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Student Projects (student + project)
Selected AbstractsTeaching crystallography to undergraduate physical chemistry studentsJOURNAL OF APPLIED CRYSTALLOGRAPHY, Issue 5-2 2010Virginia B. Pett Teaching goals, laboratory experiments and homework assignments are described for teaching crystallography as part of two undergraduate physical chemistry courses. A two-week teaching module is suggested for introductory physical chemistry, including six to eight classroom sessions, several laboratory experiences and a 3,h computer-based session, to acquaint undergraduate physical chemistry students with crystals, diffraction patterns, the mathematics of structure determination by X-ray diffraction, data collection, structure solution and the chemical insights available from crystal structure information. Student projects and laboratory work for three to four weeks of an advanced physical chemistry course are presented. Topics such as symmetry operators, space groups, systematic extinctions, methods of solving the phase problem, the Patterson map, anomalous scattering, synchrotron radiation, crystallographic refinement, hydrogen bonding and neutron diffraction all lead to the goal of understanding and evaluating a crystallographic journal article. Many of the ideas presented here could also be adapted for inorganic chemistry courses. [source] Generation of a virtual reality-based automotive driving training system for CAD educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 2 2009Janus Liang Abstract Designing and constructing a virtual reality-based system is useful for educating students about scenario planning, geometric modeling and computer graphics. In particular, students are exposed to the practical issues surrounding topics such as geometric modeling, rendering, collision detection, model animation and graphical design. Meanwhile, building an application system provides students exposure to the real-world side of software engineering that they are typically shielded from in the traditional computer class. This study is a description of the experiences with instructing "Computer-aided Industrial design" and "OOP," two introductory classes that focus on designing and generating the VR based system possible in the course of a semester and then "VR System," an advanced course in the next semester. This study emphasizes the continuing evolution in the training and educational needs of students of CAD-systems. This study breaks down an automobile driving training system into different components that are suitable for individual student projects and discusses the use of modern graphical design tools such as 3ds MAX for artistic design in this system. The conclusion of this study proposes a rough schedule for developing a VR based system during the course of a semester and an overview is given of a concept of a virtual reality-based design and constructing system that is being developed. © 2008 Wiley Periodicals, Inc. Comput Appl Eng Educ 17: 148,166, 2009; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae20178 [source] Lieder machen Leute: Teaching Postwar German Identity through SongDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 1 2008Christopher Wickham The negotiation of a West German identity in the decades that followed World War II can be traced in the issues and movements that preoccupied the populace. These in turn are documented in the work of socially and politically motivated Liedermacher. Songs thus serve as a point of entry for students into how Germans saw themselves in the Bonn Republic. By focusing on the Wirtschaftswunder, anti-nuclear activity, the environment, and patriotic militarism as addressed in five song texts from 1967 to 1985, this article provides a resource platform from which to build learning units and student projects exploring this era. [source] Assessor or assessee: How student learning improves by giving and receiving peer feedbackBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2010Lan Li This study investigated the relationship between the quality of peer assessment and the quality of student projects in a technology application course for teacher education students. Forty-three undergraduate student participants completed the assigned projects. During the peer assessment process, students first anonymously rated and commented on two randomly assigned peers' projects, and they were then asked to improve their projects based on the feedback they received. Two independent raters blindly evaluated student initial and final projects. Data analysis indicated that when controlling for the quality of the initial projects, there was a significant relationship between the quality of peer feedback students provided for others and the quality of the students' own final projects. However, no significant relationship was found between the quality of peer feedback students received and the quality of their own final projects. This finding supported a prior research claim that active engagement in reviewing peers' projects may facilitate student learning. [source] Multimedia in the Art Curriculum: Crossing BoundariesINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2001Steve Long Art educators, like those in other areas of the curriculum, are under pressure from various directions to use digital technology in the classroom. Whilst some of this pressure is politically motivated I believe there are also what could be described as more legitimate educational reasons for using computers; what is lacking at this stage is a coherent body of knowledge amongst art educators as to what happens when we do use them. This article focuses on a development project which took place last year in a secondary school involving a Year 10 class in the use of multimedia software. The project was collaborative in nature and was carried out by Miles Jefcoate, an art teacher at Beacon Community College in East Sussex, a group of Year 10 students at Beacon and myself as a member of the teaching team on the Art and Design PGCE course at the University of Brighton. Supported by research funding from the University, the school was provided with multimedia software which was installed into its computer network. The design and delivery of the students' project was undertaken by Miles whilst I evaluated the impact of the digital technology on the learning taking place, with an emphasis on how Miles and the students experienced and evaluated their activities. [source] Evaluating Peer Review in an Introductory Instructional Design CoursePERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2001Nicholas H. Woolf ABSTRACT A peer review process, in which students reviewed other students' projects in a graduate introductory instructional design course, was evaluated. Peer review was experienced by these students as a learning activity about the process of instructional design (ID). The role of traditional ID models in representing ID as overly procedural-ized was mitigated, and the value, inter-personal processes, and affective aspects of formative evaluation were recognized. The effectiveness of peer review was influenced by the culture of the course in which it was embedded and by the structure of the process itself. Peer review is proposed as an authentic and efficient means to introduce graduate students to the strategic knowledge needed to apply ID skills. Recommendations are made to increase the effectiveness of peer review. [source] | ||||||||||