scholarly journals 422 Developing foundational courses to support undergraduate student success in animal science departmental core curriculum

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 179-180
Author(s):  
Kathrin Dunlap ◽  
Lonisa Early ◽  
Debra Fowler ◽  
Tryon Wickersham
Keyword(s):  
Core Curriculum ◽  
Production Systems ◽  
Curriculum Study ◽  
Background Knowledge ◽  
Animal Science ◽  
Student Centered ◽  
Knowledge And Skills ◽  
University Center ◽  
Novel Approach ◽  
Professional Aspirations

Abstract Today’s student population comes from highly diverse culture and socio-economic backgrounds, entering college with a range of life experiences and professional aspirations. The selection of and success upon entering a major is highly influenced by those factors. As society has progressed the principle purposes of the animal science discipline have remained intact but the industry scope has expanded as has the range of background knowledge and experience of students entering the major. To address these changes a data-driven, student-centered curriculum study was conducted. Amongst the study findings was that there exists a gap between existing student knowledge and skills, and faculty expectations upon entering disciplinary core courses, which were deemed necessary to gain proficiency in areas identified by industry stakeholders. In order to bridge this gap, it was a goal of the department to create foundational level courses that would support the department curriculum. Through the collaborative efforts between faculty within the animal science department and members of the university center for teaching excellence, as well as findings from the data generated as part of the curriculum redesign process, two new courses were identified for development: Farm Animal Biosystems and Livestock Production Systems. These courses illustrate a novel approach to addressing the disparity in student background knowledge and skills. Rather than assuming a level of proficiency with skills and addressing gaps in knowledge or vice versa, these key areas have been identified and separated so as to provide students with a solid foundation in both the scientific and applied components of the discipline, thus promoting success within the remainder of the curriculum. Successful completion of these courses will enable student to enter the specialized discipline core classes with a more uniform knowledge base.

scholarly journals 135 Developing foundational courses to support undergraduate student success in animal science departmental core curriculum

2019 ◽  
Vol 97 (Supplement_1) ◽  
pp. 79-80
Author(s):  
Kathrin A Dunlap ◽  
Lonisa Early ◽  
Debra Fowler ◽  
Tryon A Wickersham
Keyword(s):  
Core Curriculum ◽  
Production Systems ◽  
Curriculum Study ◽  
Background Knowledge ◽  
Animal Science ◽  
Student Centered ◽  
Knowledge And Skills ◽  
Novel Approach ◽  
Professional Aspirations ◽  
Survey Responses

Abstract Today’s student population comes from highly diverse cultural and socio-economic backgrounds, entering college with a range of life experiences and professional aspirations. The selection of and success upon entering a major is highly influenced by those factors. As society has progressed, the principle purposes of the animal science discipline have remained intact, but the industry scope has expanded as has the range of background knowledge and experience of students entering the major. To address these changes a data-driven, student-centered curriculum study was conducted. Stakeholder (comprised of industry members, faculty, current and former students) surveys (n = 289) served as a foundational component of the study. Survey responses revealed the existence of a gap between student knowledge and skills and faculty expectations upon entering disciplinary core courses, which were deemed necessary to gain proficiency in areas identified by industry stakeholders. To address that gap, collaborative efforts between Animal Science Department faculty and members of the University Center for Teaching Excellence, as well as findings from the data generated as part of the curriculum redesign process, were used to identify two new courses for development: Farm Animal Biosystems and Livestock Production Systems. Each course incorporates departmental learning outcomes, assessments, and specified teaching methods into their syllabi. Furthermore, they illustrate a novel approach to addressing the disparity in student background knowledge and skills. Rather than assuming a standardized level of skill and addressing only gaps in knowledge or vice versa, key areas have been identified and separated for individualized focus in order to provide students with a solid foundation in both the scientific and applied components of the discipline. Successful completion of these courses will enable students to enter the specialized disciplinary core classes with a more uniform knowledge base, thus promoting success throughout the curriculum

