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Case, Michael A. "Network infrastructure essentials course development." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MCase2007.pdf.
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Hixon, Emily. "Collaborative online course development the faculty experience /." [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3167808.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Chairperson: Curtis J. Bonk. "Title from dissertation home page (viewed Nov. 2, 2006)."
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Li, Tsiloon. "Understanding skeletal development across the life course." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/385222/.
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Health can be influenced by a number of factors and there is evidence to suggest that environmental cues during early-life stages greatly affect disease susceptibility in adulthood. Incidences of bone disease are becoming increasingly prevalent and it is believed that bone health in later life may be determined during foetal and neonatal stages. Currently, surrogate measures of bone strength (bone mineral density and content) are used to assess the risk to fracture, but are acknowledged to predict only a proportion of clinical cases. Therefore, it is important to understand and develop supplementary fracture risk to augment traditional tools. There has been difficulty in characterising the mechanical strength and toughness of bone due to the complexity of the hierarchical structure and compositional material properties. The bone quality framework describes the material and structural contributions to bone mechanical performance and hence utilisation of parameters associated with these contributors, alongside conventional bone mass measurements through densitometry, may improve the accuracy of fracture risk assessment. A myriad of factors have been suggested to affect bone health and therefore the current challenge is to identify the most influential. At present, there lacks a model that fully describes how material and structural factors act together throughout the bone hierarchy to affect the mechanical properties and fracture toughness of a whole bone, as well as how environmental factors may adapt these features. Within this project the relationship between biological alterations in bone formation and how this adapts material and microscale architecture are explored, with a view to assess the effect on whole bone mechanics. An initial pilot study on the effect of maternal low dietary protein during pregnancy on second generation female rat bone health was conducted to establish methodological protocol. Specifically, this project investigated the effect of maternal vitamin D, a known contributory factor in bone health, on offspring skeletal development and health. It was hypothesised that cellular activity can influence organ-level bone properties through control of the bone matrix and that subtle environmental assaults, such as low maternal protein or vitamin D, can alter this highly regulated process. Results from measuring bone i) gene expression, ii) micromechanics, iii) composition, iv) architecture, v) fracture toughness and vi) whole-bone mechanics in murine models have shown increased expression levels to be significantly correlated to an increase in microindentation distances at multiple locations along the femur and a reduction in cortical bone thickness and mechanical competence at the femur diaphysis. In particular, Runx2 expression was indicative of bone structure and mechanics, emphasising the importance of exploring the link between biological and mechanical bone environments further to understanding skeletal development and health. Investigation into the effect of maternal low protein status during pregnancy on female second generation offspring bone health health at 70 days of age demonstrated no significant differences between low protein background and control rats. Although a trend of lower mean osteogenic gene expression levels, lower mean fracture toughness, lower mean maximum load in whole bone mechanical testing and increased micromechanical indentation distances were observed in low protein animals, no significance was reached suggesting no persistent change is present from grand-maternal dietary protein status in second generation offspring. The effect of vitamin D deficiency during in utero life on offspring bone development was subsequently assessed using this multi-disciplinary experiment strategy in rats. Although the importance of vitamin D in childhood and adulthood bone health is established, the role of vitamin D in utero towards post-birth bone health remains contentious. Vitamin D deficient offspring at 21 days of age (childhood) were observed to have reduced diaphyseal cross section area and reduced mechanical capability in males. No further differences were found in gene expression, composition or material properties and no differences were identified in females. At 140 days of age (adulthood), negligible differences were found between control and vitamin D depleted animals in any bone health outcomes. These results indicate vitamin D depletion during in utero life has limited impact on skeletal health of rats at 140 days old. Critically, the detrimental effects of bone caused by vitamin D depletion at 21 days of age in male rats appears to have been recovered in adulthood after resuming a vitamin D sufficient diet after birth. Therefore, these results suggest vitamin D suffciency during childhood is essential for skeletal development. In summary, these results highlight the importance of the relationship between bone biological mechanisms and bone structure/mechanics across different length scales. Appreciation of this link enables comprehension of how skeletal development is established and the consequent effect of any challenges caused by disease. Furthermore, uncovering the aetiology of bone disease will enable the development of improved prophylactic measures, diagnosis and therapeutic strategies.
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Lidgren, Alexander. "A sustainable course for higher education." Lund, Sweden : International Institute for Industrial Environmental Economics, 2004. http://www.iiiee.lu.se/Publication.nsf/$webAll/14E0DB35970472A7C1256F9D00527E97/$FILE/Alexander%20Lidgren.pdf.
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Dodge, Nathan. "Course development for a college Java programming class." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/NDodge2005.pdf.
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Thompson, Katherine M. "Charting a course towards self-managed leadership development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59487.pdf.
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Casper-Curtis, Abbey L. "Virtual team development in a college course setting." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002caspercurtisa.pdf.
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Young, Daniel O. "Utah Valley University Aviation Science Course Development Training." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3090.
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This report details the development of a training program intended to teach instructional designers (IDs) and subject matter experts (SMEs) how to develop online courses. The training was developed for Utah Valley University's Aviation Science department in order to help meet a course production deadline. The development process follows the Diamond model and a variation on that model was used in producing the training course. Once the training had been developed and implemented, qualitative data was gathered from both IDs and SMEs to help evaluate the training. Additionally the development time and cost for each course was analyzed. The training was shown to have improved production time and in turn, reduce the cost of each course. However, the feedback from the SMEs and IDs indicated that while the training was informative, the use of animated video and narration was less helpful. The biggest improvement was seen to have come from the IDs own improved understanding and confidence in developing their courses.
