Engaged Learning: Enabling Self-Authorship and Effective Practice

There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or “self-authorship” that higher education is not currently designed to promote.

International teachers in the American classroom : deposing the myth of monolingualism

An international graduate teaching assistant‘s way of speaking may pose a challenge for college students enrolled in STEM courses at American universities. Students commonly complain that unfamiliar accents interfere with their ability to comprehend the IGTA or that they have difficulty making sense of the IGTA‘s use of words or phrasing. These frustrations are echoed by parents who pay tuition bills. The issue has provoked state and national legislative debates over universities‘ use of IGTAs. However, potentially productive debates and interventions have been stalemated due to the failure to confront deeply embedded myths and cultural models that devalue otherness and privilege dominant peoples, processes, and knowledge. My research implements a method of inquiry designed to identify and challenge these cultural frameworks in order to create an ideological/cultural context that will facilitate rather than impede the valuable efforts that are already in place. Discourse theorist Paul Gee‘s concepts of master myth, cultural models, and meta-knowledge offer analytical tools that I have adapted in a unique research approach emphasizing triangulation of both analytic methods and data sites. I examine debates over IGTA‘s use of language in the classroom among policy-makers, parents of college students, and scholars and teachers. First, the article "Teach Impediment" provides a particularly lucid account of the public debate over IGTAs. My analysis evidences the cultural hold of the master myth of monolingualism in public policy-making. Second, Michigan Technological University‘s email listserve Parentnet is analyzed to identify cultural models supporting monolingualism implicit in everyday conversation. Third, a Chronicle of Higher Education colloquy forum is analyzed to explore whether scholars and teachers who draw on communication and linguistic research overcome the ideological biases identified in earlier chapters. My analysis indicates that a persistent ideological bias plays out in these data sites, despite explicit claims by invested speakers to the contrary. This bias is a key reason why monolingualism remains so tenaciously a part of educational practice. Because irrational expectations and derogatory assumptions have gone unchallenged, little progress has been made despite decades of earnest work and good intentions. Therefore, my recommendations focus on what we say not what we intend.

Mumps

Mumps is a common childhood infection caused by the mumps virus. The hallmark of infection is swelling of the parotid gland. Aseptic meningitis and encephalitis are common complications of mumps together with orchitis and oophoritis, which can arise in adult men and women, respectively; other complications include deafness and pancreatitis. Clinical diagnosis can be based on the classic parotid swelling; however, this feature is not present in all cases of mumps and can also occur in various other disorders. Laboratory diagnosis is based on isolation of virus, detection of viral nucleic acid, or serological confirmation (generally presence of IgM mumps antibodies). Mumps is vaccine-preventable, and one dose of mumps vaccine is about 80% effective against the disease. Routine vaccination has proven highly effective in reducing the incidence of mumps, and is presently used by most developed countries; however, there have been outbreaks of disease in vaccinated populations. In 2005, a large epidemic peaked in the UK, and in 2006 the American midwest had several outbreaks. In both countries, the largest proportion of cases was in young adults. In the UK, susceptible cohorts too old to have been vaccinated and too young to have been exposed to natural infections were the primary cause of the mumps epidemic. In the USA, effectiveness and uptake in combination appear not to have been sufficient to obtain herd immunity for mumps in populations such as college students.

An Active Learning Module for an Introduction to Software Engineering Course

Many schools do not begin to introduce college students to software engineering until they have had at least one semester of programming. Since software engineering is a large, complex, and abstract subject it is difficult to construct active learning exercises that build on the students’ elementary knowledge of programming and still teach basic software engineering principles. It is also the case that beginning students typically know how to construct small programs, but they have little experience with the techniques necessary to produce reliable and long-term maintainable modules. I have addressed these two concerns by defining a local standard (Montana Tech Method (MTM) Software Development Standard for Small Modules Template) that step-by-step directs students toward the construction of highly reliable small modules using well known, best-practices software engineering techniques. “Small module” is here defined as a coherent development task that can be unit tested, and can be car ried out by a single (or a pair of) software engineer(s) in at most a few weeks. The standard describes the process to be used and also provides a template for the top-level documentation. The instructional module’s sequence of mini-lectures and exercises associated with the use of this (and other) local standards are used throughout the course, which perforce covers more abstract software engineering material using traditional reading and writing assignments. The sequence of mini-lectures and hands-on assignments (many of which are done in small groups) constitutes an instructional module that can be used in any similar software engineering course.