A novel approach to assess sustainability of supply chains

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Majid Kalantary ◽  
Reza Farzipoor Saen
Keyword(s):  
Supply Chains ◽  
Production Systems ◽  
Learning By Doing ◽  
Network Dynamic ◽  
Gradual Improvement ◽  
Content Type ◽  
Knowledge And Skills ◽  
Novel Approach ◽  
Decision Making Unit ◽  
Dynamic Data Envelopment Analysis

PurposeThis paper discusses how learning-by-doing (LBD) criterion can be used to evaluate the sustainability of supply chains. This paper assesses the impacts of teamwork on the LBD criterion. Besides, the effect of the internship of new labors on the LBD criterion is discussed.Design/methodology/approachThe repeat of a task leads to a gradual improvement in the efficiency of production systems. LBD occurs by accumulating knowledge and skills in multiple periods. LBD can be used to study changes in the efficiency. Efficiency can be improved by accumulating knowledge and skills. In this paper, the LBD criterion is projected on learning curve (LC) models. Furthermore, the LC models are fitted to the supply chains. Each supply chain may have a unique LC model. A minimum difference is set between the current performance of decision making unit (DMU) and the estimated performance of DMU based on DMU's LC. Hence, a point in which the LBD occurs is determined.FindingsThis paper develops an inverse network dynamic data envelopment analysis (DEA) model to assess the sustainability of supply chains DMUs. Findings imply that the LBD criterion plays an important role in assessing the sustainability of supply chains. Furthermore, managers should increase the internships and teamwork to get more benefit from the LBD criterion.Originality/valueFor the first time, this paper uses the LBD criterion to assess the sustainability of supply chains given the LC equations.

Influencing Perceptions in Non-animal Science Majors: Impact of a High Enrollment, Asynchronous Core Curriculum Science General Animal Science Course

2021 ◽  
Vol 99 (Supplement_2) ◽  
pp. 45-45
Author(s):  
Sushil Paudyal ◽  
Leslie Frenzel ◽  
Kathrin Dunlap
Keyword(s):  
Beef Cattle ◽  
Dairy Cattle ◽  
Student Perceptions ◽  
Core Curriculum ◽  
Small Animal ◽  
Likert Scale ◽  
Animal Production ◽  
Science Majors ◽  
Animal Science ◽  
Production Industry

Abstract Perceptions of animal production industry and background knowledge of animal science vary greatly amongst students, particularly non-animal science majors. The objective was to assess the influence of a large asynchronous core curriculum science course, General Animal Science, on non-major student perceptions and knowledge of animal science. Student surveys (n = 634) were conducted (preceding and subsequent to course completion. The majority (57.66%) indicated no agriculture background. Among those reporting an agriculture background, 47.82% indicated having animal industry experience, and a mean score of 4.22 [SD 2.96; Likert scale (0–10)] evaluating perceived strength of their agriculture background. Of respondents, 34.77% indicated experience with companion animal, 13.6% beef cattle, 12.5% equine, 10.4% sheep and goats, 8.01% swine, 9.7% poultry, and 3.5% dairy cattle. Post-course responses were received from 71% of the enrolled students (n=541), and comprised of freshman (0–29 credit hours; n = 81), sophomore (30–59, n = 142), junior (60–89; n = 141), senior (90+; n = 48). Respondents indicated a mean score of 7.51 [SD 2.47; Likert scale (0–10)] that this course increased their interest in animal science and indicated a mean score of 6.71 (SD 2.97) on motivation to further their animal science knowledge. Students reported they felt more informed in beef cattle (40.10%), dairy cattle (15.05%), equine (14.56%), poultry (10.92%), swine (4.61%), and small animal (6.55%) production industries. Respondents (98.06%) indicated increased confidence as an educated consumer of animal products and a majority (92.2%) agreed this course helped eliminate misconceptions related to the animal production industry. In addition, 34.22% responded extremely likely, and 50.73% somewhat likely to utilize course knowledge in their everyday life. We concluded that enrollment in the asynchronous core curriculum science course, General Animal Science, reduced misconceptions related to animal production and increased knowledge of and appreciation of the animal production industry in non-animal science majors.

