Through a qualitative, interview-based inquiry on students’ learning in single team-taught course focused energy resources and policy implications, our team explored how interdisciplinary courses facilitate development as leaders resource sustainability. We conducted pre- post-course interviews of nine undergraduate student participants the two co-instructors for course. The students self-ident...

The ability to work effectively in teams has been a key competence for information systems engineers for a long time. Gradually, more attention is being paid to developing this generic competence as part of academic curricula, resulting in two questions: how to best promote team competencies and how to implement team projects successfully. These questions are closely interwoven and need to be l...

This paper studies an organizational knowledge sharing process which requires costly "teaching" and "learning" e¤orts on the part of the sender and receiver, respectively. The process is a team problem in which the principal rewards successful communication by optimally rewarding performance. In this setting we compare two modes of communication with regard to e¢ ciency. The …rst is sequential ...

Recent developments in medical curricula have led to marked changes in the teaching of gross (topographical) anatomy. This has resulted from the belief that anatomy is largely “content-driven” and not “skills-based”. This presentation describes and evaluates, primarily from the perspective of medical students, different methods of teaching anatomy and includes the “teaching” of such skills as: ...

This article reports on the experience of using the technique of miniproject-based learning (MPBL) as a key pedagogical method for teaching advanced computer networks within the context of a Master’s programme. A two-threaded approach was adopted. The MPBL thread within the course allows the students to gain practical experience and a deeper understanding of the key concepts of network protocol...

The current shortage of faculty qualified to teach anatomy in U.S. medical schools is reversible. Sufficient numbers of individuals are in the pipeline to provide a future cadre of well-trained faculty members educating students in gross anatomy. The challenge is to realign departmental, institutional, and federal training grant priorities and resources, creating incentives for graduate student...