The future of the nursing profession foresees challenges such as downsizing, changing skill mixes, and higher acuity patients (LeDuc & Kotzer, 2009; World Health Organization, 2013). Nursing students must be adequately prepared to handle such challenges by understanding their own values, the values of their colleagues, and the values of the collective nursing profession (Hahn, 2011; Hamlin & Gillespie, 2011; LeDuc & Kotzer, 2009). Yet, given the fact that nursing is now highly diversified by generational cohorts, each of whom have their own unique set of values and understanding, relating to fellow nurses and working collaboratively is more difficult than ever (Mangold, 2007). Recognizing generational differences as a potential barrier to quality nursing care and a cause of workplace conflict, educators in the profession have begun to tailor courses and teaching styles to meet the distinct needs of generationally diverse classes and work settings (Faithfull-Byrne, Thompson, Convey, Cross, & Moss, 2015; Hamlin & Gillespie, 2011; Mangold, 2007). To aide in this process, the professional development workshop proposed here will provide educators with an opportunity to learn more about generational diversity and offer strategies to maximize learning for all generations in the nursing field.
{"title":"Generational Diversity in the Workplace: Challenges and Opportunities for Nursing Education","authors":"C. McLeod","doi":"10.5206/TIPS.V8I1.6223","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6223","url":null,"abstract":"The future of the nursing profession foresees challenges such as downsizing, changing skill mixes, and higher acuity patients (LeDuc & Kotzer, 2009; World Health Organization, 2013). Nursing students must be adequately prepared to handle such challenges by understanding their own values, the values of their colleagues, and the values of the collective nursing profession (Hahn, 2011; Hamlin & Gillespie, 2011; LeDuc & Kotzer, 2009). Yet, given the fact that nursing is now highly diversified by generational cohorts, each of whom have their own unique set of values and understanding, relating to fellow nurses and working collaboratively is more difficult than ever (Mangold, 2007). Recognizing generational differences as a potential barrier to quality nursing care and a cause of workplace conflict, educators in the profession have begun to tailor courses and teaching styles to meet the distinct needs of generationally diverse classes and work settings (Faithfull-Byrne, Thompson, Convey, Cross, & Moss, 2015; Hamlin & Gillespie, 2011; Mangold, 2007). To aide in this process, the professional development workshop proposed here will provide educators with an opportunity to learn more about generational diversity and offer strategies to maximize learning for all generations in the nursing field.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129358844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Courses in physiology engage students through active learning strategies including small group discussions, group work, and opportunities to explore a scientific problem and explain their findings. Many of these active learning exercises take place in tutorial and laboratory settings. Unfortunately, traditional physiology lectures are often limited to conveying information through lecturing and PowerPoint slides. This approach provides little opportunity for student engagement above lower-order cognition, i.e., writing notes, listening, memorization (Freeman et al. 2014). Student response systems (e.g., clickers) are a valuable tool to facilitate active learning in the lecture setting that could enable students to take control of their learning (“Do I truly understand this topic/concept/theory?”) (Hwang, Wong, Lam & Lam 2015). In addition, clickers provide valuable instant feedback to the lecturer about student comprehension, and can be used to track participation and attendance. Many platforms are now available including clicker devices and virtual clickers to facilitate active learning and meta-cognitive exercises in the lecture setting. Student feedback response platforms may provide a way to introduce active learning into the lecture setting with physiology lectures resulting improved engagement and better achievement of learning outcomes. This workshop provides practical strategies and examples to help instructors evaluate the benefits, challenges, and methods of integrating student response systems into the physiology lecture setting.