Automatic Extraction of Semantic Relations from Wikipedia

2015 ◽  
Vol 24 (02) ◽  
pp. 1540010 ◽  
Author(s):  
Patrick Arnold ◽  
Erhard Rahm
Keyword(s):  
Finite State Machines ◽  
Background Knowledge ◽  
Semantic Relations ◽  
Automatic Extraction ◽  
State Machines ◽  
High Quality ◽  
Novel Approach ◽  
Finite State ◽  
Semantic Ontology

We introduce a novel approach to extract semantic relations (e.g., is-a and part-of relations) from Wikipedia articles. These relations are used to build up a large and up-to-date thesaurus providing background knowledge for tasks such as determining semantic ontology mappings. Our automatic approach uses a comprehensive set of semantic patterns, finite state machines and NLP techniques to extract millions of relations between concepts. An evaluation for different domains shows the high quality and effectiveness of the proposed approach. We also illustrate the value of the newly found relations for improving existing ontology mappings.

Leveraging Existing Knowledge to Match Industry Expectations

2020 ◽  
pp. 32-48
Author(s):  
Ilana Lavy
Keyword(s):  
Information Systems ◽  
Real World ◽  
Social Infrastructure ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Job Seeking ◽  
Academic Knowledge ◽  
Advantages And Disadvantages ◽  
Workplace Environments ◽  
Professional Aspirations

During the last four years, information systems graduates participated in a practicum project during their last study year and took part in various professional activities in the industry in accordance with their professional aspirations and their desired specialty. The main purpose of this project was to reduce the gap between the graduates' acquired academic knowledge and the industry expectations. The aim of this chapter was to reveal the graduates' perceived contributions of the project. For that matter, semi-structured questionnaires and interviews with graduates who participated in the project in the last four years were conducted. The graduates experienced real workplace environments, acquired extended knowledge and skills, built social infrastructure to assist them with future job seeking, and above all gained real-world experience that helps them to build their professional image, and gain confidence in their traits and abilities. In addition, the practicum-based approach was compared with other common approaches used to bridge the gap, and its relative advantages and disadvantages were discussed.

Practicum-Based Approach to Bridge Between Information-Systems Industry Expectations and Graduates Qualifications

2017 ◽  
Vol 13 (3) ◽  
pp. 73-87
Author(s):  
Ilana Lavy
Keyword(s):  
Information Systems ◽  
Real World ◽  
Social Infrastructure ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Job Seeking ◽  
Advantages And Disadvantages ◽  
Workplace Environments ◽  
Professional Image ◽  
Professional Aspirations

In this study, a practicum-based approach to bridge the gap between industry expectations and Information Systems graduates skills is presented and discussed. Students participate in the practicum project during their last study year, and take part in various professional activities in the industry in accordance with their professional aspirations and their desired specialty. Semi-structured questionnaires and interviews with students who participated in the project in the last four years were conducted in order to reveal the students' perceived contributions of the project. The students experienced real workplace environments, acquired extended knowledge and skills, built social infrastructure to assist them with future job seeking, and above all gained real world experience that help them to build their professional image, and gain confidence in their traits and abilities. In addition, the practicum-based approach was compared with other common approaches used to bridge the gap, and its relative advantages and disadvantages were discussed.

scholarly journals Classroom Management Competencies for School Counselors: A Delphi Study

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1983429
Author(s):  
Helen Runyan ◽  
Tim Grothaus ◽  
Rebecca E. Michel
Keyword(s):  
Classroom Management ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
Core Curriculum ◽  
Essential Element ◽  
Management Competencies ◽  
Knowledge And Skills ◽  
Comprehensive Program ◽  
Management Knowledge

The school counseling core curriculum is an essential element of a comprehensive program. School counselors need to be proficient in classroom management to successfully implement this intervention, yet few recent empirical investigations of school counselors’ classroom management knowledge and skills exist. We conducted a Delphi study with school counseling classroom management experts to create a consensus list of competencies associated with effective classroom management for school counselors. We provide implications for school counseling stakeholders.

scholarly journals The College Science Learning Cycle: An Instructional Model for Reformed Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. es12 ◽  
Author(s):  
Michelle Withers
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Curriculum Study ◽  
Learning Cycle ◽  
Teaching Approaches ◽  
Efficient Manner ◽  
Student Centered ◽  
College Science ◽  
And Mathematics ◽  
K 12

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

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