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Online job advertisements on various job portals or websites have become the most popular way for people to find potential career opportunities nowadays. However, the majority of these job sites are limited to offering fundamental filters such as job titles, keywords, and compensation ranges. This often poses a challenge for job seekers in efficiently identifying relevant job advertisements that align with their unique skill sets amidst a vast sea of listings. Thus, we propose well-coordinated visualizations to provide job seekers with three levels of details of job information: a skill-job overview visualizes skill sets, employment posts as well as relationships between them with a hierarchical visualization design; a post exploration view leverages an augmented radar-chart glyph to represent job posts and further facilitates users’ swift comprehension of the pertinent skills necessitated by respective positions; a post detail view lists the specifics of selected job posts for profound analysis and comparison. By using a real-world recruitment advertisement dataset collected from 51Job, one of the largest job websites in China, we conducted two case studies and user interviews to evaluate JobViz. The results demonstrated the usefulness and effectiveness of our approach.

The Process Oriented Guided Inquiry Learning (POGIL) method is based on in-class, student group collaborations. College Chemistry requires skilled performances in chemical thinking, chemical vision, critical thinking and problem solving. According to American College Testing Services, ACT, many students enter college scoring below the required scientific math level for college courses. POGIL became the approach to modify and provide meaningful intervention strategies to change this reality. Results showed that three of the four classes who took CHE 104 performed much better in General Chemistry I than students who did not need to take the course, according to their match ACT scores. A Chemistry faculty member attended workshops focused on the national dissemination of the POGIL methods and materials, and thus, the break with traditional methods: lecture (I tell them, they listen, they write) and Lab (they perform). Tougaloo College designed its pre-CHE 115 General Chemistry I course, CHE 104 Chemical Problem Solving, to improve student success using components of the POGIL approach; however, the following components were added: basic math for chemical problems, content reading for understanding chemical knowledge and in-class group lab experiments and cooperative learning. [ABSTRACT FROM AUTHOR]