scholarly journals No syllabus, no problem

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
David Connell
Keyword(s):  
Course Design ◽  
Student Feedback ◽  
First Year ◽  
Food And Agriculture ◽  
Intimate Relation ◽  
Student Centred Learning ◽  
Field Report ◽  
University Course ◽  
First Year University ◽  
Broad Understanding

The intimate relation people have with food provides unique opportunities for teaching. In this field report, I will describe and reflect upon the method of student-centred learning I use in a first-year university course entitled Food, Agriculture & Society. The aim of the course is to provide students with a broad understanding of how food and agriculture have shaped society and can contribute to a more sustainable future. Consistent with food pedagogy, a premise of the course design is that the intimate relation students have with the food they eat reflects their personal values and responsibility for their choices. An innovative element of my approach is that I co-create the syllabus. The course starts by writing the word “Food” on the blackboard. I then facilitate a multi-step process with students to co-create the syllabus. For most of the course, students lead the preparation and delivery of lectures on their selected topics. In this report, after describing the course design, I reflect upon my approach in relation to the tenets of food pedagogy, as well as discuss student feedback and my experience of teaching the course.

scholarly journals Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Cynthia Parr ◽  
Vera Woloshyn
Keyword(s):  
Curriculum Design ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Comprehension Strategies ◽  
First Year ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Study Methodology ◽  
University Course ◽  
First Year University

The primary purpose of the study described here was to document the first author’s experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students’ transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level. L’objectif principal de l’étude décrite dans cet article est de documenter les premières expériences de l’auteur à présenter un répertoire de stratégies de compréhension basées sur l’évidence dans le contexte d’un cours universitaire de première année. Nous présentons tout d’abord un aperçu général de la documentation qui existe sur la transition des étudiants vers l’environnement post-secondaire en exposant le besoin de s’investir dans l’enseignement de stratégies de compréhension dans les cours de première année. Ensuite, nous exposons un aperçu de la recherche qui traite de l’enseignement de la compréhension à des groupes ciblés d’étudiants du niveau post-secondaire, puis nous énonçons la méthodologie de l’étude, y compris la description du programme d’enseignement présenté dans cet article. Pour tenter de fournir des informations à ceux qui souhaiteraient pratiquer un tel enseignement, nous concluons en discutant les nouveaux thèmes liés à l’apprentissage des étudiants et à la conception de programmes d’études qui se rapportent à l’enseignement de stratégies au niveau post-secondaire.

Gilbert Cook 1885-1951

1952 ◽  
Vol 8 (21) ◽  
pp. 108-117
Keyword(s):  
Science Teaching ◽  
First Year ◽  
Direct Influence ◽  
The Public ◽  
Interest In Science ◽  
The Third ◽  
Preliminary Examination ◽  
University Course ◽  
First Year University ◽  
Local Examination

Gilbert Cook was born at Blackburn (Lancashire) on 26 October 1885. He was the third of the four sons of William Cook and his wife Betsy Alice Livesey) both of Blackburn, and later of Garston, near Liverpool. So far as is known, none of his forebears had any marked interest in science. The first school he attended was the Public Higher Grade School, Blackburn, at which he remained till he was ten years old. From then till 1902 he was a pupil of the Roomfield School, Todmorden (Yorkshire). Up to the age of fourteen he showed no marked aptitude for mathematics, being more than once (so he himself related) at the bottom of the class and he actually failed in the Oxford Senior Local Examination. He then came under the direct influence of Joshua Hoyle, M.A., the headmaster, and Esca Sutcliffe, B.A., the science master, and it was mainly due to the latter that he owed the change in outlook which was quickly manifested in a change in performance. At the age of sixteen he won a West Riding of Yorkshire County Scholarship as well as the James Gaskell Entrance Scholarship to Owens College, Manchester, and also a University Entrance Scholarship awarded on the results of the preliminary examination held in schools. He always looked back to the years he spent at Roomfield with gratitude to his teachers. It was a school well equipped for science teaching and much in advance of the standard then prevailing. Its courses in both theoretical and practical chemistry more than covered the requirements of a first year university course. It had, moreover, what was rarer at that time, an excellent physics laboratory. Until he left school Cook had no definite views about the calling he would like to follow. His scholarship successes opened the way to a university instead of the business careers followed by his relatives. It was at the suggestion of his headmaster that he decided upon civil engineering even though he had no family connexions in that profession.

scholarly journals Write Here, Right Now: An Interactive Introduction to Academic Writing and Research

2021 ◽  
Author(s):  
Aaron Tucker ◽  
Paul Chafe
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Academic Writing ◽  
Flipped Classroom ◽  
Course Design ◽  
First Year ◽  
First Year University

Write Here, Right Now: An interactive Introduction to Academic Writing and Research is a writing e-textbook for first year university students that effectively integrate into the flipped classroom model. The textbook can also be used for non-flipped classroom designs, as the embedded videos, diagrams and linked modules would act as an all-in-one multimedia textbook geared towards multiple learning styles and disciplines. The components of the textbook, including the embedded videos, can be swapped in and out in order to accommodate a professor’s best idea of his/her own course design.

SPATIAL THINKING AND COMMUNICATIONG: A COURSE FOR FIRST-YEAR UNIVERSITY STUDENTS

2011 ◽  
Author(s):  
Halil Erhan ◽  
Belgacem Ben Youssef ◽  
Michael Sjoerdsma ◽  
John Dill ◽  
Barbara Berry ◽  
...  
Keyword(s):  
University Students ◽  
Systems Engineering ◽  
Computer Aided Design ◽  
Course Design ◽  
Lessons Learned ◽  
Design System ◽  
Spatial Thinking ◽  
Educational Goals ◽  
First Year ◽  
First Year University

This paper describes a course on spatial thinking and communicating designed by an interdisciplinary team and offered to first-year university students. An important goal was to introduce spatial thinking while accommodating the needs of the students from diverse backgrounds, educational goals and career pathways. Students in a first-year interdisciplinary cohort of 340 represented Mechatronics Systems Engineering, Business, Interactive Arts, Communications, and Computing Science. A major feature of the course design was an integrated laboratory, which served to amplify lecture content via practicing exercises aimed at developing their abilities to think and work spatially in 2D and 3D using tools including pencil and paper, digital and physical Lego, and a computer-aided design system. We describe our course design and team-teaching processes, realities that constrained our choices, the tools we use to assist our decision making during course design and delivery, and the structure and function of the teaching team. We also present selected student artifacts to demonstrate how students learned to think spatially. We then identify lessons-learned and revision plans.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 1835-1849
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

Challenges in Implementing the Flipped Classroom Model in Higher Education

2016 ◽  
pp. 352-365 ◽  
Author(s):  
Lakshmi Chellapan ◽  
Jacques van der Meer
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
First Year ◽  
Medical Sciences ◽  
Face To Face ◽  
Class Time ◽  
Lecture Material ◽  
University Course ◽  
First Year University ◽  
Business And Management

The flipped classroom as typically applied in higher education, consists of delivering lecture material outside of classroom contact, leaving face-to-face class time for more interactive learning, discussion, integration, and application of content (Grant, 2013). Increasing numbers of teachers in higher education are considering implementing this model in light of the perceived benefits of a more active engagement of students in their learning, be it in education, interior designing, medical, sciences, social science, business and management programs (Fulton, 2012; Grant,2013; Roehl, et al. 2013). However, there are challenges in implementing this model. This chapter aims to identify some of the more common challenges. Finally, an example of ‘work in progress' of addressing of these challenges in ‘flipping' the classroom in a first-year university course.

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