Register now to access 7 million high quality study materials (What's Course Hero?) Course Hero is the premier provider of high quality online educational resources. With millions of study documents, online tutors, digital flashcards and free courseware, Course Hero is helping students learn more efficiently and effectively. Whether you're interested in exploring new subjects or mastering key topics for your next exam, Course Hero has the tools you need to achieve your goals.
pa5920
Course: PA 5920, Fall 2008School: Minnesota
Rating:
Document Preview
5920: DRAFT PA Project Planning Workshop Course Outline and Schedule Friday, September 8, 2006 8:00 AM to 4:30 PM Saturday, September 9, 2006 8:00 AM to 1:00 PM Instructor: Gary DeCramer Open to all Humphrey Students, especially designed for students interested in developing skills for group project work and preparing for Capstone Workshop projects Friday 8:00 8:10 Welcome Coffee, juice, bagels Introduction to...
Unformatted Document Excerpt
Coursehero >> Minnesota >> Minnesota >> PA 5920Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
5920: DRAFT
PA Project Planning Workshop Course Outline and Schedule
Friday, September 8, 2006 8:00 AM to 4:30 PM Saturday, September 9, 2006 8:00 AM to 1:00 PM Instructor: Gary DeCramer Open to all Humphrey Students, especially designed for students interested in developing skills for group project work and preparing for Capstone Workshop projects Friday 8:00 8:10 Welcome Coffee, juice, bagels Introduction to the Course
History: Several years ago, the instructors for capstone workshops (PA 8081, PA 8583, PA 8183) decided that it would be useful for their students to take a short course that showed them how to work in groups, how to do project planning etc. This 1-credit course was named the Project Planning Workshop and has been offered under the PA 8190 topics course number. Contents: Introduction to course and action research; individual assessments and team dynamics Project planning; client relations and contracting. Ethics of research and IRB process; research design; possible Spring workshop topics; course evaluations. Learning Objectives: Prepare students for: Task Oriented Capacity: Skills in Task Management and Performance Group Maintenance Capacity: Skills in Management of Interpersonal Relations in Group Project Work Prepare Students for Managing Client Relationships Review of action research Discussion: What is action research? Aims at solving specific problems with a program, organization, or community. Becomes a part of the change process by engaging the people in the program or organization in the study of
DRAFT the problem to solve their own problem. Michael Patton Qualitative Evaluation Come to an understanding and appreciation of the ethics of action research Learn and practice the skills of defining a project jointly with a client and developing realistic timelines for accomplishing the deliverables Learn and practice the essentials of client relations and contract development
8:45 What do you want to learn from this course? Break into small groups and spend about 15 minutes discussing individual learning objectives for this course introduce one another, then talk what about you want for take-aways from this course. 9:00 Report back 9:20 Group Dynamics Presentation What are your experiences? 10:00 Break 10:15 12:15 Slide Presentation on Project Development, Team/Client Relationships and Deliverables Contract Goals and Purposes Scope of Services Deliverable Products Criteria for Evaluation 12:15 Lunch (on your own) 12:45 PM 1:00 PM 1:45 PM Group Dynamics and Working with a Client Former Research Client Panel: participants TBA Student Panel: participants TBA Panel One: student presenters will focus on the general group work experiences and the pluses and minuses of doing group work here at the Institute and beyond Panel Two: former capstone students will focus on the pluses and minuses of their capstone workshop experiences Breakout Session Review and discuss skills needed in task management and performance Review and discuss skills needed in management of interpersonal relations Develop sample group norms
2:30 PM
DRAFT
2:15 2:45 2:55 3:00 4:00 4:30
Breakout Sessions to discuss Skills in Task Management and Performance Skills in Management of Interpersonal Relations Develop sample of written group norms Report back on your experience Brief Break Ethics in Research and the Role of the Institutional Review Bo...
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
Below is a small sample set of documents:
Below is a small sample set of documents:
Minnesota - PA - 5920
PA 5920, Section 2 Change-Making: Skills for effective public policyFall 2006 Skills Workshop Goals: To provide the skills to get public policy to work. To create a Cedar Riverside Community-Building Working Group*.* See page 4 for description.
