Preparing academic staff to use ICTs in support of student learning

There is pressure on academic staff to respond to changes produced by the increasing globalization of education markets, and the capacities of Information and Communication Technologies (ICTs) to transform the ways education is delivered. This presents a serious challenge for many academics whose own formative educational experiences and professional orientations were shaped under different circumstances. This paper will focus on an innovative scheme designed to support university staff in their understanding and application of ICTs in student learning. The course was delivered to a small pilot group of experienced teaching staff who wished to explore the uses of ICTs. It aimed to provide an understanding of the available technologies, and how these might be utilized in the support of teaching, learning and assessment. Throughout the course's duration, one of the authors conducted an independent evaluative programme of research involving confidential questionnaires and observation sessions. The paper's two remaining authors have made further contributions as participant and course leader. Combining these sources of data, the paper reviews the course evaluation and discusses how staff approached the development and use of ICTs with varying levels of confidence, and with different practical issues and agendas concerning the incorporation of ICTs in teaching and learning. Placing the study's major themes within the changing contexts facing university staff, it concludes with a discussion of its wider implications for all practitioners involved in staff development that is both general and ICT-specific.     

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure

Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.     

Finite element simulation of pole vaulting

Pole vaulting is one of the most spectacular disciplines in athletics. The evolution of world record heights is strongly influenced by the development of advanced poles and subsequent materials. Employing advanced, load-adjusted composites has resulted in a steady increase of the world record height. This study provides a framework for finite element simulations of pole vaulting with focus on the initial and boundary conditions as well as finite element choices. The influence of the pole bending stiffness on the achievable height is systematically simulated. Higher effective bending stiffness leads to higher pole vaulting heights. However, if a certain stiffness is exceeded, the vaulter will not be able to bend the pole enough which leads to failed attempts.     

A New Stopping Criterion for Rasch Trees Based on the Mantel–Haenszel Effect Size Measure for Differential Item Functioning

To detect differential item functioning (DIF), Rasch trees search for optimal splitpoints in covariates and identify subgroups of respondents in a data-driven way. To determine whether and in which covariate a split should be performed, Rasch trees use statistical significance tests. Consequently, Rasch trees are more likely to label small DIF effects as significant in larger samples. This leads to larger trees, which split the sample into more subgroups. What would be more desirable is an approach that is driven more by effect size rather than sample size. In order to achieve this, we suggest to implement an additional stopping criterion: the popular Educational Testing Service (ETS) classification scheme based on the Mantel–Haenszel odds ratio. This criterion helps us to evaluate whether a split in a Rasch tree is based on a substantial or an ignorable difference in item parameters, and it allows the Rasch tree to stop growing when DIF between the identified subgroups is small. Furthermore, it supports identifying DIF items and quantifying DIF effect sizes in each split. Based on simulation results, we conclude that the Mantel–Haenszel effect size further reduces unnecessary splits in Rasch trees under the null hypothesis, or when the sample size is large but DIF effects are negligible. To make the stopping criterion easy-to-use for applied researchers, we have implemented the procedure in the statistical software R. Finally, we discuss how DIF effects between different nodes in a Rasch tree can be interpreted and emphasize the importance of purification strategies for the Mantel–Haenszel procedure on tree stopping and DIF item classification.     

Reflection on teaching and the scholarship of teaching: Focus on science instructors

Summary Reflection on teaching in higher education remains poorly understood. This exploratory study had three goals. First, to test, empirically yet in an exploratory way, the applicability of a particular model of reflection. Second, to identify objective indicators of reflection on knowledge about teaching with the intent to make the process of reflection more concrete, visible, and its outcomes valid. Third, in line with the exploratory nature of the study, to shed light on some variables that might be linked to observed differences in reflection, which could be investigated more systematically through future research. The model of reflection guiding the study was based on Mezirow’s transformative learning theory. It distinguishes three kinds of reflection: on content, process and premises. These take place within three domains of knowledge about teaching: instruction, pedagogy, and curriculum. Thirty-six instructors of science participated in a semi-structured interview based on the model and completed a repertory grid, which incorporated their beliefs about teaching as identified through the Approaches of Teaching Inventory (ATI). While all instructors showed evidence of reflection that were in line with the model, differences were observed in the extent or kind of reflection they engaged in. Across all three knowledge domains, premise reflection was observed the least often. Results suggested that years of experience and beliefs about teaching might play a role in the extent to which academics are inclined to engage in reflection. The study also identified concrete indicators of reflection, which could be helpful for academic staff evaluation.     

Teaching Excellence, Teaching Expertise, and the Scholarship of Teaching

The previous decade witnessed significant advancements in the scholarship of teaching at the levels of both theory building and program development. Notwithstanding these achievements, there remains considerable ambiguity regarding the meaning of the concept. This ambiguity has implications for faculty evaluation. Excellence in teaching, expertise in teaching, and the scholarship of teaching are analyzed according to the nature and sources of knowledge construction underlying each. Practical examples are included to illustrate differences. It is argued that excellence in teaching and the scholarship of teaching are both important but should be recognized and rewarded in their own right.     

Pickeringite: A deleterious salt on buildings

Pickeringite, MgAl₂(SO₄)₄·22H₂O, was observed as efflorescence at the church of Saints Peter and Paul in Largario (Switzerland). The spongy salt crusts formed directly on rusty, deeply weathered gneiss rich in mica. The building stones originate from rocks in the vicinity of the village. On outcrops, similar occurrences were discovered. Ferrous and pyritic gneiss exhibited efflorescences of gypsum, epsomite, potassium alum, and pickeringite in sheltered places. Based on these observations and the known conditions of formation, we conclude that pickeringite resulted as a secondary mineral from weathering of pyritic gneiss. Most likely, weathering happened in an environment where, among other ions, aluminium and magnesium were present, but calcium and carbonate were absent. Such conditions rarely occur. If our hypothesis was confirmed, the fact that an extremely acid, calcium- and carbonate-free weathering system evolves next to lime mortars and plasters would be very surprising. It would imply that restricted zones devoid of a buffering effect develop on a microscopic scale.     

THE 21ST CENTURY CAMPUS: GERONTOLOGICAL PERSPECTIVES

Through the centuries, universities have reflected the spirit of contemporary societies. Demographic and technological projections for the 21st century will require restructuring for the institutions to survive. Specifically, forecasters predict that continued declining birth rates and widespread adoption of distance learning will translate into fewer young campus residents. At the same time, we can expect more adult learners to head back to campus in order to update skills. In addition, university residential facilities appear to be well suited for the needs of aging baby boomers. An increasing number of institutions now offer retirement facilities on campus to retired graduates. Other institutions will find that that they can survive declining youth enrollments by converting their facilities for use by the aging. This article summarizes emerging trends and describes how institutions can best adapt their campus to an aging society.