A Case Study of Muscular Strength, Endurance, and Power Responses to a 6-Week High Intensity Training Program

We evaluated the muscular strength, endurance, and power responses of 12 college students, ranging in age from 19-40 years, who participated in a 6-wk high-intensity training program commonly used to improve muscular endurance. Muscular strength was measured by a one repetition maximum (1RM) bench press test and a 1RM Hammer bench press test; muscular endurance was measured by administering a 70-percent 1RM test to failure on the Hammer bench press; and upper body power was measured by adminstering a medicine ball throw test. We observed a 4.8-percent improvement of 2.7 kg on the bench press, a 14.6-percent improvement of 10.5 kg on the Hammer bench press, a 45.5-percent improvement with an average increase of five repetitions on the submaximal test to failure and an average improvement of ~ 20 percent, 60 cm, for the medicine ball throw. Foe our subjects, a commonly used high-intensity training muscular endurance program resulted in improved performance on tests measuring muscular strength, endurance, and power, and resulted in zero reported injuries during training or assessment procedures.

Communicating Severity of Hazard with the Signal Word on a Safety Sign

An experiment examined five signal words on safety signs for effectiveness at communicating information about severity of a hazard. Perceived severity was rated by 59 college students for the signal words Deadly, Danger, Warning, Caution, and Notice. Results indicated that Deadly communicated the highest ratings for severity. Danger was second. Warning and Caution were tied for third. The lowest ratings were for Notice.

Effectiveness of Colors used on Safety and Health Signs for Communicating Severity of Injury

Signs are used extensively in workplaces and on products to identify hazards and provide instructions for appropriate behavior. A fundamental element of these signs is the signal-word panel located at the top of the sign. The colors and words in this panel are intended to convey information about the hazard identified. One type of hazard information concerns the severity of injury/illness associated with the hazard. The standard of the American National Standards Institute (ANSI) for facility signs uses three severity categories: 1) death or serious injury, 2) minor or moderate injury, and 3) property damage. The standard specifies which signal-word panel format, including color, to use based in part on the severity category. The purpose of this study was to determine if college students associate color with severity. The sample population consisted of 59 students tested in nine small groups. Twelve signs were shown to them in random order. Five of the signs had a color for the background of the signal-word panel. The colors were red, orange, yellow, blue, and gray. The signal word was a nonsense word and the text panel contained repetitions of the letter x in sentence format. Subject rated their impressions of the colors using two ordered rating scales for severity. Results indicated that color had a highly significant effect on severity ratings. Median ratings were generally consistent with the ANSI standard, except for orange. Red rated highest on both scales. Blue and gray rated lowest. Yellow and orange were in between red and blue. According to the ANSI standard, orange should indicate the same severity as red. These results indicated that orange was associated with less severity than red. Apparently, the ANSI standard's use of orange to identify a hazard associated with death or a serious injury is questionable.

Selektives Lernen bei induzierten Stimmungszuständen: Resultat des Stimmungszustandes oder bloss der Aufgabenstellung?

Investigated the interaction between induced mood states and selective learning among 28 college students. Ss were asked to behave as if they were happy or depressed while learning a list of words with neutral, positive, and negative affective valence. Results document the mood congruity effect. This effect was stronger among Ss who predicted the relationship between mood and word valence than among Ss who were unaware of this relationship.

Vocational identity achievement as a mediator of presence of calling and life satisfaction

The present study explores what mechanism might be responsible for the reported link between presence of a calling in one’s career and life satisfaction. It is proposed that vocational identity achievement acts as one important mediator of this relation and that the effects can be observed even when controlling for core self-evaluations (CSEs). The study used a short-term longitudinal design based on a sample of 269 German college students from different majors. The results confirmed the mediation model, with calling predicting vocational identity achievement 6 months later and identity serving as a stronger predictor of life satisfaction, all controlling for CSEs. However, contrary to previous research, presence of calling was not directly related to life satisfaction and even showed a negative relation when vocational identity achievement was controlled. The results are interpreted to suggest a multifaceted relation between calling and life satisfaction.

