Work in progress - spreadsheet implementation programming project course

The most challenging part of preparing courses for graduate students might be the diversity background of the students. Traditional lectures do hardly satisfy or benefit all of them, which might lead to inactive in the class, especially when the courses are professionally concentrated. Jigsaw cooperative learning (JCL), a student-centered learning method that engages all students and is beneficial in facilitating relationship building, might be an alternative solution. Two rounds of trials were made in an optical graduate course “Optical Interferometric Measurement (OIM)”. In this paper, we would like share some experience on the JCL trials made in the scientific knowledge-dense course.

Based on feedback from graduate students, from science and engineering faculty who teach graduate students, and from surveys about the skills graduate students need, the authors have designed and taught a graduate-level course in academic publishing. This article describes the need for the course and the theory behind its design, outlines the course content, and presents assessment data from the first three course iterations. The findings indicate that this course has increased students' awareness of the role of rhetorical and discourse knowledge as well as their level of confidence in their ability to write and publish professional work. Further, findings from interviews with faculty advisors yield insight into the benefits of the course for students, advisors, disciplinary programs, and cross-curricular initiatives

A new graduate course on CO2 Capture and Uses was offered for the first time at Texas A&M, Pet. Eng., in Fall 2008. A multidisciplinary team of instructors from the Pet. Eng. & Chem. Eng. departments was assembled to ensure the appropriate expertise.The objective of the course is to let the students understand the need for / potential of Carbon Capture and Storage (CCS) & Enhanced Oil Recovery (EOR).

ABSTRACTThis article examines the education of library (MLS) graduate students in courses of library management or in special topic courses in project management in libraries and information centers. To examine the specific skill of project management, a method was employed allowing students to set deadlines as a form of self-directed learning. The student-created syllabi milestones were piloted to search for a match between student abilities and development of project management processes upon degree completion. The use of a proposed and piloted technique was implemented here through a tool named the Personal Course Plan (PCP). It was designed to assist students in learning the value of setting personal schedules for their enrolled graduate course, much as a library project manager would use in practice in libraries. Personal Course Plans (PCPs) were effectively developed by students and allowed the ability to self-monitor their performance on completing project deliverables, meeting expectations of supervisors, and judging their own performance. As the experience was a positive one for both the instructor and students, this article provides not only an operational examination, but also proposes theoretical justification for using such a teaching method in library and information science education. Described are details LIS faculty should consider in implementing the method in teaching and gives future library employers of LIS program graduates a sense of what project management skills recent graduates are receiving.

Clinical practice in rehabilitation education represents an essential component in the graduate student's course of study and serves as a transition between the didactic learning of the classroom and the employment of the student as a professional counselor. Although the value of clinical practice is well established in master's level rehabilitation education, a number of potential problems currently exist. The author examines several issues related to supervision in clinical practice and provides suggestions for clarification.

The purpose of this project was to develop active learning strategies for experiential learning in an online environment. As institutions embrace technology, designers and developers should endeavor to incorporate effective strategies that emulate the instructor-student interaction of a traditional classroom and engage the learners in an active learning process. That process should incorporate problem-solving strategies and modeling using many different forms of instructional technology. Online learning experiences should provide authentic experiences using adaptive learning contexts that enable the learner to immediately apply the knowledge gained. The online course created by this project serves as a model for the development of future courses and as a new paradigm for higher education in both pedagogical and curricular reform.This paper describes the significance, development, and components of an online course for graduate students that incorporate experiential and active learning in a environment. The course is housed in a department that is committed to providing personalized higher education experiences for a diverse body of students. GOALS, the project acronym selected early in the design phase, guided the development and application of instructional strategies for the course. Other strategies included adaptive learning to individualize the content, motivate the learner, and provide authentic experiences that were relevant.When the course begins, the student is informed that s/he has been hired as a instructional technology coordinator at the of your dreams. Students complete an online form that prompts them to select the level of school (e.g., K-3, K-12, 9-12), the size of the school (less than 500, 500-1000, more than 1000), and the location of the school (e.g., rural, urban, suburban). Additional information is assigned with random data (e.g., racial/gender percentages, number of students receiving free lunches, type of students with disabilities, and so on). Learners access a virtual office with computer, phone, Rolodex, in-box, and a bookcase containing links for each activity. The instructional content consists of four sections divided into twenty-two activities that engage learners in an active learning process that incorporates problem-solving strategies and modeling using many different forms of technology. An animated video character referred to as the virtual assistant guides the learner through the activities by providing specific instructions about what to do. Learners receive e-mails and voice mail messages that describe their assignments. Some assignments are adaptive to an initial profile submitted by the learner; however, all assignments are completed in the authentic context of the technology director position.This online course serves as a model for the development of future courses and as a new paradigm for higher education in both pedagogical and curricular reform. The result is learner-centered education that is outcomes-driven, performance-based, and assessment intensive.

