Furthering the Partnership Between High School, Community College, and University Teachers of Psychology

1999 ◽  
Author(s):  
Carol Dean ◽  
Patricia Puccio ◽  
Jane Jegerski
Keyword(s):  
High School ◽  
Community College ◽  
School Community ◽  
University Teachers ◽  
College And University

scholarly journals An Innovative Plant Genomics and Gene Annotation Program for High School, Community College, and University Faculty

2008 ◽  
Vol 7 (3) ◽  
pp. 310-316 ◽  
Author(s):  
Gokhan Hacisalihoglu ◽  
Uwe Hilgert ◽  
E. Bruce Nash ◽  
David A. Micklos
Keyword(s):  
High School ◽  
Community College ◽  
Gene Annotation ◽  
African American Student ◽  
College Level ◽  
Plant Genomics ◽  
College And University ◽  
Historically Black University ◽  
Evaluation Scores

Today's biology educators face the challenge of training their students in modern molecular biology techniques including genomics and bioinformatics. The Dolan DNA Learning Center (DNALC) of Cold Spring Harbor Laboratory has developed and disseminated a bench- and computer-based plant genomics curriculum for biology faculty. In 2007, a five-day “Plant Genomics and Gene Annotation” workshop was held at Florida A&M University in Tallahassee, FL, to enhance participants' knowledge and understanding of plant molecular genetics and assist them in developing and honing their laboratory and computer skills. Florida A&M University is a historically black university with over 95% African-American student enrollment. Sixteen participants, including high school (56%) and community college faculty (25%), attended the workshop. Participants carried out in vitro and in silico experiments with maize, Arabidopsis, soybean, and food products to determine the genotype of the samples. Benefits of the workshop included increased awareness of plant biology research for high school and college level students. Participants completed pre- and postworkshop evaluations for the measurement of effectiveness. Participants demonstrated an overall improvement in their postworkshop evaluation scores. This article provides a detailed description of workshop activities, as well as assessment and long-term support for broad classroom implementation.

Applied Algebra: The Modeling Technique of Least Squares

2008 ◽  
Vol 102 (1) ◽  
pp. 46-51
Author(s):  
Jeremy Zelkowski ◽  
Robert Mayes
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Community College ◽  
Least Squares ◽  
Real World ◽  
School Community ◽  
Modeling Technique ◽  
Algebra Students ◽  
Static View ◽  
Real World Problems

Algebra on the high school, community college, and college levels is often viewed by students as an abstract game—as skills to be mastered and algorithms to be memorized. To move students from this static view, algebra on all levels should be grounded in applications so that students see it as a useful tool in solving real-world problems. Early in their study of algebra, students should be exposed to mathematical modeling, which can link to their interdisciplinary interests as well as illuminate the need for algebra as a tool for making decisions in a democratic society.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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