Incorporating music into an introductory college level programming course for non-majors

Author(s):  
Tacksoo Im ◽  
Sebastien Siva ◽  
Jason Freeman ◽  
Brian Magerko ◽  
Greg Hendler ◽  
...  
2018 ◽  
Vol 46 (2) ◽  
pp. 176-196 ◽  
Author(s):  
Chenoa S. Woods ◽  
Toby Park ◽  
Shouping Hu ◽  
Tamara Betrand Jones

2014 ◽  
Vol 76 (7) ◽  
pp. 456-458 ◽  
Author(s):  
Chris Romero ◽  
James Choun

This activity provides students an interactive demonstration of the electron transport chain and chemiosmosis during aerobic respiration. Students use simple, everyday objects as hydrogen ions and electrons and play the roles of the various proteins embedded in the inner mitochondrial membrane to show how this specific process in cellular respiration produces ATP. The activity works best as a supplement after you have already discussed the electron transport chain in lecture but can be used prior to instruction to help students visualize the processes that occur. This demonstration was designed for general college biology for majors at a community college, but it could be used in any introductory college-level or advanced placement biology course.


2020 ◽  
Vol 49 (9) ◽  
pp. 656-666 ◽  
Author(s):  
Toby J. Park-Gaghan ◽  
Christine G. Mokher ◽  
Xinye Hu ◽  
Hayley Spencer ◽  
Shouping Hu

Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap.


OCEANS 2008 ◽  
2008 ◽  
Author(s):  
James A. Brey ◽  
Ira W. Geer ◽  
Joseph M. Moran ◽  
Robert S. Weinbeck ◽  
Elizabeth W. Mills ◽  
...  

1977 ◽  
Vol 8 (2) ◽  
pp. 133
Author(s):  
Marianne Talafuse ◽  
Allen F. Larson ◽  
Andrew Nappi

2015 ◽  
Vol 16 (2) ◽  
pp. 338-345 ◽  
Author(s):  
Nirit Glazer

This study examines how students perceive their learning of creating and analyzing data in an introductory inquiry chemistry course at a college level that features oral presentations in student-centered discussions. A student Participant Perception Indicator (PPI) survey was administered in order to obtain data on student perceptions with respect to their own data-creation and data-analysis skills, which skills are essential for learning and understanding science. These student perceptions regarding gaining knowledge were consistently higher than their perceptions regarding gaining confidence and experience; however, both the confidence and the experience measures increased significantly as a semester progressed. Further, significant differences in student perceptions were found to exist between students who made oral presentations and students who did not. This finding strongly supports the active learning theory,i.e., learning by doing, and strongly encourages student participation in knowledge creation. Findings were also analyzed according to student demographics (gender, school) to determine patterns for different populations within the groups of students. Such analysis is important for instructors and for course designers to enable them to adjust their manner of teaching based on student demographic information in their classes, and to adjust the provided feedback and guidance, as needed.


2010 ◽  
Vol 72 (7) ◽  
pp. 437-443 ◽  
Author(s):  
Margaret A. Voss ◽  
Caren B. Cooper

Students of animal behavior must learn to accurately define and quantify observations and to be aware of observational bias. We designed an introductory, college-level animal behavior laboratory that uses a free, online citizen-science project (CamClickr) to help students identify and overcome biases when interpreting observations. The exercise encourages proficiency in making structural descriptions of animal behavior while teaching students to use ethograms to generate and test discrete hypotheses.


Author(s):  
Charles D. Bailyn

Emitting no radiation or any other kind of information, black holes mark the edge of the universe—both physically and in our scientific understanding. Yet astronomers have found clear evidence for the existence of black holes, employing the same tools and techniques used to explore other celestial objects. This book goes behind the theory and physics of black holes to describe how astronomers are observing these enigmatic objects and developing a remarkably detailed picture of what they look like and how they interact with their surroundings. Accessible to undergraduates and others with some knowledge of introductory college-level physics, this book presents the techniques used to identify and measure the mass and spin of celestial black holes. These key measurements demonstrate the existence of two kinds of black holes, those with masses a few times that of a typical star, and those with masses comparable to whole galaxies—supermassive black holes. The book provides a detailed account of the nature, formation, and growth of both kinds of black holes. The book also describes the possibility of observing theoretically predicted phenomena such as gravitational waves, wormholes, and Hawking radiation. A cutting-edge introduction to a subject that was once on the border between physics and science fiction, this book shows how black holes are becoming routine objects of empirical scientific study.


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