The Impact of the University of Utah's LEAP Program on Student Performance

2012 ◽  
Vol 61 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Carolyn Bliss ◽  
Jeff Webb ◽  
Mark St. Andre
Keyword(s):  
Student Performance ◽  
The University ◽  
The Impact

scholarly journals Design, implementation, and assessment of an interactive simulation to teach undergraduate immunology students hemolytic disease of the newborn

2021 ◽  
Vol 45 (2) ◽  
pp. 299-306
Author(s):  
Maurizio Costabile
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
South Australia ◽  
Interactive Simulation ◽  
Hemolytic Disease ◽  
The University ◽  
The Impact ◽  
Interactive Simulations ◽  
Blood Grouping

Hemolytic disease of the newborn (HDN) is a potentially fatal condition caused by a Rhesus (Rh) antigen incompatibility between a mother and fetus. As a result, determining the Rh status of expectant parents is a routine clinical assessment. Both the physiological and immunological basis of this condition are taught to undergraduate students. At the University of South Australia, some undergraduate immunology students find this topic challenging. The author designed, implemented, and assessed the impact of an interactive simulation to facilitate student learning of HDN. The students were actively engaged in determining the blood grouping and Rh status of an expectant mother and father and then determining the possibility of developing HDN. The simulation was found to take only 15 min to complete yet led to a significant increase in student performance in an end of semester exam question. Student perceived understanding was found to significantly improve following the introduction of the simulation, even though the content had been covered in a formal lecture. Student feedback was highly positive of this learning approach. In conclusion, short, interactive simulations can be used effectively to enhance student learning of challenging concepts.

scholarly journals The Framework Model for the Implementation of Collaborative and Interactive Learning in the University Classroom

2019 ◽  
Vol 7 (5) ◽  
Author(s):  
Mohammed Alhaji Mohammed ◽  
Adel A. Abdou
Keyword(s):  
Instructional Technology ◽  
Student Performance ◽  
Environmental Quality ◽  
Interactive Learning ◽  
Indoor Environmental Quality ◽  
Student Learning Outcome ◽  
Framework Model ◽  
Set Up ◽  
The University ◽  
The Impact

Today, colleges and universities recognize that, to employ and retain good students and highest level of academic  staffing for the best student comprehension, the provision of contemporary and highly equipped instructional facilities is essential. This paper discusses the impact of the indoor environmental quality; the instructional technology; the physical set up of the university classroom; and the emerging teaching/learning pedagogies on students' performance. It is established that, these four factors have a significant effects on student learning outcome. The study also presents a comprehensive and critical review of literature on the nature of the university classroom for collaboraive and interactive learning, with the aim of providing an enabling environment of higher learning in the universities. The research suggests that improving the three influential components i.e. the indoor environmental quality, the instructional technology and the physical set up will help in enhancing student performance and productivity. The study concluded by establishing a systematic framework model for the implementation of the collaboraive and interactive learning in the university classroom.

scholarly journals EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Radu C Cascaval
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Performance Enhancement ◽  
Web Survey ◽  
Attitudes And Behaviors ◽  
University Of Colorado ◽  
Online Lectures ◽  
The University ◽  
The Impact ◽  
Math Students

The present study examines the impact of the online archiving system developed at the University of Colorado at Colorado Springs on the in-class students enrolled in traditional math courses. A web survey has been designed for collecting data on potential changes in attitudes and behaviors (such as study habits), on the dynamics of professor-student relation, and on overall student performance enhancement. The results indicate that the presence of the archived lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

The Impact of the University of Utah's LEAP Program on Student Performance

2012 ◽  
Vol 61 (1) ◽  
pp. 39
Author(s):  
Carolyn Bliss ◽  
Jeff Webb ◽  
Mark St. Andre
Keyword(s):  
Student Performance ◽  
The University ◽  
The Impact

scholarly journals The Impact of Grade Incentives and Gender on Student Performance: An Experiment

2015 ◽  
Vol 3 (2) ◽  
pp. 79-92
Author(s):  
Mehreen Amjad Furqan ◽  
Sohnia Salman ◽  
Sohail Zafar
Keyword(s):  
Student Performance ◽  
Analysis Of Variance ◽  
Accounting Students ◽  
First Year ◽  
Mathematics Students ◽  
University Level ◽  
And Gender ◽  
The University ◽  
The Impact ◽  
Mathematics Course

