Teaching mathematical modelling: a research based approach

A collaborative, research based laboratory experiment in mathematical modelling was included in a bioprocess engineering laboratory module, taught as part of an interdisciplinary program in biotechnology. The class was divided into six groups of three students and given the task of investigating a novel diafiltration process that is currently the focus of international research. Different aspects of the problem were assigned to each group and inter-group communication via email was required to ensure that there was a coherent set of objectives for each group and for the class as a whole. The software package, Berkeley Madonna, was used for all calculations. As well as giving the students an introduction to mathematical modelling and computer programming, this approach helped to illustrate the importance of research in bioprocess engineering. In general, the experiment was well received by the students and the fact that they were discovering new knowledge generated a degree of enthusiasm. However, many students were consumed by the technical demands of computer programming, especially the attention to detail required. Thus, they did not think too deeply about the physical aspects of the system they were modelling. In future years, therefore, consideration will be given to giving the student prior instruction in the use of the software

A Research-Based Curriculum for Teaching the Photoelectric Effect

Physics faculty consider the photoelectric effect important, but many erroneously believe it is easy for students to understand. We have developed curriculum on this topic including an interactive computer simulation, interactive lectures with peer instruction, and conceptual and mathematical homework problems. Our curriculum addresses established student difficulties and is designed to achieve two learning goals, for students to be able to (1) correctly predict the results of photoelectric effect experiments, and (2) describe how these results lead to the photon model of light. We designed two exam questions to test these learning goals. Our instruction leads to better student mastery of the first goal than either traditional instruction or previous reformed instruction, with approximately 85% of students correctly predicting the results of changes to the experimental conditions. On the question designed to test the second goal, most students are able to correctly state both the observations made in the photoelectric effect experiment and the inferences that can be made from these observations, but are less successful in drawing a clear logical connection between the observations and inferences. This is likely a symptom of a more general lack of the reasoning skills to logically draw inferences from observations.Comment: submitted to American Journal of Physic

Research based yet action oriented: Developing individual level enterprising competencies

This paper outlines an approach to teaching enterprising competencies in the university setting of Massey University, Auckland, New Zealand. It is characterised by two features. First, it has an experiential component in the form of developmental exercises; forms of practice which are devised by the students themselves. Second, the exercises are research-based: students study academic articles and book chapters that give clues about how to practice the various competencies. The method is inspired by Gibb’s (1993, 1998, 2002a, 2002b) ideas about simulating the essences of enterprise in the learning environment. The approach used at Massey is outlined at the end of the paper. The paper begins with offering the rationales for the course. First, it provides arguments as to why enterprising competencies are becoming increasingly important for our students. Second, it is argued why, out of three approaches to competency, the behavioural approach is deemed to be the most suitable for the approach employed at Massey. Third, in the debate about generic versus situation specific competencies, it argues for the relevance of generic competencies. The paper then describes entrepreneurship / small business (E/SB) research on competencies, and discusses why entrepreneurship research is often of little help for ‘how to’ approaches. Finally, the Massey approach is described in detail

Does Implementing a Research-Based School Counseling Curriculum Enhance Student Achievement?

Carey presents a brief overview and analysis of the article, Helping students improve academic achievement and school success behavior, originally published in Professional School Counseling. The author presents a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including the need for the school counseling profession to move toward standardized interventions and away from counselor-generated interventions to develop best practices and a solid research base for effective programs

Competitiveness in Urban Europe: research based, practice led

Metropolitan regions and cities are often coined as the ‘motors of the economy’. The performance of national economies – and even the EU in general – is increasingly dependent on the cumulative performance of metropolitan regions and/or cities. All around the world, cities are increasingly in competition with one another; interconnected in a network of criss-cross relations between firms and institutions. With respect to urban competitiveness, numerous activities of benchmarking and ‘best practises’ between cities exist. Many policies are based upon these evaluations leading to cherry-picking and the hasty copying of experiences from one specific urban context to another. A deeper understanding of the problems and structural mechanisms behind urban competitiveness is often lacking. This paper aims to analyse the competitiveness of European metropolitan regions via a comparative case study research, defining the main threats and challenges concerning the economic vitality of urban areas. It will be driven by the input of regions and cities with the aim to identify ‘best’ and ‘bad’ practices across Europe. In other words, we will set out the contours of a research framework on economic competitiveness that aims to bridge the gap between academic research and urban practices by means of a policy-driven research agenda. The competitiveness of five European regions will be discussed in more detail: Munich, Warsaw, Madrid, Bucharest and Stockholm. Based on roundtable discussions with stakeholders in these cities, the missing blanks in urban research will be defined. This paper will go beyond the ranking lists based solely on economic productivity figures by discussing cities’ competitiveness from an integral perspective. The underlying determinants of competitiveness (e.g. local economic sectoral structure, labour market) will be analysed to create a better understanding of the economic performance of cities. It is the aim of this study to make academic research on urban competitiveness applicable for urban practice by listing knowledge and research questions that are of interest for both researchers as well as urban practitioners.

Comprehensive Services: Charting Progress for Babies in Child Care Research-Based Rationale

This rationale presents research on factors that put babies and toddlers at risk for unhealthy development and the benefits of comprehensive health, mental health, and family support services. It also examines how state policies can improve care for babies. As part of the Charting Progress for Babies in Child Care project, this rationale supports the Policy Framework's recommendation to: Link necessary services for vulnerable babies and toddlers to child care settings

Research based criteria for the design and selection of literacy and thinking tools

This paper describes criteria for the design and selection of literacy and thinking tools. The criteria are that tools should be: (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, (viii) culturally responsive, and (ix) assessment linked