scholarly journals Teaching the Practical Skills

2011 ◽  
Vol 133 (12) ◽  
pp. 36-40 ◽  
Author(s):  
Norman L. Fortenberry
Keyword(s):  
Time Management ◽  
Cultural Awareness ◽  
First Year Experience ◽  
First Year ◽  
Practical Skills ◽  
Management Skills ◽  
Engineering Technology ◽  
University Of Colorado ◽  
Creative Solutions ◽  
The University

This article explains why the next-generation engineers will need interpersonal and management skills to operate effectively. Engineers must communicate well enough—orally, electronically, and in writing—to sell clients, bosses, or a diverse group of teammates on an idea. They have to lead, make tough decisions, and frame questions in a way that fosters creative solutions to such global “grand challenges” as climate change. A strong moral compass, ethics, cultural awareness, and ability to apply engineering concepts across the disciplinary spectrum are important, too. Many engineering schools and engineering technology programs are revamping curricula to include team-based competitions and other opportunities for students to develop or hone their professional abilities. Some, including pioneers such as the University of Colorado, Boulder, have incorporated team-based design labs into the first-year experience. Teams are carefully assembled to assure a range of interests, social styles, and abilities, and students not only must incorporate several engineering disciplines into their final product, they learn time-management, budgeting, and interpersonal skills. Some projects have even attracted potential investors.

To practice time management skills for freshmen in pedagogical university

2021 ◽  
Vol 66 (1) ◽  
pp. 23-36
Author(s):  
Khanh Mai Quoc ◽  
Phuong Nguyen Nam ◽  
Kien Phan Trung ◽  
Thach Ly Van ◽  
Hang Le Thi Thuy ◽  
...  
Keyword(s):  
Time Management ◽  
Practice Management ◽  
First Year ◽  
Management Skills ◽  
First Year Students ◽  
The University ◽  
Practice Time ◽  
Theoretical Issues

On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for them in the University Skill Club; attracting students to participate in Youth Union and Association activities; testing and evaluating the results of practicing freshmen’s time management skills on a regular basis.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

The Engage Program: Implementing and Assessing a New First Year Experience at the University of Tennessee

2002 ◽  
Vol 91 (4) ◽  
pp. 441-446 ◽  
Author(s):  
J. Roger Parsons ◽  
J. Elaine Seat ◽  
Richard M. Bennett ◽  
John H. Forrester ◽  
Fred T. Gilliam ◽  
...  
Keyword(s):  
First Year Experience ◽  
First Year ◽  
University Of Tennessee ◽  
The University

scholarly journals A Comparison of the Effectiveness of Presentation Formats for Instruction: Teaching First-Year Students

2000 ◽  
Vol 61 (1) ◽  
pp. 65-72 ◽  
Author(s):  
Carol Anne Germain ◽  
Trudi E. Jacobson ◽  
Sue A. Kaczor
Keyword(s):  
First Year Experience ◽  
First Year ◽  
Education Programs ◽  
Class Session ◽  
First Year Students ◽  
Web Based ◽  
Significant Difference ◽  
New Students ◽  
Presentation Formats ◽  
The University

First-year experience (FYE) programs offer librarians opportunities to teach new students in a comprehensive fashion. However, large FYE programs can place demands on user education programs that are difficult to meet. Instruction librarians at the University at Albany sought to address this dilemma by developing a Web-based instructional module for one class session. The module was used by a segment of students in the Project Renaissance FYE program, whereas another segment received instruction by a librarian. The effectiveness of the two instructional methods was compared using pre- and post-tests, and was found to be equal. Analysis of the test scores also showed that instruction, regardless of format, makes a significant difference (p < .05) in the number of correct test answers.

scholarly journals Biomedical graduate student experiences during the COVID-19 university closure

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256687
Author(s):  
Janani Varadarajan ◽  
Abigail M. Brown ◽  
Roger Chalkley
Keyword(s):  
Psychological Health ◽  
Time Management ◽  
Well Being ◽  
First Year ◽  
Biomedical Sciences ◽  
Spring Semester ◽  
Ongoing Research ◽  
The University ◽  
Senior Students ◽  
Remote Learning

COVID-19-associated university closures moved classes online and interrupted ongoing research in universities throughout the US. In Vanderbilt University, first year biomedical sciences PhD students were in the middle of their spring semester coursework and in the process of identifying a thesis research lab, while senior students who had already completed the first year were at various stages of their graduate training and were working on their thesis research projects. To learn how the university closure and resulting interruptions impacted our students’ learning and well-being, we administered two surveys, one to the first year students and the other to the senior students. Our main findings show that the university closure negatively impacted the overall psychological health of about one-third of the survey respondents, time management was the aspect of remote learning that caused the highest stress for close to 50% of the students, and interaction with their peers and in-person discussions were the aspects of on-campus learning that students missed the most during the remote learning period. Additionally, survey responses also show that students experienced positive outcomes as a result of remote learning that included spending increased time on additional learning interests, with family, on self-care, and for dissertation or manuscript writing. Though a variety of supportive resources are already available to students in our institution, results from our survey suggest enhancing these measures and identifying new ones targeted to addressing the academic and emotional needs of PhD students would be beneficial. Such support measures may be appropriate for students in other institutions as well.

scholarly journals “My First Year in The University”: Students’ Expectations, Perceptions and Experiences

2019 ◽  
Vol 14 ◽  
pp. 3134-3145
Author(s):  
Kam-Fong Lee ◽  
Chin-Siang Ang ◽  
Genevieve Dipolog-Ubanan
Keyword(s):  
Intellectual Development ◽  
Tertiary Education ◽  
Academic Staff ◽  
Structured Interview ◽  
First Year Experience ◽  
First Year ◽  
Policy And Practice ◽  
Students First ◽  
Career Prospect ◽  
The University

This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

scholarly journals ENGG 113 COMMUNICATIONS AND DESIGN: A FIRST YEAR ENGINEERING COURSE AT THE UNIVERSITY OF REGINA

2011 ◽  
Author(s):  
R. J. Palmer
Keyword(s):  
Design Process ◽  
Time Management ◽  
First Year ◽  
Design Activity ◽  
Credit Hours ◽  
Web Document ◽  
Underlying Principle ◽  
Single Standard ◽  
Short Courses ◽  
The University

Circa 1990 the Engineering curriculum at the University of Regina was completely overhauled. Previous to this, there were small courses in communication and design. The short courses were combined into a single standard length course of 3 credit hours, ENGG 113, Communications and Design. The underlying principle was that communication was indeed a design process. An essay must be designed, a presentation must be designed and even a sentence must be created using the fundamentals of the design process. The course incorporates unorthodox practices but it covers a variety of topics that support the design process. For example, time management is not only covered, it is practiced in class by having a student moderate each class. The class is broken into four 17 minute periods, each starting with students doing random self introductions, and ending with student summaries. Student design groups do a presentation during one of these modules. The entire class is under the control of the moderator. The lab is broken into three sections, a writing activity, a computer activity and a design activity. A design is done, and is presented at the end of the course as a WEB document. This paper describes the topics, the objectives and the methodology of the course and gives an analysis as to what works and what remains lacking.

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