An Innovative Seminar Course in Business Etiquette for Pharmacy Graduate Students

Summary This article specifies the knowledge and skills needed by human service professionals in order to utilize the potential of information technology for better care delivery. The conceptual foundation proposes an integrative approach that views management, case management and treatment as one integrated process in the human service agencies and which must be reflected in the information system design. A course for graduate students that incorporates this concept was developed in two schools of social work during a three-year period and is presented in details.

The goal in design is to plan and create artifacts, including objects, communication, and services. These are meant to be used or applied in an unknown future. Therefore, design is part of a process shaping the future, yet implications are rarely considered and become blind spots. The essay is a pledge to integrate the concept of futures and foresight methododology into the education of designers to give them a better understanding of how to deal with change and uncertainty. It may increase designers’ sensitivity of the impact their work may have in the future and push their creativity by broadening their view looking at different future scenarios. The essay starts by presenting the facets that design encompasses, putting it into a historical context, and explaining some educational concepts. Ultimately, the author suggests a didactic approach that she has applied in a futures studies introductory course for graduate students of architecture at the Münster School of Architecture (MSA) in Germany. It is based mainly on practice-oriented exercises and assignments. This includes an approach based on the author’s approach to combine the generic design process used in research through design – involving the phases of analysis, projection and synthesis (APS) – with the concept of futures and tools used in foresight methodology.

Fieldbus Principle and Application is an optional course for graduate students majoring in Control Science and Engineering. In order to stimulate students' interest in learning, improve students' practical ability, and cultivate students' sense of teamwork and innovation, case teaching method is introduced into the teaching of this course. This paper expounds the necessity and feasibility of introducing case teaching method, the implementation process of case teaching method and the results achieved.

This paper is based on a short lecture course for graduate students given at Coimbra in May 2001. I have tried to retain the same level of presentation for the article, with the intention that it will be accessible to anyone with a modest knowledge of semigroup theory and inverse semigroup theory, as provided, for example, by the first two chapters of [21], and the first two sections of Chapter 5 of the same book. For the most part, proofs are given in full detail, and where a proof is omitted, a reference is given. The aim of the paper is to introduce the main concepts associated with covers of semigroups, to give some of the key results, and to illustrate some ways in which some of the theory can be applied. Before we give details of the content of the paper, we discuss the main concept to be considered. Let T be a subsemigroup of a semigroup S. A T -cover of S over a group G is a semigroup Ŝ with subsemigroup T such that there are surjective morphisms α, β such that, in the diagram

Software process improvement needs sound empirical data gathered from a range of empirical studies such as controlled experiments or case studies. However, conducting empirical studies is often cost-intensive; in particular in industrial environments. Therefore, we need to find a way to balance cost and value of empirical findings. In This work, we discuss a way of gathering required empirical data in software engineering education programs. Although an academic setting is not representative of industrial organizations, the information gathered there can help organizations to decide upon alternatives to improve current software engineering processes. We describe how a practical software engineering course for graduate students at the University of Kaiserslautern was used as a platform for validating software development approaches. As there are specific restrictions and constraints defined by this context, we discuss how they influence the design of empirical studies. In addition, we present a concrete example of comparing product line approaches.