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Wood, David L. "Life Course Health Development Model for Emerging Adulthood." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5179.
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Belisle, Roger H. "Student Psychological Distress in a Career Exploration Course." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd965.pdf.
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Bennett, Brock. "Knowledge Retention of the Rural Trauma Team Development Course." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/623228.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.The Rural Trauma Team Development Course (RTTDC) is a one day course given to trauma personnel at various rural medical centers across the United States with the goal of improving care to injured patients in such areas. The purpose of this study is to determine the retention of RTTDC knowledge by those trained, as well as the migration rates of trainees out of these sites. The teaching of the RTTDC includes both pre‐test and post‐test assessments to ensure proper skills were learned. There was a statistically significant increase in score from the average course pre‐test score of 76.9% to the average course post‐test score of 92.1%. At this interim analysis, plotting the study post‐test scores over time since the course was given does reveal a pattern of decreased scores over time. The average study post‐test score of 88.8% is only slightly below the average initial post‐test score of 92.1%, though this was not significant. When assessed by individual questions, the participants scored significantly worse with questions addressing initial approach to the trauma patient and management of burn patients. There was no significant difference in scores between trauma team role. In this data set, the percentage of trainees remaining at course sites was 100%, though this was not expected based on previous studies. Our goal of 200 participants to achieve power has not been met at this time, but this could be established if more sites become involved, thus providing significant feedback for possible course revision.
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Miller, C. M. L. "Student learning and development on an undergraduate degree course." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383563.
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Raven, Glenda C. "Enabling reflexivity and the development of reflexive competence within course processes: a case study of an environmental education professional development course." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003389.
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This research was undertaken in the context of socio-economic transformation in South Africa, and more specifically, in the context of change in education policy. To support socio-economic transformation in South Africa after the first democratic elections in 1994, a competence-based National Qualifications Framework (NQF) was introduced in 1995. In responding to the particular socio-historical context of South Africa, the South African NQF is underpinned by the notion of applied competence, integrating practical, foundational and reflexive competence, which is the key and distinguishing feature of this competence-based framework. In this context of transformation, the research was aimed at an in-depth exploration of the notion of reflexivity and reflexive competence, and course processes that enable its development, with a view to providing curriculum development insights for learning programme development in the competence-based NQF, more broadly, and environmental education professional development programmes, more specifically. To enable these aims, the research was undertaken in the context of the Rhodes University / Gold Fields Participatory Course in Environmental Education (RU/GF course), as a case example of a professional development course that aims to develop critically reflexive practitioners. Within an interpretivist orientation, a multiple-embedded case study approach was used to gain insight into the relationship between course processes, reflexivity and the development of reflexive competence to clarify and provide a critical perspective on how competence develops in the context of the course. Data was collected over a period of one year using observation, interviewing and document analysis as the primary data collection techniques. Data was analysed through various phases and layers to inform data generation and the synthesising of data for further interpretation. Through the literature review undertaken within the study, various significant insights emerged around the notion of reflexivity and reflexive competence. Firstly, there appears to be a need to distinguish between reflexivity as social processes of change (social actions and interactions within social systems, structures and processes) and reflexive competence (a range of integrative elements of competence) that provides the evidence of an engagement within social processes of change. The second key insight emerging is the significance of social structure in shaping participation in reflexive processes, thus emphasising the duality of structure as both the medium for, and outcome of reflexive social actions and interactions and so challenges the deterministic conception of social structure. Further, the significance of an epistemologically framed notion of reflexivity and reflexive competence emerged, in the context of responding to the complex and uncertain quality of socio-ecological risks and in supporting change in context. Reflexivity, distinguished from processes of critical reflection, foregrounds a critical exploration of both knowledge and unawareness. As such a reinterpretation of reflexive competence is offered as a process of potential challenge to dominant and reigning forms of reasoning (knowledge frameworks) and consequent principles of ordering. Through this reframing of reflexive competence, the potential exists to destabilise dominant forms of reasoning and principles of ordering to create a broader scope of possibilities for action and change in context. This reframing of reflexive competence in the context of transformation in South Africa has critical implications for engaging within processes of learning programme design in the NQF to support an engagement within reflexive processes of change and the development of a range of integrative elements of reflexive competence. In this light, the study attempts to make the following contribution to curriculum deliberations within the context of environmental education and the NQF in relation to reflexivity, reflexive competence and change: ♦ Reflexivity is conceptualised as social processes of change with reflexive competence providing evidence of engagement within these social processes of change; ♦ An epistemologically framed conception of reflexivity and reflexive competence recognises how rules of reason and the ordering of the ‘reasonable’ person come to shape social life; and so ♦ Change is conceptualised as ruptures and breaks in dominant knowledge frames and the power relations embedded in these; ♦ Unawareness emerges as a key dimension within reflexive environmental education processes in responding to the unpredictable and uncertain nature of risks; ♦ An epistemological framing of reflexivity and reflexive competence highlights the need to develop open processes of learning to support the critical exploration of knowledge and unawareness; and ♦ Within this framing of reflexivity and reflexive competence, the difficulty emerges in specifically predefining reflexive competence to inform standard setting processes within a context of intended change. In framing data within this emerging conception of reflexivity and reflexive competence, a review of course processes highlighted potential areas for reorienting the RU/GF course to support change in context, for which I make specific recommendations. Drawing on the review of course processes in the RU/GF course, and in light of the reframing of reflexivity and reflexive competence, I further offer summative discussions as ‘possible implications’ for learning programme design in the South African competence-based NQF, broadly and environmental education professional development programmes in this framework, more specifically.
