Taking the LEED in eco-friendly construction
March 8, 2009
Taking the LEED in eco-friendly construction
LEED-A-Palooza led the way in environmental design education last Thursday in the Administrative Building.
Eco-friendly construction techniques and the Leadership in Energy and Environmental Design (LEED) certification process were the focus of the conference which was co-sponsored by Clayco Corporation, the company building the new residence hall on Oak Street, and the United States Green Building Council (USGBC).
The Student as Scholar: Undergraduate Research and Creative Practice
Association of American Colleges and Universities
The Student as Scholar: Undergraduate Research and Creative Practice
Conference Description, Program, and Resources
300 faculty and administrators gathered in Long Beach, California on April 19-21, 2007 for a conference focused on integrating research and scholarship into the undergraduate experience with the goal of expanding and deepening learning for all students. Conference sessions explored developmental models, research and assessment of student learning, and examples of campus practice.
KEYNOTE: From Convocation to Capstone: Developing the Student as Scholar
David Hodge, Kira Pasquesi, Marissa Hirsh / Miami University ; Paul LePore / University of Washington
In order to integrate undergraduate research most effectively into the learning experience, undergraduate education should focus on the “student as scholar” from the first to final year. President Hodge will offer a vision of the student as scholar, where ‘scholar’ is defined in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Fulfilling this vision of the student as scholar will require a fundamental shift in how we imagine and structure the curriculum. In this new paradigm, the curriculum is learning-centered, providing intentional pathways that culminate in capstone experiences, peer-reviewed research papers, and creative presentations.
… [T]he undergraduate research experience is often viewed too narrowly as an isolated component of the student’s education, or as suitable for only some of the most advanced students. In this paper we argue that undergraduate research should, in fact, be at the center of the undergraduate experience, that undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. It transcends the boundaries of the classroom and takes advantage of the vast amounts of raw material now available to undergraduates. And it draws heavily from a developmentally-appropriate perspective of undergraduate education, where students move from a more passive, externally motivated experience to the active, internally-motivated posture of a scholar.
[Much More]
[http://www.aacu.org/meetings/undergraduate_research/documents/Keynote.pdf]
Presentation (ppt) / Address (pdf) / Podcast Recording (mpg)
A Related Presentation Was Deleivered By David C. Hodge At Learning Through Enquiry Alliance (LTEA) Conference 2008:
Inquiry In A Networked World Held At The University of Sheffield In Late-June 2008
[http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote]
WORKSHOPS
Sustainable Models of Student–Faculty Collaboration
Research and Creative Scholarship: An Integral Part of the Undergraduate Experience
Assessing the Impact of Undergraduate Research on Student Learning and Campus Culture
POSTERS
Providing Undergraduates with a Research Training Roadmap
Undergraduate Research: Theirs, Mine, and Ours
ROUNDTABLE DISCUSSIONS
Collaborative Undergraduate Research Seminars: Providing a “Research I” Experience
Institutionalizing Student Research Opportunities: Creating Visibility and Promoting Collaboration for Engaged Learning
Implementing an Integrative Research Sequence: The “Scientific Core”
Interdisciplinary Research: Building a Bridge to Scientific Inquiry in the 21st Century
Integrating Theory and Practice: An Action Research Case Study
Supporting Undergraduate Research: Centralized and Decentralized Institutional Models and the Role of Statewide Programs
Students’ Expectations of the Analytic and Communications Skills Needed for Research
Co-Creating Pathways to Student Scholarship: A Developmental Trajectory of Experience, Reflection, Research, and Scholarship
CASE STUDIES
A Comprehensive Approach to Student Scholarship
A Developmental Approach to Undergraduate Research in the Sciences
Building a Learner-Centered Environment through Undergraduate Research and Creative Activity
Moving Undergraduate Research Beyond a Few Disciplines and a Few Student
Developing Student Scholars from Convocation through Commencement: An Institution-Wide Model
What Does the Research Tell Us about Undergraduate Research?
