scholarly journals Experiential Learning in the Thermal Sciences: Introducing and Reinforcing Fundamental Thermodynamics and Heat Transfer Principles to K-12 and Engineering Undergraduate Students

2016 ◽  
Author(s):  
Arden Moore
Keyword(s):  
Heat Transfer ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
K 12 ◽  
Thermal Sciences ◽  
Transfer Principles

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Comprehensive Investigation of Factors Influencing University Students’ Academic Performance in Saudi Arabia

2021 ◽  
Vol 11 (8) ◽  
pp. 375
Author(s):  
Abdullah Alabdulkarem ◽  
Mohammad Alhojailan ◽  
Saad Alabdulkarim
Keyword(s):  
Saudi Arabia ◽  
Academic Performance ◽  
Academic Success ◽  
Undergraduate Students ◽  
Success Factors ◽  
Education Outcomes ◽  
Professional Careers ◽  
K 12 ◽  
Undergraduate Programs ◽  
Relationship Of

Academic success in undergraduate programs is indicative of potential achievements for graduates in their professional careers. The reasons for an outstanding performance are complex and influenced by several principles and factors. An example of this complexity is that success factors might change depending on the culture of students. The relationship of 32 factors with the reported academic performance (RAP) was investigated by using a survey distributed over four key universities in Saudi Arabia. A total of 3565 Saudi undergraduate students completed the survey. The examined factors included those related to upbringing, K-12 education, and structured and unstructured activities. Statistical results validate that many factors had a significant relationship with the RAP. Among those factors, paternal’s education level and work field, type of intermediate and high schools, and the attendance of prayers in mosques were significantly associated with the reported performance. This study provides important insights into the potential root causes of success so that they can be targeted by educators and policy makers in the effort to enhance education outcomes.

Establishing Partnerships for Effective Academic Programs

2017 ◽  
Vol 6 (4) ◽  
pp. 384-390 ◽  
Author(s):  
Joanna L. Morrissey ◽  
Joseph A. Beckett ◽  
Ross Sherman ◽  
Lisa J. Leininger
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Community Partnerships ◽  
Academic Programs ◽  
Campus Community ◽  
Specific Service ◽  
Internship Programs

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

Nonhuman Animal Cruelty, Bullying, and Behavioral Difficulties among Women

2015 ◽  
Vol 23 (1) ◽  
pp. 68-80 ◽  
Author(s):  
Cheryl E. Sanders ◽  
Bill C. Henry
Keyword(s):  
Undergraduate Students ◽  
Behavioral Problems ◽  
Behavioral Difficulties ◽  
Regression Analyses ◽  
Animal Abuse ◽  
Female Undergraduate ◽  
Behavioral Issues ◽  
Strengths And Difficulties ◽  
K 12 ◽  
The Relationship

The current study sought to examine the relationship between behavioral difficulties, animal abuse, and bullying among women. Five hundred female undergraduate students enrolled in Introductory Psychology completed surveys assessing animal abuse experiences, bullying behaviors, and victimization of bullying during their K-12 school years. Participants also completed the Strengths and Difficulties Questionnaire which evaluated their behavioral difficulties. Results revealed a significant relationship between animal abuse, bullying, and victimization experiences. Moreover, animal abusers displayed significantly more behavioral problems when compared to non-abusers. Results from regression analyses indicated that animal abuse, bullying and victimization were significant predictors of various behavioral issues. These results suggest that behavioral difficulties associated with female animal abusers are similar to those related to male perpetrators.

scholarly journals Teaching Process Skills to Pre-Engineers using Situated Learning – A Case Study

2018 ◽  
Vol 8 (5) ◽  
pp. 121
Author(s):  
Pamela A. Maher ◽  
Janelle M. Bailey ◽  
Allan M. Tucka
Keyword(s):  
Undergraduate Students ◽  
Situated Learning ◽  
Public Speaking ◽  
Oral Communication ◽  
Physics Students ◽  
The Public ◽  
Two Year College ◽  
Before And After ◽  
K 12