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Cordrey, Sally M. "Training course for the underserved population." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/SCordrey2007.pdf.
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Thesis (M.A.)--Regis University, Denver, Colo., 2006.Title from PDF title page (viewed on May 25, 2007). "Specialization: Adult Learning & Media Development"--T.p. Includes bibliographical references.
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Salter, Shannon Kay Dagley John C. "Comparing outcomes of two instructional approaches to a career development course." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Counselor_Education/Dissertation/Salter_Shannon_5.pdf.
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Whetten, Darcy L. "Curriculum Development for the Novice Developer." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4166.
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This thesis addressed the need to inform and demonstrate to novice developers the process of developing a curriculum and the need to guide novice teachers with little or no access to formal training. A curriculum for novice teachers in community programs was developed such that the teachers were presented clear and specific guidance in presenting lessons with minimal preparation time and with minimal training. Eight novice teachers presented the lessons in ESL and EFL contexts and provided feedback on the success, strengths, and weaknesses of the curriculum and lessons. The participants indicated that the curriculum overall is satisfactory, easy to follow, and meaningful to the students and teachers. The participants also indicated that the teachers need more guidance in the areas of adapting the lessons and engaging the students.
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Bokun, I. "Teacher development-focused INSET course sample materials and procedures." Thesis, Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/63796.
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Teacher development is considered as a concept denoting a teacher’s personal and professional self-improvement, and a movement promoting this self-improvement, as a lifelong process of learning and renewal. In order to stimulate the teacher’s self-paced lifelong growth the author suggests some samples of tasks of our INSET course.Професійне вдосконалення розглядається як концепт, пов'язаний з власним та професійним вдосконленням та процес, який веде до самовдосконалення. Цей процес продовжується протягом всього життя, як процес навчання та оновлення. Для стимулювання цього процесу автор пропонує деякі зразки завдань для курсів підвищення кваліфікації викладачів англійської мови.
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Weimar, Rolf. "A simplified game engine for a game development course." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/9202.
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Includes bibliographical references.The Video Game industry is maturing. Success in the video game industry relies on many things, including marketing, sound business practises, and top notch technical implementation. Games Engines are software systems that facilitate game production. The growth of the game industry has increased the demand for programmers trained in game development technologies. A simplified game engine, designed specifically for the game development courses which service the supply of graduates for the industry, could have many advantages. This dissertation analysed the requirements of such a system. We found that such a game engine would need to be extensible, reusable, modular, be easy to learn, and be open source. It would also need to at least include graphics, audio, networking and path-finding components. Our analysis found that no game engine currently exists that fulfills all these requirements. We designed and implemented a game engine to fulfill all these requirements. Our game engine is built around a module framework, where each task of the game engine is handled by a module. This modular design allows us to easily change functionality by adding, removing or updating modules.
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Abiakel, Elio. "Development of an undergraduate laboratory course in control systems." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5fnum=osu1079732873.
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Thesis (M.S.)--Ohio State University, 2003. Thesis (Ph. D.)--Ohio State University, 2003.Advisor: Stephen Yurkovich, Dept. of Electrical Engineering. Title from first page of PDF file. Document formatted into pages; contains p.; also contains graphics (some col.). Includes abstract and vita. Includes bibliographical references (leaf 187).
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Dulaimi, A. F. D. "Development of a new cold binder course emulsion asphalt." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/6733/.
