A Practical Design Exercise for First-Year Students

1995 ◽  
Vol 23 (3) ◽  
pp. 195-202 ◽  
Author(s):  
M. Hill ◽  
I. P. Bryant
Keyword(s):  
Small Group ◽  
Engineering Students ◽  
Group Discussion ◽  
Group Learning ◽  
Small Group Discussion ◽  
First Year ◽  
Small Group Learning ◽  
First Year Students ◽  
Design Considerations ◽  
Practical Design

This paper presents a rationale for a way of introducing first-year mechanical engineering students to engineering design. Emphasis is placed on practical design considerations and small group discussion during laboratory exercises, providing an experience of the process of making engineering judgements. Knowledge of component terminology and operating principles is tested. The exercise supports the findings of educational researchers on the effectiveness of small group learning in relation to practical and diagnostic tasks.

scholarly journals Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students.

scholarly journals Enhancing Students’ Speaking Ability Through Small Group Discussion Technique to the Firts Year Students of SMA Negeri 1 Ratahan

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
T Mogea
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean

This research in intended to find out the effectiveness of small group discussion technique in improving the students’s speaking ability. It was conducted at SMA Negeri 1 Ratahan in which one class of the first-year students of the school was the sample. The data of the research were obtained by using test in the form of pre-test and post-test. The result showed that the scores of the post-test were higher than that of the pre-test. The mean of the post-test is 8.2 and the mean of the pre-test is 6.7. Teaching speaking skill by using small group discussion technique can improve the students’ ability in speaking. Small group discussion technique can give the students opportunity to practice their language. In small group discussion, they can express their ideas and thought freely. It will be better for English teacher to vary the techniques of teaching to avoid boredom that might appear to the students. Keywords: Speaking abiliy; Technique;  Small group discussion

scholarly journals Usefulness of Small Group Discussion Using KJ Method regarding Early Exposure for First-year Pharmaceutical Science Students

2006 ◽  
Vol 126 (11) ◽  
pp. 1179-1183 ◽  
Author(s):  
Risa TAKAYANAGI ◽  
Yasuhiko YAMADA ◽  
Takeshi OZEKI ◽  
Haruko YOKOYAMA ◽  
Akira HIRATSUKA ◽  
...  
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
First Year ◽  
Science Students ◽  
Early Exposure ◽  
Pharmaceutical Science ◽  
Kj Method

scholarly journals Can Peer Assessment Impact Self-efficacy During Small-Group Learning?

PRiMER ◽  
2022 ◽  
Vol 6 ◽  
Author(s):  
Lauren J. Germain ◽  
Hsin H. Li ◽  
Amen Wiqas ◽  
Lauren Zahn ◽  
Telisa M. Stewart ◽  
...  
Keyword(s):  
Learning Environment ◽  
Small Group ◽  
Self Efficacy ◽  
Peer Assessment ◽  
Group Discussion ◽  
Group Learning ◽  
Small Group Learning ◽  
Paired Sample ◽  
Institutional Review ◽  
The Difference

Introduction: While studies report positive correlations between students’ perceptions of the learning environment and their reported self-efficacy, the role of peer assessment is poorly understood in this context. This study examines the process and impact of peer assessment on self-efficacy and perceptions of the learning environment during a small-group discussion-based course required of first-year medical students. Methods: After spending time in small-group learning, students completed three peer assessments and reviewed three assessments of themselves. Analysis of the peer assessments included thematic coding of comments and word counts. Prior to and following the assessment period, students completed a survey including the Generalized Self-efficacy (GSE) Scale, and six locally-developed questions regarding the learning environment and perceptions of peer assessment. We performed paired-sample t tests to determine whether there were differences between the pre- and post-peer assessment surveys. The SUNY Upstate Institutional Review Board reviewed the study and determined it to be exempt. Results: Peer assessment narratives referred most commonly to students’ participation style and the need for greater participation. Word counts ranged widely. A paired sample t test indicated that the difference between pre and post peer assessment GSE scores was significant (P=.009), but the effect size was small (d=0.32). Perceptions of the learning environment did not change after the peer assessments. Conclusion: Peer assessment offers a potential strategy for enhancing self-efficacy in medical school small-group learning environments and requires few resources to implement, relative to the potential benefits.

scholarly journals A STUDY ON STUDENTS PERCEPTION TOWARDS SMALL GROUP DISCUSSION –SGD

2020 ◽  
pp. 1-2
Author(s):  
Uma Unnikrishnan ◽  
C. Rekha
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Team Work ◽  
Small Group Discussion ◽  
First Year ◽  
Medical Council ◽  
Minimum Score ◽  
Competency Based ◽  
Teaching Learning

Introduction : The Medical Council of India curriculum which now implements Competency Based Medical Education CBME has made Small Group Discussion SGD mandatory as a teaching learning method.CBME promotes active and lifelong learning Students need to get actively involved in the learning process and small group discussion is optimal for this. Background: For decades the traditional method of teaching has been lectures in medical school.More interesting and innovative methods are needed to improve learning. Pre clinical subjects like Anatomy,Biochemistry and Physiology have concepts that are better understood in a Small group discussion Materials and Methods: The 100 first year M.B.B.S. students are given a paper questionnaire individually.A total of 25 questions based on 5 topics namely Learning Experiences,Team work,Confidence.Communication skills and Role of Teacher are answered on the 5 point Likert scale.Results : The statistics was analysed using SPSS software. The mean percentage score of students was 66.1 with minimum score of 46.4 and maximum score of 89.6 with SD of 9.09 .Conclusion : The students have a positive perception towards Small Group Discussion .The confidence and communication skills of students need improvement .The Role of teacher is also very important in conducting SGD.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

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