIC Educational Resources Information Center

Getzlaf, Beverley; Perry, Beth; Toffner, Greg; Lamarche, Kimberley; Edwards, Margaret

2009-01-01

This descriptive study explored online graduate students' perceptions of effective instructor feedback. The objectives of the study were to determine the students' perceptions of the content of effective instructor feedback ("what should be included in effective feedback?") and the process of effective instructor feedback ("how…

Aerobic Digestion. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

This lesson is a basic description of aerobic digestion. Topics presented include a general process overview discussion of a typical digester's components, factors influencing performance, operational controls, and biological considerations for successful operation. The lesson includes an instructor's guide and student workbook. The instructor's…

Using Paradigm Case Analysis To Foster Instructor Development.

ERIC Educational Resources Information Center

Peregrym, Jill; And Others

Paradigm Case Analysis (PCA) is a method of increasing instructor effectiveness through the gathering of narratives of critical teaching incidents and experiences from proficient instructors and their analysis in group discussions. Critical Incidents (CI's) may include those in which the instructor's intervention made a significant difference in…

Effect of spinning workouts on affect.

PubMed

Szabo, Attila; Gáspár, Zoltán; Kiss, Nikolett; Radványi, Alexandra

2015-06-01

Numerous physical exercises trigger positive changes in affect after relatively short workouts. Spinning, also known as indoor-cycling, is a very popular form of exercise, especially among women, but its impact on affect have not been examined to date. The purpose of the current work was to investigate the possible benefits of spinning on affect in self-controlled and in instructor-led exercise sessions. Using baseline measures and pre- to post-exercise design with a psychometrically validated questionnaire, the net effects of spinning (without music) on positive- and negative-affect were measured in two exercise conditions: (1) self-controlled workout (i.e. without an instructor) and (2) instructor-led workout. After both conditions, 18 women rated the extent which they enjoyed the exercise session on a 10-point Likert scale. The findings revealed that positive affect increased while negative affect decreased after both workouts. Exerted effort, measured through the heart rate, did not differ between the two conditions. However, participants enjoyed more the instructor-led exercise session than the self-regulated workout (effect size, Cohen's d = 0.93). This research reveals that spinning improves post-exercise affect, even without music and regardless of instructor's presence. Therefore, it demonstrates the net benefits of this popular exercise on affect.

Sanitary Landfill. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Sharman, Ronald M.

This lesson is an introduction to disposal of sludge by landfill. A brief explanation of the complete process is provided, including discussions of sludge suitability, site selection, method selection and operation, site closure, and ultimate reuse. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a…

Managing the Office Environment. Instructor's Guide. Student Activity Packet. Office Occupations.

ERIC Educational Resources Information Center

Johnson, Diane E.

This training package, one in a series of instructional modules consisting of an instructor's guide and a student activity packet, deals with managing the office environment. Included in the instructor's guide are general directions for implementing the presentation; a detailed guide for teaching the lesson that includes performance objectives,…

Sludge Conditioning. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Carnegie, John W.

This lesson is an introduction to sludge conditioning. Topics covered include a brief explanation of colloidal systems, theory of chemical and heat conditioning, and conditioning aids. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Anaerobic Digestion I. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Arasmith, E. E.

This lesson is the first of a two-part series on anaerobic digestion. Topics discussed include the five basic functions of an anaerobic digester, basic theory of the biological processes involved, basic equipment necessary for digestion, and the products of digestion. The lesson includes an instructor's guide and student workbook. The instructor's…

Implementing a flipped classroom approach in a university numerical methods mathematics course

NASA Astrophysics Data System (ADS)

Johnston, Barbara M.

2017-05-01

This paper describes and analyses the implementation of a 'flipped classroom' approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an examination of the attitudes of the 2014 cohort to the approach in general as well as analysing their use of the videos. Based on these responses, the instructor makes a number of changes (for example, the use of 'cloze' summary notes and the introduction of an extra, optional tutorial class) before repeating the 'flipped classroom' approach the following year. The attitudes to the approach and the video usage of the 2015 cohort are then compared with the 2014 cohort and further changes that could be implemented for the next cohort are suggested.

Individual class evaluation and effective teaching characteristics in integrated curricula.

PubMed

Hwang, Jung Eun; Kim, Na Jin; Song, Meiying; Cui, Yinji; Kim, Eun Ju; Park, In Ae; Lee, Hye In; Gong, Hye Jin; Kim, Su Young

2017-12-12

In an integrated curriculum, multiple instructors take part in a course in the form of team teaching. Accordingly, medical schools strive to manage each course run by numerous instructors. As part of the curriculum management, course evaluation is conducted, but a single, retrospective course evaluation does not comprehensively capture student perception of classes by different instructors. This study aimed to demonstrate the need for individual class evaluation, and further to identify teaching characteristics that instructors need to keep in mind when preparing classes. From 2014 to 2015, students at one medical school left comments on evaluation forms after each class. Courses were also assessed after each course. Their comments were categorized by connotation (positive or negative) and by subject. Within each subject category, test scores were compared between positively and negatively mentioned classes. The Mann-Whitney U test was performed to test group differences in scores. The same method was applied to the course evaluation data. Test results for course evaluation showed group difference only in the practice/participation category. However, test results for individual class evaluation showed group differences in six categories: difficulty, main points, attitude, media/contents, interest, and materials. That is, the test scores of classes positively mentioned in six domains were significantly higher than those of negatively mentioned classes. It was proved that individual class evaluation is needed to manage multi-instructor courses in integrated curricula of medical schools. Based on the students' extensive feedback, we identified teaching characteristics statistically related to academic achievement. School authorities can utilize these findings to encourage instructors to develop effective teaching characteristics in class preparation.

General Construction. Instructor Manual.

ERIC Educational Resources Information Center

Laborers-AGC Education and Training Fund, Pomfret Center, CT.

This guide contains materials for a general construction course. Introductory materials include a list of videos, schedule for the 10-day course, and tools and material list. The course is divided into 10 sections. Each section consists of some or all of these components: list of trainee objectives, instructor notes, instructor outline,…

Workshop on Instructional Features and Instructor/Operator Station Design for Training Systems.

ERIC Educational Resources Information Center

Ricard, G. L., Ed.; And Others

These 19 papers review current research and development work related to the operation of the instructor's station of training systems, with emphasis on developing functional station specifications applicable to a variety of simulation-based training situations. Topics include (1) instructional features; (2) instructor/operator station research and…

More than Words: Probing the Terms Undergraduate Students Use to Describe Their Instructors

ERIC Educational Resources Information Center

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduates often use single words to describe their instructors, including "boring," "enthusiastic," and "organized," but what instructional behaviors cause students to use these words? This study utilized interviews and an online survey to ask students to translate commonly used instructor descriptions into their…

The Advanced Course in Professional Selling

ERIC Educational Resources Information Center

Loe, Terry; Inks, Scott

2014-01-01

More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

Training of neonatal cardiopulmonary resuscitation instructors.

PubMed

Wada, Masaki; Tamura, Masanori

2015-08-01

The Consensus on Science and Treatment Recommendations 2010 supported simulation-based training for education in resuscitation. This approach has been introduced into neonatal cardiopulmonary resuscitation (NCPR) courses in Japan, but no method for teaching instructors has been established. We developed a course for training instructors of NCPR, with inclusion of an instruction practice program. The goal of the study was to evaluate the performance of instructors who completed the course. Based on problems in the conventional instructor training course (old course 1), we developed and implemented a new course. Persons who had completed an NCPR course took the new course after developing two resuscitation scenarios. The new course included lectures and instruction practice, in which participants provided instruction using these scenarios. Instruction by participants was evaluated, and knowledge, opinions and satisfaction were examined by questionnaire after the course. Activity of the participants as instructors for 6 months after certification was also evaluated. The performance of trained instructors was compared between the old and new courses. Of 143 participants in the new course, > 90% had confidence to teach NCPR, while only 50-60% of the 89 participants in the old course indicated that they could instruct on resuscitation procedures and practice (P < 0.001). All participants in the new course recognized the value of scenario practice and all were glad they had taken the course. For 6 months after certification, significantly more participants who had done the new course worked as instructors compared with those who had done the old course (60% vs 34%, P < 0.001). This is the first trial of a resuscitation training course using scenarios that participants developed themselves. A new course including instruction practice for training NCPR instructors was effective for improving instructor performance. © 2015 Japan Pediatric Society.

Innovative Use of a Classroom Response System During Physics Lab

NASA Astrophysics Data System (ADS)

Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)

Centrifugation. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Best, Richard A.

An introductory description of the use of centrifuges in the process of volume reduction is provided in this lesson. Three basic centrifuges, their theory of operation, quality of cake and centrate, and operational control testing are discussed. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a…

Social Work Field Instructors' Integration of Religion and Spirituality in Clinical Practice

ERIC Educational Resources Information Center

Oxhandler, Holly K.

2017-01-01

This article describes a national sample of social work field instructors' responses to a cross-sectional survey of social workers' orientation toward integrating clients' religion and spirituality into practice and compares their responses with those of nonfield instructors. Four hundred sixty-nine social workers, including 69 MSW field…

A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching

ERIC Educational Resources Information Center

Rezaee-Manesh, Najafquli; Tahriri, Abdorreza

2014-01-01

The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure…

Introduction to Animal Products. Instructor Guide [and] Student Reference.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This packet contains an instructor guide and student reference for a course in introduction to animal products. The curriculum contains the following six lessons: (1) importance of animal products; (2) beef; (3) pork; (4) lamb and mutton; (5) poultry products; and (6) dairy products. The instructor guide includes the following: objectives,…

Nurse Assistant Instructors Manual and Resource Guide. Final Report.

ERIC Educational Resources Information Center

Meyer, E. June; And Others

This instructor's resource manual is designed to assist nurse/instructors in four training programs: Nurse Assistant in Long-Term Care (NALTC), Medication Technician (MT), Level I Medication Aide (MA), or Insulin Administration (IA). A brief report on the project that developed the manual is presented first. Section 1 includes an article on adult…

Sludge Characteristics. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

A description of the general characteristics of sludge is provided in this lesson. It is intended as introductory material to acquaint students with the physical, chemical and biological characteristics of sludge. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated…

Drying Beds. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Klopping, Paul H.

Provided in this lesson is introductory material on sand and surfaced sludge drying beds. Typical construction and operation, proper maintenance, and safety procedures are considered. The lesson includes an instructor's guide and student workbook. The instructor's guide contains a description of the lesson, estimated presentation time,…

Network Simulation Training Instructor's Guide and Student Handouts. Series #B01038.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This training material provides the reader with information on the installation of and instruction in the use of the on-line Novell Netware V2.15 training software, and consists of an Instructor's Guide and Student Handouts. The instructor's guide includes the following sections: system requirements; installation; starting the tutorial; completing…

Physician. A metapaedogogical text.

PubMed

Dean-Jones, Lesley

2010-01-01

It has generally been thought that the short treatise Physician was written for the beginning medical student and as such it has been criticized for being so superficial as to be worthless for producing anything but an empty charade of a physician. There are also numerous cruces in the text on which scholars have failed to come to any consensus. This paper argues that by taking the audience of the treatise to be the beginning instructor rather than the beginning student the tone of and information included in the treatise can be seen to be appropriate and the textual cruces can all be explained with little or no amendment by the same hypothesis.

Technology Systems. Laboratory Activities.

ERIC Educational Resources Information Center

Brame, Ray; And Others

This guide contains 43 modules of laboratory activities for technology education courses. Each module includes an instructor's resource sheet and the student laboratory activity. Instructor's resource sheets include some or all of the following elements: module number, course title, activity topic, estimated time, essential elements, objectives,…

RMP Evaluations, Course Easiness, and Grades: Are They Related?

ERIC Educational Resources Information Center

Rizvi, Syed A.

2015-01-01

This paper investigates the relationship between the student evaluations of the instructors at the RateMyProfessors.com (RMP) website and the average grades awarded by those instructors. As of Spring 2012, the RMP site included evaluations of 538 full-and part-time instructors at the College of Staten Island (CSI). We selected the evaluations of…

Nurse Assistant in Acute, Home Health and Long-Term Care Settings. Instructor Manual [and] Student Manual.

ERIC Educational Resources Information Center

Winberg, Pat

This document consists of an instructor's manual and student manual for a nurse assistant curriculum. The instructor's manual provides answers to activity sheets and unit evaluations along with individual unit overviews. Suggested teaching strategies and audiovisual supplements are included for each lesson. The student manual contains eight units:…

Animal Science. Instructor Guide [and] Student Reference. Volume 28, Number 3 [and] Volume 28, Number 4.

ERIC Educational Resources Information Center

Baker, Andy; And Others

This instructor guide and the corresponding student reference contain 4 units that include 30 lessons for a course in animal science for 11th- and 12th-grade agriculture science students. The units cover nutrition, genetics, reproduction, and animal health. The instructor's guide contains the following: objectives, competencies, motivational…

The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students

ERIC Educational Resources Information Center

Sengül, Murat

2015-01-01

This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…

Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort.

This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses

ERIC Educational Resources Information Center

Jones, Francis; Harris, Sara

2012-01-01

We set out to identify the benefits and drawbacks of using more than one instructor to teach single section science courses at a large research university. Nine courses were investigated involving widely differing subjects and levels. Teaching models included: sequential teaching with two to six instructors each covering only their own modules,…

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2010 CFR

2010-01-01

...) Has satisfactorily completed the training phases for the aircraft, including recurrent training, that... satisfactorily completed the appropriate training phases for the aircraft, including recurrent training, that are... AND RULES GOVERNING PERSONS ON BOARD SUCH AIRCRAFT Training § 135.338 Qualifications: Flight...

Near-peer teaching strategy in a large human anatomy course: perceptions of near-peer instructors.

PubMed

Reyes-Hernández, Cynthia Guadalupe; Carmona Pulido, Juan Manuel; De la Garza Chapa, Roberto Isaac; Serna Vázquez, Ruth Patricia; Alcalá Briones, Ricardo Daniel; Plasencia Banda, Perla Marina; Villarreal Silva, Eliud Enrique; Jacobo Baca, Guillermo; de la Garza Castro, Oscar; Elizondo Omaña, Rodrigo Enrique; Guzmán López, Santos

2015-01-01

Near-peer teaching (NPT) is a strategy in which senior students assume the instructor role with junior peers (mentees). Senior students develop unique skills and knowledge through NPT, an experience which extends their learning beyond content mastery. Different teaching modules featuring NPT were utilized in the human anatomy course at the School of Medicine, Autonomous University of Nuevo Leon in Monterrey, Mexico. Modules included: Theory, Clinical Hour, Imaging Anatomy, and Laboratory. The aim of this study was to assess instructor participants' perceptions on the benefits of the NPT strategy in the anatomy classroom. A survey was administered to anatomy course instructors who utilized NPT strategies during winter, fall, and spring semesters of the 2012-2013 school year. A total of 120 instructors were enrolled in the study. There were different perceptions of instructors' roles. Theory and Imaging Anatomy instructors considered themselves to be information providers and resource developers, whereas Clinical Hour and Laboratory instructors saw themselves more as facilitators, role models, and planners. All instructors' opinions on the benefits of NPT were positive. Thus, in this article, the authors find NPT to be a strategy that promotes self-learning, a vital skill. © 2014 American Association of Anatomists.

Using VocabularySpellingCity with Adult ESOL Students in Community College

ERIC Educational Resources Information Center

Krause, Tim

2018-01-01

Vocabulary acquisition is central to language learning, and many instructors believe that technology can facilitate this core activity. While numerous websites and apps offer language-learning activities and games, not all provide evidence that their content and techniques are effective. VocabularySpellingCity (VSC), however, commissioned a study…

Evaluating Instructor Technology Integration in Community and Technical Colleges: A Performance Evaluation Matrix

ERIC Educational Resources Information Center

Del Favero, Marietta; Hinson, Janice M.

2007-01-01

The press for implementing technology based instructional delivery systems in community and technical colleges is well documented. Yet faculty face numerous challenges in integrating technology into instruction (AL-Bataineh & Brooks, 2003; Groves & Zemel, 2000; Khoury, 1997). Stimulating faculty ownership in technology, diffusion of technology use…

School Smarts: A Reflection of Pedagogical and Personal Insights

ERIC Educational Resources Information Center

Barrera, Magdalena L.

2014-01-01

Recent studies show that many college instructors still believe that Latino students lack the "school smarts" for academic success. This essay challenges the notion of school smarts in order to highlight Latino students' numerous strengths. I share my model for a mentorship program that facilitates better student-faculty…

An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

ERIC Educational Resources Information Center

Yelamarthi, Kumar; Drake, Eron; Prewett, Matthew

2016-01-01

Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically…

Student Affairs as Formal Educators: When Rhetoric Meets Reality

ERIC Educational Resources Information Center

Virkus, Annie J.

2013-01-01

The Student Affairs literature contains numerous approaches and strategies for bridging the gap between Student and Academic Affairs on college campuses. The use of student affairs professionals as instructors of credit-bearing courses is one example of such collaborative efforts. The student affairs literature identifies student affairs…

Student Incivility: A Domain Review

ERIC Educational Resources Information Center

Burke, Lisa A.; Karl, Katherine; Peluchette, Joy; Evans, W. Randy

2014-01-01

A review of the literature was conducted on student incivility in higher education, with an eye toward implications for instructors in business. The incivility construct is defined in the context of numerous associated concepts that have been studied in the higher education literature. Evidence is shared about the prevalence of student incivility…

Mathematical Problem Solving Ability of Eleventh Standard Students

ERIC Educational Resources Information Center

Priya, J. Johnsi

2017-01-01

There is a general assertion among mathematics instructors that learners need to acquire problem solving expertise, figure out how to communicate using mathematics knowledge and aptitude, create numerical reasoning and thinking, to see the interconnectedness amongst mathematics and other subjects. Based on this perspective, the present study aims…

Point by Point: Adding up Motivation

ERIC Educational Resources Information Center

Marchionda, Denise

2010-01-01

Students often view their course grades as a mysterious equation of teacher-given grades, teacher-given grace, and some other ethereal components based on luck. However, giving students the power to earn points based on numerous daily/weekly assignments and attendance makes the grading process objective and personal, freeing the instructor to…

Older Adults' Uptake and Adherence to Exercise Classes: Instructors' Perspectives.

PubMed

Hawley-Hague, Helen; Horne, Maria; Skelton, Dawn A; Todd, Chris

2016-01-01

Exercise classes provide a range of benefits for older adults, but adherence levels are poor. We know little of instructors' experiences of delivering exercise classes to older adults. Semistructured interviews, informed by the Theory of Planned Behavior (TPB), were conducted with instructors (n = 19) delivering multicomponent exercise classes to establish their perspectives on older adults' uptake and adherence to exercise classes. Analysis revealed 'barriers' to uptake related to identity, choice/control, cost, and venue, and 'solutions' included providing choice/control, relating exercise to identity, a personal touch, and social support. Barriers to adherence included unrealistic expectations and social influences, and solutions identified were encouraging commitment, creating social cohesion, and an emphasis on achieving outcomes. Older adults' attitudes were an underlying theme, which related to all barriers and solutions. The instructor plays an important, but not isolated, role in older adults' uptake and adherence to classes. Instructors' perspectives help us to further understand how we can design successful exercise classes.

Effects of Classroom Technology Policies on Students' Perceptions of Instructors: What Is Your Syllabus Saying about You?

ERIC Educational Resources Information Center

Stowell, Jeffrey R.; Addison, William E.; Clay, Samuel L.

2018-01-01

The technology policies included on instructors' syllabi vary greatly and, in some cases, may unfavorably influence students' perceptions of the instructor. To examine this hypothesis, we randomly assigned college students enrolled in psychology courses at two different institutions (N = 163) to groups in which they viewed different syllabi for a…

Solid Foundations: Building Success for First-Year Seminars through Instructor Training and Development. Monograph Series, Number 29.

ERIC Educational Resources Information Center

Hunter, Mary Stuart, Ed.; Skipper, Tracy L., Ed.

This book's 10 chapters offer support and information on effective training of instructors of first-year college seminars. The included chapters are: (1) "Instructor Training: Rationale, Results, and Content Basics" (Joseph B. Cuseo); (2) "Teaching and Today's Changing First-Year Students" (M. Lee Upcraft and Pamela S. Stephens); (3) "What We Know…

Radiological Monitoring for Instructors. Student Workbook. Revised.

ERIC Educational Resources Information Center

Office of Civil Defense (DOD), Washington, DC.

This student workbook includes the necessary materials and some of the references needed by each student during the conduct of the Radiological Monitoring for Instructors (RMI) course. The contents include a radiation exposure record, instrument exercise materials, fallout forecasting problems, dose and dose rate problems, source handling…

OSHA. Training Module 4.330.3.77.

ERIC Educational Resources Information Center

Fillenwarth, Lynn; Bonnstetter, Ron

This document is an instructional module package prepared in objective form for use by an instructor familiar with the Federal and Iowa Occupational Safety and Health Act (OSHA). Included are objectives, instructor guides, and student handouts. This module includes an overview of OSHA administration, analysis of OSHA standards including…

Advanced Hydraulics for Operators. Training Module 1.331.3.77.

ERIC Educational Resources Information Center

Bengston, Harlan H.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the application of hydraulic principles to water supply and water pollution control systems including water distribution systems and sewer systems. Included are objectives, instructor guides, student handouts and transparency masters.…

Instructor Social Presence within the Community of Inquiry Framework and Its Impact on Classroom Community and the Learning Environment

ERIC Educational Resources Information Center

Pollard, Herbert; Minor, Maria; Swanson, Andree

2014-01-01

A change in the Community of Inquiry (COI) framework with an addition of an instructor social presence is suggested. The sample included 137 students in the School of Business of an online university. The independent variables were teaching and social presences from the COI framework and instructor social presence from an instrument developed for…

Leveraging Conceptual Frameworks to Improve Students' Mental Organization of Astronomy Understanding

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Lee, K. M.

2006-06-01

Many different types of schematic diagrams are useful in helping students organize and internalize their developing understanding in introductory astronomy courses. These include Venn Diagrams, Flowcharts, Concept Maps, among others, which illustrate the relationships between astronomical objects and dynamic concepts. These conceptual framework diagrams have been incorporated into the NSF-funded ClassAction project. ClassAction is a collection of electronic materials designed to enhance the metacognitive skills of college and university introductory astronomy survey students by promoting interactive engagement and providing rapid feedback in a highly visual setting. The main effort is targeted at creating dynamic think-pair-share questions supported by simulations, animations, and visualizations to be projected in the lecture classroom. The infrastructure allows instructors to recast these questions into alternative forms based on their own pedagogical preferences and feedback from the class. The recourses can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and numerous simulations which the instructor can use to provide student feedback and, when necessary, remediation. ClassAction materials are publicly available online at URL: http://astro.unl.edu and is funded by NSF Grant #0404988.

Group 4: Instructor training and qualifications

NASA Technical Reports Server (NTRS)

Sessa, R.

1981-01-01

Each professional instructor or check airman used in LOFT training course should complete an FAA approved training course in the appropriate aircraft type. Instructors used in such courses need not be type-rated. If an instructor or check airman who is presently not line-qualified is used as a LOFT instructor, he or she should remain current in line-operational procedures by observing operating procedures from the jump seat on three typical line segments pr 90 days on the appropriate aircraft type. ("Line qualification" means completion as a flight crew member of at least three typical line segments per 90 days on the appropriate aircraft type.) The training should include the requirement of four hours of LOFT training, in lieu of actual aircraft training or line operating experience.

Interprofessional team debriefings with or without an instructor after a simulated crisis scenario: An exploratory case study.

PubMed

Boet, Sylvain; Pigford, Ashlee-Ann; Fitzsimmons, Amber; Reeves, Scott; Triby, Emmanuel; Bould, M Dylan

2016-11-01

The value of debriefing after an interprofessional simulated crisis is widely recognised; however, little is known about the content of debriefings and topics that prompt reflection. This study aimed to describe the content and topics that facilitate reflection among learners in two types of interprofessional team debriefings (with or without an instructor) following simulated practice. Interprofessional operating room (OR) teams (one anaesthesia trainee, one surgical trainee, and one staff circulating OR nurse) managed a simulated crisis scenario and were randomised to one of two debriefing groups. Within-team groups used low-level facilitation (i.e., no instructor but a one-page debriefing form based on the Ottawa Global Rating Scale). The instructor-led group used high-level facilitation (i.e., gold standard instructor-led debriefing). All debriefings were recorded, transcribed, and thematically analysed using the inductive qualitative methodology. Thirty-seven interprofessional team-debriefing sessions were included in the analysis. Regardless of group allocation (within-team or instructor-led), the debriefings centred on targeted crisis resource management (CRM) content (i.e., communication, leadership, situation awareness, roles, and responsibilities). In both types of debriefings, three themes emerged as topics for entry points into reflection: (1) the process of the debriefing itself, (2) experience of the simulation model, including simulation fidelity, and (3) perceived performance, including the assessment of CRM. Either with or without an instructor, interprofessional teams focused their debriefing discussion on targeted CRM content. We report topics that allowed learners to enter reflection. This is important for understanding how to maximise learning opportunities when creating education activities for healthcare providers that work in interprofessional settings.

