Book review—Creative solutions to complex problems

2020 ◽  
Vol 40 (2) ◽  
pp. 59-62
Author(s):  
Kathy Anne Cowie
Keyword(s):  
Complex Problems ◽  
Creative Solutions

Book Review: Daniel Stokols, Social Ecology in the Digital Age: Solving Complex Problems in a Globalized World

2018 ◽  
Vol 27 (2) ◽  
pp. 313-319
Author(s):  
Shalini Misra
Keyword(s):  
Social Ecology ◽  
Digital Age ◽  
Academic Press ◽  
Complex Problems ◽  
Globalized World

Daniel Stokols, Social Ecology in the Digital Age: Solving Complex Problems in a Globalized World, London, UK: Elsevier Academic Press, 2018, 399 pp.

Smartphone Apps for Teaching Engineering Courses: Experience and Scope

2018 ◽  
Vol 47 (1) ◽  
pp. 4-16 ◽  
Author(s):  
Dipika Jain ◽  
Pinaki Chakraborty ◽  
Shampa Chakraverty
Keyword(s):  
User Interface ◽  
Augmented Reality ◽  
Smartphone Apps ◽  
Complex Problems ◽  
Creative Solutions ◽  
Wide Range ◽  
Engineering Problems ◽  
Algorithm Visualization ◽  
Instructional Aid

Smartphone apps have lately emerged as a potent instructional aid for teaching engineering courses. Teaching engineering courses often involve explaining complex problems that require creative solutions to students who are typically tech-savvy. This article reviews 10 smartphone apps that have been developed to teach engineering courses. The apps have been used to teach a wide range of engineering courses at undergraduate and graduate levels in classroom and laboratory environments. The apps help students to solve engineering problems by means of simulation and experimentation. They use techniques varying from algorithm visualization to augmented reality to enrich the courses. This article also provides suggestions on how to develop and use smartphone apps for teaching engineering courses. It is recommended that the developers of such apps pay special attention to their content, user interface, dissemination, and integration with the curriculum to get the best result.

Book Review: All You Need Is Math: A Review of What's Math Got to Do With It?: Helping Children Learn to Love Their Least Favorite Subject-and Why It's Important for America

2009 ◽  
Vol 40 (4) ◽  
pp. 460-465
Author(s):  
Walter G. Secada
Keyword(s):  
High School ◽  
Public Policy ◽  
Mathematics Teaching ◽  
Mathematical Activity ◽  
Public Intellectuals ◽  
Complex Problems ◽  
Plain Folk

In What's Math Got to Do With It? Jo Boaler joins a heady list of public intellectuals such as Jo Sanders (1986) and Sheila Tobias (1994) who seek to engage public policy by explaining extant research to “just plain folk” (Lave, 1988) and to empower their audiences to “do something about it.” Boaler's audience is parents; the “it” is the dreary mathematics teaching that is provided to their children. In fact, one girl told Boaler: “In math, you have to remember; in other subjects, you can think about it” (p. 40). For parents and their children, Boaler presents alternatives, such as Emily Moskam's classroom at Greendale High School, in which mathematics is taught using complex problems that engage students and that result in authentic mathematical activity.

Communication Sciences and Disorders PhD Graduates' Perceptions of Their PhD Program

2020 ◽  
Vol 5 (2) ◽  
pp. 463-478
Author(s):  
Elizabeth Crais ◽  
Melody Harrison Savage
Keyword(s):  
Detailed Examination ◽  
Career Expectations ◽  
Doctoral Preparation ◽  
Creative Solutions ◽  
Phd Education ◽  
Doctor Of Philosophy ◽  
First Time ◽  
Students Success ◽  
Phd Program

Purpose The shortage of doctor of philosophy (PhD)–level applicants to fill academic and research positions in communication sciences and disorders (CSD) programs calls for a detailed examination of current CSD PhD educational practices and the generation of creative solutions. The intended purposes of the article are to encourage CSD faculty to examine their own PhD program practices and consider the perspectives of recent CSD PhD graduates in determining the need for possible modifications. Method The article describes the results of a survey of 240 CSD PhD graduates and their perceptions of the challenges and facilitators to completing a PhD degree; the quality of their preparation in research, teaching, and job readiness; and ways to improve PhD education. Results Two primary themes emerged from the data highlighting the need for “matchmaking.” The first time point of needed matchmaking is prior to entry among students, mentors, and expectations as well as between aspects of the program that can lead to students' success and graduation. The second important matchmaking need is between the actual PhD preparation and the realities of the graduates' career expectations, and those placed on graduates by their employers. Conclusions Within both themes, graduate's perspectives and suggestions to help guide future doctoral preparation are highlighted. The graduates' recommendations could be used by CSD PhD program faculty to enhance the quality of their program and the likelihood of student success and completion. Supplemental Material https://doi.org/10.23641/asha.11991480

Book Review

1999 ◽  
Vol 16 (1) ◽  
pp. 71
Author(s):  
A. M. Heagerty
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