Creating and Implementing a Faculty Interest Group for Historically Underrepresented Faculty

This article describes the creation and implementation of a faculty interest group for historically underrepresented faculty at a large, urban community college in the Northeast. Faculty interest groups provide opportunities for faculty across disciplines to meet to explore common interests and share concerns and best practices. The faculty interest group described in this article was designed to explore and address the challenges faced by historically underrepresented faculty and facilitate the process of attaining reappointment, promotion, and tenure. Nationwide, nearly half of community college students come from populations that are also historically underrepresented, and community colleges are challenged to recruit and retain faculty that mirror the student body. Research demonstrates that historically underrepresented faculty members enrich the overall education of all students, and yet a significant number of those faculty members describe their college campuses as unwelcoming. Factors that make campuses unwelcoming for these faculty include, but are not limited to, the following: isolation and marginalization; salary disparities; microaggressions based on race, gender, and sexual identity; heightened visibility; and additional role demands. Community college administrators ought to be concerned with historically underrepresented faculty members’ satisfaction and persistence on campus because these faculty members are vital members of the academy. Faculty interest groups for historically underrepresented faculty may provide the support and professional development opportunities that will ensure their retention and success in academia.     

Flash教学中学生的兴趣培养

兴趣是学生学习的强大动力.Flash教学要针对课程和学生的特点,创造性选择、运用适当教学方法培养学生的兴趣.     

试论数学兴趣的培养

兴趣是最好的老师.要想培养学生的数学兴趣,必须从教师和学生两方面着手,一是学生要有数学意识,二是教师要提高教学艺术,激发学生的兴趣,从而培养学生的数学兴趣.     

浅谈语文学习兴趣的培养

教学中语文教师经常会遇到这样的情况：一些学生虽然不聪明,反应也不是很快,但是对语文学习却有着浓厚的兴趣,语文学习成绩也不错;而有些学生虽然思维敏捷,但是由于缺乏语文学习兴趣,导致语文学习成绩不理想。这就说明,学习兴趣是学习积极性中最现实、最活跃的因素,语文学习成绩的好坏与学生的语文学习兴趣密切相关。     

武术教学中兴趣培养的探讨

武术是优秀的民族传统体育项目，已被列为我国各级各类学校体育课的主要教学内容之一，研究武术教学，培养和激发学生的学习兴趣，对继承和发扬民族文化有重要意义，教学过程就是师生情感建立的过程，其中教师要起重要作用，良好的师生人际关系，严密的教学程序，灵活多样的教学方法，是培养学生的学习兴趣，激发学生的学习热情，提高教学效果的有效途径。     

论现代汉语课程学习兴趣的培养与激发

现代汉语是一门比较枯燥、应用性较强的学科,担任该课程的教师必须承担起培养和激发学生学习现代汉语兴趣的任务。培养兴趣的方法很多,其中丰厚的知识储备和正确的教学理念会使教师具有崇高的威望,学生对具有崇高威望的教师所教的课容易产生浓厚的兴趣;另外先进的教学方法也是培养与激发学生学习兴趣的很重要的手段。     

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.     

Fostering a Sense of Wonder in the Science Classroom

This paper reports on a study undertaken with the primary aim of investigating the role of wonder in the learning process. The study was carried out by a 9th grade science teacher in collaboration with a university professor. The teacher taught two classrooms of 27 and 30 students respectively, by trying to evoke a sense of wonder only in one of them. To this end the teacher identified ideas and phenomena as potential sources of wonder and initiated the instruction through these ideas and phenomena. Observation and especially student optional journals were the main instruments of the research. A quantitative analysis of journal entries made by the students of both classrooms, provided evidence for higher involvement for the students??both males and females??of the classroom where the teacher evoked a sense of wonder. Also an analysis of students?? comments provided evidence that wonder, experienced as astonishment and a shock of awareness can help students change their outlook on natural phenomena. Moreover two paper-and-pencil tests administered at the end of the school year provided additional evidence that wonder had an effect on students?? ability to remember ??wonder-full?? ideas and also an effect on better understanding, of at least, three phenomena. This empirical evidence of better retention and understanding is evidence of the role of wonder as an attention catcher and generally of the role of affective factors in the learning process.     