14 CFR 142.53 - Training center instructor training and testing requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... include instruction in— (i) Performance and analysis of flight training procedures and maneuvers... covering aircraft subsystems and operating rules applicable to the training courses that the instructor is...

14 CFR 142.53 - Training center instructor training and testing requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... include instruction in— (i) Performance and analysis of flight training procedures and maneuvers... covering aircraft subsystems and operating rules applicable to the training courses that the instructor is...

14 CFR 142.53 - Training center instructor training and testing requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... include instruction in— (i) Performance and analysis of flight training procedures and maneuvers... covering aircraft subsystems and operating rules applicable to the training courses that the instructor is...

14 CFR 142.53 - Training center instructor training and testing requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... include instruction in— (i) Performance and analysis of flight training procedures and maneuvers... covering aircraft subsystems and operating rules applicable to the training courses that the instructor is...

LARGE AND SMALL GROUP TYPEWRITING PROJECT.

ERIC Educational Resources Information Center

JEFFS, GEORGE A.; AND OTHERS

AN INVESTIGATION WAS CONDUCTED TO DETERMINE IF GROUPS OF HIGH SCHOOL STUDENTS NUMERICALLY IN EXCESS OF 50 COULD BE AS EFFECTIVELY INSTRUCTED IN TYPEWRITING SKILLS AS GROUPS OF LESS THAN 30. STUDENTS ENROLLED IN 1ST-YEAR TYPEWRITING WERE RANDOMLY ASSIGNED TO TWO LARGE GROUPS AND THREE SMALL GROUPS TAUGHT BY THE SAME INSTRUCTOR. TEACHER-MADE,…

A Semantic Approach to Intelligent and Personal Tutoring System

ERIC Educational Resources Information Center

Sette, Maria

2017-01-01

Cyberlearning presents numerous challenges such as the lack of personal and assessment-driven learning, how students are often puzzled by the lack of instructor guidance and feedback, the huge volume of diverse learning materials, and the inability to zoom in from the general concepts to the more specific ones, or vice versa. Intelligent tutoring…

Course Scheduling to Find the Minimum Cost Set of Facilities Required.

ERIC Educational Resources Information Center

Seccatore, Luis A.

The problem of determining the quantity of classroom, laboratories and instructors to train sections of students attending numerous distinct courses in a school such as the Fleet Ballistic Missile School is considered. A procedure is developed for determining feasible schedules in order to graduate a fixed number of trainees over time while…

From Whitehall Palace to Burger King: Teaching the Humanities

ERIC Educational Resources Information Center

Dierking, Kirsten

2010-01-01

In this article, the author shares how she designs fun and fascinating western humanities courses at a community college in Minnesota. Using the example provided by many excellent past instructors, and through numerous late-night research sessions, she began to develop techniques and exercises that would help her achieve her goals in the…

Using Mobile Technologies to Create Interwoven Learning Interactions: An Intuitive Design and Its Evaluation

ERIC Educational Resources Information Center

Ting, Yu-Liang

2013-01-01

Numerous studies have proposed and implemented various innovative designs of mobile learning practices, and several pedagogical affordances of mobile technologies in different subject domains have also been suggested. This study proposes a notion for helping instructors design an innovative mobile learning practice in their subject domain. The…

Base Numeration Systems and Introduction to Computer Programming.

ERIC Educational Resources Information Center

Kim, K. Ed.; And Others

This teaching guide is for the instructor of an introductory course in computer programming using FORTRAN language. Five FORTRAN programs are incorporated in this guide, which has been used as a FORTRAN IV SELF TEACHER. The base eight, base four, and base two concepts are integrated with FORTRAN computer programs, geoblock activities, and related…

A Tutorial Guide about How to Manage a Client-Financed Project

ERIC Educational Resources Information Center

Clark, Gary L.; King, Michael E.; Jurn, Iksu

2012-01-01

Today's marketing instructors are faced with the challenge of improving their students' soft skills to prepare them for today's business environment. Numerous authors have noted that client-based/-sponsored projects help students improve the soft skills they need to succeed in the business community. This article provides detailed guidelines on…

Comparison of Difficulties and Reliabilities of Math-Completion and Multiple-Choice Item Formats.

ERIC Educational Resources Information Center

Oosterhof, Albert C.; Coats, Pamela K.

Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…

Real simulation tools in introductory courses: packaging and repurposing our research code.

NASA Astrophysics Data System (ADS)

Heagy, L. J.; Cockett, R.; Kang, S.; Oldenburg, D.

2015-12-01

Numerical simulations are an important tool for scientific research and applications in industry. They provide a means to experiment with physics in a tangible, visual way, often providing insights into the problem. Over the last two years, we have been developing course and laboratory materials for an undergraduate geophysics course primarily taken by non-geophysics majors, including engineers and geologists. Our aim is to provide the students with resources to build intuition about geophysical techniques, promote curiosity driven exploration, and help them develop the skills necessary to communicate across disciplines. Using open-source resources and our existing research code, we have built modules around simulations, with supporting content to give student interactive tools for exploration into the impacts of input parameters and visualization of the resulting fields, fluxes and data for a variety of problems in applied geophysics, including magnetics, seismic, electromagnetics, and direct current resistivity. The content provides context for the problems, along with exercises that are aimed at getting students to experiment and ask 'what if...?' questions. In this presentation, we will discuss our approach for designing the structure of the simulation-based modules, the resources we have used, challenges we have encountered, general feedback from students and instructors, as well as our goals and roadmap for future improvement. We hope that our experiences and approach will be beneficial to other instructors who aim to put simulation tools in the hands of students.

Health Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

ERIC Educational Resources Information Center

Keeton, Martha; And Others

This instructor's manual consists of materials for use in introducing middle and junior high school students to various aspects of the practical health care arts, including health education and communication, prevention, treatment and care, and administration. Included in the first part of the manual are a program master sequence, a listing of…

Anaerobic Digestion II. Sludge Treatment and Disposal Course #166. Instructor's Guide [and] Student Workbook.

ERIC Educational Resources Information Center

Arasmith, E. E.

This lesson is the second of a two-part series on anaerobic digestion. Topics discussed include classification of digester by function, roof design, and temperature range, mixing systems, gas system components, operational control basics, and general safety considerations. The lesson includes an instructor's guide and student workbook. The…

Helping without harming: the instructor's feedback dilemma in debriefing--a case study.

PubMed

Rudolph, Jenny W; Foldy, Erica Gabrielle; Robinson, Traci; Kendall, Sandy; Taylor, Steven S; Simon, Robert

2013-10-01

Simulation instructors often feel caught in a task-versus-relationship dilemma. They must offer clear feedback on learners' task performance without damaging their relationship with those learners, especially in formative simulation settings. Mastering the skills to resolve this dilemma is crucial for simulation faculty development. We conducted a case study of a debriefer stuck in this task-versus-relationship dilemma. The "2-column case" captures debriefing dialogue and instructor's thoughts and feelings or the "subjective experience." The "learning pathways grid" guides a peer group of faculty in a step-by-step, retrospective analysis of the debriefing. The method uses vivid language to highlight the debriefer's dilemmas and how to surmount them. The instructor's initial approach to managing the task-versus-relationship dilemma included (1) assuming that honest critiques will damage learners, (2) using vague descriptions of learner actions paired with guess-what-I-am-thinking questions, and (3) creating a context she worried would leave learners feeling neither safe nor clear how they could improve. This case study analysis identified things the instructor could do to be more effective including (1) making generous inferences about the learners' qualities, (2) normalizing the challenges posed by the simulation, (3) assuming there are different understandings of what it means to be a team. There are key assumptions and ways of interacting that help instructors resolve the task-versus-relationship dilemma. The instructor can then provide honest feedback in a rigorous yet empathic way to help sustain good or improve suboptimal performance in the future.

Students' expectations of clinical teachers.

PubMed

Daniels, M; DeVos, D

1996-01-01

Clinical instructors play an essential role in the education of all health care students, including radiation therapy students. However, a review of the literature shows that no studies have examined radiation therapy students' expectations of their clinical instructors. To assess those expectations, a national survey was conducted of 282 radiation therapy students enrolled in 61 programs in 28 states. Survey results then were analyzed to generate a list of the students' expectations of clinical instructors and to look at possible significant relationships between the various groups surveyed. Survey results showed that the most common expectation among first-, second- and third-year radiation therapy students was that their clinical instructors "take time, both in explaining procedures and answering questions." Among fourth-year students, the most commonly cited expectation for clinical instructors was that they "model professionalism."

Typing Postal Cards. Student's Manual and Instructor's Manual.

ERIC Educational Resources Information Center

Snapp, Jane

Supporting performance objective 85 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on typing postal cards are included in this packet. (The packet is the seventh in a set of fifteen on typewriting--CE 016 920-934.) The student materials include a…

Computing Gross Pay from Punched Time Cards. Student Manual and Instructor's Manual.

ERIC Educational Resources Information Center

McElveen, Peggy C.

Supporting performance objective 30 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on computing gross pay from punched time cards are included in this packet, which is part of a series. The student materials include a group of time cards,…

Preparing Payroll Register, Employee Earnings' Records, and Paychecks. Student's Manual and Instructor's Manual.

ERIC Educational Resources Information Center

McElveen, Peggy C.

Supporting performance objective 28 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on preparing a payroll register, employee earnings' records, and paychecks are included in this packet, which is one in a series. The student materials include a…

Petty Cash. Student's Manual and Instructor's Manual.

ERIC Educational Resources Information Center

McElveen, Peggy C.

Both a set of student materials and an instructor's manual on maintaining a petty cash fund are included in this packet, which is one of a series. The student materials include a pretest, five learning activities which contain the information and forms needed to complete the activities, a student self-check, with each activity, and a posttest. The…

Universities Reaching Outwards: Science Education Partnerships with Urban School Systems

NASA Astrophysics Data System (ADS)

Sandifer, Cody

2013-03-01

The goals of this talk are to: (1) describe how universities, physics departments, and individual faculty can partner with urban school systems to benefit K-16 students, teacher education programs, and university instructors, (2) summarize research on effective university-school system education partnerships, and (3) offer advice and share lessons learned so that university partners can avoid common pitfalls and maximize the potential for collaborative success. Possible areas of university-school collaboration include resident teachers, curricular review, early teaching experiences, demo sharing sessions, ongoing professional development, on- and off-campus science outreach, RET programs, science education resource centers, and others. University-school educational partnerships offer numerous benefits but can be challenging to implement and maintain. Research shows that most successful partnerships possess the following characteristics: mutual self-interest, participant commitment, mutual trust and respect, shared decision-making, information sharing, and ongoing evaluation. K-16 course and curriculum redesign is a specific issue that has its own unique set of contextual factors that impact the project's chance at success, including available materials, administrative support, formative assessments, pilot-testing and instructor feedback, and ongoing professional development. I have learned a number of lessons in own science education collaborations with the Baltimore City Public School System, which is an urban school system with 200 schools, 84,000 students, and 10,700 teachers and administrators. These lessons pertain to: communication, administrative power, and the structure of the school system; relevant contextual factors in the university and K-12 schools; and good old-fashioned common sense.Specific advice on K-16 science education partnerships will be provided to help universities increase student and instructor satisfaction with their physics and teacher education programs, maintain a positive and mutually beneficial relationship with local schools, and improve science education at all levels of instruction. Common sense is encouraged, but not required, to attend the invited talk.

New teaching methods in use at UC Irvine's optical engineering and instrument design programs

NASA Astrophysics Data System (ADS)

Silberman, Donn M.; Rowe, T. Scott; Jo, Joshua; Dimas, David

2012-10-01

New teaching methods reach geographically dispersed students with advances in Distance Education. Capabilities include a new "Hybrid" teaching method with an instructor in a classroom and a live WebEx simulcast for remote students. Our Distance Education Geometric and Physical Optics courses include Hands-On Optics experiments. Low cost laboratory kits have been developed and YouTube type video recordings of the instructor using these tools guide the students through their labs. A weekly "Office Hour" has been developed using WebEx and a Live Webcam the instructor uses to display his live writings from his notebook for answering students' questions.

Instructor satisfaction with a technology-based resource for diabetes education.

PubMed

Hall, Deanne L; Corman, Shelby L; Drab, Scott R; Meyer, Susan M; Smith, Randall B

2009-05-27

To evaluate instructor use patterns and satisfaction with DM Educate, a comprehensive, Web-based diabetes course. Instructors completed a post-course survey instrument to assess their use of course materials and components, as well as satisfaction with the course content, design, and technology utilized, and to solicit their suggestions for additional content areas. Thirty-eight percent of respondents utilized DM Educate as a standalone elective and 62% had integrated materials into existing courses. The pharmacotherapy module was the most utilized at 91% and slide sets were the most utilized course components at 63%. All instructors stated that they would use the course again the following year. Suggestions for improvement included incorporation of more active-learning activities and patient cases. Instructors' were highly satisfied with the course materials and technology used by DM Educate, a Web-based diabetes education course, and indicated they were able to customize the course materials both to establish new courses and supplement existing courses. All instructors planned to use the course again.

Evolving Impressions: Undergraduate Perceptions of Graduate Teaching Assistants and Faculty Members over a Semester

PubMed Central

Kendall, K. Denise; Schussler, Elisabeth E.

2013-01-01

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor types, this study explored student ratings of instruction by GTAs and faculty members to see whether perceptions differed by instructor type, whether they changed over a semester, and whether certain instructor traits were associated with student perceptions of their instructors’ teaching effectiveness or how much students learned from their instructors. Students rated their faculty instructors and GTAs for 13 instructor descriptors at the beginning and near the end of the semester in eight biology classes. Analyses of these data identified differences between instructor types; moreover, student perception changed over the semester. Specifically, GTA ratings increased in perception of positive instructional descriptors, while faculty ratings declined for positive instructional descriptors. The relationship of these perception changes with student experience and retention should be further explored, but the findings also suggest the need to differentiate professional development by the different instructor types teaching lower-division science courses to optimize teaching effectiveness and student learning in these important gateway courses. PMID:23463232

A three-year study of the impact of instructor attitude, enthusiasm, and teaching style on student learning in a medicinal chemistry course.

PubMed

Alsharif, Naser Z; Qi, Yongyue

2014-09-15

To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students' final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students' intrinsic motivation and vitality, and ability to meet educational outcomes.

Stereotype Threat, Anxiety, Instructor Gender, and Underperformance in Women

ERIC Educational Resources Information Center

Kapitanoff, Susan; Pandey, Carol

2017-01-01

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects…

Building Community in the Classroom through Ice-Breakers and Parting Ways

ERIC Educational Resources Information Center

Eggleston, Tami; Smith, Gabie

2004-01-01

Many instructors are concerned with creating a community in the classroom. Although there are numerous published "ice-breakers," many of these techniques are not specific to psychology courses or have been used so much that the students see them as redundant and cliche. Icebreakers are better if they have relevance to a specific class, are…

Creating a Culture of Candor in the Leadership Classroom

ERIC Educational Resources Information Center

Galpin, Timothy; Whittington, J. Lee

2009-01-01

A culture of candor can bring numerous benefits to any organization. Yet, candor is rare in most organizations. Despite the scarcity of its practice there is a need to develop leaders who value and use candor by demonstrating and practicing candor in the leadership classroom. A description of seven key actions that enable leadership instructors to…

Strategies for Every Teacher's Toolbox

ERIC Educational Resources Information Center

Dykes, Frank; Thomas, Suzanne

2010-01-01

For all students, the academic demands of secondary school are numerous. Students must be able to read and write in a variety of content areas; determine the importance of what is being said by the instructor; take notes in a format that can be used later for review; and keep track of their materials, class requirements, and daily schedules. Most…

Eastern Airlines LOFT program

NASA Technical Reports Server (NTRS)

Beach, B. E.

1981-01-01

Beginning with scenario design and development issues, Eastern Airlines committed itself to the full four-hour LOFT training format without the additional time for specific maneuvers. Abnormals and emergency conditions, pacing, and quiet periods are included in the scenarios which are written for the instructor to follow verbatim. Simulator capabilities, performance assessment; training vs. checking; crew composition and scheduling; satisfactory completion; the use of video performance printouts; the number of instructors; instructor training and standardization; and initial, transition, and upgrade training are discussed.

Teaching practices of the undergraduate introductory biomechanics faculty: a North American survey.

PubMed

Garceau, Luke R; Ebben, William P; Knudson, Duane V

2012-11-01

Instruction and assessment strategies of undergraduate introductory biomechanics instructors have yet to be comprehensively examined. The purpose of this study was to identify the current instruction and assessment practices of North American undergraduate introductory biomechanics instructors and equipment needed for effective instruction in lecture and laboratory sessions. One hundred and sixty-five respondents (age: 42.5 +/- 10.3 years) who currently teach or have taught an introductory biomechanics course in North America were recruited by electronic mail. Subjects completed a web-based survey, consisting of 60 open- and closed-ended questions. Pearson's correlation coefficients were used to assess relationships between instructor's familiarity with either the Biomechanics Concept Inventory or the NASPE Guidelines for Undergraduate Biomechanics, and instructor and course characteristics (number of years teaching, age, faculty rank, number of quizzes given, etc.) A number of variables were significantly (p < 0.05) correlated. Answers to open-ended questions were processed using content analysis, with results categorized in content areas including: instructor and course characteristics; lecture instruction; assessment and equipment; laboratory instruction; assessment and equipment; and instructor's perspectives. Many active learning strategies for lecture and laboratory instruction were identified by faculty. Limited student preparation and limited resources were noted as the instructor's most common challenges.

Future Directions for The Math You Need, When You Need It: Adaptation and Implementation of Online Student-Centered Tutorials that Remediate Introductory Geoscience-Related Mathematical Skills

NASA Astrophysics Data System (ADS)

Wenner, J. M.; Burn, H.; Baer, E. M.

2009-12-01

Requiring introductory geoscience students to apply mathematical concepts and solve quantitative problems can be an arduous task because these courses tend to attract students with diverse levels of mathematical preparedness. Perhaps more significantly, geoscience instructors grapple with quantitative content because of the difficulties students have transferring their prior mathematical learning to common geological problems. As a result, instructors can choose to eliminate the mathematics, spend valuable class time teaching basic mathematical skills or let students flounder in the hope that they will learn on their own. None of these choices are ideal. Instead, research suggests that introductory geoscience courses are opportune places to increase students’ quantitative abilities but that students need effective support at their own skill level. To provide such support, we developed The Math You Need, When You Need It (TMYN): a set of online geoscience context-rich tutorials that students complete just before they encounter a mathematical or numerical skill in their introductory course. The tutorials are modular; each mathematical topic has a set of pages that students work through toward a final assessment. The 11 modules currently available, including unit conversions, graphing, calculating density, and rearranging equations, touch on quantitative topics that cross a number of geologic contexts. TMYN modules are designed to be stand-alone and flexible - faculty members can choose modules appropriate for their courses and implement them at any time throughout the term. The flexible and adaptable nature of TMYN enables faculty to provide a supportive learning environment that remediates math for those who need it without taking significant classroom time. Since spring 2008, seven instructors at Highline Community College and University of Wisconsin Oshkosh successfully implemented TMYN in six geoscience courses with diverse student audiences. Evaluation of pilot implementations suggests that the flexibility of TYMN is one of its strengths. Specifically, faculty members responded positively to the ability to choose relevant topics and provide students with competence in pertinent mathematical concepts; students liked the supportive, contextual environment and the ability to work at their own pace. And, despite the fact that each implementation varied in the number and type of modules used, the timing of module use, grading stakes, and course size, pre/post test results consistently showed improvement in student skills associated with a given module, suggesting that all implementations were successful. Post-module surveys likewise revealed that both instructors and students found the experience valuable. We present the wide variety of successful implementations with an eye toward exploring future directions for the project, including soliciting new and diverse ways in which other institutions and instructors might adapt and apply TMYN to their own courses.

The Use of Patient Instructors to Teach Interviewing Skills.

ERIC Educational Resources Information Center

Gardner, Marie E.; And Others

1983-01-01

A program using patient instructors programmed with a history of hypertension, chronic pulmonary disease, or congestive heart failure to teach and evaluate pharmacy students' interviewing skills is described. Content areas included drug therapy, adverse reactions, drug interactions, etc. (Author/MSE)

Medical students' note-taking in a medical biochemistry course: an initial exploration.

PubMed

Morrison, Elizabeth H; McLaughlin, Calvin; Rucker, Lloyd

2002-04-01

Beginning medical students spend numerous hours every week attending basic science lectures and taking notes. Medical faculty often wonder whether they should give students pre-printed instructors' notes before lectures. Proponents of this strategy argue that provided notes enhance learning by facilitating the accurate transmission of information, while opponents counter that provided notes inhibit students' cognitive processing or even discourage students from attending lectures. Little if any research has directly addressed medical students' note-taking or the value of providing instructors' notes. The educational literature does suggest that taking lecture notes enhances university students' learning. University students perform best on post-lecture testing if they review a combination of provided notes and their own personal notes, particularly if the provided notes follow a 'skeletal' format that encourages active note-taking.

East meets West: The influence of language and culture in clinical education.

PubMed

Ladyshewsky, Richard

1996-01-01

The marketing of education in South East Asia has become big business for Australian Universities. Physiotherapy programs are not exempt from this marketing push, with increases in foreign student enrollment becoming commonplace. This raises numerous opportunities and dilemmas for those involved in physiotherapy clinical education. This action research project investigated the influence of language and culture on clinical education practices. Nine South East Asian undergraduate physiotherapy students and 11 clinical instructors were involved in this qualitative research project. A variety of issues were identified which have important ramifications for academics and clinical instructors. Cultural membership, issues of authority and respect, and language proficiency were identified as having a direct influence on the clinical education process. Strategies for dealing with these cross cultural teaching and learning challenges are discussed.

Preservice Teachers' Views of Instructor Presence in Online Courses

ERIC Educational Resources Information Center

Hodges, Charles B.; Cowan, S. Forrest

2012-01-01

The researchers conducted this study to investigate undergraduate preservice teacher candidates' perceptions regarding variables related to instructor presence in online courses. Participants included 52 undergraduate education students enrolled in 100% online technology integration courses at a doctoral research university in the southeastern…

Perceptions of university instructors toward students who stutter: a quantitative and qualitative approach.

PubMed

Daniels, Derek E; Panico, James; Sudholt, Jennifer

2011-01-01

Many research studies have focused on perceptions of stuttering by various groups of people. However, there is limited research on the perceptions of university instructors toward stuttering and people who stutter. Therefore, this study explored the perceptions of university instructors toward stuttering and students who stutter, and their beliefs about classroom participation. Participants included 328 university instructors across a variety of disciplines at two Midwestern universities. Each participant completed a 12-item questionnaire regarding perceptions related to stuttering, students who stutter, and classroom participation. Of the 328 participants, 212 completed an open-ended question about their experiences and concerns of working with students who stutter. Results indicated that increased knowledge of stuttering is associated with positive attitudes toward students who stutter. Moreover, the participants in this study expressed a need for more information about stuttering and ways to accommodate students who stutter in the classroom. After reading this article, the reader will be able to: (1) discuss the challenges that university instructors face when working with students with disabilities; (2) provide a rationale for the need to explore the perceptions of university instructors toward students who stutter; (3) describe the major themes of university instructors' knowledge of stuttering, and beliefs about classroom participation for students who stutter; and (4) discuss the need for disseminating more knowledge about stuttering to university instructors. Copyright © 2011 Elsevier Inc. All rights reserved.

A Three-Year Study of the Impact of Instructor Attitude, Enthusiasm, and Teaching Style on Student Learning in a Medicinal Chemistry Course

PubMed Central

Qi, Yongyue

2014-01-01

Objective. To determine the effect of instructor attitude, enthusiasm, and teaching style on learning for distance and campus pharmacy students. Methods. Over a 3-year period, distance and campus students enrolled in the spring semester of a medicinal chemistry course were asked to complete a survey instrument with questions related to instructor attitude, enthusiasm, and teaching style, as well as items to measure student intrinsic motivation and vitality. Results. More positive responses were observed among distance students and older students. Gender did not impact student perspectives on 25 of the 26 survey questions. Student-related items were significantly correlated with instructor-related items. Also, student-related items and second-year cumulative grade point average were predictive of students’ final course grades. Instructor enthusiasm demonstrated the highest correlation with student intrinsic motivation and vitality. Conclusion. While this study addresses the importance of content mastery and instructional methodologies, it focuses on issues related to instructor attitude, instructor enthusiasm, and teaching style, which all play a critical role in the learning process. Thus, instructors have a responsibility to evaluate, reevaluate, and analyze the above factors to address any related issues that impact the learning process, including their influence on professional students’ intrinsic motivation and vitality, and ability to meet educational outcomes. PMID:25258437

Building Interagency Partnerships Curriculum: Instructor’s Guide

DTIC Science & Technology

2016-03-01

includes instructor-led components, documentary -style footage of subject matter experts, and true stories from the field to elicit reflection and discussion...context. The documentary -style films included in the curriculum are based on an analysis of interviews with military personnel, U.S. government... management tasks while collaborating with interagency partners. 29 Lesson 1: Boundary-Spanning OBJECTIVES The student will be: • Introduced to the

One Instructor's Quest for a Collaborative Professional Culture

ERIC Educational Resources Information Center

Frickey, Jimmy

2007-01-01

With a B.S. in math but no prior math education training, the author's first job as a math teacher was at an alternative charter school with a holistic mission. The author struggled tremendously and no doubt left numerous opponents to math reform in his wake. Fortunately, he attributed his ineffectiveness to his lack of experience and skill as a…

The Effects of Instructor Control of Online Learning Environments on Satisfaction and Perceived Learning

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2016-01-01

Instructional design is important as it helps set the discourse, context, and content of learning in an online environment. Specific instructional design decisions do not only play a part in the discourse of the learners, but they can affect the learners' levels of satisfaction and perceived learning as well. Numerous studies have shown the value…

Law in Translation: Challenges and Opportunities in Teaching International Students in Business Law and Legal Environment Courses

ERIC Educational Resources Information Center

Dove, Laura R.; Bryant, Natalie P.

