Lecturers’ Perceptions of a Semester-Wide Interdisciplinary PBL in a Master’s Degree Program in Industrial Engineering and Management

2017 ◽  
Author(s):  
Francisco Moreira ◽  
Cristina Rodrigues ◽  
Anabela C. Alves ◽  
M. Teresa Malheiro ◽  
Irene Brito ◽  
...  
Keyword(s):  
Learning Process ◽  
Master's Degree ◽  
Degree Program ◽  
Industrial Engineering ◽  
Assessment Methodology ◽  
Master's Degree Program ◽  
Team Based Learning ◽  
Improvement Process ◽  
The University ◽  
The Impact

The present study, conducted at the end of a PBL edition at the University of Minho, reports on the results of a questionnaire issued to the lecturers of the Project Supporting Courses of a semester-wide interdisciplinary PBL approach. The questionnaire was intended to gather the perceptions on a number of relevant aspects, such as on the validity and acceptance of the PBL methodology, dynamics of team-based learning and its impact on development of transversal competences, the assessment methodology in place, the learning process and development of technical competences, the impact of choosing a project theme and leave it open, and, additionally, to acquire other relevant perspectives on the running of the project. This study aims to close the loop regarding a continuous and ongoing improvement process of the PBL approach. The results show that the lecturers acknowledge PBL as a valid learning methodology on the IEM field; that the chosen theme was contemporary and stimulating; provided an excelling experience on the development of communication competences, among others. They also point out the excessive size of the teams and call the attention to the specialization problem inside the teams. The assessment mechanism in place seems to require further attention.

Den Tod studieren. Moraltheologe Rupert M. Scheule über den Master „Perimortale Wissenschaften“

2021 ◽  
Vol 54 (4) ◽  
pp. 548-552
Author(s):  
Rupert M. Scheule ◽  
Petra Hemmelmann
Keyword(s):  
Master's Degree ◽  
Moral Theology ◽  
Degree Program ◽  
Master's Degree Program ◽  
Winter Semester ◽  
Master’S Degree ◽  
The University ◽  
Course Of Study

They are an integral part of life, yet many people avoid the topics of dying, death and mourning. All the more remarkable, then, that the University of Regensburg has been offering a master's degree program since the 2020/21 winter semester that explicitly addresses these existential areas. The course of study "Perimortal Sciences: dying, death and mourning interdisciplinary" is unique in Germany. It is led by Rupert M. Scheule, Professor of Moral Theology, who also helped develop the concept. He related to Petra Hemmelmann, editor of Communicatio Socialis, who decides for this unusual course of study, their reasons for doing so and what the students learn and discuss there.

TEACHING AND RESEARCH ON SUSTAINABLE ARCHITECTURE AT THE UNIVERSITY OF APPLIED SCIENCES VIENNA–FH CAMPUS WIEN

2018 ◽  
Vol 13 (3) ◽  
pp. 158-178
Author(s):  
Martin Aichholzer ◽  
Henriette Fischer ◽  
Christian Hölzl ◽  
Doris Österreicher ◽  
Marc-Patrick Pfleger ◽  
...  
Keyword(s):  
Applied Sciences ◽  
Master's Degree ◽  
Green Building ◽  
Degree Program ◽  
Degree Programs ◽  
Master's Degree Program ◽  
University Of Applied Sciences ◽  
Master’S Degree ◽  
University Degree ◽  
The University

INTRODUCTION The University of Applied Sciences in Vienna has offered university degree programs in the field of construction for more than twenty years and has thus gained great expertise in developing its curriculum. Founded in 1996, the department of Building and Design consists of six university degree programs. A major strength of the department is the possibility to adapt to recent challenges in a timely manner. As shown in Figure 1, in the winter term 2008/2009, the master's degree program, Sustainability in the Construction Industry, was held for the first time; it was transformed into the master's degree program, Architecture—Green Building, in 2016. In 2013/14 the bachelor's degree program, Architecture—Green Building, started with the first students graduating in 2016. For ten years the department has focused on sustainability within the building, planning and designing processes.

scholarly journals The Symbolic Stakes of an Academic Degree. Reconfigurations of Power Relationships and New Tensions Within the Nursing Profession

2020 ◽  
Vol 46 (1) ◽  
pp. 73-95
Author(s):  
Kevin Toffel
Keyword(s):  
Master's Degree ◽  
Degree Program ◽  
Nursing Profession ◽  
Professional Relationships ◽  
Power Relationships ◽  
Academic Degree ◽  
Master's Degree Program ◽  
History Of ◽  
Master’S Degree ◽  
The University

AbstractThe opening in 2009 at the University of Lausanne of a master’s degree program marked a new stage in the history of the profession in Switzerland. With new resources, the emergence of these nurses disrupting professional relationships, both with respect to doctors as well as within the profession. After having presented the issues of making knowledge more academic and more scientific in every sense, we show some effects of this diploma, in particular the attempt of redefinition of the practical and symbolic roles to which it gives rise.

First Person: The best-laid plans of mice and men

2019 ◽  
Vol 101 (1) ◽  
pp. 43-44
Author(s):  
Gerald L. Fowler
Keyword(s):  
Language Learning ◽  
Master's Degree ◽  
Literacy Learning ◽  
Degree Program ◽  
First Person ◽  
Master's Degree Program ◽  
Vocabulary Skills ◽  
Of Mice And Men ◽  
Master’S Degree

When Gerald Fowler began teaching 1st grade, he was sure the knowledge he’d gained from his master’s degree program had prepared him to create a classroom where students would be immersed in literacy learning from Day 1. From his studies, he’d come across the idea of introducing mice to the classroom to get students talking and building vocabulary skills. He opted instead for gerbils. One student’s surprising reaction to the gerbils taught Fowler about the complexities of language learning and the importance of experiences in increasing a child’s vocabulary.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

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