The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

2015 ◽  
Vol 41 (5) ◽  
pp. 548-561 ◽  
Author(s):  
Joakim Malm ◽  
Leif Bryngfors ◽  
Lise-Lotte Mörner
Keyword(s):  
Engineering Education ◽  
Supplemental Instruction ◽  
Learning Opportunities ◽  
First Year ◽  
First Year Students ◽  
Guided Learning

scholarly journals Engineering Education for All University First Year Students Using Playing in the Sand and Blowing Soap Bubbles

2008 ◽  
Vol 56 (5) ◽  
pp. 111-114
Author(s):  
Masami TSUNEKAWA ◽  
Naoki HIROYOSHI ◽  
Mayumi ITO ◽  
Tsuyoshi HIRAJIMA
Keyword(s):  
Engineering Education ◽  
Education For All ◽  
First Year ◽  
First Year Students ◽  
Soap Bubbles

scholarly journals Supplemental Instruction as a Tool for Students' Academic Performance in Higher Education

2021 ◽  
Author(s):  
Oyinlola Omolara Adebola
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
South African ◽  
Thematic Analysis ◽  
Academic Support ◽  
Supplemental Instruction ◽  
Dropout Rate ◽  
First Year ◽  
Successful Implementation ◽  
First Year Students

Supplemental instruction (SI), which can be referred to as academic support has been linked to the successful academic performance of university students both locally and internationally. This study explores the successful implementation of SI to encourage students toward academic performance in a South African university. Constructivism theory (CT) was adopted as the theoretical framework for the study while Participatory Research (PR) was the research design. A focused group interview was used to collect data because of its relevance and assumptions of academic support such as supplemental instruction. Two lecturers, two tutors, two tutees, and two SI personnel were selected for the study from a selected university. At the same time, thematic analysis was chosen to analyse the data generated. The findings showed that through the intervention of SI, first-year students' academic performance increased while the dropout rate has also reduced.

scholarly journals The Use of DigSilent Power Factory Simulator for “Introduction into Power Systems” Lectures

2018 ◽  
Vol 14 (2) ◽  
pp. 95-99
Author(s):  
Victor Astapov ◽  
Ivo Palu ◽  
Toomas Vaimann
Keyword(s):  
Power Systems ◽  
Power System ◽  
Engineering Education ◽  
Theoretical Background ◽  
First Year ◽  
Power Equipment ◽  
First Year Students ◽  
System Components ◽  
Lecture Format ◽  
Physical Quantities

AbstractThe first-year students at the technical universities often face the problem of using the previously acquired knowledge at a higher level required by engineering education. To solve this problem, the authors developed a series of lectures dedicated to establishing theoretical background, based on simulations in DigSILENT Power Factory software. In the lectures, the physical values and quantities as well as the purpose and characteristics of the power equipment are explained on the example of the simple models.This article includes the detailed description of a lesson “Introduction into Power Systems” and presents some models and ways of explaining the material. The sections below concentrate on the lecture format focusing on methods for explanation of physical quantities and introducing power system components. Sequential parts create the mosaics of grid, with the following description of basic laws and principles in power systems.

scholarly journals 165 Learning Communities in Horticulture Enhance Student Learning

HortScience ◽  
1999 ◽  
Vol 34 (3) ◽  
pp. 470E-470
Author(s):  
Gail R. Nonnecke
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Curriculum Design ◽  
Supplemental Instruction ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Academic Assistance ◽  
Composition Course ◽  
Students First

A learning community was developed for first-year students majoring in horticulture at Iowa State Univ. in 1998. Learning communities are a curriculum design that schedules courses for both students and faculty to encourage community and connections among students, between students and faculty, and among faculty. Learning communities can offer students more opportunities for interactions among each other, academic assistance through supplemental instruction and/or group study sessions, and planned horticulture-related activities, all of which are important for success and retention of first-year students. First-year students in the horticulture learning community enrolled in the same courses and sections of five courses. The first-year English composition course was linked to the second-year principles of horticulture course that requires writing-across-the-curriculum activities. Faculty mentoring was provided through local field trips to horticultural sites of keen interest to the students. Academic environment survey results showed students rated their expectations highly for developing a network of other students as a resource group and for learning cooperatively in groups. Iowa State Univ. supports learning communities by providing faculty development and facilitating course registration, peer mentoring, supplemental instruction for challenging core courses, and academic and student services, to strengthen undergraduate teaching programs within and outside of the classroom.

scholarly journals Engineering the Future

2012 ◽  
pp. 143-155 ◽  
Author(s):  
Robin Clark ◽  
Jane Andrews
Keyword(s):  
Engineering Education ◽  
Student Attrition ◽  
Drop Out ◽  
First Year ◽  
First Year Students ◽  
Learning And Teaching ◽  
Undergraduate Engineering Education ◽  
Innovative Thinking ◽  
The Uk ◽  
High Level

With the demand for engineering graduates at what may be defined as an unprecedented high, many universities find themselves facing significant levels of student attrition—with high “drop-out levels” being a major issue in engineering education. In order to address this, Aston University in the UK has radically changed its undergraduate engineering education curriculum, introducing capstone CDIO (Conceive, Design, Implement, Operate) modules for all first year students studying Mechanical Engineering and Design. The introduction of CDIO is aimed at making project / problem based learning the norm. Utilising this approach, the learning and teaching in engineering purposefully aims to promote innovative thinking, thus equipping students with high-level problem-solving skills in a way that builds on theory whilst enhancing practical competencies and abilities. This chapter provides an overview of an Action Research study undertaken contemporaneously with the development, introduction, and administration of the first two semesters of CDIO. It identifies the challenges and benefits of the approach and concludes by arguing that whilst CDIO is hard work for staff, it can make a real difference to students’ learning experiences, thereby positively impacting retention.

scholarly journals LANGUAGE LEARNER AUTONOMY AND LANGUAGE LEARNING OPPORTUNITIES INSIDE AND OUTSIDE CLASSROOM

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Hoang Nguyen Thu Trang
Keyword(s):  
Quantitative Analysis ◽  
Language Learning ◽  
Learning Opportunities ◽  
Learning Processes ◽  
Language Learner ◽  
First Year ◽  
First Year Students ◽  
English Major ◽  
Degree Of Control ◽  
Emerging Themes

This study aims at investigating the degree of control that non-English major first-year students exercise over their learning processes, resources and contexts in and out of the classroom. Data were obtained from questionnaires with 63 students, 30-to-60-minute interviews with three students, and the researcher’s notes of her observation during classroom lessons. The results from quantitative analysis for Mean and frequency and content analysis for emerging themes of the data reveal variation among the learners and withing each learnerregarding the degree of their control over their language learning processes and resources in different contexts of learning and using the language. This suggests the need of helping learners to create learning opportunities both inside and outside the classrooms.

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