Several semesters of introductory calculus courses Cincinnati Uptown Campus have implemented a flipped class model focused on student collaboration and leadership that appears successful in terms of student performance, professional skills, and attitudes.
Performance data from initial semesters suggest considerably improved student performance relative to non-flipped section. Survey and course evaluation data shows very positive student reception. Students come out of their shells, collaborate together, develop a positive relationship with mathematics, and actively take charge of their own learning.
In this presentation, we will discuss the foundation of the collaboration, the initial steps, initiatives, and activities, and the future plans of COMM-IT. Initiatives and activities include the creation of the Digital Engagement Certificate, cross promotion of certificates and minors at the IT-Expo, a team taught UCForward course, addition of an IT introductory course into the Applied Communication Certificate and learning communities for Communication majors. With an interdisciplinary focus, faculty and staff worked together to create a summer joint recruitment effort of future Bearcats. Faculty have collaborated with each other in grant applications (both internal and external), research presentations, teaching workshops, and promotion of conferences, events, and workshops including WordCamp and IT-Expo. Future plans for COMM-IT include the development of a joint graduate certificate, providing networking opportunities for students across disciplines, and sharing expertise and skills with each other through teaching, research, and service.
Our project gives university students hands on experience developing job descriptions, ads, job applications and interview guides, gives them the opportunity to review actual job applications and resumes, allows them to conduct actual job interviews and provide feedback to the participating high school student.
This set of PDF documents represent a series of forms used by the Post Bronze Age team at Troy during the years 1989-1996. This set contains only the forms used for post-excavation analysis of the small finds.
1842 printing of 1842 copyrighted text. The second part is for grammar schools, while the first part is for preparatory schools (and includes illustrative engravings).The text rejects the old system of grammar of Murray. It claims to be a proper conservative grammar written for those English speakers who will not study other languages, addressed to the understanding and not the memory. It covers classes of English words (with tables of examples), rules for sentence construction, analysis and parsing, rules of syntax, and includes review questions Includes practical exercises to illustrate every principle and is arranged to explain the differences between its system and the old system. Credits the influence of Wallis, Harris, Horne Tooke, Gilchrist, and Crombie. The Schultz Archive's copy is roughly the entire text of the second part.