The Role of Undergraduate Research in Student Retention and Academic Success
Multiple Models for Incorporating Undergraduate Research into the Curriculum
Assessing Science Enrichment Programs: Measuring Students’ Development as Scholars
Collaborative Research and Creative Inquiry
Thinking Like a Scientist: Building Skills on the Way to a Culminating Research Experience
Integrating Undergraduate Research and Service-learning in Self-Designed Capstone Projects
Using an ePortfolio as a Personal Knowledge Management System
Educating Undergraduate Research Mentors
The Sociology of Everyday Life: Student Scholars in the Introductory Classroom
Adapting the UIW McNair Model to Engage Faculty and Students in Undergraduate Research
Designing and Implementing an Undergraduate Research Program
EUREKA! Building an Integrated University-Wide Model for Engaging Students in Undergraduate Research
Organizing and Implementing a Statewide Undergraduate Research Conference
The Importance of Institutional, Disciplinary, and Interdisciplinary Definitions of Scholarship
Fostering Undergraduate Research in the Arts and Humanities
Integrating Undergraduate Research and Engagement Programs across Departmental, Disciplinary, and Developmental Boundaries
Equal Partners: Participatory Research Involving Faculty, Students, and Community Members
Improving the Quality of Student Research through Information Fluency
Creating and Publishing Undergraduate Research Journals
PLENARIES
Enhancing Academic Excellence through Inquiry, Research, and Creative Practice
Toward a Collaborative, Learning-Centered Culture: Phases of Institutional Development
Key Elements to Building a Sustainable Undergraduate Research Program
SOURCE
[http://www.aacu.org/meetings/undergraduate_research/]
PODCASTS
[http://www.aacu.org/Podcast/UG07_podcasts.cfm]
PhD Scholarships in the area of IDM Co-Space – Nanyang Technological University
September 21, 2008
PhD Scholarships in the area of IDM Co-Space – Nanyang Technological University
A few scholarships in the area of mathematics, geometry and computer
graphics are available. They are a part of the *NRF*
< http://www.nrf. gov.sg>funded project entitled “Visual and Haptic
Rendering in Co-Space”. The work
will be carried out at the Centre for Advance Media Technologies (CAMTech)
of Nanyang Technological University, Singapore. The goal of the project is
to propose an efficient interoperable mathematical model defining geometry,
visual appearance and tangible physical properties of objects in
*Co-Space*< https://rita. nrf.gov.sg/ IDM/Lists/ RSS%20Open% 20Grant%20Call% 20IDM/DispForm. aspx?ID=15>.
The object definitions must be small in size and invariant to the rendering
platform used in Co-Space. The particular goals of the project include
development of the fast interactive definitions by implicit and explicit
functions, description of complex geometry using parametric partial
differential equations, introduction of function-defined physical properties
to objects in Co-Space, and development of several exemplar applications
illustrating the usefulness of the proposed approach, including an ability
to establish physical contact with other party in Co-Space through haptic
devices.
*Requirements
*A good bachelor or master degree in Computer Engineering, Computer Science,
Electrical and Electronics Engineering, Mathematics or related-fields.
Advance knowledge of mathematics, geometry, physics and good programming
skills. Evidence of the experience will be required.
Knowledge of one or more of the following areas will be an advantage: 3D
computer graphics, interactive computer graphics, web visualization, web
programming, parallel computing.
Good written and oral communication skills.
A few possible research topics can be found at *
http://www3. ntu.edu.sg/ home/assourin/ PhDProj.htm*< http://www3. ntu.edu.sg/ home/assourin/ PhDProj.htm>
*Closing Date*
The candidates are expected to start their projects in January or August
2009.
Best Regards,
Dr. Alexei Sourin
Associate Professor
School of Computer Engineering
Nanyang Technological University, Singapore
*http://www.ntu. edu.sg/home/ assourin* < http://www.ntu. edu.sg/home/ assourin>
The Student as Scholar: Undergraduate Research and Creative Practice
Association of American Colleges and Universities
The Student as Scholar: Undergraduate Research and Creative Practice
Conference Description, Program, and Resources
300 faculty and administrators gathered in Long Beach, California on April 19-21, 2007 for a conference focused on integrating research and scholarship into the undergraduate experience with the goal of expanding and deepening learning for all students. Conference sessions explored developmental models, research and assessment of student learning, and examples of campus practice.
KEYNOTE: From Convocation to Capstone: Developing the Student as Scholar
David Hodge, Kira Pasquesi, Marissa Hirsh / Miami University ; Paul LePore / University of Washington
In order to integrate undergraduate research most effectively into the learning experience, undergraduate education should focus on the “student as scholar” from the first to final year. President Hodge will offer a vision of the student as scholar, where ‘scholar’ is defined in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Fulfilling this vision of the student as scholar will require a fundamental shift in how we imagine and structure the curriculum. In this new paradigm, the curriculum is learning-centered, providing intentional pathways that culminate in capstone experiences, peer-reviewed research papers, and creative presentations.
… [T]he undergraduate research experience is often viewed too narrowly as an isolated component of the student’s education, or as suitable for only some of the most advanced students. In this paper we argue that undergraduate research should, in fact, be at the center of the undergraduate experience, that undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. It transcends the boundaries of the classroom and takes advantage of the vast amounts of raw material now available to undergraduates. And it draws heavily from a developmentally-appropriate perspective of undergraduate education, where students move from a more passive, externally motivated experience to the active, internally-motivated posture of a scholar.
