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In Steve's department, we teach teamwork and presentation skills throughout the curriculum, and students often take on multiple projects with outside clients. There's plenty about teaming scattered on this page. Steve asks forgiveness that it isn't in one spot. Search for "teamwork" to find where it's woven-in. It's a happening subject now, no question. Their Project Aristotle compared of their teams. Psychological safety see next paragraphdependability, structure and clarity, personal meaning of work, and belief in the impact of the work were the important teamwork factors.
On the other hand, the personality types and mix of skills didn't make any difference. Teams of friends and strangers did equally well. Having agreed group norms, which overrode individual proclivities, did make a difference The group needed to supersede the individual.
There had to be compromise. This is exemplified by everyone on the team speaking approximately the same amount. And those on the teams needed to be sensitive to the personal cues of others, skilled at intuiting the feelings of others, based on voice, expressions, and other non-verbal cues.
If people continue acting like individuals and ignoring syncing-up with others, doomsday. The development of psychological safety on the team drove productivity.
Unfortunately, the kinds of developers hired by Google "became software engineers because they wanted to avoid talking about feelings in the first place.
The researchers also concluded that everyone needs to be free enough to share personal happs in their lives, discuss what is messy or sad, and not feel compelled to leave such things at home. In colleges, we are still not as good as we should be. Consider this way of assessing that: What if the extent to which we systematically taught software skills were like the way we teach social skills?
We would say it was disorganized and spotty. At Rose, we do provide constant opportunities for interaction, between students and with faculty. So, it's a start. It's possible our Millennial students are better at understanding everything falls within a social context, and more of them now come in as social relativists than absolutists.
Steve's impressions of how they differ from us profs, say is in his section on "Post-modern students," quite a ways below. Yet they are still at the age where "the truth" has vast appeal, and hunkering down to ensure that is an option for them. One way to improve social skills is for students to have more to talk about with us. This home page is designed to stimulate conversations, particularly with them. Which leads to the next topic. Rationale for home pages like this Above — Here's Richard Feynman's famous poem acted out: I wonder why I wonder.
I wonder why I wonder why I wonder why I wonder. You have to pull a special twisty maneuver to see yourself. Trust Steve that the final inside image nugget comes back around to right-side-up after four Feynman flips, the way the math predicts! But, to get an alternate sense of the world, you have to bend your own way of seeing subjects, dropping safeguards you usually employ. So, doing it multiple times helps you pull away.
More on making such essential compromises, in the very next section. Explain where you're going here, Steve!? Being born in a mirror, Steve loves self-referentials, and this wouldn't be any fun if it weren't auto-flexing, as shown at right. On home web sites, why do we have to guess what academics stand for, in more general terms, based on bread crumbs like the titles of research papers in their CV's, or maybe a couple identifying topic areas? Shouldn't these public sites be places for open discussion, like interests, values, directions, and possible research explorations?
Who they are as people, who happen to be faculty? The historical systems for academic knowledge exchange could be described as broken. For three decades we've been hearing that half the papers written are never read by anybody, schools no longer try to stock bound volumes of all that, and most papers now lie behind publisher boundaries you have to pay to cross.
At many schools, faculty are compensated to travel to only a very small number of conferences a year, to improve on those peer interactions. In the current as Steve writes Communications of the ACMCollberg and Proebsting write how non-repeatable most computer systems research is, partly caused by the authors never guessing anyone would want to do that.
Their image, at left, decries the problem. The system we use rewards us primarily for churning out these papers, not for making our ideas useful to colleagues or students. It is a transaction-based system, honed for efficiency.
We read each other's, primarily, to create the background section in our own contribution. How often do the papers start a lasting conversation, other than with the purpose of writing that next monograph? We can cite a few seminal papers; this is known as anecdotal eveidence. Yet we continue to rely on our publication system as a measure of progress and of the academic worth of faculty, as a means for graduate student training, and as the supposedly most informing way to learn each other's directions and results.
What we need in addition, if not instead, is easier ways than that to have "water cooler" conversations crossing academic boundaries. If we look at the learning our students do, over their careers, most of it is informal and involves making connections. Many software firms set up their own education systems, so that those good at teaching and at foraging for new technologies, say, can pass expertise along efficiently to the rest.