Minnesota - PA - 5941
C:\Documents and Settings\user\Desktop\pdf_pa5941.docSyllabus Fall 2005 PA 5941 Leadership for the Common Good Wed. 5:45 pm 9:05 pm (HHH 180) Instructors Barbara Crosby bcrosby@hhh.umn.edu office: 612-626-7223 home: 612-822-1513 hours: Wed, 3pm-5
Minnesota - PA - 5941
LCG SyllabusSyllabus Fall 2005 PA 5941, Section 002 Leadership for the Common Good Thursdays, 9:05 am-12:20 pm Professor Katherine Fennelly kfennelly@hhh.umn.edu office: 612-625-6685 office hours: by appt. Course Goals Understand theories, tools,
Minnesota - PA - 5990
Leadership and Public Service with Walter Mondale Description: This course offers a unique opportunity to study the deliberations and decisions of Vice President Walter Mondale during his career in public life as Minnesota Attorney General, U.S. Sena
Minnesota - PA - 5990
Hubert H. Humphrey Institute of Public Affairs University of Minnesota, Twin Cities Public Affairs 5990: Conceptual Backgrounds of American InstitutionsCo-listed as History 5960, section 005Topics in Social, Political and Intellectual History (Subj
Minnesota - PA - 8001
Draft Syllabus PA 8001 Transforming Public PolicyFall Semester 2006 Mondays 5:30 8:50 p.m. Blegen 330Instructor: Barbara Crosby 240 Humphrey Center (O) 612-626-7223 (H) 612-822-1513 bcrosby@hhh.umn.edu Office Hours: Wednesdays, 3-5 p.m. and by ap
Minnesota - PA - 8081
4/4/06 PA 8081 POLITICAL ADVOCACY IN THE PUBLIC INTEREST FALL 2006SyllabusWORKSHOP ON POLITICAL ADVOCACY IN THE PUBLIC INTEREST PA 8081 FALL 2006 Credits: 3 A-F Grade Base 12:45 P.M. - 02:00 P.M. , Tu,Th Humphrey Center Instructor: Gary DeCramer 2
Minnesota - PA - 8203
Public Affairs 8203 Neighborhood Revitalization Strategies & Theories Hubert H. Humphrey Institute of Public Affairs University of Minnesota Fall Semester, 2006Location: Mondays & Wednesdays, 4:00 p.m. to 5:40 p.m. Room 15, HHH Center Kris Nelson, P
Minnesota - PA - 8687
1PA 8687: Women and Electoral PoliticsFall 2006 11:15-12:30 MW CarlSMgmt 1-122Sally J. Kenney 146 Humphrey Center 612-625-3409 kenne030@umn.edu Office hours: Mondays 4-5 Course Description This course examines the political science literature on
Minnesota - PA - 8811
SYLLABUS - PA 8811 STRATEGIC ISSUES IN INTERNATIONAL ECONOMIC POLICY Fall semester 2006 3 creditsG. Edward Schuh Regents Professor in International Economic Policy and Orville and Jane Freeman Professor in International Trade and International Polic
Minnesota - PA - 5031
8-20-2007 EMPIRICAL ANALYSIS I (Statistics) PA 5031, Lecture section 001 Fall Semester 2007 4 credits Tuesdays and Thursdays 11:15-12:30 p.m., Blegen 215 You must attend the lab for which you have registered: Lab 003 Fridays 9:45-11:00 in HHH 85 (
Minnesota - PA - 5990
PA 5990, section 3 Engaging the Public in Policy and PlanningHubert H. Humphrey Institute of Public Affairs University of Minnesota Fall Semester, 2007 Location: Instructor: Tuesdays, 4:00 p.m. to 6:30 p.m. Room XX Garry Hesser Professor of Sociolog
Minnesota - PA - 8790
2007REVISED October 3, 2007new revisions in green Old revisions from 9-10-07 in red Syllabus: Risk Analysis for Science and Technology Policy Fall 2007 PA 8790 3 credits 12:45 p.m.-2 p.m. Tuesdays and Thursdays HHH 20 Instructor: Prof. Jennifer Kuzm
Minnesota - GANDALF - 98
Bayesian Q-learningRichard DeardenDepartment of Computer Science University of British Columbia Vancouver, BC V6T 1Z4, Canada dearden@cs.ubc.caNir FriedmanComputer Science Division 387 Soda Hall University of California Berkeley, CA 94720 nir@cs
Minnesota - GANDALF - 07
Problem : FindP(x |" i )r r Given P(x | # i ), (but # i unknown) r P (# i |D)Solution : Learnfrom datathen r r r P (x |" i ) = $ K $ P(x | # i )P(# i |D)d# i and P (" i ) = P(" i |D) (Training sample provides this!) Thus : P(" i | x,D) =
Minnesota - GANDALF - 07
Regression Part IINote: Several slides taken from tutorial by Bernard SchlkopfCSCI 5521: Paul SchraterMulti-class Classification SVM is basically a two-class classifier One can change the QP formulation to allow multiclass classification More