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Hot Mix Asphalt (HMA) is the most commonly used material in the construction of asphalt pavements. Approximately 650 million tonnes of asphalts for road pavements were produced, worldwide, in 2014. However, the HMA industry is responsible for a substantial consumption of energy, the creation of health and safety issues and has a negative impact on the environment. These shortcomings initiated substantial discussion within the industry with the aim to develop more environmental friendly, sustainable and economic pavement materials. These have resulted in the development of cold bitumen emulsion mixtures (CBEMs). However, to date, low early life stiffness, a slower rate of curing, the length of time necessary to achieve full strength, high air void contents and the presence of moisture in these mixtures have prevented them from being fully embraced by pavement authorities. This led to them being considered inferior to HMA because of a lack of essential mechanical properties. Currently, the use of CBEMs in pavement construction is limited to low traffic road surface course, reinstatement works and footways. Because of this, the development of CBEMs with high early strength and minimal time delay requirements before structural loading, would be considered as a breakthrough in CBEM research. This research aims to develop a novel, fast-curing and environmentally friendly, cold binder course emulsion asphalt (CBCEA) for heavily trafficked roads. The new CBCEA mixture comprises the same gradation as conventional dense bitumen macadam (DBM) mixtures which are normally used as a binder course and base in road pavements in the UK. The new CBCEA incorporates a new cementitious material, alkali activated binary blended cement filler (ABBCF), made from Paper Making Sludge Ash (PMSA) and a Fluid Catalytic Cracking Catalysts Residue (FC3R) activated by a waste NaOH solution (W-NaOH). Incorporation of the PMSA and FC3R was achieved through the replacement of conventional limestone filler (LF), while W-NaOH replaced the pre-water necessary to wet the aggregate in the CBCEA. It was found that the glass phases of the new filler particles were broken and reacted with Ca(OH)2 creating C-S-H gel through the hydration process. This results in a very high early strength and improved mechanical properties. Balanced oxide compositions, within the new filler, were identified as responsible for an enhanced hydration reaction. A laboratory programme of testing measured the stiffness modulus, conducted at 1, 3, 7, 14, 28, 90 and 180 days. Susceptibility to temperature, wheel track testing to establish rutting resistance, fatigue resistance measured by a four-point beam bending test, fracture resistance testing via semi-circular bending tests, moisture damage resistance and ageing tests were successfully performed. Advanced techniques for microstructure assessment, i.e. Scanning Electron Microscopy (SEM) and X-ray diffraction (XRD), were used to provide scientific data to provide a deeper understanding of the microstructure and internal composition. An environmental investigation was performed using a Toxicity Characteristic Leaching Procedure (TCLP) test. The new ABBCF mixture offers a significant improvement in stiffness modulus compared to HMA and the reference cold binder course mixture containing conventional limestone filler (LF). Target stiffness, according to British and European standards, can be surpassed after less than one day of curing. The new ABBCF mixture offers a stiffness modulus which is 27 times better than the LF mixture after 3 days. This will overcome restrictions caused by the length of time required to achieve acceptable stiffness by traditional CBEMs. More remarkably, the new ABBCF mixture is 78% better than mixtures treated with Ordinary Portland Cement (OPC) in terms of ITSM after 3 days. Furthermore, the impact of a rise in temperature on stiffness modulus from 5 to 45°C, was much larger in LF and both HMA mixtures in comparison to ABBCF, revealing the potential to use these mixes in severe conditions, both hot and cold weathers. ABBCF mixtures displayed considerably reduced susceptibility to permanent deformation, demonstrating the potential advantage of using this material on heavily trafficked roads. Fatigue resistance was noticeably improved by the use of ABBCF in comparison to the reference LF and HMAs. Improved water sensitivity for progressive hydration with the new ABBCF was also established resulting in an enhanced long ageing performance meaning that these mixtures can be considered durable. SEM observation and XRD analysis confirmed the formation of hydration products at various curing times. The concentration of heavy metals in the samples incorporating ABBCF was observed to be less than the regulatory levels determined for hazardous materials. Microwave treatment has proven to be an effective technique to reduce the air void contents of the ABBCF mixture and achieve acceptable levels of porosity. Finally, achieving the aim of the current research will theoretically increase the application of such mixtures and allow them to be used as structural pavement materials. On a further positive note, the inclusion of waste and by-product materials in CBEMs results in more sustainable practice and eliminates disposal problems.
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Burnham, Jill E. "Curriculum development for a basic course in home economics." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/414.
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Dubrau, Marlen, Anja Lorenz, and Andrea Lißner. "SOOC - Saxon Open Online Course." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.
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Neben der Strukturierung der Informationsflut durch entsprechende Strategien, bedarf es einer Anpassung der Wissensaneignungsprozesse. Massive Open Online Courses (MOOCs) als offene Lehr-Lern-Arrangements haben das Potenzial, diesen Entwicklungen Rechnung zu tragen und die Bildungskultur der nächsten Jahre zu beeinflussen. So stehen Hochschulen vor der Herausforderung, Studierende auf zukünftige Berufswelten vorzubereiten und Handlungskompetenzen zu fördern. Dadurch ist nicht mehr nur die Vermittlung von fachlichem Wissen relevant, sondern auch die Entwicklung von Sozial-, Selbst- und Methodenkompetenzen. Insbesondere die Förderung des selbstgesteuerten Lernens, das die Basis der offenen Kurskonzeption von MOOCs darstellt, ist ebenfalls eine wichtige Grundlage dafür, sich lebenslang selbstständig weiterbilden zu können. Vor diesem Hintergrund wurde der Saxon Open Online Course (SOOC) konzipiert.
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Baker, Colleen Patricia. "The development of a curriculum for an advanced officer course in instructor development." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1529.
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Pan, Xin. "The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39335.
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This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a self-regulated learning procedure into the PSI course. A set of self-regulated learning tools were developed and applied in this process. Through this PSI-based course, students learned a comparative culture study topic and learned to develop their self-regulated learning skills.
This research also conducted Formative Evaluation. Suggestions from expert review and small group evaluation were used to design and revise this module and learning procedure. Evaluation outcomes from expert review and small group evaluation confirmed that this SRL embedded PSI framework was applicable for this e-learning environment. Implications for future use in both academic and practical areas were discussed.Ph. D.
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Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.
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The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or detract from a sense of community. This information will inform course developers as to how to build community enhancing learning activities into blended online courses.
Forty-three graduate students enrolled in three different blended online programs from one University participated in an online survey process. The Classroom Community Scale (CCS) was used to assess an overall sense of community as well as 2 subscales; connectedness and learning. Overall, 86% of the subjects reported a sense of community within their educational program. Specific learning activities were assessed for use as well as student perceptions regarding whether the activity enhanced or detracted from the sense of community. Learning activities that were both collaborative in nature and synchronous were those rated by students as enhancing the sense of community. The most utilized learning activities were reading, synchronous discussions, collaborative assignments, writing and asynchronous discussions. Enhancing activities included face to face orientation pre-program start, collaborative projects, synchronous virtual sessions and group presentations.
