Sentences with phrase «traditional college teaching»

Not exact matches

«Project Boost has given schools the opportunity to be creative with teaching and learning outside of the traditional classroom setting by providing educational trips to museums, Broadway shows, college campuses and unique eating experiences at local restaurants.

At the September workshop, the teachers became the students as they read a research article under the guidance of Sally Hoskins, a professor at City College of New York who studies such educational methods and teaches biology courses that use primary literature in lieu of traditional textbooks.

The advent of international degree programs, as well as the distinguished traditional curricula at German universities, Fachhochschulen, and arts colleges, provide myriad opportunities for professors from the United States to contribute their topical expertise and teaching methods.

He taught me a lot about evolutionary medicine and nutrition in general, opened many doors and introduced me (directly and indirectly) to various players in this field, such as Dr. Boyd Eaton (one of the fathers of evolutionary nutrition), Maelán Fontes from Spain (a current research colleague and close friend), Alejandro Lucia (a Professor and a top researcher in exercise physiology from Spain, with whom I am collaborating), Ben Balzer from Australia (a physician and one of the best minds in evolutionary medicine), Robb Wolf from the US (a biochemist and the best «biohackers I know»), Óscar Picazo and Fernando Mata from Spain (close friends who are working with me at NutriScience), David Furman from Argentina (a top immunologist and expert in chronic inflammation working at Stanford University, with whom I am collaborating), Stephan Guyenet from the US (one of my main references in the obesity field), Lynda Frassetto and Anthony Sebastian (both nephrologists at the University of California San Francisco and experts in acid - base balance), Michael Crawford from the UK (a world renowned expert in DHA and Director of the Institute of Brain Chemistry and Human Nutrition, at the Imperial College London), Marcelo Rogero (a great researcher and Professor of Nutrigenomics at the University of Sao Paulo, Brazil), Sérgio Veloso (a cell biologist from Portugal currently working with me, who has one of the best health blogs I know), Filomena Trindade (a Portuguese physician based in the US who is an expert in functional medicine), Remko Kuipers and Martine Luxwolda (both physicians from the Netherlands, who conducted field research on traditional populations in Tanzania), Gabriel de Carvalho (a pharmacist and renowned nutritionist from Brazil), Alex Vasquez (a physician from the US, who is an expert in functional medicine and Rheumatology), Bodo Melnik (a Professor of Dermatology and expert in Molecular Biology from Germany, with whom I have published papers on milk and mTOR signaling), Johan Frostegård from Sweden (a rheumatologist and Professor at Karolinska Institutet, who has been a pioneer on establishing the role of the immune system in cardiovascular disease), Frits Muskiet (a biochemist and Professor of Pathophysiology from the Netherlands, who, thanks to his incredible encyclopedic knowledge and open - mind, continuously teaches me more than I could imagine and who I consider a mentor), and the Swedish researchers Staffan Lindeberg, Tommy Jönsson and Yvonne Granfeldt, who became close friends and mentors.

The traditional view of the facilities manager (FM) in a school or college has been primarily as a caretaker, keeping the site in top condition to support the teaching and learning.

College instructors who use a hybrid approach that includes online learning and in - class lectures are likely to see greater achievement than those who only use a traditional in - class approach to teaching, a study by Brian K. McFarlin, an assistant professor of physiology at the University of Houston, suggests.

Delany College in Western Sydney has turned traditional schooling upside down — almost literally — by developing a contemporary model of learning and teaching that is responsive to the needs of its learners and one that faces head on the challenges of a globally - connected world, writes Julie Fewster.

The rise of MOOCs (Massive Online Open Classrooms) has forced us to re-evaluate what traditional college and university teaching and learning look like.

The traditional route to teacher certification, a college degree that requires 30 - plus credit hours of education - related coursework, has created a kind of cult within the teaching profession.

After studying teacher training at Boston College, Hristic spent a few years teaching in Massachusetts, first at an alternative high school for «behaviorally and emotionally challenged students, but also students so bright and brilliant they were bored out of their minds in a traditional setting,» he says.

In a study I undertook in 1989, I found that 12 percent of the elementary and middle school magnet programs in my sample specialized in basic skills and / or individualized teaching; 11 percent offered foreign language immersion; 11 percent were science -, math -, or computer - oriented; 10 percent catered to the gifted and talented and 10 percent to the creative and performing arts; 8 percent were traditional, back - to - basics programs (demanding, for instance, dress codes and contracts with parents for supervision of homework); 7 percent were college preparatory; 7 percent were early childhood and Montessori.

«I always wanted to teach students that were like me, the students that teachers overlooked because they weren't the type who excelled in traditional classrooms and who maybe thought they couldn't survive the rigors of a college education,» he explains.

Traditional teacher - training programs, which are usually completed through a college or university, are viewed by most as a vehicle to state certification: you take a standard list of courses and exit with a license to teach and, in some cases, a degree.

The NCEI's recent analysis found that, «compared with recent college graduates who come into teaching from a traditional teacher preparation program, those entering teaching through alternate routes

Programs evaluated in a state report card may be «traditional» programs, in which a college student majors in education and completes student teaching to earn a degree and a teaching certificate.

