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Microsoft Excel Functions and Formulas

In this completely updated edition covering Excel 2016 and previous versions, Microsoft Excel Functions & Formulas 4/e demonstrates the secrets of Excel through the use of practical and useful examples in a quick reference format. Easy to use and equipped with a variety of functions, Microsoft Excel is the tool of choice when it comes to crunching numbers, building charts, and analyzing tables. With over 250 Excel worksheet examples, files, and added video tutorials, the book is an excellent resource for all Excel users who want to understand, create, and apply formulas. Experienced users will also find Microsoft Excel Functions & Formulas 4/e an excellent reference for many of the program’s advanced formulas and functions. The text is easy to understand with numerous step-by-step instructions and the actual, ready to use Excel screenshots of the input and output from the formulas. A CD-ROM accompanies the book with video tutorials, worksheet files of examples for numerous functions, formulas, and all the figures from the text. Features: * Includes over 250 Excel worksheet examples, ready to use files, and video tutorials * Numerous step-by-step instructions and actual, ready to use Excel screenshots of the input and output from the formulas. eBook Customers: Companion files are available for downloading with order number/proof of purchase by writing to the publisher at info@merclearning.com.

In this completely updated edition covering Excel 2016 and previous versions, Microsoft Excel Functions & Formulas 4/e demonstrates the secrets of Excel through the use of practical and useful examples in a quick reference format.

The Power of Problem-based Learning

A Practical "how To" for Teaching Undergraduate Courses in Any Discipline

Problem-based learning is a powerful classroom process, which uses real world problems to motivate students to identify and apply research concepts and information, work collaboratively and communicate effectively. It is a strategy that promotes life-long habits of learning.

The University of Delaware is recognised internationally as a centre of excellence in the use and development of PBL. This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines.

This ""how to"" book for college and university faculty. It focuses on the practical questions which anyone wishing to embark on PBL will want to know: ""Where do I start?""–""How do you find problems?""–""What do I need to know about managing groups?""–""How do you grade in a PBL course?""

The book opens by outlining how the PBL program was developed at the University of Delaware--covering such issues as faculty mentoring and institutional support--to offer a model for implementation for other institutions.

The authors then address the practical questions involved in course transformation and planning for effective problem-based instruction, including writing problems, using the Internet, strategies for using groups, the use of peer tutors and assessment. They conclude with case studies from a variety of disciplines, including biochemistry, pre-law, physics, nursing, chemistry, political science and teacher education

This introduction for faculty, department chairs and faculty developers will assist them to successfully harness this powerful process to improve learning outcomes.

This book presents the cumulative knowledge and practical experience acquired over nearly a decade of integrating PBL in courses in a wide range of disciplines. <br><br> This ""how to"" book for college and university faculty.

Cooperative Learning in Higher Education

Across the Disciplines, Across the Academy

Research has identified cooperative learning as one of the ten High Impact Practices that improve student learning. If you’ve been interested in cooperative learning, but wondered how it would work in your discipline, this book provides the necessary theory, and a wide range of concrete examples. Experienced users of cooperative learning demonstrate how they use it in settings as varied as a developmental mathematics course at a community college, and graduate courses in history and the sciences, and how it works in small and large classes, as well as in hybrid and online environments. The authors describe the application of cooperative learning in biology, economics, educational psychology, financial accounting, general chemistry, and literature at remedial, introductory, and graduate levels. The chapters showcase cooperative learning in action, at the same time introducing the reader to major principles such as individual accountability, positive interdependence, heterogeneous teams, group processing, and social or leadership skills. The authors build upon, and cross-reference, each others’ chapters, describing particular methods and activities in detail. They explain how and why they may differ about specific practices while exemplifying reflective approaches to teaching that never fail to address important assessment issues.

addressed throughout this book—these goals can be realized through a
timetested, increasingly well-known pedagogy called cooperative learning. THE
NEED FOR COOPERATIVE AND ACTIVE LEARNING APPROACHES Countless
studies, including the National Survey of Student Engagement (NSSE),
emphasize the need for student engagement. In fact, recent research from the
NSSE “found that student engagement had a 'compensatory effect' on grades
and students' likelihood ...

Teaching Unprepared Students

Strategies for Promoting Success and Retention in Higher Education

This book provides professors and their graduate teaching assistants with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies. The author shares proven practices that will not only engage all students in a class, but also create the conditions- while maintaining high standards and high expectations- to enable at-risk and under-prepared students to develop academically and graduate with good grades. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of "universal design" strategies. The ideas presented here- that the author has successfully employed over many years- can be easily integrated into any class.

This book provides professors and their graduate teaching assistants with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies.

Using Reflection and Metacognition to Improve Student Learning

Across the Disciplines, Across the Academy

Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material. This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education. Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently. Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement.

compare that to the outcome (“Where did I have difficulties on the exam?”), and
make adjustments as necessary (“Next time, I should solve more practice
problems so I know better how to set things up”). 2. When instructors review the
graded ...

Student Learning Abroad

What Our Students Are Learning, What They’re Not, and What We Can Do About It

A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are. The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad. Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors: Laura Bathurst Milton Bennett Gabriele Weber Bosley John Engle Lilli Engle Tara Harvey Mitchell Hammer David Kolb Bruce La Brack Kris Hemming Lou Kate McCleary Catherine Menyhart R. Michael Paige Angela Passarelli Adriana Medina-López Portillo Meghan Quinn Jennifer Meta Robinson Riikka Salonen Victor Savicki Douglas Stuart Michael Vande Berg James Zull While the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.

TABLE 9.2 Behavioral adaptation demands sorted by type of onset/duration and
origin In addition, different behavioral challenges seemed to emerge at different
times during the sojourn (Savicki, Adams, et al., 2008). For example, difficulties ...

Discussion-based Online Teaching to Enhance Student Learning

Theory, Practice, and Assessment

As online courses proliferate, teachers increasingly realize that they have to connect with their students as they would in face-to-face classes. They have to provide true opportunities for inspirational and meaningful learning, rather than a sterile experience of clicking within a labyrinth of links. With the specific purpose of switching emphasis from the technical issues of online teaching to the human implications of teaching and learning through the Internet, Tisha Bender draws on her extensive research, her training of online faculty, and her own online teaching experience, to create a fresh vision of online pedagogy. Discussion-Based Online Teaching to Enhance Student Learning consists of three parts: Theory Practice Assessment The author shows how she applies learning theories to online discussion-based courses. She presents a wealth of suggestions and techniques, illustrated by real examples, for stimulating and managing online discussion effectively, and for improving teaching practices. The book concludes with methods for assessing the efficacy of online courses. This accessible and comprehensive book offers an engaging and practical approach to online teaching that is rooted in the author's experience and enthusiasm for creating a virtual environment that engages students and fosters their deep learning. This is a book for all educators and administrators in higher education, in any discipline, engaged in, or contemplating offering, online classes that involve discussion or collaborative learning. It is relevant both to faculty teaching a hybrid and face-to-face classes, and courses conducted entirely online.

A second deterrent involves technical difficulties, without timely and helpful
technical support. Students benefit if, at the start of the online class, they take an
orientation to learn how to navigate around the class, submit assignments,
download ...