A web-based application for the management and evaluation of tutoring requests in PBL-based massive laboratories

One important steps in a successful project-based-learning methodology (PBL) is the process of providing the students with a convenient feedback that allows them to keep on developing their projects or to improve them. However, this task is more difficult in massive courses, especially when the project deadline is close. Besides, the continuous evaluation methodology makes necessary to find ways to objectively and continuously measure students' performance without increasing excessively instructors' work load. In order to alleviate these problems, we have developed a web service that allows students to request personal tutoring assistance during the laboratory sessions by specifying the kind of problem they have and the person who could help them to solve it. This service provides tools for the staff to manage the laboratory, for performing continuous evaluation for all students and for the student collaborators, and to prioritize tutoring according to the progress of the student's project. Additionally, the application provides objective metrics which can be used at the end of the subject during the evaluation process in order to support some students' final scores. Different usability statistics and the results of a subjective evaluation with more than 330 students confirm the success of the proposed application.

How Does the Denver Public Library System Respond to its Customer's Requests for Global Information?

The interaction between globally available information and public library users is a changing one. Global information is readily available yet provider and user struggle to find efficiencies of time and resources. As a primary resource of global information the Denver Public Library (DPL) is approaching this challenge by providing changing technology to a changing user and by providing a customized approach to immigrant populations. DPL provides global information to library users through collections, programs and Internet. Internet and collections global information usage cannot be directly measured due to privacy restrictions. Only 12.5% of general user programs focus on global information. Four percent of budget serves the immigrant users. This is greater than national averages.

Requests to stop commons, 1775

Requests from Tutors John Wadsworth, Caleb Gannett, and Stephen Hall to the Steward, dated March 20, March 25, and April 4, 1775, to stop the commons of students. Reasons given include illness and absence from the College.

Requests for abatement of commons, November 13, 1781

Request from Tutor John Mellen (Harvard College Class of 1770) for an abatement of his commons for his absence from the College due to illness and request from Eleazer James (Harvard College Class of 1778) for an abatement of his commons due to absence from the College.