2016-01-01

The purpose of this article is to outline the unique challenges faced by international students enrolled in business law or legal environment of business courses. It is also imperative to recognize the numerous opportunities that instructors can create in business law classrooms that will enhance the experience of all students given the…

Iranian Effective Clinical Nurse Instructor evaluation tool: Development and psychometric testing

PubMed Central

Shahsavari, Hooman; Yekta, Zohreh Parsa; Zare, Zahra; Sigaroodi, Abdolhossain Emami

2014-01-01

Background: Clinical education is the heart of the nursing education program. Effective nursing clinical instructors are needed for graduating the future qualified nurses. There is a well-developed body of knowledge about the effectiveness of clinical teaching and the instructors. However, translating this knowledge into a context-based evaluation tool for measuring the effectiveness of Iranian clinical nursing instructors remains a deficiency. The purpose of this study is to describe the development and psychometric testing process of an instrument to evaluate the characteristics of Iranian effective clinical nurse instructor. Materials and Methods: Following a precise review of Iranian literatures and expert consultation, 83 statements about the characteristics that make clinical nurse instructors effective were extracted. In the next phase, the psychometric properties of the instrument were established by looking at the content validity, face validity, and internal consistency. Content validity of the instrument was assessed based on the comments of an expert panel including 10 nursing faculty members. During this phase, 30 items of the instrument were omitted or merged. Face validity of the instrument was assured based on the advices of 10 nursing students and 10 nursing faculty members. Finally, in the pilot test, the data of 168 filled questionnaires were gathered and analyzed by an exploratory factor analysis to reduce the items and identify the factor structure of the instrument. Results: Through subsequent analyses, of the 83 items, 31 items were merged or omitted. At last, 52 retained items were divided into four subscales including student-centric behaviors, clinical performances, planning ability, and personality traits. The Cronbach's alpha level of the inventory was 0.96, with the value for each domain ranging from 0.87 to 0.94. Conclusions: Iranian Effective Clinical Nurse Instructor evaluation tool has acceptable psychometric properties and can be used in evaluating the effectiveness of clinical nursing instructors. PMID:24834081

The Salient Map Analysis for Research and Teaching (SMART) method: Powerful potential as a formative assessment in the biomedical sciences

NASA Astrophysics Data System (ADS)

Cathcart, Laura Anne

This dissertation consists of two studies: 1) development and characterization of the Salient Map Analysis for Research and Teaching (SMART) method as a formative assessment tool and 2) a case study exploring how a paramedic instructor's beliefs about learners affect her utilization of the SMART method and vice versa. The first study explored: How can a novel concept map analysis method be designed as an effective formative assessment tool? The SMART method improves upon existing concept map analysis methods because it does not require hierarchically structured concept maps and it preserves the rich content of the maps instead of reducing each map down to a numerical score. The SMART method is performed by comparing a set of students' maps to each other and to an instructor's map. The resulting composite map depicts, in percentages and highlighted colors, the similarities and differences between all of the maps. Some advantages of the SMART method as a formative assessment tool include its ability to highlight changes across time, problematic or alternative conceptions, and patterns of student responses at a glance. Study two explored: How do a paramedic instructor's beliefs about students and learning affect---and become affected by---her use of the SMART method as a formative assessment tool? This case study of Angel, an expert paramedic instructor, begins to address a gap in the emergency medical services (EMS) education literature, which contains almost no research on teachers or pedagogy. Angel and I worked together as participant co-researchers (Heron & Reason, 1997) exploring the affordances of the SMART method. This study, based on those interactions with Angel, involved using open coding to identify themes (Strauss & Corbin, 1998) from Angel's views of students and use of the SMART method. Angel views learning as a sense-making process. She has a multi-faceted view of her students as novices and invests substantial time trying to understand their concept maps. Not only do these beliefs affect her use of the SMART method; in addition, her beliefs are refined through the use of the SMART method.

Ammonia. Training Module 5.110.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with analytical procedures for determining ammonia nitrogen concentrations in a water or wastewater sample. Included are objectives, instructor guides, student handouts, and transparency masters. This module considers preliminary…

Emergency Medical Dispatch. National Standard Curriculum. Instructor Guide. Trainee Guide.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This guide contains all instructor materials and requirements for the National Highway Traffic Safety Administration (NHTSA), Emergency Medical Dispatch (EMD) National Standard Curriculum. It includes lesson plans, instructional aids, and tools and supporting information designed to elevate trained and experienced public safety telecommunicators…

Basic Pneumatics. Instructor's Guide.

ERIC Educational Resources Information Center

Fessehaye, Michael

This instructor's guide is designed for use by industrial vocational teachers in teaching a course on basic pneumatics. Covered in the individual units are the following topics: an introduction to pneumatics (including the operation of a service station hoist); fundamentals and physical laws; air compressors (positive displacement compressors;…

Instructor Ratings: Controlling for Bias from Initial Student Interest.

ERIC Educational Resources Information Center

Prave, Rose S.; Baril, Galen L.

1993-01-01

Students in 1,905 classes, including 216 business, evaluated teachers using Instructional Development and Effectiveness Assessment (IDEA). Students' initial interest in courses related to ratings. IDEA confounded course-related and instructor-related interest. Accurate assessment of students' initial interest appears important to fair evaluation…

Determination of Residual Chlorine and Turbidity in Drinking Water. Instructor's Manual.

ERIC Educational Resources Information Center

Office of Water Program Operations (EPA), Cincinnati, OH. National Training and Operational Technology Center.

This instructor's guide presents analytical methods for residual chlorine and turbidity. Topics include sample handling, permissable concentration levels, substitution of residual chlorine for bacteriological work, public notification, and the required analytical techniques to determine residual chlorine and turbidity. This publication is intended…

Instructor Data Reporting Procedures.

ERIC Educational Resources Information Center

Mountain-Plains Education and Economic Development Program, Inc., Glasgow AFB, MT.

The document has been compiled for reference use by instructors and others in need of information necessary to understand and implement the Mountain-Plains instructional and evaluation system. Included in detail are: (1) descriptions of the several forms used for student accounting, student progress monitoring, program evaluation, and ancillary…

Instructor-Created Activities to Engage Undergraduate Nursing Research Students.

PubMed

Pierce, Linda L; Reuille, Kristina M

2018-03-01

In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.

A Series of MATLAB Learning Modules to Enhance Numerical Competency in Applied Marine Sciences

NASA Astrophysics Data System (ADS)

Fischer, A. M.; Lucieer, V.; Burke, C.

2016-12-01

Enhanced numerical competency to navigate the massive data landscapes are critical skills students need to effectively explore, analyse and visualize complex patterns in high-dimensional data for addressing the complexity of many of the world's problems. This is especially the case for interdisciplinary, undergraduate applied marine science programs, where students are required to demonstrate competency in methods and ideas across multiple disciplines. In response to this challenge, we have developed a series of repository-based data exploration, analysis and visualization modules in MATLAB for integration across various attending and online classes within the University of Tasmania. The primary focus of these modules is to teach students to collect, aggregate and interpret data from large on-line marine scientific data repositories to, 1) gain technical skills in discovering, accessing, managing and visualising large, numerous data sources, 2) interpret, analyse and design approaches to visualise these data, and 3) to address, through numerical approaches, complex, real-world problems, that the traditional scientific methods cannot address. All modules, implemented through a MATLAB live script, include a short recorded lecture to introduce the topic, a handout that gives an overview of the activities, an instructor's manual with a detailed methodology and discussion points, a student assessment (quiz and level-specific challenge task), and a survey. The marine science themes addressed through these modules include biodiversity, habitat mapping, algal blooms and sea surface temperature change and utilize a series of marine science and oceanographic data portals. Through these modules students, with minimal experience in MATLAB or numerical methods are introduced to array indexing, concatenation, sorting, and reshaping, principal component analysis, spectral analysis and unsupervised classification within the context of oceanographic processes, marine geology and marine community ecology.

Anaerobic Digestion Analysis. Training Module 5.120.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with alkalinity, volatile acids and carbon dioxide determinations for an anaerobic sludge digester. Included are objectives, instructor guides, student handouts and transparency masters. This module considers total and bicarbonate…

Facultative Lagoons. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Andersen, Lorri

This instructor's guide contains materials needed to teach a two-lesson unit on the structure and components of facultative lagoons, the biological theory of their operation, and factors affecting their operation. Control testing recommendations, maintenance guidelines, and troubleshooting hints are also provided. These materials include: (1) an…

INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTORS' GUIDE. VOLUME 2.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Engineering Extension Service.

INFORMATION RELATIVE TO THE LESSON PLANS IN "INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME I" (VT 003 565) IS PRESENTED ON 52 INFORMATION SHEETS INCLUDING THE SUBJECTS SHIELDING EQUATIONS AND LOGARITHMS, METAL PROPERTIES, FIELD TRIP INSTRUCTIONS FOR STUDENTS, WELDING SYMBOLS AND SIZES, SAMPLE REPORT FORMS, AND TYPICAL SHIPPING…

Financial. Training Module 4.310.3.77.

ERIC Educational Resources Information Center

Miller, Pat; Bonnstetter, Ron

This document is an instructional module package prepared in objective form for use by an instructor familiar with inventory records, purchasing and budgeting for water and wastewater treatment plants. Included are objectives, instructor guides, student handouts, and transparency masters. The module considers methods of inventory control, proper…

Heavy Equipment Mechanic. Instructor Edition.

ERIC Educational Resources Information Center

Hendrix, Laborn J.; And Others

This manual is intended to assist heavy equipment instructors in teaching the latest concepts and functions of heavy equipment. It includes 7 sections and 27 instructional units. Sections (and units) are: orientation (shop safety and first aid, hand tools and miscellaneous tools, measuring, basic rigging and hoisting), engines (basic engine…

Training Program for Emergency Medical Technician: Dispatcher. 2--Instructor Lesson Plans.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

Intended to assist instructors who wish to conduct a training course for emergency medical technicians (EMTs) serving as dispatchers, this document contains detailed lesson plans organized to structure course presentations. Each lesson plan includes the following elements: unit objectives; suggestions for adapting the lessons to local policies and…

Using Assessment to Improve Learning in the Biochemistry Classroom

ERIC Educational Resources Information Center

Loertscher, Jennifer

2010-01-01

In recent years, major drivers of undergraduate science education reform including the National Science Foundation (NSF) and the Howard Hughes Medical Institute (HHMI) have called on college and university instructors to take a more scientific approach to their teaching. Although many biochemistry instructors are gaining confidence in using…

STDs & HIV: A Guide for Today's Teens. 2nd Edition. Instructor's Guide.

ERIC Educational Resources Information Center

Yarber, William L.

This curriculum represents the current approach to prevention education about sexually transmitted diseases (STD) for students in grades 7-12, combining health messages about STD, including HIV/AIDS, into one curriculum. The instructor's guide discusses adolescents' need for STD/HIV prevention education; presents information about the…

Hunter Education: Instructor Manual. Shooting Skills Series.

ERIC Educational Resources Information Center

Diebold, Louis, Comp.; And Others

Composed of three books (a procedures guide, the basic student manual, and lesson plans), the instructor's manual provides information to set up and conduct a Hunter Education Certification Course. Course topics include: an introduction, firearms and ammunition, hunting tradition and ethics, the hunter and conservation, safe firearms handling,…

Advanced Trickling Filters. Training Module 2.112.4.77.

ERIC Educational Resources Information Center

Layton, Ronald F.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation and maintenance of a trickling filter wastewater treatment plant. Included are objectives, instructor guides, student handouts and transparency masters. This is the third level of a three module series and considers…

Hydraulics for Operators. Training Module 1.330.2.77.

ERIC Educational Resources Information Center

Bengston, Harlan H.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the application of hydraulic principles for operation and maintenance of water supply systems, water distribution systems, wastewater treatment systems and wastewater collection systems. Included are objectives, instructor guides,…

Chlorine Analysis - Wastewater. Training Module 5.125.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the laboratory procedures for determining the combined chlorine residual of a wastewater sample. Included are objectives, instructor guides, student handouts, and transparency masters. This module considers the amperometric, DPD,…

Chlorine Analysis - Water. Training Module 5.260.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the procedures for chlorine residual analysis. It includes objectives, an instructor guide, and student handouts. The module addresses the determination of combined and free residual chlorine in water supply samples using three…

76 FR 35103 - Training and Qualification Requirements for Check Airmen and Flight Instructors; Technical Amendment

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-16

... which initial and transition flight training must include an in-flight element. Technical Amendment This.... 28471; Amendment Nos. 121-355 and 135-125] RIN 2120-AF08 Training and Qualification Requirements for Check Airmen and Flight Instructors; Technical Amendment AGENCY: Federal Aviation Administration (FAA...

INDUSTRIAL RADIOGRAPHY COURSE, INSTRUCTOR'S GUIDE, VOLUME 1.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Engineering Extension Service.

THE PURPOSE OF THE GUIDE IS TO GIVE MAXIMUM ASSISTANCE TO INSTRUCTORS IN PLANNING THE TRAINING OF LICENSED INDUSTRIAL RADIOGRAPHERS. IT WAS DEVELOPED BY THE ENGINEERING EXTENSION SERVICE, TEXAS AGRICULTURAL AND MECHANICAL UNIVERSITY, COLLEGE STATION, TEXAS. THE 21 UNITS INCLUDE (1) INDUSTRIAL APPLICATIONS, (2) NONDESTRUCTIVE TESTING METHODS, (3)…

The Air Force Academy Instructor Workstation (IWS): I. Design and Implementation.

ERIC Educational Resources Information Center

Gist, Thomas E.; And Others

1989-01-01

Discusses the design and implementation of a computer-controlled instructor workstation (IWS), including a videodisc player, that was developed at the Air Force Academy. System capabilities for lesson presentation, administrative functions, an authoring system, and a file server for courseware maintenance are explained. (seven references) (LRW)

A Matter of Relevance: Teaching Classics in the 21st Century

ERIC Educational Resources Information Center

Youssef, Lamiaa

2010-01-01

In a world literature course, an instructor faces the challenge of engaging the students in classical texts that are historically, geographically, and linguistically "alien" to them. Through a three-step instructional model that includes approximation, thematic relevance, and application, the instructor tries to help students identify,…

Irrigation Systems. Instructor's Guide.

ERIC Educational Resources Information Center

Amarillo Coll., TX.

This guide is intended for use by licensed irrigators who wish to teach others how to design and install residential and commercial irrigation systems. The materials included in the guide have been developed under the assumption that the instructors who use it have little or no formal training as teachers. The first section presents detailed…

Jar Test. Training Module 5.230.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the jar test and its application to the coagulation, floculation and sedimentation processes, and the chemical precipitation process. Included are objectives, an instructor guide, student handouts, and transparency masters. A video…

Anthropology: Contemporary Perspectives. [And] Instructor's Manual to Accompany Anthropology: Contemporary Perspectives.

ERIC Educational Resources Information Center

Hunter, David E., Ed.; Whitten, Phillip, Ed.

Forty-seven articles comprise this reader designed for beginning college students and instructors in an introductory anthropology course. Original contributions from both anthropologists and non-anthropologists are reprinted. The readings, drawn primarily from the popular press but including some of the discipline's "classical" articles, are…

Tilesetting. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Ausland, Greg

This instructor's guide accompanies the self-paced student training modules on tilesetting, available separately as CE 031 564. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of…

Legal. Training Module 4.315.3.77.

ERIC Educational Resources Information Center

Fillenwarth, Lynn; Bonnstetter, Ron

This document is an instructional module package prepared in objective form for use by an instructor familiar with Federal and Iowa laws relating to public water supply and water pollution control, local code enforcement and right-of-way acquisition. Included are objectives, instructor guides, and student handouts. The module considers an overview…

Competency-Based Curriculum in Transportation. General Industrial Arts.

ERIC Educational Resources Information Center

Tennessee State Dept. of Education, Nashville. Div. of Vocational-Technical Education.

Designed and written for industrial arts instructors and students, this teacher-developed curriculum offers both a model for instructors and practical guidelines for classroom activities that explore the field of transportation. Various aspects of course design and delivery are covered in the introductory section, including course goals and…

Basic Stabilization. Training Module 2.225.2.77.

ERIC Educational Resources Information Center

Paulson, W. L.

This document is an instructional module package prepared in objective form for use by an instructor familiar with water stabilization and deposition and corrosion control in a water supply system. Included are objectives, an instructor guide, student handouts and transparency masters. The module considers water stability, water chemistry,…

A Thermodynamics Course Package in Onenote

ERIC Educational Resources Information Center

Falconer, John L.; Nicodemus, Garret D.; Medlin, J. Will; deGrazia, Janet; McDanel, Katherine P.

2014-01-01

A ready-to-use package of active-learning materials for a semester-long chemical engineering thermodynamics course was prepared for instructors, and similar materials are being prepared for a material and energy balance course. The course package includes ConcepTests, explanations of the ConcepTests for instructors, links to screencasts, chapter…

Alkalinity Analysis. Training Module 5.220.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the acid-base titrimetric procedure for determining the hydroxide, carbonate and bicarbonate alkalinity of a water sample. Included are objectives, an instructor guide, student handouts and transparency masters. A video tape is also…

Careers in Communications Media. Instructor Guideline.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Career and Vocational Education Section.

The guideline, an indepth focus on one of the 15 U.S. Office of Education (USOE) career education clusters, provides instructors with information to support effective career decision making and occupational preparation. The first section provides a perspective of career education as applied to occupations in the guidelines (includes explanations…

Basic Activated Sludge. Training Module 2.115.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation of activated sludge wastewater treatment plants. Included are objectives, instructor guides, student handouts, and transparency masters. This is the first of a three module series and considers definition of terms, design…

Intermediate Activated Sludge. Training Module 2.116.3.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation of activated sludge wastewater treatment plants. Included are objectives, instructor guides, student handouts and transparency masters. This is the second level of a three module series and considers aeration devices,…

Instructor Presence for Web-Based Classes

ERIC Educational Resources Information Center

Lear, Janet L.; Isernhagen, Jody C.; LaCost, Barbara A.; King, James W.

2009-01-01

Is instructor presence important in an online distance education class? Yes, said the students of this mixed methods research study. Students (n=241) enrolled in 31 Web-based sections of classes at four Midwestern post-secondary institutions in two different states were surveyed. The survey instrument included both the Rovai Classroom Community…

Survival Skills. Pre-Apprenticeship Phase 2 Training. Instructors Guide

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide contains the 43 Survival Skills modules developed for Pre-Apprenticeship Phase 2 Training. Introductory materials include a description of components of the pre-apprenticeship project, recommendations for module implementation, and synopses of the modules that were developed to prompt social skills development. Each module…

Instructor's Guide for Human Development Student Modules.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

Glider Flight Instructor Written Test Guide.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC. Flight Standards Service.

The purposes of the test guide are threefold. First, it is intended to outline the scope of the basic aeronautical knowledge requirements for a glider flight instructor. This includes fundamentals of flight instruction and performance and analysis of flight training maneuvers. Secondly, it is intended to acquaint the applicant with source material…

Fluoride Analysis. Training Module 5.200.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with fluoride analysis procedures. Included are objectives, an instructor guide, student handouts, and a list of reference material. This module considers the determination of fluoride in water supplies using the SPANDS and electrode…

Turbidity. Training Module 5.240.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with candle turbidimeter and the nephelometric method of turbidity analysis. Included are objectives, an instructor guide, student handout, and transparency masters. A video tape is also available from the author. This module considers use…

Agricultural Construction Volume I. Arc Welding Project Construction. Instructor's Guide.

ERIC Educational Resources Information Center

Brzozowski, Dick; Admire, Myron

This guide contains instructor's materials for teaching a secondary agricultural construction course consisting of instructional units on arc welding (8 lessons) and project construction (14 lessons). The materials for each unit include student objectives, a list of competencies from which the objectives were derived, suggestions for motivating…

Basic Electricity. Training Module 3.325.1.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the basic concepts of electricity as applied to water and wastewater treatment. Included are objectives, instructor guides, student handouts, and transparency masters. This module considers definition of terms, voltage, current…

Nature's Classroom: A Program Guide for Camps and Schools.

ERIC Educational Resources Information Center

Cassens, Jennifer R., Ed.

This guide assists instructors in planning outdoor experiences, particularly in a camp setting. Although it is not a pre-packaged program, the book contains over 40 outdoor programming ideas, allowing instructors to create their own programs. It includes suggestions for goal setting, scheduling, housing, staffing, curriculum planning, policy…

The Gatekeeping Impulse and Professor X: An Exploration

ERIC Educational Resources Information Center

Sonnenmoser, Richard

2009-01-01

College and university instructors who assess student writing, including but not limited to teachers of first-year composition, sometimes keep the gate. Gatekeeping by writing instructors is an activity directly related to grading practices and, in many cases, to grading practices which emphasize formal, mechanical, usually sentence-level choices…

Inclusive Instructional Practices Used and Their Perceived Importance by Instructors

ERIC Educational Resources Information Center

West, Elizabeth A.; Novak, Daniel; Mueller, Carlyn

2016-01-01

This research examines the inclusive instructional and accommodative strategies instructors use to assist students with disabilities in their classes, and what faculty perceives as most important for student success. The survey included demographic questions (gender, role in the college, and experience) and response items from the Inclusive…

Pre-Treatment. Training Module 2.102.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package designed in the objective format for use by an instructor familiar with pre-treatment unit operation. Included are objectives, instructor guide, student handouts and transparency masters. The module considers design, operation, maintenance, and safety of common methods of grit removal, screening,…

Fecal Coliform Determinations. Training Module 5.115.3.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with multiple tube and membrane filter techniques for determining fecal coliform concentrations in a wastewater sample. Included are objectives, instructor guides, student handouts and transparency masters. This module considers proper…

Total Coliform Determinations. Training Module 5.205.3.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with multiple tube and membrane filter techniques for determining total coliform concentration of a water supply. Included are objectives, instructor guides, student handouts and transparency masters. This module considers proper…

Flight Instructor: Airplane. Written Test Guide.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC. Flight Standards Service.

The Flight Standards Service of the Federal Aviation Administration developed the guide to assist applicants who are preparing for the Flight Instructor Certificate with Airplane Rating. The guide contains comprehensive study outlines and a list of recommended study materials and tells how to obtain those publications. It also includes sample test…

South Carolina Industrial Arts Safety Guide. Administrator and Instructor Section.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia.

This administrator and instructor section of a South Carolina industrial arts safety guide includes sections on responsibility for school safety, safety programming for the teacher, emergency action, suggested forms and outlines, and facility design and layout. School board and superintendent, administrator, and teacher responsibilities for school…

Occupational Preparation--Inspection and Quality Control. Instructor's Guide. The Manufacturing Cluster.

ERIC Educational Resources Information Center

Fairleigh Dickinson Univ., Rutherford, NJ.

Part of a manufacturing cluster series which addresses itself to career awareness, orientation, exploration, and preparation, this guide and its accompanying student manual were written as a direct followup of the instructor's guide and student manual titled "Exploring Manufacturing Occupations." Four major sections are included. The first section…

Competency-Based Curriculum in Communications. General Industrial Arts.

ERIC Educational Resources Information Center

Tennessee State Dept. of Education, Nashville. Div. of Vocational-Technical Education.

Designed and written for industrial arts instructors and students, this teacher-developed curriculum offers both a model for instructors and practical guidelines for classroom activities that explore the field of communications. Various aspects of course design and delivery are covered in the introductory section, including course goals and…

Basic Laboratory Skills. Training Module 5.300.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the basic chemical and microbiological laboratory equipment and procedures used in water and wastewater treatment plant laboratories. Included are objectives, instructor guides, student handouts and transparency masters. This module…

Strategies for College and University Instructional Physical Activity Program (IPAP) Directors

ERIC Educational Resources Information Center

Melton, Bridget F.; Moore, Carrie Sampson; Hoffman, Brandi

2016-01-01

There is a growing trend to rely on part-time instructors including both adjunct faculty and graduate teaching assistants (GTAs) in higher education (Eney & Davidson, 2012). Most kinesiology departments depend on part-time instructors to teach instructional physical activity programs (IPAPs) to the general student population; this is…

A qualitative case study of instructional support for web-based simulated laboratory exercises in online college chemistry laboratory courses

NASA Astrophysics Data System (ADS)

Schulman, Kathleen M.

