Academic literature on the topic 'Instructor workload'

The goal of this study was to better understand what students expect from their college instructors in four areas: availability for out-of-class communication (OCC), student workload, in-class time use, and technology policies. Data from 606 participants were collected using an online survey design. Results showed that students’ expectations for OCC are being met, but that expectations for workload are being violated. Results also suggest that students prefer engaging in instructor-led activities during class time and want to be able to use their technological devices for educational purposes during class, but not for social purposes.

Objectives We examined undergraduate STEM students’ experiences during Spring 2020 when universities switched to remote instruction due to the COVID-19 pandemic. Specifically, we sought to understand actions by universities and instructors that students found effective or ineffective, as well as instructor behaviors that conveyed a sense of caring or not caring about their students’ success. Methods In July 2020 we conducted 16 focus groups with STEM undergraduate students enrolled in US colleges and universities (N = 59). Focus groups were stratified by gender, race/ethnicity, and socioeconomic status. Content analyses were performed using a data-driven inductive approach. Results Participants (N = 59; 51% female) were racially/ethnically diverse (76% race/ethnicity other than non-Hispanic white) and from 32 colleges and universities. The most common effective instructor strategies mentioned included hybrid instruction (35%) and use of multiple tools for learning and student engagement (27%). The most common ineffective strategies mentioned were increasing the course workload or difficulty level (18%) and use of pre-recorded lectures (15%). The most common behaviors cited as making students feel the instructor cared about their success were exhibiting leniency and/or flexibility regarding course policies or assessments (29%) and being responsive and accessible to students (25%). The most common behaviors cited as conveying the instructors did not care included poor communication skills (28%) and increasing the difficulty of the course (15%). University actions students found helpful included flexible policies (41%) and moving key services online (e.g., tutoring, counseling; 24%). Students felt universities should have created policies for faculty and departments to increase consistency (26%) and ensured communication strategies were honest, prompt, and transparent (23%). Conclusions To be prepared for future emergencies, universities should devise evidence-based policies for remote operations and all instructors should be trained in best practices for remote instruction. Research is needed to identify and ameliorate negative impacts of the pandemic on STEM education.

<p class="apa">The main purpose of the study was to investigate the challenges faced by students in completion of an online doctoral program at the University of Liverpool, Online Doctoral Business Administration program. We analyse the responses of 91 doctoral students in an online DBA program. Based on the exploratory qualitative study themes were developed based on student perceptions. Various themes identified were course structure and workload, resources, absence of human interaction, technological challenges, support systems, and satisfaction with instructor and quality of instruction. Discussion, Implications and avenues for future research are presented.</p>

Internships are “ in.” During an era of lagging liberal arts enrollments, deans. Admission Office personnel, students, and their families, are demanding education they believe will help the undergraduate get a job on graduation. For the instructor however, usually trained in conventional academic roles, the off-campus internship program is a rather new challenge. Rather than mastering a definable body of knowledge, the student is expected to master an “experience.” Rather than controlling student workload and specific tasks, the instructor only sets general parameters, which he must depend on others to follow. Rather than containing student personalities, styles and demeanors on campus, the instructor must send them off-campus to reflect well (or ill) on the college, their program and themselves.

This action research was aimed mainly to investigate the effectiveness of continuous assessment in English common course in case of students of plant science first year program at shire campus. The study involved 55 (M =15, F= 40) students and 1 male English common course instructor as participant of the study. It also employed three data gathering tools: questionnaire, interview and document analysis. Data obtained from these multisources were analyzed quantitatively and qualitatively in which case percentage and verbal description were used respectively. Hence, the finding indicates that there were no bolded theoretical and practical implementation gaps of CA among instructors and students. However, many impressing factors were found, which impede the implementation of CA. Among these, large number of students in a section, instructors’ workload, students’ attitudes toward CA, lack of specific criteria for checking subjective form of students’ assignment and project work were some. Generally, the study attempts to forward action to be taken to tackle the problem, such as lessen teachers’ workload, minimizing number of students in one section accordance with MEO policy, proposing clear-cut criteria for checking and giving feedback for subjective case assignments. Moreover, instructors need to motivate students to work or involve in CA as well as committed themselves to implement effectively that contributed to prove quality of education. Key words: Continuous assessment, effectiveness, exploring.

