SciTech News Volume 71, No. 2 (2017)

Columns and Reports From the Editor 3 Division News Science-Technology Division 5 Chemistry Division 8 Engineering Division 9 Aerospace Section of the Engineering Division 12 Architecture, Building Engineering, Construction and Design Section of the Engineering Division 14 Reviews Sci-Tech Book News Reviews 16 Advertisements IEEE

Spartan Daily, October 19, 1990

Volume 95, Issue 36https://scholarworks.sjsu.edu/spartandaily/8035/thumbnail.jp

Proceedings of QG2010: The Third Workshop on Question Generation

These are the peer-reviewed proceedings of "QG2010, The Third Workshop on Question Generation". The workshop included a special track for "QGSTEC2010: The First Question Generation Shared Task and Evaluation Challenge". QG2010 was held as part of The Tenth International Conference on Intelligent Tutoring Systems (ITS2010)

Spartan Daily, December 12, 1991

Volume 97, Issue 70https://scholarworks.sjsu.edu/spartandaily/8207/thumbnail.jp

Leave No Youth Behind: Opportunities for Congress to Reach Disconnected Youth

This report discusses six programs being considered by the 108th Congress for reauthorization, focusing on policies designed to assist disconnected and at-risk youth. The review seeks to identify how the programs do or do not consider at-risk or disconnected youth ad how such programs might be improved. After an introduction by Alan Houseman, six papers include: "The Adult Education and Family Literacy Act and Disconnected Youth" (Cynthia G. Brown and Andy Hartman); "The Higher Education Act and Disconnected Youth" (Thomas R. Wolanin); "The Individuals with Disabilities Education Act and Disconnected Youth" (Cynthia G Brown and Jennifer Mezey); "The Runaway and Homeless Youth Act and Disconnected Youth" (Bob Reeg); "The Temporary Assistance for Needy Families Program and Disconnected Youth" (Jodie Levin-Epstein); and "The Workforce Investment Act and Disconnected Youth" (Nisha Patel and Steve Savner)

Female High School Biology Students\u27 Biofilm -Focused Learning: the Contributions of Three Instructional Strategies to Patterns in Understanding and Motivation.

This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students\u27 E-mail communication with biofilm researchers was unsuccessful. The positive experiences of successful students indicate that teacher management could maximize the benefits of experiencing cutting edge science this way. Cutting edge science can be used to make science more relevant to students, enhance science learning, and insure a more scientifically literate society. Cross-age teachers effectively adapted an instructional video, communicated science, and increased their understanding of selected microbiology concepts and self-confidence. They also increased or maintained their motivation to study science

Spartan Daily, August 30, 2007

Volume 129, Issue 4https://scholarworks.sjsu.edu/spartandaily/10376/thumbnail.jp

mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file