Modules curriculum

Davidson next spoke of the Carnegie Mellon initiative Environment Across the Curriculum. The initiative goal is to introduce environmental modules into nonenvironmental courses. Davidson provided many examples of successful environmental modules being integrated into departments across other college campuses... 

Undergraduate Green Engineering Freshmen Curriculum Module Rowan University David Shonnard... 

The CASPiE curriculum model incorporates 6- to 8-week research modules authored by active research faculty (CASPiE 2005). The... 

The research-based approach to laboratory education achieves many educators goals for the undergraduate laboratory curriculum (Nagda et al. 1998 Wenzel 2003 Lopatto 2004 Seymour et al. 2004), such as increasing student motivation (Module author 4) and developing an interest in the topic (Student 4). CASPiE modules place the students laboratory work in the context of ongoing scientific research and, in turn, increase student motivation for the laboratory work. Students acquire hands-on laboratory skills as they carry out their experiments. 

Practice in Education (CASPiE) program in Chapter 10. These modules provide first- and second-year students with access to research experiences as part of the mainstream general and organic chemistry curriculum create a collaborative research group environment for students in the laboratory provide access to advanced instrumentation for all members of the collaborative to be used for undergraduate research experiences and create a research experience that is engaging for women and for ethnic minorities and appropriate for use at various types of institutions, including those with diverse populations. 

Cann, M. C. Dickneider, T. A. Infusing the Chemistry Curriculum with Green Chemistry Using Real-World Examples, Web Modules, and Atom Economy in Organic Chemistry Courses, J. Chem. Educ. 2004, 81, 977-980. 

In the mid-1990s, Carnegie Mellon University s Environmental Institute began to implement the Environment across the Curriculum initiative (75). The goal was to develop modules that contained environmental themes that could be used in courses in every college in the university... One of the modules, which focused on green chemistry and was specifically designed for the first year chemistry student, will be discussed. 

Chamra, L. Parsons, J.A. James, C. Hodge, B.K. Steele, W.G. Desiccant Dehumidification Curriculum Module for Engineering/Technology echnology HVAC Courses, Mississippi State University, 2000. 

Abstract In the Netherlands a new context-based curriculum has been designed to cope with the problem of the diminishing attention for chemistry as a subject. The curriculum consists of a number of modules in which a context is introduced. Based on scientific questions related to the context chemical concepts are discussed with the students. An experiment preliminary to implementation is being carried out in 20 schools. The design of the curriculum and the first results of this experiment are presented in this paper. A number of problems have been encountered. It seems possible to attain the ultimate goal of nationwide implementation in 2012. 

This curriculum is supposed to be introduced nationally in 2012. The ultimate goal of this experiment is to formulate a curriculum that can be used by most teachers in the Netherlands. Up to now teachers used two or three modules in a school year. In the experiment only modules and bridge lessons are used. 

We will develop and place on the Web an introduction to green chemistry and some green chemistry teaching modules. Over the academic years to come we will insert these modules into the courses that we teach in order to green the chemistry curriculum. The following courses will be affected ... 

The set of modules developed under the auspices of American Chemical Society (ACS) is the latest trend to organise chemistry curriculum. The module entitled Combatting the Hydra is designed for lower secondary schools. It consists of relevant units which acquaint students with the anticipated side effects for every new development. They use advances in fibres, post control, food... 

SETI Institute. Voyages Through Time Six high school curriculum modules. 

While we could not have said this a decade or two ago, there is now a plethora of resources for injecting the history of chemistry into chemistry. There are, for example, easily accessible chemical education videotapes innovative curriculum modules museum exhibits vivifying chemistry s past web sites devoted to a single famous chemist day-by-day history of chemistry calendars interactive, cross-referenced timelines and illustrated history of chemistry essays in textbooks. 

Westbroek, H. B., Bulte, A. M. W., Pilot, A. (2000). Development of a prototype module An example of a new vision on an A-level chemistry curriculum. In O. De Jong, E. R. Savelsbergh, A. Alblas (Eds.), Teaching for scientific literacy context, competency, curriculum. Utrecht Cdp -Press. 

The need to provide for both generalists and specialists is a considerable challenge for advocates of context-based curricula. A recent report (University of York Science Education Group, 2001) advocates a differentiated approach a core science curriculum for all, together with optional additional modules for those who wish to specialise in future. With such an arrangement, core science can be truly context-based and feature the kind of science that students will find useful throughout their lives. The optional modules, while taking a context-based approach where appropriate, are freed of the need to manufacture contrived contexts where these are not appropriate. 

However, the curriculum defines the particular modules related to the Manufacturing Engineering coursework and G-CE (Specific Competences of Bachelor Degree) (see Table 2). 

Again, the curriculum definition includes the particular modules that are related to Manufacturing Engineering (see Table 4), M-SC (Master s Specific Competences). 

The teaching-learning module uses a structure that comes from the socio-scientific issue, via learning about the content behind the issue, towards questions of evaluation and reflecting the issue from different perspectives and in the foreground of the societal discourse. This structure is parallel to those suggested in the curriculum models by Holbrook and Ran-nikmae and Marks and Eilks for societal-oriented or even SSI-driven science education, respectively. 

These outcomes where further highlighted in the feedback from students on the module as a whole. Although a questionnaire was not provided to assess the learning opportunities specifically, the students did indicate in the general assessment of the module that more time should be spent to discuss the assignments presentations and associated learning thereof. This is addressed in the conceptual model for the curriculum design of the module. 

---