A method for enhancing the communication between instructor and student is to automate the procedure of replying to the student’s questions. In order to achieve that, techniques of textual case-based reasoning are used, benefiting both the instructor and the student. The automation of this procedure significantly decreases the workload and involvement required by the tutor. In addition to that, the time required for the students to receive an answer is greatly decreased. In this paper we present such a system, based on pre-existing knowledge, in order to provide answers quickly, for the questions asked by the students.

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher.This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision.The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.

World-wide, there has been a large increase in tertiary student numbers, not entirely matched by funding increases. Consequently, instructors are faced with large, diverse classes, and find themselves struggling to provide adequate assessment and prompt feedback, two quantities critical in an effective learning environment. Personal computers and the Internet can help solve this problem. The aim of this study was to develop, implement and validate a Web-based software package that, through providing practice and assessment opportunities, improved student learning and reduced marking and related mundane aspects of instructor workload. At the start of the study, such a package already existed in prototype form: OASIS (Online Assessment System with Integrated Study). As the study progressed, this software package was first fully rewritten and then repeatedly modified. OASIS delivers individualised tasks, marks student responses, supplies prompt feedback, and logs student activity. Staff can deliver sets of practice questions and assessments to students: assessments may involve different questions for different students, not just numerically different versions of the same questions. Given my role as teacher, the traditional research ideal of observing without affecting the research environment was both impossible and unconscionable. In particular, since preliminary evidence suggested that OASIS did enhance student learning, I could not adopt a ‘two groups’ approach to the research, with one group using OASIS while the other did not. Instead, an action research methodology was seen as most appropriate for my double role of teacher and researcher.<br>This methodology enabled me, in the light of my findings, to continuously modify the learning environment and enhance student learning. The action research proceeded through a spiral of one-semester cycles of planning, acting, observing and reflecting. To maximize rigour, the research ran through eight cycles over four years and involved considerable triangulation. OASIS itself collected much quantitative data. Further data were collected via interview, survey, email and informal discussion from three groups: current students, postgraduates and academics. My colleagues provided alternative perceptions and interpretations, as did Physics Department academics who were using OASIS, and an external academic who interviewed academics and investigated the implementation of OASIS. Perhaps surprisingly, academics had generally adopted OASIS to promote student learning rather than to decrease their own workloads. In some cases workloads were reduced; however, where OASIS assessments augmented rather than replaced existing traditional assessments, workloads actually went up slightly. All instructors who used OASIS reported enhanced student learning and wished to continue using it. Student surveys, interviews, focus-group discussions and informal feedback showed that students found the software easy to use and considered that it helped them improve their skills and understanding. OASIS questions were preferred over textbook questions. Students commonly requested OASIS to be available in more of their areas of study. In general students wanted hints or model answers though some argued against their provision.<br>The majority of students were enthusiastic about the use of OASIS for practice, and activity logs revealed that they did use OASIS extensively. These logs also revealed the motivating power of assessments: typically half the online practice activity took place in the last 36 hours prior to assessments. Interviews provided further interesting insights into the ways different students approached their studies and assessments. However, students did voice concerns about the validity of OASIS assignments, noting their peers could rely on the efforts of others to score highly in these. A number of steps were carried out in an attempt to defuse these concerns, including: disabling OASIS practice during assignments, basing assignments on previously unseen questions, and providing different assignment questions to different students. While this study has achieved the goal of developing, implementing and validating OASIS, many future opportunities exist. OASIS may be used in schools as well as universities. Non-numerical questions, where answers may be somewhere between right and wrong, are possible. OASIS can also be used to deliver concept inventories to students to support research into concept acquisition and retention.

Thesis (M.S.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Dept. of Electrical and Computer Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

