scholarly journals Teaching Information Technology to a non-Technical Audience: A Graduate Course on IT for the Historical Profession

10.28945/2721 ◽  
2003 ◽  
Author(s):  
Shawn A. Ross
Keyword(s):  
Information Technology ◽  
Graduate Students ◽  
Graduate Program ◽  
Graduate Course ◽  
Skill Levels ◽  
Class Time ◽  
Research And Teaching ◽  
Software Packages ◽  
Wide Range ◽  
Historical Profession

The graduate program in History at William Paterson University explicitly promotes itself as emphasizing information technology. HIST501: Information Technology for the Historical Profession, a course required of all entering graduate students, serves as a foundation for the IT literacy the program seeks to foster. Teaching HIST501 has proved challenging, however, due to the diverse interests and backgrounds of our students and a lack of integration with the broader graduate program. By structuring the course around an historical project—research, composition, and presentation of a thesis proposal— students immediately realize the relevance of IT to their research and teaching. Students learn IT applications and tools by using them to advance their proposal. By devoting class time to discussion of techniques for solving problems, while students learn the details of particular software packages on their own or through individual tutoring, a wide range of skill levels can be accommodated.

School-Based Practicum: Exploring the Experiences of Student Clinicians, Supervisors, and New Employees

2020 ◽  
Vol 5 (1) ◽  
pp. 269-281
Author(s):  
SallyAnn Giess ◽  
Lauren E. Bland ◽  
C. Colin Farrell
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Graduate Program ◽  
School Setting ◽  
Special Interest Groups ◽  
Clinical Practicum ◽  
New Employees ◽  
New School ◽  
School Based ◽  
Wide Range

Purpose Data collected by the American Speech-Language-Hearing Association (ASHA) consistently show that over 50% of ASHA-certified speech-language pathologists (SLPs) are employed in a school-based setting. In such a setting, SLPs address a wide range of disorder areas. Key components of preparation for school-based practice are focused academic coursework, the clinical practicum in a school setting, and practicum supervisors who serve as key figures in training graduate students. This survey focused on the experiences and opinions of three groups: (a) graduate student clinicians who have completed a school-based practicum, (b) supervisors in the schools, and (c) new school-based SLPs. Method Convenience sampling was used to survey newly practicing school-based SLPs and school-based supervisors as well as graduate student clinicians at universities in the mid-south who have completed a school-based practicum. Surveys were posted to two ASHA Special Interest Groups and disseminated by selected graduate program directors to graduate student clinicians. Results were analyzed to measure satisfaction with preparation for school-based service. Surveys were completed electronically and analyzed both qualitatively and quantitatively for consistent themes and trends in responses. Results A total of 252 respondents completed the survey, the majority being school-based supervisors. Graduate clinicians and speech-language pathology supervisors shared similar attitudes regarding graduate clinician preparation for a school-based practicum, with most students indicating they received good or extensive preparation and, similarly, supervisors indicating that graduate students were adequately or well prepared. Differences were found in expectations between groups of what graduate students should know, skills identified as needing better development, and what is important for successful practice in the schools. Conclusions Many factors contribute to the success of a clinical practicum. While students, supervisors, and new employees share beliefs in what is important and have similar confidence in preparedness, there are differences in expectations between groups as well. Communication between university training programs, school-based supervisors, and dedicated coursework to school-based practice are key factors in the successful preparation of school-based clinicians.

