The Thirty-Fifth Law Clerk

Review of:The Tenth Justice: The Solicitor General and the Rule of Law. By Lincoln Caplan. Alfred A. Knopf, New York, New York, 1987

Development and Transfer of Innovative Problem Solving Strategies and Related Confidence in Biomedical Engineering

Twenty-nine biomedical engineering (BME) undergraduates participated in a challenge-based instruction biotransport course, offered by the UT Austin BME Department in an accelerated format, at the University of Cambridge. Students’ attitudes toward, and aptitude for solving genuine and complex biomedical problems were assessed throughout the semester through surveys, interviews, observations, and in-class examinations. Students’ aptitude for problem solving improved throughout the semester, in a manner independent of content knowledge development. By the end of the semester, students readily transferred the problem-solving framework, learned within a biotransport context, to solve biomechanics problems. Additionally, we observed significant increases over time in students’ confidence in their ability to complete challenges within and outside of the biotransport domain. We believe that this illustrative case study provides significant quantitative evidence supporting the effectiveness of challenge-based pedagogies for engineering courses.Cockrell School of Engineerin

Extending conceptualisations of the diversity and value of extracurricular activities: a cultural capital approach to graduate outcomes

This report presents the findings from the research project Extending conceptualisations of the diversity and value of extra curricular activities: a cultural capital approach to graduate outcomes. Very little research has directly addressed the question of what constitutes extra-curricular activities (ECA), the extent to which students engage in ECA, and how students experience and conceptualise benefits from their engagement. Nor is there research that looks at how staff understand ECA. This research sought to address these questions from a cultural capital approach. Traditionally conceived ECA include campus-based cultural and sporting activities and volunteering. An awareness is required of the fact that many students work for economic reasons, continue their faith and caring activities, and continue to live at home. The researchers were interested in the possible differential recognition and valuing of activities undertaken by different groups of students. This research explores issues of inter-generational capital that might shape both the capacities to participate and how students understood the benefits