Ask, Don’t Tell

2020 ◽  
Author(s):  
Angela Duckworth ◽  
Keyword(s):  
Undergraduate Class

This is the problem: You can't listen and talk at the same time.  This is my problem: I talk too much. For instance, each week when I prepare to teach my undergraduate class, my slides and the notes that go with them grow longer and longer as I think of more and more ideas it feels urgent to share.  By the time I meet with my students, I'm a fire hydrant of facts. Nervously, I glance at the ticking clock, talking faster and faster in an attempt not to leave anything out. At the end of class, if I've delivered everything planned, it feels like a small victory.

Set up and management of a Data Science faculty at Shiga University

Impact ◽  
2019 ◽  
Vol 2019 (10) ◽  
pp. 18-20
Author(s):  
Akimichi Takemura
Keyword(s):  
Data Science ◽  
Science Faculty ◽  
Knowledge And Skills ◽  
International Trends ◽  
Leading Position ◽  
Global Understanding ◽  
Set Up ◽  
The University ◽  
Do So ◽  
Undergraduate Class

Shiga University opened the first data science faculty in Japan in April 2017. Beginning with an undergraduate class of 100 students, the Department has since established a Master's degree programme with 20 students in each annual intake. This is the first data science faculty in Japan and the University intends to retain this leading position, the Department is well-placed to do so. The faculty closely monitors international trends concerning data science and Artificial Intelligence (AI) and adapt its education and research accordingly. The genesis of this department marks a change in Japan's attitudes towards dealing with information and reflects a wider, global understanding of the need for further research in this area. Shiga University's Data Science department seeks to produce well-trained data scientists who demonstrate a good balance of knowledge and skills in each of the three key areas of data science.

A Phenomenological Investigation of the Lived Experience of Psychopathology

1981 ◽  
Vol 1 (1) ◽  
pp. 17-24
Author(s):  
Russell M. Harris ◽  
Russell A. Bors
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Subjective Character ◽  
Interpersonal Dynamics ◽  
Diagnostic Labels ◽  
The University ◽  
Undergraduate Class

We collected personal documents from various participants on the topic of "a personal experience in which you observed or experienced psychopathology." The protocols were "topical autobiographical" personal documents, which we analyzed using the procedures set forth by van Kaam, to describe—rather than attempting to explain—lived experiences. Subsequently, 15 protocols obtained from an undergraduate class in psychopathology at the University of Regina were analyzed. We feel that both the methodology used and our findings reveal a new way of viewing psychopathology, showing the inadequacy of reducing psychopathology to diagnostic labels. We found that the fullness of the pathological experience can only be understood through elucidating experienced interpersonal dynamics. Consequently, both an essential and a situational quality is evidenced, revealing the inadequacy of theories in which either the existence of psychopathology or its subjective character are denied.

scholarly journals Adapting a Classroom Simulation Experience to an Online Escape Room in Nutrition Education

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Jenifer Ross ◽  
Lauri Wright ◽  
Andrea Arikawa
Keyword(s):  
Nutrition Education ◽  
Small Groups ◽  
Video Conferencing ◽  
Care Process ◽  
Face To Face ◽  
Nutrition Care ◽  
Nutrition Care Process ◽  
Nutrition And Dietetics ◽  
Classroom Simulation ◽  
Undergraduate Class

Due to the COVID-19 emergency transition to remote learning, an undergraduate class in nutrition and dietetics modified a face-to-face experiential “escape room” assignment into a comparable online experience. The online assignment was structured so that students had to use knowledge and clues to move through each step of the Nutrition Care Process; students proceeded through the escape room individually until each successfully “escaped.” An important component of this assignment was the postactivity debriefing process, which took place via video conferencing in small groups. Students indicated that they were pleasantly surprised at the effectiveness of the online assignment. However, analytics showed that students progressed through most of the steps fairly quickly; thus, instructors plan to improve future deployments by using a variety of interactive assessments and adding more layered criteria and clues within each of the escape room steps.

scholarly journals Enhancing Students’ Learning through Early Class Preparation

10.28945/3756 ◽  
2017 ◽  
Author(s):  
Clara A. Nkhoma ◽  
Mathews Nkhoma ◽  
Irfan ulhaq ◽  
Sang Q Mai
Keyword(s):  
Literature Review ◽  
Conceptual Model ◽  
Educational Program ◽  
Future Research ◽  
Student Centered ◽  
Class Participation ◽  
Class Environment ◽  
And Performance ◽  
Successful Collaboration ◽  
Undergraduate Class

Aim/Purpose: Development of a conceptual model linking early class preparation to improve class participation and performance. Background: Class preparation and class participation are precursors for the students’ performance. Methodology: Literature review. Findings: In a student-centered class environment, class preparation remains essential for the successful collaboration and participation. The literature review in this stream reveals that little attention has been paid to undergraduate class levels. Recommendation for Researchers: The literature review shows that there is a need for more research using undergraduate classes. Future Research: Validation and application of model in different educational program and discipline settings