Steve came out of organizations like that, and was one of the teachers there. Our role, as its predecessor, for each of our budding engineers, should build in this direction. Having our own informal channels, which students and faculty can participate in across borders, just makes good sense. With any luck, this page has enough on it that it will score some "hits" — like, folks trying to discover who else is interested in evidence-based teaching could find that out regarding Steve.
It's a lot cheaper than going to a conference on it. Even more, Steve's students can scan through this, to see "what makes Steve tick," so they have a broader view of who they're working with in class.
Like, "Oh, he wants me to be learning this stuff deeply, in preparation for industry, not just get an A. How do you know what others mean when they say a curious word out there?
It would be nice to have more general points of reference. A home page is a chance to give everyone else that grounding, about yourself. Steve feels this is at least as good as Facebook, whose main reason for existence is to sell you stuff. And he says that as an audio ad blares at him when he accesses his own Facebook page, on top of the visuals. Steve studies and teaches machine learning.
It's not going to solve those issues of tying complexities together for us. The classic example is finding terrorists out of Big Data. Any set of analysis criteriawhich might find half of them in the US, is also likely to list, oh,non-terrorists, for the FBI to go investigate. It's a well-known side-effect. Even more serious when you consider how possible targets for drone strikes are decided.
In general, the false-positive problem is initiated in the deciding of whose value system carves-out the categories in the first place. It's founded in the difficulty of knowing, boxed-in by who we are.
Say, whom should we surveil more, to cut down on mass shootings in schools? Gun owners, in that you have to get a gun to do it? Or, Those with mental health problems, because it's likely you have to be off-kilter to do it? Dollars to donuts, no gun owner in the US would pick group 1, and for good reason — most are law-abiding. Might you need roughly one undercover officer for every dozen students, altering the whole feel of a college education?
How about the easier, if inhumane, resolution, of dismissing those who have been abused by other students, because they are historically most likely to go off the deep end. This one's a Jonathan Swift style Modest Proposalsolving the problem in the most awful way.
Sue Klebold, mother of one of the Columbine High School murderers, wrote a book recently, recounting why she had no idea there was anything wrong with her son. Data might suggest new directions to us, if we're alert to notice it, but we'll want to do a lot of thinking along with that, connecting any new dots. Having more exchanges of fresh ideas is as important as k-means.
Steve's using this topic to build up for the next one; perhaps you can tell. An aspect of Steve's interests is broadening that exploration, beyond our current frames of reference. Thus the dress for the "fesitval of lights," celebrating knowledge over ignorance.
So, if you are in a position where you spew bits of knowledge all the time, like Steve does in his classes, why not have one spot where everyone can go find out what he, at least, believes that means? The need to go beyond listening How might I approach the new ideas I encounter? This is an exciting era, don't you think? The software and associated technologies we are inventing are throwing us together, folks from the world over, in new and unpredictable ways.
We are encountering folks who are much different from us, much closer in proximity than used to be the case. Among the issues that causes — We can't be right regarding the entire set of absolutes we were brought up to believe, and "they" also be right on every one of the ones they were brought up to believe.
We were not prepared, by our separate social institutions, for such constant togetherness. Yet we have begun to invent solutions. Buried in Steve's musings on what he's been doing and what he's interested in, you'll see a variety of angles taken. He wishes this rubs off, as you read. We have the ability to step back, or we can be trained to step back, to try for new perspectives. We also can explore coexisting well, by working on that together.
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This teamwork, and this in-and-out-of-focus skill, are effective for messy social problems. And, lo and behold! Which commonly have an important, underlying people aspect. Left — This imagined building is part of a marketing campaign by SpicyH for a Thai company, It Works, who make the fingerprint-reading device shown, lower right, and associated software.
Is it a good idea for a legitimate building design? Meantime, it certainly provides the semi-conscious implication that the device could make your building more secure.
The fact it is so peculiar inspires curiosity in ad viewers. And the images of this fictional edifice have created a buzz about what's possible in architecture. Would it be too unhinged to build? In social and technical realms alike, the idea of retreating, to try a new angle, solely for creativity's sake, tends to violate sacred or well-accepted principles. This roof will surely leak! Is the inside indeed connected? Questions, an oblique method of attack, will fly at you.
Steve understands there is no simple solution to the world's problems, with or without high tech. Yielding, from where we each drew a line in the sand, and moving to see that from each other's positions, and sharing in the effort to resolve the differences, as if we were coordinated — that sounds like a general opportunity. On occasion, it will neutralize conflicts, when nothing else does?