生理学课程通过积极的学习策略吸引学生，包括小组讨论、小组工作和探索科学问题并解释他们的发现的机会。许多这些主动学习练习都是在指导和实验室环境中进行的。不幸的是，传统的生理学讲座往往局限于通过讲座和ppt幻灯片来传达信息。这种方法几乎没有机会让学生参与低阶认知，即写笔记、听、记忆(Freeman et al. 2014)。学生响应系统(例如，点击器)是一个有价值的工具，可以促进课堂环境中的主动学习，使学生能够控制自己的学习(“我真的理解这个主题/概念/理论吗?”)(Hwang, Wong, Lam & Lam 2015)。此外，点击器可以向讲师提供有关学生理解情况的有价值的即时反馈，并可用于跟踪参与和出勤情况。现在有许多平台可以使用，包括点击器设备和虚拟点击器，以促进课堂环境中的主动学习和元认知练习。学生反馈反应平台可以提供一种方法，将主动学习引入到生理学讲座中，从而提高参与度，更好地实现学习成果。本工作坊提供了实用的策略和例子，以帮助教师评估将学生反应系统整合到生理学讲座环境中的好处、挑战和方法。
{"title":"Promoting Active Learning in Physiology Lectures Through Student Response Systems: To Click or Not to Click","authors":"Pierre E. Thibeault","doi":"10.5206/tips.v8i1.6220","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6220","url":null,"abstract":"Courses in physiology engage students through active learning strategies including small group discussions, group work, and opportunities to explore a scientific problem and explain their findings. Many of these active learning exercises take place in tutorial and laboratory settings. Unfortunately, traditional physiology lectures are often limited to conveying information through lecturing and PowerPoint slides. This approach provides little opportunity for student engagement above lower-order cognition, i.e., writing notes, listening, memorization (Freeman et al. 2014). Student response systems (e.g., clickers) are a valuable tool to facilitate active learning in the lecture setting that could enable students to take control of their learning (“Do I truly understand this topic/concept/theory?”) (Hwang, Wong, Lam & Lam 2015). In addition, clickers provide valuable instant feedback to the lecturer about student comprehension, and can be used to track participation and attendance. Many platforms are now available including clicker devices and virtual clickers to facilitate active learning and meta-cognitive exercises in the lecture setting. Student feedback response platforms may provide a way to introduce active learning into the lecture setting with physiology lectures resulting improved engagement and better achievement of learning outcomes. This workshop provides practical strategies and examples to help instructors evaluate the benefits, challenges, and methods of integrating student response systems into the physiology lecture setting.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"792 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123002242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This workshop focuses on how to integrate podcasts into science-based courses (e.g., chemistry, psychology). To some students, science-based courses can be perceived as ‘dry’ and difficult to engage with at a level that facilitates retention. Given that engrossing, high-quality teaching is cited as inspiring course enjoyment and leading students to further pursue STEM education (e.g., Horowitz, 2009), lecturers are often looking for ways to increase student interest. More than this, it is the hope of many educators that more enjoyable coursework will lead to better retention and understanding of the material (e.g., Kuh et al., 2008). As a news and entertainment vehicle, podcasts have continued to grow in popularity over the past decade or more. However, the efficacy of using podcasts within educational settings has been mixed (e.g., Daniel & Woody, 2010; Lee & Chan, 2007). This workshop will introduce podcasts as a learning medium and describe ways in which they can be used to effectively complement traditional teaching approaches, either as an enhancement to the course, or as a resource for student review. Attendees will be introduced to several ready-made STEM podcast resources and engage in discussions on how to develop new content that is effective, both logistically and pedagogically.
