http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 25 May 2013 05:01:23 PDT Sat, 25 May 2013 05:01:23 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=580230 The Course in College Teaching is a graduate level course designed as part of the College Teacing Certificate Program at the University of Oklahoma. The College Teaching Certificate Program was designed by Dee Fink and has been a graduate level certificate program at OU for over 10 years. I redesigned the foundation course in 2006 to focus more on course design leading to classroom teaching strategies that are practiced in graduate teaching assignments. While we continued some teaching exercises in the course, the emphasis in the course was critically examining how to design a course that draws from literature on effective teaching and learning. To facilitate learning, students designed courses in their discipline over the course of the semester. The course design is "inquiry based" and is easily replicable. While Dr. Fink's book is not necessarily designed as a "text״, it provides a great foundation for thinking about how to design courses and served this course quite well. http://www.merlot.org/merlot/viewMaterial.htm?id=643166 Dr. Angus was interviewed by Laureano Ralon on August 25th, 2010 as part of the Figure/Ground Communication scholarly interview series: http://www.figureground.ca/interviews/Ian Angus is currently Professor of Humanities at Simon Fraser University. He emigrated from England to Canada in 1958 and currently lives in East Vancouver with his wife Viviana and daughter Cassandra. While an undergraduate student at the University of Waterloo in the late 1960s and early 1970s, he became involved in the politics of the New Left. While this influence has changed and developed, it has never left his work. Ian’s intellectual formation began at the same time with the 20th century European philosophies of phenomenology and the Frankfurt School of critical theory. His dissertation from the Graduate Programme in Social and Political Thought at York University was revised into a first book, Technique and Enlightenment (1984) which probed the historical sources of the ‘instrumental reason’ that legitimates the modern advance of technology and argued for a form of technology assessment that is not only ethical but pertains also to the construction of human identity. A significant turn in Angus’ work occurred when he began a critical engagement with the history of English Canadian social and political thought, which resulted in A Border Within: National Identity, Cultural Plurality and Wilderness (1997), which was widely reviewed in both the academic and popular press. Ian writes on philosophy, politics, social movements, technology, communication and the university. Some of his essays are available on his web site. http://www.merlot.org/merlot/viewMaterial.htm?id=706756 The information, presented in an actual ePortfolio format, represents research done by a Special Interest Group from Michigan State University MAET program. In this resource, you will find compelling information about using ePortfolios to capture and assess the work done by High School students who are 21st Century Learners. ePortfolios excite, engage and meet NETS Standards for both student and teacher. We have also included funding resources for implementing an ePortfolio program at your institution. http://www.merlot.org/merlot/viewMaterial.htm?id=609682 Neuroscience is a comprehensive lecture and laboratory course that provides an integrated multidisciplinary study of the structure and functional relationships of the central and peripheral nervous systems. Essential to a proper understanding of Neurosciences is the ability to classify, correlate, associate and link the various entities and modules, much the same way as normal human cognition works in real life. This subject assumes basic knowledge of anatomy of Head and Cranial nerves. The syllabus is divided into easily understandable modules based on Snell’s chapter, supplemented by Board Review Series. Neurobiology and neurophysiology, brain metabolism, and the effects of damage and disease on cells of the central nervous system are covered in detail in the initial part of the course. Students are also introduced to techniques of neuro-imaging and taught introductory clinical assessment during this time. Thereafter the entire central nervous system, from spinal cord upwards to the cerebral cortex, is covered in minute detail. Each component of CNS is subdivided into two parts; the normal concepts and the pertinent clinical correlations. Knowledge is imparted by comprehensive techniques that utilize visual, verbal, auditory and kinesthetic learning styles of individuals. Learning is enhanced through laboratory gross brain dissection, imaging techniques and discussion of clinical correlations. Research skills are honed by subjecting students to a small project work, which they have to present towards the end of the course.