Emotional Processing in the Treatment of Simple Phobia: A Comparison of Imaginal and In Vivo Exposure

Two groups of moderately snake phobic college students were given either imaginal or in vivo exposure treatment. The groups were compared on self-report and physiological measures of fear activation during exposure trials, as well as on within- and across-session habituation of fear responses. On these measures, as well as on treatment outcome, the two groups were found to be very similar. The results lend further support to the importance of the concept of emotional processing in understanding fear reduction processes. Differences in treatment procedure may be important only when one procedure facilitates emotional processing more than another.

The Perceived AIDS Preventative Utility of Knowing One's Partner Well

The public health advice to "either know your partner well, or use condoms" may have led to higher levels of risky sexual behaviour between well-acquainted individuals whose HIV status is unknown. This study assessed the extent to which college students believe that knowing their partner well eliminates the need to practice safer sex, and measured the relationship between such beliefs and the performance of necessary safer sexual practices, such as using condoms during sexual intercourse. Endorsement of beliefs that partner knowledge made safer sex unnecessary was common, and agreement with these beliefs correlated significantly and negatively with levels of AIDS preventive behaviours and behavioural intentions, especially among women. In conclusion, the public health dictum to "know your partner" has been widely internalized, and may be contributing to risky sexual behaviour. Consideration should be given to rejecting explicitly the "know your partner" advice, and to re-educating the public regarding the necessity of consistently practising safer sex with any individual whose HIV status is unknown.

Family Myths, Beliefs, and Customs as a Research/Educational Tool to Explore Identity Formation

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and then reflected upon the relevance and meaning of such items. The research and instructional tool described in the paper should be of considerable interest to teachers who work to promote self-reflection amongst adolescents as well as case study researchers and therapists who wish to study identity formation and values.

Determining appropriate measurement methods for etiological research of computing-related musculoskeletal symptoms and disorders

Two studies among college students were conducted to evaluate appropriate measurement methods for etiological research on computing-related upper extremity musculoskeletal disorders (UEMSDs). ^ A cross-sectional study among 100 graduate students evaluated the utility of symptoms surveys (a VAS scale and 5-point Likert scale) compared with two UEMSD clinical classification systems (Gerr and Moore protocols). The two symptom measures were highly concordant (Lin's rho = 0.54; Spearman's r = 0.72); the two clinical protocols were moderately concordant (Cohen's kappa = 0.50). Sensitivity and specificity, endorsed by Youden's J statistic, did not reveal much agreement between the symptoms surveys and clinical examinations. It cannot be concluded self-report symptoms surveys can be used as surrogate for clinical examinations. ^ A pilot repeated measures study conducted among 30 undergraduate students evaluated computing exposure measurement methods. Key findings are: temporal variations in symptoms, the odds of experiencing symptoms increased with every hour of computer use (adjOR = 1.1, p < .10) and every stretch break taken (adjOR = 1.3, p < .10). When measuring posture using the Computer Use Checklist, a positive association with symptoms was observed (adjOR = 1.3, p < 0.10), while measuring posture using a modified Rapid Upper Limb Assessment produced unexpected and inconsistent associations. The findings were inconclusive in identifying an appropriate posture assessment or superior conceptualization of computer use exposure. ^ A cross-sectional study of 166 graduate students evaluated the comparability of graduate students to College Computing & Health surveys administered to undergraduate students. Fifty-five percent reported computing-related pain and functional limitations. Years of computer use in graduate school and number of years in school where weekly computer use was ≥ 10 hours were associated with pain within an hour of computing in logistic regression analyses. The findings are consistent with current literature on both undergraduate and graduate students. ^

