scholarly journals Large-scale Laboratory Teaching for 1st Year EEE Undergraduates

2017 ◽  
Vol 54 (2) ◽  
pp. 164-177 ◽  
Author(s):  
Mark Judge
Keyword(s):  
Small Group ◽  
Large Scale ◽  
Lessons Learned ◽  
First Year ◽  
New Faculty ◽  
New Approach ◽  
Undergraduate Laboratory ◽  
Laboratory Teaching ◽  
Teaching Paradigm ◽  
The University

This paper details lessons learned from the implementation of a new approach to first year Electronic and Electrical Engineering (EEE) undergraduate laboratory teaching at the University of Sheffield (UoS), UK. Having moved from traditional small group laboratory teaching to much larger group teaching, a number of issues have been identified. With the construction of a new faculty-wide engineering building came a new undergraduate practical teaching paradigm1. This paper discusses the author’s experience of implementing the model within the EEE laboratory. Details of the laboratory teaching materials and exercises are also given. An analysis is presented of the experience gained during the first academic year’s delivery. Finally, suggested improvements are discussed.

The Long Wavelength Array

2006 ◽  
Vol 2 (14) ◽  
pp. 388-389 ◽  
Author(s):  
Gregory B. Taylor
Keyword(s):  
Large Scale ◽  
Lessons Learned ◽  
First Year ◽  
Wide Field ◽  
Long Wavelength ◽  
Ionospheric Physics ◽  
University Of New Mexico ◽  
Communications Industry ◽  
Scientific Testing ◽  
The University

AbstractThe Long Wavelength Array (LWA) will be a new, open, user-oriented astronomical instrument operating in the relatively unexplored window from 20–80 MHz near arcsecond angular resolution and milliJansky sensitivity. Operated by the University of New Mexico on behalf of the Southwest Consortium (SWC) the LWA will provide a unique training ground for the next generation of radio astronomers. Students may also put skills learned on the LWA to work in computer science, electrical engineering, and the communications industry, among others. The development of the LWA will follow a phased build which benefits from lessons learned at each phase. Four university-based Scientific Testing and Evaluation (ST&E) teams with different areas of concentration: (i) high-resolution imaging and particle acceleration; (ii) wide-field imaging and large scale structures; (iii) ionospheric physics; and (iv) radio frequency interference (RFI) suppression and transient detection will provide the feedback needed to assure that science objectives are met as the build develops. Currently in its first year of construction funding, the LWA team is working on the design for the first station (see also Ray et al. 2006).

Assessing the Composition Program on Our Own Terms

2011 ◽  
pp. 167-184
Author(s):  
Sonya Borton ◽  
Alanna Frost ◽  
Kate Warrington
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
First Year ◽  
First Year Composition ◽  
English Departments ◽  
Large Scale Assessment ◽  
University Of Louisville ◽  
Spellings Commission ◽  
The University ◽  
Theoretical Foundations

As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing themselves and should resist suggestions by the Spellings Commission on the Future of Higher Education that a standardized method of assessing students and programs in higher education is needed. In the fall of 2006, the University of Louisville was due to be reviewed by the Southern Association of Colleges and Schools (SACS). The First-Year Composition program chose to conduct an internal assessment in the fall of 2004. This chapter details the Composition program assessment conducted at the University of Louisville and includes a comprehensive analysis of its rationale, theoretical foundations, methodologies, and results. This chapter also articulates the difficulties of such a large-scale assessment as well as the uniquely local challenges faced during the process.

scholarly journals BIM no desenvolvimento de projeto: o caso prático do Centro de Engenharia Moleculare Celular do Centro Infantil Boldrini

2014 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Waldir Vilalva Dezan
Keyword(s):  
Pilot Study ◽  
Architectural Design ◽  
Large Scale ◽  
Design Method ◽  
Lessons Learned ◽  
Practical Case ◽  
Modeling Technology ◽  
Building Information ◽  
And Performance ◽  
The University