This study fills a gap in the research literature regarding the types of instructional support provided by instructors in online introductory chemistry laboratory courses that employ chemistry simulations as laboratory exercises. It also provides information regarding students' perceptions of the effectiveness of that instructional support. A multiple case study methodology was used to carry out the research. Two online introductory chemistry courses were studied at two community colleges. Data for this study was collected using phone interviews with faculty and student participants, surveys completed by students, and direct observation of the instructional designs of instructional support in the online Blackboard web sites and the chemistry simulations used by the participating institutions. The results indicated that the instructors provided multiple types of instructional support that correlated with forms of effective instructional support identified in the research literature, such as timely detailed feedback, detailed instructions for the laboratory experiments, and consistency in the instructional design of lecture and laboratory course materials, including the chemistry lab simulation environment. The students in one of these courses identified the following as the most effective types of instructional support provided: the instructor's feedback, opportunities to apply chemistry knowledge in the chemistry lab exercises, detailed procedures for the simulated laboratory exercises, the organization of the course Blackboard sites and the chemistry lab simulation web sites, and the textbook homework web sites. Students also identified components of instructional support they felt were missing. These included a desire for more interaction with the instructor, more support for the simulated laboratory exercises from the instructor and the developer of the chemistry simulations, and faster help with questions about the laboratory exercises or experimental calculations. Students believed that having this additional instructional support would lead to increased understanding of the laboratory exercises, allowing them to complete them with less difficulty, and giving them increased access to the instructor. Recommendations for the instructors of these two courses include: increased participation in the online course environment, increased emphasis on laboratory safety, and increased emphasis on the differences between simulated and real life chemistry laboratory experiments.

A pilot study of RN-BSN completion students' preferred instructor online classroom caring behaviors.

PubMed

Mann, Judith C

2014-01-01

Definitions of caring include the global concept of showing concern and empathy of others. This may be especially true in the online classroom in the absence of face to face interactions. This quantitative study focused on RN-BSN completion students' preferred online instructor caring behaviors. Online RN-BSN students (N = 100) were invited to participate in the study. The research question was: What are historically black colleges universities nursing students' preferred instructor caring behaviors in the online classroom? All of the respondents (N = 48) agreed that an instructor can create a caring online learning environment, while the vast majority agreed that the presence of a caring environment influenced their success in the course. As ranked by the respondents the three most important items in creating a caring online learning environment were instructors': 1) attention to detail in organization and clarity, 2) prompt and detailed feedback to assignments, and 3) prompt response to students' questions.

Qualitative Study of a Solution-Focused Training Program for Taiwanese Military Instructors.

PubMed

Pan, Peter Jen Der; Deng, Liang-Yu F; Tsia, Shio-Ling; Jiang, Jye-Ru Karen; Wang, Yu Jen

2016-04-01

This study explored Taiwanese military instructors' perceptions of a training program using a solution-focused approach and its initial application to students with behavior problems. A total of 25 military instructors (16 men, 9 women; M age = 38.6 years, SD = 5.8) and 10 students (three men, seven women; M age = 17.5 years, SD = 0.9) participated in the study through convenience sampling. Grounded theory method was adopted for data analysis. Six prominent categories emerged from the focus group interview, weekly training notes, and the researcher's field notes, including reactions to learning solution-focused approach, strengths and weaknesses of using the solution-focused approach, identification of military instructors role function, initial responses to the techniques of the solution-focused approach, a positive attitude to deal with students' problems, and from assimilation to transformation. In addition, feedback collected from students was grouped into a seventh category. Finally, a modified pattern was developed for military instructors to use when working with students. © The Author(s) 2016.

An exploration of implications for the development of Pilates instructor system through identification of instructors' difficulties.

PubMed

Roh, Su Yeon

2016-08-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categories were incorporated in the collected data: (1) lack of information on Pilates qualification system, (2) difficulties in understanding the human anatomy related with the diverse movements taught in Pilates classes and its application to Pilates practice, (3) need for professional development through retraining. Based on these findings, a need for rethinking the monitoring and evaluation process for Pilates qualification system and Pilates education in Korea was identified. In addition, we need to summarize and offer information on a range of Pilates qualifications. And the quality of Pilates instructor education program should be improved as well by proving them a range of teaching methods including microteaching, discussion-based lessons as well as reading and writing sessions and other necessary teaching media.

"We definitely are role models": Exploring how clinical instructors' influence nursing students' attitudes towards older adults.

PubMed

Gibbs, Sheena Simpkins; Kulig, Judith C

2017-09-01

The world's population is getting older, which will inevitably cause increased demands for nurses to provide high quality care to this demographic. Attitudes have been shown to influence the quality of care that older adults receive. It is therefore important to gain a better understanding of what influences nursing students' attitudes towards older adults. This article reports on one of three inter-connected research questions of a mixed methods study that explored the relationship between clinical instructors' attitudes and nursing students' attitudes towards older adults. Semi-structured interviews were conducted with 6 clinical instructors and 13 nursing students. Interview data was analyzed using thematic analysis. A conceptual model was developed from the research findings, which revealed that nursing instructors are seen as strong role models for their students, and as role models, they influence students through demonstrations, expectations and support. As a result, nursing students mirror the attitudes of their instructors towards older adults. Findings from this study highlight the strong connection between nursing instructors' and students' attitudes. This has important implications for nursing education including strategies that instructors can employ to enhance students' attitudes towards older adults. Insights from this study also have the potential to improve the quality of care that future nurses provide to older adults. Copyright © 2017 Elsevier Ltd. All rights reserved.

Oxidation Ditches. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Nelsen, David

This instructor's guide contains materials needed for teaching a two-lesson unit on oxidation ditches. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines; (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). The first lesson: reviews the theory,…

Water Conservation and Reuse. Instructor Guide. Working for Clean Water: An Information Program for Advisory Committees.

ERIC Educational Resources Information Center

Pennsylvania State Univ., Middletown. Inst. of State and Regional Affairs.

Described is a learning session on water conservation intended for citizen advisory groups interested in water quality planning. Topics addressed in this instructor's manual include water conservation needs, benefits, programs, technology, and problems. These materials are components of the Working for Clean Water Project. (Author/WB)

Parts Counter. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide is designed to accompany self-paced student training modules on the Parts Counter Trade. Introductory materials include an introduction to pre-apprenticeship training, and a course outline. Teaching outlines are then provided for the 11 modules that comprise this course. For each module some or all of this material may be…

Effects of Early Leader-Member Exchange Perceptions on Academic Outcomes

ERIC Educational Resources Information Center

Jacques, Paul H.; Garger, John; Thomas, Michael; Vracheva, Veselina

2012-01-01

This study tested a series of hypotheses linking college support and quality of student-instructor relations with outcomes including student efficacy, social connectedness with peers, expectancies and academic performance. Early quality of exchanges with the instructor using Leader-Member Exchange theory was found to be a key indicator of academic…

Advanced Chemical Precipitation Softening. Training Module 2.217.4.77.

ERIC Educational Resources Information Center

McMullen, L. D.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the operation and maintenance of a chemical precipitation softening system. Included are objectives, instructor guides, student handouts and transparency masters. This is the third level of a three module series. This module considers…

Introduction to Drywall. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in drywalling to students who have chosen to explore careers in construction. It contains three units: drywall materials, drywall tools, and applied skills. Each instructional unit includes some or all of the basic components of a unit of…

Drywall. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Moore, Doug

This instructor's guide accompanies the self-paced student training modules on drywall available separately as CE 031 574. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the 18…

Drywall. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide accompanies the self-paced student training modules on drywall, one of which is available separately as CE 032 887. Introductory materials include a description of the components of the pre-apprenticeship project, a discussion of the teacher's role in conducting the course, and scope and content of the four phases of…

Inorganic Analysis in Water Quality Control Programs. Instructor's Guide.

ERIC Educational Resources Information Center

Kroner, Audrey

This two-part instructor's guide was designed for a five-day course for chemists and technicians with little or no experience in inorganic analyses. Part I provides information on course planning and management including course description, staff responsibilities, suggested course plan and agenda, timeline for planning and conducting the course,…

Health Occupations Education II. Instructor's Manual.

ERIC Educational Resources Information Center

Day, Nancy; And Others

This instructor's manual accompanies the 46 modules in Health Occupations Education II, the second course of a two-year course of study. Contents include a list of the modules and the performance skills covered in each module, a listing of tools and supplies required for learning activities in the modules cited by module title, an instructional…

Intermediate Chemical Precipitation Softening. Training Module 2.216.3.77.

ERIC Educational Resources Information Center

McMullen, L. D.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the operation and maintenance of a chemical precipitation softening system. Included are objectives, instructor guides, student handouts and transparency masters. This is the second level of a three module series. The module considers…

Health Services: Clinical. Dietary Aide. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Cave, Julie; And Others

This instructor's manual consists of materials for use in presenting a course in the occupational area of dietary aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2010 CFR

2010-01-01

... or 135 of this chapter; (2) Has satisfactorily completed the training phases for the aircraft... appropriate training phases for the aircraft, including recurrent training, that are required to serve as a... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

Health Services: Clinical. Pharmacy Aide. Instructor's Manual. Competency-Based Education.

ERIC Educational Resources Information Center

Cave, Julie; And Others

This instructor's manual consists of materials for use in presenting a course in the occupational area of pharmacy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and guidelines…

Metric Measurement. A Course to Reduce Math Anxiety and Sex-Role Stereotyping in Elementary Education.

ERIC Educational Resources Information Center

City Univ. of New York, Flushing, NY. Queens Coll.

This Teacher Education and Mathematics (TEAM) content module focuses on metric measurement. Topics addressed include decimal structure and prefixes, precision in measurement, reference measures, United States customary and metric systems, volume, area, and conversion. The module consists of: (1) an instructor's text; (2) an instructor's guide and…

Bricklaying. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Cholewinski, Scott

This instructor's guide accompanies the self-paced student training modules on bricklaying available separately as CE 031 568. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of the…

Aerobic Digestion. Biological Treatment Process Control. Instructor's Guide.

ERIC Educational Resources Information Center

Klopping, Paul H.

This unit on aerobic sludge digestion covers the theory of the process, system components, factors that affect the process performance, standard operational concerns, indicators of steady-state operations, and operational problems. The instructor's guide includes: (1) an overview of the unit; (2) lesson plan; (3) lecture outline (keyed to a set of…

Advanced Stabilization. Training Module 2.226.3.77.

ERIC Educational Resources Information Center

Paulson, W. L.

This document is an instructional module package prepared in objective form for use by an instructor knowledgeable in the chemistry of water stabilization and familiar with control of deposition and corrosion in a water supply system. This is the second level of a two module series. Included are objectives, instructor guides, student handouts and…

Welding. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide accompanies the self-paced student training modules on welding, three of which are available separately as CE 032 889-891. Introductory materials include a description of the components of the pre-apprenticeship project, a discussion of the teacher's role in conducting the course, and scope and contents of the four phases…

Classroom Physical Design Influencing Student Learning and Evaluations of College Instructors: A Review of Literature

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

The physical design of classrooms, including studios, laboratories, auditoriums, and other indoor environments, can have a profound impact on student learning and subsequent overall ratings (student evaluations) of college instructors. Many college classrooms have been conventionally designed in the shape of a square or a rectangle, with…

Basic Trickling Filters. Training Module 2.110.2.77.

ERIC Educational Resources Information Center

Layton, Ronald F.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation and maintenance of a trickling filter wastewater treatment system. Included are objectives, instructor guides, student handouts and transparency masters. This is the first level of a three module series and considers the…

Intermediate Trickling Filters. Training Module 2.111.3.77.

ERIC Educational Resources Information Center

Layton, Ronald F.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation and maintenance of a trickling filter wastewater treatment plant. Included are objectives, instructor guides, student handouts and transparency masters. This is the second level of a three module series and considers types…

Computer Literacy in Learning Academic English: Iranian EAP Students' and Instructors' Attitudes and Perspectives

ERIC Educational Resources Information Center

Alavi, Seyed Mohammad; Borzabadi, Davood; Dashtestani, Reza

2016-01-01

This study aimed to analyze perceptions of Iranian English for Academic Purposes (EAP) students on their computer literacy levels. A total of 641 undergraduate students of civil engineering and 34 EAP instructors participated in the study. Data collection instruments included questionnaires and semi-structured interviews. Findings confirmed that…

The SingAboutScience.org Database: An Educational Resource for Instructors and Students

ERIC Educational Resources Information Center

Crowther, Gregory J.

2012-01-01

Potential benefits of incorporating music into science and math curricula include enhanced recall of information, counteraction of perceptions that the material is dull or impenetrable, and opportunities for active student engagement and creativity. To help instructors and others find songs suited to their needs, I created the "Math And Science…

Introduction to Insulation. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in insulation to students who have chosen to explore careers in construction. It contains three units: instructional unit includes some or all of the basic components of a unit of instruction: performance objectives, suggested activities for the…

Parts Counter. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Snyder, James A.

This instructor's guide accompanies the self-paced student training modules on parts counter, available separately as CE 031 572. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each of…

Physical Activity Programs in Higher Education: Modifying Net/Wall Games to Include Individuals with Disabilities

ERIC Educational Resources Information Center

Braga, Luciana; Tracy, Julia F.; Taliaferro, Andrea R.

2015-01-01

The growing number of students with disabilities in higher education settings has presented challenges for instructors with regards to appropriate inclusion. Concerning physical activity courses in higher education, instructors may not have the knowledge or resources to make modifications and accommodations that will ultimately result in…

Temperature, Pulse, and Respiration. Instructor's Packet. Learning Activity Package.

ERIC Educational Resources Information Center

Runge, Lillian

This instructor's packet accompanies the learning activity package (LAP) on temperature, pulse, and respiration. Contents included in the packet are a time sheet, suggested uses for the LAP, an instruction sheet, final LAP reviews, a final LAP review answer key, suggested activities, an additional resources list, and student completion cards to…

Communicating Charisma in Instructional Settings: Indicators and Effects of Charismatic Teaching

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.

2014-01-01

Within their classrooms, instructors may engage in a variety of behaviors including those perceived to be charismatic. Though researchers have uncovered instructor behaviors that have been postulated to theoretically represent charisma in the classroom, to date no quantitative data have been presented to support these claims. The current study…

Perceptions of Technology-Mediated Instruction at a Southeastern Community College

ERIC Educational Resources Information Center

Patton, MarQo

2017-01-01

This qualitative dominant, mixed methods research study examined student and instructor perceptions of technology used to mediate learning in a community college environment. Methods of data collection for this study included a questionnaire with Likert scale and open response items, student and instructor interviews, and an analysis of a random…

Instructor Experiences with a Social Networking Site in a Higher Education Setting: Expectations, Frustrations, Appropriation, and Compartmentalization

ERIC Educational Resources Information Center

Veletsianos, George; Kimmons, Royce; French, Karen D.

2013-01-01

Researchers and practitioners have suggested that the use of social networking sites in formal education may be a worthwhile endeavor. Toward this goal, emerging learning platforms have included social networking features. Nevertheless, empirical literature examining user experiences, and more specifically instructor experiences, with these tools…

Beef Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 420/10.

ERIC Educational Resources Information Center

Stewart, Bob R.; And Others

This instructor's guide for a beef production unit contains five lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

Introduction to Construction Welding. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in construction welding to students who have chosen to explore careers in construction. It contains three units: welding materials, welding tools, and applied skills. Each instructional unit includes some or all of the basic components of a unit…

Trickling Filters. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Richwine, Reynold D.

This instructor's guide contains materials needed for teaching a two-lesson unit on trickling filters. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outline (keyed to a set of slides accompanying the unit); (4) overhead transparency masters; (5) student worksheet (with answers); and (6) two copies of a…

Forestry Manual for Vocational Agriculture Instructors. 1976 Revision. Bulletin No. 7001.

ERIC Educational Resources Information Center

Wisconsin State Dept. of Public Instruction, Madison. Div. of Instructional Services.

The ten chapters included in this forestry manual for vocational agriculture instructors are grouped into three parts. A course outline precedes part 1 and assists the teacher by providing performance objectives, major concepts to be developed, a subject matter outline, motivational ideas, suggested learning activities, and a list of resource…

Technical Considerations in the Delivery of Audio-Visual Course Content.

ERIC Educational Resources Information Center

Lightfoot, Jay M.

2002-01-01

In an attempt to provide students with the benefit of the latest technology, some instructors include multimedia content on their class Web sites. This article introduces the basic terms and concepts needed to understand the multimedia domain. Provides a brief tutorial designed to help instructors create good, consistent audio-visual content. (AEF)

Determination of Iron in Water. Training Module 5.210.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the spectrophotometric analysis of total iron, filtrable iron and ferrous iron in a water supply. Included are objectives, an instructor guide, student handouts, and transparency masters. A video tape is also available from the…

Determination of Color in Water. Training Module 5.250.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the determination of color in water using the visual comparison method and the spectrophotometric method. Included are objectives, instructor guide, student handouts, and transparency masters. A videotape is also available from the…

Manganese Analysis in Water Samples. Training Module 5.211.2.77.

ERIC Educational Resources Information Center

Bonte, John L.; Davidson, Arnold C.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the spectrophotometric analysis of manganese in water using the persulfate method. Included are objectives, an instructor guide, student handouts, and transparency masters. A video tape is also available from the author. This module…

Student-Faculty Personality Styles and Their Impact Upon Student Achievement.

ERIC Educational Resources Information Center

Nelson, Blaine W.; Reyes, Robert

This paper reports the results of a study conducted to determine whether a congruence between student and instructor of dogmatic personality styles, as measured by a 50-item closed-ended questionnaire that included a short-form version of Rokeach's Dogmatism Scale, affected the student's level of achievement. Subjects were five instructors and…

Drafting. Technology Learning Activity. Teacher Edition. Technology Education Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This packet of technology learning activity (TLA) materials for drafting for students in grades 6-10 consists of an instructor's section and student materials. The instructor's section contains background information, suggested activities, and a list of suggested resources. A lesson plan for the 8-day module includes assignments; equipment, tools,…

Agricultural Marketing. Instructor's Guide. Volume 12, Number 9. Agdex 810, Catalog Number AG-81-I.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This instructor's guide contains twenty lessons for teaching a curriculum unit in agricultural marketing. Each lesson includes the following instructional elements: objectives, study questions, references, teaching procedures, transparency masters, exams, and answer keys. The lessons cover the following questions: (1) What is marketing? (2) What…

Advanced Beef Unit for Advanced Livestock Production Curriculum. Instructor's Guide. AGDEX 420/00.

ERIC Educational Resources Information Center

Sparks, Jim; Stewart, Bob R.

This instructor's guide for an advanced beef unit contains 15 lessons that build on Agricultural Science I and II competencies. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references and materials for the…

Business Telephone Etiquette. Comptetency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives: a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the student and the instructor, plus answer keys and a guide for evaluating the…

Advanced Mathematics. Training Module 1.303.3.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module prepared in objective form for use by an instructor familiar with mathematics as applied to water and wastewater treatment plant operation. Included are objectives, instructor guides and student handouts. This is the third level of a three module series and is concerned with statistics, total head, steady…

Cement Finishing. Pre-Apprenticeship Phase 2 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Nama, Joe

This instructor's guide accompanies the self-paced student training modules on cement finishing, available separately as CE 031 576. Introductory materials include a description of the components of the pre-apprenticeship project, discussion of teacher's role in students' completion of the modules, and scope and contents of Phase 2 training. Each…

Advanced Chemistry for Operators. Training Module 1.321.3.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with inorganic and general organic chemistry as applied to water and wastewater treatment. Included are objectives, instructor guides, and student handouts. The module contains material related to chemical reactions in water solutions,…

Teaching Writing/Teaching Literature.

ERIC Educational Resources Information Center

Moran, Charles

Believing that a course in the novel ought to include the making of prose as well as its analysis, a college English instructor altered his teaching strategy by treating both the novel author and his students as writers. Prior to studying a particular novel, the instructor gave students an assignment that would involve a particular literary…

Flow Measurement. Training Module 3.315.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the principles of liquid flow and the methods of measuring open channel and fuel pipe flow rates. Included are objectives, instructor guides, student handouts, and transparency masters. The module addresses the basic flow formula, and…

Radiology Aide. Instructor Key [and] Student Manual.

ERIC Educational Resources Information Center

Hartwein, Jon; Dunham, John

This manual can be used independently by students in secondary health occupations programs or by persons receiving on-the-job training in a radiology department. The manual includes an instructor's key that provides answers to the activity sheets and unit evaluations. The manual consists of the following five units: (1) orientation to radiology;…

Trowel Trades. Pre-Apprenticeship Phase 1 Training. Instructor's Guide.

ERIC Educational Resources Information Center

Lane Community Coll., Eugene, OR.

This instructor's guide accompanies the self-paced student training modules on trowel trades, four of which are available separately as CE 032 869-872. Introductory materials include an introduction to pre-apprenticeship and its three phases of training, a recommended procedure for conducting pre-apprenticeship training, and a course outline.…

Residential Construction. Technology Learning Activity. Teacher Edition. Technology Education Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This packet of technology learning activity (TLA) materials for residential construction for students in grades 6-10 consists of an instructor's section and student materials. The instructor's section contains background information, suggested activities, and a list of suggested resources. A lesson plan for the 10-day module includes assignments;…

Advanced Rotating Biological Surface Operation. Training Module 2.122.4.77.

ERIC Educational Resources Information Center

Paulson, W. L.

This document is an instructional module package prepared in objective form for use by an instructor familiar with operation and maintenance of a rotating biological surface (RBS) wastewater treatment system. Included are objectives, instructor guides, student handouts, and transparency masters. This is the third level of a three module series and…

Sheep Production Unit for Agricultural Science I Core Curriculum. Instructor's Guide. AGDEX 430/10.

ERIC Educational Resources Information Center

Brzozowski, Richard J.; Stewart, Bob R.

This instructor's guide for a sheep production unit contains six lessons that are designed to be taught in the Agricultural Science I core curriculum. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references…

Supporting Digital Natives to Learn Effectively with Technology Tools

ERIC Educational Resources Information Center

Keengwe, Jared; Georgina, David

2013-01-01

Majority of learners in our classrooms are digital natives or Millennials--a category of learners who tend toward independence and autonomy in their learning styles. The primary challenges then facing instructors include: How do digital natives learn and how do you teach them? The answers to these questions will help instructors to: (a) identify…

Individualized Study Guide on Apiculture: Instructor's Guide. Curriculum Materials for Agricultural Education.

ERIC Educational Resources Information Center

Housmam, John L.; And Others

The instructor's guide is coordinated for use with the student guide. The guide includes suggestions for teacher preparation, equipment and supply needs, suggested references, available audiovisual materials, open-ended questions for classroom discussion, educational opportunities for students, and a form for student evaluation of the study guide.…

Evidence for anecdotes: Examining use of stories in introductory biology courses with a mixed-methods approach

NASA Astrophysics Data System (ADS)

Kreps, Jennifer Susan

2005-11-01

Instructional stories can be an effective way to teach science concepts. However, research has not examined the extent to which stories are being used, and how they are received. More research on the use of story in biology classes may lead to more conscious use of story by instructors, which may lead to a better understanding of biological concepts by students. The purpose of this study was to examine how instructors and students use stories in university introductory biology courses, and the degree to which these stories are perceived to be effective. To examine this phenomenon, a nationwide instructor survey, a university-wide student survey, and multiple case studies were used. Two case studies included observation of lectures, interviews with (36) students, and interviews with instructors (4) over two semesters of an organismal biology course. Instructor survey participants (N = 78) were gathered by posting email invitations, and student survey participants (N = 260) were volunteers from introductory biology courses at a middle-sized university. Several types of stories were observed, including personal experience stories, historical anecdotes, and "you" stories. Students reported increased affective learning when stories were told, and remembered mostly humorous stories. In the instructor survey, no significant differences emerged between genders, type of biology taught, or communicator style and instructional story frequency. However, reports of personal experience story frequency did increase significantly (p < .01) with teaching experience, until 26 years of teaching, when it declined. The student survey uncovered no significant differences in story use by gender or ethnicity, although non-science majors reported that their instructors used stories significantly more frequently (p < .01) than did science majors. Simultaneous-entry multiple regression analyses indicated that there was a significant positive relationship between story use and cognitive and affective learning for all groups of students. Story use was a significant predictor of perceived learning loss for non-science majors, but not for science majors. The researcher suggests that stories can be an effective tool to teach biology, particularly if the instructor is aware of her audience and uses stories primarily to help students understand how concepts are related to "real life."

Self-directed versus traditional classroom training for neonatal resuscitation.