Minnesota - GANDALF - 07
Bayesian Linear Regression Bayesian treatment: avoids the over-t and leads to an automatic way of determining the model complexity using only the training data. We start by dening a simple likelihood conjugate prior, For example, a zero-mean Gauss
Minnesota - GANDALF - 07
Advances in Gaussian ProcessesTutorial at NIPS 2006 in VancouverCarl Edward RasmussenMax Planck Institute for Biological Cybernetics, TbingenDecember 4th, 2006Rasmussen (MPI for Biological Cybernetics)Advances in Gaussian ProcessesDecemb
Minnesota - GANDALF - 07
Clustering 1 (finish KPCA)Unsupervised classificationKernel PCAKernel PCA is regular PCA in the Transformed spacey = F(x) 1 C= m F(xj=1:mj)F(x j )TTo do PCA in new space, solve :lv = CvAny eigenvector will be in the part of the sp
Minnesota - BLOG - 0556
WebCT Vista: Set up, Log in, Navigate1. 2. 3. 4. 5. Set up and Configure Web Browser and Java Configure Ad-blocking or Pop-up Stopper Software Log in to WebCT Vista (and Log out) Navigate in WebCT Vista Get Help and Technical Tips1. First Priority
Minnesota - GANDALF - 3
Psy 5018H: Math Models Human Behavior Spring 2008 Prof. Paul Schrater Homework #3, Due Mar. 20th, midnight.Problem SetSubmit homework as an electronic file via email. You may submit any common file format. 1) Bayesian perception of motion (50%)Re
Minnesota - GANDALF - 08
Psy 5018H: Math Models Human Behavior Spring 2004 Prof. Paul Schrater Homework #2, Due Mar. 30th, midnight.Problem SetSubmit homework as an electronic file via email. You may submit any common file format. 1) Bayesian perception of motion (35%)Re
Minnesota - GANDALF - 3
Psy 5018H: Math Models Human Behavior Spring 2004 Prof. Paul Schrater Homework #2, Due Mar. 30th, midnight.Problem SetSubmit homework as an electronic file via email. You may submit any common file format. 1) Bayesian perception of motion (35%)Re
Minnesota - GANDALF - 05
CSCI 5521: Pattern RecognitionPlease submit your work in an electronic document with a standard readable format (e.g. pdf, rtf, doc, txt). All matlab code should be put into a separate file that is executable as a script or function. Problem set 1:
Minnesota - GANDALF - 05
CSCI 5521: Pattern RecognitionProblem set 1: 9/4/03Download the file arrow.m:http:/www.mathworks.com/matlabcentral/fileexchange/loadFile.do?objectId=278&objectType=fileDue: 9/18/03 4:00pmUse the arrow command to visualize vectors.1. Consider
Minnesota - MRS - 12006
Transforming the University of MinnesotaFinal Recommendations of the System Task Force Coordinate CampusA Public Honors CollegeCommittee MembersAngel (Andy) Lopez, Professor of Computer Science, Chair Joseph Basel, Student, Economics and Mana
Minnesota - MATH - 013
A Primer on Implied CorrelationJohn A. Dodson August 18, 2007This note summarizes a presentation delivered to the University of Minnesota Financial Mathematics Practitioner Seminar on August 15, 2007. The theme for the summer session was credit der
Minnesota - MATH - 013
Ch. 7 Intensity Models John Dodson nmath practitioner seminarCh. 7 Intensity ModelsSchnbucher, Philipp J. (2003) o Credit derivatives pricing models, Wiley FinanceIntroduction Short RateTractable Gaussian model CIR model Tree Finite dierenceF
Minnesota - ENHS - 1
TheAssociationbetweenParentsPastAgriculturalInjuriesandtheirChildrensRiskofInjury: AnalysesfromtheRegionalRuralInjuryStudyII Kathleen Ferguson Carlson, MS; Deborah Langner, MS; Bruce H. Alexander, PhD; James G. Gurney, PhD; Susan Goodwin Gerberich, P
Minnesota - ENHS - 1
Respondent Characteristics and Exposures (N = 2311) No. (%) of Respondents Case Events (N = 425)Data Collection Year 1999 Respondents 2001 Respondents Child Characteristics Gender Female Male Age Groupsa 0-5 6-9 10-11 12-13 14-15 16-19 Self-Controlb
Minnesota - ENHS - 013106
January 31, 2006MINNESOTA CERTIFIED VETERINARY TECHNICIANS STUDY Target Gift Card Drawing Information - Update Because of unexpected delays in the printing and mailing of questionnaires, the gift card drawing will be delayed from the October 1st da