To enhance community in online programs, it is recommended that an initial pre-program face to face session can best serve to build the initial community and support more effective learning. Additionally, course developers should incorporate synchronous and collaborative learning activities as much as possible within the structure of the course. Finally, faculty could use the CCS to measure connectedness and learning as a way to understand the learning and community preferences of the students in order to determine options and alternatives for learning and assignment completion.
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Müller, Stefan. ""Of course" Qualifikation! "But maybe" Selektion?" Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-140985.
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Es kann angenommen werden, dass Lehrende an Hochschulen überaus erfolgreich die Anforderungen der verschiedenen Bereiche des Bildungssysems bewältigten. In den Bildungskarrieren der Dozent_innen ist in der Regel kein Schulabbruch zu finden.
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Ffolliott, Peter F. "Winter Course of Transpiration in Arizona Ponderosa Pine Trees." Arizona-Nevada Academy of Science, 1991. http://hdl.handle.net/10150/296463.
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From the Proceedings of the 1991 Meetings of the Arizona Section - American Water Resources Association and the Hydrology Section - Arizona-Nevada Academy of Science - April 20, 1991, Northern Arizona University, Flagstaff, Arizona
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Almunive, Wejdan Ahmed. "The Design and Development of Guidelines for Interactive Course Organizers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97828.
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An Interactive Course Organizer (ICO) is an artifact that contains text and visual representation of a traditional course syllabus, it integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to show the sequencing and organization of major course topics while offering the user an actively controlled progression of the amount of course information covered. The goal of this research was to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.Doctor of Philosophy
Interactive Course Organizer (ICO) is a tool that acts as a course syllabus. It combines both text and visual representation of a traditional course syllabus, and integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to help learners visually see the interrelationships between different parts of the course and how they all fit together. Its purpose is to provide visuals to assist learners in seeing the course and how it is organized "big picture". And by adding the interactivity feature, learners will navigate, access, and view the course content. It is a course framework to help students understand what it is they will be learning in the course. This research aimed to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.
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Price, J. Michelle. "An Investigation into the Development of a Professional Online Identity through aProfessional Development Course." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1375717573.
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Kavakli, Hamdi. "A Course-content Management System Development And Its Usability Test." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.
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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system.
In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system.
During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist.
When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.
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Weir, Ann. "Personality change and women's career development across the life course /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw4248.pdf.
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Ibragimova, S. B. "Influence of physical activity on development of the roundabout course." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54753.
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Introduction. Walls of veins of a wide fastion of a hip are much thicker at the expense of well developed external cover. Muscular veins have no such powerful external cover, they well developed a muscular layer. Veins are characterized by well developed muscular layer and an elastic framework.
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Powell, Ronald Lee. "Development and evaluation of a microcomputer-managed sequenced course outline /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487323583620591.
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Morales, Lawrence. "Examining the development of interest in a college mathematics course /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7643.
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Schultz, Carole Lynn. "Development of an information literacy course for community college students." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-10022007-145035/.
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Rebolledo, Cortés Paula Alejandro. "Exploring action research on a professional development course in Chile." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5777/.
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This thesis presents an exploration of the action research (AR) component of an in-service course as presented to a group of Chilean English language teachers. It aims to investigate how AR was conceptualised, the rationale for its inclusion and how it was ultimately operationalised. Additionally it aims to shed light on what effects AR may have on teachers’ professional development (PD) and how contextual factors may hinder its impact. For this purpose, data was collected from three course designers, nine teachers taking part in the course, and the teacher educator responsible for offering the AR component. This study followed a qualitative research design and a critical paradigmatic orientation. Data was collected over a ten month period using an initial questionnaire to collect factual data and semi-structured interviews and focus groups to obtain more in-depth data. Additionally, document analysis was carried out on the course syllabus and teachers’ written AR reports. The findings showed the conceptualisation of AR underpinning the course involved notions of emancipatory AR, whereas teachers viewed AR as problem-solving. Additionally, the training format exposed a transmission approach to teacher education and provided little support to teachers to carry out AR in the way envisioned by course designers. As a consequence, teachers’ skills in and knowledge of AR remained limited and it did not promote their professional development in any way. While findings support studies which claim the main difficulties associated with AR are time and research support, they also highlight other contextual constraints and the thesis argues the need for major socio-cultural adjustments if AR is to promote PD in Chile. The study demonstrates that the manner in which AR is conceptualised is inconsistent with contextual realities within the education system as a whole thus it cannot meaningfully contribute to or support teachers’ professional development.
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Conrad, George R. "Development of course outlines for a maintenance technician training program." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/415.
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Fisher, Anna Valeryevna. "Inductive generalization underlying mechanisms and developmental course /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117039741.
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Thesis (Ph.D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xii, 110 p.; also includes graphics. Includes bibliographical references (p. 103-110). Available online via OhioLINK's ETD Center
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Mastroni, Nicholas A. "Feasibility and economic analysis for development of a public golf course facility." Master's thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-03302010-020502/.
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Burgess, Neil. "The development and preliminary evaluation of a course and of the Kitikmeot BBS for which the course was designed." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23122.pdf.