PubMed

Weiner, Gary M; Menghini, Karin; Zaichkin, Jeanette; Caid, Ann E; Jacoby, Carrie J; Simon, Wendy M

2011-04-01

Neonatal Resuscitation Program instructors spend most of their classroom time giving lectures and demonstrating basic skills. We hypothesized that a self-directed education program could shift acquisition of these skills outside the classroom, shorten the duration of the class, and allow instructors to use their time to facilitate low-fidelity simulation and debriefing. Novice providers were randomly allocated to self-directed education or a traditional class. Self-directed participants received a textbook, instructional video, and portable equipment kit and attended a 90-minute simulation session with an instructor. The traditional class included 6 hours of lectures and instructor-directed skill stations. Outcome measures included resuscitation skill (megacode assessment score), content knowledge, participant satisfaction, and self-confidence. Forty-six subjects completed the study. There was no significant difference between the study groups in either the megacode assessment score (23.8 [traditional] vs 24.5 [self-directed]; P = .46) or fraction that passed the "megacode" (final skills assessment) (56% [traditional] vs 65% [self-directed]; P = .76). There were no significant differences in content knowledge, course satisfaction, or postcourse self-confidence. Content knowledge, years of experience, and self-confidence did not predict resuscitation skill. Self-directed education improves the educational efficiency of the neonatal resuscitation course by shifting the acquisition of cognitive and basic procedural skills outside of the classroom, which allows the instructor to add low-fidelity simulation and debriefing while significantly decreasing the duration of the course.

Improving the clinical instruction of student technologists.

PubMed

Steves, Ann M

2005-12-01

Many nuclear medicine technologists (NMTs) are employed in departments affiliated with programs that prepare individuals to become NMTs. These departments are sites where students receive hands-on clinical experience. The NMTs who staff these departments serve as clinical instructors whose responsibilities include teaching students the skills, attitudes, and knowledge necessary to become competent technologists. Clinical instructors often have no formal preparation in teaching or evaluating students. The purpose of this article is to review some principles related to teaching and critiquing clinical performance that will help clinical instructors support and foster the professional development of student technologists. After reading this article, the reader should be able to (a) identify the qualities of an effective clinical instructor, (b) identify the characteristics of constructive feedback, (c) identify appropriate times for evaluation and feedback, and (d) use facilitation skills when providing feedback and evaluating student performance.

A Quantitative Correlational Study of the Interaction between Assignment Response Times and Online Students' Final Grades and Satisfaction

ERIC Educational Resources Information Center

Petrites, Taralynn Wells

2017-01-01

This quantitative correlational study included an investigation of potential factors effecting high attrition rates in postsecondary online courses. Online learner-instructor interaction was examined by assessing instructor response times (RTs), student satisfaction, and final course grades at an online two-year postsecondary institution. A sample…

Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education

ERIC Educational Resources Information Center

Barczyk, Casimir; Buckenmeyer, Janet; Feldman, Lori

2010-01-01

This article presents a four-stage model for mentoring faculty in higher education to deliver high quality online instruction. It provides a timeline that shows the stages of program implementation. Known as the Distance Education Mentoring Program, its major outcomes include certified instructors, student achievement, and the attainment of a…

The Viewpoints of Instructors about the Effects of Teacher Education Programs on Prospective Teachers' Affective Characteristics

ERIC Educational Resources Information Center

Taneri, Pervin Oya

2017-01-01

Purpose: The affective skills in teacher education should pay attention and look for ways to include feelings, attitudes and beliefs of teachers in the discussion of effective teachers' competencies. This paper aims to reveal the perspectives of instructors about the teacher characteristics that prospective teachers will gain after taking the…

Activated Biological Filters (ABF Towers). Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Wooley, John F.

This instructor's manual contains materials needed to teach a two-lesson unit on activated bio-filters (ABF). These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines (keyed to a set of slides designed for use with the lessons); (4) overhead transparency masters; (5) worksheets for each lesson (with…

Floristry. Instructor Guide [and] Student Reference. Volume 28, Number 1 [and] Volume 28, Number 2.

ERIC Educational Resources Information Center

Rothenberger, Barbara; And Others

This instructor guide and the corresponding student reference contain 7 units that include 30 lessons for a course in floristry. The lessons topics are as follows: the floristry industry, plant identification, post-harvest handling, the mechanics of floral design, basic principles of floral design, construction of various types of designs, and…

The Process of Curriculum Innovations in the Army

DTIC Science & Technology

2016-08-01

Ten Army courses were included: advanced individual training , noncommissioned officer professional development courses, and an officer basic...course. Course managers, training developers, and instructors completed questionnaires and participated in focus groups. Graduates of one revised course...positively affected by a quick feedback loop between training developers and instructors. The ALM concepts were viewed positively, although some ALM

Advanced Ion Exchange Softening. Training Module 2.212.4.77.

ERIC Educational Resources Information Center

McMullen, L. D.

This document is an instructional module package prepared in objective form for use by an instructor familiar with the operation of an ion exchange softening system. It includes objectives, an instructor guide, student handouts and transparency masters. This is the third level of a three module series. This module considers the theory of ion…

Urban Stormwater Runoff. Instructor Guide. Working for Clean Water: An Information Program for Advisory Groups.

ERIC Educational Resources Information Center

Simko, Robert A.

Urban stormwater runoff collects pollutants from many parts of a city and is an important consideration in water quality planning. Presented is an instructor's guide for a learning session covering various aspects of urban runoff including pollutant sources, management practices, and regulatory programs. Intended for citizen advisory groups, this…

Conversion of Gasoline Engines to Use Ethanol as the Sole Fuel. Instructor's Guide.

ERIC Educational Resources Information Center

Mishler, Glenn; Spignesi, Bill

This instructor's guide contains materials that are intended for use as part of the regular auto mechanics curriculum and that provide information necessary to convert a gasoline engine with a niminum of modifications to successfully be operated on ethanol alcohol. It accompanies a student guide that is available separately. Contents include a…

Compressed Natural Gas Installation. A Video-Based Training Program for Vehicle Conversion. Instructor's Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach four competency-based course units of instruction in installing compressed natural gas (CNG) systems in motor vehicles. It is designed to accompany an instructional videotape (not included) on CNG installation. The following competencies are covered in the four instructional units:…

Anaerobic Digestion. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Carnegie, John W., Ed.

This instructor's guide contains materials needed to teach a four-lesson unit on anaerobic digestion control. These materials include: (1) unit overview; (2) lesson plans; (3) lecture outlines; (4) student worksheets for each lesson (with answers); and (5) two copies of a final quiz (with and without answers). Lesson 1 is a review of the theory of…

Facebook Posts as Complementary Teaching Material for a French University Course in Taiwan

ERIC Educational Resources Information Center

Montoneri, Bernard

2017-01-01

A growing number of instructors use information and communications technology (ICT) inside and outside the classroom to teach all kinds of programs, including language courses. In this study, the instructor used a traditional way of teaching (lecturing, text-book, conversation, no technology in the classroom, no social network) during the first…

Law Enforcement Officer Training, Basic Course. A Unit of the Ohio Law Enforcement Officers' Training Program. Instructor's Manual.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

Developed by the State Division of Vocational Education with the help of qualified consultants, this instructor's manual is for use in teaching the fundamental law enforcement procedures. Suggested time allotment, teaching guides, and presentation methods are included for each of the training procedures. Line drawings and photographs supplement…

Filing Alphabetically. Basic Rules. Student's Manual and Instructor's Manual.

ERIC Educational Resources Information Center

McLeod, Sadie

Supporting performance objectives 21, 25, and 26 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on the basic rules of filing alphabetically are included in this packet. (The packet is the first in a set of nine on maintaining files and a…

The Aging Work Force. Managing an Aging Work Force. Older Employees Instructional Resources for Instructors of Higher Education.

ERIC Educational Resources Information Center

American Association of Retired Persons, Washington, DC. Work Force Programs Dept.

These resource materials are designed to help instructors prepare their business students to work with older employees. The materials can be used in undergraduate and graduate courses in management, organizational behavior, human resource management, business policy, and business and society. The materials include lecture guides, discussion…

Activated Sludge. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Boe, Owen K.

This instructor's guide contains the materials needed to teach a seven-lesson unit on activated sludge. These materials include an overview of the unit, lesson plans, lecture outlines (keyed to slides designed for use with the lessons), student worksheets for each of the seven lessons (with answers), and two copies of a final quiz (with and…

pH. Training Module 5.305.2.77.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document is an instructional module package prepared in objective form for use by an instructor familiar with pH, measurement of pH with a pH meter and maintenance of pH meter electrodes. Included are objectives, instructor guides, student handouts and transparency masters. This module considers the definition of pH, types of electrodes and…

The Effect of Higher Education Faculty Training in Improvisational Theatre Techniques on Student Learning and Perceptions of Engagement and Faculty Perceptions of Teaching and Learning

ERIC Educational Resources Information Center

Massie, DeAnna

2017-01-01

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and…

Electrical Systems. Auto Mechanics Curriculum Guide Module 2. Instructor's Guide.

ERIC Educational Resources Information Center

Hevel, David; Donovan, Roger

This document is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide, which is based on 144 basic auto mechanics competencies identified on the Missouri Auto Mechanics Competency Profile. The instructor's materials in this document are for a 14-unit secondary education course. The following units are included: (1) principles…

Machine Shop. Module 1: Machine Shop Orientation and Math. Instructor's Guide.

ERIC Educational Resources Information Center

Curtis, Donna; Nobles, Jack

This document consists of materials for a six-unit course on employment in the machine shop setting, safety, basic math skills, geometric figures and forms, math applications, and right triangles. The instructor's guide begins with a list of competencies covered in the module, descriptions of the materials included, an explanation of how to use…

Manual Drive Train and Axles. Auto Mechanics Curriculum Guide Module 7. Instructor's Guide.

ERIC Educational Resources Information Center

Colesworthy, Robert; Donovan, Roger

This document is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide, which is based on 144 basic auto mechanics competencies identified on the Missouri Auto Mechanics Competency Profile. The instructor's materials in this document are for a 13-unit secondary education course. The following units are included: (1)…

Public Address, Cultural Diversity, and Tolerance: Teaching Cultural Diversity in Speech Classes.

ERIC Educational Resources Information Center

Byrd, Marquita L.

While speech instructors work to design appropriate diversity goals in the public speaking class, few have the training for such a task. A review of course objectives and assignments for the basic course may be helpful. Suggestions for instructors working to incorporate diversity in the basic course include: (1) recognize the dominance of the…

Introduction to Heating, Ventilation and Air Conditioning (HVAC). Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in heating, ventilating, and air conditioning (HVAC) to students who have chosen to explore careers in construction. It contains three units: HVAC materials, HVAC tools, and applied skills. Each instructional unit includes some or all of the…

Transforming Public Education: Cases in Education Entrepreneurship. Instructor's Guide

ERIC Educational Resources Information Center

Childress, Stacey M., Ed.

2010-01-01

This instructor's guide is intended for use with "Transforming Public Education: Cases in Education Entrepreneurship." This volume includes a teaching note for each case in the student edition; the note provides basic guidance in how to initaite and organize the flow of the case discussion as well as how the case links to others before…

Agricultural Construction Volume II. Oxy-Gas and Other Cutting/Welding Processes. Woodworking, Metals, Finishing. Instructor's Guide.

ERIC Educational Resources Information Center

Admire, Myron; Maricle, Gary

This guide contains instructor's materials for teaching a secondary agricultural construction course consisting of instructional units on oxy-gas and other cutting and welding processes (10 lessons), woodworking (6 lessons), metals (10 lessons), and finishing (4 lessons). The materials for each unit include student objectives, a list of…

Student Response Systems and Facilitating the Large Lecture Basic Communication Course: Assessing Engagement and Learning

ERIC Educational Resources Information Center

Denker, Katherine J.

2013-01-01

Instructors of large lecture classes face a variety of challenges, including student engagement and participation. With budget cuts and increasing class sizes, more schools may turn to large lecture/lab formats for the basic communication course (Stanley & Porter, 2002); instructors must understand how these classes engage students. One viable…

Beyond the Class Blog: Creative and Practical Uses of Blogger for the ESL Classroom

ERIC Educational Resources Information Center

Gerich, David

2013-01-01

Using Blogger, a free Google-powered weblog-generating website, English as a second language (ESL) instructors can create motivating and empowering learning opportunities for students. Instructors can generate their own blogs, including not only a class blog that builds a community-learning setting online, but also a teacher's homepage to…

National Training Course. Emergency Medical Technician. Paramedic. Instructor's Lesson Plans. Module XII. Pediatrics and Neonatal.

ERIC Educational Resources Information Center

National Highway Traffic Safety Administration (DOT), Washington, DC.

This instructor's lesson plan guide on pediatrics and neonatal transport is one of fifteen modules designed for use in the training of emergency medical technicians (paramedics). Five units of study are presented: (1) approach to the pediatric patient including patient assessment; (2) pathophysiology and management of problems unique to the…

Municipal Wastewater Processes. Instructor Guide. Working for Clean Water: An Information Program for Advisory Groups.

ERIC Educational Resources Information Center

Stoltzfus, Lorna

Described is a one-hour overview of the unit processes which comprise a municipal wastewater treatment system. Topics covered in this instructor's guide include types of pollutants encountered, treatment methods, and procedures by which wastewater treatment processes are selected. A slide-tape program is available to supplement this component of…

Matching Instructors and Spaces of Learning: The Impact of Space on Behavioral, Affective and Cognitive Learning

ERIC Educational Resources Information Center

McArthur, John A.

2015-01-01

This study examined the extent to which instructional proxemics--the physical space of the learning environment--impacts student behavioral, affective, and cognitive learning. Participants included 234 college students enrolled in 15 sections of public speaking. Each section was assigned to a study learning environment and an instructor, ensuring…

Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms.

PubMed

Baldwin, Lydia J L; Jones, Christopher M; Hulme, Jonathan; Owen, Andrew

2015-11-01

Feedback is vital for the effective delivery of skills-based education. We sought to compare the sandwich technique and learning conversation structured methods of feedback delivery in competency-based basic life support (BLS) training. Open randomised crossover study undertaken between October 2014 and March 2015 at the University of Birmingham, United Kingdom. Six-hundred and forty healthcare students undertaking a European Resuscitation Council (ERC) BLS course were enrolled, each of whom was randomised to receive teaching using either the sandwich technique or the learning conversation. Fifty-eight instructors were randomised to initially teach using either the learning conversation or sandwich technique, prior to crossing-over and teaching with the alternative technique after a pre-defined time period. Outcome measures included skill acquisition as measured by an end-of-course competency assessment, instructors' perception of teaching with each feedback technique and candidates' perception of the feedback they were provided with. Scores assigned to use of the learning conversation by instructors were significantly more favourable than for the sandwich technique across all but two assessed domains relating to instructor perception of the feedback technique, including all skills-based domains. No difference was seen in either assessment pass rates (80.9% sandwich technique vs. 77.2% learning conversation; OR 1.2, 95% CI 0.85-1.84; p=0.29) or any domain relating to candidates' perception of their teaching technique. This is the first direct comparison of two feedback techniques in clinical medical education using both quantitative and qualitative methodology. The learning conversation is preferred by instructors providing competency-based life support training and is perceived to favour skills acquisition. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

A comparative study of the effect of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors

NASA Astrophysics Data System (ADS)

Dardis, Deborah J. Athas

Within a single research design, this investigation compared the effects of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors. Subjects self-selected into either a Control Group that experienced no cognitive mapping, an Experimental Group 1 that experienced instructor cognitive mapping, or an Experimental Group 2 in which students constructed cognitive maps. Data were collected by a Students' Opinions of Teaching Poll and instructor prepared tests that included objective questions representing all levels of the cognitive domain. An ANCOVA revealed no significant differences in the academic achievement of students in the control and experimental groups. The academic performance of males and females was similar among all three groups of students and data confirmed a lack of interaction between gender and instructional strategy. This investigation confirmed that cognitive mapping will not disrupt a gender-neutral classroom environment. Students' opinions of teaching were overwhelmingly positive. A Kruskal Wallis analysis, followed by a nonparametric Tukey-type multiple comparison, revealed that students who experienced no mapping consistently rated the instructor with higher scores than did students who experienced instructor mapping. Students who cooperatively constructed cognitive maps reported the lowest scores on the opinion polls.

Data-Driven Design: Learning from Student Experiences and Behaviors

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2015-12-01

Good instructors know that lessons and courses change over time. Limitations in time and data often prevent instructors from making changes that will most benefit their students. For example, in traditional in-person classrooms an instructor may only have access to the final product of a student's thought processes (such as a term paper, homework assignment, or exam). The thought processes that lead to a given answer are opaque to the instructor, making future modifications to course content an exercise in trial-and-error and instinct. Modern online intelligent tutoring systems can provide insight into a student's behavior, providing transparency to a previously opaque process and providing the instructor with better information for course modification. Habitable Worlds is an introductory level online-only astrobiology lab course that has been offered at Arizona State University since Fall 2011. The course is built and offered through an intelligent tutoring system, Smart Sparrow's Adaptive eLearning Platform, which provides in-depth analytics that allow the instructor to investigate detailed student behavior, from time spent on question to number of attempts to patterns of answers. We will detail the process we employ of informed modification of course content, including time and trial comparisons between semesters, analysis of submitted answers, analysis of alternative learning pathways taken, and A/B testing.

Health Science students' evaluation of courses and Instructors: the effect of response rate and class size interaction.

PubMed

Kuwaiti, Ahmed Al

2015-01-01

This study aims at investigating the effect of response rate and class size interaction on students' evaluation of instructors and the courses offered at heath science colleges in Saudi Arabia. A retrospective study design was adapted to ascertain Course Evaluation Surveys (CES) conducted at the health science colleges of the University of Dammam [UOD] in the academic year 2013-2014. Accordingly, the CES data which was downloaded from an exclusive online application 'UDQUEST' which includes 337 different courses and 15,264 surveys were utilized in this study. Two-way analysis of variance was utilized to test whether there is any significant interaction between the class size and the response rate on the students' evaluation of courses and instructors. The study showed that high response rate is required for student evaluation of instructors at Health Science colleges when the class size is small whereas a medium response rate is required for students' evaluation of courses. On the other hand, when the class size is medium, a medium or high response rate is needed for students' evaluation of both instructors and courses. The results of this study recommend that the administrators of the health science colleges to be aware of the interpretation of students' evaluations of courses and instructors. The study also suggests that the interaction between response rate and class size is a very important factor that needs to be taken into consideration while interpreting the findings of the students' evaluation of instructors and courses.

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

A quantitative Kirkpatrick Level 1 and 2 study of equipment specialist apprentice operations training

NASA Astrophysics Data System (ADS)

Hughes, Dirk D.

The primary purpose of the quantitative experimental study is to compare employee-learning outcomes for a course of study that is offered in two formats: explicit and tacit instructor led and explicit e-learning operations training. A Kirkpatrick Level 2 course examination is used to establish a pretest knowledge baseline and to measure posttest learning outcomes for each instructional format. A secondary purpose is to compare responses of the two groups using a Kirkpatrick Level 1 customer satisfaction index survey. Several authors reported the United States electric utility industry would have an employee attrition issue during the 2010 through 2015 period. This is at the same time the industry will be experiencing an increased demand for electricity. There now is a demand for highly training powerplant operators. A review of literature yielded few studies comparing instructor led training and e-based training. Though the Electric Power Research Institute stated the two training modes would be acceptable instruction, the organization did not develop a quantifiable justified recommendation as to the training. Subjects participated in a basic operations course and decided to take either the instructor led or e-based training course. Results of the study concluded that both instructor led and e-based training provided significant learning to the participants. The Kirkpatrick Level 1 results indicated significantly better results for instructor led training. There was not a significant difference in the Kirkpatrick Level 2 results between the two training modalities. Recommendation for future research include conducting a quantitative studies including a Phillips Level 5 study and qualitative studies including a more detailed examination of the customer satisfaction survey (Kirkpatrick Level 1).

Operations. Unit 21. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Facility Planning in the Construction Grants Program. Instructor Guide. Working for Clean Water: An Information Program for Advisory Groups.

ERIC Educational Resources Information Center

Buskirk, E. Drannon, Jr.; Cole, Charles A.

Wastewater facility planning is an essential component of the federal construction grants process. Presented in this instructor's guide is a one-hour presentation on facility planning intended for citizen advisory groups. The guide is part of the Working for Clean Water Project, which also includes a supplementary audiovisual presentation.…

Review of Solids Handling. Instructor's Guide. Biological Treatment Process Control.

ERIC Educational Resources Information Center

Carnegie, John W.

This unit (which consists of a single lesson) summarizes and reviews most of the solids handling processes in common use in municipal treatment plants. The instructor's guide for the unit includes: (1) an overview of the lesson; (2) lesson plan; (3) lecture outline (keyed to a set of 72 slides); (4) student worksheet (with answers); and (5) two…

Job Interviewing Skills for ESL Students with a Cross-Cultural Emphasis. Instructor's Manual and Student Workbook.

ERIC Educational Resources Information Center

Gosak, Alice; Nguyen, Patricia

These instructor and student manuals contain the content for a course on getting a job for students of English as a Second Language. The course emphasizes the cultural values and nuances of U.S. culture that students may expect to encounter during the job search and job interviews. Topics covered include exploring cultural assumptions, culture…

Operation of Wastewater Treatment Plants: A Field Study Training Program. Volume I, Instructor's Guide. Second Edition.

ERIC Educational Resources Information Center

California State Univ., Sacramento. Dept. of Civil Engineering.

The objective of this instructor's guide is to help provide students with knowledge and skills for employment in the field of wastewater treatment. Included in each chapter outline are: (1) objectives, (2) instructional approach, (3) answers to the objective test in the student's text, and (4) an explanation of these answers. The material…

Operation of Wastewater Treatment Plants: A Field Study Training Program. Volume II, Instructor's Guide. Second Edition.

ERIC Educational Resources Information Center

California State Univ., Sacramento. Dept. of Civil Engineering.

The objective of this instructor's guide is to help provide students with knowledge and skills for employment in the field of wastewater treatment. Included in each chapter outline are: (1) objectives, (2) instructional approach, (3) answers to the objective test in the student's text, and (4) an explanation of these answers. The material…

Do We See Eye to Eye? Moderators of Correspondence between Student and Faculty Evaluations of Day-to-Day Teaching

ERIC Educational Resources Information Center

Cain, Kathleen M.; Wilkowski, Benjamin M.; Barlett, Christopher P.; Boyle, Colleen D.; Meier, Brian P.

2018-01-01

Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5…

The Influence of Instructor Support, Family Support and Psychological Capital on the Well-Being of Postgraduate Students: A Moderated Mediation Model

ERIC Educational Resources Information Center

Nielsen, Ingrid; Newman, Alexander; Smyth, Russell; Hirst, Giles; Heilemann, Barbara

2017-01-01

The influence of instructor support, family support and psychological capital (PsyCap) on the subjective well-being of postgraduate business students, including whether PsyCap mediates the proposed support--well-being relationship were examined in this study. It was further investigated whether family support moderates this proposed mediated…

Food Service Worker. A Competency Based Instructor's Guide Including Student Modules for Food Management, Production and Services.

ERIC Educational Resources Information Center

Tennessee State Dept. of Education, Nashville. Div. of Vocational-Technical Education.

This instructor's guide is designed to accompany a set of 52 competency-based modules dealing with food management, production, and service. It is part of an instructional package that is intended to be taught in secondary and postsecondary vocational programs in Tennessee. Following a brief outline of the development of the curriculum, the…

Instructor's Manual for Electrical Apprentice Technical Training. Series No. D (Fourth Year). Revised to Meet 1978 Electrical Code.

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

Twenty-seven lesson plans for a fourth-year electrical apprentice technical training program are presented in this instructor's manual. Also included are student worksheets and information sheets for each lesson, and copies of unit tests. (Answers to the worksheets and tests are provided.) The lesson plans are generally organized into four steps:…

Instructor's Manual for Electrical Apprentice Technical Training. Series No. A (First Year). Revised to Meet 1978 Electrical Code.

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

Thirty-six lesson plans for the first of a four-year electrical apprentice technical training program are presented in this instructor's manual. Also included are student worksheets and information sheets for each lesson, and copies of unit tests. (Answers to the worksheets and tests are provided.) The lesson plans are generally organized into…

Instructor's Manual for Electrical Apprentice Technical Training. Series No. B (Second Year). Revised to Meet 1978 Electrical Code.

ERIC Educational Resources Information Center

North Carolina State Dept. of Community Colleges, Raleigh.

Twenty-eight lesson plans for the second year of a four-year electrical apprentice technical training program are presented in this instructor's manual. Also included are student worksheets and information sheets for each lesson, and copies of unit tests. (Answers to the worksheets and tests are provided.) The lesson plans are generally organized…

Predicting Acquisition of Learning Outcomes: A Comparison of Traditional and Activity-Based Instruction in an Introductory Statistics Course.

ERIC Educational Resources Information Center

Geske, Jenenne A.; Mickelson, William T.; Bandalos, Deborah L.; Jonson, Jessica; Smith, Russell W.

The bulk of experimental research related to reforms in the teaching of statistics concentrates on the effects of alternative teaching methods on statistics achievement. This study expands on that research by including an examination of the effects of instructor and the interaction between instructor and method on achievement as well as attitudes,…

Using the Results of Teaching Evaluations to Improve Teaching: A Case Study of a New Systematic Process

ERIC Educational Resources Information Center

Malouff, John M.; Reid, Jackie; Wilkes, Janelle; Emmerton, Ashley J.

