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Artykuły w czasopismach na temat "Faculty of Design"
Bowers, Shawn, Yu-Ling Chen, Yvette Clifton, Melissa Gamez, Heidi Hubbard Giffin, Meg Stanley Johnson, Laura Lohman i 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.
Pełny tekst źródłaGoldberg, Jay. "Updating Design Faculty Industry Experience". IEEE Pulse 12, nr 5 (wrzesień 2021): 24–26. http://dx.doi.org/10.1109/mpuls.2021.3115874.
Pełny tekst źródłaZappe, Sarah E., Kirsten Susan Hochstedt i 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 (7.06.2013): 55–79. http://dx.doi.org/10.7814/jeen5v4p5zhk.
Pełny tekst źródłaOuellett, Mathew L. "Faculty Development and Universal Instructional Design". Equity & Excellence in Education 37, nr 2 (czerwiec 2004): 135–44. http://dx.doi.org/10.1080/10665680490453977.
Pełny tekst źródłaWalvoord, Barbara E., i John R. Breihan. "Helping Faculty Design Assignment-Centered Courses". To Improve the Academy 16, nr 1 (czerwiec 1997): 349–71. http://dx.doi.org/10.1002/j.2334-4822.1997.tb00334.x.
Pełny tekst źródłaGoldberg, Jay. "Faculty Intellectual Property in Capstone Design Projects [Senior Design]". IEEE Pulse 7, nr 2 (marzec 2016): 54–55. http://dx.doi.org/10.1109/mpul.2015.2513730.
Pełny tekst źródłaNaive, 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.
Pełny tekst źródłaOguz, Fatih, i 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.
Pełny tekst źródłaHill, Emorcia V., Michael Wake, René Carapinha, Sharon-Lise Normand, Robert E. Wolf, Keith Norris i 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.
Pełny tekst źródłaSanczyk, Anna, Lisa R. Merriweather, Cathy D. Howell i 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 (3.06.2021): 284–97. http://dx.doi.org/10.1108/ijmce-07-2020-0034.
Pełny tekst źródłaRozprawy doktorskie na temat "Faculty of Design"
Moore, Valentina. "An Adaptive Reuse Design for Faculty Living". VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1783.
Pełny tekst źródłaMobbs, Iain Jerome. "Minimalism and the design of the language faculty". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709016.
Pełny tekst źródłaSechrist, Scott Richard. "Organizational citizenship behaviors and technologically proficient university faculty". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618639.
Pełny tekst źródłaWargo, Katalin. "Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online". W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.
Pełny tekst źródłaClarke-Cook, Kathy E. "Faculty Perceptions of Student Experiences Regarding the Use of MyFoundationsLab". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7537.
Pełny tekst źródłaRommelfaenger, Marijo A. "Faculty adoption of an undergraduate nursing curricular change| A correlational study". Thesis, Keiser University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099972.
Pełny tekst źródłaChallenges in the implementation process of a new undergraduate nursing curriculum are multifactorial. Utilizing constructs of Hall’s (2013) Concerns Based Adoption Model (CBAM), and Oreg’s (2003, 2006) Resistance to Change Scale, the study examined faculty members’ personal concerns and resistance to change, regarding implementation of a new curriculum. The study is quantitative research, using correlational statistical analysis and use of descriptive statistics. Senge’s Leadership Theory and Wegner’s Community of Practice Theory formed the theoretical framework for the study. The study included participation from 11 BSN nursing program faculty from several universities in the United States that adopted a new conceptual-based nursing curriculum. Results of statistical testing showed no relationship between faculty profile scores for adoption along a change continuum and the study variables as objective measures. However, recommendations for follow-up research include qualitative research and further analysis of study demographic data not originally used in the study.
Cochran, Charlotte E. P. "Faculty Transitions to Online Instruction| A Qualitative Case Study". Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714737.
