DSpace Community: MINDS@UW River Falls

Prologue 2008

Thu, 17 Apr 2008 22:58:59 GMT

Title: Prologue 2008

Authors: Allsop, Sara; Brager, Kyle; Brigman, Austin D.; Buckvold, Marilyn; Butler, Margaret; Carlson, Christine; Fechner, Lauren; Fischer, Julie R.; Gaffer, Kathy; Germain, Maria; Haden, Margaret; Hoffman, Jesse; Hubing, Danielle; Hutton, Lindsay; Isenberger, Annaka; Kerschner, Brittany; Kitzrow, Nate; Knutson, Shannon; Kroska, Brett; Kummer, Amorett; Lampert, Anita; Lande, Joe; Lawton, Anne; Lee, Seung Joo; Loosbrock, Matt; Luedtke, Timothy; Maliszewski, Abby; Malkmus, Alli; Manering, Aaren; McMillan, Colleen; McMillan, Matthew P.; Nadeau, Angela; Newman, Don; Odlaug, Peter; Percy, Vanessa Faye; Sand, Shelby; Swanson, Nathaniel; Syring, Emily; Thorson, Joel; Washam, Christie; Young, Angela; Brookins, Brad; Baird, Amadeline; McKay, Jaci; Schutjer, Aaron; Witschen, Jeff

Abstract: 2008 edition of Prologue, the University of Wisconsin-River Falls student literary and art publication.

Description: iv, 68 p.

Sustainable living in Western Wisconsin

Mon, 12 May 2008 22:58:59 GMT

Title: Sustainable living in Western Wisconsin

Authors: Wagner, Mary Jo; Cain, Kelly; Richards, Don

Abstract: May 13, 2008 broadcast of The West Side with Mary Jo Wagner on Ideas 88.3 WHWC/Eau Claire. In the hour long program, Mary Jo interviews Dr. Kelly Cain, director of the St. Croix Institute for Sustainable Community Development and Don Richards, Mayor of River Falls on sustainable living in Western Wisconsin. The interview talks about the desire to live in a "green" community, which has some cities looking at "The Natural Step" approach to sustainable living.

Description: Two audio files (MP3 audio file and WAV audio file) of the May 13, 2008 radio broadcast of the program The West Side with Mary Jo Wagner on Ideas 88.3 WHWC/Eau Claire.

Analysis of inquiry-based classroom achievement in conjunction with the implementation of reflective student practice in a science classroom

Thu, 08 May 2008 19:52:52 GMT

Title: Analysis of inquiry-based classroom achievement in conjunction with the implementation of reflective student practice in a science classroom

Authors: Choudoir, Christopher

Abstract: Inquiry-based science education, in conjunction with reflective practice, promotes an educational environment of active thinking and improved comprehension of scientific phenomena. This study investigated how high school chemistry students formulated an understanding of Boyle’s Gas Law through two distinct educational approaches. Students in the control group of this study received a standard instructional approach: lecture, lab, and test. On the other hand, students in the experimental group received instruction via computer simulation, group discussion, reflection activities, laboratory assignment, and assessment. Objective analysis of calculations and data interpretation, in coordination with subjective assessment of student short-answer responses, demonstrates that students in the experimental group scored better on the laboratory activity and the two different assessment activities upon conclusion of the respective lessons.

Description: Plan B Paper. 2007. Master's of Science Education. Chemistry Department. 47 p. Includes bibliographical references (p. 32).

Cultural responsive pedagogy in English and eliminating the achievement gap

Fri, 02 May 2008 18:44:16 GMT

Title: Cultural responsive pedagogy in English and eliminating the achievement gap

Authors: Coffey, Wyndemere

Abstract: This project investigates the causes of academic achievement gap, overviews the best practice solutions, and demonstrates how the author uses Culturally Responsive Pedagogy in her English classroom to elimate the achievement gap.

Description: Plan B Paper. 2008. Master's of Science in Secondary Education--University of Wisconsin-River Falls. English Department. 20 p. + Hip Hop/Classics Unit Plan ([31]p.)