Now, any of us could find a summary dismissal of this idea, along the lines of, "That will never work with ISIS, will it?
You have to stand on principles! However, listening to alternative ideas is how we ended up with the majestic Golden Gate Bridge, longest in the world when built, instead of the originally-planned strangeness. Analysis dominated by one renowned expert is how we got the Tacoma Narrows Bridge, seen in action in the famous image at right. It's not just at idea discovery time.
As Rose-Hulman's Bill Kline says in his current Innovation slide set, the execution of an innovative design requires a "team of unlike minded members from all operating groups. It's an architectural quirk, one that used to be refuted by almost everyone else, in favor of having the right viewpoint. Say, writing on the subject of himself in third person to gain perspective — who else would do such a thing? El Chapo's not happy about how matters are going, but none of the rest of us are, either.
The drug wars we've fought, based on cherished principles, haven't worked too well. Nor has leaving the problem up to experts to solve for us, using that set morality. Reexamining where we drew a line in the sand, in regard to good and evil, could be useful. Which you might agree with! Why would anyone in academia include obviously debatable subjects on their home page? Our goal with students is to engage their heartfelt interests and grow those.
Faculty should be doing the same with each other. The Web enables extending hallway chat to everyone, if we'll just do it. The contrary view, of having home pages mostly as keys to official trappings, like curriculum vitae and lists of papers, feels like it undercuts this blazing opportunity. If more of us take an informal approach, of course it opens the possibility, as well, that people will latch onto each other's preliminary notion of good, go off and run with it, in all likelihood without giving credit.
Indeed, by the point where they develop the thoughts into something more bullet-proof, they may have forgotten how the original mess evolved. We see this on engineering projects, too. Those who are on the project at the end take the credit. Strauss did it with the Golden Gate Bridge, discussed above. But, maybe that's ok. As discussed in the prior section, our system, of giving credit just to listed authors, and counting papers to decide tenure, isn't anything to write home about.
The more important goal is advancing the underlying science and the skills of our students. There is a huge advantage in getting others to "own" ideas. These then become an internal motivation for the people, spreading your hopefully good ideas.
If they can claim your idea, or modify it to suit, all the better. Steve loves it when students come in describing ideas they've just thought of, like it sprang out of nowhere, and he recognizses it as a concept they heard from him, a while before. Don't sidetrack them with an authorship correction — they are on a roll! So, this is a shotgun approach, to throw intriguing ideas out there for colleagues and students.
Let them decide what feels like it could have value, go iron out the kinks, and enjoy that. It's invigorating, not honed for eloquence. Left — Please keep in mind that the concepts suggested here are intentionally fragile. You could do them in, just reading one, thinking of a reason it's wrong, saying "Nope!
The graph here is a Synectics favorite, though, as you see, Francis Bacon also approves. Bacon goes on to say that new ideas "trouble by their inconformity," and so we tend to dismiss them prematurely, ignoring their utility. The Synectics method suggests a less harsh attack on the novel. First get a lot of ideas out there, which vary in different dimensions. They predictably are "Bad" in the sense just described. Then try to nudge them over the "Threshold of Acceptability," one at a time.
How would you do that nudging?? For each, first think of some good or intriguing aspects for it, so that Bacon's "utility" is in your head. Then list just a few of the issues it has — the main ones. Now for that nudging: Brainstorm ways you just might whittle away at the biggest one of those issues. Develop an action plan, for who would do what, to start whittling. You now have a method for making the provocative be more acceptable. Steve once got a personal lecture from a visiting pastor, after Steve had noted, during a church service, that miracles seem only to be visible to believers.
The pastor's point was that "the Truth" was defined to be what was in the Bible; science and observations were fallible, and were expected to fall in line with this. Not long after, an NPR story on science in the Muslim world included an assurance by an Imam that scientific truth was to be accepted, so long as the truth of the Quran came first.
This seemed to be a shade more liberal. Yet it was much easier to predict that the two religious positions would be the source of perpetual conflict, than it was to imagine how those following these lines of thinking could compromise so as to live more closely together.