He rightly identifies the success of Teach for America as a comment on the comparative mediocrity of so many other teachers trained in traditional teacher colleges.

Responses from Estrella Mountain Community College faculty and staff leave little doubt that learning studios offer more positive environments for learning and teaching than traditional classrooms do.

Putting an end to traditional enrollment counts — and only providing districts with dollars based on whether the student is actually attending school — will force districts to look at the underlying reasons why chronic truancy is a problem in the first place, as well as address the issues by providing children with high - quality teaching and strong, college - preparatory curricula.

Last November, the Texas State Board for Educator Certification (SBEC), on which I was appointed to serve by Governor Rick Perry, narrowly approved a very controversial rule authorizing probationary certification to aspiring teachers who want to be licensed to teach using an alternative to the traditional certification route, typically through the colleges of education.

Our traditional approach to teaching core curriculum content has been proven effective for decades to truly prepare students for the demands of college - level work and life.

If this is true, we should turn to our own graduates of traditional colleges of education looking for an opportunity to teach in their own state.

Individuals who have graduated from an accredited college or university, but possess a bachelor's degree in an area other than education and have not earned a traditional teaching certificate, can still teach in the state of Tennessee by earning an alternative certification and fulfilling requirements set forth by the state.

The state has created only five alternative certification routes other than the traditional method of certification at an undergraduate university or college: Alternative One requires a program of professional preparation in education along with a chairperson recommendation, Alternative Two is open for certified teachers from other states, Alternative Three requires a written exam and oral review, Alternative Four requires superintendent recruitment for teaching in high - need areas, and Alternative Five is an on - the - job training option that nevertheless requires a Bachelor's degree.

Carl Scott, who teaches traditional students by day at Pierce Middle School in Merrillville, works two nights a week at Gary Middle College teaching chemistry and physics.

Graduates of accredited colleges or universities whose bachelor's degree are not in education, and who have not yet earned a traditional teaching certificate, can still receive an alternative teaching certificate by satisfying certain requirements.

The traditional route to acquiring a teaching license in Washington DC requires completion of a bachelor's degree and approved teacher education program from a regionally accredited college or university.

As part of the New York City Teaching Fellows Program, she studied elementary education at Mercy College while working in a traditional public school in the South Bronx.

Graduates of accredited colleges or universities whose bachelor's degree was not in education, and who have not yet earned a traditional teaching certificate, can still receive an alternative teaching certificate by following an

Teaching adults can be very different from teaching children, or even students of traditional collTeaching adults can be very different from teaching children, or even students of traditional collteaching children, or even students of traditional college age.

Not only is it important to me that these diverse and exceptional students have access to the traditional liberal arts cannon through our classes, but it is crucial that their experiences are informing how those texts are taught and that their participation in the liberal arts college tradition is changing the narrative around who belongs in this type of college environment.»

Traditional teacher preparation programs are typically offered by colleges and universities, run concurrently with an undergraduate or graduate degree program, and include instruction both in content area and teaching pedagogy.

Graduates of accredited colleges or universities whose bachelor's degree are not in education, and who have not yet earned a traditional teaching certificate, can still receive Alternate Route Preliminary Certificates from the Rhode Island Department of Education.

Its students are full - time elementary and middle - school teachers, almost all of them fresh out of college, almost none of them with a traditional teaching degree.

For the first time ever, any student anywhere can take top - quality courses online in every major freshman college subject, taught by professors from the most prestigious universities, that lead to full academic credit at 2,900 traditional colleges, such as Purdue, Penn State, Colorado State and the University of Wisconsin - Madison, all absolutely free.

From Ayers Leadership Fellows to Pionero Scholars to serving as the official licensing partner for Teach for America Greater Nashville, the College of Education is connecting hundreds of students and teachers outside our traditional graduate and undergraduate programs.

She teaches traditional Chinese landscape painting in her home and at the Chinese community center in Gaithersburg MD; Freda also presents workshops at many nearby Art centers and colleges.

Today we are experiencing a renaissance in this mode of artistic expression, due, in large part, to the National College of Arts in Lahore, Pakistan (NCA), which since the 1980s has taught this traditional practice of wasli paper - and brush - making techniques, paint mixing, narrative style, and iconography.

Formulas based on traditional academic teaching informed most art school curricula, including that of the Philadelphia School of Design for Women (now Moore College of Art and Design) where Neel studied in the 1920s.

Kristen Martin of Whittier Law School teaches an international law section that is intended to support the school's Center for International and Comparative Law.83 Tom Cobb at the University of Washington School of Law has taught an asylum law elective practicum within the first - year LRW program that encompasses research on international human rights norms and laws of other countries.84 Syracuse University College of Law has two LRW sections with an international law focus.85 The students work on an international human rights issue in addition to a traditional domestic brief problem during the spring semester.86

This means leveraging a whole new set of strategies not taught in the traditional college classroom.

Speech and Eloquence, Reading and Chinese teaching, World Literature, Logic, Psychology, Computer, College English, Writing, Basic on Program Design, Masterpieces Appreciation, Traditional Chinese Culture, Japanese Foundation, etc..