Alignment of Information Technology and Human Resources Strategies

2005 ◽  
pp. 104-110
Author(s):  
K. F. Dery ◽  
D. A. Samson
Keyword(s):  
Information Technology ◽  
Human Resources ◽  
Human Resources Management ◽  
Management Strategies ◽  
Skill Levels ◽  
General Management ◽  
Wide Range ◽  
Effective Use ◽  
Work Structure ◽  
Human Resources Strategies

Increased productivity within modern organizations over the past two decades has largely been generated by more effective use of information technology. However, the increase in technological capability has necessitated a wide range of organisational changes. These changes to process and work structure have implications for the recruitment, remuneration, reward, skill levels and general management of people. Therefore some of the greatest challenges have been associated with integrating and aligning information systems with the appropriate human resources management strategies.

scholarly journals ADVANCED TOPICS IN ENVIRONMENTAL DESIGN ENGINEERING - A MULTI-DISCIPLINARY GRADUATE COURSE FOR FACULTY OF ENGINEERING AT UNB

2011 ◽  
Author(s):  
Liuchen Chang
Keyword(s):  
Graduate Students ◽  
Pollution Control ◽  
Chemical Engineering ◽  
Graduate Program ◽  
Environmental Design ◽  
Field Trips ◽  
Design Engineering ◽  
Computer Engineering ◽  
Graduate Course ◽  
The Common

The Faculty of Engineering at University of New Brunswick has developed a Master of Engineering (M.Eng.) degree program with concentration in environmental studies for graduate students in Civil Engineering, Chemical Engineering, Electrical and Computer Engineering, Forestry Engineering, Geology and Geomatics Engineering and Mechanical Engineering. One of the common courses of this graduate program is a newly-developed multidisciplinary course of Advanced Topics in Environmental Design Engineering. The objective of this course is to provide students with broad exposure of topics in environmental design engineering through lectures, case studies, field trips and projects. The lectures consist of 10 in-class modules delivered by industrial and academic guest lecturers in various technical fields of environmental engineering. This course covers multi-disciplinary topics including: Pollution and Pollution Control, Advanced Energy Systems, Renewable Energy, Life Cycle Assessment, Environmental Impact Assessment and Environmental Management, Sustainable Development. This course has been available to graduate students since 2003.

scholarly journals Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Annette Lamb
Keyword(s):  
Graduate Students ◽  
Graduate Program ◽  
Library Science ◽  
Instructional Materials ◽  
Technology Skills ◽  
Design And Development ◽  
Introductory Course ◽  
Wide Range ◽  
Instructional Design And Development ◽  
Information And Technology

Students enter the library science graduate program with a wide range of information and technology skills. Today’s graduate courses require students to be able to build web-based pathfinders, use social media, and search databases. This article examines the design and development of an introductory course for incoming library science graduate students that personalizes instruction and ensures that each student is ready for the rigors of graduate school. Taken during the first semester of the program, this introductory course teaches information and technology skills and concepts that are core to library science. The author explores the process of creating a computer-based course that addresses the diverse needs of this student population. Using a systematic approach to instructional design and development, the author outlines the steps in designing, developing, implementing, and evaluating an online, self-paced graduate course. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising instruction, and designing and conducting summative evaluation. This process produced effective, efficient, and appealing instructional materials. Les étudiants entament un programme d’études supérieures en sciences de l’information avec une panoplie d’habiletés en matière d’information et de technologie. Les cours d’études supérieures requièrent aujourd’hui que les étudiants puissent créer des guides en ligne, utiliser des médias sociaux et interroger des bases de données. Cet article porte sur la conception et le développement d’un cours d’introduction qui est offert aux nouveaux étudiants diplômés en sciences de l’information et qui cherche à individualiser la formation et à s’assurer que chaque étudiant se sent prêt pour les rigueurs d’une école d’études supérieures. Ce cours d’introduction, offert durant le premier semestre du programme, enseigne des habiletés en matière d’information et de technologie essentielles aux sciences de l’information. L’auteure relate le processus entrepris pour créer ce cours informatisé qui répond aux divers besoins des étudiants. En utilisant une approche systématique pour la conception et le développement pédagogique, l’auteure présente les étapes liées à la conception, le développement, la mise en œuvre et l’évaluation d’un cours de maîtrise en ligne adapté au rythme de chacun. Selon le modèle de Dick et Carey, le processus permet d’identifier des objectifs d’apprentissage, mener une analyse pédagogique, mener une analyse des apprenants et des contextes, écrire des objectifs de rendement, développer des instruments d’évaluation, développer des stratégies d’enseignement, développer et choisir du matériel didactique, concevoir et mener une évaluation formative de l’enseignement, réviser l’enseignement ainsi que concevoir et mener une évaluation sommative. Ce processus a fourni du matériel didactique efficace, efficient et attrayant.