Relating one's social support network to one's mid term grade

Much has been written about the relation of social support to health outcomes. Support networks were found to be predictive of health status. Not so clear was the manner in which social support helped the individual to avoid health complications. Whereas some aspects of the support network were protective, others were burdensome. Duties to one's network could serve as a stressor and duties outside one's network might stress the support system itself. Exposure to one's network was associated with certain health risks while disruption in one's social support network was associated with other health risks.^ Many factors contributed to the impact of a social support network upon the individual member: the characteristics of the individual, the individual's role or position within the network, qualities of the network and duties or indebtedness of the individual to the network. This investigation considered the possibility that performance could serve as a stressor in a fashion similar to an exposure to a health hazard.^ Because the literature includes many examples of studies in which the subjects were college students, academic progress is a performance common to most subjects. A profile of the support networks of successful students was contrasted with those of less successful students in this correlational study.^ What was uncovered in this investigation was a very complex web of interrelated constructs. Most aspects of the social support network did not significantly predict academic performance. Only a limited number of characteristics were associated with academic success: the frequency of support, student age, the existence of a 'mentor' within one' s network, and the extent to which one received a predominant source of support. Other factors had a tendency to be negatively correlated with midterm grade, suggesting those factors may impede academic performance.^ Medical status did not predict grades, but was correlated with many aspects of the network. Disruptions in particular parts of one's network were correlated with particular health categories. In fact, disruption in social support was more predictive of academic outcomes than medical complications. Whereas the individual's values were related to the contributing factors, only the individual's satisfaction with certain aspects of the support network were predictive of higher midterm grades in a psychology class. Dissatisfaction was associated with lower grades, suggesting a disruptive effect within the network. Associations among the features of support networks which predicted academic progress were considered. ^

Tutoriales multimedia para sistemas de telecomunicación

Este Proyecto Fin de Carrera está destinado a la ilustración y aprendizaje del uso de varios dispositivos de los laboratorios del Departamento de Ingeniería Audiovisual y Comunicaciones, de la Escuela Universitaria de Ingeniería Técnica de Telecomunicación, de la Universidad Politécnica de Madrid, en forma de vídeos tutoriales basados en mediciones y prácticas habituales de las asignaturas del departamento para que puedan ser utilizados por los alumnos de la escuela como apoyo a las explicaciones del profesor en ocasiones puntuales. En concreto se han realizado hasta seis vídeos tutoriales en los que se explica: el diseño de un circuito impreso y la creación y fabricación de éste. Por otro lado, también se ha explicado el fenómeno del ruido de fase y cómo es el proceso de su medida, como una de las muchas características de un analizador de espectros. A modo de análisis, se ha realizado otro tutorial acerca de la modulación en FM, sus características y sus aplicaciones. Por último se ha hecho un estudio del comportamiento de un analizador de redes, exponiendo su funcionamiento y explicando su proceso de calibración. Para la realización de estos tutoriales se han utilizado diferentes aplicaciones sobre creación de vídeos multimedia, animación, producción de audio y narración. En especial se han usado: Sprint-Layout 5.0, Adobe Flash Professional CS5.5, Camtasia studio 7, Corel VideoStudio Pro X4, Loquendo TTS7 y WinPlot. Para el apartado de las grabaciones de las diferentes escenas se ha necesitado el uso de distintos instrumentos de medida del laboratorio tales como: analizador de espectros, analizador de redes, generador de señal, generador de funciones, osciloscopio y otros equipos adicionales como: cámara de vídeo y trípode del departamento. Para la composición de los diferentes tutoriales se ha comenzado creando un guion, para cada uno de ellos, estableciendo la aparición de las imágenes, vídeos, y locución. A continuación se exponen los diferentes temas en los que se han basado estos tutoriales de laboratorio, uno a uno. ABSTRACT. This Project is destined to learn the use of several devices at the laboratory of “Ingeniería Audiovisual y Comunicaciones” Department at “Escuela Universitaria de Ingeniería técnica de Telecomunicaciones” of “Universidad Politécnica de Madrid”, on the way as tutorial videos base on the subjects from this department to be used by the college students as help of the teacher’s explanations. In this project you will find up to six tutorial videos, showing: printed circuit design, printed circuit board manufacture. You can also find an explanation about the phenomenon of phase noise and how it’s its measurement process, as one of the many features of a spectrum analyzer. Another tutorial video is based on FM modulation, its features and applications. The last tutorial explains the networks analyzer functionalities and its calibration process. To carry out these tutorials different applications have been used to create multimedia videos, animation, audio production and storytelling. Such as Sprint Layout 5.0, Camtasia 7.0, Corel VideoStudio Pro X4, Adobe Flash Professional CS5.5, Loquendo TTS7 y WinPlot. About the recording side of the different scenes, several equipment have been required at the laboratory, such as spectrums analyzer, signal generator, oscilloscope, function generator, network analyzer and other additional devices, such as: a video camera with its tripod. The composition of the different tutorials has begun creating a script, for each of them, setting the times of appearance of images, video, speech and music. After this abstract, the different topics of the tutorials are showed, one by one.