Starting from a handful of PSM programs in 1997, there are now more than 125 such programs in more than 60 institutions in 25 states and the District of Co- lumbia in disciplines such as mathematics, physics, biological sciences, computationalscience, forensics, chemistry, and geographical information systems. Most PSM programs are interdisciplinary in nature. About 2,500 students are enrolled annually, and these numbers are increasing. Student enrollment is highest in the biological sciences and biotechnology disci- plines. More than 2,100 PSM students have graduated thus far, and 65% of these graduates have found em- ployment in industry or government (NPSMA 2009). Many PSM programs were initiated with startup funds from the Sloan Foundation and the Council of Gradu- ate Schools with the intent that they become self-sup- porting as their value to industry and their students’ professional aspirations become apparent. Also of note are the growing number of such programs abroad, as other nations see the value of preparing an S&E- trained managerial workforce, and the growing inter- est in them of professional societies and journals (CGS 2008a; Teitelbaum and Cox 2007).
We are now seeing new emerging technologies that can overcome some of the potential difficulties in this area. These include: computer graphics, augmented reality, computational dynamics, and virtual worlds. This paper summarizes the state of the art in virtual laboratories and virtual worlds in the fields of science, technology, and engineering. The main research activity in these fields is discussed but special emphasis is put on the field of robotics due to the maturity of this area within the virtual-education community. This is not a coincidence; starting from its widely multidisciplinary character, robotics is a perfect example where all the other fields of engineering and physics can contribute. Thus, the use of virtual labs for other scientific and non-robotic engineering uses can be seen to share many of the same learning processes. This can include supporting the introduction of new concepts as part of learning about science and technology, and introducing more general engineering knowledge, through to supporting more constructive (and collaborative) education and training activities in a more complex engineering topic such as robotics. The objective of this paper is to outline this problem space in more detail and to create a valuable source of information that can help to define the starting position for future research.
The major drawbacks of such programs have been identified, at least in USA, that they do not provide exposure to real-world applications, e.g. students are not able to grasp the complexities in the field. In general the universities are not adequately preparing students with the right skills to become tomorrow’s computational scientists and engineers, the study also stated that “the current programs do not teach students the skills essential to apply ComputationalScience and Engineering in modern scientific and technological enterprises.” It was also pointed out that there was “almost no university that have or are likely to develop curriculum focused on topics associated with petascale and exascale science.”
In addition, the needs of globalization and the knowledge society seem to create demands and exigencies towards the creation of universities as knowledge centres. According to UNESCO (2005), “knowledge societies are about capabilities to identify, produce, process, transform, disseminate and use information to build and apply knowledge for human development” (p. 27). Universities, then, are urged to become centres of production in the development of technology and scientific research (Van Damme, 2005), which are strategically important mainly for corporations. The engagement in research works basically in favour of producing technology-driven economic benefits that again reduce the autonomy of universities (Stromquist & Monkman, 2000). Globalization also pushes higher education towards educational standards and emphasis on evaluation. Major efforts are made in order to reform academic programs that produce homogeneity across nations. For example, in Mexico, efforts are under way to reform various professional preparation programs in a manner consistent with those operating in the United States (Torres & Rhoads, 2006).
The investigator conducted a study to know the awareness level of Peace Education among college teachers in Mumbai University. A sample of 547 of Social Science, Medical Science, Engineering, and Education college teachers was selected randomly. Self made tool was used. This tool consisting of four dimensions of Peace Education Conflict Resolution, Non-violence, Human Rights, National Integration. The awareness level of college teachers was analyzed on the basis of faculty and four aspects of peace education. The findings revealed that all the college teachers were aware about Peace education. Significant difference was found in the awareness about peace education as well as dimensions of peace education conflict resolution, non-violence, human rights and national integration. Teachers from education faculty are more aware about peace education than the other three faculties.
This core grant is allocated as a block grant to cover core teaching and research activities within institutions - the internal allocation of funds as between teaching and research are at present a matter for each institution. A new funding model similar to the funding model used for the University sector has been developed for the IoTs. The new model follows the principles of the RGAM (more information on this is given below), whereby funding follows students, with provision made for broad differences in the costs of the type of education being pursued by the student. In 2009 €3m was allocated on this basis, and a further €10 million in 2010. The HEA has committed that the RGAM will be fully implemented over 2011 to 2013, commencing with 25 percent of the indicated transfers in 2011.