Will just mixing in a purposefully neutral environment take care of it, like when we work together at places like Rose? In his famous " Solitude Trilogy " for CBC radio, pianist Glenn Gould used stereo sound to play admonitions from a Mennonite pastor in one channel, and young adults describing in the other their college experiences. The problem of their being exposed to a broader base was not, as the pastor had warned, that they'd encounter lots of evil people headed for Hell.
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Instead, it was that they'd discover folks with varying religions, or no religion at all, were equally good. As long as schools of thought with a long record of conflict insist on unquestioned allegiance, how will we break out of that pattern? Send them to university??
Feel free to apply the brainstorming methods described above, and start a dialog! Expository style Can I just dabble in it? Right-brain thinkers — whatever that means — tend to ramble. One aspect of a holistic perspective is wandering through the view, looking for nothing, but finding a good deal to be beguiled by.
Like the landscape behind Galloping Gertie there, which has the illusion of being far closer than the better part of a mile it really is. Are some of the trees there visibly blowing in the wind? Or, why colorized green? Maybe to punch-up the money loss?
The insurance agent had made off with the premium. What do you do with a bridge that falls? Steve believes they just left most of it lying in the water. Above — Gestalt is required for synthesis, what designers do. And also for discovering what doesn't belong with the rest, in the analysis of complex objects. Why exactly can't the cloud exist here? Couldn't it have floated in, when the window was open? Couldn't the light be from the right angle, to give it that combination of opacities?
College students' educational history tells them that apparati they can assemble, from parts which work, also are likely to be good. They love bottom-up agendas, like the " greedy algorithm.
For example, with software made up of many pieces, if one gets upgraded, the odds are pretty high some other part relying on it will now fail. Having only dealt with simple systems, so as to make their lessons direct and to the point, students are unprepared for this aspect of their careers. Did you consider that it might be smoke, not a cloud, and perhaps we should be calling and running for it about now? And, we Gestalters tend to write that way.
So, in the sections below, all kinds of content are mixed in one document, according to very general themes since, to us, the thoughts overlap. You may have to search for topics of interest to you. One possible use for this — read until you see or think of what's interesting to go do! Like, oh, how to insert your own em dashes in html? Or, in that Santa song, what's the line before "Dash away! Among other things, the next part is a FIFO history — If you're looking for recent, scroll down a bit in the section.
It's no mistake that Steve shares with the rest of Rose's faculty the desire to inspire and transform students. In a liberal arts school, this could be the main goal of undergraduate education.
Students come to an engineering school like Rose hoping for this gain, as well. Some Rose majors have no free electives. Students are, after all, being prepared for a specific role. Insisting on social preparation is the same argument as these technical mandates. And punting this part of their education, to the places where they will work, to avoid doing it ourselves, is not reasonable if we want to ensure it gets done.
Steve came to Rose straight from industry, with the idea of starting a software engineering program here. Like ME, SE is related to using the right processes to get the right results, on top of the underlying technical principles.
Those processes heavily involve interactions with a team and with management. Engineering decisions need to be made, including compromises. In case you didn't realize, engineers are supposed to rise above the profit motive and act properly on behalf of the mortals affected by their decisions. Due to the diversity of clinical presentations following stroke and the intractable nature of some stroke sequelae, learning to effectively manage persons with stroke cannot always be translated solely through didactic methods.
This paper describes a free post-stroke clinic, organized as part of the occupational therapy OT and physical therapy PT curricula, that offered hands-on learning with actual patients with stroke, provided a needed service to the community, and established a pathway for university stroke research. Quantitative and qualitative data were collected from students, faculty supervisors, and patients.
Seventy-eight persons with stroke, of diverse ages, ethnicities, and socioeconomic backgrounds, participated in our clinic over the course of a year. Faculty supervisors reported the clinic was ideal for assessing professional and clinical behavior of students. The free post-stroke clinic can serve as an effective learning and teaching model for other educational programs by offering significant benefit to individuals, universities, and communities while simultaneously providing a mechanism for reliable assessment of student readiness for clinical practice.
STUDENTS in professional healthcare curricula typically consider the opportunity to interact directly with patients and other healthcare professionals as one of the strongest learning experiences. Approximately seven million Americans have had a stroke; 7 because the prevalence of stroke is so great, allied health personnel who work in hospital or clinic settings will most likely be exposed to a large percentage of persons with stroke in their caseloads.
