Zobrazeno 1 - 10
of 144
pro vyhledávání: '"Edward Price"'
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-32 (2024)
Abstract Faculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for faculty seeking professional growth
Externí odkaz:
https://doaj.org/article/736f14132a7a4a77b35a34245e433e3b
Publikováno v:
Pharmaceutics, Vol 16, Iss 7, p 846 (2024)
Current drug development tends towards complex chemical molecules, referred to as “beyond rule of five” (bRo5) compounds, which often exhibit challenging physicochemical properties. Measuring Caco-2 permeability of those compounds is difficult du
Externí odkaz:
https://doaj.org/article/a94c5963141f476788baf6d1cae2be35
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-20 (2022)
Abstract Background Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing exp
Externí odkaz:
https://doaj.org/article/937edb4a6f0046e0855d11fb617d8436
Autor:
Alexandra C. Lau, Makenna Martin, Adriana Corrales, Chandra Turpen, Fred Goldberg, Edward Price
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-24 (2021)
Abstract Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide
Externí odkaz:
https://doaj.org/article/37f97426b66e4b99aee16bd6b2b47282
Autor:
Edward Price, Alexandra C. Lau, Fred Goldberg, Chandra Turpen, P. Sean Smith, Melissa Dancy, Steve Robinson
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-26 (2021)
Abstract Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potentia
Externí odkaz:
https://doaj.org/article/bb55f86dd6414cd3a1e4cff746c87ad0
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-15 (2020)
Abstract Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and disseminat
Externí odkaz:
https://doaj.org/article/e142b9c8e86b4a178f1695094bc5ad22
Publikováno v:
IEEE Access, Vol 7, Pp 116465-116479 (2019)
This research sought to establish which in-situ measures of cognitive fatigue, physical activity, social interaction, location, emotional state and facial landmarks, made using a smartphone application, could be used to indicate episodes of cognitive
Externí odkaz:
https://doaj.org/article/a073137b86784967bf435e7843ca5bc0
Autor:
Rebecca Chaplin-Kramer, Sarah Sim, Perrine Hamel, Benjamin Bryant, Ryan Noe, Carina Mueller, Giles Rigarlsford, Michal Kulak, Virginia Kowal, Richard Sharp, Julie Clavreul, Edward Price, Stephen Polasky, Mary Ruckelshaus, Gretchen Daily
Publikováno v:
Nature Communications, Vol 8, Iss 1, Pp 1-8 (2017)
Life cycle assessments are used by corporations to determine the sustainability of raw source materials. Here, Chaplin-Krameret al. develop an improved life cycle assessment approach incorporating spatial variation in land-use change, and apply this
Externí odkaz:
https://doaj.org/article/5973599fda9a4b16833e1facc3093692
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020145 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] A level of curricular design, called design tactics, is identified to fill a gap in the research literature between the broad principles that guide curricul
Externí odkaz:
https://doaj.org/article/e83af9caf6864993b2c98730be6d3206
Autor:
Danielle B. Harlow, Valerie K. Otero, Anne E. Leak, Steve Robinson, Edward Price, Fred Goldberg
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020155 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday
Externí odkaz:
https://doaj.org/article/62950fef382149399b079648e77192d9