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Author: John Willingham
Publisher:
ISBN: 9780692314159
Category :
Languages : en
Pages : 380
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Book Description
The fourth in a series of ratings and reviews of public university honors programs, INSIDE HONORS: 2018-2019 presents unique data from honors Deans and Directors across the nation on their admission stats, class sizes, grad rates, course sections, and honors residence halls. New sections detail the internships, undergraduate research opportunities, and study-abroad choices for each program, PLUS the latest information on merit scholarships.
Author: Samuel Schuman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 88
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Book Description
Author: John Willingham
Publisher:
ISBN: 9780692314159
Category :
Languages : en
Pages : 380
Get Book Here
Book Description
The fourth in a series of ratings and reviews of public university honors programs, INSIDE HONORS: 2018-2019 presents unique data from honors Deans and Directors across the nation on their admission stats, class sizes, grad rates, course sections, and honors residence halls. New sections detail the internships, undergraduate research opportunities, and study-abroad choices for each program, PLUS the latest information on merit scholarships.
Author: Christine Ammer
Publisher: HMH
ISBN: 0547677537
Category : Reference
Languages : en
Pages : 515
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Book Description
From “all systems go” to “senior moment”—a comprehensive reference to idiomatic English. The American Heritage® Dictionary of Idioms explores the meanings and origins of idioms that may not make literal sense but play an important role in the language—including phrasal verbs such as kick back, proverbs such as too many cooks spoil the broth, interjections such as tough beans, and figures of speech such as elephant in the room. With extensive revisions that reflect new historical scholarship and changes in the English language, this second edition defines over 10,000 idiomatic expressions in greater detail than any other dictionary available today—a remarkable reference for those studying the English language, or anyone who enjoys learning its many wonderful quirks and expressions. “Invaluable as a teaching tool.” —School Library Journal
Author: Graeme Harper
Publisher: Cambridge Scholars Publishing
ISBN: 1527525503
Category : Education
Languages : en
Pages : 180
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Book Description
In education, sorting students according to attainment is common. Such sorting clearly sets up the potential for exclusion, based on the attainment ideals and on the modes of selection. Ideals of inclusion suggest diversity, and those of equity, by reference to impartiality, suggest freedom from bias. Honors education, which celebrates excellence, and references “honor” and all that word and concept infers, heightens and promotes the principled recognition of attainment, giving rise to questions of diversity, equity and inclusion. The Organization for Economic Co-Operation and Development (OECD), in its Ten Steps to Equity in Education, notes that inclusion is intertwined with fairness. How can honors education—and in the case of the discussions in this book, largely honors in US higher education—promote fairness, be diverse, and support equity? If it does not do so, how can it at all claim to be offering a principled version of what the National Collegiate Honors Council (USA) says are “opportunities for measurably broader, deeper, and more complex learning-centered and learner-directed experiences for its students”? In 2015, the National Society for Minorities in Honors (www.nsfmih.org) was launched in the USA to specifically explore, support and promote diversity, equity and inclusion in and across honors colleges and programs. The first annual NSFMIH conference was held at Oakland University, Michigan. This book began at that inaugural conference, and has been enhanced by enthusiastic contributions beyond that event as well.
Author: Peter Laufer
Publisher: Anthem Press
ISBN: 1785275984
Category : Language Arts & Disciplines
Languages : en
Pages : 224
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Book Description
A result of an investigative report by tenacious University of Oregon journalism students, Classroom 15 tells the story of how the dreams of fourth-grade students at the Riverside School, Roseburg, in rural Oregon timber country, were crushed by the prevailing Red Scare, McCarthyism, state and societal censorship, and J. Edgar Hoover’s FBI. The teacher of Classroom 15, known fondly as Mr. McFetridge, assigned a pen pal project in an effort to take geography lessons outside of the classroom. Imagining a place as far from Oregon as they possibly could, the students wrote letters to nine- and ten-year-old counterparts in the Soviet Union. Janice Boyle, the class secretary, reached out to Oregon’s Congressional representative, Charles O. Porter, seeking assistance connecting with peers in Russia. Representative Porter forwarded the letter to the Secretary of State Christian Herter, and a week later the students received the shocking and disheartening news that their benign request had been needlessly denied. In the wake of McCarthyism, the Eisenhower administration subverted the assignment, fearing Communist propaganda would infect the innocent minds of eager Oregon schoolchildren. The students’ plight quickly gained national attention with stories running from the Roseburg News-Review to the New York Times. The publicity didn’t miss the attention of J. Edgar Hoover’s FBI. His agents investigated. They traveled to Roseburg, collected evidence, and took it back to the Bureau’s regional headquarters in Portland. The public reaction was swift and unrelenting. The teacher and the Congressman were attacked by outraged Roseburg citizens, the school board, and enraged Americans across the country. Classroom 15 is all the above and a page-turning adventure story told with the voices of the empowered, tenacious University of Oregon journalism students who took the nascent story and demonstrated their unwavering devotion to the journalistic process by telling the tale.
Author: Dana S. Dunn
Publisher: Oxford University Press
ISBN: 0190452188
Category : Psychology
Languages : en
Pages : 416
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Book Description
Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences.
Author: John Willingham
Publisher:
ISBN: 9780615642468
Category :
Languages : en
Pages : 218
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Book Description
A Review of Fifty Public University Honors Programs is the first-ever comprehensive evaluation of leading public university honors programs. The fifty honors colleges and programs are (1) within state universities that rank in the top 75 in the 2012 U.S. News rankings; (2) or within state universities that are members of the prestigious Association of American Universities; or (3) have already gained significant recognition as leaders in honors education.The book has 58 charts, including one that summarizes all the data for each program. The individual charts follow a narrative (900-1400 words) about each program. Other charts show comparisons of all 50 programs.Programs are evaluated for overall excellence and for honors-specific components, such as honors curriculum; prestigious awards (Rhodes, Truman, and Goldwater); retention and graduation rates; honors residence halls; study-abroad programs; and priority registration for honors students. Each program is also assessed for the value-added impact it has on the university as a whole--that is, does the honors program rank significantly higher than the university of which it is a part?In addition, programs are ranked according to the range of their minimum SAT/ACT and high school GPA entrance requirements. Another ranking group includes programs in schools that have a primary focus on engineering.University programs reviewed are Alabama, Arizona, Arizona State, Arkansas, Auburn, Binghamton, Clemson, Colorado, Connecticut, Delaware, Florida, Georgia, Georgia Tech, Illinois, Indiana, Iowa, Iowa State, Kansas, Maryland, Massachusetts, Michigan, Michigan State, Minnesota, Mississippi, Missouri, Nebraska, North Carolina, North Carolina State, Ohio State, Oregon, Penn State, Pitt, Purdue, Rutgers, South Carolina, Stony Brook, Texas A&M, UC Davis, UC Irvine, UCLA, UC San Diego, UC Santa Barbara, University at Buffalo, UT Austin, Vermont, Virginia, Virginia Tech, Washington, Washington State, and Wisconsin.
Author: United States. Office of Education. Division of Higher Education
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 684
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Book Description
Author: California. University
Publisher:
ISBN:
Category :
Languages : en
Pages : 894
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Book Description
Author: University of California, Berkeley
Publisher:
ISBN:
Category :
Languages : en
Pages : 1542
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Book Description
