Redefining the Ojibwe Classroom: Indigenous Language Programs within Large Research Universities

2005 ◽  
Vol 36 (1) ◽  
pp. 96-103 ◽  
Author(s):  
MINDY J. MORGAN
2012 ◽  
Vol 64 (3) ◽  
pp. 317-335 ◽  
Author(s):  
John Aubrey Douglass ◽  
Gregg Thomson ◽  
Chun-Mei Zhao

2003 ◽  
Vol 2 (2) ◽  
pp. 112-116 ◽  
Author(s):  
William B. Wood

The 1998 Boyer Commission Report advocated improvement of undergraduate education at large research universities through large-scale participation of undergraduates in the universities' research mission. At a recent conference sponsored by the Reinvention Center, which is dedicated to furthering the goals of the Boyer Commission, participants discussed progress toward these goals and recommendations for future action. A breakout group representing the life sciences concluded that independent research experience for every undergraduate may not be feasible or desirable but that transformation of lecture courses to more inquiry-based and interactive formats can effectively further the Commission's goals.


2006 ◽  
Vol 67 (5) ◽  
pp. 446-462 ◽  
Author(s):  
Lina Ortega ◽  
Karen Antell

In this paper, we report the results of a bibliometric study in which we track cross-disciplinary citation behavior in the sciences. We hypothesize that cross-disciplinary citation in the sciences increased over the time period 1985–2000. Unlike most previous studies in this area, we assign discipline to a paper by its first author’s affiliation, and we hypothesize that assigning papers to disciplines based on first-author affiliation would yield results consistent with previous findings on cross-disciplinary citation rates in the sciences. Using the output of scientists in Biological Sciences, Chemistry, and Physics departments at 12 large research universities in 1985, 1990, 1995, and 2000 as our data set, we measure the cross-disciplinary citation rates of each discipline and compare our results to the findings of previous studies in this area.


2008 ◽  
Vol 41 (03) ◽  
pp. 616-617 ◽  
Author(s):  
Michelle Dion ◽  
Leland M. Coxe ◽  
Margaret Carne

A diverse group of 25 faculty and graduate students participated in the 2008 Teaching Research Methods (TRM) track. Participants represented a range of institutions—public and private, urban and rural, domestic and international, large research universities and teaching colleges. Presentations provided evidence of the heterogeneity in methods instruction and of pedagogical innovations in course design and delivery. The discussion in this year's meeting echoed and built upon prior meetings, reflecting the workshop format and participation of several track members in successive TLC meetings. The recommendations formulated by the track will be discussed following a brief summary of the presentations and discussion.


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