scholarly journals Bringing Social And Cultural Awareness Into The First Year Design Experience

2020 ◽  
Author(s):  
Daryl Caswell ◽  
Sarah Lockwood ◽  
Jane Leung
Keyword(s):  
Cultural Awareness ◽  
First Year ◽  
Design Experience

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

scholarly journals First Year Design Experience: Assembling The “Big Picture” Through Innovative Product Design

2020 ◽  
Author(s):  
Kelly Crittenden ◽  
David Hall ◽  
Mark Barker ◽  
Patricia Brackin
Keyword(s):  
Product Design ◽  
First Year ◽  
Innovative Product ◽  
Big Picture ◽  
Design Experience

scholarly journals SURVEY-BASED ASSESSMENT OF DESIGN SKILL DEVELOPMENT IN ENGINEERING PROJECT COURSES

2011 ◽  
Author(s):  
Brian Frank ◽  
David Strong
Keyword(s):  
Assessment Tool ◽  
Problem Definition ◽  
First Year ◽  
Preliminary Design ◽  
Design Tools ◽  
Engineering Project ◽  
The Third ◽  
Future Improvement ◽  
Before And After ◽  
Design Experience

A pilot of a paper-based assessment tool of design skill is presented. The tool is used to assess the development of skills before and after a first year design experience, and before and after a third year multidisciplinary course in design tools and methodology. The tool is an open-ended survey that may be administered quickly and assessed using a simple rubric. Significant improvements were found over the term of the first year course in the areas of problem definition and testing; improvements were observed in the categories of Conceptual Design, Preliminary Design, and Detailed Design in the third year course. Ideas for future improvement are discussed.

scholarly journals STUDENT TEACHERS’ OPINIONS ABOUT USING AUTHENTIC MATERIALS AND TASKS FOR ACQUIRING ESTONIAN CULTURAL HISTORY

2021 ◽  
Author(s):  
Kristel Ruutmets ◽  
◽  
Evi Saluveer ◽  
Mari Niitra
Keyword(s):  
Student Teachers ◽  
Cultural History ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Real Life ◽  
Cultural Knowledge ◽  
First Year ◽  
Authentic Materials ◽  
First Year Students

According to the Estonian National Curriculum for Basic Schools (2011), students should value their cultural heritage. Therefore, schools should do everything to develop students’ cultural awareness and knowledge. Despite the importance of the topic the curriculum does not specify how and where it should be taught and does not say which material to use. One possibility to address the problem is to use authentic materials and tasks. The latter offer numerous ways to learn about one’s cultural history, and help to create a bridge between the classroom and real life. Authentic materials are not specifically created for pedagogic purposes while authentic tasks require students to learn, practise and evaluate material the same way as they would do in real life. The focus of the use authentic materials has so far been mostly on foreign language teaching and learning. However, they have a huge potential in acquiring cultural knowledge as they offer both current and historical information. The aim of the study was to find out future primary school teachers’ opinions about the authentic materials and tasks used during the course “The Child in Estonian Cultural History”. 25 first-year students who attended the course participated in the study. The data was collected from the students’ written reflection and analysed qualitatively. The results revealed that the students understood the relevance of authentic materials and tasks in acquiring and appreciating one’s cultural history. They believed that authentic materials and tasks enrich the teaching and learning process, and help to make connections to their everyday life. It also became evident that the students needed better instructions of how to find appropriate authentic materials and exploit them effectively in their future teaching career.

scholarly journals Cultural competency in the physician assistant curriculum in the United States: a longitudinal study with two cohorts

2014 ◽  
Vol 11 ◽  
pp. 2 ◽  
Author(s):  
Barbra Beck ◽  
Matthew H. Scheel ◽  
Kathleen De Oliveira ◽  
Jane Hopp
Keyword(s):  
Cultural Competency ◽  
Cultural Awareness ◽  
Physician Assistant ◽  
The United States ◽  
First Year ◽  
Regression Analyses ◽  
Competency Training ◽  
Cultural Competency Training ◽  
Linear Relationships ◽  
Self Assessments

Purpose: Many Physician Assistant (PA) programs have recently integrated cultural competency into their curricula. However, there is little evidence tracking the longitudinal effectiveness of curricula on culture competency. This study tested whether amount of exposure to a cultural competency curriculum affected self-assessments of cultural awareness among two cohorts of students. Method: Cohort 1 and Cohort 2 students completed a cultural awareness survey at the beginning of the program and retook the survey at three intervals during the first year. Results: Regression analyses confirmed significant linear relationships (two-tailed α < .05) between responses and interval number on all questions for each cohort, with exception of Question 8 for Cohort 2. Conclusion: Results from Cohort 2 replicated those from Cohort 1 suggesting that cultural awareness among PA students benefits from repeated exposure to lessons on cultural competency. Schools attempting to develop or expand cultural awareness among students should consider integrating cultural competency training throughout the PA curriculum.

scholarly journals Cultural Awareness among First-Year Undergraduate Students of English and Translation

2020 ◽  
Vol 17 (2) ◽  
pp. 239-254
Author(s):  
Simon Zupan ◽  
Michelle Gadpaille
Keyword(s):  
Popular Culture ◽  
Undergraduate Students ◽  
Cultural Awareness ◽  
First Year ◽  
School Grade ◽  
High Culture ◽  
High School Grade ◽  
Cultural Domain ◽  
Grade Performance ◽  
The University

The article presents the results of a culture quiz that was administered among undergraduate students of English and Translation at the University of Maribor in 2019. Comprising twenty items from five domains of culture that the respondents had to identify, the results of the quiz showed that that the students were most familiar with items from the domains of technology and its closely related vocabulary, followed by sports, politics and high culture (drama, literature, ballet). The study also suggested some differences based on respondents’ gender and their high school grade performance in English. The results partly overlap with the results of a similar study from 2007, corroborating that popular culture remains the most recognizable cultural domain among the surveyed students.

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