2015-01-01

This article describes a new 14-step process for using student evaluations of teaching to improve teaching. The new process includes examination of student evaluations in the context of instructor goals, student evaluations of the same course completed in prior terms, and evaluations of similar courses taught by other instructors. The process has…

Combining simulation, instructor-produced videos, and online discussions to stimulate critical thinking in nursing students.

PubMed

Guhde, Jacqueline

2010-01-01

Combining the use of several different types of technology enables an instructor to develop teaching methods to address a specific problem area that students encounter and can greatly affect student learning. This article discusses a program that was developed that utilized SimMan, instructor-produced videos, and online discussion to stimulate critical thinking in beginning-level nursing students. The goal was to make the student aware of the importance of an initial thorough assessment of a client. This is especially difficult since new students are focused on learning the skills and have not had enough clinical experience to appreciate the importance of assessment. The first two videos show a nurse who makes a very incomplete assessment of the client and misses important observations. This leads to the patient (SimMan) going into respiratory distress. The third video demonstrates a complete assessment. The students viewed and discussed the first two videos online. After the third video, students posted their own reflections of this activity including what they learned and how this would change their behavior. The outcome showed an increased awareness of the importance of assessment. Instructors observed a change in behavior, which included early assessment of the client.

[Study of knowledge in cardiopulmonary resuscitation and automated external defibrillation in sports instructors of public sport centers in Asturias (Spain)].

PubMed

Castro Cuervo, Coral; Cuartas Álvarez, Tatiana; Castro Delgado, Rafael; Arcos González, Pedro

2015-01-01

A study was conducted to determine the level of knowledge about cardiopulmonary resuscitation and automated external defibrillation (AED) in sport instructors working in public sport centers in Asturias. A cross-sectional study was conducted on sports instructors in May 2014, by completing a self-administered questionnaire on cardiopulmonary resuscitation and use of AED, with 25 items and four possible answers, only one valid, divided into five categories (emergency medical system in Asturias, initial assessment, circulation,airway and use of AED). Age, gender, work experience as sports instructor, previous training courses, education and training and employment contract were studied as epidemiological variables. A total 26 questionnaires (52%) were collected in public sports centers, and 84% of total responses were correct. It should be emphasized that among the wrong answers, 42.30% did not know what was the first action in a cardiac arrest, and 36.62% did not know how to perform a complete cardiopulmonary resuscitation if the person affected had a perioral injury, with 46.15% not knowing how to respond to a cardiac arrest due to drowning. It is recommended to include the management of cardiac arrest in their workplace in the training plans and the continuing education of sports instructors, at least every two years, according to national laws and laws from Asturias, including also training on the use and management of AED. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

Improving workplace safety training using a self-directed CPR-AED learning program.

PubMed

Mancini, Mary E; Cazzell, Mary; Kardong-Edgren, Suzan; Cason, Carolyn L

2009-04-01

Adequate training in cardiopulmonary resuscitation (CPR) and use of an automated external defibrillator (AED) is an important component of a workplace safety training program. Barriers to traditional in-classroom CPR-AED training programs include time away from work to complete training, logistics, learner discomfort over being in a classroom setting, and instructors who include information irrelevant to CPR. This study evaluated differences in CPR skills performance between employees who learned CPR using a self-directed learning (SDL) kit and employees who attended a traditional instructor-led course. The results suggest that the SDL kit yields learning outcomes comparable to those obtained with traditional instructor-led courses and is a more time-efficient tool for CPR-AED training. Furthermore, the SDL kit overcomes many of the barriers that keep individuals from learning CPR and appears to contribute to bystanders' confidently attempting resuscitation.

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

Operations. Unit 21. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Operations. Unit 21. Level 3. Instructor Guide. PACE. Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-21.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on operations in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Record Keeping. Unit 17. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-17.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on recordkeeping in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Your Potential as an Entrepreneur. Unit 1. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Legal Issues. Unit 12. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Global Markets. Unit 4. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-04.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Selling. Unit 16. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Business Opportunities. Unit 3. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-3.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Business Management. Unit 13. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-13.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business management in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Financial Analysis. Unit 18. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Help for the Entrepreneur. Unit 6. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for entrepreneurs in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Risk Management. Unit 20. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-20.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on risk management in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Promotion. Unit 15. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Customer Credit. Unit 19. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-19.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on customer credit in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Financing the Business. Unit 11. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

The "I" of the Storm: Teaching English and Helping Students and Instructors Cope in Post-Katrina New Orleans

ERIC Educational Resources Information Center

Dixon, Nancy

2007-01-01

This essay is entitled "The 'I' of the Storm" in order to stress the very personal nature of teaching in the immediate, post-Katrina semester of Fall 2005. The University of New Orleans (UNO) was the only university in the city to open that semester, and many traumatized instructors, the author included, were serving the thousands of…

Promotion. Unit 15. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Record Keeping. Unit 17. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-17.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on recordkeeping in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Financial Analysis. Unit 18. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Financial Analysis. Unit 18. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-18.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Pricing Strategy. Unit 10. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Pricing Strategy. Unit 10. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Business Opportunities. Unit 3. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-3.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business opportunities in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning…

Selling. Unit 16. Level 3. Instructor Guide. PACE. Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

EFL Prospective Teachers as Prospective Translators: Exploring the Practices of Teaching and Learning Translation in Faculties of Education in South Valley University

ERIC Educational Resources Information Center

Abdellah, Antar Solhy

2007-01-01

This study explores the actual practices of preservice teachers of the faculty of education in learning and studying translation as well as the practices of university instructors in teaching and evaluating translation. Tools included two questionnaires and guided interviews with the instructors. Students/teachers of the faculty of Education were…

Marketing Analysis. Unit 8. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Marketing Analysis. Unit 8. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Legal Issues. Unit 12. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Human Resources. Unit 14. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-14.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on human resources in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

Selling. Unit 16. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-16.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on selling in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a business…

MOTHER AND INFANT CARE, PRACTICAL NURSE TRAINING PROGRAM, LESSON PLANS, PREPARED BY PRACTICAL NURSING INSTRUCTORS DURING CONFERENCE (UNIVERSITY OF TENNESSEE, AUGUST 14-18, 1961).

ERIC Educational Resources Information Center

Tennessee State Board for Vocational Education, Murfreesboro. Vocational Curriculum Lab.

PRACTICAL NURSE INSTRUCTORS, IN CONFERENCE, COMPILED THIS INDIVIDUALLY PLANNED AND TESTED MATERIAL TO BE USED IN PRACTICAL NURSE EDUCATION. THIRTY-TWO LESSON PLANS ON THE SUBJECT OF MOTHER AND INFANT CARE COVER TOPICS RANGING FROM THE REPRODUCTIVE SYSTEM TO COMPLICATIONS INVOLVING THE NEWBORN. EACH PLAN INCLUDES AIM, REFERENCES, MATERIALS,…

Marketing Analysis. Unit 8. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on marketing analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Location. Unit 9. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of…

Location. Unit 9. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on locating a business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

Promotion. Unit 15. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-15.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on promotion in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

What Kind of Actions Are Appropriate? Eco-School Teachers' and Instructors' Ranking of Sustainability-Promoting Actions as Content in Education for Sustainable Development (ESD)

ERIC Educational Resources Information Center

Stagell, Ulrica; Almers, Ellen; Askerlund, Per; Apelqvist, Magnus

2014-01-01

Based on the consideration that learning about different action alternatives and strategies are essential parts of ESD, this quantitative study focuses Eco-School teachers' and instructors' views on including different sustainability-promoting actions in teaching practices. Direct actions, and actions that take place in the private sphere were…

Location. Unit 9. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-09.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on location in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing…

Perceived Barriers and Strategies to Effective Online Earth and Space Science Instruction

NASA Astrophysics Data System (ADS)

Pottinger, James E.

With the continual growth and demand of online courses, higher education institutions are attempting to meet the needs of today's learners by modifying and developing new student centered services and programs. As a result, faculty members are being forced into teaching online, including Earth and Space science faculty. Online Earth and Space science courses are different than typical online courses in that they need to incorporate an inquiry-based component to ensure students fully understand the course concepts and science principles in the Earth and Space sciences. Studies have addressed the barriers in other inquiry-based online science courses, including biology, physics, and chemistry. This holistic, multiple-case qualitative study investigated perceived barriers and strategies to effective online Earth and Space science instruction through in-depth interviews with six experienced post-secondary online science instructors. Data from this study was analyzed using a thematic analysis approach and revealed four common themes when teaching online Earth and Space science. A positive perception and philosophy of online teaching is essential, the instructor-student interaction is dynamic, course structure and design modification will occur, and online lab activities must make science operational and relevant. The findings in this study demonstrated that online Earth and Space science instructors need institutional support in the form of a strong faculty development program and support staff in order to be as effective as possible. From this study, instructors realize that the instructor-student relationship and course structure is paramount, especially when teaching online science with labs. A final understanding from this study was that online Earth and Space science lab activities must incorporate the use and application of scientific skills and knowledge. Recommendations for future research include (a) qualitative research conducted in specific areas within the Earth and Space sciences to determine if similar conclusions may be reached, (b) conduct a quantitative study looking at the available online technologies and their effectiveness in each area, and (c) utilize students that took online Earth and Space science classes and compare their perception of effectiveness to the instructor's perception of effectiveness in the online Earth and Space science classroom.

Lead Exposure in Military Outdoor Firing Ranges.

PubMed

Greenberg, Nili; Frimer, Ron; Meyer, Robert; Derazne, Estella; Chodick, Gabrial

2016-09-01

Several studies have reported significant airborne lead exposures during training at indoor firing ranges. Scarce attention has been given to airborne lead exposures in outdoor shooting ranges with automatic weapons. To assess the prevalence and magnitude of airborne and blood lead levels (BLL) among firing instructors and shooters in military outdoor ranges. Exposure assessment, for both trainees and instructors, included airborne and BLL during basic and advanced training at outdoor firing ranges. Personal airborne samples were collected in both day and night shooting during both training periods. During basic training, there is 95% likelihood that up to 25% of instructors and 99% likelihood that up to 5% of trainees might be exposed above the action level (AL) (25 μg/m(3)). During advanced training, there is 90% likelihood that 10% of instructors and 99% likelihood that up to 10% of trainees might be exposed above the AL. Military personnel participating in automatic weapon marksmanship training can be exposed to considerable levels of airborne lead during outdoor firing range training. As a result, the Israel Defense Force Medical Corp has classified firing range instructors as workers that require periodic medical examinations. Reprint & Copyright © 2016 Association of Military Surgeons of the U.S.

Postgraduate education of traditional Japanese (Kampo) medicine: a current survey on the training hospitals in Kanagawa prefecture.

PubMed

Arai, Makoto; Arai, Ayako; Izumi, Shun-ichiro

2014-12-20

There is no precise survey of postgraduate Kampo education in Japan. We aimed to survey the current status of postgraduate Kampo education and to identify major problems and suggest solutions to promote Kampo education during internship. The questionnaire, for the 58 training hospitals, including the 4 university hospitals, in Kanagawa prefecture, was mailed to the director of each hospital and the instructors responsible for clinical training. There were 49 responses (84%): 84% of the instructors recognized clinicians' need to prescribe Kampo medicine; 63% thought Kampo education should be introduced into the clinical training; 55% thought a standardized form of education was necessary; 14% had Kampo education programs; 69%, 13%, and 9% of instructors at hospitals without Kampo educational programs noted the lack of Kampo instructors, time, and need to teach Kampo medicine, respectively; 82% had no plans for Kampo education; 44%, 29%, 24%, and 5% of hospitals permitted future Kampo instruction through voluntary study, lectures sponsored by Kampo manufacturers, study sessions with other hospitals, and independent study, respectively. Kampo education should be introduced into large training hospitals, where qualified Kampo instructors are more easily found, and where many interns and residents work.

An exploration of implications for the development of Pilates instructor system through identification of instructors’ difficulties

PubMed Central

Roh, Su Yeon

2016-01-01

This study is aimed at exploring ideas for the development of Pilates instructor qualification system by identifying a range of difficulties Pilates instructors are experiencing. Open-ended questionnaires and semi-structured interviews were conducted to collect data before they were analyzed with inductive content analysis method. In consideration of the difficulties Pilates instructors experience during three qualification stages (before-during-after qualification education), three key categories were incorporated in the collected data: (1) lack of information on Pilates qualification system, (2) difficulties in understanding the human anatomy related with the diverse movements taught in Pilates classes and its application to Pilates practice, (3) need for professional development through retraining. Based on these findings, a need for rethinking the monitoring and evaluation process for Pilates qualification system and Pilates education in Korea was identified. In addition, we need to summarize and offer information on a range of Pilates qualifications. And the quality of Pilates instructor education program should be improved as well by proving them a range of teaching methods including microteaching, discussion-based lessons as well as reading and writing sessions and other necessary teaching media. PMID:27656634

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2010 CFR

2010-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

Multimodal integration of anatomy and physiology classes: How instructors utilize multimodal teaching in their classrooms

NASA Astrophysics Data System (ADS)

McGraw, Gerald M., Jr.

Multimodality is the theory of communication as it applies to social and educational semiotics (making meaning through the use of multiple signs and symbols). The term multimodality describes a communication methodology that includes multiple textual, aural, and visual applications (modes) that are woven together to create what is referred to as an artifact. Multimodal teaching methodology attempts to create a deeper meaning to course content by activating the higher cognitive areas of the student's brain, creating a more sustained retention of the information (Murray, 2009). The introduction of multimodality educational methodologies as a means to more optimally engage students has been documented within educational literature. However, studies analyzing the distribution and penetration into basic sciences, more specifically anatomy and physiology, have not been forthcoming. This study used a quantitative survey design to determine the degree to which instructors integrated multimodality teaching practices into their course curricula. The instrument used for the study was designed by the researcher based on evidence found in the literature and sent to members of three associations/societies for anatomy and physiology instructors: the Human Anatomy and Physiology Society; the iTeach Anatomy & Physiology Collaborate; and the American Physiology Society. Respondents totaled 182 instructor members of two- and four-year, private and public higher learning colleges collected from the three organizations collectively with over 13,500 members in over 925 higher learning institutions nationwide. The study concluded that the expansion of multimodal methodologies into anatomy and physiology classrooms is at the beginning of the process and that there is ample opportunity for expansion. Instructors continue to use lecture as their primary means of interaction with students. Email is still the major form of out-of-class communication for full-time instructors. Instructors with greater than 16 years of teaching anatomy and physiology are less likely to use video or animation in their classroom than instructors with fewer years.

Types of Ownership. Unit 7. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-07.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on types of ownership in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

The Nature of Small Business. Unit 2. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-02.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on small business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Types of Ownership. Unit 7. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-07.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on types of ownership in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding…

The Business Plan. Unit 5. Level 1. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 301-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business plans in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 1 of learning--understanding the…

Pricing Strategy. Unit 10. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on pricing strategy in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

The Nature of Small Business. Unit 2. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-02.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on the nature of small business in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of…

Financing the Business. Unit 11. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business finance in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Global Markets. Unit 4. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-04.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on global markets in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

The Business Plan. Unit 5. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business plans in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and…

Your Potential as an Entrepreneur. Unit 1. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-01. Series No. 303-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of…

Legal Issues. Unit 12. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-12.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a…

Help for the Entrepreneur. Unit 6. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for entrepreneurs in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning…

Help for the Entrepreneur. Unit 6. Level 3. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 303-06.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on help for the entrepreneur in the PACE (Program for Acquiring Competence in Entrepreneurship) Program includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting…

Your Potential as an Entrepreneur. Unit 1. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-01. Series No. 302-01.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on entrepreneurship potential in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of…

Aviation Instructor's Handbook.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This handbook is designed for ground instructors, flight instructors, and aviation maintenance instructors, providing beginning instructors the foundation to understand and apply fundamentals of instruction. The handbook also provides aviation instructors with up-to-date information on learning and teaching, and how to relate this information to…

Taiji for individuals with Parkinson disease and their support partners: a program evaluation.

PubMed

Klein, Penelope J; Rivers, Lynn

2006-03-01

Exercise is advocated in the management of Parkinson disease (PD), however, little is known regarding the potential benefits of complementary mind/body exercise for this clinical population. The purpose of this pilot program evaluation was to gain insight into participant and instructor perceptions of the perceived benefits and potential utility of a taiji exercise program. Program participants (N=15) included 8 individuals with PD and 7 support partners with no history of PD. Group taiji instruction was offered in 45-minute weekly sessions, for 12 weeks at a community facility. Post-program evaluation included administration of a survey questionnaire, thematic analysis of a focus group discussion, instructor reflections, and review of attendance records. Benefits were perceived by participants in physical, psychological, and social domains. Thirteen of the survey respondents, including 6 of the 8 respondents with PD reported perceiving a physical benefit attributed to taiji practice. Improved balance was reported most frequently. Instructor observations and participant testimony suggest movement capability for individuals with Parkinsons may also be improved by performing taiji. This preliminary research provides support for further Taiji Buddy program examination and application.

Modeling instructor preferences for CPR and AED competence estimation.

PubMed

Birnbaum, Alice; McBurnie, Mary Ann; Powell, Judy; Ottingham, Lois Van; Riegel, Barbara; Potts, Jerry; Hedges, Jerris R

2005-03-01

Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills competency can be tested using a checklist of component skills, individually graded "pass" or "fail." Scores are typically calculated as the percentage of skills passed, but may differ from an instructor's overall subjective assessment of simulated CPR or AED adequacy. To identify and evaluate composite measures (methods for scoring checklists) that reflect instructors' subjective assessments of CPR or AED skills performance best. Associations between instructor assessment and lay-volunteer skill performance were made using 6380 CPR and 3313 AED skill retention tests collected in the Public Access Defibrillation Trial. Checklists included CPR skills (e.g., calling 911, administering compressions) and AED skills (e.g., positioning electrodes, shocking within 90 s of AED arrival). The instructor's subjective overall assessment (adequate/inadequate) of CPR performance (perfusion) or AED competence (effective shock) was compared to composite measures. We evaluated the traditional composite measure (assigning equal weights to individual skills) and several nontraditional composite measures (assigning variable weights). Skills performed out of sequence were further weighted from 0% (no credit) to 100% (full credit). Composite measures providing full credit for skills performed out of sequence and down-weighting process skills (e.g., calling 911, clearing oneself from the AED) had the strongest association with the instructor's subjective assessment; the traditional CPR composite measure had the weakest association. Our findings suggest that instructors in public CPR and AED classes may tend to down-weight process skills and to excuse step sequencing errors when evaluating CPR and AED skills subjectively for overall proficiency. Testing methods that relate classroom performance to actual performance in the field and to clinical outcomes require further research.

Fostering improved anatomy and physiology instructor pedagogy.

PubMed

Mattheis, Allison; Jensen, Murray

2014-12-01

Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. Copyright © 2014 The American Physiological Society.

Instructors Who Resist "College Lite": The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning

ERIC Educational Resources Information Center

Mottet, Timothy P.; Parker-Raley, Jessica; Beebe, Steven A.; Cunningham, Cory

2007-01-01

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of…

Athletic Training Clinical Instructors as Situational Leaders.

PubMed

Meyer, Linda Platt

2002-12-01

OBJECTIVE: To present Situational Leadership as a model that can be implemented by clinical instructors during clinical education. Effective leadership occurs when the leadership style is matched with the observed followers' characteristics. Effective leaders anticipate and assess change and adapt quickly and grow with the change, all while leading followers to do the same. As athletic training students' levels of readiness change, clinical instructors also need to transform their leadership styles and strategies to match the students' ever-changing observed needs in different situations. DATA SOURCES: CINAHL (1982-2002), MEDLINE (1990-2001), SPORT Discus (1949-2002), ERIC (1966-2002), and Internet Web sites were searched. Search terms included leadership, situational leadership, clinical instructors and leadership, teachers as leaders, and clinical education. DATA SYNTHESIS: Situational Leadership is presented as a leadership model to be used by clinical instructors while teaching and supervising athletic training students in the clinical setting. This model can be implemented to improve the clinical-education process. Situational leaders, eg, clinical instructors, must have the flexibility and range of skills to vary their leadership styles to match the challenges that occur while teaching athletic training students. CONCLUSIONS/RECOMMENDATIONS: This leadership style causes the leader to carry a substantial responsibility to lead while giving power away. Communication is one of the most important leadership skills to develop to become an effective leader. It is imperative for the future of the profession that certified athletic trainers continue to develop effective leadership skills to address the changing times in education and expectations of the athletic training profession.

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors... section and § 121.414: (1) A flight instructor (airplane) is a person who is qualified to instruct in an...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2010 CFR

2010-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

Supervisory Management in the Water/Wastewater Field: Self-Study Program. Revised Second Edition. Instructor Manual. Executive Programs of the Graduate School of Business Administration of Michigan State University.

ERIC Educational Resources Information Center

Liebrenz, Marilyn L., Ed.

This document is the instructor's manual for a course on supervisory management as it relates to the water or wastewater treatment field. Each of the seven modules is concerned with a segment of the management/supervision process and corresponds to reading material in an accompanying text. An objective and subjective test portion is included with…

Financing the Business. Unit 11. Level 2. Instructor Guide. PACE: Program for Acquiring Competence in Entrepreneurship. Third Edition. Research & Development Series No. 302-11. Series No. 302-11.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for…

The LARSYS Educational Package: Instructor's Notes for Use with the Data 100

NASA Technical Reports Server (NTRS)

Lindenlaub, J. C.; Russell, J. D.

1977-01-01

The LARSYS Educational Package is a set of instructional materials developed to train people to analyze remotely sensed multispectral data using LARSYS, a computer software system. The materials included in this volume have been designed to assist LARSYS instructors as they guide students through the LARSYS Educational Package. All of the materials have been updated from the previous version to reflect the use of a Data 100 Remote Terminal.

Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy.

PubMed

McAuley, James W; Backo, Jennifer Lynn; Sobota, Kristen Finley; Metzger, Anne H; Ulbrich, Timothy

To identify motivators and barriers to pharmacy student completion of instructor evaluations, and to develop potential strategies to improve the evaluation process. Completed at four Ohio Colleges of Pharmacy, Phase I consisted of a student/faculty survey and Phase II consisted of joint student/faculty focus groups to discuss Phase I data and to problem solve. In Phase I, the top three student-identified and faculty-perceived motivators to completion of evaluations were to (1) make the course better, (2) earn bonus points, and (3) improve the instructor's teaching. The top three student-identified barriers to completion of evaluations were having to (1) evaluate multiple instructors, (2) complete several evaluations around the same time, and (3) complete lengthy evaluations. Phase II focus groups identified a number of potential ways to enhance the motivators and reduce barriers, including but not limited to making sure faculty convey to students that the feedback they provide is useful and to provide examples of how student feedback has been used to improve their teaching/the course. Students and faculty identified motivators and barriers to completing instructor evaluations and were willing to work together to improve the process. Copyright © 2016 Elsevier Inc. All rights reserved.

Accuracy and consistency of radiographic interpretation among clinical instructors using two viewing systems.

PubMed

Lanning, Sharon K; Best, Al M; Temple, Henry J; Richards, Philip S; Carey, Allison; McCauley, Laurie K

2006-02-01

Accurate and consistent radiographic interpretation among clinical instructors is needed for assessment of teaching, student performance, and patient care. The purpose of this investigation was to determine if the method of radiographic viewing affects accuracy and consistency of instructors' determinations of bone loss. Forty-one clinicians who provide instruction in a dental school clinical teaching program (including periodontists, general dentists, periodontal graduate students, and dental hygienists) quantified bone loss for up to twenty-five teeth into four descriptive categories using a view box for plain film viewing or a projection system for digitized image viewing. Ratings were compared to the correct category as determined by direct measurement using the Schei ruler. Agreement with the correct choice for the view box and projection system was 70.2 percent and 64.5 percent, respectively. The mean difference was better for a projection system due to small rater error by graduate students. Projection system ratings were slightly less consistent than view box ratings. Dental hygiene faculty ratings were the most consistent but least accurate. Although the projection system resulted in slightly reduced accuracy and consistency among instructors, training sessions utilizing a single method for projecting digitized radiographic images have their advantages and may positively influence dental education and patient care by enhancing accuracy and consistency of radiographic interpretation among instructors.

Waterfront Certification Changes.

ERIC Educational Resources Information Center

O'Brien, Laurie

1995-01-01

Overviews certification changes affecting lifeguard training, progressive swimming instructors, CPR and first aid training, canoeing and kayaking instructors, sailing instructors, water skiing instructors, and instructor trainers. Addresses how changes impact American Camping Association standards. Provides addresses of training organizations. (LP)

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2012 CFR

2012-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2013 CFR

2013-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2014 CFR

2014-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2011 CFR

2011-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2010 CFR

2010-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

Satellite Applications for K-12 Geoscience Education

NASA Astrophysics Data System (ADS)

Mooney, M.; Ackerman, S.; Lettvin, E.; Emerson, N.; Whittaker, T. M.

