Faculty Excellence

Each year, the University of New Hampshire selects a small number of its outstanding faculty for special recognition of their achievements in teaching, scholarship and service. Awards for Excellence in Teaching are given in each college and school, and university-wide awards recognize public service, research, teaching and engagement. This booklet details the year\u27s award winners\u27 accomplishments in short profiles with photographs and text

Spartan Daily, February 10, 1997

Volume 108, Issue 12https://scholarworks.sjsu.edu/spartandaily/9089/thumbnail.jp

2011 Undergraduate Research Symposium Abstract Book

Abstract book from the 2011 Eleventh Annual UMM Undergraduate Research Symposium (URS) which celebrates student scholarly achievement and creative activities

A National Bilingual Education Policy for the Economic and Academic Empowerment of Youth in St. Lucia, West Indies

This campaign portfolio argues the case for a national bilingual education policy on the island of St. Lucia, where youth speak both St Lucian Creole and St. Lucian standard English. The portfolio consists of a policy paper and brief, an advocacy plan, a communications plan, monitoring and evaluation plan. The Bilingual Education Taskforce (BET), made up of teachers, parents and principals, is an advocacy organization that discovered the need for a bilingual education intervention when they observed, assessed and analyzed the written work of struggling readers at their school, the Anse la Raye Infant School on the west coast of St. Lucia. They also analyzed the issues of youth unemployment, youth drop-out rates and low tertiary education enrollment. A pattern began to emerge that illustrated a struggling reader’s path through the education system. Consistent low academic achievement in the area of English Language Arts (ELA) was found at each academic level, infant, primary, and secondary. Scores on compulsory national ELA exams upon completion of secondary school consistently showed stagnant progress among secondary youth. Youth must score at least a grade of I, II, or III to be considered for tertiary education and since many did not score well, they were not afforded an opportunity to earn a tertiary level education. The problem with low tertiary enrollments is directly linked to employment opportunities and long term economic prosperity for youth. Without at least a tertiary, associate’s education, youth are at a disadvantage, often remaining under- or unemployed. This portfolio policy plan advocates for bilingual education at the primary and secondary level as an intervention for improving learning outcomes of St. Lucian bilingual youth who need early support in language development. Keywords: education policy, bilingualism, bilingual education, Eastern Caribbean, Creole, St. Lucia, linguistics, socio-linguistics, speech, cognition, language acquisitio

SciTech News Volume 71, No. 3 (2017)

Columns and Reports From the Editor.........................3 Division News Science-Technology Division....5 Chemistry Division....................8 Conference Report, Marion E, Sparks Professional Development Award Recipient..9 Engineering Division................10 Engineering Division Award, Winners Reflect on their Conference Experience..15 Aerospace Section of the Engineering Division .....18 Architecture, Building Engineering, Construction, and Design Section of the Engineering Division................20 Reviews Sci-Tech Book News Reviews...22 Advertisements IEEE..........................................

Language Processing and the Artificial Mind: Teaching Code Literacy in the Humanities

Humanities majors often find themselves in jobs where they either manage programmers or work with them in close collaboration. These interactions often pose difficulties because specialists in literature, history, philosophy, and so on are not usually code literate. They do not understand what tasks computers are best suited to, or how programmers solve problems. Learning code literacy would be a great benefit to humanities majors, but the traditional computer science curriculum is heavily math oriented, and students outside of science and technology majors are often math averse. Yet they are often interested in language, linguistics, and science fiction. This thesis is a case study to explore whether computational linguistics and artificial intelligence provide a suitable setting for teaching basic code literacy. I researched, designed, and taught a course called “Language Processing and the Artificial Mind.” Instead of math, it focuses on language processing, artificial intelligence, and the formidable challenges that programmers face when trying to create machines that understand natural language. This thesis is a detailed description of the material, how the material was chosen, and the outcome for student learning. Student performance on exams indicates that students learned code literacy basics and important linguistics issues in natural language processing. An exit survey indicates that students found the course to be valuable, though a minority reacted negatively to the material on programming. Future studies should explore teaching code literacy with less programming and new ways to make coding more interesting to the target audience