{"title":"Listen Up! Using Podcasts in STEM Courses to Improve Engagement and Facilitate Review","authors":"Kaitlin E W Laidlaw","doi":"10.5206/TIPS.V8I1.6217","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6217","url":null,"abstract":"This workshop focuses on how to integrate podcasts into science-based courses (e.g., chemistry, psychology). To some students, science-based courses can be perceived as ‘dry’ and difficult to engage with at a level that facilitates retention. Given that engrossing, high-quality teaching is cited as inspiring course enjoyment and leading students to further pursue STEM education (e.g., Horowitz, 2009), lecturers are often looking for ways to increase student interest. More than this, it is the hope of many educators that more enjoyable coursework will lead to better retention and understanding of the material (e.g., Kuh et al., 2008). As a news and entertainment vehicle, podcasts have continued to grow in popularity over the past decade or more. However, the efficacy of using podcasts within educational settings has been mixed (e.g., Daniel & Woody, 2010; Lee & Chan, 2007). This workshop will introduce podcasts as a learning medium and describe ways in which they can be used to effectively complement traditional teaching approaches, either as an enhancement to the course, or as a resource for student review. Attendees will be introduced to several ready-made STEM podcast resources and engage in discussions on how to develop new content that is effective, both logistically and pedagogically.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126317948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Geographic Information Science (GIScience) is a field of study that investigates the development and use of theories, methods, technology, and data for understanding geographic processes, relationships, and patterns (Mark, 2003). Students in the discipline learn the conceptual and technical implementation of Geographic Information Systems (GIS; the analysis, storage, visualization, and management of geographic data). However, GIScience undergraduates often struggle to relate GIS theory to technical practice. In particular, students have difficulty mastering GIS tools and software and they are not well-equipped to determine the series of processes/tools required to complete geoprocessing tasks without prompts. GIScience courses commonly provide students with detailed step-by-step instructions on how to execute various GIS tools in order to solve example problems but students are eventually expected to perform the same or similar problem-solving tasks without detailed instructions. This workshop focuses on how to teach the technical and problem-solving skills required in GIScience courses effectively by employing a problem-based learning (PBL) model. PBL is an active learning method that increases understanding and competency. The approach focuses on problem solving, self-directed learning, team participation and cooperation (Pawson et al., 2006). PBL encourages students to use critical thinking, engages their curiosity to solve real-world problems, and promotes inquiry and interest in the subject matter (Pawson et al., 2006). A PBL approach encourages students to collaboratively solve problems in GIScience by first identifying the general steps to solve the problem and then solve those problems by determining the tools needed to process the data to come to a solution (Melero, 2010). Incorporating PBL into GIScience courses enables students to solve a larger variety of problems, promotes stronger retention of skills and theory, and better prepares them for future professional opportunities and/or academic research.
地理信息科学(GIScience)是一个研究领域，研究理论、方法、技术和数据的发展和使用，以理解地理过程、关系和模式(Mark, 2003)。该学科的学生学习地理信息系统(GIS)的概念和技术实现;(地理数据的分析、存储、可视化和管理)。然而，地理信息系统科学专业的本科生往往难以将地理信息系统理论与技术实践联系起来。特别是，学生在掌握GIS工具和软件方面有困难，他们没有很好的装备来确定在没有提示的情况下完成地理处理任务所需的一系列过程/工具。GIScience课程通常为学生提供关于如何执行各种GIS工具的详细分步说明，以解决示例问题，但学生最终有望在没有详细说明的情况下执行相同或类似的解决问题的任务。本次研讨会的重点是如何通过采用基于问题的学习(PBL)模式有效地教授gisscience课程所需的技术和解决问题的技能。PBL是一种主动的学习方法，可以提高理解和能力。这种方法注重解决问题、自主学习、团队参与和合作(Pawson et al.， 2006)。PBL鼓励学生运用批判性思维，调动他们的好奇心来解决现实世界的问题，并促进对主题的探究和兴趣(Pawson等人，2006)。PBL方法鼓励学生通过首先确定解决问题的一般步骤，然后通过确定处理数据所需的工具来解决这些问题，从而协作解决gisscience中的问题(Melero, 2010)。将PBL纳入gisscience课程，使学生能够解决更多种类的问题，促进技能和理论的更强保留，并为未来的专业机会和/或学术研究做好更好的准备。
{"title":"Using Problem-Based Learning (PBL) to Teach Geographic Information Science","authors":"H. Peacock","doi":"10.5206/tips.v8i1.6219","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6219","url":null,"abstract":"Geographic Information Science (GIScience) is a field of study that investigates the development and use of theories, methods, technology, and data for understanding geographic processes, relationships, and patterns (Mark, 2003). Students in the discipline learn the conceptual and technical implementation of Geographic Information Systems (GIS; the analysis, storage, visualization, and management of geographic data). However, GIScience undergraduates often struggle to relate GIS theory to technical practice. In particular, students have difficulty mastering GIS tools and software and they are not well-equipped to determine the series of processes/tools required to complete geoprocessing tasks without prompts. GIScience courses commonly provide students with detailed step-by-step instructions on how to execute various GIS tools in order to solve example problems but students are eventually expected to perform the same or similar problem-solving tasks without detailed instructions. \u0000This workshop focuses on how to teach the technical and problem-solving skills required in GIScience courses effectively by employing a problem-based learning (PBL) model. PBL is an active learning method that increases understanding and competency. The approach focuses on problem solving, self-directed learning, team participation and cooperation (Pawson et al., 2006). PBL encourages students to use critical thinking, engages their curiosity to solve real-world problems, and promotes inquiry and interest in the subject matter (Pawson et al., 2006). A PBL approach encourages students to collaboratively solve problems in GIScience by first identifying the general steps to solve the problem and then solve those problems by determining the tools needed to process the data to come to a solution (Melero, 2010). Incorporating PBL into GIScience courses enables students to solve a larger variety of problems, promotes stronger retention of skills and theory, and better prepares them for future professional opportunities and/or academic research.