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Mark Morton

ECCS - Students - Engineering Co-op - 0 views

  • International students and Co-op Co-op offers international students an excellent opportunity to gain Canadian work experience. International students can apply for Co-op opportunities, provided they have secured the required documentation and approvals to gain legal permission to work off campus. International students must have the following BEFORE applying for Co-op positions: Valid passport that will cover the extended duration of studies, including the work term(s), Valid study permit that will cover the extended duration of studies, including the work term(s), Valid work permit that will cover the duration of the work term(s). Students should apply for work permits well before the anticipated start of the work term. Do not wait until you have been extended an offer! Paperwork processing could take weeks or months, and if the legal documentation is not obtained in time, the offer of employment will be forfeited. If you are an international student planning to apply for Co-op positions, speak to ECCS staff when you register in Co-op and request a letter that will confirm that your intended work term employment is a requirement of your academic program. This letter will need to be submitted to Citizenship and Immigration Canada with the “Application to Change Conditions, Extend My Stay or Remain in Canada”, along with any other required documents, when you apply for the work permit. Information on this process and application forms can be found at: http://www.cic.gc.ca/english/study/index.asp
Mark Morton

How Professors Really Feel About Digital Technology [#Study] | EdTech Magazine - 1 views

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    As a follow-up to their study on how professors view online learning, Inside Higher Ed partnered with Babson Survey Research Group to explore how college professors and administrators interact with technology. The survey, summarized in Digital Faculty: Professors, Teaching and Technology, posed questions about digital learning content, e-books, social media, communication, learning management software and a variety of other technology-related issues. Here are a few key points from this excellent report.
Mark Morton

http://www.personeel.unimaas.nl/maarten.wesel/Documenten/The%20influence%20of%20portfol... - 0 views

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     The electronic portfolio offers many advantages to  its paper-based counterpart,  including - but not limited to - hyperlinked navigation, adding multimedia and the ease of sharing the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. This paper studies the effect of the portfolio medium on perceived support for self-reflection and on the students' learning outcomes. We made use of the fact that during this study about half of the first year medical students used an electronic portfolio (n=157) and the other half a paper-based portfolio (n=190)
Mark Morton

A Better Way to Teach? - ScienceNOW - 1 views

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    A new study shows that students learn much better through an active, iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.
Mark Morton

Cognitive advantages of chewing gum. Now you see th... [Appetite. 2011] - PubMed - NCBI - 1 views

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    Study suggests that chewing gum immediately before taking a test can improve performance.
Trevor Holmes

Excellence in Education Award for Promotion of Sustainable Practices | CMHC - 0 views

  • educational contribution to sustainable practices in the fields of architecture, planning, landscape architecture, urban design, geography, engineering, and environmental studies. I
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    Several UW profs could win this!
Mark Morton

Co-op ed research study | News, Media, and Events | University of Waterloo - 0 views

  • WatCACE is one of only three major co-op research centres in the world. The other two centres are at Northeastern University in Boston and Trollhatten University in Sweden.
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    WatCACE is one of only three major co-op research centres in the world. The other two centres are at Northeastern University in Boston and Trollhatten University in Sweden.
Trevor Holmes

Art Timeline - 1 views

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    nice way into art movements
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    Am I looking at this right? Does art end in 1950?
Mark Morton

Are You a Good Protégé? - Advice - The Chronicle of Higher Education - 0 views

  • Someone who is respected within the field and has contacts who can help you with publications and jobs. Someone who is knowledgeable about the university and its politics and policies. Someone who takes the time to help with your studies and your career. Someone who does not exploit you. Someone who is not a disinterested observer of your career but cares about you as a person and is supportive -- like a coach cheering you on.
  • the profile is similar to how junior faculty members would describe their ideal career mentor, too.
  • The mentor relationship is alive and well in the sciences, where there is a strong tradition of senior researchers bringing postdocs and new assistant professors into their laboratories and grant projects. But in the social sciences and humanities, probably because of the difficult job market, relations between established scholars and newcomers to the profession seem strained.
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  • failing to seek, find, and keep a good relationship with a mentor during the tenure-track years -- and beyond -- is a serious mistake.
  • Establishing clear communications, sometimes across the borders of age and culture, is, thus, a key to clarifying what can be asked of mentor and protégé.
  • The good protégé also appreciates the borders of the relationship with a mentor. You want to be on good terms of course, but there is such a thing as over-fraternization.
  • Being a good protégé also means learning to accept criticism gracefully.
  • A useful mentor is one who is willing to give us bad news, but a proper protégé is one who is willing to hear it.
  • Both parties must be sensitive to the degree of independence the protégé wants (and needs) from the mentor
Mark Morton

Carnegie Foundation Creates New 'Owner's Manual' for Doctoral Programs - Faculty - The ... - 0 views

  • Take, for example, the concept of apprenticeship, to which the Carnegie researchers devote an entire chapter. The faculty-master and student-apprentice relationship as the signature pedagogical structure of doctoral education dates back to the university's medieval roots. But, the Carnegie authors say, it's time that model was updated.
  • The study recommends that doctoral programs adopt new structures that allow students to have several intellectual mentors and come to think of mentorship as less an accident of interpersonal chemistry and as more a set of techniques that can be learned, assessed, and rewarded.
  • Arizona State University that awards an annual $5,000 cash prize to an "outstanding doctoral mentor" or another at the mathematics department of the University of Southern California that places new graduate students in "mentoring triplets" with both a faculty mentor and a more experienced graduate student.
Mark Morton

The Pitfalls of Academic Mentorships - The Chronicle Review - The Chronicle of Higher E... - 0 views

  • At the height of Plumb's career through the 1960s and early 1970s, the word "mentor" was used only occasionally in academe or the corporate world.
  • The era of the mentor began in earnest only in the mid-1970s. The Yale psychologist Daniel J. Levinson, best known for his studies of middle age, had a precise definition quoted in The Christian Science Monitor on February 14, 1977: a person 8 to 15 years older than the "mentee," a "peer or older brother" rather than a "distant father." Levinson continued: "He takes the younger man under his wing, ... imparts his wisdom, cares, sponsors, criticizes, and bestows his blessing."
  • Corporate mentoring took center stage in 1978 and 1979 with two articles in the Harvard Business Review. The title of the first, an interview with a group of senior executives from the Jewel Companies, echoes to this day: "Everyone Who Makes It Has a Mentor."
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  • Harriet Zuckerman's 1977 book on the scientific elite and American Nobel laureates had shown how crucial the system of graduate supervision had been; more than half of America's Nobel laureates by the year 1972 had been students, postdoctoral fellows, or junior collaborators with older laureates, and many others had worked with major nonlaureates.
  • For all my gratitude for such support, I remain skeptical about the mentor-protégé bond and see the "Much Ado about Mentors," to quote the title of Roche's late 1970s Harvard Business Review article, as the start of a disturbing trend.
  • Yet the search for a mentor, for a safe initiation into academic or corporate mysteries, can overshadow the entrepreneurial spirit. Roche himself pointed out that mentored executives "do not consider having a mentor an important ingredient in their own success." They credited their aptitudes, hard work, and even luck ahead of mentoring.
  • The current trend toward overvaluing mentors is understandable but mistaken.
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