Both the formal and informal cooperative learning methods are proven pedagogical tools that provide the context for engaging students in reflective judgment and consultation. The cooperative method pays close attention to the multiple learning styles of students participating in the classroom project. Our engineering program’s goal is to expose students majoring in engineering (electrical, computer and mechanical) to a positive interdependence, face-to-face interaction, development of interpersonal skills and individual ac- countability. We introduces the use of Blackboards and clickers together to enhance cooperative learning aimed at educating students to succeed in today’s global economy. As such, classroom instruction and group projects were assigned to foster an environment that maximized the use of computers, took advan- tage of information and resources available on the internet and Blackboards, and nurtured cooperative learning among groups. This paper describes a method to create a learner-centered, cooperative environ- ment, which will engage students, give positive interdependence, face-to-face interaction, and will help them to develop interpersonal skills and individual accountability in better understanding, critical thinking and judgment, all of which are necessary skills to succeed in twenty first century economy. This teaching method already impacted hundreds of students from fall, winter and spring, 2007 to spring 2011 and will impact thousands of students in the future. At the end of the courses outcomes were evaluated using de- veloped questionnaires using Clicker response system. To answer one of the questions, “I wish the pro- fessors in my other classes use the clicker”, 72.1% strongly agree or agree, 18.3% disagree and 9.7% strongly agree. To answer another question, “The use of clickers in techhnology-21 class improves my abil- ity to learn the material”, 88.3% strongly agree or agree, 9.6% disagree and 2.1% strongly agree. According to the results obtained from the questionnaire, students heavily benefited from the clicker system. The assess- ments were done anonymously.
In their conference paper Li et al.  make an analysis on the performance of GPU-based convolutional neural networks (CNN). Convolutional neural networks are deep learning models proven to be succesful e.g. in speech recognition and image classification. This can be related to the novel architechture of CNNs, large labeled data samples and computational hardware such as GPUs. Because of large training samples and increased amount of parame- ters and depth in the architechture of CNNs, the training costs are increasing. The training of these networks can take significant amount of time, even months. Large companies such as Facebook  and Google  have devoted to the development of these networks. As the computational requirements rise, the need for advanced techniques in training are needed. For that need there has been developed a number of frameworks, many of them using CUDA such as cuda-convnet  and Torch , to take advantage of the computational power of GPUs. The training process is highly parallel and includes many floating-point and vector operations so the computation is very well suitable for GPUs.
Amelia Gibson and Dana Hanson-Baldauf, in “I Want It the Way I Need It”: Modality, Readability, and Format Control for Autistic Information Seekers Online, share information about a qualitative analysis of 16 in-depth interviews with autistic individuals and parents that explores themes related to information poverty and the influence of control and power in online environments toward growth, self-determination, and personal agency. The authors discuss the perspectives of participants on information seeking, including why some platforms are preferred over others in terms of control of modality, format, and readability of information. The authors found, among other things, that participants preferred video streaming and multimedia content to address their information needs and that social media function as personal infrastructure for supportive place-based communities. They conclude with questions and considerations for researchers, creators of online learning sites, and library and information science faculty who teach in environments that support neuro-divergent learners.
mathematics, science, and technology, the IMaST curriculum also include connections to language arts, social studies, and readings that highlight careers related to the curriculum content. Challenges to developing and implementing an integrated curriculum include (a) the complexity of developing an integrated course consisting of three disciplines, with three separate sets of standards; (b) creating a common planning time for teachers to work together; (c) scheduling; (d) classroom space; (e) teachers’ classroom management skills; and (f) teachers’ ability to transition to constructivist pedagogy. The benefits of developing and implementing an integrated curriculum include (a) students are able to connect concepts across discipline, (b) students are more motivated to learn, and (c) students score higher on standardized mathematics and science tests.