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Davidson, John Wesley. "The Necessary Components of a Staff Development Program to Prepare Teachers to Teach Secondary Online Classes: a Delphi Study." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27125.
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Educators are faced with the rapid influx of online courses in the K-12 educational setting. The majority of research conducted to date has been in the area of higher education. Research and publications suggest that many factors control the success or failure of students enrolled in online courses. These factors include student characteristics, mentoring, and teacher/student interaction. Other factors affect the implementation of successful online courses and virtual schools. These factors include policies, funding, student support, technology, curriculum, access, equity, staff development, and administration. Currently, the absence of appropriate research suggest the need to identify the necessary components of a staff development program to prepare teachers to teach secondary online classes in a local school system. In the development of a staff development program, measures need to be undertaken to assess and address the individual needs of the teachers.
This study was designed to identify the necessary components of a staff development program for the purpose of training teachers to teach secondary online courses in a local school system and collect recommendations for differentiating staff development to meet the individual needs of teachers. Using a three-round Delphi technique, panelists, representing successful secondary public and corporate online schools, developed a common consensus on the necessary components. The panelists identified the components needed for teacher training and ways in which a staff development program could be structured to address the individual needs of teachers. The panelists were provided an opportunity to scale the components as to their degree of importance. By working through the rounds and providing statistical feedback, a consensus was obtained. Each panelist was provided the frequency, mean, and standard deviation for each criterion. The components agreed upon by 80% of the panelists as either very important or important were used to develop an outline of a staff development program that can be used to train teachers to teach secondary online courses.Ed. D.
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Carter, Jennifer Lindsay. "The life course development of non-cognitive skills and health inequalities." Thesis, King's College London (University of London), 2015. https://kclpure.kcl.ac.uk/portal/en/theses/the-life-course-development-of-noncognitive-skills-and-health-inequalities(03f73cdc-8449-4a03-99d4-71d131f7dc38).html.
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Dystrophic epidermolysis bullosa results from mutations in COL7A1 that encodes collagen VII, the major component of anchoring fibrils. General paradigms have emerged attributing dominant DEB to heterozygous glycine substitutions and recessive DEB to nonsense, frameshift or splice site mutations on both COL7A1 alleles. Several aspects of the genotype-phenotype heterogeneity encountered in DEB remain unexplained, although genetic, epigenetic and environmental modulators have been implicated. In this thesis, various aspects of DEB were studied, in a bid to refine genotype-phenotype correlation. A detailed analysis of missense GS and non-GS mutations identified 57 novel mutations and was in-keeping with the general established paradigms. Unique clinical entities such as EB-pr and BDN were studied. The role of the matrix metalloproteinase-1 promoter polymorphism, -1607 1G/2G, on disease modification in EB-pr was explored, but was shown to be an unlikely modulator. A large study of BDN, highlighted that intracytoplasmic retention of collagen VII and stellate bodies were not exclusive to BDN and can be associated with various subtypes of DEB, non-EB cases and normal skin. The first case of revertant mosaicism in DEB was studied revealing intragenic cross-over as the underlying mechanism. Finally, intradermal injection of allogeneic fibroblasts was shown to result in increased and sustained expression of COL7A1 possibly through the upregulation of HB-EGF. Recognition of disease modifiers in DEB and refinement of genotype–phenotype correlation will not only further our understanding of DEB but will have implications on diagnosis, counselling and prognosis through patient specific and targeted therapy.
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Oliver, Richard S. "The development and evaluation of a seminary course in worship theology." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1137.
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Chang, Hee-Jin. "The development of collaborative learning practices in an online language course." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1442.
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The success or failure of a course is, to a great extent, dependent on the level of motivation and commitment of the learners. Such motivation and commitment are, however, difficult to establish and maintain, especially in an on-line course. Social relations within a class, and the willingness of learners to collaborate with each other, have an important role to play, but the constraints of time and distance are obstacles to fostering such social relations among students enrolled in on-line courses. It is not easy to encourage students to be collaborative when they are accessing the course at different times, from different locations. This thesis, however, seeks to demonstrate that the variety and complexity of the technologies used to deliver an on-line learning experience can help to overcome these challenges. When introduced and used in appropriate ways, the software, internet tools, even the data collection program used for statistical analysis can actually encourage and enhance participants' motivation to interact and learn in collaborative ways. This thesis is concerned with an on-line course created and delivered by the researcher, the aim of which was to foster a collaborative learning environment in which participants felt confident enough to share their work with others, and to offer and receive comments on their assignments. The primary aim was therefore not the direct teaching and learning of language, but the fostering of an environment in which the students felt comfortable working with the technology and with each other, as a pre-requisite for the acquisition of language through content-based activities. The study did not dwell on the effects of collaboration on language development but focused, rather, on how individual students collaborate in an online, e-learning course, what forms this collaboration takes, and how the pattern of collaboration changes as the course progresses. This focus allowed the researcher to look at ways collaboration affected the persistence and retention challenges of on-line learning experience. The course was designed for students learning EFL at a university in Korea. It lasts one semester, and is delivered using a virtual learning environment (VLE) program developed by the university. The course consists of 15 units to be completed at the rate of one a week. Each unit focuses on a different topic and consists of a reading passage and a listening exercise. This is followed by some writing activities, including a weekly written report, and recording assignments. The researcher was the instructor for this course, and made special interventions using appropriate technology (sometimes e-mail, other times Skype to make it more personal) to encourage students to work in pairs, and in group discussions, and to post their work in the VLE so that others could read and comment on it. The current study reports on the experience of running the course with one group of 47 Korean university students. Data was gathered from the learners‟ journals, their assignments, feedback and comments posted on the web board, and emails to the instructor. The VLE also recorded statistics showing the students‟ usage of the different components of the course, and how their use of these components changed and fluctuated as the course progressed. The results showed that in the process of completing the course the majority of the learners reported a strong sense of “belonging” to a learning community, developing a close rapport with other learners by sharing their work, exchanging comments and taking part in discussions. Students felt proud of their work as well as of the process of working together with other learners. In particular, the results suggest that opportunities for social interaction and feedback play a crucial role in developing the emotional connection which helps to create a collaborative learning environment and support an effective learning community. The evidence suggests that the appropriate use of technology when delivering an on-line course may, in fact, encourage collaboration because of two phenomena that are not always evident in a traditional, place-based classroom. These are anonymity and reciprocity. Anonymity makes it easier for students to share their work and ideas because, if a contribution is embarrassing, it may have less negative effect than in a face-to-face exchange. Reciprocity refers to the natural inclination of a student, having learned from others in the VLE, to give something back to the community.