L'objectiu d'aquesta tesi és proposar noves tècniques per al disseny de microarquitectures clúster superescalars eficients. Les microarquitectures clúster particionen el disseny de diversos components crítics del hardware com a mitjà per mantenir-ne el paral·lelisme i millorar-ne l'escalabilitat. El nucli d'un processador clúster, format per blocs de baixa complexitat o clústers, pot executar cadenes d'instruccions dependents sense pagar el sobrecost d'una llarga emissió, curtcircuïts, o lectura de registres, encara que si dues instruccions dependents s'executen en clústers diferents, es paga la penalització d'una comunicació. Per altra banda, les estructures distribuïdes impliquen generalment menors requisits de potència dinàmica, i simplifiquen la gestió de l'energia per mitjà de tècniques com la desactivació selectiva del rellotge o l'energia, o com la reducció a escala<br/>de la tensió.<br/><br/>El primer objecte d'aquesta recerca és l'assignació d'instruccions a clústers, ja que aquesta juga un paper clau en el rendiment, amb l'objectiu de mantenir equilibrada la càrrega i reduir la penalització de les comunicacions crítiques. Es proposen dos diferents enfocs: primer, una família de nous esquemes que identifiquen dinàmicament certs grups d'instruccions dependents anomenats "slices", i fan l'assignació de clústers slice per slice. Es diferencien d'altres enfocs previs, ja sigui perquè són dinàmics i/o bé perquè inclouen nous mecanismes explícits de mesura i gestió de l'equilibri de càrrega. Segon, una família de nous esquemes que assignen clústers instrucció per instrucció, basats en les assignacions prèvies dels productors dels registres fonts, en la ubicació dels registres físics, i en la càrrega de treball.<br/><br/>La segona contribució proposa la predicció de valors com a mitjà per mitigar les penalitzacions dels retards dels connectors i, en particular, per amagar les comunicacions entre clústers. Es demostra que el benefici obtingut amb l'eliminació de dependències creix amb el nombre de clústers i la latència de les comunicacions i, doncs, és major que per a una arquitectura centralitzada. Es proposa un nou esquema d'assignació de clústers que aprofita la menor densitat del graf de dependències per tal de millorar l'equilibri de càrrega.<br/><br/>El tercer aspecte considerat es la xarxa d'interconnexió entre clústers, ja que determina la latència de les comunicacions, amb l'objectiu de trobar el millor compromís entre cost i rendiment. Es proposen diverses xarxes punt-a-punt, tant síncrones com parcialment asíncrones, que assoleixen un IPC pròxim al d'un model ideal amb ample de banda il·limitat, tot i tenir molt baixa complexitat. Llur impacte sobre els curtcircuïts, cues d'emissió o bancs de registres es molt menor que el d'altres enfocs. Es proposen també possibles implementacions dels enrutadors, que il·lustren llur factibilitat amb solucions hardware molt simples i de baixa latència. Es proposa un nou esquema d'assignació de clústers conscient de la topologia, que redueix la latència de les comunicacions.<br/><br/>L'última contribució proposa tècniques per distribuir els components principals de les etapes inicials del processador, amb l'objectiu de reduir-ne la complexitat i evitar-ne la replicació. Es proposen tècniques eficaces per a la partició del predictor de salts i la lògica de distribució d'instruccions, a fi de minimitzar la penalització pels retards dels connectors causada per les dependències recursives en dos llaços crítics del hardware: la generació de l'adreça de búsqueda d'instruccions i la lògica d'assignació d'instruccions, respectivament. En el primer cas, es converteixen els retards dels connectors intra-estructurals d'un predictor centralitzat en retards de comunicació entre clústers, els quals se segmenten sense problemes. En el segon cas, el particionat de la lògica d'assignació d'instruccions basada en dependències implica paral·lelitzar aquesta tasca, la qual es inherentment seqüencial.<br>El objetivo de esta tesis es proponer técnicas para el diseño de microarquitecturas clúster superescalares eficientes. Las microarquitecturas clúster particionan el diseño de diversos componentes críticos del hardware como medio para mantener el paralelismo y mejorar la escalabilidad. El núcleo de un procesador clúster, formado por bloques de baja complejidad o clústers, puede ejectutar cadenas de instrucciones dependientes sin pagar el sobrecoste de una larga emisión, cortocircuitos, o lectura de registros; pero si dos instrucciones dependientes se ejecutan en clústers distintos, se paga la penalización de una comunicación. Por otro lado, las estructuras distribuidas implican generalmente menores requisitos de potencia dinámica, y simplifican la gestión de la energía por medio de técnicas como la desactivación selectiva del reloj o de la alimentación, o la reducción a escala del voltaje.<br/><br/>El primer objetivo de esta investigación es la asignación dinámica de instrucciones a clústers, ya que ésta juega un papel clave en el rendimiento, a fin de mantener equilibrada la carga y reducir la penalización de las comunicaciones críticas. Se proponen dos enfoques distintos: primero, una familia de nuevos esquemas que identifican dinámicamente ciertos grupos de instrucciones denominados "slices", y realizan la asignación slice por slice. Éstos se diferencian de otros enfoques previos, ya sea porque son dinámicos y/o porque incluyen nuevos mecanismos explícitos de medida y gestión del equilibrio de carga. Segundo, una familia de nuevos esquemas que asignan clústers instrucción a instrucción, basándose en las asignaciones previas de los productores de sus registros fuente, en la ubicación de los registros físicos, y en la carga de trabajo.