Masao Abe and Comparative Theology

2017 ◽  
Author(s):  
Leo D. Lefebure
Keyword(s):  
Graduate Students ◽  
Jesus Christ ◽  
Religious Tradition ◽  
Christian Theology ◽  
Western Philosophy ◽  
Comparative Theology ◽  
Graduate Course ◽  
Beliefs And Practices ◽  
Faith Tradition ◽  
Mahayana Buddhist

A leading form of comparative theology entails commitment to one religious tradition but ventures out to encounter another tradition, with the goal of generating fresh insights into familiar beliefs and practices reliant upon both the tradition of origin and the newly encountered faith tradition. This chapter, based on a graduate course at Georgetown University, examines how Zen Buddhist thinker Masao Abe engages in a dialogue with Western philosophy and Christian theology. Abe interpreted the meaning of the kenosis (emptying) of God in Jesus Christ in Christian theology in light of Mahayana Buddhist perspectives on Sunyata (emptying) and the logic of negation. The chapter includes responses to Abe from various Christian theologians, including Georgetown graduate students.

THATCampQueensU: Bringing Digital Humanities to Queen's

2016 ◽  
Author(s):  
Maya Bielinski
Keyword(s):  
Digital Humanities ◽  
First Century ◽  
Strong Sense ◽  
Digital Tools ◽  
Skill Levels ◽  
Research And Teaching ◽  
Research Questions ◽  
Twenty First Century ◽  
Queen's University ◽  
New Generation

There is a new generation of scholarship in the humanities, and it is rooted in twenty-first century technology. In response to what some have called the "crisis in humanities," scholars have begun to tackle their research questions armed with digital tools and a strong sense of collaboration in order to think across disciplines, allow for greater accessibility, and ultimately to create bigger impact. Digital Humanities, or DH, is this exciting and growing field--or maybe methodology--used by humanities scholars to share and create scholarly content.Despite the growing fervour for DH across Canada, many scholars at Queen's have yet to take advantage of the opportunities for research and teaching afforded by DH. I believe that by bringing together Digital Humanities practitioners at Queen's University, more scholars, faculty, and students would learn about and engage in dialogue about fostering and furthering DH scholarship across all disciplines. The best way to begin, I believe, is by hosting THATCamp at Queen's. The Humanities and Technology Camp is an open, inexpensive meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot.

Benchmarking the practices of flexibility with maturity models and frameworks of organizational capabilities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sanjai Kumar Shukla ◽  
Sushil
Keyword(s):  
Information Technology ◽  
Comparative Analysis ◽  
Business Environment ◽  
Organizational Capabilities ◽  
Maturity Model ◽  
Human Capabilities ◽  
Maturity Models ◽  
Content Type ◽  
Wide Range ◽  
Flexibility Maturity

PurposeOrganizational capabilities are crucial to achieve the objectives. A plethora of maturity models is available to guide organizational capabilities that create a perplexing situation about what stuff to improve and what to leave. Therefore, a unified maturity model addressing a wide range of capabilities is a necessity. This paper establishes that a flexibility maturity model is an unified model containing the operational, strategic and human capabilities.Design/methodology/approachThis paper does a comparative analysis/benchmarking studies of different maturity models/frameworks widely used in the information technology (IT) sector with respect to the flexibility maturity model to establish its comprehensiveness and application in the organization to handle multiple goals.FindingsThis study confirms that the flexibility maturity model has the crucial elements of all the maturity models. If the organizations use the flexibility maturity model, they can avoid the burden of complying with multiple ones and become objective-driven rather than compliance-driven.Research limitations/implicationsThe maturity models used in information technology sectors are used. This work will inspire other maturity models to adopt flexibility phenomena.Practical implicationsThe comparative analysis will give confidence in application of flexibility framework. The business environment and strategic options across organizations are inherently different that the flexibility maturity model well handles.Social implicationsA choice is put to an organization to see the comparison tables produced in this paper and choose the right framework according to the prevailing business situation.Originality/valueThis is the first study that makes a conclusion based on comparative benchmarking of existing maturity models.

