Designing postgraduate pedagogies: connecting internal and external leaders

Learning is the new resource driving the knowledge economy. Now everyone is expected to make themselves available to learn : un-learn : re-learn. Much has been written about new modes of learning, as well the new technologies that promise to deliver information 24/7. Paradoxically, however, in the field of educational sociology there has been little systematic theorisation of the pedagogies designed to facilitate learning in the knowledge economy. Nor have there been systematic efforts to connect macro economic, technological and social changes to state official policies and institutional pedagogic practices. The Bernsteinian theoretical corpus models the power and control relations generating pedagogic discourses, practices and identities from the macro level of policy formation to the micro level of pedagogic interactions. It is therefore useful in examining the new pedagogies designed to generate the learning resources of the knowledge economy. In this paper, we draw on and extend Bernstein's theory of pedagogic discourse and identities to analyse the design and implementation of a postgraduate unit in educational research. This unit aimed to be: rigorous in disciplinary knowledge, technologically innovative, cost efficient; and responsive to diverse student needs and market contingencies

PICES Press, Vol. 20, No. 1, Winter 2012

•2011 PICES Science: A Note from the Science Board Chairman (pp. 1-6) •2011 PICES Awards (pp. 7-9) •Beyond the Terrible Disaster of the Great East Japan Earthquake (pp. 10-12) •A New Era of PICES-ICES Scientific Cooperation (p. 13) •New PICES Jellyfish Working Group Formed (pp. 14-15) •PICES Working Group on North Pacific Climate Variability (pp. 16-18) •Final U.S. GLOBEC Symposium and Celebration (pp. 19-25) •2011 PICES Rapid Assessment Survey (pp. 26-29) •Introduction to Rapid Assessment Survey Methodologies for Detecting Non-indigenous Marine Species (pp. 30-31) •The 7th International Conference on Marine Bioinvasions (pp. 32-33) •NOWPAP/PICES/WESTPAC Training Course on Remote Sensing Data Analysis (pp. 34-36) •PICES-2011 Workshop on “Trends in Marine Contaminants and their Effects in a Changing Ocean” (pp. 37-39) •The State of the Western North Pacific in the First Half of 2011 (pp. 40-42) •Yeosu Symposium theme sessions (p. 42) •The Bering Sea: Current Status and Recent Events (pp. 43-44) •News of the Northeast Pacific Ocean (pp. 45-47) •Recent and Upcoming PICES Publications (p. 47) •New leadership for the PICES Fishery Science Committee (p. 48

An example of active learning in Aerospace Engineering

This paper is a showcase for an on-going active learning capstone design project in the BSe. programme at the Faculty of Aerospace Engineering at Delft University of Technology. In multi-disciplinary teams supervised by tutors from different backgrounds students work towards an Aerospace (related) design. In the exercise students learn about applying knowledge, working in teams, sustainable development, project management, reporting, presenting and design in a semi-professional environment

Developing the scales on evaluation beliefs of student teachers

The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named ‘Teacher Evaluation Beliefs’ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions “what” ”who” ”when” ”why” “how” for each existing factor based on Student-centered and Teacher-centered approaches

Training and Onboarding initiatives in High Energy Physics experiments

In this paper we document the current analysis software training and onboarding activities in several High Energy Physics (HEP) experiments: ATLAS, CMS, LHCb, Belle II and DUNE. Fast and efficient onboarding of new collaboration members is increasingly important for HEP experiments as analyses and the related software become ever more complex with growing datasets. A meeting series was held by the HEP Software Foundation (HSF) in 2022 for experiments to showcase their initiatives. Here we document and analyse these in an attempt to determine a set of key considerations for future experiments

Practitioners\u27 News - Spring 1991, Volume 18, Number 3

https://nsuworks.nova.edu/practitioners_news/1006/thumbnail.jp

Diversifying biomedical training: A synergistic intervention

For over three decades, the scientific community has expressed concern over the paucity of African American, Latino and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded "Bridges to the Doctorate (BRIDGES)" and "Initiative for Maximizing Graduate Student Diversity (IMGSD)" programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds