scholarly journals The Use Of STEM Approaches To Widen Formula Derivation Steps In Material Science And Engineering Programmes At Higher Education Institutions

2021 ◽  
Vol 17 (29) ◽  
pp. 38
Author(s):  
Charles Darko
Keyword(s):  
Higher Education ◽  
Material Science ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Science And Engineering ◽  
Derivation Step ◽  
Ongoing Work ◽  
Self Study ◽  
Engineering Problems ◽  
Formula Derivation

Many complex formula derivation steps found within material science and engineering programmes are essential skill-developing activities that enhance students’ learning. However, most students lack the required mathematical knowledge to fully comprehend some of those derivation steps. This work developed a framework of clarifying some of the formula derivations steps by adding further mathematical steps that support the students’ constructive and cognitive learning. Some derivation steps were added to the derivations of the theoretical tensile strength model as well as the Maxwell’s and the Voigt-Kelvin models. The idea was not to disrupt students’ constructive or cognitive learning processes but to facilitate their learning since their ultimate aim is not to derive but to apply the steps of the modified derivations in solving other material science and engineering problems. The students benefited from the activities in two folds; firstly, they understood the reasons behind each derivation step and secondly, it improved their self-study activities by reducing their study periods. These activities provide a platform to widen STEM activities at higher education institutions. The ongoing work will look at other important formula derivation steps within material science and engineering that can enhance students’ learning.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

scholarly journals Measuring the Success of Mathematics and Statistics Support Sessions at UWS

2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Andisheh Bakhshi ◽  
Wan Rinwi Mekwi ◽  
Kenneth Charles Nisbet ◽  
Alan James Walker
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Higher Education Institutions ◽  
Science And Engineering ◽  
The West ◽  
Key Points ◽  
The University ◽  
High Degree

Following a review of the provision of mathematics and statistics support across Scottish Higher Education Institutions, academics at the University of the West of Scotland initiated weekly mathematics and statistics support sessions. These sessions were open to all students and staff across the institution, but primarily aimed at the science and engineering students with a high degree of numerate work in their study programmes. After two years of operation, previous attendees and students within key demographics were canvassed on their knowledge of, and opinion of, these support sessions. Four key points were uncovered: advertising of the existence of the sessions should be increased; the use of PhD students overseeing the sessions should be investigated; the centralisation of the sessions should be investigated; and more formal tutorial engagement should be encouraged.

scholarly journals How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

2021 ◽  
Vol 22 (4) ◽  
pp. 125-140
Author(s):  
Tannis Morgan ◽  
Elizabeth Childs ◽  
Christina Hendricks ◽  
Michelle Harrison ◽  
Irwin DeVries ◽  
...  
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Higher Education Institutions ◽  
Institutional Transformation ◽  
Open Education ◽  
Promising Practices ◽  
Critical Approach ◽  
Self Assessment ◽  
Education Practice ◽  
Self Study

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.

scholarly journals Experience of Future Economists’ Self-Study Organization in Foreign Higher Education Institutions

2016 ◽  
Vol 6 (2) ◽  
pp. 81-87
Author(s):  
Oktay Aliyev
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Educational Process ◽  
Cognitive Component ◽  
Self Study ◽  
Study Process ◽  
Personalized Approach ◽  
The Individual

Abstract The article consolidates information sources on the issues of future economists’ self-study organization at foreign universities. There has been carried out the study of approaches to the interpretation of the term “self-study process” in the contemporary scientific thought abroad. There have been specified the productive ideas of foreign experience which are to be understood and implemented into practice of domestic higher education institutions in terms of professional training of future specialists in the field of social and behavioural sciences majoring in Economics, including the following: 1) student self-study is supposed to be a mandatory part of the educational process, with the amount of time dedicated to being less than 65 percent. At the same time a student-personalized approach to each student should be implemented and the course of study, specifics of the subject being learnt should be taken into account; the teachers are expected to offer verbal consulting and ICT support (including university web resources) of student self-study; 2) while organizing the educational process (syllabi, curricula for students of different educational levels) it should be taken into account that there is a link between self-education of future economists with his/her practical activities along with development prospects of the sector; 3) organization of future economists’ self-study should be based on the student’s conscious attitude to learning, recognition of its role in meeting the challenges and solving the urgent problems of economic education (motivational component); on knowledge forming the basis for the individual’s self-study and determining his/her readiness for self-education in their future careers (cognitive component); on combination of skills and abilities of the individual, determining his/her functional readiness for professional self-education on challenging issues of economic sphere (operational and pragmatist component).

scholarly journals An Evaluation of How Students Use Blackboard and the Possible Link to Their Grades

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Charles Darko
Keyword(s):  
Higher Education ◽  
Statistical Analysis ◽  
Learning Theory ◽  
Linear Correlation ◽  
Material Science ◽  
Scientific Information ◽  
Final Examination ◽  
Science And Engineering ◽  
Interesting Observation ◽  
Positive Linear Correlation

Blackboard is an important Learning Management System (LMS) employed at most higher education institutions to engage and interact with students during their studies. Students within Material Science and Engineering (MSE) often use these LMS’s to absorb mathematical derivations, scientific information and submit coursework tasks. In this work, statistical analysis of the average times the MSE students spent on Blackboard during their entire Bachelor’s program period were compared to their final examination grades. Results show a positive linear correlation between the time students spent on Blackboard and their final grades. Another interesting observation was the fact that the students engage and interact more with LMS at certain periods within the week rather than performing unintentional activities. Similar to the constructivism learning theory, the results gave evidence to the fact that the more students actively engage with the LMS’s, the more they construct knowledge for themselves.

International Faculty Development in U.S. Higher Education

2018 ◽  
pp. 1579-1594
Author(s):  
Tony Lee ◽  
Doo Hun Lim
Keyword(s):  
Higher Education ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Science And Engineering ◽  
International Faculty ◽  
Teaching Research ◽  
International Graduates ◽  
The Common ◽  
The U.S

The growth of international graduates in U.S. higher education institutions has prompted an increase of international faculty in U.S. higher education institutions especially in the field of science and engineering. International faculty play important roles and impacts many aspects of teaching, research, and globalization in U.S. institutions. Despite their success in teaching, research, and contribution toward globalization, many international faculty are dissatisfied with their job compared to the U.S.-born faculty. This chapter provides a review of the common issues that international faculty face in U.S. higher education institutions. In addition, the authors provide recommendations of the types of support systems that institutional administrators can implement to support their international faculty members.

International Faculty Development in U.S. Higher Education

2017 ◽  
pp. 304-319
Author(s):  
Tony Lee ◽  
Doo Hun Lim
Keyword(s):  
Higher Education ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Science And Engineering ◽  
International Faculty ◽  
Teaching Research ◽  
International Graduates ◽  
The Common ◽  
The U.S

The growth of international graduates in U.S. higher education institutions has prompted an increase of international faculty in U.S. higher education institutions especially in the field of science and engineering. International faculty play important roles and impacts many aspects of teaching, research, and globalization in U.S. institutions. Despite their success in teaching, research, and contribution toward globalization, many international faculty are dissatisfied with their job compared to the U.S.-born faculty. This chapter provides a review of the common issues that international faculty face in U.S. higher education institutions. In addition, the authors provide recommendations of the types of support systems that institutional administrators can implement to support their international faculty members.

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