On the interdisciplinary education among undergraduate students majoring in E-sports

2021 ◽  
Author(s):  
Wenjing Lu ◽  
Guanchu Xu ◽  
Xiao Gong ◽  
Qian Chen
Keyword(s):  
Undergraduate Students ◽  
Interdisciplinary Education

scholarly journals A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

2018 ◽  
Author(s):  
Veronica Sanchez-Romaguera ◽  
Robert A Phillips
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Interdisciplinary Education ◽  
First Year ◽  
University Curriculum ◽  
Enterprise Education ◽  
Growth Of Knowledge ◽  
The University ◽  
University Of Manchester

Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

scholarly journals STUDENTS PERCEPTION ON IMPLEMENTATION OF INTERPROFESSIONAL EDUCATION

2021 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Multazam Fahreza Chandra ◽  
Laila Isrona ◽  
Emilzon Taslim ◽  
Ilmiawati Ilmiawati
Keyword(s):  
Undergraduate Students ◽  
Interprofessional Education ◽  
Sampling Method ◽  
Psychology Students ◽  
Interdisciplinary Education ◽  
First Year ◽  
Positive Perception ◽  
Cross Sectional ◽  
Second Year ◽  
Improve Health

Background: Collaboration between health professionals is needed to improve health services. The collaboration can be applied to the education system through the Interprofessional Education (IPE) concept. This study aimed to examine students’ perception on the IPE implementation.Methods: This was a descriptive study using cross-sectional method. The study sample were 300 undergraduate students in Medical Faculty Andalas University (MFAU). It consisted of 190 medical students, 72 psychology students, and 38 midwifery students. The sample was determined by proportionate stratified random sampling method. The research instrument used was Interdisciplinary Education Perception Scale (IEPS) questionnaire.Results:     The    252    students    (84%)     showed    positive    perception    on    IPE implementation. The highest percentage (90%) of the component of perception was actual cooperation and the component of understanding of others’ profession had the lowest percentage (51%). Midwifery students had the highest percentage of perception (92.1%), while the lowest percentage of perception was showed by psychology students (72.2%). The perception tended to increase in perception from first-year (85.7%) to second-year (89.9%) and declined in third-year students (76%).Conclusion: Students of MFAU having a good perception on the IPE implementation. However, there is a lack of understanding of others’ profession that needs to be addressed and improved.                   

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

Engaging Undergraduate Students in Child Language Research

2014 ◽  
Vol 17 (1) ◽  
pp. 4-16
Author(s):  
Jade H. Coston ◽  
Corine Myers-Jennings
Keyword(s):  
Undergraduate Students ◽  
Student Growth ◽  
Process Data ◽  
Research Knowledge ◽  
Research Dissemination ◽  
Language Sampling ◽  
Language Research ◽  
Language Sample Analysis ◽  
Turn Taking ◽  
Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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