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Torabi, Azam. "The development and course of heart failure after a myocardial infarction." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:6357.
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Introduction: Robust epidemiological data on the incidence of myocardial infarction (MI) are hard to find, but synthesis of data from a number of sources indicates that the average hospital in the UK should admit about two patients with a first MI and one recurrent MI per 1000 population per year. Although age-adjusted incidence may be declining, this may be offset by greater longevity in the general population. The incidence of acute coronary syndromes (ACS) is much higher. The incidence and outcome of both ACS and of MI will depend greatly on how data are collected. The cumulative incidence, persistence and resolution of heart failure (HF) after an MI in the general population are poorly described. Cardiac dysfunction subsequent to MI is a common cause for morbidity and mortality, however, there are few data on what proportion of longterm survivors of MI has important cardiac dysfunction and/or HF. The aim of this thesis is to describe the incidence and outcome of MI in the general population and in different age groups, explain the natural history and prognosis of HF after an MI both during the index admission and long-term (6 year) follow-up in relationship to the presence of HF and also to determine the utility of amino-terminal pro-brain natriuretic peptide (NT-proBNP) alone and in conjunction with other clinical data, as a marker of left ventricular systolic dysfunction (LVSD) and subsequent prognosis in long-term survivors of MI. Subgroup data according to age and anaemia will also be reported. Methods: Patients with a death or discharge diagnosis of MI in 1998 were identified from records of hospitals providing services to a local community of 560,000 people. Records were scrutinized to identify the development of HF, defined as symptoms and signs consistent with that diagnosis and treated with loop diuretics. HF was considered to have resolved if diuretics could be stopped without recurrent symptoms. Analyses were done on the whole population and then sub-groups by age (75 years) and anaemia status. Anaemia was defined according to WHO criteria (men haemoglobin (Hb)1 g below threshold), borderline (within 1g of threshold) and (>1g above threshold). In 2004, surviving patients were invited to attend for clinical assessment, an echocardiogram and measurement of NT-proBNP and were subsequently followed until 31st December 2009 using medical records. Also in 2005, another group of patients admitted with ACS to cardiology or general medical wards were identified prospectively by trained nurses from 1st January to 31st December 2005. Patients with a death or discharge code of MI were also identified by the hospital information department and from Myocardial Infarction National Audit Project (MINAP) records. Results: For the first cohort, 896 patients were identified of whom 54% had died by December 2005. During the index admission, 199 (22%) patients died, many with HF, and a further 182 (20%) patients developed HF that persisted until discharge, of whom 121 died subsequent to discharge. Of 74 patients with transient HF that resolved before discharge, 41 had recurrent HF and 38 died during follow-up. After discharge, 145 (33%) patients developed HF for the first time, of whom 76 died during follow-up. Overall, of 281 deaths occurring after discharge, of which 235(84%) were amongst patients who first developed HF. Of 896 patients, 311 were aged 75 years of whom, respectively, 24%, 57% and 82% had died by December 2005. During the index admission, by age group, 24 (8%), 68 (23%) and 107 (37%) patients died in each group, many with HF, and a further 37 (12%), 63 (21%) and 82 (29%) developed HF that persisted until discharge. After discharge, 53 (24%), 55 (40%) and 37 (47%) patients developed HF for the first time. Overall, of 51, 102 and 128 deaths occurring after discharge, 35 (70%), 93 (91%) and 107 (85%) were among patients who first developed HF. Of 855 patients with an available hemoglobin during index admission, 103 were anaemic, 280 were borderline and 472 were not anaemic based on the first available haemoglobin during the index admission. 300 patients had more than one measurement of haemoglobin, of which 125 (85 unchanged status from first assessment) had definite, 289 (237 unchanged) had borderline and 441 (424 unchanged) had no anaemia on the last available measurement. During the index admission, 77 patients (75%) with definite, 130 (46%) with borderline and 196 (42%) who had no anaemia on the first available haemoglobin developed HF, of whom 41 (53%), 50 (38%) and 60 (31%) died during the admission compared, respectively, to 7 (27%), 14 (9%) and 9 (3%) deaths in patients who did not develop HF. During a six year follow-up, 543 (64%) patients developed HF and 456 (53%) died. Amongst patients with HF during the index admission, the six year mortality rates in those with definite, borderline and no anaemia (last available index admission measurement) were, 90%, 84% and 64% (P=0.0001). In patients without HF on the index admission, 6-year mortality rates were 62%, 42% and 24% (P=0.0001). Anaemia (last available index admission measurement) predicted all-cause mortality independent of the presence of HF (p=0.055). 