Zeitschriftenartikel zum Thema „Faculty of Design“
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Bowers, Shawn, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman und Linda Pastryk. „Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design“. TechTrends 66, Nr. 1 (16.11.2021): 17–28. http://dx.doi.org/10.1007/s11528-021-00679-5.
Der volle Inhalt der QuelleGoldberg, Jay. „Updating Design Faculty Industry Experience“. IEEE Pulse 12, Nr. 5 (September 2021): 24–26. http://dx.doi.org/10.1109/mpuls.2021.3115874.
Der volle Inhalt der QuelleZappe, Sarah E., Kirsten Susan Hochstedt und Elizabeth C. Kisenwether. „Faculty Beliefs of Entrepreneurship and Design Education: An Exploratory Study Comparing Entrepreneurship and Design Faculty“. Journal of Engineering Entrepreneurship 4, Nr. 1 (07.06.2013): 55–79. http://dx.doi.org/10.7814/jeen5v4p5zhk.
Der volle Inhalt der QuelleOuellett, Mathew L. „Faculty Development and Universal Instructional Design“. Equity & Excellence in Education 37, Nr. 2 (Juni 2004): 135–44. http://dx.doi.org/10.1080/10665680490453977.
Der volle Inhalt der QuelleWalvoord, Barbara E., und John R. Breihan. „Helping Faculty Design Assignment-Centered Courses“. To Improve the Academy 16, Nr. 1 (Juni 1997): 349–71. http://dx.doi.org/10.1002/j.2334-4822.1997.tb00334.x.
Der volle Inhalt der QuelleGoldberg, Jay. „Faculty Intellectual Property in Capstone Design Projects [Senior Design]“. IEEE Pulse 7, Nr. 2 (März 2016): 54–55. http://dx.doi.org/10.1109/mpul.2015.2513730.
Der volle Inhalt der QuelleNaive, Anna Fay E. „Design and implementation of faculty class attendance monitoring system using BLE beacons“. Indian Journal of Science and Technology 13, Nr. 40 (31.10.2020): 4234–43. http://dx.doi.org/10.17485/ijst/v13i40.1527.
Der volle Inhalt der QuelleOguz, Fatih, und Shimelis Assefa. „Faculty members’ perceptions towards institutional repository at a medium-sized university“. Library Review 63, Nr. 3 (27.05.2014): 189–202. http://dx.doi.org/10.1108/lr-07-2013-0088.
Der volle Inhalt der QuelleHill, Emorcia V., Michael Wake, René Carapinha, Sharon-Lise Normand, Robert E. Wolf, Keith Norris und Joan Y. Reede. „Rationale and Design of the Women and Inclusion in Academic Medicine Study“. Ethnicity & Disease 26, Nr. 2 (20.04.2016): 245. http://dx.doi.org/10.18865/ed.26.2.245.
Der volle Inhalt der QuelleSanczyk, Anna, Lisa R. Merriweather, Cathy D. Howell und Niesha C. Douglas. „STEM doctoral mentoring: a call for a conscious, culturally responsive journey“. International Journal of Mentoring and Coaching in Education 10, Nr. 3 (03.06.2021): 284–97. http://dx.doi.org/10.1108/ijmce-07-2020-0034.
Der volle Inhalt der QuelleDallas, Bryan K., und Matthew E. Sprong. „Assessing Faculty Attitudes toward Universal Design Instructional Techniques“. Journal of Applied Rehabilitation Counseling 46, Nr. 4 (01.12.2015): 18–28. http://dx.doi.org/10.1891/0047-2220.46.4.18.
Der volle Inhalt der QuelleXu, Hong. „Faculty use of a learning object repository in higher education“. VINE Journal of Information and Knowledge Management Systems 46, Nr. 4 (14.11.2016): 469–78. http://dx.doi.org/10.1108/vjikms-05-2016-0024.
