Films of HKUST-1 were fabricated, via interfacial synthesis, on polymer supports. MOF thin film composite membranes (MOF-TFCs) have similar solute retentions as in situ growth (ISG) membranes; but permeances are over 3 times higher.
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Author Institution: Department of Electrical Engineering, University of Kentucky; Department of Electrical Engineering, University of Kentucky; Department of Electrical Engineering, Wright State University
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On-demand video has become a seamless part of the fabric of information consumption. Initially inspired by the popularity of video guides for practical skills such as cooking and DIY, instructional videos were developed for equipment used in the first-year chemical engineering undergraduate teaching laboratory at Imperial College London. During 2016/2017, the effect of the videos on the students' learning was measured using video viewership metrics, a survey, focus groups with students and Graduate Teaching Assistants (GTAs) and rounded off through interviews with the module teaching team. Student reactions were overall positive, with >90% of students stating they found the videos useful. The outcome of our study indicated that because of access to the videos before, during, and after lab sessions, students were more confident in their own ability, spent more time engaging with theory, applied practical lab skills in a more targeted way, and produced better outputs. Rather than being just a video version of the experiment handout, the video influenced the behavior of both learners and teachers, freeing up time to engage in deeper exploration of topics. The results of the study suggest that the use of video-led instruction in undergraduate laboratory teaching improves student experience, saves GTA time, and decidedly shifts the teaching focus from demonstration to exploration.
Abstract This paper seeks to compare models of engineering graduate teaching assistant (TA) training developed by two research-intensive higher education institutions, the University of Wisconsin-Madison and Imperial College London. This paper seeks to highlight best practices and identify shared and individual lessons learned related to training: how it is structured, how participants are motivated to engage, how and what content is delivered, and foundationally, what informs those decisions. As institutions worldwide are seeking to increase their enrollment in STEM programs, TAs have become even more essential in providing direct instruction, supporting student wellness, managing grading and assessment, and more. Hosting and continually supporting TA training that is proactive, engaging, and based on evidence- based practices is vital to ensuring that the student experience is consistent across semesters, departments, and courses. Furthermore, it has become clear that TA training serves as the foundation for graduate student careers as they advance into faculty positions where they will be expected to have knowledge in basic pedagogy. In this paper, staff responsible for designing and delivering training critically reflect upon the models of practice they employ to compare their utility. The models and lessons offered in this paper will serve as guidance for practitioners who hope to develop or revise their own training programs. This paper will also describe the rationale behind different training approaches taken by the authors at the two institutions grounded in the unique needs and contexts. Future research opportunities exist to evaluate the impact and effectiveness of these training programs for both graduate students participating in the trainings as well as undergraduate students who are the beneficiaries of improved instruction.
Views of the Victoria Bridge, Brisbane River. (view from South Brisbane looking north across and along bridge toward Treasury Building - bridge erected after 1893 floods, demolished circa 1968 - PF)
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