The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.

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INCORPORATING EXPERIENTIAL LEARNING IN LOWER DIVISION ENGINEERING COURSES

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.5754 ◽

2015 ◽

Author(s):

Atousa Hajshirmohammadi ◽

Nilgoon Zarei

Keyword(s):

Experiential Learning ◽

Early Phase ◽

Logic Circuits ◽

University Education ◽

First Year ◽

Engineering Science ◽

Learning Method ◽

Lower Division ◽

Course Material ◽

Simon Fraser University

“Experiential learning” as a method of delivering course material is becoming more recognized in university education, in recent years. This paper is a report on the early phase of a project at the School of Engineering Science at Simon Fraser University which aims at incorporation of experiential learning in lower division courses.The course considered here is a first year course in Logic Circuits. An example of an assignment given to students which implements the experiential learning method is presented and the results of students’ feedback on this method of learning compared to conventional method is summarized.Future directions for subsequent phases of this project are outlined, namely expansion of this method by adding more examples and incorporation of experiential learning in other lower division courses. Furthermore, implementation of a system to measure the effectiveness of experiential learning method is also considered.

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Australian VET Sector – A Critical Evaluation

Modern Applied Science ◽

10.5539/mas.v11n1p270 ◽

2016 ◽

Vol 11 (1) ◽

pp. 270

Author(s):

Stanislaw Paul MAJ

Keyword(s):

Best Practices ◽

Teaching And Learning ◽

Critical Evaluation ◽

Vocational Education And Training ◽

Quality Outcomes ◽

Checks And Balances ◽

National Surveys ◽

Course Material ◽

National Framework ◽

And Training

The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.

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Electron Microscopy of Metal-Matrix Composites

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100069016 ◽

1970 ◽

Vol 28 ◽

pp. 404-405

Author(s):

A. Lawley ◽

M. R. Pinnel ◽

A. Pattnaik

Keyword(s):

Electron Microscopy ◽

Metal Matrix Composites ◽

Metal Matrix ◽

Critical Evaluation ◽

Elastic Behavior ◽

Matrix Composites ◽

Directionally Solidified ◽

Fracture Characteristics ◽

Broad Program

As part of a broad program on composite materials, the role of the interface on the micromechanics of deformation of metal-matrix composites is being studied. The approach is to correlate elastic behavior, micro and macroyielding, flow, and fracture behavior with associated structural detail (dislocation substructure, fracture characteristics) and stress-state. This provides an understanding of the mode of deformation from an atomistic viewpoint; a critical evaluation can then be made of existing models of composite behavior based on continuum mechanics. This paper covers the electron microscopy (transmission, fractography, scanning microscopy) of two distinct forms of composite material: conventional fiber-reinforced (aluminum-stainless steel) and directionally solidified eutectic alloys (aluminum-copper). In the former, the interface is in the form of a compound and/or solid solution whereas in directionally solidified alloys, the interface consists of a precise crystallographic boundary between the two constituents of the eutectic.

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