Sentences with phrase «discuss research faculty»

Not exact matches

Administrators, create faculty work time to discuss the research surrounding homework and learning.

This security is supposed to allow tenured faculty the freedom to pursue their own research, and to discuss controversial and unpopular subjects.

The university is also incorporating responsible scholarship and research — including safety - related activities — into faculty annual reports and is discussing ways to consider safety in tenure and promotion decisions, Young tells C&EN.

Berman Institute faculty currently conduct pathbreaking research ona wide variety of bioethics topics and are happy to discuss possible research projects with prospective students.

UNC School of Medicine researcher and public health officials to discuss Zika research and prevention at upcoming event for students, faculty and staff at campus event.

This tutorial consists of nine informal «blackboard» sessions of one to one and a half hours in length, during which program faculty will discuss with the new trainees the basic science principles essential for translational cancer research.

More than 100 faculty and administrators meet to discuss how to involve more undergraduate students in science research...

Research suggests that middle school interdisciplinary teaching teams can achieve more effective problem solving when meeting with other faculty and / or parents to discuss interventions and progress, can create a greater sense of community, and can lower feelings of isolation (Mac Iver, 1990).

«Discussing this research provided a window for the faculty to begin to see and understand people with different identities.»

Our group interacts with HGSE professors through a series of small seminars throughout the year, so we have the chance to meet faculty outside of our classes and discuss the implications of their research for urban education.

As part of the Bold Ideas & Critical Conversations event on September 19, eight HGSE faculty members were each given eight minutes to discuss research - based ideas that will have a big impact on the field.

Presented as a joint offering of the Collaborative on Academic Careers in Higher Education (COACHE) and the Harvard Institutes for Higher Education (HIHE), this four - day on - campus seminar provides participants the rare opportunity to discuss — in a close community of practice — new research to improve the day - to - day business of faculty affairs.

Over 150 faculty and administrators take part by gathering together seminar groups, forums, and task force meetings to discuss and research cutting - edge ethical issues, prepare publications, organize symposia and conferences, and develop courses.

Factors considered important to the reform included the following: (a) meeting for 1 hour a week in study groups; (b) meeting in cross-grade groups; (c) reflecting on teaching in study groups; (d) considering research - based «best practices» in study groups; (e) completing action plans in study groups; (f) selecting substantive topics for study; (g) maintaining topics over time; (h) meeting as a whole faculty once a month to discuss reform efforts; (i) working on parent partnerships and making effective use of the external facilitator; and (j) making effective use of the internal leadership team.

The contributors address a range of models and approaches to practice - based research, consider relationships between industry and academia, researchers and designers, discuss initiatives to support students and faculty during the research process, and explore how students» experiences of undertaking practice - based research has impacted their future design and research practice.

Joan Jonas (b. 1936) has inaugurated a new research program at the Wattis in which, over the course of an academic year, a group of CCA faculty members holds monthly meetings to discuss a particular artist's practice, and also program a monthly public event inspired by the artist's work.

One of the goals of the curricular overhaul was to strengthen the required legal analysis, writing, and research components of the curriculum.20 After discussing a number of ways to do so, the committee recommended that the required curriculum be changed by replacing first - semester Legal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - yearresearch components of the curriculum.20 After discussing a number of ways to do so, the committee recommended that the required curriculum be changed by replacing first - semester Legal Method and second - semester Introduction to Appellate Advocacy with an expanded three - semester sequence21 of courses entitled Legal Analysis, Writing, and Research (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - yearResearch (LAWR) I, II, and III.22 These expansions retained Maryland's commitment to having the first - semester course taught by full - time faculty, but a big change in the new first - semester course, LAWR I, was that it was not joined to another first - year course.

We encourage students to research the various clinical experiences offered and meet with clinical administration and faculty to discuss your interests.

This is an issue I have been discussing over the last several years with research lawyers, law school faculty and librarians and have heard frequently that many young lawyers and students do not know what a reported decision is.