scholarly journals How diverse are physics instructors’ attitudes and approaches to teaching undergraduate level quantum mechanics?

2017 ◽  
Vol 38 (3) ◽  
pp. 035703 ◽  
Author(s):  
Shabnam Siddiqui ◽  
Chandralekha Singh
Keyword(s):  
Quantum Mechanics ◽  
Approaches To Teaching ◽  
Undergraduate Level

scholarly journals Surveying Instructors’ Attitudes and Approaches to Teaching Quantum Mechanics

2010 ◽  
Author(s):  
Shabnam Siddiqui ◽  
Chandralekha Singh ◽  
Chandralekha Singh ◽  
Mel Sabella ◽  
Sanjay Rebello
Keyword(s):  
Quantum Mechanics ◽  
Approaches To Teaching

The Discretized Momentum Operator

2019 ◽  
Vol 01 (02) ◽  
pp. 1920003
Author(s):  
Timothy B. Boykin
Keyword(s):  
Quantum Mechanics ◽  
Discrete Model ◽  
Momentum Operator ◽  
Numerical Calculations ◽  
Undergraduate Level ◽  
One Dimensional ◽  
First Derivative ◽  
Continuous Models

Discrete versions of continuous models are central to numerical calculations in physics and engineering. A very common problem in setting up a discrete model is how to handle derivatives. There are, for example, three common approximations for the first derivative, and each embeds different properties in the discrete model. Discretizing continuous expressions simplified using rules of calculus is especially problematic, since many different discretizations can stand for the same continuous expression depending on the stage of simplification at which the discretization is carried out. The problems are resolved by requiring that the discrete model satisfies discrete versions of the properties satisfied by the continuous original. We illustrate by using some examples from undergraduate-level one-dimensional quantum mechanics.

scholarly journals Learning Theories in the context of teaching Law

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Nandini Boodia-Canoo
Keyword(s):  
Social Learning Theory ◽  
Cognitive Load Theory ◽  
Law Students ◽  
Learning Theories ◽  
Approaches To Teaching ◽  
Problem Solving Skills ◽  
Undergraduate Level ◽  
Load Theory ◽  
Teaching Problem

The following is a reflective case study on common approaches to teaching Law in higher education, and how these may be informed by learning theories. The paper looks specifically at Social Learning Theory, Constructivism and Cognitive Load Theory. Following a critique of certain practices, suggestions are made to encourage further evolution of methods relevant to teaching problem-solving skills to Law students at undergraduate level.  

Approaches to teaching parallel processing on the undergraduate level (abstract)

1993 ◽  
Vol 25 (1) ◽  
pp. 298
Author(s):  
Angela B. Shiflet ◽  
Scott Cannon ◽  
Terry J. Frederick ◽  
Janet Hartman ◽  
Marsha Meredith ◽  
...  
Keyword(s):  
Parallel Processing ◽  
Approaches To Teaching ◽  
Undergraduate Level

scholarly journals Can Entrepreneurship Be Taught?

2006 ◽  
Vol 38 (2) ◽  
pp. 429-439 ◽  
Author(s):  
Peter G. Klein ◽  
J. Bruce Bullock
Keyword(s):  
Entrepreneurship Education ◽  
Education And Training ◽  
Approaches To Teaching ◽  
Undergraduate Level ◽  
Economic Theories ◽  
And Training ◽  
Innate Ability

Is entrepreneurship an innate ability or an acquired skill? Can entrepreneurial acumen be achieved and enhanced through education and training, or are certain people “born” to be entrepreneurs or to act entrepreneurially? Economists and management theorists give widely divergent answers to these questions. This paper reviews the major approaches to teaching entrepreneurship, primarily at the undergraduate level, and relates them to economic theories of entrepreneurship. Surprisingly, we find little connection between the leading approaches to entrepreneurship education and economists' understanding of the entrepreneurial function. We assess likely explanations for the lack of contact between these two groups of scholars and suggest possible improvements.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

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