Catherine E. Lord: Award for distinguished professional contributions to applied research.

The American Psychological Association 2010 Award for Distinguished Professional Contributions to Applied Research was awarded to Catherine E. Lord, for her research on the identification and treatment of individuals with autism spectrum disorders. She developed a diagnostic tool for measuring social behavior and communication, the Autism Diagnostic Observation Schedule, that is now considered the gold standard for diagnosis of social and communicative disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Kathleen M. McNamara: Award for distinguished professional contributions to institutional practice.

The American Psychological Association 2010 Award for Distinguished Professional Contributions to Institutional Practice was awarded to Kathleen M. McNamara, for her dedicated service and distinguished contributions to institutional practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bridging the Gap between Academics and Practice: A Capstone Design Experience

As part of graduation requirements, the Department of Civil Engineering at the University of Wisconsin-Madison requires a minimum of one three credits course in a capstone design experience. The main objective of this course is to allow students the opportunity of undertaking and completing an open-ended design project. Supervision of the projects is performed by practicing engineers and department faculty. The course is a practice oriented design class that integrates several civil engineering areas. Special emphasis is placed on integrating constructability concepts with structural engineering, mechanical systems, electrical systems, and other project details. Student groups not only complete project designs, but also perform feasibility studies, value engineering, and prepare a construction schedule and cost estimate based on the designs they have generated. The objective of this paper is to describe the senior level capstone design experience at the University of Wisconsin-Madison.     

John D. Krumboltz: Award for Distinguished Professional Contributions to Knowledge.

Announces John D. Krumboltz as the recipient of the Award for Distinguished Professional Contributions to Knowledge for 2002. A biographical statement is included, along with major works and contributions for the field. Krumboltz received this award for his contributions to behavioral and career counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Remediating Knowledge-Making Spaces in the Graduate Curriculum: Developing and Sustaining Multimodal Teaching and Research

Functional, critical, and rhetorical training in multimodal teaching and research must span all aspects of professional development within the graduate curriculum in order to best prepare emerging professionals for success in the age of digital media. The authors call upon multiple perspectives of their home program and offer a range of benchmarks for other programs that want to promote digital teaching and research as integral, sustainable components of their knowledge-making spaces.     

Award for Distinguished Contributions to Applied Psychology as a Professional Practice: Reuben J. Silver.

Reuben J. Silver received the 2001 Award for Distinguished Contributions to Applied Psychology as a Professional Practice. He was given this award for his contributions to the field. During his 50 yrs as a practitioner, an educator, and a supervisor, he has been an outstanding advocate for psychology. His contributions as a leader on state and national levels include serving as chair of the New York State Board for Psychology, a member of the Commissioner of Education's Task Force on Training, chair of the New York Health Department's Medical Access Review Committee, and a founder of the Association of Medical School Psychologists. He pioneered opportunities for psychologists nationwide with his appointment as director of a medical school psychiatry clinic. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

In Defense of A Little Theory

It is common to hear students in today’s engineering programs remark, “Theory is useless…?. Please get past it and give practical instruction.” This complaint seems odd, given that these same students aspire to be the masters of technology in our complex twenty-first century culture. But the complaint is not new. Most engineering schools appeared in America in the mid-nineteenth century, directly in response to the growth of engineering science. But then, interestingly enough, it was the established engineer, not the student, who disdained theory. The self-styled nineteenth century engineer whose knowledge base was his experience tended to take a dim view of the university graduate and regarded theoretical education as “not being very practical.” In contrast to these two extremes, this paper argues that theory promotes understanding, and understanding enables engineers to develop the practical expression of judgment and intuition vital to the engineering profession.     

Anne S. Labowitz: APA/APAGS Ddistinguished Graduate Student Award in Professional Psychology.

Announces Anne S. Labowitz as the recipient of the APA/APAGS Distinguished Graduate Student Award in Professional Psychology for 2002. A biographical statement is included, along with major works and contributions for the field. Labowitz is commended for her ability to alternate focus between her individual clients' needs and their implications for the community. Her career choices demonstrate an intense commitment to public service and public mental health: Pathways to Housing, a nonprofit agency serving the homeless mentally ill; the New York City Department of Health; the Consultation Center of the Yale University School of Medicine; and the Adolescent Health Alliance, a nonprofit organization that she cofounded. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

高校给排水科学与工程专业实习实效性探索

专业实习是给排水科学与工程专业重要的教学环节,对学生的能力培养起到了至关重要的作用。本文针对目前给排水科学与工程专业实习教学的现在和存在问题,特别是在卓越工程师教育培养的目标下,探讨为达到培养卓越工程师高级用于型人才的目的,提出了建立稳定的实习基地、多元化的考核方式,加强教师工程实践能力培养与合理利用实习经费等措施。     

专业学位教育质量评估指标权重分析研究

专业学位研究生教育质量主要通过教育评估来保障,科学合理的评估方案是推行专业学位研究生教育质量评估的核心,而评估指标权重的确定又直接影响着评估结果的合理性。招生、课程教学、学位论文和管理等重要评估指标的权重分配是反映专业学位研究生教育质量的关键,对这几项指标权重进行分析和述评,可为建立科学的专业学位研究生教育质量评估体系提供借鉴。