The Importance Of Environmental Studies Cannot Be Disputed Since The Need For Sustainable Development Is A Key To The Future Of Mankind. Recognising This, The Honourable Supreme Court Of India Directed The Ugc To Introduce A Basic Course On Environmental Education For Undergraduate Courses In All Disciplines, To Be Implemented By Every University In The Country. Accordingly, The Ugc Constituted An Expert Committee To Formulate A Six-Month Core Module Syllabus For Environmental Studies. This Textbook Is The Outcome Of The Ugc S Efforts And Has Been Prepared As Per The Syllabus. It Is Designed To Bring About An Awareness On A Variety Of Environmental Concerns. It Attempts To Create A Pro-Environmental Attitude And A Behavioural Pattern In Society That Is Based On Creating Sustainable Lifestyles And A New Ethic Towards Conservation. This Textbook Stresses On A Balanced View Of Issues That Affect Our Daily Lives. These Issues Are Related To The Conflict Between Existing `Development Strategies And The Need For `Conservation . It Not Only Makes The Student Better Informed On These Concerns, But Is Expected To Lead The Student Towards Positive Action To Improve The Environment. Based On A Multidisciplinary Approach That Brings About An Appreciation Of The Natural World And Human Impact On Its Integrity, This Textbook Seeks Practical Answers To Make Human Civilization Sustainable On The Earth S Finite Resources. Attractively Priced At Rupees One Hundred And Fifteen Only, This Textbook Covers The Syllabus As Structured By The Ugc, Divided Into 8 Units And 50 Lectures. The First 7 Units, Which Cover 45 Lectures Are Classroom Teaching-Based, And Enhance Knowledge Skills And Attitude To Environment. Unit 8 Is Based On Field Activities To Be Covered In 5 Lecture Hours And Would Provide Students With First Hand Knowledge On Various Local Environmental Issues.

Enrich your students and the institution with a high-impact practice Designing and Teaching Undergraduate Capstone Courses is a practical, research-backed guide to creating a course that is valuable for both the student and the school. The book covers the design, administration, and teaching of capstone courses throughout the undergraduate curriculum, guiding departments seeking to add a capstone course, and allowing those who have one to compare it to others in the discipline. The ideas presented in the book are supported by regional and national surveys that help the reader understand what's common, what's exceptional, what works, and what doesn't within capstone courses. The authors also provide additional information specific to different departments across the curriculum, including STEM, social sciences, humanities, fine arts, education, and professional programs. Identified as a high-impact practice by the National Survey of Student Engagement (NSSE) and the Association of American Colleges and Universities' LEAP initiative, capstone courses culminate a student's final college years in a project that integrates and applies what they've learned. The project takes the form of a research paper, a performance, a portfolio, or an exhibit, and is intended to showcase the student's very best work as a graduating senior. This book is a guide to creating for your school or department a capstone course that ties together undergraduate learning in a way that enriches the student and adds value to the college experience. Understand what makes capstone courses valuable for graduating students Discover the factors that make a capstone course effective, and compare existing programs, both within academic disciplines and across institutions Learn administrative and pedagogical techniques that increase the course's success Examine discipline-specific considerations for design, administration, and instruction Capstones are generally offered in departmental programs, but are becoming increasingly common in general education as well. Faculty and administrators looking to add a capstone course or revive an existing one need to understand what constitutes an effective program. Designing and Teaching Undergraduate Capstone Courses provides an easily digested summary of existing research, and offers expert guidance on making your capstone course successful.

Curricular peer mentoring is a programmatic approach to enrich student learning and engagement in postsecondary courses in which instructors welcome a more experienced undergraduate student into a credit course they are teaching. The student then serves as peer mentor to the students enrolled. Peer mentors can provide a variety of peer-appropriate, course-specific mentoring, tutoring, facilitation and leadership roles and activities that complement the roles of the course’s instructor and teaching assistants both in classroom settings and beyond. A program provides training and ongoing support for a larger number of peer mentors and instructional teams and manages recruitment and program research and quality. This volume provides research findings, definitions, theories, and practical program descriptions as a foundation for program development and research of undergraduate curricular peer mentoring programs in higher education. This work builds on a long history of higher education program development and collects a significant amount of literature that has previously been scattered.

This report uses data from the National Longitudinal Study of the High School Class of 1972 and the High School & Beyond/Sophomores Study to summarize information on what is studied, where, and by whom, in the nation's colleges, community colleges, and postsecondary trade schools. Section 1 describes how the data is based on that which the taxonomy of courses and analyses of course-taking, credits, grades, degrees, etc., were constructed and edited. Section 2, "Degrees, Majors, Credits, and Time," presents the long-term educational attainment of the two cohorts of students (classes of 1972 and 1982). Section 3, "The Changing Shape of Delivered Knowledge," presents the taxonomy of courses, and includes the most common course titles in over 1,000 course categories, as well as enrollment trends by course category. Section 4 examines all credits earned by the two cohorts and identifies which courses account for most of those credits to yield an empirical "core curriculum." Section 5 provides data on proportions of students studying given subject categories; trend data is included for the past two decades. Finally, Section 6 provides data concerning such issues as trends in grade inflation and which courses students fail at high rates. The conclusion offers suggestions for further analysis of these data bases. (Contains 43 references.) (DB)