Teaching functional programming to first-year students

1993 ◽  
Vol 3 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Stef Joosten ◽  
Klaas Van Den Berg ◽  
Gerrit Van Der Hoeven
Keyword(s):  
Computer Science ◽  
Functional Programming ◽  
Computer Programming ◽  
Science Curriculum ◽  
First Year ◽  
Educational Design ◽  
First Year Students ◽  
Introductory Course ◽  
The University

AbstractIn the period 1986–1991, experiments have been carried out with an introductory course in computer programming, based on functional programming. Due to thorough educational design and evaluation, a successful course has been developed. This has led to a revision of the computer programming education in the first year of the computer science curriculum at the University of Twente.This article describes the approach, the aim of the computer programming course, the outline and subject matter of the course, and the evaluation. Educational research has been done to assess the quality of the course.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

scholarly journals New Physics Curriculum

2016 ◽  
pp. 17-21
Author(s):  
Lynn Moran
Keyword(s):  
Problem Solving ◽  
Core Curriculum ◽  
New Physics ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
The University ◽  
Physics Curriculum

Developing the critical thinking and problem-solving skills of students as rapidly as possible is a key requirement in improving learning outcomes at every stage of their degree. The Department of Physics at the University of Liverpool has entirely redeveloped years 1 and 2 of the undergraduate degree with a focus on students becoming independent learners as early as possible. The aims are to better integrate the undergraduate teaching provision and to complete the Institute of Physics core curriculum in years 1 and 2, in order to focus on research led teaching and independent projects in years 3 and 4. This new programme, entitled New Physics, starts in Welcome Week with the Undergraduate Physics Olympics and continues through the Year 1 Project (Mission to Mars) in the first week of semester one. The aim is to set the standard for collaborative achievement and introduce students to the way that physicists think. Innovative problem solving classes incorporating active learning such as peerassessment,group learning and exemplars designed to improve these skills andenhance the quality of learning among its first-year students have been introduced.

scholarly journals Leveraging Escape Room Popularity to Provide First-Year Students with an Introduction to Engineering Information

2018 ◽  
Author(s):  
Benjamin Walsh ◽  
Michelle Spence
Keyword(s):  
Computer Science ◽  
Engineering Students ◽  
First Year ◽  
Library Services ◽  
Science And Engineering ◽  
Research Skills ◽  
First Year Students ◽  
University Of Toronto ◽  
Engineering Information ◽  
The University

Incoming first-year engineering students at the University of Toronto often have difficulty navigating the library and its resources. Orientation activities at the Engineering & Computer Science Library are designed to introduce students to the library in an informal and entertaining way. In 2017, as a result of dropping interest in previous years' orientation activities, librarians at the Engineering & Computer Science Library collaborated with instructors and staff in the Faculty of Applied Science and Engineering to develop an orientation activity grounded in curriculum and based on the popular escape room game. Core library services and engineering resources were used to build a challenging program that introduced students to basic, but essential, research skills. Voluntary student participation in the game exceeded previous years' participation and all expectations of the game designers.

scholarly journals Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming

10.28945/3095 ◽  
2007 ◽  
Author(s):  
Iwona Miliszewska ◽  
Grace Tan
Keyword(s):  
Computer Science ◽  
Computer Programming ◽  
Science Curriculum ◽  
Drop Out ◽  
First Year ◽  
Common Concern ◽  
Balanced Approach ◽  
Programming Students ◽  
Approach To Teaching ◽  
A Current

The problems encountered by students in first year computer programming units are a common concern in many universities including Victoria University. A fundamental component of a computer science curriculum, computer programming is a mandatory unit in a computing course. It is also one of the most feared and hated units by many novice computing students who, having failed or performed poorly in a programming unit, often drop out from a course. This article discusses some of the difficulties experienced by first year programming students, and reviews some of the initiatives undertaken to counter the problems. The article also reports on the first stage of a current research project at Victoria University that aims to develop a balanced approach to teaching first year programming units; its goal is to ‘befriend’ computer programming to help promote success among new programming students.

scholarly journals Improving Progression and Satisfaction Rates of Novice Computer Programming Students through ACME - Analogy Collaboration Mentoring and Electronic Support

10.28945/3231 ◽  
2008 ◽  
Author(s):  
Iwona Miliszewska ◽  
Anne Venables ◽  
Grace Tan
Keyword(s):  
Computer Science ◽  
Learning Outcomes ◽  
Computer Programming ◽  
Science Curriculum ◽  
Drop Out ◽  
First Year ◽  
Programming Students ◽  
Novice Programming ◽  
Electronic Support ◽  
Satisfaction Rates

The problems encountered by students in first year computer programming units are a common concern in many universities, including Victoria University. As a fundamental component of a computer science curriculum computer programming is a mandatory unit. It is also one of the most challenging units for many commencing students who often drop out from a computing course as a consequence of having failed, or performed poorly, in an introductory programming unit. This paper reports on a research project undertaken to develop and implement a strategy to improve the learning outcomes of novice programming students. Aimed at ‘befriending’ computer programming to help promote success among new programming students, the strategy incorporates the use of analogy, collaboration, mentoring sessions, and electronic support. The paper describes the elements ofthe strategy and discusses the results of its implementation in semester 1, 2007.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

Study time, glasses utilization and age affect quality of life among senior first-year Chinese myopia students

2021 ◽  
pp. 112067212098252
Author(s):  
Ziqian Zhu ◽  
Yan He ◽  
Jiezheng Yang ◽  
Qiaoli Li ◽  
HuanHuan Cheng ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Risk Factors ◽  
Regression Analysis ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Study Time ◽  
First Year ◽  
Normal Vision ◽  
First Year Students

Purpose: To compare the quality of life of senior first-year students with normal vision and myopia, and to explore the risk factors related to quality of life in students with myopia. Methods: In this study, 1103 senior first-year students were enrolled in ten high schools. These students were divided according to the diopter degree, with 916 myopia students and 187 normal vision students. Visual function indexes, such as naked eye vision, were measured and recorded, and social demographic indexes and the National Eye Institute 25-Item Visual Function Questionnaire (NEI VFQ-25) was used. The differences in quality of life between the two groups were compared. Multiple linear regression analysis was used to explore the possible risk factors for quality of life in myopia students. Results: In the NEI VFQ-25, the total quality of life scores of myopia students (77.06 ± 15.66) were lower than those of normal vision students (85.49 ± 12.37). The difference was statistically significant ( p = 0.007). In the correlation analysis, the total scores of quality of life in myopia students were positively correlated with wearing glasses ( p = 0.049), and were negatively correlated with study time ( p = 0.029). Multiple linear regression analysis showed that study time, wearing glasses and age were risk factors affecting quality of life in myopia students. Conclusion: Our results show that senior first-year myopia students have lower quality of life scores than students with normal vision. Study time, wearing glasses and age are risk factors for quality of life in senior first-year myopia students.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

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