- Grading without numbers
- The Stanford Honour Code (approach to Plagiarism)
- Use of undergraduates for peer/mentor support (even grading!)
- Use of sugary snacks as rewards for contribution
- Use of continuous assessment with later work given more marks to encourage work to the end
- Midterm tests
- Personalized feedback via “interactive marking”
- 2 Free days for late submission of coursework – avoids extensions.
I worry about the teaching of mathematics. Lack of student confidence in the application of mathematics is one of the biggest problems we have in Engineering: it hampers the development of our courses, limits how far we can go, and is a primary source of lecturer concern when we have to deal with the consequences at examination boards. Yet the attitude is too often “the quality of the students is at fault”. As if raising the A-level score in our entry requirements by 10 points is all that is required to solve the problem.
If you have any more suggestions about how to really improve the teaching of Mathematics, leave them in the comments.
A couple of TED 2010 highlights that I stumbled on today. First Tim Berners-Lee reports on year one of his “More Data Now” campaign. Next I finally got around to watching Gary Flake on the data visualization features of Microsoft Livelabs Pivot (which I first saw reported on Swansea Yammer network a few weeks ago).
- Tim Berners-Lee on the next Web (TED2009)
- Tim Berners-Lee: The year open data went worldwide (TED2010)
- Gary Flake: is Pivot a turning point for web exploration? (TED2010)
- Making Data Public (Video), Time Berners-Lee and Prof. Nigel Shadbolt at the launch of data.gov.uk. (The Guardian)
- data.gov.uk – UK government data online
- Linked Data – linkeddata.org