scholarly journals Comics as pedagogy: On studying illness in a pandemic

2021 ◽  
Author(s):  
Lisa Diedrich
Keyword(s):  
Visual Analysis ◽  
Group Discussion ◽  
First Year ◽  
Pedagogical Tool ◽  
Graphic Medicine ◽  
Final Project ◽  
Research And Teaching ◽  
Graphic Narratives ◽  
Diverse Community ◽  
Online Group

Comics and graphic narratives have become a key component of my pedagogy, both in terms of the materials I teach and the activities I have students do. Most of my courses take up topics related to my research into the conjunction illness-thought-activism in history. In my work, I am interested in illness and disability in action in particular times and places. Thus, I have found myself drawn to the growing field of graphic medicine, and its diverse community of practitioners, as inspiration for my research and teaching. During the pandemic, graphic medicine has become even more central to what and how I teach. In this essay, I discuss how I used comics as pedagogy in classes on illness and illness politics that I taught during the first year of the pandemic. I begin by briefly addressing how I framed the problem of studying illness in a pandemic before discussing two assignments that show graphic medicine in action as a pedagogical tool: the first, an asynchronous online group discussion exercise in which students practiced annotation as a method of visual analysis, and the second, a documenting COVID-19 final project assignment for which students could document in comics form a pandemic experience.

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.

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

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 INTEGRATING ENGINEERING SCIENCE AND DESIGN: CASE STUDY DEVELOPMENT FOR A FIRST YEAR ENGINEERING SCIENCE COURSE

2015 ◽  
Author(s):  
Lyndia Stacey ◽  
Andre Unger ◽  
Marios Ioannidis ◽  
Steve Lambert
Keyword(s):  
Quantitative Methods ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Science ◽  
Pedagogical Tool ◽  
Design Case ◽  
Design Case Study ◽  
Design Attribute ◽  
Study Development

There is a need in engineering education toimprove the connection between design and engineeringscience. Students should be provided more opportunitiesto practice applying both science and design to a singleproblem in order to be better prepared for challengesthey will face when they enter the workforce. For thisreason, an instructor of a first year engineering sciencecourse was motivated to improve its connection to theCanadian Engineering Accreditation Board (CEAB)Attributes, specifically the Design attribute. The goal wasto revise the course such that the students would berequired to integrate quantitative methods that weretaught during the term through the means of design. Itwas decided that an effective pedagogical tool that couldaccomplish this was a case study, since it would providecomplexity and context using a real-world issue thatrelated to several course concepts. The methodology forcase development, implementation strategy, future steps,lessons learned, as well as the instructor’s observationswill be discussed.

Decoding Black Iconography

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Alix Pierre
Keyword(s):  
Visual Culture ◽  
African Diaspora ◽  
Women Artists ◽  
Liberal Arts ◽  
Critical Examination ◽  
First Year ◽  
Women's College ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Spelman College

The paper examines how the Spelman College Museum of Fine Art, the only one in the country dedicated to the work of African descended women artists, is used as a pedagogical tool in the interdisciplinary African Diaspora and the World course to help students further explore the depiction and visualization of diasporan aesthetics during their matriculation. From a visual culture perspective, this is a critical examination of the process of looking among non-art major college goers. The emphasis of the analysis is on the perceiver or the “educand” as Paulo Freire puts it, and ways she is trained to visually represent Africa and its diasporas. The article discusses how the subjects, first year students at a black liberal arts women’s college, are taught to construct meaning from and respond to imagery made by women artists from the diaspora. At the heart of the study is the response of the perceivers, through an Audio Narrative assignment, to artefacts that communicate an African and Afro-descended iconography. 

Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach

2012 ◽  
pp. 184-200
Author(s):  
Sheila Webber
Keyword(s):  
Learning Environments ◽  
Second Life ◽  
First Year ◽  
Inquiry Skills ◽  
Inquiry Based Learning ◽  
Research And Teaching ◽  
Programme Design ◽  
Undergraduate Programme ◽  
Student Inquiry ◽  
Development Of Students

This article discusses activities carried out in the virtual world of Second Life (SL) as part of a compulsory class in the first year of an undergraduate programme. The paper identifies the contribution of SL to the students’ learning environment and an Inquiry Based Learning (IBL) approach to programme design. The reasons for taking an IBL approach are explained in relation to institutional and disciplinary goals. The paper reflects on the contribution of the three key learning environments—the classroom, WebCT and SL—to students’ learning. SL is evaluated in relation to a conceptual framework of IBL. It is concluded that SL has made a contribution to students’ achievement of learning outcomes from the class, and has facilitated the development of students’ inquiry skills. In conclusion, further avenues for developing research and teaching are identified.