2007-12-01

This presentation will highlight interactive on-line curriculum developed at the Cooperative Institute for Meteorological Satellite Studies (CIMSS) at the University of Wisconsin in Madison. CIMSS has been on the forefront of educational software design for over two decades, routinely integrating on-line activities into courses on satellite remote sensing. In 2006, CIMSS began collaborating with education experts and researchers from the University of Washington to create an NSF-funded distance learning course for science teachers called Satellite Applications for Geoscience Education. This course includes numerous web-based learning activities, including a distance education tool called VISITview which allows instructors to connect with multiple students simultaneously to conduct a lesson. Developed at CIMSS to facilitate training of National Weather Service forecasters economically and remotely, VISITview is especially effective for groups of people discussing and analyzing maps or images interactively from many locations. Along with an on-line chat function, VISITview participants can use a speaker phone or a networked voice-enabled application to create a learning environment similar to a traditional classroom. VISITview will be used in two capacities: first, instructors will convey topics of current relevance in geoscience disciplines via VISITview. Second, the content experts will participate in "virtual visits" to the classrooms of the educators who take the course for full credit. This will enable scientists to interact with both teachers and students to answer questions and discuss exciting or inspiring examples that link satellite data to their areas of research. As long as a school has Internet access, an LCD projector and a speakerphone, VISITview sessions can be shared with an entire classroom. The geoscientists who developed material for the course and conducting VISITview lectures include a geologist from the University of Wisconsin-Richland, an oceanographer from the Applied Physics Laboratory at the University of Washington, and satellite meteorology experts from CIMSS at UW-Madison. This AGU presentation will report on the progress of the debut semester of the geoscience course and corresponding VISITview sessions.

Creating an Instructor Presence in an Online Course at the Expense of Your TA's Life (A Small Price to Pay)

NASA Astrophysics Data System (ADS)

Miller, Scott; Redman, S.

2009-01-01

Swan and Shih (2005) reported that the perceived presence of an instructor in an online course is influential in determining the satisfaction, if not the performance, of students in the course. To address this issue, we developed a series of 19 videos which not only demonstrate various astronomy concepts, but also provide the students with a voice, face and personality associated with the instructor and teaching assistant. To keep the students' attention throughout the videos, we also included humorous elements which involve the assistant (S. Redman) being injured in every video. These videos were first used during the Spring 2008 semester, when we taught an online course in introductory astronomy to almost 400 non-science majors at Penn State University. In order to assess the educational value of these videos, we presented identical questions to students of both the online course and a traditional face-to-face course which included Active-Collaborative Learning (ACL) taught by one of us (S. Miller), and received feedback from the online students via questionnaires. Students ranked our videos as moderately effective at explaining astronomical concepts as well as creating an instructor presence within the course. Compared to the ACL students, the online students performed equally well on questions related to topics covered in the videos. We also found a positive correlation between the effectiveness of the videos in creating an instructor presence and student attitudes towards the course. We discuss our approach to creating these videos, how they were used within an online course, students’ perception of the effectiveness of the videos, and their impact on student learning. You can find them by Googling "Astronomy 001" at video.google.com. We thank Digital Commons of Penn State for their assistance in producing the videos.

Teaching and Evaluating Instructor Effectiveness Using the Instructor Effectiveness Questionnaire and the Instructor Effectiveness Check Sheet Combination

ERIC Educational Resources Information Center

Phipps, Maurice L.; Hayashi, Aya; Lewandowski, April; Padgett, Allison H.

2005-01-01

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made--even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so…

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2013 CFR

2013-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2012 CFR

2012-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2014 CFR

2014-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2012 CFR

2012-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2011 CFR

2011-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2013 CFR

2013-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2014 CFR

2014-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2010 CFR

2010-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2013 CFR

2013-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2014 CFR

2014-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2012 CFR

2012-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2011 CFR

2011-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2010 CFR

2010-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

The impact of instructor grouping strategies on student efficacy in inquiry science labs: A phenomenological case study of grouping perceptions and strategies

NASA Astrophysics Data System (ADS)

Miller, Nathaniel J.

Abundant educational research has integrated Albert Bandura's concepts of self-efficacy and collective efficacy within educational settings. In this phenomenological case study, the investigation sought to capture the manifestation of self-efficacy and collective efficacy within inquiry-based science laboratory courses. Qualitative data was derived from student efficacy surveys, direct classroom observations, and three-tiered interviews with teacher participants. Four high school science instructors and their students from two school districts in Northern Illinois were selected to participate in the study. This study sought to identify instructor strategies or criteria used to formulate student laboratory groups and the impact of such groupings on student self-efficacy and collective efficacy. Open coding of interview transcripts, observation logs, and student surveys led to the development of eight emerging themes. These themes included the purpose of science laboratory activities, instructor grouping strategies, instructor roles, instructor's perceptions, science laboratory assessment, student interactions, learner self-perceptions, and grouping preferences. Results from the study suggest that some students were innately inclined to assume leadership roles, smaller groupings had greater participation from all group members, students had a strong preference for working collaboratively in groups, and students desired to maintain stable laboratory groups in lieu of periodically changing laboratory partners. As with all case study methodologies, the findings of the study were limited to the individual participants at research sites and were not generalizable to all science classrooms. Additional research in the realms of group size, group autonomy, and student interviews would provide even greater insights into the observed phenomena.

Athletic Training Clinical Instructors as Situational Leaders

PubMed Central

Meyer, Linda Platt

2002-01-01

Objective: To present Situational Leadership as a model that can be implemented by clinical instructors during clinical education. Effective leadership occurs when the leadership style is matched with the observed followers' characteristics. Effective leaders anticipate and assess change and adapt quickly and grow with the change, all while leading followers to do the same. As athletic training students' levels of readiness change, clinical instructors also need to transform their leadership styles and strategies to match the students' ever-changing observed needs in different situations. Data Sources: CINAHL (1982–2002), MEDLINE (1990–2001), SPORT Discus (1949–2002), ERIC (1966–2002), and Internet Web sites were searched. Search terms included leadership, situational leadership, clinical instructors and leadership, teachers as leaders, and clinical education. Data Synthesis: Situational Leadership is presented as a leadership model to be used by clinical instructors while teaching and supervising athletic training students in the clinical setting. This model can be implemented to improve the clinical-education process. Situational leaders, eg, clinical instructors, must have the flexibility and range of skills to vary their leadership styles to match the challenges that occur while teaching athletic training students. Conclusions/Recommendations: This leadership style causes the leader to carry a substantial responsibility to lead while giving power away. Communication is one of the most important leadership skills to develop to become an effective leader. It is imperative for the future of the profession that certified athletic trainers continue to develop effective leadership skills to address the changing times in education and expectations of the athletic training profession. PMID:12937555

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2012 CFR

2012-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2013 CFR

2013-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.183 - Eligibility requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than... instructor certificate or ground instructor certificate issued under this part; (2) Holds a teacher's... educational level of the 7th grade or higher; or (3) Is employed as a teacher at an accredited college or...

Characteristics of caring self-efficacy in pediatric nurses: a qualitative study.

PubMed

Alavi, Azam; Bahrami, Masoud; Zargham-Boroujeni, Ali; Yousefy, Alireza

2015-07-01

The present study was conducted to clarify pediatric nurses' characteristics of caring self-efficacy. This study was conducted using a qualitative content analysis approach. The participants included 27 pediatric nurses and clinical instructors, selected purposively. Data were collected using semi-structured interviews and were analyzed using the content analysis method. Data analysis generated four main themes as attributes of a self-efficient pediatric nurse including: (a) professional communications; (b) management of care; (c) altruism; and (d) proficiency. Nursing managers and instructors can use these results to help develop nurses' empowerment and self-efficacy, especially in pediatric care. © 2015, Wiley Periodicals, Inc.

Opinions from ESL instructors and students about curricula on hepatitis B for use in immigrant communities.

PubMed

Coronado, Gloria D; Taylor, Victoria M; Hislop, T Gregory; Teh, Chong; Acorda, Elizabeth; Do, H Hoai; Chen, Hueifang; Thompson, Beti

2008-01-01

Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic Whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English-as-a-second-language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Using data from 6 focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. RESULTS. Instructors and students generally reported that activities that focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention and not singling out a specific population subgroup to avoid stigmatization. These findings might assist efforts to develop ESL curricula that target immigrant populations.

Opinions from ESL Instructors and Students about Curricula on Hepatitis B for Use in Immigrant Communities

PubMed Central

Coronado, Gloria D.; Taylor, Victoria M.; Hislop, T. Gregory; Teh, Chong; Acorda, Elizabeth; Do, H. Hoai; Chen, Hueifang; Thompson, Beti

2010-01-01

Background Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English as a Second Language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Methods Using data from six focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. Results Instructors and students generally reported that activities which focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention, and not singling out a specific population subgroup in order to avoid stigmatization. Conclusions These findings might assist efforts to develop ESL curricula that target immigrant populations. PMID:18709587

Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

PubMed Central

Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

2011-01-01

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

PubMed Central

Cooper, Katelyn M.; Haney, Brian; Krieg, Anna; Brownell, Sara E.

2017-01-01

Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names. PMID:28188281

U.S. dental hygiene faculty perceptions of learner outcomes in distance education courses.

PubMed

Corum, Kathrine A; Gadbury-Amyot, Cynthia C; Johnson, Kerry; Strait, Tia M

2014-04-01

The purpose of this study was to determine perceptions of full-time, entry-level dental hygiene educators regarding the ability to achieve interaction in their distance education courses and the impact of interaction on learning outcomes. The specific interactions explored were student-instructor, student-content, and student-student. A survey was developed, pilot tested, revised, and mailed to 287 educators across the United States, generating an overall response rate of 22.3 percent. The majority of respondents perceived interaction to be achievable in their distance courses, to increase through technology, and to positively influence learning outcomes. Nearly 90 percent reported student-instructor interaction as achievable, 95.3 percent reported student-content interaction as achievable, and 79.7 percent reported student-student interaction as achievable. Learning outcomes were defined in this study as the student's achievement of course objectives and competencies at course completion. Approximately 81 percent of the respondents reported a positive influence from student-instructor interaction, 79.7 percent from student-content interaction, and 70.3 percent from student-student interaction. This study also examined which modalities were perceived as being most influential in achieving interaction. The results demonstrated a prevalence of discussion board posting in an environment in which numerous Web 2.0 tools are available and respondents were not as positive about their ability to achieve student-student interaction in the distance learning environment. The authors conclude that faculty development is critical in achieving quality outcomes in dental hygiene distance education courses.

Factors that Influence Community College Students' Interest in Science Coursework

NASA Astrophysics Data System (ADS)

Sasway, Hope

There is a need for science education research that explores community college student, instructor, and course characteristics that influence student interest and motivation to study science. Increasing student enrollment and persistence in STEM is a national concern. Nearly half of all college graduates have passed through a community college at some point in their higher education. This study at a large, ethnically diverse, suburban community college showed that student interest tends to change over the course of a semester, and these changes are related to student, instructor, and course variables. The theoretical framework for this study was based upon Adult Learning Theory and research in motivation to learn science. Adult Learning Theory relies heavily on self-directed learning and concepts of andragogy, or the art and science of teaching adults. This explanatory sequential mixed-methods case study of student course interest utilized quantitative data from 639 pre-and post-surveys and a background and personal experience questionnaire. The four factors of the survey instrument (attention, relevance, confidence, and satisfaction) were related to motivation and interest by interviewing 12 students selected through maximum variation sampling in order to reach saturation. Qualitative data were collected and categorized by these factors with extrinsic and intrinsic themes emerging from personal and educational experiences. Analysis of covariance showed student characteristics that were significant included age and whether the student already held a post-secondary degree. Significant instructor characteristics included whether the instructor taught full- or part-time, taught high school, held a doctoral degree, and had pedagogical training. Significant course characteristics included whether the biology course was a major, elective, or service course; whether the course had a library assignment; and high attrition rate. The binary logistic regression model showed six significant variables that predicted increased student interest: older students, previous degree holders, students that took courses at night rather than during the daytime, students who were taught by instructors who taught high school, instructors who taught part-time, and students who had a non-STEM major. Methodological triangulation ensured that the research questions were adequately addressed, as qualitative data corroborated and provided insights for quantitative results. These findings imply that interventions such as implementation of professional development, specifically in andragogical training for instructors and support personnel, are necessary in order to properly address the needs of community college students. Policy makers need to ensure that proper academic and financial counseling systems are in place for students enrolled in these science courses. Students were affected by past experiences and required support from others in order to increase their interest and motivation to study science. This study will inform efforts to help community college students persist in the pipeline to join in the STEM workforce or transfer to four-year colleges.

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

Instructor Misbehaviors as Digital Expectancy Violations: What Students Despise and What They Let Slide

ERIC Educational Resources Information Center

MacArthur, Brenda L.; Villagran, Melinda M.

2015-01-01

This study examines students' motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors' digital expectancy violations and students' motives for communicating with instructors, students' levels of task, social, and…

14 CFR 61.19 - Duration of pilot and instructor certificates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Duration of pilot and instructor... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS General § 61.19 Duration of pilot and instructor certificates. (a) General. The holder of a certificate with an...

Effects of Instructor Attractiveness on Learning.

PubMed

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.

Active learning in capstone design courses.

PubMed

Goldberg, Jay R

2012-01-01

There is a growing trend to encourage students to take a more active role in their own education. Many schools are moving away from the sage on the stage to the guide on the side model where the instructor is a facilitator of learning. In this model, the emphasis is more on learning and less on teaching, and it requires instructors to incorporate more active and student-centered learning methods into their courses. These methods include collaborative, cooperative, problem-based, and project-based learning.

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

The Dark Side of Teaching: Destructive Instructor Leadership and Its Association with Students' Affect, Behaviour, and Cognition

ERIC Educational Resources Information Center

Balwant, Paul T.

2017-01-01

Leadership theory can provide a route for investigating teaching via the concept of instructor leadership. Instructor leadership is defined as a process whereby instructors exert intentional influence over students to guide, structure and facilitate classroom activities and relationships in a class. Instructor leadership in higher education…

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

ERIC Educational Resources Information Center

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

Exploring the Relationship Between Students Needing Accommodations and Instructor Self-Efficacy in Complying with Accommodations

ERIC Educational Resources Information Center

Wright, Anna M.; Meyer, Kevin R.

2017-01-01

The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors' perception that they can meet…

The impact of E-learning in medical education.

PubMed

Ruiz, Jorge G; Mintzer, Michael J; Leipzig, Rosanne M

2006-03-01

The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources. E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency.

75 FR 36465 - Agency Information Collection Activity Seeking OMB Approval

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-25

..., flight instructors, and ground instructors. The information collected is used to determine compliance... instructors, and ground instructors. The information collected is used to determine compliance with applicant...

A Primer on Audience Response Systems: Current Applications and Future Considerations

PubMed Central

Robinson, Evan

2008-01-01

Audience response systems (ARSs) are an increasingly popular tool in higher education for promoting interactivity, gathering feedback, preassessing knowledge, and assessing students' understanding of lecture concepts. Instructors in numerous disciplines are realizing the pedagogical value of these systems. Actual research on ARS usage within pharmacy education is sparse. In this paper, the health professions literature on uses of ARSs is reviewed and a primer on the issues, benefits, and potential uses within pharmacy education is presented. Future areas of educational research on ARS instructional strategies are also suggested. PMID:19002277

Lens ray diagrams with a spreadsheet

NASA Astrophysics Data System (ADS)

González, Manuel I.

2018-05-01

Physicists create spreadsheets customarily to carry out numerical calculations and to display their results in a meaningful, nice-looking way. Spreadsheets can also be used to display a vivid geometrical model of a physical system. This statement is illustrated with an example taken from geometrical optics: images formed by a thin lens. A careful mixture of standard Excel functions allows to display a realistic automated ray diagram. The suggested spreadsheet is intended as an auxiliary didactic tool for instructors who wish to teach their students to create their own ray diagrams.

Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course

PubMed Central

Seidel, Shannon B.; Reggi, Amanda L.; Schinske, Jeffrey N.; Burrus, Laura W.; Tanner, Kimberly D.

2015-01-01

Instructors create classroom environments that have the potential to impact learning by affecting student motivation, resistance, and self-efficacy. However, despite the critical importance of the learning environment in increasing conceptual understanding, little research has investigated what instructors say and do to create learning environments in college biology classrooms. We systematically investigated the language used by instructors that does not directly relate to course content and defined the construct of Instructor Talk. Transcripts were generated from a semester-long, cotaught introductory biology course (n = 270 students). Transcripts were analyzed using a grounded theory approach to identify emergent categories of Instructor Talk. The five emergent categories from analysis of more than 600 quotes were, in order of prevalence, 1) Building the Instructor/Student Relationship, 2) Establishing Classroom Culture, 3) Explaining Pedagogical Choices, 4) Sharing Personal Experiences, and 5) Unmasking Science. Instances of Instructor Talk were present in every class session analyzed and ranged from six to 68 quotes per session. The Instructor Talk framework is a novel research variable that could yield insights into instructor effectiveness, origins of student resistance, and methods for overcoming stereotype threat. Additionally, it holds promise in professional development settings to assist instructors in reflecting on the learning environments they create. PMID:26582237

STS-107 crew poses for a group portrait with their instructor inside an M113

NASA Technical Reports Server (NTRS)

2002-01-01

KENNEDY SPACE CENTER, FLA. -- The STS-107 crew poses for a group portrait with their instructor inside an M113 armored personnel carrier. The crew is participating in Terminal Countdown Demonstration Test activities, a standard part of launch preparations. From left to right are Pilot William 'Willie' McCool, Commander Rick Husband, Mission Specialist Laurel Clark, Instructor George Hoggard, Mission Specialist Kalpana Chawla, Payload Specialist Ilan Ramon (the first Israeli astronaut), Payload Commander Michael Anderson, and Mission Specialist David Brown. STS-107 is a mission devoted to research and will include more than 80 experiments that will study Earth and space science, advanced technology development, and astronaut health and safety. Launch is planned for Jan. 16, 2003, between 10 a.m. and 2 p.m. EST aboard Space Shuttle Columbia.

Characterization of Instructor and Student Use of Ubiquitous Presenter, a Presentation System Enabling Spontaneity and Digital Archiving

NASA Astrophysics Data System (ADS)

Price, Edward; Malani, Roshni; Simon, Beth

2007-01-01

Ubiquitous Presenter (UP) is a digital presentation system that allows an instructor with a Tablet PC to spontaneously modify prepared slides, while automatically archiving the inked slides on the web. For two introductory physics classes, we examine the types of slides instructors prepare and the ways in which they add ink to the slides. Modes of usage include: using ink to explicitly link multiple representations; making prepared figures dynamic by animating them with ink; and preparing slides with sparse text or figures, then adding extensive annotations during class. In addition, through an analysis of surveys and of web server logs, we examine student reaction to the system, as well as how often and in what ways students' utilize archived material. In general, students find the system valuable and frequently review the presentations online.

Teaching nursing research to undergraduates: a text analysis of instructors' intentions.

PubMed

Porter, Eileen J; Mansour, Tamam B

2003-04-01

Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education. Copyright 2003 Wiley Periodicals, Inc. Res Nurs Health 26:128-142, 2003

Environmental education mentoring and continuing education programs -- A progress report on programs implemented by the Partnership for Environmental Technology Education (PETE)

DOE Office of Scientific and Technical Information (OSTI.GOV)

Arenstein, W.A.

1999-07-01

This paper will discuss environmental education mentoring and continuing education programs that are being implemented by the Partnership for Environmental Technology Education (PETE) organization. PETE is a national organization whose purpose is to promote quality environmental training and education by operating cooperative programs that enhance partnerships between community colleges, business and industry, and government. The first program is the Faculty Associate in Science and Technology, or FAST program. The goal of this program is to offer professional internships to environmental science and technology college instructors. Funded by a grant from the National Science Foundation, this program has offered over 150more » internships during the last 3 years. College instructors were placed with a variety of host sites, including private companies, environmental consulting companies, federal laboratories, and environmental regulatory agencies. They worked from 4--8 weeks side-by-side with environmental professionals in a variety of fields. The program has two main goals, first, to provide college instructors with the latest environmental information and techniques available so they can incorporate them into their course curriculum. The second goal is for the instructors to gather information from the organizations they intern with as to the kinds of knowledge and skills they want in their future environmental employees. The college instructors can then modify their curriculum and degree programs to better reflect the needs of employers. Additionally, these internships provide the opportunity for college instructors to enter into mentoring relationships with real world environmental professionals. The second program involves the annual continuing education conferences held by regional PETE offices during the school year.« less

Situational Analysis of Physical Therapist Clinical Instructors' Facilitation of Students' Emerging Embodiment of Movement in Practice.

PubMed

Covington, Kyle; Barcinas, Susan J

2017-06-01

Physical therapists improve the functional ability of patients after injury and disease. A unique component of their practice is the ability to use the movement of their own bodies to effect change in their patients. This ability has been recognized as a distinctive attribute of expert physical therapists. The purpose of this qualitative situational analysis study was to examine how physical therapist clinical instructors perceive and facilitate their students' emerging integration of movement in practice. Data collection and analysis were guided by a theoretical framework for understanding "professional ways of being." Data were analyzed using coding and mapping strategies consistent with situational analysis techniques. The study included 5 physical therapist clinical instructors and their respective 5 physical therapist students. Data were collected during beginning, midterm, and final weeks of the students' clinical internships using participant interviews, observation, and document analysis. Coded data were summarized using situational analysis mapping strategies, resulting in 11 maps. These maps were further analyzed and reduced to 5 thematic behaviors enacted by a clinical instructor as he or she helps facilitate students' use of movement in practice. These behaviors are adapt, prepare, enhance, connect , and develop . The limited number of participants and the relative homogeneity of the student sample may have limited the diversity of data collected. The 5 behaviors are useful when considered as a trajectory of development. To our knowledge, this study marks the first description of how physical therapist clinical instructors develop students' use of movement in practice and how to enact behaviors important in students' continued professional development. The findings are important for clinical instructors and academic programs considering how best to prepare students to use movement and develop their skills early in practice. © 2017 American Physical Therapy Association

Curriculum development in studio-style university physics and implications for dissemination of research-based reforms

NASA Astrophysics Data System (ADS)

Foote, Kathleen T.

2016-06-01

Over the past few decades, a growing body of evidence demonstrates that students learn best in engaging, interactive, collaborative, and inquiry-based environments. However, most college science classes are still taught with traditional methods suggesting the existing selection of research-based instructional materials has not widely transformed undergraduate education. SCALE-UP is a renovated pedagogy and classroom environment that has achieved a greater impact than most, used extensively throughout the United States and abroad. SCALE-UP is not a simple collection of lesson plans or a textbook that can be easily adopted, and instead instructors are encouraged to customize main pedagogical principles to their unique instructional situation. This flexibility along with promotion of instructor autonomy may have assisted its spread. This paper uses case studies of five successful secondary implementations in the United States to examine how instructors gather information about reform, create a curriculum, and achieve sustained use. Many people learned about research-based resources that formed the composite of their curricula through interpersonal connections. Time constraints and misunderstandings between developers and instructors limited which resources were chosen and how they were used. Once instructors created a "working form" of the curriculum, three out of five instructors did not make significant changes. This could lead to the preservation of a more conservative curriculum. Implications include that disseminators should articulate core principles of the reform that should be retained to uphold the integrity of the reform as well as the areas where adopters have flexibility to innovate. Strategically involving other secondary users in the dissemination process could facilitate important interpersonal exchanges that could provide an additional layer of support for faculty.

14 CFR 61.417 - Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

Code of Federal Regulations, 2012 CFR

2012-01-01

... a sport pilot rating list aircraft category and class ratings? 61.417 Section 61.417 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.417 Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

14 CFR 61.409 - What flight proficiency requirements must I meet to apply for a flight instructor certificate...

Code of Federal Regulations, 2012 CFR

2012-01-01

... meet to apply for a flight instructor certificate with a sport pilot rating? 61.409 Section 61.409... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... with a sport pilot rating? You must receive and log ground and flight training from an authorized...

14 CFR 61.417 - Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

Code of Federal Regulations, 2014 CFR

2014-01-01

... a sport pilot rating list aircraft category and class ratings? 61.417 Section 61.417 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.417 Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

14 CFR 61.417 - Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

Code of Federal Regulations, 2013 CFR

2013-01-01

... a sport pilot rating list aircraft category and class ratings? 61.417 Section 61.417 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.417 Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

14 CFR 61.409 - What flight proficiency requirements must I meet to apply for a flight instructor certificate...

Code of Federal Regulations, 2014 CFR

2014-01-01

... meet to apply for a flight instructor certificate with a sport pilot rating? 61.409 Section 61.409... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... with a sport pilot rating? You must receive and log ground and flight training from an authorized...

14 CFR 61.409 - What flight proficiency requirements must I meet to apply for a flight instructor certificate...

Code of Federal Regulations, 2013 CFR

2013-01-01

... meet to apply for a flight instructor certificate with a sport pilot rating? 61.409 Section 61.409... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... with a sport pilot rating? You must receive and log ground and flight training from an authorized...