Minnesota - D - 06
The Putnam Competition from 1938-2007Joseph A. Gallian1. INTRODUCTION. The William Lowell Putnam Competition is held annually for the top undergraduate mathematics students in the United States and Canada. The rst Putnam competition took place in 1
Minnesota - MG - 2006
Hosta Virus X Resistance ListDr. Ben Lockhart, University of Minnesota This information is based on a three year trial in Minnesota; see notes below.Moderately Susceptable2 Slightly Susceptible3 Very Susceptable1 H. 'Bettsy King' H. 'Antioch' H. '
Minnesota - MG - 101
PowerPoint basicsMinnesota Master Gardener State Conference 2005 Central lakes College, Brainerd, MNWhy Powerpoint? Everyone is on the same page at the same time Fast Adaptable and easy to make changes Utilize sound, video, imaging Wide range
Minnesota - MG - 1
Residential Rain GardensGraphic: City of MaplewoodUniversity of Minnesota Master Gardener ProgramA rain garden is a water-quality tool that you can use in your own yard.What Well Cover What is a rain garden? Functions and benefits How t
Minnesota - MG - 1
4-H Youth DevelopmentMeeting the Needs of Youth Building Competencies in YouthYouth Development Conceptual Framework: Meeting Needs & Building CompetenciesCom unity, Fam m ily, Peers, School, Work, LeisureContextual I nfluencesCom petencies
Minnesota - WWW1 - 2009
2009 ScheduleStructural Biology NMR ResourcePractical NMR Workshops 2009January 13-15 (tentative), 2009 (3-day) March 16-20, 2009BioC5225 May TBA, 2009BioC 4225 June TBA, 2009 (5-day) Aug. TBA, 2009 (3-day) Please see our web site at http:/ www.u
Minnesota - WWW1 - 2009
Practical NMR Workshop Application Structural Biology NMR Resource University of Minnesota Minneapolis, MinnesotaDate/Time Field Last Name First Name Position Principal Investigator2009Print FormSubmit by EmailPhone email Address City Countr
Minnesota - BLOG - 011
11/6/08Astin,Whatmattersincollege111/6/08211/6/08LucyandEthelmadeconsiderable academicandemotionalchangesthis semester.Afterstartingoutquietand sittingintheback,theyshiftedtothe secondrowandhaveanswersmostofthetime forquestions.Thesetwoar
Minnesota - BLOG - 011
Evaluation Improves Tutoring PracticeDavid Arendale University of Minnesota October 10, 2008Survey of Current Practices with Minnesota College Tutoring ProgramsOctober 2008 14 Tutoring ProgramsLimitations of Survey Anonymous submission of surv
Minnesota - BLOG - 011
1234567891011121314151617181920212223242526272829303132333435363738394041424344454647484950515253545556575859606162636465
Minnesota - BLOG - 011
Peer Assisted Learning (PAL):Principles to Guide the Practice & Outcomes for the Facilitators Who Work with ThemDavid Arendale, Ph.D. Dept. of Postsecondary Teaching & Learning College of Education & Human Development University of Minnesota-Twin C
Minnesota - BLOG - 011
David R. Arendale, Ph.D. University of Minnesota, 612-625-2928; arendale@umn.edu http:/podcasting.arendale.orgUsing Technology to Engage and Enrich Learning Hope Johnson, ADCS Laurie McGinley, CEHD Vicki Neau, CEHD Erik Tollefsrud, UGT
Minnesota - BLOG - 011
Postsecondary Peer Cooperative Learning Programs: Annotated BibliographyCompiler/Editor David R. Arendale College of Education and Human Development University of Minnesota Minneapolis, MNThis manuscript is undergoing major revision. Check back la
Minnesota - BLOG - 011
Guidefor Peer Assisted Learning (PAL) Group FacilitatorsEdited by David Arendale and Kari-Ann Ediger Department of Postsecondary Teaching and Learning College of Education and Human Development University of Minnesota-Twin Citieshttp:/www.tc.umn.e
Minnesota - BLOG - 011
National Training InstitutesThe following institutes provide training directly and indirectly related to peer learning programs. For purposes of this grant, the highest priority should be placed on participating in the institutes conducted by the Ce
Minnesota - BLOG - 011