[Much More]
[http://www.aacu.org/meetings/undergraduate_research/documents/Keynote.pdf]
Presentation (ppt) / Address (pdf) / Podcast Recording (mpg)
A Related Presentation Was Deleivered By David C. Hodge At Learning Through Enquiry Alliance (LTEA) Conference 2008:
Inquiry In A Networked World Held At The University of Sheffield In Late-June 2008
[http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote]
WORKSHOPS
Sustainable Models of Student–Faculty Collaboration
Research and Creative Scholarship: An Integral Part of the Undergraduate Experience
Assessing the Impact of Undergraduate Research on Student Learning and Campus Culture
POSTERS
Providing Undergraduates with a Research Training Roadmap
Undergraduate Research: Theirs, Mine, and Ours
ROUNDTABLE DISCUSSIONS
Collaborative Undergraduate Research Seminars: Providing a “Research I” Experience
Institutionalizing Student Research Opportunities: Creating Visibility and Promoting Collaboration for Engaged Learning
Implementing an Integrative Research Sequence: The “Scientific Core”
Interdisciplinary Research: Building a Bridge to Scientific Inquiry in the 21st Century
Integrating Theory and Practice: An Action Research Case Study
Supporting Undergraduate Research: Centralized and Decentralized Institutional Models and the Role of Statewide Programs
Students’ Expectations of the Analytic and Communications Skills Needed for Research
Co-Creating Pathways to Student Scholarship: A Developmental Trajectory of Experience, Reflection, Research, and Scholarship
CASE STUDIES
A Comprehensive Approach to Student Scholarship
A Developmental Approach to Undergraduate Research in the Sciences
Building a Learner-Centered Environment through Undergraduate Research and Creative Activity
Moving Undergraduate Research Beyond a Few Disciplines and a Few Student
Developing Student Scholars from Convocation through Commencement: An Institution-Wide Model
What Does the Research Tell Us about Undergraduate Research?
The Role of Undergraduate Research in Student Retention and Academic Success
Multiple Models for Incorporating Undergraduate Research into the Curriculum
Assessing Science Enrichment Programs: Measuring Students’ Development as Scholars
Collaborative Research and Creative Inquiry
Thinking Like a Scientist: Building Skills on the Way to a Culminating Research Experience
Integrating Undergraduate Research and Service-learning in Self-Designed Capstone Projects
Using an ePortfolio as a Personal Knowledge Management System
Educating Undergraduate Research Mentors
The Sociology of Everyday Life: Student Scholars in the Introductory Classroom
Adapting the UIW McNair Model to Engage Faculty and Students in Undergraduate Research
Designing and Implementing an Undergraduate Research Program
EUREKA! Building an Integrated University-Wide Model for Engaging Students in Undergraduate Research
Organizing and Implementing a Statewide Undergraduate Research Conference
The Importance of Institutional, Disciplinary, and Interdisciplinary Definitions of Scholarship
Fostering Undergraduate Research in the Arts and Humanities
Integrating Undergraduate Research and Engagement Programs across Departmental, Disciplinary, and Developmental Boundaries
Equal Partners: Participatory Research Involving Faculty, Students, and Community Members
Improving the Quality of Student Research through Information Fluency
Creating and Publishing Undergraduate Research Journals
PLENARIES
Enhancing Academic Excellence through Inquiry, Research, and Creative Practice
Toward a Collaborative, Learning-Centered Culture: Phases of Institutional Development
Key Elements to Building a Sustainable Undergraduate Research Program
SOURCE
[http://www.aacu.org/meetings/undergraduate_research/]
PODCASTS
[http://www.aacu.org/Podcast/UG07_podcasts.cfm]
The Student as Scholar: Undergraduate Research and Creative Practice
September 2, 2008
The Student as Scholar: Undergraduate Research and Creative Practice
Association of American Colleges and Universities
The Student as Scholar: Undergraduate Research and Creative Practice
Conference Description, Program, and Resources
300 faculty and administrators gathered in Long Beach, California on April 19-21, 2007 for a conference focused on integrating research and scholarship into the undergraduate experience with the goal of expanding and deepening learning for all students. Conference sessions explored developmental models, research and assessment of student learning, and examples of campus practice.
