introductory class
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2021 ◽  
pp. 1-5
Author(s):  
Cosima Meyer

ABSTRACT This article introduces how to teach an interactive, one-semester-long statistics and programming class. The setting also can be applied to shorter and longer classes as well as introductory and advanced courses. I propose a project-based seminar that also encompasses elements of an inverted classroom. As a result of this combination, the seminar supports students’ learning progress and also creates engaging virtual classes. To demonstrate how to apply a project-based seminar setting to teaching statistics and programming classes, I use an introductory class to data wrangling and management with the statistical software program R. Students are guided through a typical data science workflow that requires data management and data wrangling and concludes with visualizing and presenting first research results during a simulated mini-conference.


2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Bart Bruehler

The long title of this article reflects the multiple dynamics at work in a new type of class commonly found in adult degree completion programs in higher education. These characteristics are briefly surveyed in order to show how they impinge upon one another to both limit and complicate strategies for effective learning. These dynamics and complications are illustrated by exploring how they affect an introductory class on biblical interpretation. The article closes by considering some further strategies that may be employed in this highly constrained type of class.


2021 ◽  
Vol 10 (2) ◽  
pp. 529-538
Author(s):  
Avani Sabade

Sherlock has been admired in medical and criminal investigative education for his detection abilities. What makes him such an iconic figure is his “science of deduction and analysis”. Are there critical thinking traits in Sherlock Holmes’ method which can be used for instruction? Can Holmes be considered an exemplar of critical thinking? The argument here is that Holmes’ methods overlap with educational outcomes of critical thinking courses. A teaching activity designed to allow an exploration of the detective’s abilities in an introductory class is described here.


2021 ◽  
pp. 408-413
Author(s):  
Brian G. Henning ◽  
Joseph Petek ◽  
George Lucas

Notes taken by Winthrop Pickard Bell, Robert Underhill, Sinclair Kerby-Miller, and George Perrigo Conger during the introductory class ‘Philosophy A: History of Philosophy’, which Whitehead taught for four sessions. In these four lectures, he discusses the formation of modern science, with a particular focus on Isaac Newton, but also Galileo, Kepler, Descartes.


2021 ◽  
Vol 69 (3) ◽  
pp. 3_65-3_68
Author(s):  
Chisato MURAKAMI ◽  
Kiyomitsu SUZUKI ◽  
Takeshi NIHEI ◽  
Aoi TAKAGI

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 554-554
Author(s):  
Brian Carpenter ◽  
Meghan McDarby ◽  
Natalie Galucia ◽  
Nancy Morrow-Howell

Abstract Age-friendly university programs are increasing in number, yet little research has evaluated how older adults shape classroom experiences. This pilot study tested one method for analyzing intergenerational classroom dynamics. Two small-group discussion sections for an introductory class on aging included older adults (n = 3 per section) and undergraduates (n = 15 per section). Class sessions on four topics (health, sexuality, housing, relationships) were video recorded. Overall, older adults spoke proportionally more during class discussions than would have been expected by chance alone. They participated most during the session about sexuality and least in the section that addressed relationships. Specific contributions from older adults included reflections on class activities, topic-specific personal anecdotes, and reactions to younger students. Research methods to investigate intergenerational learning are emerging, and this study provides one preliminary approach. We discuss additional ideas to bring empirical rigor to this emerging field of study.


Author(s):  
James A. Berry

This chapter focuses on the introduction of an invented languages course to the English Department of a comprehensive state university in the midwestern United States in Fall 2016. The department has limited offerings in linguistics, with no major or minor. The course acted primarily as an applied introductory class without prerequisites, open to students with varied academic backgrounds in linguistics. Because this course was the only exposure to linguistics some students would have in their academic careers, teaching it called for some constraints. An early-semester look at international auxiliary languages such as Esperanto inspired several students to create invented languages that were easy to learn. At the same time, those with a more extensive background created more complex structures. The resulting projects ranged from minimal to highly developed; overall, though, the students maintained a high level of enthusiasm and interest in their work.


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