Anyone who has ever had to conduct academic research work in higher education becomes keenly aware of the processes and steps that are necessary to produce work that is timely, accurate and valid. A topic may be presented by the instructor, or we may be required to develop one from the course subject. We spend days or weeks combing through academic journal articles, primary sources, secondary sources, videos, and along the way, we ensure proper citation and formatting. We pace the floors at the wee hours of the morning grappling with ideas on how to approach the requirement. Then we begin….we read, relate, reference and compile data in support of the topic as it begins to come together. We develop outlines and topic sentences, a poignant thesis statement, make notes, write and rewrite, and move things around until…in the end, somehow through it all, we end up with something that demonstrates our connection to the material. We submit our work and we wait. If we truly connected, we not only produce research on a level that is respectable and demonstrates a sincere knowledge of the subject matter; but, we internalize our newly acquired understanding.
Recently, I put my PowerPoint presentations up on Slide Share. I was hoping that some of my fellow educators and students may be able to utilize some of the sleepless nights and endless hours many of them took to compile. It’s a way of giving back to those who I read during my research work in my masters degree.
The Paradigm Shift: Migrating from Teacher-Centered to Student-Centered Instruction & Learning
Student Centric Education Models for the 21st Century
Student Development Training Session
Student Development Philosophy
Strategies in Differentiated Instruction
Professional Development: Differentiated Instruction
Instructors Who Differentiate Instruction
Higher Education – A Survival Guide
Differentiating Instruction Through The Implementation of UDL
Milisa A. Sammaciccia, MEd. 