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How to write a paper
How to write a paper
In addition to understanding and mastering domain specific content, our students should also be 'marketable' and be able to communicate their work to the greater scientific community and/or public. Most of the time, this responsibility is left for...
Exactly! …who?
I believe that this responsibility lies on all of us, instructors. We push them to execute tasks and conduct research, and write papers for grading, lab reports, projects, thesis, publications, etc. but we rarely ever give them a guide on how to go about writing these papers. The document below is a mini guide that I have prepared to help students of Materials science and engineering get familiar with writing a publication quality paper. This guide can equally be used (with modifications) by undergraduates of any other field, or for completing other types of academic papers that we typically demand from our undergraduate students in engineering and the physical sciences.
Okolie_GRAD951_FinalProject.pdfUnderstanding crystal structures and the unit cell
Understanding crystal structures and the unit cell
Anyone who hopes to have a successful career in the physical sciences, needs to have a firm understanding of crystal structures and the unit cell. This topic is routine even in engineering fields such as mechanical engineering, materials science and civil engineering, yet there is scarce material that deals with this topic in a way that has the student as the focus of instruction. Combining the principles of multimedia learning, self explanation and desirable difficulties, I have designed an instructional unit that succinctly addresses the first part of this topic - The Cubic Crystal Structures
OkolieNorbertFSP.pptxUnderstanding students' misconceptions
Understanding students' misconceptions
The word "misconceptions" is thrown around freely amongst scholars concerned with the Scholarship of Teaching and Learning (SoTL). Regular instructors and teaching assistants, may never get to hear this word or appreciate the significance of combatting misconceptions; for this last group of people, a student's misconception is simply "a wrong response or answer" and they expect the students to just accept an alternative conception (usually provided by them, the instructor) as the correct one. Misconceptions are usually deep-rooted and resistant to instruction, and the following paper is most suited to introducing the concept to a new instructor.
misconceptions.pdfPage updated
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