451 had died by 2004 and only 414 were available for follow-up, of whom 175 patients attended and had NT-proBNP measured. Of these, 51 (29%) patients had LVSD, 66 (38%) had NT-proBNP >50pmol/L (423pg/ml), 86 (49%) had one or the other and 31 (18%) had both. Patients with higher NT-proBNP were more likely to have HF (and be treated with diuretics), LVSD (and therefore treatment with ACE inhibitors), a dilated atrium, substantial mitral regurgitation and atrial fibrillation (and therefore treatment with warfarin and digoxin) (p=0.0001). Thirty six patients died during follow-up; 28 (42%) with an NT-proBNP >50pmol/L (423pg/ml) (77% of all deaths). ROC curves suggested that NT-proBNP 56pmol/L (474pg/ml) had the highest sensitivity (78%) and specificity (77%) for predicting death (AUC 0.78). Echocardiography added little to the prognostic information provided by NT-proBNP alone. In 2005, the prospective survey identified 1,731 admissions (1,439 patients) with ACS, of which 764 (704 patients) were for MI. The hospital information department reported only 552 admissions (544 patients) with MI and only 206 admissions (203 patients) were reported to MINAP. Using all three data-bases, 934 admissions (873 patients) for MI were identified, for which TnT was >1ug/L in 443, 0.04 to 1.0 in 435, 0.03ug/L but did not have ACS ascertained by any survey method. Of 873 patients with MI, 146 died during admission (17% versus 22% in the 1998 cohort) and 218 by one year. Conclusion: The incidence of ACS/MI is highly dependent on the methodology for case-ascertainment and the method used to identify cardiac damage (for instance the sensitivity of the troponin assay used). The development of HF precedes death in most patients who die in the short- or longer-term following an MI. The risk of developing HF and dying after an MI increases progressively with age and anaemia. In patients with a remote history of MI, elevated NT-BNP identifies patients with a high prevalence of LVSD. Regardless of age, most deaths are preceded by the development of HF. Anaemia is associated with a high mortality even in the absence of HF. Prevention of HF, by reducing the extent of myocardial damage and recurrent MI and by subsequent good management could have a substantial impact on prognosis.
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Galway, Mary Alison. "Attitudes and Moral Development During a College Course on Human Sexuality." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30445.
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The goal of this research project was to understand better how classroom teaching, as purposeful social construction, can influence student attitudes in the direction of increased sensitivity to the diversity and complexity of issues involving human sexuality and individual choices. To develop this understanding, pre- and post-semester attitudes about the topics of gender, sexual orientation, sex education, and sexual coercion were gathered along with demographic information. Written end-of-class comments regarding the four topics were coded for evidence of level of moral development and factors contributing to cognitive effort and commitment to one's opinion.
Demographic influences on attitudes included sex, in which women scored higher on average attitudes than men in the topics of gender, sexual orientation, and sexual coercion. Self-described religious background was significant in that religiously conservative participants scored lower in attitudes about sexual orientation than liberals or those with no religious background. Women scored significantly higher regarding the gender topic on relevance to own life, in favorability toward the presentation, and level of affect.
Attitudes about sexual orientation and, to a lesser extent, sexual coercion changed over the semester in a direction of increased sensitivity to diversity and individual choice. Semester attitude differences were significantly higher than differences recorded for the single multimedia session early in the semester for sexual orientation, sex education, and sexual coercion, and for the single multimedia session late in the semester for sexual orientation. Attitudes were not influenced by affect or commitment to one's opinion, but attitude scores were significantly related to personal relevance, especially regarding gender and sexual orientation, life experience regarding sexual orientation, and favorability toward the class presentation for all topics. Repetitive exposure to information about sexual coercion was significant for higher attitude scores for participants reporting little prior exposure and considerable prior exposure, and lower attitude scores for participants reporting only some prior exposure.
Level of moral development, significantly higher for women regarding sexual orientation and sexual coercion, was significantly and positively related to overall attitudes about sexual orientation and sexual coercion. Level of moral development scores were significant also regarding gender perspective-taking, favorability toward the class presentations on sexual orientation and sex education, repetitive exposure to a topic, distraction from the sexual orientation presentation, and cognitive effort exerted in considering the messages of the gender, sexual orientation, and sex education presentations.Ph. D.
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Major, Nancy. "Development of the curriculum for the introduction to computer science course." [Denver, Colo.] : Regis University, 2009. http://165.236.235.140/lib/NMajor2009.pdf.
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Dess, Mary. "On-line course development and instructional manual for MATC hospitality program." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001dessm.pdf.
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Turnier, Arthur Francis. "Development of a curriculum for a 24-hour supervisory update course." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1324.
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Gallos, Marilou R. "Reconceptualizing a college chemistry course to improve teaching and learning." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/495.
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This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree.Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.