Bridging the gap: Staff-student partnership through an undergraduate researcher scheme

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Emma Jane Sunley
Keyword(s):  
Student Evaluation ◽  
Positive Impact ◽  
Undergraduate Research ◽  
Historical Context ◽  
Student Collaboration ◽  
Transferable Skills ◽  
Future Aspirations ◽  
The University ◽  
Assessment Strategies ◽  
Academic Year

In this report, the operation of the York St John University ‘Students as Researchers Scheme’ (SRS) in the academic year 2013-14 is reviewed. The historical context is set and main aims are explained. The SRS, underpinned by the growing research culture across the University, provides exciting opportunities for staff-student collaboration through research. Recent student evaluation indicates a positive impact on student understanding of research processes, development of transferable skills such as teamwork and communication, and greater clarity about future aspirations. Two feedback projects funded by the SRS have the potential to influence change in feedback processes in line with institutional assessment strategies. This report also describes ways in which the York St John annual undergraduate research conference, closely aligned to the SRS, celebrates the achievements of researchers and offers students an opportunity to network and present their research in a friendly and supportive peer environment. The report concludes by exploring ways to develop the SRS further, which include the creation of an online blog, which, it is argued, will strengthen the sense of an undergraduate researcher community, improve motivation and encourage recording and sharing of progress among staff supervisors and their student researchers.

Adaptive Learning Using Interactive Training Material

2019 ◽  
pp. 162-184
Author(s):  
Pedro Manuel Hernández-Castellano ◽  
María Dolores Marrero-Alemán ◽  
Rubén Paz-Hernández ◽  
Pablo Rubén Bordón-Pérez ◽  
Luis Adargoma Suárez-García ◽  
...  
Keyword(s):  
Adaptive Learning ◽  
Positive Impact ◽  
Educational Innovation ◽  
Learning Difficulty ◽  
Interactive Training ◽  
Academic Courses ◽  
Didactic Material ◽  
Gps System ◽  
The University ◽  
Academic Year

The purpose of this chapter is to describe experience in the development, use, and evaluation of interactive didactic material oriented towards the ISO GPS system that has been introduced into recent academic courses of subjects of various engineering degrees at the University of Las Palmas de Gran Canaria. The Educational Innovation Group Ingeniería de Fabricación sought to generate a tool that would help students with a learning difficulty that had been identified as generalizable across various degree subjects. Student feedback was utilized in the development and evaluation of this didactic material. The results obtained allow us to confirm that the introduction of these materials has had a positive impact and that this preliminary experience of adaptive learning should be supplemented further in order to extend the significant improvement observed, both in the students' learning and the lecturers' teaching, in the last academic year.

scholarly journals Letter from the Editors-in-Chief

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Nicole Haldoupis ◽  
Caitilin Terfloth
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Conservation Strategies ◽  
Research Journal ◽  
Low Dose Aspirin ◽  
Student Volunteers ◽  
The University ◽  
The Impact ◽  
First Time ◽  
Academic Year

As issue 2.2 comes together, we reflect on the growth of USURJ over just a few short years. To date, USURJ has received 213 submissions and published 41. It has provided feedback to researchers and worked with them to improve their writing. In addition, 64 student volunteers from the University of Saskatchewan have now gained editorial experience and learned about the inner workings of a peer reviewed, academic publication, and many have worked with the journal for two years or more. This year, we analyzed 17 multidisciplinary undergraduate research journals from across North America, and found that the number of student editors on our USURJ team far surpasses all but three: the Harvard Undergraduate Research Journal, the Lethbridge Undergraduate Research Journal, and the Fordham Undergraduate Research Journal.Thanks to an increasing number of submissions, we are able to release, for the first time, two issues in one academic year. We sincerely value our volunteer editors, who have once again pulled together to make USURJ happen. It is gratifying to be able to not only help make these experiences happen, but also to provide a venue for undergraduates to share their research—and do they ever have some great ideas to share! In this issue, one engaged student approaches and interviews cyclists using Saskatoon’s 23rd Street Bicycle Boulevard to inform his analysis of that infrastructure. One researcher discusses the importance of conservation strategies that look at the impact of an endangered animal’s decline, and the impact of conservation on its ecosystem. Another evaluates whether or not low dose aspirin reduces occurrences of myocardial infarction (a type of coronary heart disease) and provides recommendations for nurses. Another student calls attention to a food crisis affecting northern Canadian communities, evaluates the measures currently in place to help to solve this issue, and provides suggestions and possible amendments to these measures.Once again, University of Saskatchewan undergraduate students have proven the importance of disseminating their research, not only taking it outside of the classroom to the institution, but also to the international stage.Happy reading! Nicole Haldoupis & Caitilin Terfloth Graduate and Undergraduate Editors-in-Chief

