Browsing Institute Effective Teaching Committee (IETC) by Issue Date
Now showing items 1-20 of 62
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Lecturing
(Rochester Institute of Technology, 2001) -
The Faculty learning community
(Rochester Institute of Technology, 2001) -
Type dominant project within editorial design
(Faculty Learning Community, 2002) -
Collaborative learning activities in Economics
(Faculty Learning Community, 2002) -
Pre-tests for reading motivation
(Faculty Learning Community, 2002)This report briefly describes my project for the 2001-02 Faculty Learning Community at RIT. Each of us in the community was asked to come up with something new that could potentially enhance learning in one of our classes. ... -
Immunology outside of the box
(Faculty Learning Community, 2002) -
Experimenting with myCourses and Cooperative Group Learning
(Faculty Learning Community, 2003) -
Increasing active learning in Workshop Calculus
(Faculty Learning Community, 2003) -
Individual Speech-Language Therapy
(Faculty Learning Community, 2004) -
Programming for Information Technology IIA Winter (20032)
(Facutly Learning Community, 2004)Active learning is based on the constructivist approach to learning where students become active participants in the learning process. This approach is most effective when the students drive the exercise and the instructor ... -
Analytical Chemistry: Separations
(Faculty Learning Community, 2004) -
Course: Parallel Computing II
(Faculty Learning Community, 2004) -
Discourse Analysis for Interpreters
(Faculty Learning Community, 2004) -
Calculus III
(Faculty Learning Community, 2004) -
Calculus A: Calculus I with Analytical Geometry
(Faculty Learning Community, 2005) -
Pay attention!
(Faculty Learning Community, 2006) -
Clickers in the classroom
(Faculty Learning Community, 2006) -
Promoting teamwork in an introductory programming course
(Faculty Learning Community, 2006) -
Improvement of students' performance by using the homeworks
(Faculty Learning Community, 2006) -
Teaching metaphor: Salad maker
(2007)I am a salad maker. I like to take the various ingredients (students) and look at them as individuals with their unique taste, aroma, etc. I look at their social indicators, race, gender, religion, etc. These ingredients ...