Designing student learning outcomes in undergraduate architecture education: Frameworks for assessment

On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions for Accreditation, and at the juncture of higher education's transition into a culture of assessment, this paper addressesthe rationale and frameworks for the design of student learningobjectives. The circumstances of undergraduate architectural education are the primary target here, but the same principles will apply to graduatelearning as well. The discussion is itself framed by a comparison to aset of model student learning objectives published by the American Psychology Association, and is structured within the conventionalplanning model of mission, values, goals, objectives, tactics, and strategies. For the purpose of discussion, the authors propose severalhypothetical examples

Special Libraries, September 1973

Volume 64, Issue 9https://scholarworks.sjsu.edu/sla_sl_1973/1006/thumbnail.jp

A Comprehensive City Planning Program for Fort Myers, Florida

Fort Myers, Florida A comprehensive city planning program for Fort Myers, Florida. Tampa, Fla. : Adley Associates, Inc., 1966

Special Libraries, February 1957

Volume 48, Issue 2https://scholarworks.sjsu.edu/sla_sl_1957/1001/thumbnail.jp

Ergonomic standards for pedestrian areas for disabled people: literature review and consultations

As part of the project for the Transport and Road Research Laboratory concerned with the development of design guidance for pedestrian areas and footways to satisfy the needs of disabled and elderly people, a thorough examination of the literature was required. In addition the literature search was to be complemented by a wide-ranging series of discussions with local authorities, organisations representing the interests of elderly and disabled people, and other interested agencies. This Working Paper sets out the findings of this exercise. The objective of the literature review and the consultations was to identify the key impediments for elderly and disabled people when using pedestrian areas and footways. The current guidelines and standards relating to footways, pedestrianised areas and access to buildings were to be identified and their adequacy commented upon, as were the conflicts such recommendations raise between various groups of disabled people and with able-bodied people. The consultations were intended to provide greater insights into what the literature highlighted, and to suggest possible solutions. The literature review produced over 400 key references and a list of 35 impediments. A more detailed examination of the literature and the consultations reduced this list to six key impediments namely: parking; public transport waiting areas; movement distances; surface conditions; ramps, and information provision. The type and scale of problem created by the above impediments for various groups of disabled and elderly people are discussed, together with their measurement and assessment. The type and adequacy of existing design standards and guidance relating to these impediments are also outlined

Engaged learning in MOOCs: a study using the UK Engagement Survey

This study sets out to answer the question: how can we know what learning is taking place in MOOCs? From this starting point, the study then looks to identify MOOCs’ potential for future use in HE? Using a specially-adapted version of the HEA’s UK Engagement Survey (UKES) 2014, the research team at the University of Southampton asked participants who had completed one of two MOOCs delivered through the FutureLearn platform and designed and run at the university about their experiences as learners and their engagement with their respective MOOC. The results also show that both of the MOOCs were successful in enabling many participants to feel engaged in intellectual endeavours such as forming new understandings, making connections with previous knowledge and experience, and exploring knowledge actively, creatively and critically. In response to the open access approach – in which no one taking part in a MOOC is required to have a minimum level of previous educational achievement - the report shows that persistent learners engaged, regardless of prior educational attainment

Special Libraries, May-June 1957

Volume 48, Issue 5https://scholarworks.sjsu.edu/sla_sl_1957/1004/thumbnail.jp

The PowerPoint Channel

This Article is the first to present a comprehensive theory and style for using PowerPoint to teach law. The theory is that presentation software adds a channel of communication that enables the use of images in combination with words. Studies have shown that combination to substantially enhance learning. The style is based on an extensive literature regarding the use of PowerPoint in teaching law and other higher education subjects as well as the author’s experimentation with PowerPoint over two decades. The Article states fourteen principles for slide or slide sequence design, provides the arguments from the literature for and against them, and explains the techniques by which the author implements them. It argues that PowerPoint is effective for eight kinds of presentation: (1) providing high-level overviews, (2) explaining concepts, (3) listing sets of rules or possibilities, (4) analyzing statutory or other language, (5) comparing statutes, rules, and concepts, (6) showing physical manifestations of the legal system such as documents or websites, (7) diagramming concepts, relationships, and transactions, and (8) supporting discussions by displaying the assumptions on which the discussions are based. The Article contains miniatures of fifteen slides that exemplify both these uses and the design principles. It concludes that a PowerPoint channel that is on all the time is inevitable. But before that happens, law teachers must design the imagery through which law will be taught