A self‐paced mastery instruction scheme in geography for a first year university course

1977 ◽  
Vol 1 (2) ◽  
pp. 61-70 ◽  
Author(s):  
Michael Fox ◽  
Tom Wilkinson
Keyword(s):  
First Year ◽  
University Course ◽  
First Year University

scholarly journals Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Cynthia Parr ◽  
Vera Woloshyn
Keyword(s):  
Curriculum Design ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Comprehension Strategies ◽  
First Year ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Study Methodology ◽  
University Course ◽  
First Year University

The primary purpose of the study described here was to document the first author’s experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students’ transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level. L’objectif principal de l’étude décrite dans cet article est de documenter les premières expériences de l’auteur à présenter un répertoire de stratégies de compréhension basées sur l’évidence dans le contexte d’un cours universitaire de première année. Nous présentons tout d’abord un aperçu général de la documentation qui existe sur la transition des étudiants vers l’environnement post-secondaire en exposant le besoin de s’investir dans l’enseignement de stratégies de compréhension dans les cours de première année. Ensuite, nous exposons un aperçu de la recherche qui traite de l’enseignement de la compréhension à des groupes ciblés d’étudiants du niveau post-secondaire, puis nous énonçons la méthodologie de l’étude, y compris la description du programme d’enseignement présenté dans cet article. Pour tenter de fournir des informations à ceux qui souhaiteraient pratiquer un tel enseignement, nous concluons en discutant les nouveaux thèmes liés à l’apprentissage des étudiants et à la conception de programmes d’études qui se rapportent à l’enseignement de stratégies au niveau post-secondaire.

scholarly journals No syllabus, no problem

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
David Connell
Keyword(s):  
Course Design ◽  
Student Feedback ◽  
First Year ◽  
Food And Agriculture ◽  
Intimate Relation ◽  
Student Centred Learning ◽  
Field Report ◽  
University Course ◽  
First Year University ◽  
Broad Understanding

The intimate relation people have with food provides unique opportunities for teaching. In this field report, I will describe and reflect upon the method of student-centred learning I use in a first-year university course entitled Food, Agriculture & Society. The aim of the course is to provide students with a broad understanding of how food and agriculture have shaped society and can contribute to a more sustainable future. Consistent with food pedagogy, a premise of the course design is that the intimate relation students have with the food they eat reflects their personal values and responsibility for their choices. An innovative element of my approach is that I co-create the syllabus. The course starts by writing the word “Food” on the blackboard. I then facilitate a multi-step process with students to co-create the syllabus. For most of the course, students lead the preparation and delivery of lectures on their selected topics. In this report, after describing the course design, I reflect upon my approach in relation to the tenets of food pedagogy, as well as discuss student feedback and my experience of teaching the course.

Gilbert Cook 1885-1951

1952 ◽  
Vol 8 (21) ◽  
pp. 108-117
Keyword(s):  
Science Teaching ◽  
First Year ◽  
Direct Influence ◽  
The Public ◽  
Interest In Science ◽  
The Third ◽  
Preliminary Examination ◽  
University Course ◽  
First Year University ◽  
Local Examination