Pełny tekst źródłaThe introduction of technological tools has created a paradigm shift in the field of education. As such, online learning has become a popular method for students to access educational courses. Due to the increased demand by learners for online classes, administrators at American institutions of higher learning are faced with the challenge of moving faculty members to an online environment. However, transitioning to an online environment requires a role change for faculty members. Specifically faculty members must shift their instructional methods from on-ground lecturer to online mentor, which can be challenging. Indeed many faculty members transition to online instruction without the necessary training, support, or skills needed to be successful. The purpose of this qualitative, multiple case study was to develop a better understanding of how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Participants included nine faculty members, representing different colleges and universities, who teach at post-secondary institutions within the United States. Participants had taught face-to-face classes for one year or more, and had taught at least three classes using an online format. An in-depth, open-ended, semi-structured interview format was used to gather data. The data provided by the participating faculty members were collected, coded using a line-by-line format, and the codes were compared to one another with the goal of finding a pattern. The development of conceptual categories and data analysis continued until saturation was achieved. Based on the data analysis, transforming was the conceptual theme for how higher education faculty members transition from a face-to-face (i.e., on-ground) teaching format to an online teaching format. Three transitioning skills were also identified as integral components for faculty members transitioning from face-to-face to online instruction. Future areas of research include: 1) how foreign language instructors develop asynchronous communicative collaborative activities and 2) how administrators could add specific subject area needs into their training programs or workshops.
Fulkerson, Tahita N. (Tahita Niemeyer). "A Faculty Orientation and Design for Writing Across the Curriculum". Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331080/.
Pełny tekst źródłaMcKinley, Brian Michael. "The Relationship of Faculty Demographics and Attitudes toward Technology Integration". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1109.
Pełny tekst źródłaBrown, Serena. "An Investigation of Faculty Perceptions about Mobile Learning in Higher Education". Thesis, Nova Southeastern University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10817578.
Pełny tekst źródłaAn Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT.
This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning technologies to develop class instruction, use of mobile learning for professional learning, influences of mobile learning over the restrictions of time and space when acquiring knowledge anytime, anywhere, and mobile learning to facilitate teacher-student communications. An additional objective of this study was to add a more current literature source to the existing literature addressing instructor perceptions about mobile learning in higher education.
The writer used the Mobile Learning Perception Scale, a quantitative survey, using a cross-sectional survey design collecting data at one point in time during the study with nonprobability convenience sampling.
An overall analysis of the data revealed higher education instructors agreed (mean = 3.81, median = 4.00, mode = 4) with K12 teachers (mean = 4.09, median = 4.00, mode = 4) mobile learning techniques and tools were beneficial for use in the approaches to teaching and learning, influential in the development of classroom instruction strategies, useful for professional learning, influential over the restrictions of time when acquiring knowledge anytime, anywhere, and useful for facilitating teacher-student communication.
The results of this study provide administrators the benefit of insight into instructors’ perceptions and attitudes of mobile learning at the higher education level. Knowing higher education instructors’ perceptions and attitudes about mobile learning afford the institution a much-needed understanding of the direct determinants and influencing key moderators which inform behavioral intention and use of mobile learning technologies (Venkatesh, Morris, Davis, & Davis, 2003).
Książki na temat "Faculty of Design"
University of Wales Institute, Cardiff. Faculty of Art, Design and Engineering. Faculty of art, design and engineering. Cardiff: The Faculty, 1996.
Znajdź pełny tekst źródła(Organization), AIA Research, i American Institute of Architects, red. Faculty and student design/build charrette on seismic design. Washington, DC: American Institute of Architects, 1996.
Znajdź pełny tekst źródłaUniversity, Manchester Metropolitan. Honorary fellowships and Faculty of Art and Design. Manchester: Manchester Metropolitan University, 1992.
Znajdź pełny tekst źródłaPuny, Mishra, Koehler Matthew J i Zhao Youg, red. Faculty development by design: Integrating technology in higher education. Charlotte, NC: Information Age Pub. Inc., 2007.
Znajdź pełny tekst źródłaIndian Institute of Technology (Bombay, India). Industrial Design Centre., red. A design perspective: Selected papers by the faculty, Industrial Design Centre, I.I.T., Bombay. [Bombay]: I.D.C. Publication, 1997.
Znajdź pełny tekst źródłaUnited States. National Aeronautics and Space Administration., red. Research reports: 1988 NASA/ASEE Summer Faculty Fellowshop Program. Tuscaloosa, Ala: University of Alabama, 1988.