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128937060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sexism and gender bias can be a common experience for women on university campuses. Facing these types of discrimination has been shown to result in negative academic outcomes, a reduction in the satisfaction of academic pursuits, and lowered self-confidence in female students (Logel et al., 2009; Morris & Daniel, 2008). Within this climate, course instructors are well poised to be part of the solution by creating and fostering an inclusive space in their classrooms. This interactive workshop focuses on promoting a gender inclusive learning environment within the university classroom context. Participants will learn to describe the effects of gender bias on female students, to identify sexism and gender bias in their many forms, and to apply a range of strategies to create and promote an inclusive classroom environment.
{"title":"Gender Bias in the Classroom: Strategies for Instructors that Tackle Sexism and Gender Bias","authors":"A. García","doi":"10.5206/tips.v8i1.6215","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6215","url":null,"abstract":"Sexism and gender bias can be a common experience for women on university campuses. Facing these types of discrimination has been shown to result in negative academic outcomes, a reduction in the satisfaction of academic pursuits, and lowered self-confidence in female students (Logel et al., 2009; Morris & Daniel, 2008). Within this climate, course instructors are well poised to be part of the solution by creating and fostering an inclusive space in their classrooms. This interactive workshop focuses on promoting a gender inclusive learning environment within the university classroom context. Participants will learn to describe the effects of gender bias on female students, to identify sexism and gender bias in their many forms, and to apply a range of strategies to create and promote an inclusive classroom environment.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121513165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This workshop explores how teaching within the humanities is affected, challenged, or improved by public outreach. This question arises from growing concerns that the humanities has become disconnected from the general public or incoherent outside of a post-secondary institutional setting. Research suggests that in addition to the demands of their own research, scholars in the humanities are facing the added pressures of “policy-makers [who] are increasingly demanding that academics justify themselves in terms of the returns that result from investing in their scholarly domains” (Benneworth, 2015, p. 4). These concerns inform the public humanities movement which seeks to foster relations between scholars and their local communities in an effort to champion civic engagement/learning and accessible scholarship. The goal of this workshop is to consider in detail how teaching practices in the humanities might benefit from such community outreach, as well as to support and offer resources to instructors looking for new ways to engage students in this way. The workshop introduces participants to the public humanities movement, initiates debate on the relationship between humanities teaching and public outreach, and suggests strategies and resources for instructors to connect with local communities and outreach programs.
{"title":"Community Learning: A Public Humanities Approach to Teaching","authors":"Nahmi Lee","doi":"10.5206/tips.v8i1.6218","DOIUrl":"https://doi.org/10.5206/tips.v8i1.6218","url":null,"abstract":"This workshop explores how teaching within the humanities is affected, challenged, or improved by public outreach. This question arises from growing concerns that the humanities has become disconnected from the general public or incoherent outside of a post-secondary institutional setting. Research suggests that in addition to the demands of their own research, scholars in the humanities are facing the added pressures of “policy-makers [who] are increasingly demanding that academics justify themselves in terms of the returns that result from investing in their scholarly domains” (Benneworth, 2015, p. 4). These concerns inform the public humanities movement which seeks to foster relations between scholars and their local communities in an effort to champion civic engagement/learning and accessible scholarship. The goal of this workshop is to consider in detail how teaching practices in the humanities might benefit from such community outreach, as well as to support and offer resources to instructors looking for new ways to engage students in this way. The workshop introduces participants to the public humanities movement, initiates debate on the relationship between humanities teaching and public outreach, and suggests strategies and resources for instructors to connect with local communities and outreach programs.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126650965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities), and “reflection-on-action” which involves retrospective reviews of the clinical scenarios experienced by health professionals (Clouder, 2000; Duffy, 2009). Johns (1995) suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.