*As a guideline, your “Computation Specialization” is supposed to give you more depth in computational techniques; your “Application Specialization” is supposed to give you exposure to one or more application domains in which you could apply those techniques. For example, you might take a course in HPC or machine learning to study general mathematical and algorithmic methods, and then take a course in, say, biology, materials engineering, or finance to learn more about an area in which you might apply such methods. (The course does not have to be about applying the methods; the idea is that you learn enough about some area *outside* your computation specialization.) This is just an example; in evaluating your program of study, we will consider reasonable arguments. That’s why we ask you to choose your application specialization course *and* explain how it fits this notion of an application specialization.
The College of Arts and Sciences occupies a central position in the University. This college houses the departments concerned with human cumulative culture and knowledge, usually referred to under the broad categories of the natural sciences and mathematics, the social sciences, and the humanities. Dedicated to the concept of excellent teaching, the College provides General Education Curriculum courses for all students in the University. Dedicated to the concept of impartial inquiry, the College encourages research that expands the frontiers of knowledge and applies that knowledge to the betterment of humanity. With some exceptions, the programs in the College of Arts and Sciences are not primarily vocational in their orientation. In addition to making available a liberal education, these programs provide the theoretical basis for specialized work in graduate and professional schools. The College also educates future teachers in the basic secondary school disciplines. There is a continuing and growing demand for broadly educated young men and women who have the skills and knowledge essential to compete in a diverse and constantly changing landscape of careers and occupations.
Capsoni & Corradi  Mixed formulation 5.240 symmetric Galerkin boundary elements , and mesh-free methods [40,41]. Owing to the symmetry, only the top-right quarter of plates is modeled, as shown in Figure 6. Uniform nodal distribution is be used to discretize the computational domain, see Figure 7.
Constructivism and formative assessment focus on the processes experienced by students in the process of knowledge creation on their own pace and abilities. The final product of education is not the most important aspect of constructivism learning nor formative assessment; teachers should focus on the process and experiences that a student needs to go through in order to achieve the ultimate educational goal. In doing so, each student must be considered different in terms of advantages, weaknesses, existing knowledge and experiences. Formative assessment on how a student is able to learn new material constructively by associating it with existing knowledge will establish lasting relationships in their minds. Through this relationship, students are facilitated and assessed based on their ability to apply learning to the real-world context. Thus, the future educators should be taught the theory and practice of constructivism and how to integrate this pedagogical skill with formative assessment in the classroom.
Eulerian approach to determine the relative amount of each ﬂuid through computational ﬂuid dynamics (CFD). However, in the case of a liquid dispersion and advection of bubbles, the VOF method requires a special numerical diffusion technique in order to prevent an accumulation of errors caused by the coarse grain size of the interface. This can be overcome by using a fully-Lagrangian mesh-free particle method, which discretizes the ﬂuid as moving particles. This results in a simpler algorithm, as each particle keeps the interface sharp. The gravity separation of a bubbly water/oil ﬂow has also been studied by Grenier et al. using a novel multi- ﬂ uid smoothed particle hydrodynamics (SPH) ap- proach. 16) Of all the simulation methods available, however,
As general learning and teaching advice interviewees point out their preference for more exposure to real life, exercises, team assignments (Immanuel, SE2) or industry projects. Nguyen and Swatman (2000) found that the requirements process as it is described by the literature and therefore taught at universities does not match reality. That can be confirmed by the presentation above. In a subsequent research Nguyen et. al. (2002) postulate that curricula have to take an insight and creativity driven approach towards requirements into account. They demand an educational framework for requirements engineering based on the constructivist learning theory (Hobmair 1994). That includes gaining experience in an authentic context (Nguyen, Armarego et al. 2002). That is confirmed by the demands stated by the interviewees. Although the model curricula do not mention learning theories explicitly, they recommend unsupervised practice (Gorgone, Davis et al. 2002), a significant team project (Engel and Roberts 2001) and projects with a significant real world basis (Díaz-Herrera and Hilburn 2003, p.42).
Interdisciplinary fields of expertise such as “Smart Inter- faces: Understanding and Designing Fluid Boundaries” ex- cellence cluster and the Graduate School of ComputationalEngineering “Beyond Traditional Sciences” form particular strengths. The federally funded Excellence Cluster entitled “Formation of Normative Polities“ is a further example of cutting edge research in collaboration with the Goethe University, Frankfurt.