Selected Bibliography of AMust Read@ Books or MonographsAfter studying the literature about how to implement specific peer learning programs and perhaps attending a national training workshop, the following publications are recommended for a long-te
Minnesota - BLOG - 011
Serial Publications: Journals, Newsletters, & Monograph SeriesThe following publications contain articles about peer cooperative learning programs. Some are focused solely on peer learning (e.g., SI Update Newsletter, Student Centered Learning, Syne
Minnesota - BLOG - 011
Professional Associations and OrganizationsThe following professional associations and organizations are related directly and indirectly to peer learning programs. The Center for Supplemental Instruction provides the most materials and services for
Minnesota - BLOG - 011
Professional Standards and Certifications Related to the FieldThe following certifications are related directly or indirectly to peer learning programs. Many peer learning programs select one or more of the following certification programs to both i
Minnesota - BLOG - 011
SI-Net Email Discussion Group for Student LeadersSI Leaders have an opportunity to have their own listserv separate from the one that the administrators and supervisors of SI programs. It is called the SIL-Discuss for Supplemental Instruction Leader
Minnesota - BLOG - 011
SI-Net Email Discussion Group for AdministratorsThe Supplemental Instruction (SI) email discussion group (SI-Net) is intended as a modern forum for the exchange of ideas among those interested in SI. Several hundred faculty and staff from around the
Minnesota - TC - 011
Guidefor Peer Assisted Learning (PAL) Group FacilitatorsEdited by David Arendale and Kari-Ann Ediger Department of Postsecondary Teaching and Learning College of Education and Human Development University of Minnesota-Twin Citieshttp:/www.tc.umn.e
Minnesota - TC - 011
Postsecondary Peer Cooperative Learning Programs: Annotated BibliographyCompiler/Editor David R. Arendale College of Education and Human Development University of Minnesota Minneapolis, MNThis manuscript is undergoing major revision. Check back la
Minnesota - TC - 011
Foundation and Theoretical Framework for Supplemental InstructionDavid R. Arendale, Senior Research Fellow, Office of the Vice Chancellor for Student Affairs and Enrollment Management; arendaled@umkc.edu; http:/arendale.org; ERIC No. ED 354 839 Orig
Minnesota - TC - 011
Fostering Multicultural Education with a Learning Assistance Model That Works: Supplemental Instruction by David Arendale, Associate Director The University of Missouri-Kansas City, Center for Academic Development February 14, 1993 College Students F
Minnesota - TC - 011
A framework for understanding Supplemental Instruction is presented along with theoretical and philosophical underpinnings. Understanding the Supplemental Instruction (SI) Model David R. Arendale An Overview of Supplemental Instruction (SI) Supplemen
Minnesota - TC - 011
Frontloaded Academic Support: Supplemental Instruction in Two-Year CollegesIntroduction The first year of college has always presented challenges to both students and institutions. For students, it is one of life's most critical transitions. In fac
Minnesota - TC - 011
Lessons that I have Learned from Students in Peer Study GroupsDavid Arendale, Senior Research Fellow, University of Missouri-Kansas City, Office of the Vice Chancellor for Student Affairs and Enrollment Management, Administrative Center, Suite 336,
Minnesota - TC - 011
Suggestions for Improving Attendance in SI SessionsRevised April 20, 2000 Because of the voluntary nature of SI attendance outside the course lectures, the issue of SI session attendance will be a continuing issue for all programs. A variety of fact
Minnesota - TC - 011
Chapter Two: SI in the First Year of College Introduction SI as a Continuation of First Year Experience Programs Focus on High Risk First Year Classes SI is Helpful for a Variety of Student Subpopulations Theoretical Framework for First Year Student