In this case study, undergraduate students presented physics concepts to patrons at a planetarium. This created an early opportunity for these pre-professionals to practice the process skill of oral communication to a lay audience. The case study resulted from working with students participating in a grant called the da Vinci project. It reports on a situated experience pre-engineering and calculus-based physics students had working with their professor to create a brochure and present a physics concept to patrons visiting a public planetarium. Working closely with their professor, students were able to use this required professional skill in a real world (situated) context. This opportunity helped bridge the gap between these pre-professionals’ experiences in training and in their careers in STEM fields. Thirty students attending a two-year college in the Southwestern US self-selected to participate in the project. Each student participant built a kit-based model of a machine, designed an informational flyer aligned to state K-12 physical science standards, and presented informally to the public visiting a planetarium. Data were collected from the students via written reflections before and after the presentation and from email correspondence with their professor. Qualitative analyses of these reflections assessed the students’ progress toward a finished presentation. Results suggest that obstacles to public speaking fluency come from the fear of making mistakes or giving out misinformation. Opportunities to engage in informal public speaking helped overcome these obstacles. Students demonstrated increased confidence in their ability to share their knowledge with the public after undergoing guided informal speaking practice. The opportunity for students to practice public speaking during their undergraduate training can increase confidence and better prepare them for a career.

Utilizing Schlieren Imaging to Visualize Heat Transfer Studies

2014 ◽  
Author(s):  
Jacob C. Kaessinger ◽  
Kramer C. Kors ◽  
Jordan S. Lum ◽  
Heather E. Dillon ◽  
Shannon K. Mayer
Keyword(s):  
Heat Transfer ◽  
Undergraduate Students ◽  
Cfd Simulation ◽  
Stokes Equations ◽  
Imaging System ◽  
Empirical Science ◽  
Navier Stokes ◽  
Schlieren Imaging ◽  
Navier Stokes Equations ◽  
Imaging Device

Convective heat transfer beyond explicit solutions to the Navier Stokes equations is often an empirical science. Schlieren imaging is one of the only fluid imaging systems that can directly visualize the density gradients of a fluid using collimated light and refractive properties. The ability to visualize fluid densities is useful in both research and educational fields. A Schlieren imaging device has been constructed by undergraduate students at the University of Portland. The device is used for professorial heat transfer and fluid dynamics research and to help undergraduates visualize and understand natural convection. This paper documents the design decisions, design process, and the final specifications of the Schlieren system. A simple 2-D heated cylindrical model is considered and evaluated using Schlieren imaging, OpenFOAM C.F.D. simulation, and convection analysis using a Nusselt correlation. Results are presented for the three analysis techniques and show excellent verifications between the CFD simulation, Nusselt correlation, and Schlieren imaging system.

Strengthening Experiential Learning: Innovative Virtual Engagement Strategies of Community Education Organizations

2021 ◽  
Vol 36 (2) ◽  
pp. 73-85
Author(s):  
Rachael E. Ayers ◽  
Erik K. Laursen
Keyword(s):  
Experiential Learning ◽  
Community Education ◽  
Short Term ◽  
Engagement Strategies ◽  
The Future ◽  
E Learning ◽  
Virtual Presence ◽  
K 12 ◽  
Virtual Resources ◽  
The Impact

This study focused on the impact of COVID-19 on K-12 access to community education organizations such as museums, theaters, and art studios. Participants from five community education organizations were interviewed to explore and understand their experiences of developing and promoting virtual resources. While each organization responded differently, three approaches for adaptation and innovation were critical: existing virtual presence, collaboration, and responding to e-learning fatigue. Organizations found that the leveraging of technology in the short term may enhance K-12 access to their resources in the future.

The Affective Phenomena of Childhood Trauma

2020 ◽  
pp. 204-222
Author(s):  
Claire Steele ◽  
Theresa Neimann
Keyword(s):  
Experiential Learning ◽  
Brain Development ◽  
Childhood Trauma ◽  
Experiential Education ◽  
Social Emotional Learning ◽  
Brain Health ◽  
Social Emotional ◽  
Education Data ◽  
K 12 ◽  
Better Than

Childhood trauma and stress affects learning. John Dewey's theories of progressive, experiential education data suggest that experiential education positively correlates not only to comprehension, but also to attitudes towards learning as a whole, and towards student self-esteem and ultimately brain health. However, experiential learning is affected by brain development and childhood stress. Experiential learning, particularly project-based curricula, have demonstrated positive outcomes in students from grades K-12. When assessments are adjusted to reflect content actually covered by a given project, students who learned through the project-based method performed significantly better than students in the comparison group, suggesting that experiential education enhances brain development and brain health in the areas of social emotional learning and improves comprehension and retention of material.

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