Online group pain management for chronic pain: Preliminary results of a novel treatment approach to teletherapy

2019 ◽  
pp. 1357633X1987036
Author(s):  
Timothy Y Mariano ◽  
Limeng Wan ◽  
Robert R Edwards ◽  
Asimina Lazaridou ◽  
Edgar L Ross ◽  
...  
Keyword(s):  
Chronic Pain ◽  
Pain Management ◽  
Group Discussion ◽  
Preliminary Investigation ◽  
Skills Training ◽  
Chronic Pain Patient ◽  
Behavioural Therapy ◽  
Pain Patient ◽  
Cognitive Behavioural ◽  
Online Group

Objective This pilot study was designed to determine the feasibility, tolerability, safety, and efficacy of group teletherapy for persons with chronic pain. The aim was to present preliminary outcomes of an open trial of group cognitive behavioural therapy (CBT) teletherapy compared with an in-person chronic pain patient group. Methods We recruited 47 chronic pain patients to participate in an 8-session, 2-hour-per-week, online, structured, CBT-oriented pain management group using WebEx and compared them with 46 subjects who participated in a parallel, content-matched, in-person, weekly group. Both groups included goal setting, skills training, relaxation exercises, group discussion, and practice assignments. All subjects completed baseline measures, which were repeated post-treatment. Those in the online group participated in weekly telephone interviews and rated the perceived helpfulness of the remote group. Results The average age of the online group participants was 54.5 ( ± 14.3) years and 70.2% were female, compared with 59.7 ( ± 13.0) years of age and 57.8% females among the in-person group members. On follow-up, both CBT groups showed modest improvements on the outcome measures. Results of this preliminary investigation comparing online teletherapy with in-person CBT suggest similar benefit. Many participants in the online group rated their experience as very helpful (62.5%; 7–10/10) and most would recommend this programme to others (93.7%; 7–10/10). Discussion Preliminary findings suggest that online group CBT may be as effective in improving coping among persons with chronic pain as in-person groups. More rigorous controlled trials are needed to adequately assess the outcome benefit of online teletherapy for chronic pain.

scholarly journals Effectiveness of WhatsApp online group discussion for smoking relapse prevention: protocol for a pragmatic randomized controlled trial

Addiction ◽  
2020 ◽  
Vol 115 (9) ◽  
pp. 1777-1785
Author(s):  
Yee Tak Derek Cheung ◽  
Ching Han Helen Chan ◽  
Kin Sang Ho ◽  
Wai‐Yin Patrick Fok ◽  
Mike Conway ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Relapse Prevention ◽  
Controlled Trial ◽  
Group Discussion ◽  
Smoking Relapse ◽  
Pragmatic Randomized Controlled Trial ◽  
Randomized Controlled ◽  
Prevention Protocol ◽  
Online Group

scholarly journals Course-Integrated Learning Outcomes for Library Database Searching: Three Assessment Points on the Path of Evidence

2010 ◽  
Vol 5 (1) ◽  
pp. 64 ◽  
Author(s):  
Dianne Cmor ◽  
Alison Chan ◽  
Teresa Kong
Keyword(s):  
Learning Outcomes ◽  
Participant Observation ◽  
Research Strategy ◽  
First Year ◽  
Database Searching ◽  
Final Project ◽  
Simulated Environment ◽  
Library Resources ◽  
Multiple Assessment ◽  
The Impact

Objective - This study aims to assess student learning with respect to basic database searching at three different points within a required first year course. Methods - Three methods were employed at three different points to identify evidence of successful learning: 1. Analysis of in-class exercises from the initial library workshop, e.g. how many students showed evidence of satisfactorily achieving the stated learning outcomes. 2. Participant observation of student presentations, noting themes, strengths and weaknesses of student research strategy; written observation reports from librarians were coded and quantified to identify major themes. 3. Interviews with course instructors responsible for grading the final submitted projects, focusing on both student achievement and instructor perceptions of the impact of library involvement. Results - Though performance on in-class exercises showed evidence of successful learning in over 70% of students, observational data indicated that very few students showed evidence of applying new knowledge and new search skills to their own topics two weeks later. Instructor interviews revealed a perception of similar difficulties in final project submissions, and instructors suggested that students did not appreciate the need for library resources. Conclusion - In this study, students showed evidence of learning in a simulated environment, but were unable or unwilling to demonstrate this learning in authentic situations. Multiple assessment methods reveal a lack of student ability to apply search skills.

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