DOCTORAL TRAINING AND RESEARCH IN FRANCE: BIBLIOGRAPHY

This bibliography is a complement to the article analyzing graduate training in institutions of higher learning in France between 1971 and 1985. Original results of doctoral dissertations are usually published in abridged form, which eliminates much of the critical review of relevant literature as well as methodological details. Topical coverage of this bibliography is multidisciplinary. The references are classified into five sections: biology, psychology/behavior, social sciences, health, literature and arts. This list of references forms a resource which, for the most part, cannot be found in published literature.     

Sustainability in the Architectural Design Studio: A Case Study of Designing On‐Campus Academic Staff Housing in Konya and Izmir,Turkey

It is important to engender a 'sustainable’ architectural consciousness in the students who will be the next generation architects. In architectural education, design decisions taken during the early phases of the design process play an important role in ensuring concern for the sustainability issue. But, in general, all discussions about the site that have been held since the beginning of the semester get forgotten, and at the end of the design process students usually create projects that ignore the site criteria. In this article, a specific teaching methodology which supports the sustainability issue in the design studio is presented as a teaching/learning experience. The article is an overview of the design studio process illustrated by a case study on academic staff campus housing in Konya and ?zmir, Turkey. To solve the same problem with the same brief in different regions requires developing sensitivity to climate issues. The resulting product is good evidence that teaching about sustainability in the design studio is effective.     

Influence of buoyancy-driven flow on mass transfer in a two-stream microfluidic channel: Introduction of cryoprotective agents into cell suspensions

A variety of methods have been used to introduce chemicals into a stream or to mix two or more streams of different compositions using microfluidic devices. In the following paper, the introduction of cryoprotective agents (CPAs) used during cryopreservation of cells in order to protect them from freezing injuries and increase viability post thaw is described. Dimethylsulphoxide (DMSO) is the most commonly used CPA. We aim to optimize the operating conditions of a two-stream microfluidic device to introduce a 10% vol/vol solution of DMSO into a cell suspension. Transport behavior of DMSO between two streams in the device has been experimentally characterized for a spectrum of flow conditions (0.7 < Re < 10), varying initial donor stream concentrations, (1% vol/vol < C_o < 15% vol/vol) and different flow rate fractions (0.23 < f_q < 0.77). The outlet cell stream concentration is analyzed for two different flow configurations: one with the cell stream flowing on top of the DMSO-rich donor stream, and the other with the cell stream flowing beneath the heavy DMSO-laden stream. We establish a transition from a diffusive mode of mass transfer to gravity-influenced convective currents for Atwood numbers (A_t) in the range of (1.7 × 10⁻³ < A_t < 3.1 × 10⁻³) for the latter configuration. Flow visualization with cells further our understanding of the effect of A_t on the nature of mass transport. Cell motion studies performed with Jurkat cells confirm a high cell recovery from the device while underscoring the need to collect both the streams at the outlet of the device and suggesting flow conditions that will help us achieve the target DMSO outlet concentration for clinical scale flow rates of the cell suspension.     

Preservice teachers’ ideas about how to enhance pupils’ long-term interest in science

Background: The four-phase model of interest development is a widely accepted theoretical perspective on the development of long-term interest. Our future teachers will be faced with the task of developing their students’ long-term interest in science. Yet it is not known whether they have workable ideas for how to achieve this.

Purpose: The purpose of this study was to identify preservice teachers’ ideas about how to increase students’ long-term interest in science.

Sample: The participants were 235 preservice primary teachers and 33 preservice secondary science teachers.

Design and Methods: Data collection was by questionnaire, interview and classroom observations.

Results: It was found that participants in both primary and secondary groups had very similar ideas about how to develop pupils’ long-term interest in science. These ideas mainly involved the use of hands-on activities, making science relevant, and using student-centred strategies or electronic media to make lessons fun and to enhance engagement. These can be interpreted as representing sources of situational interest (i.e. short-term interest arousal). These ideas broadly parallel the current theory on interest development, such that long-term individual interest is thought to develop from repeated experiences of short-term, situational interest.

Conclusion: The participants’ ideas in this study were intuitive, because they were not derived from an understanding of theory, but rather from their personal experiences of interest arousal at university, school and practicum. Nevertheless, their ideas were workable for a practitioner, because they broadly paralleled current theory on interest development.     

Always growing and learning: A case for self-assessment

Conclusion In conclusion, the entire self-assessment process is dynamic and ongoing. It is challenging and time-consuming, yet most gratifying as educators develop enhanced self-understanding and self-knowledge. The self-assessment process simultaneously enables teachers to touch reality (present focus) as well as to dream (future focus). The self-assessment process allows teachers to take care of themselves. Although the incoming president of the NAEYC appropriately urged participants in the 1994 Professional Development Institute “to look out for each other, take care of each other” (Daniels, 1994), it behooves each one of us to make sure that we take care of ourselves as well. This advice is not intended to be a call for self-centeredness; we do a much better job in our own work with others when we have taken care of ourselves. Continuous personal and professional self-assessment provides that opportunity to take care of ourselves. The kind of renewal that self-assessment provides is “preserving and enhancing the greatest asset you have—you” (Covey, 1989, p. 288).     

Developing inclusive educators: enhancing the accessibility of teaching and learning in higher education

In light of the growing population of students with disabilities at colleges and universities worldwide, faculty development connected to accessible teaching is of paramount importance. Drawing from the existing literature and from the results of a qualitative study of educational accessibility at one Canadian university, this article offers a series of recommendations for academic developers hoping to establish effective development initiatives focused on accessible teaching and learning. Key issues considered include the need to support instructors in translating principles of inclusive teaching into practice, the value of discussion-based approaches that take up difficult questions about minimum standards, and the question of whether development initiatives should be discipline-specific or interdisciplinary, mandatory or optional. Recommendations for further research are also discussed.