This experiment was conducted to determine the impact of grade incentives and gender on student performance at the university level. We perform a two-way analysis of variance on a sample of three groups of students taking a first-year core mathematics course and another three groups taking a fourth-year compulsory accounting course. We find that grade incentives significantly affect student performance for both sampled courses across all six groups. Gender is found to significantly affect the performance of mathematics students, but not of accounting students. The interaction between gender and grade incentives does not have a significant impact on performance in either experiment.

scholarly journals The Impact of Writing Area Forecast Discussions on Student Forecaster Performance

2006 ◽  
Vol 21 (1) ◽  
pp. 104-108 ◽  
Author(s):  
Patrick S. Market
Keyword(s):  
Student Performance ◽  
Weather Forecast ◽  
Chi Square ◽  
University Of Missouri ◽  
Forecast Performance ◽  
Significant Difference ◽  
Chi Square Test ◽  
The University ◽  
The Impact ◽  
Local Weather

Abstract A brief study is provided on the forecast performance of students who write a mock area forecast discussion (AFD) on a weekly basis. Student performance was tracked for one semester (11 weeks) during the University of Missouri—Columbia's local weather forecast game. The hypothesis posed is that student performance is no better on days when they compose an AFD. A nonparametric Mann–Whitney test cannot reject that hypothesis. However, the same test employed on precipitation forecasts (for days when precipitation actually fell) shows that there is a statistically significant difference (p = 0.02) between the scores of those students writing an AFD and those who do not. Similar results are found with a chi-square test. Thus, AFD writers improve their precipitation score on days when significant weather occurred. Forecaster confidence is also enhanced by AFD composition.

scholarly journals Design and Delivery of a Subject in Robotics

2011 ◽  
Vol 23 (5) ◽  
pp. 658-664 ◽  
Author(s):  
Gu Fang ◽  
Keyword(s):  
Student Performance ◽  
Course Design ◽  
Core Competencies ◽  
Student Survey ◽  
Engineering Profession ◽  
Engineering Problems ◽  
Survey Results ◽  
The Subject ◽  
The University ◽  
The Impact

Course design in engineering should be able to address the core competencies that are required by the engineering profession. To implement this concept many courses are structured to include real-situation projects. From the view point of mechatronic engineering education, it is clear that a robotic project will be suitable to integrate the course contents. However, to provide necessary theoretical skills for students to solve real engineering problems, project only is not sufficient in the subject. In this paper the design and delivery of a subject in robotics at the University of Western Sydney (UWS) is presented and discussed. In particular, this paper reviews the concept behind the course contents, assessments and delivery design. The paper has also demonstrated the impact of such course design in student performance and perception using student survey results and final grades in classes.

scholarly journals The Art Group Crit. How do you make a Firing Squad Less Scary

2013 ◽  
Author(s):  
Peter Day
Keyword(s):  
Student Performance ◽  
Design Education ◽  
Art And Design ◽  
Face To Face ◽  
Oral Feedback ◽  
Firing Squad ◽  
Self Worth ◽  
The University ◽  
Qualitative Responses ◽  
The Impact

The relationship between achievement and feedback and the fact that effective feedback improves achievement is well documented (Taylor and McCormack, 2004; Hattie, 2007). This is especially true of written feedback.  However in art and design education feedback will take place in an often emotionally charged face-to-face meeting where verbal criticism, both negative and positive, takes place in front of an audience. The forum for this feedback in art education is the Group Crit (Crit, Art Crit, or Group Critique) at which students are expected to present and perform. It is the students’ reception and perception of this oral feedback in today’s quality-focused context, which is at the heart of this study. This article presents a study into the impact of verbal feedback on achievement in art and design education via a survey taken amongst 60 undergraduate art and design students, at the University of Institution in 2009/10. The survey collected both quantitative and qualitative responses and identified a fundamentally emotional and fear-focused perception of the Group Crit, one opposed to its supportive and bespoke dynamic intentions. A stress factor (Pope, 2005; Anthony, 1991) is created when personalised feedback is perceived as a negative (critical) reflection on the student performance (at the Crit), their self worth and esteem and not the work presented. Criticism, and by implication feedback, is perceived as negative, personal and subjective and fraught with contradiction and loss of ‘respect’ - in opposition to the students’ previous prescriptive and ‘objective’ educational experiences.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Sign in / Sign up

Export Citation Format

Share Document