KEYNOTE: From Convocation to Capstone: Developing the Student as Scholar
David Hodge, Kira Pasquesi, Marissa Hirsh / Miami University ; Paul LePore / University of Washington
In order to integrate undergraduate research most effectively into the learning experience, undergraduate education should focus on the “student as scholar” from the first to final year. President Hodge will offer a vision of the student as scholar, where ‘scholar’ is defined in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal education. Fulfilling this vision of the student as scholar will require a fundamental shift in how we imagine and structure the curriculum. In this new paradigm, the curriculum is learning-centered, providing intentional pathways that culminate in capstone experiences, peer-reviewed research papers, and creative presentations.
… [T]he undergraduate research experience is often viewed too narrowly as an isolated component of the student’s education, or as suitable for only some of the most advanced students. In this paper we argue that undergraduate research should, in fact, be at the center of the undergraduate experience, that undergraduate education should adopt the “Student as Scholar” Model throughout the curriculum, where scholar is conceived in terms of an attitude, an intellectual posture, and a frame of mind derived from the best traditions of an engaged liberal arts education. With this framework, not only each research project, but also each course, is viewed as an integrated, and integrating, part of the student experience.
Developing the Student as Scholar Model requires a fundamental shift in how we structure and imagine the whole undergraduate experience. It requires, as a minimum, the adoption of the Learning Paradigm in everything from the first introductory course through the final capstone experience. It requires a culture of inquiry-based learning infused throughout the entire liberal arts curriculum that starts with the very first day of college and is reinforced in every classroom and program. It transcends the boundaries of the classroom and takes advantage of the vast amounts of raw material now available to undergraduates. And it draws heavily from a developmentally-appropriate perspective of undergraduate education, where students move from a more passive, externally motivated experience to the active, internally-motivated posture of a scholar.
[Much More]
[http://www.aacu.org/meetings/undergraduate_research/documents/Keynote.pdf]
Presentation (ppt) / Address (pdf) / Podcast Recording (mpg)
A Related Presentation Was Deleivered By David C. Hodge At Learning Through Enquiry Alliance (LTEA) Conference 2008:
Inquiry In A Networked World Held At The University of Sheffield In Late-June 2008
[http://networked-inquiry.pbwiki.com/About+the+LTEA2008+keynote]
WORKSHOPS
Sustainable Models of Student–Faculty Collaboration
Research and Creative Scholarship: An Integral Part of the Undergraduate Experience
Assessing the Impact of Undergraduate Research on Student Learning and Campus Culture
POSTERS
Providing Undergraduates with a Research Training Roadmap
Undergraduate Research: Theirs, Mine, and Ours
ROUNDTABLE DISCUSSIONS
Collaborative Undergraduate Research Seminars: Providing a “Research I” Experience
Institutionalizing Student Research Opportunities: Creating Visibility and Promoting Collaboration for Engaged Learning
Implementing an Integrative Research Sequence: The “Scientific Core”
Interdisciplinary Research: Building a Bridge to Scientific Inquiry in the 21st Century
Integrating Theory and Practice: An Action Research Case Study
Supporting Undergraduate Research: Centralized and Decentralized Institutional Models and the Role of Statewide Programs
Students’ Expectations of the Analytic and Communications Skills Needed for Research
Co-Creating Pathways to Student Scholarship: A Developmental Trajectory of Experience, Reflection, Research, and Scholarship
CASE STUDIES
A Comprehensive Approach to Student Scholarship
A Developmental Approach to Undergraduate Research in the Sciences
Building a Learner-Centered Environment through Undergraduate Research and Creative Activity
Moving Undergraduate Research Beyond a Few Disciplines and a Few Student
Developing Student Scholars from Convocation through Commencement: An Institution-Wide Model
What Does the Research Tell Us about Undergraduate Research?
The Role of Undergraduate Research in Student Retention and Academic Success
Multiple Models for Incorporating Undergraduate Research into the Curriculum
Assessing Science Enrichment Programs: Measuring Students’ Development as Scholars
Collaborative Research and Creative Inquiry
Thinking Like a Scientist: Building Skills on the Way to a Culminating Research Experience
Integrating Undergraduate Research and Service-learning in Self-Designed Capstone Projects
Using an ePortfolio as a Personal Knowledge Management System
Educating Undergraduate Research Mentors
The Sociology of Everyday Life: Student Scholars in the Introductory Classroom
Adapting the UIW McNair Model to Engage Faculty and Students in Undergraduate Research
Designing and Implementing an Undergraduate Research Program
EUREKA! Building an Integrated University-Wide Model for Engaging Students in Undergraduate Research
Organizing and Implementing a Statewide Undergraduate Research Conference
The Importance of Institutional, Disciplinary, and Interdisciplinary Definitions of Scholarship
Fostering Undergraduate Research in the Arts and Humanities
Integrating Undergraduate Research and Engagement Programs across Departmental, Disciplinary, and Developmental Boundaries
Equal Partners: Participatory Research Involving Faculty, Students, and Community Members
Improving the Quality of Student Research through Information Fluency
Creating and Publishing Undergraduate Research Journals
PLENARIES
Enhancing Academic Excellence through Inquiry, Research, and Creative Practice
Toward a Collaborative, Learning-Centered Culture: Phases of Institutional Development
Key Elements to Building a Sustainable Undergraduate Research Program
SOURCE
[http://www.aacu.org/meetings/undergraduate_research/]
PODCASTS
[http://www.aacu.org/Podcast/UG07_podcasts.cfm]
Lowering the Interactive Cost Of Tagging Systems: SparTag.us and Click2Tag: 
SparTag.us and Click2Tags: Lowering the Interactive Cost Of Tagging Systems
Tagging systems such as del.icio.us and Diigo have become important ways for users to organize information gathered from the Web. However, despite their popularity among early adopters, tagging still incurs a relatively high interaction cost for the general users.
