Induction into the Purdue University Teaching Academy. Award received 2003.

It has been slightly more than 25 years since the Division of Chemical Education was established within the Department of Chemistry at Purdue University. This graduate program was created to promote content-based education research that focused on the particular problems of teaching and learning in chemistry. Another goal of this program is to increase the amount of research being done on the teaching and learning of chemistry in advanced-level undergraduate courses, such as organic and physical chemistry, or biochemistry. A similar approach has recently been adopted within the College of Engineering at Purdue through the creation of the first School of Engineering Education in the U.S. in order to facilitate rigorous education research that goes beyond the limits of traditional engineering education. We believe that content-based research such as the work being carried out in these programs provides one of the best ways to improve teaching and learning at the tertiary level in order to meet the needs of our global and local society. This paper therefore describes these two content-based education research programs at Purdue University in order to provide models for other institutions to apply as they think about ways to meet their nation's needs.

This paper looks at the history of the Indiana Academy of the Social Sciences (IASS) and the organization’s contributions to the field. Through a careful examination of documents, newsletters, minutes, and correspondence, a rich account unfolds, demonstrating unceasing commitment to advancing research in multiple disciplines. The IASS built bridges between and among colleges and universities across the state, as well as with state institutions, professional associations, libraries, and high schools. For 85 years, it has promoted camaraderie and respect and has succeeded in fostering support for all of the social sciences.

CLCWeb: Comparative Literature and Culture, 2011

In his article, "Globalization, Pedagogical Imagination, and Transnational Literacy," Ezra Yoo-Hyeok Lee explores the juncture of comparative literature, globalization and postcolonial studies as to how creative writers, literary critics, and cultural theorists respond to globalization and its challenges. Arjun Appadurai expounds that globalization has demanded new research conceptualization and invention in academia. Subsequently, Lee investigates methods through which educators and scholars in comparative literature take up such a demand. In turn, Lee proposes a transnational literacy which offers a responsible form of cultural explanation, through which to explore the interrelations between the national and the postcolonial or global paradigms, both emergent as frames of current cultural change. Lee also offers a close reading of critical works by Gayatri Chakravorty Spivak, Diana Brydon, and David Damrosch to elaborate on the concept of transnational literacy and to consider ways of circumnavigating around Eurocentrism in comparative literary and cultural studies.

This paper examines how strategic capabilities influence the performance implications of a niche orientation in Turkey, Mexico, China and the United States. Results suggest substantial differences across nations, industries, and performance measures. The pursuit of a niche orientation was a positive predictor of performance in all instances in which it was significant. Both management and technology capabilities were important drivers of performance, but resulted varied markedly between ROA and sales growth. Both categories of capabilities were significant predictors of ROA in US manufacturing and service industries, but no more than one category was significant in any of the final regression models for businesses in the other nations.

Journal of Educational Technology Development and Exchange, 2009

Abstract: The Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University in the US was established in 2006 to integrate engineering and engineering thinking into the Pre-Kindergarten-12th grade education. The institute provides elementary teachers with pioneering professional development in engineering education through a week-long face-to-face Summer Academy and an online professional development program. The purpose of this paper is to describe the process of the P-6 engineering ...

College & Undergraduate Libraries, 2010

Many institutions of higher education are designing spaces to facilitate learning. Libraries have created information or learning commons to support this activity. This article draws from the literature and best practices to explore this new direction. Academic libraries have focused on student learning and the teaching of skills and strategies that develop information literacy competency. Although there is an assumption that learning commons facilitate student learning, there is a need to more closely connect this new environment with information literacy and pedagogy and to demonstrate its merits in enhancing learning. A basic premise is that each learning commons that is planned well will be unique. This is because a key component of the planning process is to understand the campus perspective, student learning styles and preferences, and the role of the campus library. The combination of those factors will result in a learning commons that supports its own institutional priorities and profile in a specialized manner.This article is in the form of a panel discussion that explores possible relationships between the learning commons and student learning, pedagogy, and information literacy. The “panel members” are the authors who represent three different perspectives that should be interrelated when planning learning commons. These perspectives are (1) the scholarly perspective that provides an empirical foundation for decision-making, (2) the perspective of a library administrator who builds the relationships needed for successful external collaboration, and (3) the perspective of a librarian who implements the vision for a learning commons. The panelists discuss a number of topics including (1) the scholarly basis for a learning commons as a focal point for enhancing student learning, pedagogy, and information literacy, (2) how a library administrator can create and communicate a vision that focuses on information literacy and student learning, (3) how a practicing librarian can promote information literacy, pedagogy, and student learning through a learning commons, and (4) engaging all stakeholders to promote consideration of pedagogical approaches through the learning commons. Finally, there are recommendations for research and practice about the learning commons and information literacy.

Jurnal Peternakan Indonesia (Indonesian Journal of Animal Science)

Merkur 901, 2024

Rezension von "Der Diskurs der Philosophie"