<br/><br/>La segunda contribución propone la predicción de valores como medio para mitigar las penalizaciones de los retardos de los conectores, y en particular, para esconder las comunicaciones entre clústers. Se demuestra que el beneficio obtenido con la eliminación de dependencias aumenta con el número de clústers y con la latencia de las comunicaciones, y es asimismo mayor que para una arquitectura centralizada. Se propone un nuevo esquema de asignación de clústers que aprovecha la menor densidad del grafo de dependencias con el fin de mejorar el equilibrio de la carga.<br/><br/>El tercer aspecto considerado es la red de interconexión entre clústers, pues determina la latencia de las comunicaciones, a fin de hallar el mejor compromiso entre coste y rendimiento. Se proponen diversas redes punto a punto, tanto síncronas como parcialmente asíncronas, que aun teniendo muy baja complejidad consiguen un IPC próximo al de un modelo con ancho de banda ilimitado. Su impacto sobre la complejidad de los cortocircuitos, colas de emisión o bancos de registros es mucho menor que el de otros enfoques. Se proponen también posibles implementaciones de los enrutadores, ilustrando su factibilidad como soluciones simples y de baja latencia. Se propone un esquema de asignación de clústers consciente de la topología, que reduce la latencia de las comunicaciones.<br/><br/>La última contribución propone técnicas para distribuir los componentes principales de las etapas iniciales del procesador, con el objetivo de reducir su complejidad y evitar su replicación. Se proponen técnicas eficaces para particionar el predictor de saltos y la lógica de distribución de instrucciones, a fin de minimizar la penalización por retardos de conectores causada por las dependencias recursivas en dos bucles críticos del hardware: la generación de la dirección de búsqueda de instrucciones y la lógica de asignación de clústers. En el primer caso, los retardos de los conectores intra-estructurales de un predictor centralizado se convierten en retardos de comunicación entre clústers, que se pueden segmentar fácilmente. En el segundo caso, el particionado de la lógica de asignación de clústers basada en dependencias implica paralelizar esta tarea, intrínsecamente secuencial.<br>The objective of this thesis is to propose new techniques to design efficient clustered superscalar microarchitectures. Clustered microarchitectures partition the layout of several critical hardware components as a means to keep most of the parallelism while improving the scalability. A clustered processor core, made up of several low complex blocks or clusters, can efficiently execute chains of dependent instructions without paying the overheads of a long issue, register read or bypass latencies. Of course, when two dependent instructions execute in different clusters, an inter-cluster communication penalty is incurred. Moreover, distributed structures usually imply lower dynamic power requirements, and simplify power management via techniques such a selective clock/power gating and voltage scaling.<br/><br/>The first target of this research is the assignment of instructions to clusters, since it plays a major role on performance, with the goals of keeping the workload of clusters balanced and reducing the penalty of critical communications. Two different approaches are proposed: first, a family of new schemes that dynamically identify groups of data-dependent instructions called slices, and make cluster assignments on a per-slice basis. The proposed schemes differ from previous approaches either because they are dynamic and/or because they include new mechanisms to deal explicitly with workload balance information gathered at runtime. Second, it proposes a family of new dynamic schemes that assign instructions to clusters in a per-instruction basis, based on prior assignment of the source register producers, on the cluster location of the source physical registers, and on the workload of clusters.<br/><br/>The second contribution proposes value prediction as a means to mitigate the penalties of wire delays and, in particular, to hide inter-cluster communications while also improving workload balance. First, it is proven that the benefit of breaking dependences with value prediction grows with the number of clusters and the communication latency, thus it is higher than for a centralized architecture. Second, it is proposed a cluster assignment scheme that exploits the less dense data dependence graph that results from predicting values to achieve a better workload balance.<br/><br/>The third aspect considered is the cluster interconnect, which mainly determines communication latency, seeking for the best trade-off between cost and performance. First, several cost-effective point-to-point interconnects are proposed, both synchronous and partially asynchronous, that approach the IPC of an ideal model with unlimited bandwidth while keeping the complexity low. The proposed interconnects have much lower impact than other approaches on the complexity of bypasses, issue queues and register files. Second, possible router implementations are proposed, which illustrate their feasibility with very simple and low-latency hardware solutions. Third, a new topology-aware improvement to the cluster assignment scheme is proposed to reduce the distance (and latency) of inter-cluster communications.<br/><br/>The last contribution proposes techniques for distributing the main components of the processor front-end with the goals of reducing their complexity and avoiding replication. In particular, effective techniques are proposed to cluster the branch predictor and the steering logic, that minimize the wire delay penalties caused by broadcasting recursive dependences in two critical hardware loops: the fetch address generation, and the cluster assignment logic, respectively. In the former case, the proposed technique converts the cross-structure wire delays of a centralized predictor into cross-cluster communication delays, which are smoothly pipelined. In the latter case, the partitioning of the instruction steering logic involves the parallelization of an inherently sequential task such as the dependence based cluster assignment of instructions.

