Artistry in language invention

2020 ◽  
pp. 251-282
Author(s):  
David J. Peterson
Keyword(s):  
Undergraduate Students ◽  
Linguistic Theory ◽  
Homework Assignment ◽  
Introductory Course ◽  
Art Form ◽  
Linguistic Evolution

Courses in language construction are often taught with an eye to generating interest in the linguistics major from undergraduate students who might otherwise be uninterested in taking an introductory course. With the focus primarily on linguistics, the artistry of language invention is often lost. This chapter lays out a method of teaching and evaluating language construction that is rigorous, informed by linguistics, and takes language creation seriously as an art form. Specifically, this chapter argues for the importance of instruction in naturalistic language creation. Two forms of naturalism are introduced and contrasted: weak naturalism (based on statistical typological patterns) and strong naturalism (based on simulating natural linguistic evolution). The chapter closes with an extended example of a homework assignment employing some of the ideas introduced in the chapter, plus a word of caution about the use of linguistic theory in a course on language construction.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

scholarly journals Teaching and Learning Without a Textbook

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Hong Lin
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Course Design ◽  
Self Regulation ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Instructional Materials ◽  
Introductory Course ◽  
Internet Connections ◽  
Study Participants

Given the upsurge of textbook costs, college students increasingly expect universities and instructors to offer alternatives to traditional textbooks. One textbook alternative is using open educational resources (OER). While OER unquestionably save students money, the question remains whether the adoption of OER (instructional materials) is aligned with open pedagogy (methods). This study investigated 46 undergraduate students’ perceptions of using only OER in an introductory course in a large American public university. As reported by study participants, advantages of using OER include textbook cost savings, access to dynamic and plentiful OER materials, that OER enabling mobile learning, and that OER foster the development of self-directed skills and copyright guidelines. Challenges reported include lacking a tactile sense with OER, slow Internet connections, unclear instruction and guidance, and insufficient self-regulation skills. Course design and implementation considerations were discussed.

Sonification and Science Pedagogy: Preliminary Experiences and Assessments of Earth Science Data Presented in an Undergraduate General Education Course

2018 ◽  
Author(s):  
Mark Ballora ◽  
Christopher Roman ◽  
Robert Pockalny ◽  
Karen Wishner
Keyword(s):  
Science Education ◽  
General Education ◽  
Rhode Island ◽  
Undergraduate Students ◽  
Earth Science ◽  
Science Data ◽  
Science Pedagogy ◽  
Introductory Course ◽  
Earth Science Data ◽  
The University

This paper describes preliminary investigations into how sonifications of scientific graphs are perceived by undergraduate students in an introductory course in oceanography at the University of Rhode Island. The goal is to gather data that can assist in gauging students’ levels of engagement with sonification as a component of science education. The results, while preliminary, show promise that sonified graphs improve understanding, especially when they are presented in combination with visual graphs.

A Problem-Solving Approach to the Introduction to Ordinary Differential Equations for Undergraduate Students at an American Two-year College

2019 ◽  
pp. 183-188
Author(s):  
John Gordon
Keyword(s):  
New York ◽  
Problem Solving ◽  
Differential Equations ◽  
Ordinary Differential Equations ◽  
Undergraduate Students ◽  
Homogeneous Equation ◽  
Introductory Course ◽  
Two Year College ◽  
Course Material ◽  
And Mathematics

Undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) at City University of New York (CUNY)-Queensborough Community College (QCC) working toward a baccalaureate degree at one of CUNY’s senior colleges are required to take an introductory course in ordinary differential equations (ODE). Faculty in the Mathematics Department at QCC are experimenting with a problem-solving approach to this course in which students engage in learning course material through the development of mathematical models of real-world problems. The results seem promising and we outline them in this paper. Key-Words: First-order, linear system, integrating factor, homogeneous equation, research-based.

The Utility of Computer-Assisted Power Analysis Lab Instruction

2007 ◽  
Vol 34 (4) ◽  
pp. 248-252 ◽  
Author(s):  
John V. Petrocelli
Keyword(s):  
Sample Size ◽  
Undergraduate Students ◽  
Power Analysis ◽  
The Other ◽  
Homework Assignment ◽  
Size Analysis ◽  
Computer Assisted ◽  
Psychology Research ◽  
Research Projects ◽  
Computer Based

Undergraduate students ( N = 47), enrolled in 2 separate psychology research methods classes, evaluated a power analysis lab demonstration and homework assignment. Students attended 1 of 2 lectures that included a basic introduction to power analysis and sample size analysis. One lecture included a demonstration of how to use a computer-based power analysis calculator, whereas the other lecture did not. Students then completed a homework assignment (with or without the power analysis calculator). Compared to students who did not use the power analysis calculator, students who did reported that the lab and homework assignment increased their understanding of power analysis and increased their overall level of interest in their research projects. These students also recommended using the lab in future courses.