Znajdź pełny tekst źródłaJan, Janeiro, Larsen Jack Lenor, Batchelder Ann i Orban Nancy 1938-, red. Fiberarts design book five. Wyd. 5. Asheville, N.C: Lark Books, 1995.
Znajdź pełny tekst źródłaUniversity of Toronto. Graduate Architecture, Landscape and Design Student Union., red. Theses 2003, Faculty of Architecture, Landscape and Design, University of Toronto. Toronto: Graduate Architecture, Landscape and Design Student Union, University of Toronto, 2004.
Znajdź pełny tekst źródłaElectronic Design in the Graphic Arts (Conference) (1986 Brighton Polytechnic). Electronic Design in the Graphic Arts: Sallis Benney Theatre, Faculty of Art and Design, Brighton Polytechnic. [Brighton]: Brighton Polytechnic, 1986.
Znajdź pełny tekst źródłaUniversity of Toronto. Graduate Architecture, Landscape and Design Student Union., red. Masters' theses 2002, Faculty of Architecture, Landscape and Design, University of Toronto. [Toronto: Graduate Architecture, Landscape & Design Student Union], 2002.
Znajdź pełny tekst źródłaCzęści książek na temat "Faculty of Design"
Faerm, Steven. "Faculty Mentorship". W Introduction to Design Education, 277–89. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-26.
Pełny tekst źródłaCress, Christine M., Stephanie T. Stokamer, Thomas J. Van Cleave i Joyce P. Kaufman. "Course Design". W Faculty Service-Learning Guidebook, 147–85. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444831-8.
Pełny tekst źródłaBoye, Allison, i Suzanne Tapp. "Transparency and Faculty Development". W Transparent Design in Higher Education Teaching and Leadership, 73–80. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448396-7.
Pełny tekst źródłaHalupa, C. "Are Students and Faculty Ready for Transformative Learning?" W Learning, Design, and Technology, 1–24. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-17727-4_70-1.
Pełny tekst źródłaHalupa, C. "Are Students and Faculty Ready for Transformative Learning?" W Learning, Design, and Technology, 1213–36. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-319-17461-7_70.
Pełny tekst źródłaSullivan, Roberta Robin, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino i Jennifer H. Herman. "Empowering Faculty to Design TechnologyEnriched Student Learning". W Transforming Digital Learning and Assessment, 99–123. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448334-5.
Pełny tekst źródłaBoye, Allison, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox i Lisa Garner Santa. "Faculty Voices and Perspectives on Transparent Assignment Design". W Transparent Design in Higher Education Teaching and Leadership, 55–69. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448396-5.
Pełny tekst źródłaStapić, Zlatko, Ana Horvat i Dijana Plantak Vukovac. "Designing a Faculty Chatbot Through User-Centered Design Approach". W HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games, 472–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_36.
Pełny tekst źródłaLiu, Jun, Pei-Luen Patrick Rau i Bert Schulz. "Culture and Student-Faculty Communication in Higher Education: Implications for the Design of Educational Communication Tools". W Cross-Cultural Design, 563–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07308-8_54.
Pełny tekst źródłaGarcía, Alberto Moreno, David Hidalgo, Francisco Moreno Vargas i Jose Manuel Martinez-Linares. "Qualitative Study of the Functional Spaces of the Faculty of Health Sciences of Granada". W Advances in Design Engineering IV, 353–63. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51623-8_34.
Pełny tekst źródłaStreszczenia konferencji na temat "Faculty of Design"
Froyd, Jeff, Jean Layne, Debra Fowler i Nancy Simpson. "Design patterns for faculty development". W 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418037.
Pełny tekst źródłaAssels, Michael J., Dana Echtner, Michael Spanner, Serguei A. Mokhov, François Carrière i Manny Taveroff. "Multifaceted faculty network design and management". W The Fourth International C* Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1992896.1992916.
Pełny tekst źródłaMisra, D. "A Successful Faculty Member: Essential Components". W 2010 International Symposium on Electronic System Design (ISED 2010). IEEE, 2010. http://dx.doi.org/10.1109/ised.2010.65.
Pełny tekst źródłaTerpenny, Janis P., i Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design". W ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.