AbstractThe global megatrends of digitization and individualization substantially affect manufacturing enterprises. Assembly workers are exposed to increased process complexity resulting in physical and cognitive workload. Worker guidance systems (WGS) are used to overcome this challenge through output of information regarding what should be done, how it should be done and why it should be done. An unsolved scientific challenge in this context is efficient information supply of WGS. Information such as worker’s instruction texts, pictures or 3D representations are created by employees of the work preparation department and transferred to the WGS. Manual information supply is a time-consuming and complex process, which requires a high (non-value-adding) effort as well as comprehensive knowledge in handling 3D CAD modelling and software programming. This paper presents a novel approach to reduce the required manual effort in information supply process. A knowledge-based model is proposed that enables an automated information supply of WGS in smart assembly environment by means of algorithms and self-learning expert systems, which pursues a holistic and consistent approach without media breaks. The automated approach assists employees of work preparation department, which means they can concentrate on their essential core competencies instead of being busy, for example, creating assembly plans, instruction texts or pictures for individual WGS. Finally, the technical implementation as a software-based proof-of-concept demonstrator and sub-sequent integration into the IT environment of TU Wien Pilot Factory Industry 4.0 is outlined.

This chapter provides readers with a comprehensive review of strategies for effective design in online instruction. The authors explore the traditional debate between advocates and critics of online education and discuss effectiveness in retention, engagement, and overall academic performance. The chapter differentiates between “online-first” course design and emergency remote delivery, as experienced in the context of the COVID-19 pandemic. Key factors include identifying engagement and communication strategies such as “ask me anything” sessions and tailored selection of resources. Open educational resources (OER), pre-recorded lectures, podcasts, and “online-first” textbooks are presented as appropriate and cost-conscious content options. Also included are alternative assessment ideas and universal design for learning (UDL) and accessibility guidelines. The chapter provides a continuum model for the transition of in-person courses to online instruction while conscious of both instructor workload/instructional support and expected level of learner workload and engagement.

This chapter speaks to faculty who teach multiple courses or at multiple institutions to address workload and time management challenges. When time demands escalate or expectations differ, instructors face the serious need for efficiency strategies in order to teach effectively and prevent online teaching demands from expanding without boundaries. Readers will explore way in which time commitments can be projected, grading tools can be implemented, and new tools can be integrated conscientiously. This chapter ends with a brief summary of important points and an infographic designed to visually highlight specific strategies to effectively manage time, online teaching routines, differences between learning management systems, and teaching at institutions with differing instructor expectations.

Geo-separated adjunct faculty often experience isolation as a result of minimal contact with their institutions. This can have a negative impact on their success and that of their students. Leadership at Park University recognized these challenges and has been providing peer mentoring to online undergraduate faculty for two decades. The pioneer program paired new online faculty with experienced faculty who were paid a small stipend to provide technical assistance and guidance. The Online Instructor Evaluation System (OIES) was developed soon after. In 2007, the mentoring component expanded with the Online Instructor Mentoring Program (OIMP). This chapter explores the rich history of mentoring online faculty at Park and compares characteristics from the developmental stage of the OIMP and the current version of the OIMP as models for program design. Factors include discipline-specific mentoring, compensation, workload, access, ratios, professional development, a resource center, oversight, and a transformative mentoring community. Motivational incentives are also examined.

