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2010. Jerry H. Ginsberg. Can you fit authorship of textbooks into an academic career?
It is commonly presumed at research‐oriented universities that faculty teach well, so achievements as a teacher are not esteemed equal- ly to research accomplishments. Authorship of textbooks is likely to be considered a teaching activity,
and it seldom is valued at a level commensurate with the effort required to write a successful book. The consequence is that many faculty are reluctant to write books. This individual’s experiences in writing textbooks on classical dynamics and vibrations are counter to these observations. Rather, the activ- ity has been a bridge between teaching and research, with unique challenges and rewards. The author draws on his expe- riences to suggest a path by which others might augment their academic endeavors by writing textbooks.
2011Robert C. Coffeen. Using computer building modeling and auralization as teaching tools
Acoustic building modeling in
computer programs is very useful
in the understanding of room
acoustics for venues of various
types by architecture and architec-
tural engineering students. Models
provide calculation of reverbera-
tion time using the Sabine and similar equations as interior materials are changed. Ray tracing can be used to understand the effect of disturbing sound reflections from interior sur- face shapes and locations. Being able to create impulse responses in a model allows the estimation of reverberation time using Schroeder integration. And, transferring impulse responses to a measurement and analysis program allows determination of early decay time as well as T10, T20, T30 and other sound decay cutoff times. In addition, more advanced students can determine Sound Transmission Class STI, Strength G, Inter-aural Cross Correlation Coefficient IACC, and other acoustic parameters. But, one of the most useful items that can be produced by model impulse respons- es is auralization. This allows students to hear a simulation of room sound as reverberation time and other acoustic param- eters are changed. Examples of using one of the several mod- eling and analysis programs are presented.
2012. Joe Wolfe. Physclips: Multimedia, multi-level learning, and teaching resources
Physclips provides multimedia resources to physics stu- dents and teachers at the levels of senior high school to introductory university. Completed volumes cover mechan- ics, waves and sound. Each chapter includes a rich multi- media lesson of about 10 minutes, including film clips, ani- mations, sound files and images of key experiments and demonstrations. Contextually embedded links lead to html
pages providing broader and
deeper support and, where need-
ed, to tools such as calculus and
vectors. The ongoing develop-
ment of the interface reflects
learner feedback and our own
experience and research. The
architecture and presentation of
Physclips is largely consistent
with evidence-based guidelines in
the field of educational multime-
dia. Often, animations and labeling are superimposed on film clips to indicate abstract quantities, thus providing the novice with the insight of the expert's 'mind's eye'. The scrollbar is indexed with keywords and images to assist learners to find and to relocate conceptually discrete seg- ments, which facilitates revision and reference usage. Together with extensive cross-linking, this allows students to construct individual learning pathways. Teachers down- load animations singly or in compressed folders for inclu- sion in lessons, blogs etc. Physclips is supported by Australia's Office of Learning and Teaching and the University of New South Wales.
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