Pełny tekst źródłaMa, Honglin, i Lei Yan. "Models Design of DSS for Faculty Management". W 2010 2nd International Workshop on Intelligent Systems and Applications (ISA). IEEE, 2010. http://dx.doi.org/10.1109/iwisa.2010.5473677.
Pełny tekst źródłaSaini, Hemraj. "Office of the Dean Faculty Affairs". W 2023 11th International Conference on Intelligent Systems and Embedded Design (ISED). IEEE, 2023. http://dx.doi.org/10.1109/ised59382.2023.10444602.
Pełny tekst źródłaAllen, Janet K., i Farrokh Mistree. "Reminiscing: Educating Faculty of the Future". W ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13237.
Pełny tekst źródłaOllis, David, i John Krupczak. "Teaching Technology Literacy: An Opportunity for Design Faculty?" W ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASME, 2006. http://dx.doi.org/10.1115/detc2006-99528.
Pełny tekst źródłaZeng, Yihui, Shi Yao, Zhangyuan Xiong, Yaqin Zhang, Hui Ma i Shixiong Wang. "Based Industrial Design Faculty Building qSharingq Mechanism Study". W 2015 International Conference on Industrial Technology and Management Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.184.
Pełny tekst źródłaTomov, Orlin. "An Example Design for Agricultural Pellets Burner". W 2023 15th Electrical Engineering Faculty Conference (BulEF). IEEE, 2023. http://dx.doi.org/10.1109/bulef59783.2023.10406246.
Pełny tekst źródłaRaporty organizacyjne na temat "Faculty of Design"
Irminger, Bente. A growing interest in creativity is opening up new roles for the designer- but also creating a need for clarification of these roles. Universitetet i Bergen KMD, styczeń 2018. http://dx.doi.org/10.22501/kmd-ar.1090256.
Pełny tekst źródłaIrminger, Bente. Økt interesse for kreativitet åpner for nye designerroller- men skaper også behov for rolleavklaringer. Universitetet i Bergen KMD, styczeń 2018. http://dx.doi.org/10.22501/kmd-ar.1090265.
Pełny tekst źródłaRysjedal, Fredrik. Frozen Moments in Motion. Universitetet i Bergen KMD, styczeń 2019. http://dx.doi.org/10.22501/kmd-ar.31524.
Pełny tekst źródłaVan Cleave, Thomas. Short-Term International Service-Learning: Faculty Perceptions of and Pedagogical Strategies for the Design and Implementation of Successful Learning Experiences. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1055.
Pełny tekst źródłaAhouansou, Wildfrid, Fadhel Medard Salifou-Bio i Arnaud Dangvenon. Academic success of students and educational trajectories: Characteristics and needs for a digital learning environment at the University of Abomey-Calavi. Mary Lou Fulton Teachers College, luty 2024. http://dx.doi.org/10.14507/mcf-eli.i15.
Pełny tekst źródłaSilverman, David. Becoming a Qualitative Researcher: Guidelines and Opportunities. Instats Inc., 2024. http://dx.doi.org/10.61700/2dp1wr2ix8mhg743.
Pełny tekst źródłaSurie, Aditi, Amlanjyoti Goswami, Amogh Arakali, Aromar Revi, Divya Ravindranath, Gautam Bhan, Geetika Anand Anand i in. Towards a New Urban Practice: The Urban Fellows Programme 2016-2022. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/9788195847303.
Pełny tekst źródłaPeters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson i Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, sierpień 2022. http://dx.doi.org/10.51388/20.500.12265/162.
Pełny tekst źródłaAmzeri, Achmad, Kaswan Badami i Gita Pawana. Inheritance of resistance to downy mildew (Peronosclerospora maydis) in crossing of Madura Maize Plant (Zea mays L.). Innovative Scientific Information & Services Network, maj 2019. http://dx.doi.org/10.21107/amzeri.2019.1.
Pełny tekst źródłaArnold, Christine Helen, Kathleen Clarke i Tricia Seifert. Examining the Role of Faculty Subcultures in Perceptions of Student Retention Initiatives. Journal of the Australian and New Zealand Student Services Association, październik 2023. http://dx.doi.org/10.30688/janzssa.2023-2-08.
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