Constructing an Introductory Course on Diffusion

2018 ◽  
Vol 383 ◽  
pp. 3-9
Author(s):  
Richard Ghez
Keyword(s):  
Diffusion Equation ◽  
Undergraduate Students ◽  
Diffusion Coefficients ◽  
Diffusion Theory ◽  
Theory And Practice ◽  
Diffusion In Solids ◽  
Introductory Course ◽  
Diffusion Phenomena ◽  
And Mathematics ◽  
Interdisciplinary Courses

In most schools of engineering, this is among the first interdisciplinary courses that third-year undergraduate students are likely to attend. This presents formidable challenges because any discussion of diffusion phenomena draws heavily on prior knowledge of physics, chemistry, and mathematics. In our traditionally inadequate way of teaching, these disciplines are presented as self-contained, autonomous units. Yet it should be the purpose of any instructor of diffusion theory and practice to show how they may be integrated. Heuristic arguments are certainly appealing — thus recommended — but the methods and tools to be developed must be robust enough to not immediately crumble with use. In that connection, attention to a known and consistent notation is vital. Furthermore, one cannot expect these students to be fully familiar with partial differential equations, and yet, that’s the very nature of the diffusion equation. Its properties must be explained. Finally, diffusion in solids suffers from a bewildering variety of “diffusion coefficients." These must be carefully defined and distinguished. A version of my class-notes will be included in my web-site within a few weeks (just type my name in Google). You are most welcome.

Facilitating Critical Reflections About Disability Among Students in Speech-Language Pathology

2011 ◽  
Vol 14 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Betty Yu ◽  
Laura Epstein
Keyword(s):  
Undergraduate Students ◽  
Medical Model ◽  
Communication Disorders ◽  
Critical Examination ◽  
Speech Language Pathology ◽  
Persons With Disabilities ◽  
Introductory Course ◽  
Communicative Disorders ◽  
Language Pathology ◽  
Alternative Discourses

Disability scholars argue that it is crucial for clinical professionals to critically examine the dominant and alternative discourses about disability, reflect on their own assumptions about disability, and contemplate the different roles they might take in relation to their patients. To date there are few studies examining how disability is conceptualized by speech-language pathologists (SLPs), or how those ideas affect their approach to working with persons with disabilities. The purpose of this study is to investigate whether shifts in the teaching approaches along medical, social, and experiential continua had an impact on how students in a Communicative Disorders course conceptualized the nature of developmental communicative disorders and the roles of the SLP in working with children with developmental communicative disorders. Reflective essays were collected and analyzed for 22 graduate and 38 undergraduate students in an introductory course on developmental communication disorders where different ways of thinking about disability were introduced over the course of a semester. The findings showed that most students at the start of the class held beliefs that were strongly aligned with the medical model of disability. It also showed that being introduced to different disability frameworks led them to reconceptualize both the notion of developmental communication disorders and SLP roles vis-à-vis children with communication disorders. Finally, the findings highlighted complexities and tensions involved in issues of disability in the clinical context. These results support the need for a systematic infusion and critical examination of disability perspectives in Communicative Disorders curricula.

THREE PATHWAYS FROM ACHIEVEMENT GOALS TO ACADEMIC PERFORMANCE IN AN UNDERGRADUATE STATISTICS COURSE

2019 ◽  
Vol 18 (1) ◽  
pp. 94-105
Author(s):  
DANIEL LALANDE ◽  
MICHAEL CANTINOTTI ◽  
ALEXANDRE WILLIOT ◽  
JOEL GAGNON ◽  
DENIS COUSINEAU
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Achievement Goals ◽  
Structural Equation ◽  
Statistics Education ◽  
Equation Modeling ◽  
Introductory Course ◽  
Research Journal ◽  
Statistics Course ◽  
Performance Results

The purpose of this study was to test three pathways from achievement goals to academic performance in statistics classes. Participants were 247 undergraduate students in psychology taking an introductory course on statistics. They completed questionnaires shortly after the mid-term, and their final grades were provided by their professors at the end of the semester. Structural equation modeling results reveal three distinct paths from achievement goals to academic performance. Results suggest that the more participants adopted mastery goals in the context of their statistics course, the less they experienced anxiety and the better they performed in the course at the end of the semester. First published May 2019 at Statistics Education Research Journal Archives

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