Healthcare professionals also report that specialized skills are needed to treat persons with stroke effectively and more education of staff is needed in healthcare facilities serving this population.Cheerhab Season 2 Ep. 2 - Welcome to Oregon
Rehabilitation therapies are usually implemented immediately following the stroke, but the typical inpatient rehabilitation stay lasts only Current science supports that neuroplastic processes of the brain continue to occur months and years after stroke onset and functional gains can still be made far beyond this arbitrary timeline.
Although OT and PT students receive the didactic material related to stroke intervention, their clinical reasoning skills often have not yet matured due to limited previous clinical experiences or individual personal development. Additionally, because of the varied presentation of function in persons with stroke, students are often challenged in developing patient-centered, appropriate intervention strategies for these individuals; a recent study in Australia indicated that many OTs there frequently used stroke intervention techniques not based in empirical evidence and less frequently used those which were evidence-based.
We determined that greater exposure to and interaction with persons with stroke would be an incredibly informative learning experience and would aid development of professional behaviors and clinical reasoning skills in our students. Second, the organization of a free clinic staffed by students and supervised by faculty would offer a valuable community service.
Persons without access to rehabilitation services, whether due to lack of funding or completion of comprehensive rehabilitation programs, could receive an intensive week of OT and PT evaluation and intervention.
Third, although important but incidental to our primary educational objective, the clinic would provide an opportunity to establish a stroke registry for our institution, enabling us to recruit potential participants for future stroke-related research projects. Participating in collaborative patient care where students and faculty work together allows students to model the expert clinical skills of instructors and also gives them the opportunity to see faculty as clinician peers rather than purely academicians.
Role modeling of clinical teachers has been shown to impart valuable information to learners regarding compassionate care of patients. Our objective was to present a model of hands-on education which has proven to be essential for successful stroke education of future therapists.
Methods Defining the Need The original concept of a free stroke clinic with direct service provision by students began as an exploratory study following the results of a competency-tracking document CTD designed by the OT department. On this measure, students rated themselves on their performance of specific clinical skills e. The faculty also used the document to rate the student on the extent they felt he or she had mastered the skills based on their performance in class activities and on assignments.
This type of discrepancy has been shown to cause stress when students are assigned to their first clinical learning experience. This would allow the students to experience the rigor of actual patient treatment through hands-on training and help them develop problem-solving and clinical judgment skills needed prior to fieldwork rotations. The first stroke clinic was organized by 10 senior OT students as a class project which would allow faculty to evaluate feasibility and logistics.
This was accomplished without funding and using only the university and department resources available. Similarly, the PT department repeatedly received feedback from students both within course evaluations and in overall curriculum reviews that showed they desired more patient interaction during coursework prior to clinical rotations. Our students desired the opportunity to see, feel, hear, and experience all of these within the safety of the university and under instructor guidance prior to their clinical rotations.
Seizing the Opportunity The University of Texas Medical Branch UTMB at Galveston is the oldest medical school in Texas offering both undergraduate and graduate programs in biomedical sciences, medicine, nursing, and health profession programs. At the core of the health education complex is the John Sealy Hospital, a bed facility that provides inpatient, outpatient, and specialty care medical services. The plan was shared with the Neurology Department at John Sealy Hospital and individual internal medicine and family practice physicians at the university, all whom pledged support.
The Free Post-Stroke Clinic: A Successful Teaching and Learning Model
These health professionals were advised of the project so they could refer indigent or unfunded patients in need of therapy services to the clinic. Clinicians from rehabilitation services were asked to volunteer their time to help academic faculty supervise the clinic as their schedule allowed.
Several clinicians, especially those experienced in neurological treatment, volunteered and participated. Retired clinicians and other therapy professionals from the community were also invited to participate in the supervision of students as needed. Because we could not anticipate the initial response to our program, in addition to informing hospital and university personnel, we used several avenues to advertise the clinic. Flyers were placed at the local free health clinics and physician offices and in church bulletins, and information was posted in university daily online announcements.
Word about the clinic spread through the community quickly; after we had conducted our first few clinics, we reduced marketing and advertising efforts and still filled all clinics. The first clinic was conducted without financial assistance in our own classrooms and with equipment and resources on hand that were used for student instruction e. After the first clinic, it was determined that ongoing clinics would incur costs. The next step was to explore funding opportunities within the university.
The clinic was funded for 1 year to conduct six week-long clinics.