Normal-state magnetic susceptibility in a bilayer cuprate

The magnetic susceptibility of high-T_c superconductors is investigated in the normal state using a coupled bilayer model. While this model describes in a natural way the normal-state pseudogaps seen in c-axis optical conductivity on underdoped samples, it predicts a weakly increasing susceptibility with decreasing temperature and cannot explain the magnetic pseudogaps exhibited in NMR measurements. Our result, together with some experimental evidence suggest that the mechanism governing the c-axis optical pseudogap is different from that for the $a-b$ plane magnetic pseudogap.Comment: 5 pages, 2 figure

Conformal Field Theory Approach to the 2-Impurity Kondo Problem: Comparison with Numerical Renormalization Group Results

Numerical renormalization group and conformal field theory work indicate that the two impurity Kondo Hamiltonian has a non-Fermi liquid critical point separating the Kondo-screening phase from the inter-impurity singlet phase when particle-hole (P-H) symmetry is maintained. We clarify the circumstances under which this critical point occurs, pointing out that there are two types of P-H symmetry. Only one of them guarantees the occurance of the critical point. Much of the previous numerical work was done on models with the other type of P-H symmetry. We analyse this critical point using the boundary conformal field theory technique. The finite-size spectrum is presented in detail and compared with about 50 energy levels obtained using the numerical renormalization group. Various Green's functions, general renormalization group behaviour, and a hidden $SO(7)$ are analysed.Comment: 38 pages, RevTex. 2 new sections clarify the circumstances under which a model will exhibit the non-trivial critical point (hence potentially resolving disagreements with other Authors) and explain the hidden SO(7) symmetry of the model, relating it to an alternative approach of Sire et al. and Ga

Conducting Cooperative Cases

The power of case studies has been well-documented. Most facilitators use the widely known whole-group Harvard discussion model. However, a cooperative case approach serves as an effective alternative or supplementary approach. This article, which uses-appropriately-the example of a cooperative learning case study, provides a detailed look at the cooperative case study method, including its rationale and value, creative group formations, and facilitation guidelines

Putting the Teaching Portfolio in Context

What is the Teaching Portfolio? Five Reasons for the Viability of the Teaching Portfolio The Teaching Portfolio and the New Scholarship Conclusion References Appendix A Appendix

Helping Faculty Build Learning Communities Through Cooperative Groups

What is Cooperative Learning? Cooperative Learning Strategies Research on Cooperative Learning The Value of Cooperative Learning Reference

Conducting Effective Peer Classroom Observations

The Case for Peer Classroom Observations Conducting Peer Observations Conclusion References Appendix A: Classroom Visit Instrument (Consolidated) Appendix B: Self-Assessment Instrument For General Teaching (Consolidated), Faculty Self-Assessment Questionnaire Appendix C: Self-Assessment Instrument For Specific Session (Consolidated), Classroom Session Self-Appraisal, by Barbara J. Millis Appendix

Helping to Make Connections: Emphasizing the Role of the Syllabus

Emphasizing the Importance of the Syllabus at University College Distribution of a Syllabus Construction Handbook Syllabus Solicitation and Review Information about the Syllabus in Faculty Publications Workshops Focused on the Syllabus Emphasis on the Syllabus in Two Key Components of the Faculty Development Program Refinements to the University College Program Revision of The Compleat Syllabus Revision of the Syllabus Review Process Implications for Other Institutions References Appendi

A Versatile Interactive Focus Group Protocol for Qualitative Assessments

A highly flexible focus group protocol captures efficiently and economically useful data for immediate and longitudinal course and program assessment. Special features include an index card activity that deals with satisfactions levels and a Roundtable/Ranking activity that allows participant-generated judgments about the most positive and the most negative features of a course or program. These latter activities, with data displayed in an Excel histogram and in a colored-coded Word table, can be used for what is called a “Quick Course Diagnosis” (QCD)