scholarly journals Utilising graduate teaching assistants to implement active learning at university level

2017 ◽  
Author(s):  
David Read ◽  
Stephen Michael Barnes ◽  
Charles Kenneth Harrison ◽  
Rachel Koramoah ◽  
Iveta Ivanova
Keyword(s):  
Active Learning ◽  
Teaching Assistants ◽  
Positive Impact ◽  
Graduate Teaching Assistants ◽  
Small Group Teaching ◽  
Graduate Teaching ◽  
University Courses ◽  
Crucial Component ◽  
The University ◽  
Academic Year

Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities.  This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme.  A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17.  The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.Keywords: Active learning; peer-assisted learning; GTAs

scholarly journals Tracking and Assessing Undergraduate Research Campus-wide: Demographics, Academic Success, and Post-Graduation Plans

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kimberly R Schneider ◽  
Aubrey Kuperman ◽  
Andre Watts ◽  
Danae Barulich ◽  
Tyler Campbell
Keyword(s):  
Academic Success ◽  
Undergraduate Research ◽  
Data Set ◽  
Grade Point ◽  
Time To Degree ◽  
University Population ◽  
University Level ◽  
The Individual ◽  
The University ◽  
Academic Year

Evaluation must occur at the university level to understand the full impact of undergraduate research (UR). UR assessment is often only completed at the individual program level because of limited technology, time, and/or resources. At our large research institution, we have been documenting a wide variety of research experiences annually since the 2009–2010 academic year through an online portal. With our institutional research team and campus partners, we created interactive dashboards that display involvement in UR by semester and academic year. Here we compile data on students involved in UR compared to the university population as a whole. Consistent trends from this yearly data have shown that non-STEM (science, technology, engineering, and mathematics) students, transfer students, and part-time students are less involved in research. However, underrepresented and first-generation involvement tends to trend consistently with the university population, likely because of a wide variety of focused programming. Despite many interventions aimed at engaging students in their first three years, data show that researchers remain mostly seniors. Students are also tracked to graduation and beyond, providing a unique evaluation of UR. Grade point averages and graduation rates tend to be higher for student researchers. Time to degree is similar between researchers and nonresearchers. Students are tracked into graduate school as well and on average have an almost 50% increase in matriculation compared to nonresearchers. There are still gaps in this university-level knowledge, but this portal helps clarify campus-wide involvement and opportunities for enhancement, while serving as a comparison data set and a model system for other universities.

scholarly journals PENINGKATAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN BIOSTATISTIK DENGAN METODE KOOPERATIF MELALUI MEDIA LEMBAR KERJA MAHASISWA (LKM) DI PROGRAM STUDI PERUMAHSAKITAN

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Nia Murniati ◽  
Supriadi Supriadi ◽  
Tri Gunadi
Keyword(s):  
Teaching Method ◽  
Positive Impact ◽  
Threshold Value ◽  
Class Action ◽  
Average Score ◽  
The Media ◽  
Student Subjects ◽  
Improving Student Achievement ◽  
The University ◽  
Academic Year