To understand the costs of tagging, for each of these systems, we performed a GOMS-like analysis of the interface and identified the overall number of steps involved in tagging. We count these steps to get a gross measure of the tagging costs … [snip]
[snip]
We introduce a new tagging system called SparTag.us, which uses an intuitive Click2Tag technique to provide in situ, low cost tagging of web content. In SparTag.us, we bring the tagging capability into the same browser window displaying the web page being read. When a user loads a web page in his browser, we augment the HTML page with AJAX code to make the paragraphs of the web pages as well as the words of the paragraphs live and clickable.
As users read a paragraph, they can simply click on any words in the paragraph to tag it. SparTag.us also lets users highlight text snippets and automatically collects tagged or highlighted paragraphs into a system-created notebook, which can be later browsed and searched. We’re currently conducting an internal PARC beta-testing of this tool, and hope to release it for public use in the near future.
[http://asc-parc.blogspot.com/2008/06/spartagus-and-click2tag-lowering.html]
Augmented Social Cognition / Augmented Social Cognition Research Group at Palo Alto Research Center (PARC).
Cite
Lichan Hong, Ed H. Chi, Raluca Budiu, Peter Pirolli, and Les Nelson. SparTag.us: Low Cost Tagging System for Foraging of Web Content. In Proceedings of the Advanced Visual Interface (AVI2008), pp. 65–72. ACM Press, 2008.
[http://www.parc.com/research/publications/files/6283.pdf]
Video
[http//au.youtube.com/watch?v=XG0SIBZ6_JY]
Information Regarding Scholarships And Student Loans
June 19, 2008
Information Regarding Scholarships And Student Loans
Not everyone can afford to pay for their education out of their own pocket. In fact, the vast majority of people seeking higher education rely on student Grants and Loans to help pay for the expenses related to college. This section will cover the basics of finding and obtaining grants and loans to further your education.
A scholarship is an award of access to an institution, or a financial aid award for an individual student scholar, for the purpose of furthering their education. Scholarships are awarded based on a range of criteria, which usually reflect the values and purposes of the donor or founder of the award for which you are applying.
Scholarships are usually based on the following types:
- General – Scholarships which are awarded for a variety of reasons which do not fall into one of the other categories listed below. These may be for reasons of the student’s association with the objectives of the sponsoring organization. For example, some corporations give scholarships to their employees’ children.
- Merit-based – financial aid for which financial need is not used to determine the recipient. The recipient may be determined by students’ athletic, academic, artistic or other abilities. The actual monetary value of the scholarship may be negligible, the scholarship being meant to motivate the student and promote the study of the subject. However, this is not always the case and the largest scholarships are almost always merit-based.
- Athletic – In the U.S. and other countries athletes who perform well in various athletic endeavors are offered athletic scholarships.
- Need-based – financial aid for which the student and family’s financial situation is a primary factor in determining the recipient. Usually such scholarship will cover all or part of the tuition and may even cover living-costs. Very often even need-based private scholarships require the awardees to be distinguished students, as the deed founding the award may include a phrase like: “for the studies of founder’s favourite subject in founder’s favourite institution of higher education for a talented youths of limited means from founder’s home town/county/state etc.“
- Ethnicity-based – financial aid where applicants must initially qualify by race, religion, or national origin. After filtering the applicants based on their ethnicity, additional factors are taken into consideration to determine the final recipients.
- Institutional-based – scholarships awarded by a specific college or university (institution) to a student planning to attend that institution.
Some scholarships have a “bond” requirement. Recipients may be required to work for a particular employer for a specified period of time, or to work in rural or remote areas; otherwise they may be required to repay the value of the support they received from the scholarship.
