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	<title>refract.me &#187; students</title>
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	<link>http://refract.me</link>
	<description>reimagining computing and society</description>
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		<title>Compilers, Networks, and Software Engineering</title>
		<link>http://refract.me/2010/01/21/compilers-networks-and-software-engineering/</link>
		<comments>http://refract.me/2010/01/21/compilers-networks-and-software-engineering/#comments</comments>
		<pubDate>Thu, 21 Jan 2010 17:25:13 +0000</pubDate>
		<dc:creator>Alison</dc:creator>
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		<guid isPermaLink="false">http://refract.me/?p=322</guid>
		<description><![CDATA[I have taken two embedded systems courses, and am now in compilers and networking. Despite having my passion in human-computer interactions (HCI), I have taken predominately systems courses for my capstone work (the exception being A.I.). I suppose that&#8217;s because I also like ubiquitous computing, the movement towards embedding technology into the world until it becomes invisible. Compilers [...]]]></description>
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		<title>Unusual job suggestion</title>
		<link>http://refract.me/2009/11/04/unusual-job-suggestion/</link>
		<comments>http://refract.me/2009/11/04/unusual-job-suggestion/#comments</comments>
		<pubDate>Thu, 05 Nov 2009 04:29:42 +0000</pubDate>
		<dc:creator>Alison</dc:creator>
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		<guid isPermaLink="false">http://refract.me/?p=250</guid>
		<description><![CDATA[My official title is Assistant to the Director of Mentoring and Retention. My work has varied from cleaning to keeping the Director sane to web site design to an in-class teaching assistant to mentoring to running a student group to grading. So far I haven&#8217;t had a significant amount of say in what work I [...]]]></description>
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		<title>Setting Bars</title>
		<link>http://refract.me/2009/11/03/setting-bars/</link>
		<comments>http://refract.me/2009/11/03/setting-bars/#comments</comments>
		<pubDate>Wed, 04 Nov 2009 03:00:34 +0000</pubDate>
		<dc:creator>Alison</dc:creator>
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		<guid isPermaLink="false">http://refract.me/?p=245</guid>
		<description><![CDATA[[What follows is pretty free form, so sorry if it's hard to follow.] Yesterday, I went to a talk on science education in the twenty-first century. The main points from the talk were: Traditional lecture-style teaching results in 10-20% retention of knowledge. Working memory can last for at most 7 distinct topics. Examples, analogies, and [...]]]></description>
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		<title>Grading</title>
		<link>http://refract.me/2009/09/09/grading/</link>
		<comments>http://refract.me/2009/09/09/grading/#comments</comments>
		<pubDate>Wed, 09 Sep 2009 20:07:09 +0000</pubDate>
		<dc:creator>Alison</dc:creator>
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		<guid isPermaLink="false">http://refract.me/?p=169</guid>
		<description><![CDATA[It&#8217;s very strange to me how my department handles grading. First off, the emphasis on having courses on a curve. I understand the significance of having the course weighted for even distribution. But, when the curve is set up with a C+/B- as the median, I&#8217;m not convinced that students understand what they are suppose [...]]]></description>
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