14 CFR 61.417 - Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

Code of Federal Regulations, 2010 CFR

2010-01-01

... a sport pilot rating list aircraft category and class ratings? 61.417 Section 61.417 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.417 Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

14 CFR 61.409 - What flight proficiency requirements must I meet to apply for a flight instructor certificate...

Code of Federal Regulations, 2011 CFR

2011-01-01

... meet to apply for a flight instructor certificate with a sport pilot rating? 61.409 Section 61.409... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... with a sport pilot rating? You must receive and log ground and flight training from an authorized...

14 CFR 61.411 - What aeronautical experience must I have to apply for a flight instructor certificate with a...

Code of Federal Regulations, 2010 CFR

2010-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.411 Section 61.411 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... sport pilot rating? Use the following table to determine the experience you must have for each aircraft...

14 CFR 61.411 - What aeronautical experience must I have to apply for a flight instructor certificate with a...

Code of Federal Regulations, 2011 CFR

2011-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.411 Section 61.411 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... sport pilot rating? Use the following table to determine the experience you must have for each aircraft...

14 CFR 61.417 - Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

Code of Federal Regulations, 2011 CFR

2011-01-01

... a sport pilot rating list aircraft category and class ratings? 61.417 Section 61.417 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.417 Will my flight instructor certificate with a sport pilot rating list aircraft category and class...

14 CFR 61.409 - What flight proficiency requirements must I meet to apply for a flight instructor certificate...

Code of Federal Regulations, 2010 CFR

2010-01-01

... meet to apply for a flight instructor certificate with a sport pilot rating? 61.409 Section 61.409... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... with a sport pilot rating? You must receive and log ground and flight training from an authorized...

Simulation-based crisis resource management training for pediatric critical care medicine: a review for instructors.

PubMed

Cheng, Adam; Donoghue, Aaron; Gilfoyle, Elaine; Eppich, Walter

2012-03-01

To review the essential elements of crisis resource management and provide a resource for instructors by describing how to use simulation-based training to teach crisis resource management principles in pediatric acute care contexts. A MEDLINE-based literature source. OUTLINE OF REVIEW: This review is divided into three main sections: Background, Principles of Crisis Resource Management, and Tools and Resources. The background section provides the brief history and definition of crisis resource management. The next section describes all the essential elements of crisis resource management, including leadership and followership, communication, teamwork, resource use, and situational awareness. This is followed by a review of evidence supporting the use of simulation-based crisis resource management training in health care. The last section provides the resources necessary to develop crisis resource management training using a simulation-based approach. This includes a description of how to design pediatric simulation scenarios, how to effectively debrief, and a list of potential assessment tools that instructors can use to evaluate crisis resource management performance during simulation-based training. Crisis resource management principles form the foundation for efficient team functioning and subsequent error reduction in high-stakes environments such as acute care pediatrics. Effective instructor training is required for those programs wishing to teach these principles using simulation-based learning. Dissemination and integration of these principles into pediatric critical care practice has the potential for a tremendous impact on patient safety and outcomes.

Do adolescents perceive police officers as credible instructors of substance abuse prevention programs?

PubMed

Hammond, Augustine; Sloboda, Zili; Tonkin, Peggy; Stephens, Richard; Teasdale, Brent; Grey, Scott F; Williams, Joseph

2008-08-01

Although program recipients' attitudes toward instructors are crucial to program outcomes, they have not been adequately examined in the substance abuse prevention literature. This study uses survey data to explore attitudes toward instructors of prevention programming held by students from a national longitudinal evaluation of a school-based substance abuse prevention program delivered by Drug Abuse Resistance Education (D.A.R.E.) officers. Our analyses indicated that students who had police officers as instructors evaluated program instructors significantly higher than students who had non-police officers as instructors. The evaluation of police instructors varied according to students' sociodemographic characteristics. Implications for future research and practice are considered.

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Code of Federal Regulations, 2012 CFR

2012-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Code of Federal Regulations, 2013 CFR

2013-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Code of Federal Regulations, 2014 CFR

2014-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Code of Federal Regulations, 2010 CFR

2010-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

14 CFR 61.427 - What must I do if my flight instructor certificate with a sport pilot rating expires?

Code of Federal Regulations, 2011 CFR

2011-01-01

... certificate with a sport pilot rating expires? 61.427 Section 61.427 Aeronautics and Space FEDERAL AVIATION... GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.427 What must I do if my flight instructor certificate with a sport pilot rating expires? You may exchange your expired flight instructor...

14 CFR 91.1095 - Initial and transition training and checking: Flight instructors (aircraft), flight instructors...

Code of Federal Regulations, 2010 CFR

2010-01-01

... Management § 91.1095 Initial and transition training and checking: Flight instructors (aircraft), flight... instructor certificate— (i) The fundamental principles of the teaching-learning process; (ii) Teaching...

Resources from the NASA SMD Astrophysics Forum: Addressing the needs of the higher education community (Invited)

NASA Astrophysics Data System (ADS)

Meinke, B. K.; Schultz, G. R.; Smith, D.; Bianchi, L.; Blair, W. P.; Fraknoi, A.

2013-12-01

Four NASA Science Mission Directorate (SMD) Science Education and Public Outreach Forums organize individual SMD-funded E/PO projects and their teams into a coordinated effort. The Forums assist scientists and educators with becoming involved in SMD E/PO and make SMD E/PO resources and expertise accessible to the science and education communities. The Astrophysics Forum and the Astrophysics E/PO community have focused efforts to support and engage the higher education community on enhancing awareness of the resources available to them. To ensure Astrophysics higher education efforts are grounded in audience needs, we held informal conversations with instructors of introductory astronomy courses, convened sessions with higher education faculty and E/PO professionals at conferences, and examined existing literature and findings of the SMD Higher Education Working Group. This work indicates that most Astronomy 101 instructors are not specialists in areas of astrophysics where rapid progress is being made, older textbooks are out of date, and ideas are challenging for students. Instructors are seeking resources and training that support them in effectively teaching the latest science and are in need both basic material and information on new results. In this session, we will discuss our efforts to address these expressed needs, namely through Resource Guides and Slide Sets, and how these are applicable to topics in Heliophysics and Planetary Science. We have collaborated with the Astrophysics E/PO community, researchers, and Astronomy 101 instructors to create two Resource Guides on the topics of cosmology and exoplanets. These fields are ripe with scientific developments that college instructors have told us they find challenging to stay current. Each guide includes a wide variety of sources of background information, links to animations/simulations, classroom activities, and references on teaching each topic. Feedback from Astronomy 101 instructors indicated that the Cosmology Resource Guide is very useful for them and their teaching and that they are very likely to recommend the resource to another instructor. The two guides are available through the ASP website: http://www.astrosociety.org/education/astronomy-resource-guides/ To complement the resource guides, we are developing a series of slide sets to help Astronomy 101 instructors incorporate new discoveries in their classrooms. The 'Astro 101 slide sets' are 5-7 slide presentations on a new development or discovery from a NASA SMD Astrophysics mission relevant to an Astronomy 101 topic. We intend for these slide sets to help Astronomy 101 instructors include new, unfamiliar developments (discoveries not yet in their textbooks) into the 'big-picture' context of the course. With their modular design and non-technical language, the slide sets may also serve audiences beyond Astro101 instruction and are adaptable to different needs. An example on exoplanets will be highlighted in this session. The Astrophysics Forum is supported by NASA under Cooperative Agreement NNX09AQ11A issued by the NASA Science Mission Directorate, and is a partnership between the Space Telescope Science Institute, the Adler Planetarium, the Astronomical Society of the Pacific, and Johns Hopkins University.

A “Fundamentals” Train-the-Trainer Approach to Building Pediatric Critical Care Expertise in the Developing World

PubMed Central

Crow, Sheri S.; Ballinger, Beth A.; Rivera, Mariela; Tsibadze, David; Gakhokidze, Nino; Zavrashvili, Nino; Ritter, Matthew J.; Arteaga, Grace M.

2018-01-01

Pediatric Fundamental Critical Care Support (PFCCS) is an educational tool for training non-intensivists, nurses, and critical care practitioners in diverse health-care settings to deal with the acute deterioration of pediatric patients. Our objective was to evaluate the PFCCS course as a tool for developing a uniform, reproducible, and sustainable model for educating local health-care workers in the optimal management of critically ill children in the Republic of Georgia. Over a period of 18 months and four visits to the country, we worked with Georgian pediatric critical care leadership to complete the following tasks: (1) survey health-care needs within the Republic of Georgia, (2) present representative PFCCS lectures and simulation scenarios to evaluate interest and obtain “buy-in” from key stakeholders throughout the Georgian educational infrastructure, and (3) identify PFCCS instructor candidates. Georgian PFCCS instructor training included the following steps: (1) US PFCCS consultant and content experts presented PFCCS course to Georgian instructor candidates. (2) Simulation learning principles were taught and basic equipment was acquired. (3) Instructor candidates presented PFCCS to Georgian learners, mentored by PFCCS course consultants. Objective evaluation and debriefing with instructor candidates concluded each visit. Between training visits Georgian instructors translated PFCCS slides to the Georgian language. Six candidates were identified and completed PFCCS instructor training. These Georgian instructors independently presented the PFCCS course to 15 Georgian medical students. Student test scores improved significantly from pretest results (n = 14) (pretest: 38.7 ± 7 vs. posttest 62.7 ± 6, p < 0.05). A Likert-type scale of 1 to 5 (1 = not useful or effective, 5 = extremely useful or effective) was used to evaluate each student’s perception regarding (1) relevance of course content to clinical work students rated as median (IQR): (a) relevance of PFCCS content to clinical work, 5 (4–5); (b) effectiveness of lecture delivery, 4 (3–4); and (c) value of skill stations for clinical practice, 5 (4–5). Additionally, the mean (±SD) responses were 4.6 (±0.5), 3.7 (±0.6), and 4.5 (±0.6), respectively. Training local PFCCS instructors within an international environment is an effective method for establishing a uniform, reproducible, and sustainable approach to educating health-care providers in the fundamentals of pediatric critical care. Future collaborations will evaluate the clinical impact of PFCCS throughout the Georgian health-care system. PMID:29780789

A "Fundamentals" Train-the-Trainer Approach to Building Pediatric Critical Care Expertise in the Developing World.

PubMed

Crow, Sheri S; Ballinger, Beth A; Rivera, Mariela; Tsibadze, David; Gakhokidze, Nino; Zavrashvili, Nino; Ritter, Matthew J; Arteaga, Grace M

2018-01-01

Pediatric Fundamental Critical Care Support (PFCCS) is an educational tool for training non-intensivists, nurses, and critical care practitioners in diverse health-care settings to deal with the acute deterioration of pediatric patients. Our objective was to evaluate the PFCCS course as a tool for developing a uniform, reproducible, and sustainable model for educating local health-care workers in the optimal management of critically ill children in the Republic of Georgia. Over a period of 18 months and four visits to the country, we worked with Georgian pediatric critical care leadership to complete the following tasks: (1) survey health-care needs within the Republic of Georgia, (2) present representative PFCCS lectures and simulation scenarios to evaluate interest and obtain "buy-in" from key stakeholders throughout the Georgian educational infrastructure, and (3) identify PFCCS instructor candidates. Georgian PFCCS instructor training included the following steps: (1) US PFCCS consultant and content experts presented PFCCS course to Georgian instructor candidates. (2) Simulation learning principles were taught and basic equipment was acquired. (3) Instructor candidates presented PFCCS to Georgian learners, mentored by PFCCS course consultants. Objective evaluation and debriefing with instructor candidates concluded each visit. Between training visits Georgian instructors translated PFCCS slides to the Georgian language. Six candidates were identified and completed PFCCS instructor training. These Georgian instructors independently presented the PFCCS course to 15 Georgian medical students. Student test scores improved significantly from pretest results ( n  = 14) (pretest: 38.7 ± 7 vs. posttest 62.7 ± 6, p  < 0.05). A Likert-type scale of 1 to 5 (1 = not useful or effective, 5 = extremely useful or effective) was used to evaluate each student's perception regarding (1) relevance of course content to clinical work students rated as median (IQR): (a) relevance of PFCCS content to clinical work, 5 (4-5); (b) effectiveness of lecture delivery, 4 (3-4); and (c) value of skill stations for clinical practice, 5 (4-5). Additionally, the mean (±SD) responses were 4.6 (±0.5), 3.7 (±0.6), and 4.5 (±0.6), respectively. Training local PFCCS instructors within an international environment is an effective method for establishing a uniform, reproducible, and sustainable approach to educating health-care providers in the fundamentals of pediatric critical care. Future collaborations will evaluate the clinical impact of PFCCS throughout the Georgian health-care system.

College Students' Perceptions of Professor/Instructor Bullying: Questionnaire Development and Psychometric Properties.

PubMed

Marraccini, Marisa E; Weyandt, Lisa L; Rossi, Joseph S

2015-01-01

This study developed and examined the psychometric properties of a newly formed measure designed to assess professor/instructor bullying, as well as teacher bullying occurring prior to college. Additionally, prevalence of instructor bullying and characteristics related to victims of instructor bullying were examined. Participants were 337 college students recruited in 2012 from a northeastern university. An online questionnaire was administered to college students. A split-half, cross-validation approach was employed for measurement development. The measure demonstrated strong criterion validity and internal consistency. Approximately half of students reported witnessing professor/instructor bullying and 18% reported being bullied by a professor/instructor. Report of teacher bullying occurring prior to college was related to professor/instructor bullying in college, and sex was a moderating variable. College students perceive instructor bullying as occurring but may not know how to properly address it. Prevention efforts should be made by university administrators, faculty, and staff.

A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

ERIC Educational Resources Information Center

Cooper, Katelyn M.; Ding, Lu; Stephens, Michelle D.; Chi, Michelene T. H.; Brownell, Sara E.

2018-01-01

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a…

Personalized instructor responses to guided student reflections: Analysis of two instructors' perspectives and practices

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2017-11-01

One way to foster a supportive culture in physics departments is for instructors to provide students with personal attention regarding their academic difficulties. To this end, we have developed the Guided Reflection Form (GRF), an online tool that facilitates student reflections and personalized instructor responses. In the present work, we report on the experiences and practices of two instructors who used the GRF in an introductory physics lab course. Our analysis draws on two sources of data: (i) post-semester interviews with both instructors and (ii) the instructors' written responses to 134 student reflections. Interviews focused on the instructors' perceptions about the goals and framing of the GRF activity, and characteristics of good or bad feedback. Their GRF responses were analyzed for the presence of up to six types of statement: encouraging statements, normalizing statements, empathizing statements, strategy suggestions, resource suggestions, and feedback to the student on the structure of students' reflections. We find that both instructors used all six response types, in alignment with their perceptions of what counts as good feedback. In addition, although each instructor had their own unique feedback style, both instructors' feedback practices were compatible with two principles for effective feedback: praise should focus on effort, express confidence in students' abilities, and be sincere; and process-level feedback should be specific and strategy-oriented. This exploratory qualitative investigation demonstrates that the GRF can serve as a mechanism for instructors to pay personal attention to their students. In addition, it opens the door to future work about the impact of the GRF on student-teacher interactions.

"The five-minute check-in" intervention to ease the transition into professional education: A descriptive analysis.

PubMed

Cox-Davenport, Rebecca A

2017-03-01

Students can have problems transitioning into nursing education, and nursing instructors can have an impact on this transition by using an active coaching role. The objective of this study was to evaluate how early an academic coaching intervention helped students progress during the beginning of their first nursing semester. Student perceptions of the intervention were also explored. This study followed a descriptive non-experimental design. A nonprobability convenience sample was used. A four-year Bachelor's nursing program at a private college in central Pennsylvania. The sample included 22 first semester students enrolled in their first nursing course. For the first five weeks of the semester students were asked to meet with their nursing course instructors for "five minute check-ins". Students were coached on time management, study skills, access to resources, stress management, upcoming assignments, and grades. An online survey was also sent to students regarding their check-in experience. The student coaching needs changed throughout the five week intervention. At first students heavily needed time management coaching. Study skill coaching was a steady need through the second through fifth week, and stress management coaching increased during the last week of data collection, which was along the same time as their first exams. Students who attended four to five of the weekly visits had higher first test scores and higher overall course grades. The majority of students reported benefits for attending check-in visits including organization, study skills, and feeling more connected to the instructor. Students reported an overall benefit to attending check-in visits. Course instructors were able to intervene early with students' academic problems, and help students gain access to resources. Although the check-ins were to be brief visits, there was an impact on instructors time during the check-in weeks. Copyright © 2016 Elsevier Ltd. All rights reserved.

Comparison of deep and superficial abdominal muscle activity between experienced Pilates and resistance exercise instructors and controls during stabilization exercise.

PubMed

Moon, Ji-Hyun; Hong, Sang-Min; Kim, Chang-Won; Shin, Yun-A

2015-06-01

Pilates and resistance exercises are used for lumbar stabilization training. However, it is unclear which exercise is more effective for lumbar stabilization. In our study, we aimed to compare surface muscle activity and deep muscle thickness during relaxation and spinal stabilization exercise in experienced Pilates and resistance exercise instructors. This study is a retrospective case control study set in the Exercise Prescription Laboratory and Sports Medicine Center. The participants included Pilates instructors (mean years of experience, 3.20±1.76; n=10), resistance exercise instructors (mean years of experience, 2.53±0.63; n=10), and controls (n=10). The participants performed 4 different stabilization exercises: abdominal drawing-in maneuver, bridging, roll-up, and one-leg raise. During the stabilization exercises, surface muscle activity was measured with electromyography, whereas deep muscle thickness was measured by ultrasound imaging. During the 4 stabilization exercises, the thickness of the transverse abdominis (TrA) was significantly greater in the Pilates-trained group than the other 2 other groups. The internal oblique (IO) thickness was significantly greater in the Pilates- and resistance-trained group than the control group, during the 4 exercises. However, the surface muscle activities were similar between the groups. Both Pilates and resistance exercise instructors had greater activation of deep muscles, such as the TrA and IO, than the control subjects. Pilates and resistance exercise are both effective for increasing abdominal deep muscle thickness.

Comparison of deep and superficial abdominal muscle activity between experienced Pilates and resistance exercise instructors and controls during stabilization exercise

PubMed Central

Moon, Ji-Hyun; Hong, Sang-Min; Kim, Chang-Won; Shin, Yun-A

2015-01-01

Pilates and resistance exercises are used for lumbar stabilization training. However, it is unclear which exercise is more effective for lumbar stabilization. In our study, we aimed to compare surface muscle activity and deep muscle thickness during relaxation and spinal stabilization exercise in experienced Pilates and resistance exercise instructors. This study is a retrospective case control study set in the Exercise Prescription Laboratory and Sports Medicine Center. The participants included Pilates instructors (mean years of experience, 3.20±1.76; n=10), resistance exercise instructors (mean years of experience, 2.53±0.63; n=10), and controls (n=10). The participants performed 4 different stabilization exercises: abdominal drawing-in maneuver, bridging, roll-up, and one-leg raise. During the stabilization exercises, surface muscle activity was measured with electromyography, whereas deep muscle thickness was measured by ultrasound imaging. During the 4 stabilization exercises, the thickness of the transverse abdominis (TrA) was significantly greater in the Pilates-trained group than the other 2 other groups. The internal oblique (IO) thickness was significantly greater in the Pilates- and resistance-trained group than the control group, during the 4 exercises. However, the surface muscle activities were similar between the groups. Both Pilates and resistance exercise instructors had greater activation of deep muscles, such as the TrA and IO, than the control subjects. Pilates and resistance exercise are both effective for increasing abdominal deep muscle thickness. PMID:26171383

Bridging the gap between what is praised and what is practiced: Supporting the work of change as anatomy and physiology instructors introduce active learning into their undergraduate classroom

NASA Astrophysics Data System (ADS)

Thorn, Patti Marie

When college Anatomy & Physiology instructors begin using active learning in their classrooms, what do they experience? How do their beliefs about teaching and learning change? What obstacles do they encounter and how do they respond? How do their responses influence future decisions regarding the use of active learning? This study documented the experiences of seven instructors from diverse types of institutions as they began using active learning in their classrooms. Conceptual change and social cognitive motivation theory provided guidance for the 15-month project. A classroom-situated professional development framework that included goal setting, planning and doing active learning and formative assessment, and reflecting on experiences was used. Multiple data sources (verbatim transcripts from emergent and semi-structured interviews, observation notes, surveys, written correspondence, instructional materials, and student surveys) and research methods allowed rigorous exploration of the research questions. A number of important findings emerged from the study. Data indicated that instructors struggled with a lack of instructional, pedagogical and clinical content knowledge, student resistance, personal and professional risk-taking issues, and widely shifting attitudes toward active learning. Data also suggested a developmental progression in beliefs about teaching and learning as instructors implemented active learning, and the progression shared similarities with reports of preservice teacher development documented in the learning-to-teach literature. Initially, instructors' beliefs shifted from knowledge transmission and intuitive theories to constructivist theories; however there was marked variation in the intelligibility, status, and endurance of the new beliefs. Data also allowed identification of two distinct conceptual change experiences. Analysis of instructor beliefs within and between the change groups strongly suggested that causal attribution constructs either facilitated or precluded belief development, conceptual change, and a more encompassing and sophisticated definition of active learning, and supported the emergence of an Attribution-Based Conceptual Change Schematic. The findings have significant implications for both change-desiring instructors and faculty development staff. The findings allow faculty to familiarize themselves with the obstacles and response patterns that may shape their own change experiences and allow development staff to design empirically grounded learning opportunities that may facilitate the development of beliefs about teaching and learning and promote faculty conceptual change.

14 CFR 61.425 - How do I renew my flight instructor certificate?

Code of Federal Regulations, 2014 CFR

2014-01-01

... Instructors With a Sport Pilot Rating § 61.425 How do I renew my flight instructor certificate? If you hold a flight instructor certificate with a sport pilot rating you may renew your certificate in accordance with...

14 CFR 61.425 - How do I renew my flight instructor certificate?

Code of Federal Regulations, 2010 CFR

2010-01-01

... Instructors With a Sport Pilot Rating § 61.425 How do I renew my flight instructor certificate? If you hold a flight instructor certificate with a sport pilot rating you may renew your certificate in accordance with...

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

PubMed

Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis

NASA Astrophysics Data System (ADS)

Henderson, Charles; Yerushalmi, Edit; Kuo, Vince H.; Heller, Kenneth; Heller, Patricia

2007-12-01

To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

Repurposing traditional instructor-led lectures for continuing education: rewarding instructors as authors and maximizing return on investment.

PubMed

Rushinek, Avi; Rushinek, Sara; Lippincott, Christine; Ambrosia, Todd

2014-04-01

The aim of this article is to describe the repurposing of classroom video surveillance and on-screen archives (RCVSOSA) model, which is an innovative, technology-enabled approach to continuing education in nursing. The RCVSOSA model leverages network Internet-protocol, high-definition surveillance cameras to record videos of classroom lectures that can be automatically uploaded to the Internet or converted to DVD, either in their entirety or as content-specific modules, with the production work embedded in the technology. The proposed model supports health care continuing education through the use of online assessments for focused education modules, access to archived online recordings and DVD training courses, voice-to-text transcripts, and possibly continuing education modules that may be translated into multiple languages. Potential benefits of this model include increased access to educational modules for students, instant authorship, and financial compensation for instructors and their respective organizations.

Memorable Exemplification in Undergraduate Biology: Instructor Strategies and Student Perceptions

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Bretzlaff, Tiffany; Brown, Adam O.

2018-03-01

The present study examines the exemplification practices of a university biology instructor during a semester-long course. Attention is given specifically to how the instructor approaches memorable exemplification—classroom episodes identified by students as a source of memorable learning experiences. A mixed-method research approach is adopted wherein descriptive statistics is combined with qualitative multimodal analysis of video recordings and survey data. Our findings show that memorable experiencing of examples may depend on a multiplicity of factors, including whether students can relate to the example, how unique and extreme the example is, how much detail is provided, whether the example is enacted rather than told, and whether the example makes students feel sad, surprised, shocked, and/or amused. It is argued that, rather than simply assuming that all examples are equally effective, careful consideration needs be given to how exemplification can serve as an important source of memorable science learning experiences.

[Strategy for educating senior dermatological residents in mycology].

PubMed

Mochizuki, Takashi; Tsuboi, Ryoji; Sei, Yoshihiro; Hiruma, Masataro; Watanabe, Shinichi; Makimura, Koichi

2012-01-01

To improve the ability of dermatologists to diagnose cutaneous mycoses, we have proposed a list of the minimum mycological knowledge and skills required by senior residents of dermatology. The list includes ability to select the most appropriate sampling method, knowledge of the basic method of potassium hydroxide (KOH) examination and skill in performing fungal cultures and identifying the most prevalent fungal species isolated from skin lesions. It is not possible for the Japanese Society of Medical Mycology to train every senior resident directly, and it is difficult for them to acquire sufficient expertise independently. Consequently, training and advice given by instructors in residents' home institutes is essential. A project of an advanced course for instructors, who are in charge of educating senior residents in their own institute, may be possible. Therefore, we have proposed here a list for instructors of the knowledge and skills required to educate senior residents. Employing this list should realize improved skill in dermatologists.