Assessment Focus in Studio: What is Most Prominent in Architecture,Art and Design?

What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.     

The effects of mood,cognitive style,and cognitive ability on implicit learning

In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both tasks, but this effect on SRT was mediated by cognitive ability. SRT, but not AG learning was significantly correlated with Math and English scores on the ACT. These findings confirm and contradict previous research. The association of negative mood and rational cognitive style with AG confirms that AG learning is facilitated by systematic, bottom-up processing. However, the lack of converging evidence for the SRT task suggests that the tasks involve different aspects of implicit processing. Theoretical explanations and suggestions for future research are discussed.     

From myths to creating a new future: A crisis is a terrible thing to waste

We have a window of opportunity that has the attention of just about everyone who would ordinarily defend the status quo. To get viable transformation, we have to rethink some core assumptions and conventional modes of operation––drivers––that might have served us in the past, but if continued, will likely continue to be the seeds of our destruction. We now labor under assumptions that are largely a matter of history and myths about business and how to contribute, and we can now make vital changes.     

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.     

排名前10的与预防运动和体育活动猝死相关的关键问题

参加有组织的体育运动和休闲活动存在发生严重伤病甚至死亡的内在风险。虽然造成体育运动或体育活动中猝死的原因有很多,但运动医学和循证标准治疗方面的进展已使临床医生得以更有效地预防、发现和治疗可能致死的伤患。随着研究与技术不断发展进步,当前的治疗标准正在不断发展以更好地改善患者的治疗效果。本文提出了10个与运动和体育活动中猝死的主要原因及其治疗手段有关的关键问题,未来开展的研究将提高运动员和休闲运动爱好者参与运动的安全度。当前证据表明,如采取正确的预防策略或最佳治疗方案,绝大多数的死亡案例是可以避免的。     

Changing views and perceptions: the impact of the Australian Inside-Out Prison Exchange Program on students

The Inside-Out Prison Exchange Program has been delivered at 2 prisons in Victoria, Australia, Dame Phyllis Frost Centre and Marngoneet Correctional Centre, since 2015. Selected university (outside) students and prisoners (inside) engage in a collaborative learning environment, studying Comparative Criminal Justice Systems. Students critique complex criminal justice material and undertake university standard assessments. The programme was evaluated through pre-test and post-test surveys and focus groups. This paper outlines this evaluation, including the similarities and differences between inside and outside students’ experience, their knowledge of the criminal justice system, the stereotypes and the values, and challenges of the Inside-Out programme. Student views of the criminal justice system and each other were challenged and changed, often in unexpected ways. The knowledge from this evaluation will contribute to the improvement of Inside-Out processes and outcomes, nationally and internationally.