Works matching IS 02710633 AND DT 2009 AND VI 2009 AND IP 119
Results: 13
Preface.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 1, doi. 10.1002/tl.358
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Shoeboxes and taxes: Integrated course design unleashes new creativity for a veteran teacher.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 9, doi. 10.1002/tl.359
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Bringing language to life in second-year Spanish.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 17, doi. 10.1002/tl.360
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More significant and intentional learning in the economics classroom.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 25, doi. 10.1002/tl.361
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Inspiration and intellect: Significant learning in musical forms and analysis.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 35, doi. 10.1002/tl.362
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Using Fink's integrated course design: How a book changed our students' learning, our university, and ourselves.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 43, doi. 10.1002/tl.363
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Using integrated course design to build student communities of practice in a hybrid course.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 53, doi. 10.1002/tl.364
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Integrating big questions with real-world applications: Gradual redesign in philosophy and art history.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 61, doi. 10.1002/tl.365
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Integrated design of a virology course develops lifelong learners.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 71, doi. 10.1002/tl.366
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An “extreme makeover” of a course in special education.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 81, doi. 10.1002/tl.367
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Sooner city: Reflections on a curriculum reform project.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 89, doi. 10.1002/tl.368
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Still learning.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 97, doi. 10.1002/tl.369
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Lessons we can learn from the voices of experience.
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- New Directions for Teaching & Learning, 2009, v. 2009, n. 119, p. 105, doi. 10.1002/tl.370
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- Article