University teachers' thinking about lecturing: student evaluation of lecturing as an improvement perspective for the lecturer

Student evaluation of instruction (SEI) is a common practice in higher education. Despite a great deal of progress that has been made during the last two decades of SEI-research, some questions remain unanswered. One of the unsolved problems concerns theutility of SEI, i.e., its efficacy for improving instruction. Apparently there is a need for understanding ‘how university teachershandle SEI-feedback.’ In that perspective cognitive and motivational psychology stress the importance of the so-calledsubjective theory of a teacher about his lecturing. This empirical study was focused on teachers' conceptualisation of lecturing, as related to student ratings. For representing a teacher's subjective theory and his interpretation of SEI-feedback, theHiclas-algorithm of De Boeck and Rosenberg (1988) was used, corresponding to theirHierarchical Classes Model. Results indicate that the lecturer's interpretation of student ratings and his/her ‘thinking about lecturing’ are crucial elements for an effective use of SEI as an improvement strategy. It gives one explanation why student evaluation of university teaching does (or does not) change teaching behaviour. The author is indebted to Prof. Piet J. Janssen and Prof. Joost Lowyck for their assistance in this research.     

A Long-Term Effect of Perceptual Individuation Training on Reducing Implicit Racial Bias in Preschool Children

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, M_age = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children.     

Perception of spin and the interception of curved football trajectories

Using plain white and chequered footballs, we evaluated observers’ sensitivity to rotation direction and the effects of ball texture on interceptive behaviour. Experiment 1 demonstrated that the maximal distance at which observers (n = 8) could perceive the direction of ball rotation decreased when rotation frequency increased from 5 to 11 Hz. Detection threshold distances were nevertheless always larger for the chequered (decreasing from 47 to 28 m) than for the white (decreasing from 15 to 11 m) ball. In Experiment 2, participants (n = 7) moved laterally along a goal line to intercept the two balls launched with or without ±4.3 Hz sidespin from a 30-m distance. The chequered ball gave rise to shorter movement initiation times when trajectories curved outward (±6 m arrival positions) or did not curve (±2 m arrival positions). Inward curving trajectories, arriving at the same ±2 m distances from the participants as the non-curving trajectories, evoked initial movements in the wrong direction for both ball types, but the amplitude and duration of these reversal movements were attenuated for the chequered ball. We conclude that the early detection of rotation permitted by the chequered ball allowed modulation of interception behaviour without changing its qualitative characteristics.     

Text segmentation: A topic modeling perspective

In this paper, the task of text segmentation is approached from a topic modeling perspective. We investigate the use of two unsupervised topic models, latent Dirichlet allocation (LDA) and multinomial mixture (MM), to segment a text into semantically coherent parts. The proposed topic model based approaches consistently outperform a standard baseline method on several datasets. A major benefit of the proposed LDA based approach is that along with the segment boundaries, it outputs the topic distribution associated with each segment. This information is of potential use in applications such as segment retrieval and discourse analysis. However, the proposed approaches, especially the LDA based method, have high computational requirements. Based on an analysis of the dynamic programming (DP) algorithm typically used for segmentation, we suggest a modification to DP that dramatically speeds up the process with no loss in performance. The proposed modification to the DP algorithm is not specific to the topic models only; it is applicable to all the algorithms that use DP for the task of text segmentation.     

Birds of different feathers? The relationship between multicultural personality dimensions and foreign language mastery in business professionals working in a Dutch agricultural multinational

The relationship between personality dimensions, measured with the Multicultural Personality Questionnaire (MPQ), and foreign language mastery were studied in a Dutch-based multinational company in the agricultural sector. In a survey, differences were studied between internal and external stakeholders to determine whether MPQ dimensions and language mastery allow us to discriminate between them. The internal stakeholders were divided into international and non-international employees; external stakeholders were the business contacts of the international employees (clients and business partners based or working abroad). The international employees were found to be more open-minded and flexible than the non-international employees, and the former group was found to be more emotionally stable than the group of business contacts. On average, the international employees reported speaking one foreign language more than both other groups. Also, the number of foreign languages correlated with the multicultural personality dimensions open-mindedness and emotional stability. It is concluded that emotional stability, open-mindedness, and the number of spoken foreign languages are to some extent predictive of differences between the various stakeholders distinguished in this sample.     

Writing for the discipline in the discipline?

This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing.     

The Concept of Modularisation in Vocational Education and Training: The debate in Germany and its implications

This paper summarises the debate on modularisation in initial vocational training provisions in Germany in the context of the German 'dual system'. This system has been increasingly criticised in recent years and the paper describes the on-going discussion regarding potential strategies for the modernisation of this system. The paper then introduces three different concepts of modularisation in training provisions that have emerged from the recent debate in Germany. They are each evaluated in terms of their potential application to the German training framework. Finally, a potential strategy for the modularisation of initial training in Germany is proposed. It draws on research regarding modules and units in training in other European countries and shows how it might be possible to embed the concept of modularisation within the pre-existing training frameworks in the German context.