Sentence examples for in course design from inspiring English sources
In the future employers may be more involved in course design and development, although this model remains to be tested.
Educators need to get employers involved in course design, teaching and assessment, she says, as well as in tracking and learning from the future career paths of students.
The demands of the Quality Assurance Agency (QAA), for instance, mean that there is more paperwork required in course design and learning outcomes, for which students need to be assessed.
Now institutions such as The University of Law tailor it to different areas of law and even to individual law firms, with these firms becoming involved in course design and students able to pick the path most suited to the particular type of law they want to pursue.
Jack Nicklaus, who has operated a successful design business since 1969, was one of the few who added a sobering voice when asked about Mr. Woods's precociousness in course design: "Yes, but he hasn't done any yet," Mr. Nicklaus said soon after the Cliffs broke ground.
LD and YHC worked closely in course design, implementation, and collecting data.
Third, much related to the previous problem, too often of secondary importance in course designs is the individual student's learning process and the overall learning experience.
We argue that greater collaboration between English teachers and researchers in scientific fields is needed, and that consultation and clarity should become themes in courses designed for graduate and undergraduate EFL students.
The target audience for these courses ranges from students in interdisciplinary courses to students in courses designed specifically for biology, biotechnology, life sciences, or pharmacy majors or for computer science and information technology majors at both the undergraduate and graduate levels.
"We're in the forefront of conservation in golf course design," says Anthony. "We want Tiger Woods' course to be the greenest golf course built in America".
In addition, this indicates a positive alignment between perceived learning gains in neuroimaging cognition and specific engagement activities used in our course design.