Remembering Randolph B. “Mike” Campbell Andrew J. Torget (bio) Click for larger view View full resolution Randolph B. Campbell pictured with the manuscript for Gone to Texas: A History of the Lone Star State, which was published in three editions by Oxford University Press. Photo courtesy of the Campbell family. [End Page 290] Among Texas historians, there was no one quite like Randolph B. “Mike” Campbell, the first Chief Historian of the Texas State Historical Association (TSHA), who died on August 13, 2022. Born on November 16, 1940, in Charlottesville, Virginia, Campbell grew up on a hardscrabble farm in Nelson County, Virginia, the only child of John Landon and Virginia Lyon Campbell. He attended the University of Virginia, where he earned his Ph.D. in history in 1966. In 1962, he married Diana Snow, and together they raised two sons, James Landon and Jonathan Clay. Mike and Diana moved to Denton, Texas, in 1966, when Mike took a position in the history department of North Texas State University (now the University of North Texas, usually shortened to UNT). During the fifty-three years that followed, Campbell became one of the most prominent faculty at UNT, where he held both the Regents Professorship and the Lone Star Chair in Texas History when he retired in August 2019. Campbell’s prominence centered on his pathbreaking work on the southern heritage of Texas and his focus on exploring the lives of everyday people living through momentous times, which transformed how modern historians understand the Texas past. His first single-authored book, A Southern Community in Crisis: Harrison County, Texas, 1850–1880 (Texas State Historical Association, 1983), became such an iconic work on the Civil War that it was reissued thirty years after its original publication. Even more influential was An Empire for Slavery: The Peculiar Institution in Texas, 1821–1865 (LSU Press, 1989), which traced the deep influence [End Page 291] of slavery in the development of nineteenth-century Texas and remains the most authoritative work on the subject. His numerous other scholarly works—including books on the era of Reconstruction and the life of Sam Houston, as well as dozens of scholarly articles—culminated in the publication of Gone to Texas: A History of the Lone Star State, first issued by Oxford University Press in 2003, one of the most authoritative histories of the state, which is now in its third edition and serves as a standard in college classrooms. For his many achievements, he was honored by colleagues with numerous awards and a series of influential positions in historical associations and societies. He served as President and inaugural Chief Historian of the TSHA, as well as editor of the Association’s Southwestern Historical Quarterly. He was a Fellow of the TSHA, the Texas Philosophical Society, the Texas Institute of Letters, and the East Texas Historical Association, among others. The University of North Texas bestowed its Eminent Faculty Award on Campbell in 2012. Yet Campbell’s greatest legacy may have been his teaching and mentoring. Virtually no one could hold a lecture hall in rapt attention like Campbell, and his massive sections of U.S. history were frequently oversubscribed with eager students. His local history seminars and famous biography classes were must-take courses for graduate students. Throughout his career, moreover, he selflessly offered his time, insights, and support to students, colleagues, and friends, always working in tireless dedication toward helping others achieve their best. I recognize now how much I was a beneficiary of Mike’s deep knowledge and generous heart. When I arrived at UNT in 2009, I ended up with the office next to Mike’s, which turned out to be one of the most fortunate alignments of my professional life. Mike and I both liked to arrive at the office early, which meant that weekday mornings usually began with me sitting in his office asking Mike about teaching, departmental politics, and anything else bewildering me. Even more valuable was the reality that any time that I had a question while writing my first book, Seeds of Empire: Cotton, Slavery, and the Transformation of the Texas Borderlands, 1800–1850 (University of North Carolina Press, 2015), I only...

Drawing from web-based materials previously developed to supplement on-campus offerings of an introductory statistics course for graduate students in education, the author made an initial offering of an on-line virtual class in the fall of 2001. Poor student performance and dissatisfaction with this initial course organization led to a deeper reading of the literature on online teaching in general and the online teaching of statistics in particular. A much greater degree of instructor supplied organization, direction and interaction were incorporated into another offering of the course during the spring of 2003. Final examination scores and course evaluations improved markedly over the first on-line offering but remained somewhat lower and more variable than the results from on-campus offerings of the same course. Suggestions for improvements are offered based on instructor observations and student feedback.

In recent years a research abstract has gained significant attention of many researchers as an important sub-genre in the research article. This study aims at analyzing abstracts written by English native and non-native(Korean) writers in the field of linguistics and observing rhetorical structure. Fifty native English abstracts and the same number of non-native ones were selected. To achieve the purpose of this study, Santos(1996)’s five-move model was employed to explore the differences between native and non-native speakers in the frequency of each move and rhetorical structure. The result of this study shows that both native and non-native writers follow the rhetorical structure of three moves(Purpose, Method, and Result), while non-native speakers are more eager to employ a couple of move patterns such as M2(1B)-M3-M4-M5(2) and M2(1B)-M3-M. The findings of the study has some pedagogical implications for academic writing courses for graduate students and novice writers.