Der volle Inhalt der QuelleKırkıç, Kamil, Zehra Sedef Korkmaz, Selçuk Doğan, Ümran Yazıcılar Nalbantoğlu und Sina Güzin Cengiz. „Faculty development to design effective online courses: Responding to requirements“. Tuning Journal for Higher Education 11, Nr. 2 (31.05.2024): 163–89. http://dx.doi.org/10.18543/tjhe.2597.
Der volle Inhalt der QuelleWishkoski, Rachel, Kacy Lundstrom und Erin Davis. „Faculty Teaching and Librarian-Facilitated Assignment Design“. portal: Libraries and the Academy 19, Nr. 1 (2019): 95–126. http://dx.doi.org/10.1353/pla.2019.0006.
Der volle Inhalt der QuelleSipe, Brenda S. „Engaging Faculty and Students with Design Thinking“. Department Chair 29, Nr. 4 (April 2019): 22–24. http://dx.doi.org/10.1002/dch.30257.
Der volle Inhalt der QuelleAlarbad, Abdulhadi Hasan, Anas Mohammed Alsharif und Salem Omar SatI. „Campus Network Design for Information Technology Faculty“. International Journal of Advanced Networking and Applications 15, Nr. 06 (2024): 6211–17. http://dx.doi.org/10.35444/ijana.2024.15608.
Der volle Inhalt der QuelleAl-Tarawneh, Hussien Ahmad, und Mania Moayyad Mubaslat. „Design and Use of Management Accounting and Control Systems in the Jordanian Universities' Faculties“. International Journal of Accounting and Financial Reporting 1, Nr. 1 (13.01.2012): 242. http://dx.doi.org/10.5296/ijafr.v1i1.773.
Der volle Inhalt der QuelleKyei-Blankson, Lydia, und Jared Keengwe. „Faculty-Faculty Interactions in Online Learning Environments“. International Journal of Information and Communication Technology Education 7, Nr. 3 (Juli 2011): 25–33. http://dx.doi.org/10.4018/jicte.2011070103.
Der volle Inhalt der QuelleChen, Chia-Chi, und Dian-Fu Chang. „Exploring International Faculty’s Perspectives on Their Campus Life by PLS-SEM“. Sustainability 14, Nr. 15 (29.07.2022): 9340. http://dx.doi.org/10.3390/su14159340.
Der volle Inhalt der QuelleBose, Mallika, Eliza Pennypacker und Thomas Yahner. „Enhancing Critical Thinking Through “Independent Design Decision Making” in the Studio“. Open House International 31, Nr. 3 (01.09.2006): 33–42. http://dx.doi.org/10.1108/ohi-03-2006-b0005.
Der volle Inhalt der QuelleFarrukh, Khadija, und Fareeha Shahid. „Programmatic assessment prototype design using integrated system thinking and design thinking framework“. Journal of the Pakistan Medical Association 73, Nr. 10 (13.09.2023): 2009–12. http://dx.doi.org/10.47391/jpma.8569.
Der volle Inhalt der QuelleLavoie, David, und Andrew J. Rosman. „Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation“. Issues in Accounting Education 22, Nr. 1 (01.02.2007): 105–18. http://dx.doi.org/10.2308/iace.2007.22.1.105.
Der volle Inhalt der QuelleJohnson, Benjamin A., Rachel Arocho und Anton O. Tolman. „Mentoring by design: Examples of effective faculty development programs“. New Directions for Teaching and Learning 2023, Nr. 175 (September 2023): 101–10. http://dx.doi.org/10.1002/tl.20563.
Der volle Inhalt der QuelleO’Meara, KerryAnn, Dawn Culpepper und Lindsey L. Templeton. „Nudging Toward Diversity: Applying Behavioral Design to Faculty Hiring“. Review of Educational Research 90, Nr. 3 (08.04.2020): 311–48. http://dx.doi.org/10.3102/0034654320914742.
Der volle Inhalt der QuelleSanabria, Jesús. „The Librarian and the Collaborative Design of Effective Library Assignments: Recommendations for Faculty on Question Design for Student Success in Research Assignments“. Collaborative Librarianship 5, Nr. 4 (2013): 243–45. http://dx.doi.org/10.29087/2013.5.4.02.