Fostering Peer Dialogic Engagement in Science Classrooms with an Educational Videogame

This study examines the design and enactment of a secondary physics unit on electromagnetism. The unit used an educational videogame to support peer dialogic engagement in a Singapore secondary school by engaging learners with qualitative physics phenomena. As an example of game-based learning, the unit includes activities and resources that organize a recurring progression of playing and interacting around science that we term play-centered cycles. We incorporate two complementary, qualitative analyses to consider how a recurring progression of playing with and talking about science-mediated peer dialogic engagement across two separate classes. Findings demonstrate that peer dialogic engagement occurred within each play-centered cycle for both classes but that the nature of such engagement varied across cycles and student teams. Additionally, comparative case analyses of focal teams’ peer dialogic engagement illuminate how the design of play-centered cycles productively supported play and learning while also highlighting emerging tensions for sustaining dialogic engagement. Findings underscore the plausibility of this approach to fostering science learning by articulating two principles for designing science learning environments that can guide ongoing efforts to enlist videogames and play in the service of talking about and learning science.

     

谈学生体育兴趣的培养

体育教学的目的是增强学生的体质,促进身心健康,使学生在德育、智育、体育、美育几方面得到全面发展．因此新课程标准实施下对中学生进行正确的体育兴趣的培养是提高他们身心全面发展的重要因素．     

在开放性教学中培养学生的数学学习兴趣

笔者把开放性教学分成两个部分：开放题教学和开放的教学方式。开放题可以分为：条件开放，结论开放，问题开放，策略开放及综合开放的问题。开放的教学方式是指教师的教学方式灵活多样，可以是组织学生合作交流，或学生的独立思考中教师适时插入启发和点拨等多种引导学生自主学习的方式。在开放性教学实践中笔者体会到，这种教学方式对培养学生数学学习的兴趣有较为显著的作用。１．开放性问题一般起点低，在数学的学习上大部分学生也能够参与其中发现一些结论或答案，并能因此体会成功而提高对数学的兴趣。成功的经验容易提高学生的自我效…     

浅谈英语学习兴趣的培养

初中学生如何在3年内达到《英语课程标准》五级的目标要求，并掌握1500左右的词汇量，课外阅读量累计达15万字？这是许多农村教师面临的现实问题。依笔者所见，要培养学生达到课标的目标要求，关键是让学生愿学、乐学、主动、自觉地学。兴趣是关键，是学习的直接推动力。     

Fostering the History of Science in American Science Education

Science &; Education -     

关于培养化学学习兴趣的探讨

学习兴趣是学生探求知识的巨大动力，是发明创造的精神源泉．因而，在化学教学中培养学生的学习兴趣具有十分重要的作用．本文主要从师生情感、教学艺术、教学方法、实验教学、课外活动五个方面探讨了如何在化学教学中培养学生的学习兴趣．     

谈学生练习情绪和兴趣培养

在体育教学中,学生的情绪表现是复杂多样的,如果对体育活动本身感兴趣,就会精神饱满,积极热情地投入,并刻苦学习,努力进取.我们分析了教学过程和来自学生本人方面的因素,总结并得出了体育课中学生练习情绪的培养方法.     

浅谈英语学习的兴趣培养

在英语教学中，教师的一切教学方法都必须以培养学生听、说、读、写能力的提高为目的，着力培养、激发、延伸学生的学习兴趣，处理好教师、教材、学习法之间的关系。     

浅谈大学生习武兴趣的培养和激发

培养和激发大学生习武兴趣，不仅可以提高大学生习武积极性，改善武术动作质量，而且有利于促进学生武术技能的形成，提高教师自身素质，采用灵活的教学手段，充分调动学生学习的积极性，主动性是培养和激发大学生习武兴趣的重要方法，在教学中还应稳定和深化大学生的习武兴趣。     

兴趣与科学

科学发现与人之兴趣、爱好紧密相关。就科学的发生发展历史而言,至少在18世纪之前科学家探索和研究科学,并不是为了个人利益,主要是为了满足人的好奇心和求知欲。人们之所以把科学发现当作一种高级的消遣和娱乐,不仅在于科学拥有一种真、善、美相统一的本质,还在于科学发现能够显现人的理性能力。因此,科学活动和科学发现都是与科学家的兴趣、爱好、猎奇心密切相关的。大量事实证明,兴趣是科学发现的起点,兴趣对于促进科学发现、理论创新和人才培养具有不可替代的作用。     

高职院校图书馆读者阅读兴趣培养刍议

教师和图书馆员必须携手合作,注重高职院校图书读者阅读兴趣的培养,充分利用图书馆教育的独特优势,引导和促进学生学习的自觉性和主动性,以弥补课堂教学的不足.     

努力营造社会科学创新的体制环境

社会转型对社会科学的研究提出了许多新的课题，因而为社会科学的发展提供了良好的契机。但是，社会科学的繁荣和发展还需用特定的体制环境。本文分析了社会科学发展的特殊规律，认为遵循这些特殊规律，营造一种能够促进社会科学繁荣和发展的体制环境十分重要。这种体制环境主要的内容是：宽松自由的学术环境、科学合理的评价体系以及成果导向的管理体制。