The benefits gained in design mediated by Building Information Modelling (BIM) technology are manifold, among them stand out the early visualization, the generation of accurate 2D drawings, collaboration, verification of design intent, the extraction of cost estimates and performance evaluations. By adopting this modeling technology and using to produce, communicate and analyze architectural or engineering solutions practice is transformed. Therefore, the implementation of this new method of working in architectural design and engineering firms finds resistance, implies in adoption stages where incremental adjustments must occur to overcome difficulties and ensure learning and gaining with the new process. The Architectural and Engineering Office COORDENADORIA DE PROJETOS (CPROJ ), belonging to the School of Civil and Architecture and Urban Planning of the University of Campinas, seeks continually innovations therefore incorporated BIM in its design method. This paper presents a practical case, that is, the first large scale project developed with BIM, considered to be a BIM pilot study at CPROJ. The pilot study was the research laboratory of the Center of Molecular and Cellular Engineering of the Boldrini Children’s Hospital. Training efforts and ownership of BIM previous to the pilot study and the pilot study itself are presented. The highlights and lessons learned in this process are summarized. The understanding of how BIM changed the office production and qualitatively benefits achieved are presented.

ePortfolio and Educational Change in Higher Education in the Netherlands

2011 ◽  
pp. 2061-2068
Author(s):  
M. W. ("Wijnand") Aalderink ◽  
M. H.C.H. ("Marij") Veugelers
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Professional Education ◽  
Large Scale ◽  
Lessons Learned ◽  
Low Countries ◽  
Student Centered ◽  
Future Developments ◽  
Change In Higher Education ◽  
The University

This chapter describes the important role that the concept of ePortfolio plays in new pedagogical paradigms in The Netherlands. ePortfolio can be seen both as a consequence of and a stimulus for the movement towards student-centered, competence-based learning in Dutch higher education. The authors present lessons learned in ePortfolio implementation, derived from experience from the past five years in the Low Countries, both in local institutional projects and in large-scale national projects. They then describe the cases of their own universities, being Windesheim University for Professional Education and the University of Amsterdam. The chapter ends with conclusions and future developments in the field of ePortfolio in The Netherlands.

scholarly journals REDESIGNING THE UBC FIRST YEAR INTRODUCTION TO ENGINEERING: SUCCESSES AND CHALLENGES

2017 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jon Nakane ◽  
Susan Nesbit ◽  
Naoko Ellis ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Profession ◽  
University Of British Columbia ◽  
Practical Engineering ◽  
Assessment Techniques ◽  
High Level ◽  
The University

A new first year introduction to engineering experience was developed at the University of British Columbia. This paper provides an overview of the two new courses and the lessons learned both in developing and delivering the courses. Several key problematic areas in the previous curriculum were addressed, namely, to improve student connection with the engineering profession, increase design and practical engineering experiences, more effectively integrate sustainability into the curriculum, and better emphasize the human and social connection to engineering.The courses operate in a flexible learning framework with a sequence of online, lecture, and studio components arranged in a whole-part-whole format delivered to a class of 850 students. Elements of numerous effective course design, teaching and learning practices, including integrated course design, constructive alignment, components of Team-Based Learning, classroom assessment techniques, peer evaluation, and peer grading were incorporated into these courses. Student feedbackthrough surveys has shown that the new format has been highly successful in addressing most of the key high-level goals, such as establishing a student connection to the engineering profession, helping students understand what engineers do and how they do it, and providing an introduction and appreciation for design, sustainability, decision-making, professionalism, and ethics..

Using Latent Profile Analysis to Harness the Heterogeneity of Nonretained College Students

2016 ◽  
Vol 18 (4) ◽  
pp. 457-473
Author(s):  
Tracey N. Sulak ◽  
Jennifer Massey ◽  
David Thomson
Keyword(s):  
Large Scale ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Retention Rates ◽  
First Year ◽  
First Year Students ◽  
Private Research ◽  
Key Variables ◽  
The University ◽  
Latent Profile

Universities struggle to raise retention rates among first-year students. Traditional analyses have not only focused on large-scale issues and addressed the needs of the majority but also done little to change overall retention numbers. The current study demonstrates the benefit of using a person-centered approach to retention research. Latent profile analysis was used to examine all nonretained, first-year students ( n = 515) from the 2011 cohort at a private, research-intensive university. The larger population of nonretained first-year students appeared to contain several smaller, subpopulations, and these smaller groups differed on key variables collected by the university. The differences in the subpopulations indicate a need for greater specificity in retention programming.

scholarly journals The digital common read: Creating a space for authentic engagement with social annotation

2020 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Matthew Wranovix ◽  
Mary Isbell
Keyword(s):  
Low Cost ◽  
Honors Students ◽  
First Year ◽  
New Haven ◽  
New Approach ◽  
The Public ◽  
Social Annotation ◽  
The Common ◽  
The University ◽  
The Web