Geo-separated adjunct faculty often experience isolation as a result of minimal contact with their institutions. This can have a negative impact on their success and that of their students. Leadership at Park University recognized these challenges and has been providing peer mentoring to online undergraduate faculty for two decades. The pioneer program paired new online faculty with experienced faculty who were paid a small stipend to provide technical assistance and guidance. The Online Instructor Evaluation System (OIES) was developed soon after. In 2007, the mentoring component expanded with the Online Instructor Mentoring Program (OIMP). This chapter explores the rich history of mentoring online faculty at Park and compares characteristics from the developmental stage of the OIMP and the current version of the OIMP as models for program design. Factors include discipline-specific mentoring, compensation, workload, access, ratios, professional development, a resource center, oversight, and a transformative mentoring community. Motivational incentives are also examined.

This chapter addresses contributing factors toward mental health challenges, protective practices, and common mental health disorders. Contributing factors include moving away from family for the first time, dealing with new living situations, adjusting to an entirely new schedule, imposter syndrome (the feeling of being a fraud), social isolation, and managing a heavier workload. An overview of common mental health disorders includes information about symptoms and treatment for anxiety, depression, attention deficiency/hyperactivity disorder, autism spectrum, and bipolar disorder. Guidelines for how the instructor can encourage self-care, as well as how to respond to different levels of distress, are presented. A mental health toolkit at the end of the chapter provides exercises for cultivating mindfulness, developing time-management tools, and coping with imposter syndrome and performance anxiety.

This chapter presents a case study of the author’s work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

This chapter presents a case study of the author's work developing and teaching an online course called YouTube for Educators, which is offered as an elective in an online graduate program in educational technology. The course was developed in response to the upsurge in online video production and the prominence of YouTube™ among video-sharing services. A number of challenges surfaced when designing and implementing the course. The necessity of frequent curriculum updates to keep content current with advancements in digital video technologies added to instructor workload. Course policies also had to be written for situations where unexpected changes on the YouTube website interfered with planned assignments. The experience of designing, teaching, redesigning, and re-teaching the course led to the discovery of best practice, which may apply to other courses featuring rapidly changing content or Web 2.0 tools.

This chapter describes a two-year development of a graduate pedagogy course for pre-service special education teachers to integrate technology into teaching mathematics and science. The Technological Pedagogical Content Knowledge (TPACK) framework was used for the course design. The chapter discusses the modifications made to the course from semester to semester based on the analysis of lesson plan TPACK scores and information drawn from pre-service teachers' written feedback. The challenge was to determine an optimal balance between theory and practice and between guided and independent learning that leads to higher TPACK gains. Data analysis showed that in a semester when the instructor provided extensive instructional support coupled with a large amount of work required of the pre-service teachers, they achieved the highest TPACK level; however, this design resulted in unreasonable workload. Reducing the amount of work to a reasonable level produced lower TPACK; nevertheless, the gain in TPACK was still significant.

Minimally invasive surgery (MIS) has become the gold standard in many surgical procedures [1]. Although it provides a better outcome for patients it has a slower learning curve [2, 3]. In laparoscopic surgery trainees need to learn how to interpret the operative field dis- played on the laparoscopic screen. Experts currently guide trainees only verbally during laparoscopic surgi- cal procedures. We developed the iSurgeon which al- lows the instructor to make hand gestures that are de- tected by an RGB-D camera (colour resolution: 1920x1080 pixels, 30 fps, depth resolution: 512x424 pixels, 30 fps) and displayed on the laparoscopic screen in augmented reality (AR) to provide visual expert guidance (telestration) [4]. Thus, the expert can provide clearer instructions by using gestures in addition to ver- bal instructions. This study analysed the effect of iSur- geon guided instructions on the gaze behaviour of in- structor and trainee during laparoscopic surgery. We also aimed to find out if the iSurgeon affects the per- formance and the cognitive workload of the trainees.

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

Panther Peer is a novel web based tool for peer evaluation. It has been developed at the Florida Institute of Technology to enable students (specifically those involved in capstone design projects) to give one another anonymous feedback on their team performance. Panther Peer is simple to implement and completely automated. Panther Peer automates the process of peer evaluation and minimizes the workload for both instructors and students. With the benefits of automation students can gain feedback more quickly. Moreover, the reduction in workload for course instructors enables them to encourage peer evaluations. The primary advantage of this system is the feedback students receive from their peers which helps them identify their weaknesses and focus on their strengths. The automated process means that the collection and dissemination of information is highly efficient. From the peer evaluations by students, instructors can have a fair idea about the teams progress and intervene where deemed necessary.