Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Active Learning | 3 |
| Capacity Building | 3 |
| Learning Activities | 3 |
| Architectural Education | 1 |
| Assignments | 1 |
| Barriers | 1 |
| Business Schools | 1 |
| Career Readiness | 1 |
| Chemical Engineering | 1 |
| Curriculum Design | 1 |
| Discussion (Teaching… | 1 |
| More ▼ | |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Secondary Education | 1 |
Audience
Location
| Ohio | 1 |
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAna Rita Domingues; Gamze Yakar-Pritchard; Muhammad Usman Mazhar; Francesco Luke Siena; Richard Bull – Higher Education Quarterly, 2025
Knowledge exchange in higher education is an emerging area delivered in multiple ways, including university-business collaboration, combining academic knowledge and business needs. Knowledge exchange can act as a vehicle for embedding sustainability in the curriculum and help address significant challenges we face as a society. Student knowledge…
Descriptors: Student Projects, Active Learning, Sustainability, Business Schools
Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie – Chemical Engineering Education, 2013
The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…
Descriptors: Chemical Engineering, Technical Occupations, Teaching Experience, Mentors
Wylie, E. Caroline; Lyon, Christine J. – Assessment in Education: Principles, Policy & Practice, 2015
The paper examines the breadth and quality of formative assessment implementation of 202 mathematics and science teachers who participated in a two-year, school-based professional development programme that focused on formative assessment. Results are triangulated using three sources of data: baseline and end-of-Year 2 data from an annual survey,…
Descriptors: Formative Evaluation, Program Implementation, Fidelity, Educational Quality
