Deconstructing Engineering Education Programmes: The DEEP Project to reform the mechanical engineering curriculum     

Ilene Busch-Vishniac  Tom Kibler  Patricia B. Campbell  Eann Patterson  Darrell Guillaume  Jeffrey Jarosz 《European Journal of Engineering Education》2011,36(3):269-283

The goal of the Deconstructing Engineering Education Programmes project is to revise the mechanical engineering undergraduate curriculum to make the discipline more able to attract and retain a diverse community of students. The project seeks to reduce and reorder the prerequisite structure linking courses to offer greater flexibility for students. This paper describes the methods used to study the prerequisites and the resulting proposed curriculum revision. The process involved dissecting each course into topics at roughly the level of a line in a syllabus, editing the list of topics, associating prerequisites and successors to each topic and then using a genetic algorithm to produce clusters of topics. The new curriculum, which consists of 12 clusters, each of which could be a full year course, is quite different from the traditional curriculum.  相似文献   

Adult dyslexic readers do not demonstrate regularity effects in sentence processing: evidence from eye-movements     

Manon Wyn Jones  M. Louise Kelly  Martin Corley 《Reading and writing》2007,20(9):933-943

We report an eye-movement study that demonstrates differences in regularity effects between adult developmental dyslexic and control non-impaired readers, in contrast to findings from a large number of word recognition studies (see G. Brown, 1997). For low frequency words, controls showed an advantage for Regular items, in which grapheme-to-phoneme strategies could be employed, compared with Irregular Consistent and Inconsistent items, in which rime comparisons or whole word recognition strategies would be advantageous. We propose that in sentential contexts, dyslexic readers do not generate sufficient phonological cues in the parafovea in order to demonstrate the regularity effects typical of unimpaired readers (e.g., S. Sereno & K. Rayner, 2000). These findings suggest that phonological strategies are sensitive to task demands, and underline the impact of methodology on the conclusions that are drawn about dyslexic reading ability.

Manon Wyn JonesEmail:

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Promoting and Providing Expert Guidance in Work-intensive Clinical Settings     

Amanda J. Henderson  Heather Alexander  Alison Haywood  Peta Stapleton  Marie Cooke  Elizabeth Patterson  Megan Dalton  Debra K. Creedy 《Vocations and Learning》2010,3(2):141-156

This paper discusses how expert guidance can be best provided in work intensive clinical settings. The adequacy for supporting learning in the clinical practicum for health care disciplines is often complicated by the intensive work practices in healthcare settings. Often, clinicians’ work is so intense that the scope for providing close guidance for students is quite restricted. The case advanced here draws on a range of empirical work to propose how clinician-student interactions might be optimized through the provision of a clinical supervisor to assist clinicians develop collegial relationships and acquire skills in guided learning such as demonstrating and role-modeling. These roles can contribute in essential ways to the development of learning environments where clinicians have the opportunity to facilitate the learning of others as part of their workload, and without being burdened by the requirements of teaching and assessment processes. It differs from other approaches because although clinicians partner students and provide feedback to them, clinicians are not expected to formally assess or award a grade for student performance. Assessment and remedial action, when required, is undertaken by the role of a designated clinical supervisor qualified to perform such activities.  相似文献   

Monitoring child abuse and neglect at a population level: patterns of hospital admissions for maltreatment and assault     

O'Donnell M  Nassar N  Leonard H  Mathews R  Patterson Y  Stanley F 《Child abuse & neglect》2010,34(11):823-832

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Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities     

Patterson MB  Mellard D 《Learning disabilities research & practice》2008,29(3):133-144

Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach.  相似文献   

Book reviews     

Donna Patterson  Ulf Staberg  Nathan Deen 《International journal for the advancement of counseling》1982,5(4):305-307

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The Counseling Practicum: An Ethical Issue     

C. H. Patterson 《Counselor Education & Supervision》1968,7(3):322-324

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Jean Perrin and the triumph of the atomic doctrine     

Patterson G 《Endeavour》2007,31(2):50-53

One of the central dogmas of modern science is that the world around us can be understood in terms of microscopic chemical entities known as atoms. It may come as a surprise that this notion has only been widely acknowledged since the 1910s. The French physicist Jean Perrin had a hand in many of the key developments that led to the emergence of the atomic doctrine. His life story relates how new technologies were used to 'see' these invisible particles of philosophy and how scientists were able to determine their size and composition. The indivisible atoms of the ancients were replaced by the highly structured elements of chemistry.  相似文献   

Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates     

Kevin Deighton  Joanne Hudson  Andrew J. Manley  Mariana Kaiseler  Laurie B. Patterson  Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507

An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings.  相似文献   

Cross-cultural or intercultural counseling or psychotherapy     

C. H. Patterson 《International journal for the advancement of counseling》1978,1(3):231-247

Summary We have reviewed the problems in counseling or psychotherapy posed by cultural differences. Few if any solutions to these problems have been proposed. It has been the general conclusion that theories and methods of psychotherapy developed in Western culture are not applicable in other cultures.This view is rejected on the basis that there are universals of human nature, a basic one being the common motive of self-actualization. The goal of counseling or psychotherapy is to facilitate the development of self-actualization in clients. Cultures can be evaluated in terms of their contribution to the self-actualization of their members. The major conditions for the development of self-actualizing persons are known, and must be present in counseling or psychotherapy as practiced with any client, regardless of his culture. These conditions are not time-bound nor culture-bound. The problems of practicing counseling or psychotherapy in other cultures are viewed as problems of implementing these conditions. Certain characteristics of clients which present obstacles to the implementation of the conditions are associated with certain cultures. Until cultural changes lead to changes in these characteristics, counseling or psychotherapy will be difficult and in some cases impossible with certain clients from certain cultures. Structuring and client education and training may change client expectations and make therapy possible. In any case, however, to accede to client expectations, abandoning methods which have been demonstrated to be related to self-actualization as an outcome of counseling or psychotherapy, is to abandon self-actualization as the goal, and to accept goals which are often inconsistent with self-actualization.  相似文献