Der volle Inhalt der QuelleKirsch, Breanne. „The Universal Design for Learning Academy for Faculty Across Disciplines“. Journal of Technology-Integrated Lessons and Teaching 2, Nr. 1 (23.06.2023): 39–50. http://dx.doi.org/10.13001/jtilt.v2i1.7655.
Der volle Inhalt der QuelleWilson-Fetrow, Madalyn, Vanessa Svihla, Abhaya K. Datye, Jamie Gomez, Eva Chi und Sang Han. „Developing a “Revolution”: Design Challenges in a Chemical Engineering Department“. International Journal of Designs for Learning 15, Nr. 1 (14.02.2024): 38–55. http://dx.doi.org/10.14434/ijdl.v15i1.34535.
Der volle Inhalt der QuelleFodrey, Crystal N., und Meg Mikovits. „Theorizing WAC faculty development in multimodal project design“. Across the Disciplines 17, Nr. 1-2 (2020): 42–58. http://dx.doi.org/10.37514/atd-j.2020.17.1-2.04.
Der volle Inhalt der QuelleOHBUCHI, Yoshifumi. „Necessity of Design Education in Faculty of Engineering“. Journal of JSEE 70, Nr. 2 (2022): 2_172. http://dx.doi.org/10.4307/jsee.70.2_172.
Der volle Inhalt der QuelleHawk, Thomas F., und Amit J. Shah. „An Integrated Course Design Model for Beginning Faculty“. Organization Management Journal 11, Nr. 3 (03.07.2014): 180–92. http://dx.doi.org/10.1080/15416518.2014.940438.
Der volle Inhalt der QuelleBender, Diane M. „Interior Design Faculty Intentions to Adopt Distance Education“. Journal of Interior Design 29, Nr. 1-2 (September 2003): 66–81. http://dx.doi.org/10.1111/j.1939-1668.2003.tb00385.x.
Der volle Inhalt der QuelleManzini, Maria Rita. „Parameters and the design of the Language Faculty“. Evolutionary Linguistic Theory 1, Nr. 1 (24.04.2019): 24–56. http://dx.doi.org/10.1075/elt.00003.man.
Der volle Inhalt der QuelleCalamia, Dari K., Susan B. Prude, Rhonda K. Pecoraro und Eileen L. Creel. „Nursing faculty perceptions of student faculty interactions“. Journal of Nursing Education and Practice 13, Nr. 1 (21.09.2022): 45. http://dx.doi.org/10.5430/jnep.v13n1p45.
Der volle Inhalt der QuelleKeefe, M., J. Glancey und N. Cloud. „Assessing Student Team Performance in Industry Sponsored Design Projects“. Journal of Mechanical Design 129, Nr. 7 (05.02.2007): 692–700. http://dx.doi.org/10.1115/1.2722791.
Der volle Inhalt der QuellePoelstra, Paul L. „Faith-Praxis Integration in Research Design and Statistics“. Journal of Psychology and Theology 37, Nr. 1 (März 2009): 62–69. http://dx.doi.org/10.1177/009164710903700107.
Der volle Inhalt der QuelleKennette, Lynne N., und Nathan Andrew Wilson. „Universal Design for Learning (UDL)“. Journal of Effective Teaching in Higher Education 2, Nr. 1 (17.04.2019): 1–26. http://dx.doi.org/10.36021/jethe.v2i1.17.
Der volle Inhalt der QuelleLambert, Kayla, Dana Sanders Dorris und Amy Williams. „The Effects of Structured Mentorship and Onboarding of Novice Nursing Faculty“. Journal of Nursing Education 63, Nr. 6 (Juni 2024): 405–8. http://dx.doi.org/10.3928/01484834-20240404-09.
Der volle Inhalt der QuelleSalajegheh, Mahla. „Design, implementation and evaluation of a long-term educational faculty development program for clinical faculty“. Journal of Medical Education Development 15, Nr. 46 (01.09.2022): 54–60. http://dx.doi.org/10.52547/edcj.15.46.54.