This paper describes a new approach to the common read at the University of New Haven, USA. Faculty and students choose a text in the public domain, place it on the web, and ask incoming first-year honors students to annotate the text collaboratively using Hypothesis. The choice of text, placement on the web, and editorial introduction can all affect rates of participation and the type of annotations that students choose to share. This method is a low-cost way of creating space for a social intellectual experience prior to arriving on campus.

scholarly journals Design of a Completely New First Year Engineering Program at the University of Saskatchewan – Part II

2019 ◽  
Author(s):  
Joel B. Frey ◽  
Sean Maw ◽  
Susan Bens ◽  
Jim Bugg ◽  
Bruce Sparling
Keyword(s):  
Lessons Learned ◽  
Current Status ◽  
First Year ◽  
Final Exam ◽  
Course Scheduling ◽  
Summative Assessments ◽  
Blank Slate ◽  
College Of Engineering ◽  
The University ◽  
Academic Year

Over the last three years, the University of Saskatchewan’s College of Engineering has embarked upon a complete redesign of its first year common program. This project started from a blank slate and posed the question, "If we could design any first year program that we wanted, what would we create?" The goal is to offer a first year program that excites, engages, inspires, and holistically prepares students for learning in subsequent years. At CEEA 2018, Phase I of this project was reviewed with a focus on the content of the new first year. This year, the focus is on the structure of the proposed program and how it aims to satisfy programmatic design objectives. The proposed first year program is highly modular, allowing for more intentional uses of time during the academic year. Course duration and intensity vary and are selected to best serve student learning, rather than conform to the traditional academic schedule. To provide more timely and targeted feedback, summative assessments occur throughout each term allowing course scheduling to extend into the traditional end-of-term final exam period. This paper presents the current structural design of the new first year and the rationale for its significant features. Some of the program design objectives that have been facilitated by this structure include: • strategic sequencing of learning with opportunities to integrate and reinforce essential skills, • multiple, individualized opportunities for students to stumble and recover, • holistic balancing of content and pacing for better student wellbeing, and • comprehensive, well-timed exposure to wide-ranging programmatic choices for students. Throughout this project, the program structure has evolved continuously. This paper will describe the development process, the challenges faced in that process, and the lessons learned. The paper will conclude by describing the current status of the project, and the focus of work currently being undertaken to prepare for implementation.  

scholarly journals Feasible and flexible: Launching an information and digital literacy badge and certificate program in collaboration with a teaching and learning center

2021 ◽  
Vol 82 (5) ◽  
pp. 214
Author(s):  
Samantha Peter ◽  
Kristina Clement ◽  
Shannon Sheridan ◽  
Hilary Baribeau
Keyword(s):  
Information Literacy ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
University Of Wyoming ◽  
Lessons Learned ◽  
First Year ◽  
Learning Center ◽  
Certificate Program ◽  
Future Goals ◽  
The University

In fall 2019, the University of Wyoming (UW) Libraries launched an information and digital literacy badge and certificate program in partnership with the Ellbogen Center for Teaching and Learning (ECTL), housed in the UW Libraries main branch. ECTL crafts programing and provides support for graduate students, staff, and faculty who teach on our campus by employing instructional designers.The Information and Digital Badge and Certificate Program was created when ECTL redesigned their Teaching and Learning Certificate, and it features many services and resources that UW Libraries already offers (i.e., information literacy instruction and research consultations). This article will detail the redesign of the certificate program, how the current teaching and learning certificate was designed, and conclude with lessons learned from the first year of the program as well as future goals.

scholarly journals Mandating Obesity Testing Across the Curriculum: Lessons Learned

2011 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
James L. DeBoy ◽  
Sally B. Monsilovich
Keyword(s):  
At Risk ◽  
Body Mass ◽  
Lessons Learned ◽  
First Year ◽  
University Faculty ◽  
First Year Students ◽  
The Past ◽  
Placement Policy ◽  
The University ◽  
Radical Approach

In response to the obesity problem that has dramatically increased over the past 30 years, Lincoln University’s HPER faculty petitioned the University faculty to accept a somewhat radical approach: test all entering first year students using Body Mass Indices (BMI) data for placing students in a Fitness for Life class. This class would constitute the intervention for students with BMI scores of 30 or higher (obese rating). This paper describes the chronology of events that unfolded once the placement policy became known beyond the campus green. Arguments both for and against the controversial course are presented. While the placement policy has been modified, the aim of the intervention has not wavered: identify those students who are most at risk for hypokinetic disease and provide them with the appropriate resources to effectively address those amenable lifestyle factors that will rob them of quality and quantity of life. 

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