A5061995473- Educational Innovations and Challenges
- Diverse Educational Innovations Studies
- Evaluation of Teaching Practices
- Microbial bioremediation and biosurfactants
- Pharmaceutical and Antibiotic Environmental Impacts
- Reflective Practices in Education
- Innovative Teaching and Learning Methods
- Pesticide and Herbicide Environmental Studies
- Outdoor and Experiential Education
- Psychology of Development and Education
- Microbial Community Ecology and Physiology
- Amino Acid Enzymes and Metabolism
- Animal and Plant Science Education
- Education and Military Integration
- Lichen and fungal ecology
- Historical and Scientific Studies
- Education Systems and Policy
- Military and Defense Studies
- Military, Security, and Education Studies
- Microbial Metabolic Engineering and Bioproduction
- Radioactive contamination and transfer
- Land Use and Ecosystem Services
- Psychoanalysis and Psychopathology Research
- Attention Deficit Hyperactivity Disorder
- Health, Medicine and Society
The Ohio State University
2010-2020
Appalachian State University
2009
University of Illinois Urbana-Champaign
1999
The effects of methylphenidate (MPH) on motivation were examined using a progressive ratio (PR) task in children who prescribed MPH for the treatment ADHD. Twenty-one children, 7 to 12 years age, completed two test sessions, one under medication and not. During each session, pressed lever earn nickel reinforcers, where first press resulted reinforcer 10 additional presses required subsequent reinforcer. Children had significantly higher breakpoint than when off medication. This...
Educational developers can help create a cadre of well-prepared new professionals by mentoring them during graduate study. Through an educational development intern position, we created mentorship opportunity for students interested in the field as career opportunity. Teaching center staff, participating student interns, and benefited from model.
Abstract The lessons learned by campus personnel at Appalachian State University as they worked to meet the needs of student soldiers who were deployed during earlier conflicts provided a framework for programs and policies when students Iraq Afghanistan.
Effects of sub-millimeter scale heterogeneity in chemical and microbial distributions on atrazine degradation were examined using Pseudomonas sp. strain ADP introduced into soil at a population mimicking atrazine-adapted soils (~2000 cells/g), employing range water pressures (?100, ?300, ?500 kPa). Heterogeneous cell distribution was employed all treatments whereas uniformity variable for introduction. Two methods initially distributing examined. Proximally-applied (PAA) intended to yield...
Abstract Backward design of academic courses is an evidence-based approach to building coherent assessable learning experiences. curriculum less often practiced, given that most programs pre-date publication research on backward design. This paper describes a process undertaken by group faculty at large university develop new graduate program leading PhD in engineering education. The initial was developed over 9 month-long members the department’s studies committee and guided senior our...
Abstract DDT residues (DDT, DDD, and DDE, or DDTR) occur in detectable concentrations soils from southern California over 20 years after a ban (1973) on the widespread use of pesticide U.S. A comparison found western Riverside/San Bernardino Counties to much larger statewide database Mischke et al. (1985) suggests that systematic regional variation relative abundances DDTR exists soils. It is suggested factors such as physical/chemical properties residues, local/regional soil‐forming...
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which now been completed by more than 600 faculty, staff, Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants' teaching, this study utilizes qualitative data drawn five years participant feedback gathered last day CDI, as well focus groups conducted with graduates following their...
Since 2009, our center for teaching and learning has offered an intensive Course Design Institute (CDI) several times each year, which now been completed by more than 600 faculty, staff, Graduate Teaching Associates from The Ohio State University. To better understand the impact of participating in a CDI on participants' teaching, this study utilizes qualitative data drawn five years participant feedback gathered last day CDI, as well focus groups conducted with graduates following their...
Prior to joining the faculty at Ohio State, Aimee was an industry professional in various