Mainstreaming Open Textbooks: Educator Perspectives on the Impact of OpenStax College open textbooks

This paper presents the results of collaborative research between OpenStax College, who have published 16 open textbooks to date, and the OER Research Hub, a Hewlett funded open research project examining the impact of open educational resources (OER) on learning and teaching. The paper focuses primarily on the results of two surveys that were conducted with educators during 2013 and 2014/2015. These surveys focused on use and perceptions of OER and OpenStax College materials, financial savings and perceptions of impact on both educators and students. This paper reports on the research findings related to the impact of OER on educator practice and make a series of specific recommendations based on these findings

A calculated risk

Report of a CELT project on supporting students through innovation and researc

Coaching language: a key to student learning

One of the most important factors in student engagement and motivation is frequent and effective faculty – student contact (Chickering and Gamson, 1987). How communication flows and is received can make or break the learning relationship. The use of coaching language is a tool that facilitates a strong learning/working relationship

Informal Geometry in the Preparation of Teachers: A New Mathematics Course at the University of Virginia

Students require a rich variety of hands-on geometric experiences before they progress to more formal traditional geometric instruction. This fact has often been ignored in the mathematics preparation of today’s teachers. At the University of Virginia a new general education geometry course, The Shape of Space, is being developed that focuses on obtaining deep understandings of elementary geometry through physical and visual activities

A Mathematician\u27s Overview of the Virginia Elementary Mathematics Specialist Program

This article discusses the mathematics component of the Mathematics Specialist master\u27s degree program in the Virginia Mathematics Specialist Project (VMSP). It includes my personal views on the significant mathematical knowledge and skills that Mathematics Specialists need, the mathematics that is taught in the Mathematics Specialist courses, and my thoughts on what appear to be the substantial mathematical abilities and aptitudes that are required by successful Mathematics Specialists in their work. The interpretations I present are highly personal and are undoubtedly dependent on my personal history, a short description of which is given (see Appendix A)

How green in our library?

An environment group has had a presence within Leeds Met Libraries since December 2004. Initially the group chose to look at simple things which could have a positive impact on how we use resources in the workplace. We introduced recycling bins for plastic cups and cans in the staff tearooms, provided dispensers for plastic carrier bags near the self-service machines and arranged training hours for library staff to learn more about environmental issues and to look at their carbon footprint. In May 2006, the group decided to continue their work via an e-mail discussion forum where any issues of environmental concern were raised, with dedicated members of the group continuing to action if appropriate. We found that as time went on, there was an increased interest in environmental matters, so much so that in April 2009 the group reformed, with a new membership and a new title of Green Initiatives Group. The remit of the group is: - To raise awareness of and promote green issues amongst library staff. - To exchange best practice in the university and in the Higher Education library sector. - To build relationships with other ethical organisations working in the Leeds area. One of our aims is to be aware of initiatives taking place in the wider university and to be able to communicate relevant information to library staff about what the university is involved in environmentally. Below is a brief outline of what we have achieved as a group and current projects we are working on

Feature-based and Model-based Semantics for English, French and German Verb Phrases

This paper considers the relative merits of using features and formal event models to characterise the semantics of English, French and German verb phrases, and con- siders the application of such semantics in machine translation. The feature-based ap- proach represents the semantics in terms of feature systems, which have been widely used in computational linguistics for representing complex syntactic structures. The paper shows how a simple intuitive semantics of verb phrases may be encoded as a feature system, and how this can be used to support modular construction of au- tomatic translation systems through feature look-up tables. This is illustrated by automated translation of English into either French or German. The paper contin- ues to formalise the feature-based approach via a model-based, Montague semantics, which extends previous work on the semantics of English verb phrases. In so doing, repercussions of and to this framework in conducting a contrastive semantic study are considered. The model-based approach also promises to provide support for a more sophisticated approach to translation through logical proof; the paper indicates further work required for the fulfilment of this promise