Gilbert Cook was born at Blackburn (Lancashire) on 26 October 1885. He was the third of the four sons of William Cook and his wife Betsy Alice Livesey) both of Blackburn, and later of Garston, near Liverpool. So far as is known, none of his forebears had any marked interest in science. The first school he attended was the Public Higher Grade School, Blackburn, at which he remained till he was ten years old. From then till 1902 he was a pupil of the Roomfield School, Todmorden (Yorkshire). Up to the age of fourteen he showed no marked aptitude for mathematics, being more than once (so he himself related) at the bottom of the class and he actually failed in the Oxford Senior Local Examination. He then came under the direct influence of Joshua Hoyle, M.A., the headmaster, and Esca Sutcliffe, B.A., the science master, and it was mainly due to the latter that he owed the change in outlook which was quickly manifested in a change in performance. At the age of sixteen he won a West Riding of Yorkshire County Scholarship as well as the James Gaskell Entrance Scholarship to Owens College, Manchester, and also a University Entrance Scholarship awarded on the results of the preliminary examination held in schools. He always looked back to the years he spent at Roomfield with gratitude to his teachers. It was a school well equipped for science teaching and much in advance of the standard then prevailing. Its courses in both theoretical and practical chemistry more than covered the requirements of a first year university course. It had, moreover, what was rarer at that time, an excellent physics laboratory. Until he left school Cook had no definite views about the calling he would like to follow. His scholarship successes opened the way to a university instead of the business careers followed by his relatives. It was at the suggestion of his headmaster that he decided upon civil engineering even though he had no family connexions in that profession.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 1835-1849
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 352-365 ◽  
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

scholarly journals Changes in Biology Self-Efficacy during a First-Year University Course

2016 ◽  
Vol 15 (2) ◽  
pp. ar19 ◽  
Author(s):  
Louise Ainscough ◽  
Eden Foulis ◽  
Kay Colthorpe ◽  
Kirsten Zimbardi ◽  
Melanie Robertson-Dean ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Female Students ◽  
Academic Ability ◽  
First Year ◽  
High School Biology ◽  
First Year Students ◽  
Academic Tasks ◽  
University Course ◽  
First Year University ◽  
Academic Self Efficacy

Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions.

scholarly journals Les futurs enseignants et la didactique du français écrit: l'impact de la compétence perçue et réelle sur l'évolution des représentations à propos de la langue et de son enseignement

2005 ◽  
Vol 35 (2) ◽  
pp. 1-26
Author(s):  
Pascale LeFrancois ◽  
Isabelle Montesinos-Gelet
Keyword(s):  
Training Program ◽  
Student Teachers ◽  
Perceived Competence ◽  
Linguistic Competence ◽  
First Year ◽  
Grammar Teaching ◽  
University Course ◽  
First Year University ◽  
Futurs Enseignants

The purpose of this article is to describe the evolution of student teachers' representations on written French, according to their linguistic competence and to the appropriateness of their perceived competence in French. To achieve this, a survey was filled in twice by 67 students taking a first-year university course on grammar teaching, at the beginning and the end of the semester. This survey assessed beliefs about ten topics covered during the course. In general, after the course, students' representations have changed, in a way that varies according to the beliefs considered. Linguistic competence influences the ability to make one's representations evolve positively: the more one is competent in written French, the more one perceives one's competence correctly, the more one is open to the training given through the course; the less one is competent in written French, the more one overestimates one's competence, and the less one benefits from the course to make one's representations evolve. These results are particularly important in order to build a successful training program for student teachers.

scholarly journals Multimedia based enhancement of the science of oenology in the distance education learning environment

2003 ◽  
Vol 19 (3) ◽  
Author(s):  
Paul K. Bowyer ◽  
Christopher L. Blanchard
Keyword(s):  
Distance Education ◽  
Chemical Analysis ◽  
Learning Environment ◽  
First Year ◽  
Education Students ◽  
Learning Resource ◽  
Effective Learning ◽  
Resource Enhancement ◽  
University Course ◽  
First Year University

Multimedia has been investigated regarding its utility as an enhancement mechanism, primarily for distance education students in the first year university course Wine Science 1 at Charles Sturt University. The resource consisted of a series of QuickTime movies outlining oenological chemical analysis experiments to be conducted during the block teaching, on campus portion of the course. They were created using Apple Computer’s iMovie software and were delivered via CD as a new component of the print based materials package commonly used in distance education supported courses. 80% of the students were able to make use of the multimedia files to prepare for the practical component of the course before on campus attendance. When surveyed regarding the value of this learning resource enhancement, the vast majority of these students agreed that effective learning, understanding and, notably, relaxation were all significantly enhanced.

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