FLOTATION MULTISTAGE AND GENERALIZED MODELS OF THE PROCESS HARVESTERS OF KSENOFONTOV TYPE AND FOR SPECIAL PURPOSE

2021 ◽  
Author(s):  
Boris Ksenofontov
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Water Purification ◽  
World Literature ◽  
Flotation Process ◽  
Wide Range ◽  
First Time

A multistage and generalised flotation model, suggested more than 30 years ago by the author, is considered in a wide aspect for the first time in world literature for reader’s attention in monography. The possibilities of its usage are shown in different directions of water flotation purification, sediment thickening and enrichment of minerals. We have shed a light widely on matters concerning new flotation equipment as flotation harvesters of KBS type and for special purposes, which are developed on the basis of flotation process multistage and generalized models. Perspectives and intensification ways of water purification flotation processes are pointed out. It is suggested for a wide range of readers, including researches, Higher education teachers, PhD students, Masters and Bachelors, Graduate students.

Reading routines: strategies of recall in graduate education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gary Alan Fine ◽  
Hannah Wohl ◽  
Simone Ispa-Landa
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Doctoral Students ◽  
Graduate Program ◽  
Graduate Training ◽  
Qualitative Interviews ◽  
Doctoral Program ◽  
Note Taking ◽  
Content Type ◽  
The Social

Purpose This study aims to explore how graduate students in the social sciences develop reading and note-taking routines. Design/methodology/approach Using a professional socialization framework drawing on grounded theory, this study draws on a snowball sample of 36 graduate students in the social sciences at US universities. Qualitative interviews were conducted to learn about graduate students’ reading and note-taking techniques. Findings This study uncovered how doctoral students experienced the shift from undergraduate to graduate training. Graduate school requires students to adopt new modes of reading and note-taking. However, students lacked explicit mentorship in these skills. Once they realized that the goal was to enter an academic conversation to produce knowledge, they developed new reading and note-taking routines by soliciting and implementing suggestions from advanced doctoral students and faculty mentors. Research limitations/implications The specific requirements of the individual graduate program shape students’ goals for reading and note-taking. Further examination of the relationship between graduate students’ reading and note-taking and institutional requirements is warranted with a larger sample of universities, including non-American institutions. Practical implications Graduate students benefit from explicit mentoring in reading and note-taking skills from doctoral faculty and advanced graduate students. Originality/value This study uncovers the perspectives of graduate students in the social sciences as they transition from undergraduate coursework in a doctoral program of study. This empirical, interview-based research highlights the centrality of reading and note-taking in doctoral studies.

scholarly journals Minimum cost network flows: Problems, algorithms, and software

2013 ◽  
Vol 23 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Angelo Sifaleras
Keyword(s):  
Network Flow ◽  
Flow Problem ◽  
Network Flows ◽  
Minimum Cost ◽  
Network Flow Problem ◽  
Software Packages ◽  
Wide Range ◽  
Solution Methods ◽  
Minimum Cost Network Flow ◽  
Algorithmic Approaches

We present a wide range of problems concerning minimum cost network flows, and give an overview of the classic linear single-commodity Minimum Cost Network Flow Problem (MCNFP) and some other closely related problems, either tractable or intractable. We also discuss state-of-the-art algorithmic approaches and recent advances in the solution methods for the MCNFP. Finally, optimization software packages for the MCNFP are presented.

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