Making the Grade

2020 ◽  
Author(s):  
Angela Duckworth ◽  
Keyword(s):  
Abraham Maslow ◽  
Single Exception ◽  
The University ◽  
Undergraduate Class

Like many schools, the university where I teach has made all classes pass/fail optional. Months ago, before Covid-19 sent my students home for the semester, I was designing a new undergraduate class. Against convention, I requested its designation be mandatory pass-fail. Why? I love to teach but hate to grade. I know that sizing up what students know and can do serves a function, but I hate it all the same. One reason is that grades are assigned to individuals, not groups—inadvertently implying that achievement is a solo sport. Think about it. You're anointed the valedictorian if you outperform everyone in your graduating class. To graduate summa cum laude, you edge out classmates who earned magna cum laude—who in turn beat those who made cum laude, not to mention those who walk across the stage and accept their diploma without any extra frills at all. The psychologist Abraham Maslow once observed that “self-­actualizing people are, without one single exception, involved in a cause outside their own skin, in something outside of themselves.”

Linguistic and Cultural Skills for Communication in Global Workplaces of the 21st Century

2014 ◽  
pp. 832-848 ◽  
Author(s):  
Carmela Briguglio
Keyword(s):  
Intercultural Communication ◽  
Communication Skills ◽  
21St Century ◽  
Multinational Companies ◽  
It Professionals ◽  
Dimensional Model ◽  
Global Language ◽  
Cultural Skills ◽  
Undergraduate Class

This chapter examines issues in intercultural communication in regard to the use of English as a global language in the workplace of the 21st century. The findings that emerged from data gathered in two multinational companies inform discussion about the sort of communication skills that workers will require in the global workplace. A case study with an Australian undergraduate class served to examine whether the skills identified in multinational workplaces are, in fact, being developed in graduates. Based on all the above, the author has developed a four dimensional model comprising the intercultural communication skills that future graduates, including engineers and IT professionals, will require for global workplaces. Some strategies that will facilitate the development of such skills are also discussed.

scholarly journals ORCA: a comprehensive bioinformatics container environment for education and research

2019 ◽  
Vol 35 (21) ◽  
pp. 4448-4450 ◽  
Author(s):  
Shaun D Jackman ◽  
Tatyana Mozgacheva ◽  
Susie Chen ◽  
Brendan O’Huiginn ◽  
Lance Bailey ◽  
...  
Keyword(s):  
Source Code ◽  
Large Genome ◽  
Bioinformatics Tools ◽  
Server Infrastructure ◽  
Undergraduate Class

Abstract Summary The ORCA bioinformatics environment is a Docker image that contains hundreds of bioinformatics tools and their dependencies. The ORCA image and accompanying server infrastructure provide a comprehensive bioinformatics environment for education and research. The ORCA environment on a server is implemented using Docker containers, but without requiring users to interact directly with Docker, suitable for novices who may not yet have familiarity with managing containers. ORCA has been used successfully to provide a private bioinformatics environment to external collaborators at a large genome institute, for teaching an undergraduate class on bioinformatics targeted at biologists, and to provide a ready-to-go bioinformatics suite for a hackathon. Using ORCA eliminates time that would be spent debugging software installation issues, so that time may be better spent on education and research. Availability and implementation The ORCA Docker image is available at https://hub.docker.com/r/bcgsc/orca/. The source code of ORCA is available at https://github.com/bcgsc/orca under the MIT license.

Peer interaction as mechanism for providing timely and accessible feedback to a large undergraduate class

2017 ◽  
Vol 54 (2) ◽  
pp. 119-130
Author(s):  
Estelle Trengove
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Peer Interaction ◽  
Large Body ◽  
First Year ◽  
Learning Approaches ◽  
Effective Feedback ◽  
Giving Feedback ◽  
Undergraduate Class

Feedback to students on their work is recognized as crucially important in higher education, but as classes at universities become larger, it is becoming more and more difficult for teachers to give their students effective feedback. There is a large body of work on giving feedback on essays and postgraduate writing, but there is very little on giving feedback to undergraduate students in engineering classes. Feedback has particular value if it facilitates students’ learning. It is therefore not necessary for the teacher to give feedback – feedback from peers is equally valuable if it facilitates learning. This paper explores the comments submitted by students about a peer interaction that was introduced in a first-year engineering class. It investigates whether this intervention could comprise effective feedback by comparing the format of the intervention and the student comments to two models from the literature on feedback. The analysis shows that the intervention was successful in providing feedback that was helpful to students in the sense that it helped to draw them into deeper learning approaches.

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