Education Commons^™

A Comparison Of Learning With Haptic And Visual Modalities., M. Gail Jones, Alexandra Bokinsky, Thomas Tretter, Atsuko Negishi

Faculty Scholarship

The impact of haptic feedback on the perception of unknown objects (10 without texture, 10 with texture, and 2 complex shapes) was examined. Using a point probe (a PHANTOM), three treatment groups of students (visual, haptic, and visual plus haptic feedback) explored a set of virtual objects. The visual treatment group observed the objects through a small circular aperture. Accuracy of perception, exploration time, and description of objects were compared for the three treatment groups. Participants included 45 visually normal undergraduate students distributed across the three treatment groups and 4 blind students composing a second hapticonly group. Results showed that, …

"In A Case, In A Book, They Will Not Take A Second Look!" Critical Reading In The Legal Writing Classroom, Debra Curtis, Judith Karp

Faculty Scholarship

This article is based on a presentation that was first assembled for the Southeastern Regional Legal Writing Conference in September 2003. The theme of that conference was "The Basics and Beyond: Building Solid Skills on Flawed Foundations." As legal writing professions with nine years of teaching experience between us, we immediately honed in on "reading" as a core lawyering skill--though it is the one that seemed most flawed in the first-year legal writing class. We determined that case analysis, statute analysis, synthesis, and application were not possible unless students critically read the material with which they were working. Many students …

You've Got Rhythm: Curriculum Planning And Teaching Rhythm At Work In The Legal Writing Classroom, Debra Curtis

Faculty Scholarship

With increased frequency, attention is being given to the methods and style of teaching the law, and to the educational knowledge of law teachers necessary for their development. While teachers in many other areas of higher education are required to take credit hours in education courses, that requirement or focus on pedagogy itself has not yet fully spilled over to legal education professionals. In addition, although law professions, have been encouraged to think and learn about the law, they generally have long since accepted the Socratic method as a primary method of teaching. Recently information about students' learning styles, and …

Strategies For Universal Prevention Of Depression In Adolescents., Patrick Possel

Faculty Scholarship

Background: The occurrence of depressive disorders in adolescence is of high individual and social importance because of their prevalence and persistence into adulthood and their co-morbidity with other psychological disorders and psychosocial problems. International researchers have recognized the seriousness of depressive disorders in adolescence and thus have been involved in the development and evaluation of prevention programs.

Methods: This article will present the difficulties encountered in prevention research with adolescents and in the determination of prevention program efficacy. The main focus will be an overview of current prevention programs and their efficacy with special attention paid to programs featured in …

Expanding Our Classroom Walls: Enhancing Teaching And Learning Through Technology, Kristin B. Gerdy, Jane H. Wise, Alison Craig

Faculty Scholarship

The authors examine the reasons why law faculty should implement technology into the legal education experience, provide a brief overview of the learning theory supporting technology, discuss the thoughtful use of technology, and describe four specific projects they have used in their classrooms to aid in student learning.