Zhaoshuo Jiang graduated from the University of Connecticut with a Ph.D. degree in Civil Engineering. Before joining San Francisco State University as an assistant professor, he worked as a structural engineering professional at Skidmore, Owings & Merrill (SOM) LLP. As a licensed professional engineer in the states of Connecticut and California, Dr. Jiang has been involved in the design of a variety of lowrise and high-rise projects. His current research interests mainly focus on Smart Structures Technology, Structural Control and Health Monitoring and Innovative Engineering Education.
Course module (or simply, module)
Module outline
MarksPostgraduate taught student MPhiVPhD student (also called a Research Student) ne of the most obvious differences be-0 tween U.S. and English university programs is the terminology in use. In this paper we have attempted to standardize our language, using terms that are representative of both countries. For example, the term educators will be used in this paper to represent both the American notion of faculty and the English concept of academic stag, course will be used to represent both courses (US.) and course modules (England). We have further listed some of the corresponding terms in use in the two systems in Table 1. Academic Life. Academic life, for the purposes of this discussion, refers to the activities and tasks involved in teaching, research and serviceladministration, as well as the general working conditions involved in the university professoriate. Some of the issues related to academic life include teaching workload and the balance of teaching with both research and service, the balance of personal and professional life, support (for example, research, travel), increasing use of technology (for example, distance learning, collaboration with colleagues at a distance and so forth), academic policies, external perceptions of the discipline, academic freedom and the teacherhtudent relationship.The standard workweek in the United Comparallve Terms for purposes of everything &om signing contracts to drinking. This difference is mirrored in the university culture in terms of what is expected of students regarding their own learning. English students are typically given much more freedom and responsibility for managing their own learning processes and much less direction and supervision than their American counterparts. American educators structure their courses to allow for flexibility and interpretation, often going over the expectations of assignments in class to make certain that everyone understands. English educators expect students to follow the instructions as stated on the module outline and often do not explicitly discuss Kendra S. Albright is with the Department of Information Studies, University of Shefield; she can be reached at kallbrightcat>shefleld.ac.uk Robert A. Petrulis is with the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS), University of Shefield; he can be reached at rpetruliscat>shefield.ac.uk.expectations for studying and assignments.Further, the American approach to teaching and learning rests on frequent and timely feedback about performance, with students often receiving grades on several assignments long before their final grade report at the end of term. English university students typically receive less performance feedback. Students typically receive their first formal marks of any kind well into their second semester of study.There are advantages and disadvantages to each of these approaches. The American approach involves more classroom-based explanation as to what is expected. The sylla...
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