Der volle Inhalt der QuelleHromalik, Christopher D., William N. Myhill und Nancy R. Carr. „“ALL Faculty Should Take this”: a Universal Design for Learning Training for Community College Faculty“. TechTrends 64, Nr. 1 (05.11.2019): 91–104. http://dx.doi.org/10.1007/s11528-019-00439-6.
Der volle Inhalt der QuellePotthoff, Joy. „Design for Communication: Post-Occupancy Evaluation of Classroom Spaces“. Open House International 34, Nr. 1 (01.03.2009): 26–34. http://dx.doi.org/10.1108/ohi-01-2009-b0004.
Der volle Inhalt der QuelleChan, Eddie. „An Education of Intuition and Process: Learning Architectural Design at Hong Kong Design Institute“. Cubic Journal, Nr. 3 (November 2020): 166–81. http://dx.doi.org/10.31182/cubic.2020.3.030.
Der volle Inhalt der QuellePaparozzi, Ellen T., und David P. Lambe. „Designing Success: Teaching Floral Design Through an Industry Partnership“. HortTechnology 4, Nr. 1 (Januar 1994): 76–77. http://dx.doi.org/10.21273/horttech.4.1.76.
Der volle Inhalt der QuelleBanaś, Michal, und Jarosław Stryczek. „Role of the Machine Design Courses in the Mechatronic Faculty“. Solid State Phenomena 147-149 (Januar 2009): 908–11. http://dx.doi.org/10.4028/www.scientific.net/ssp.147-149.908.
Der volle Inhalt der QuelleSyahputra, Fahmy, Amirhud Dalimunthe und Uli Basa Sidabutar. „Industrial field work practice information system design“. Journal of Physics: Conference Series 2193, Nr. 1 (01.02.2022): 012089. http://dx.doi.org/10.1088/1742-6596/2193/1/012089.
Der volle Inhalt der QuelleDuong, Minh-Quang. „The Effects of University Environment Factors on Faculty Members’ Teaching Efficacy in Vietnam“. International Research in Education 5, Nr. 2 (26.09.2017): 29. http://dx.doi.org/10.5296/ire.v5i2.11738.
Der volle Inhalt der QuelleMuñoz Carril, Pablo César, Mercedes González Sanmamed und Nuria Hernández Sellés. „Pedagogical roles and competencies of university teachers practicing in the e-learning environment“. International Review of Research in Open and Distributed Learning 14, Nr. 3 (05.07.2013): 462. http://dx.doi.org/10.19173/irrodl.v14i3.1477.
Der volle Inhalt der QuelleKennette, Lynne N., und Morgan Chapman. „Shaping Inclusive Learning: A Comparative Study Of UDL Engagement Pre- And Post-Pandemic In One Ontario College“. Papers on Postsecondary Learning and Teaching 7 (26.06.2024): 99–103. http://dx.doi.org/10.55016/ojs/pplt.v7y2024.77483.
Der volle Inhalt der QuelleMrduljas, Maroje, und Dafne Berc. „Design versus Discourse“. Materia Arquitectura, Nr. 01 (08.05.2021): 84–91. http://dx.doi.org/10.56255/ma.v0i01.441.
Der volle Inhalt der QuelleWang, Jianfeng, William J. Doll und Xiaodong Deng. „A Model of System Re-Configurability and Pedagogical Usability in an E-Learning Context“. Journal of Organizational and End User Computing 22, Nr. 3 (Juli 2010): 66–81. http://dx.doi.org/10.4018/joeuc.2010070104.
Der volle Inhalt der QuelleJeon, Hyeonjeong, Kiyong Park und Echeol Kang. „"Faculty Members' Concerns of Teaching and Instructional Design Practice"“. Journal of Educational Technology 25, Nr. 3 (30.09.2009): 79–103. http://dx.doi.org/10.17232/kset.25.3.79.
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