{"title":"Reflective Practice for Professional Development Among Nursing Instructors","authors":"B. Harerimana","doi":"10.5206/TIPS.V8I1.6216","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6216","url":null,"abstract":"Reflective practice among health professionals involves considering and questioning clinical experiences. The process of learning through work involves “reflection-in-action” (the skills of self-awareness, critical analysis, synthesis, and evaluation while executing clinical activities), and “reflection-on-action” which involves retrospective reviews of the clinical scenarios experienced by health professionals (Clouder, 2000; Duffy, 2009). Johns (1995) suggests that reflective practice is the professional’s ability to understand and learn from work experiences to achieve more effective and satisfying followup work experiences. \u0000Nursing instructors play a crucial role in helping nursing students consolidate taught theories and practice through guided and regular reflection on professional experiences (Duffy, 2009). To be effective guides, nursing instructors require the knowledge and skills necessary to implement reflective practice techniques into their teaching. This workshop actively engages participants in examining reflective practice by building on Gibbs’ (1998) six-step reflective cycle (i.e., description, feelings/thoughts, evaluation, analysis, conclusion, and action plan). The goal is to help instructors develop the necessary abilities to guide reflective practice among their students.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123460687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computing has become essential in virtually all physical fields, used for tasks such as modelling complex systems and analyzing data. As a result, computer programming competence is now considered a default requirement for physics research. Additionally, computer programming requires critical thinking and problem solving skills – both of which are also essential for physics and other rigorous disciplines. Thus, learning to program at the undergraduate level not only facilitates students’ ability to apply physical principles to solving problems, but also boosts marketable skills valuable in a more general job market. However, little emphasis is placed on computer literacy in the introductory courses of undergraduate physics curricula. Physics students interested in pursuing undergraduate research will often need to either take a computer science course or learn a computer programming language independently. In either case, it takes the student a long time to gain an understanding of the language and be able to apply it to relevant problems. This workshop is geared toward instructors and teaching assistants in introductory undergraduate physics courses with a working understanding of and experience using at least one programming language (e.g., Python, MATLAB, C++) for scientific applications. The intention is to introduce methods and provide suggestions for more effectively introducing students to scientific programming and integrating it into the physics curriculum.
{"title":"Integrating Computer Programming into Introductory Physics Courses","authors":"Jeff VanKerhove","doi":"10.5206/TIPS.V8I1.6221","DOIUrl":"https://doi.org/10.5206/TIPS.V8I1.6221","url":null,"abstract":"Computing has become essential in virtually all physical fields, used for tasks such as modelling complex systems and analyzing data. As a result, computer programming competence is now considered a default requirement for physics research. Additionally, computer programming requires critical thinking and problem solving skills – both of which are also essential for physics and other rigorous disciplines. Thus, learning to program at the undergraduate level not only facilitates students’ ability to apply physical principles to solving problems, but also boosts marketable skills valuable in a more general job market. However, little emphasis is placed on computer literacy in the introductory courses of undergraduate physics curricula. Physics students interested in pursuing undergraduate research will often need to either take a computer science course or learn a computer programming language independently. In either case, it takes the student a long time to gain an understanding of the language and be able to apply it to relevant problems. This workshop is geared toward instructors and teaching assistants in introductory undergraduate physics courses with a working understanding of and experience using at least one programming language (e.g., Python, MATLAB, C++) for scientific applications. The intention is to introduce methods and provide suggestions for more effectively introducing students to scientific programming and integrating it into the physics curriculum.","PeriodicalId":120393,"journal":{"name":"Teaching Innovation Projects","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121365530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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