ABSTRACT -This research is motivated by the lack of passionate students of the Program StudiPerumahsakitan Vokasi in the following study courses Biostatistics, because the teaching method does not makethe students become active and participate. Consequently Biostatistics courses often leave some students areforced to repeat the due credit limit does not reach the threshold value eventually pass (C) and of course is verydetrimental to the student having to repeat the course credit until they intern (last semester). This study is aclass act with the entire student subjects RS1 50 people Academic Year 2012/2013 in the University ofIndonesia with the material limits of Biostatistics emphasis on material probability. Results were obtained incycle 1 achieved an average score of 3770/5000 = 75.4, cycle 2 average scores achieved 4105/5000 = 82.1and cycle 3 achieved an average score of 4585/5000 = 91.7. Conclusion The method of cooperative learningapproach through the media LKM have a positive impact in improving student achievement is marked by anincrease in the average scores achieved in each cycle, and through the media worksheet can increase studentinterest and motivation shown by increased activity in the classroom discussion. Advice is to carry out acooperative approach through the media LKM method requires the preparation of a fairly mature, so thelecturer must be able to determine the learning scenario can actually be applied in order to obtain optimalresults.Peningkatan Keterlibatan Mahasiswa dalam Pembelajaran Biostatistik dengan Metode Kooperatif Melalui MediaLembar Kerja Mahasiswa (LKM) di Program Studi PerumahsakitanNia M, Supriadi, Tri GVolume 1, Nomor 2, pp 84-9685Keywords: class action research, cooperative learning, worksheet students.

scholarly journals The Impact of Quality Procedures on a Language Centre

2013 ◽  
Vol 9 (1) ◽  
pp. 21-34
Author(s):  
Veronika Kareva ◽  
Henshaw Heather
Keyword(s):  
Quality Assurance ◽  
Performance Management ◽  
Student Evaluation ◽  
Positive Impact ◽  
Good Practice ◽  
Staff Perceptions ◽  
East European ◽  
Learning And Teaching ◽  
The University ◽  
The Impact

Abstract The Language Centre (LC) as an integral part of the South East European University (SEEU) implements a number of well-established, institution wide quality procedures which are intended to have a positive impact on the standards of learning and teaching. These include: Teaching Observation Procedure, an annual Student Evaluation Survey, a performance management process for staff linked to professional development and an LC cycle of strategic planning, linked both to internal and LC Specific external evaluation. In developing these procedures, the University and Centre has drawn on international quality assurance guidelines, trends and good practice in order to develop effective approaches to quality within a specific educational and national context. The purpose of this paper is to evaluate what changes these procedures have made, both at individual teacher and LC level, how far institutional -wide processes have been applicable and valuable to the LC and whether there has been an impact on LC staff in their awareness and/or commitment to quality enhancement. Our conclusions will be drawn from an evaluation of these procedures, a comparison of LC data over a period of time and an investigation into Centre staff perceptions. We hope that the results of these findings will contribute to a greater understanding of the value of quality assurance procedures for Language Centers as well as to identifying what makes such processes successful

A Need Analysis in Academic Writing by Using Integrative-Based Approach: The Perspective of University Students

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Short Stories ◽  
University Students ◽  
Academic Writing ◽  
Integrative Approach ◽  
First Semester ◽  
Need Analysis ◽  
Initial Stage ◽  
Academic Genres ◽  
The University ◽  
Academic Year

This article discusses the needs and interests of the university students in Banten Indonesia for learning to write with an integrative approach as an initial stage in the development of academic writing textbooks. The participants in this study were 60 students in the first semester of the 2018/2019 academic year who took an Indonesian language course. It was found that students were familiar with writing activities. But the majority were limited to non-academic genres such as writing poetry, short stories, and writing personal blogs. Also, students have almost the same problems in academic writing, both from linguistic aspects, technical aspects, to issues of developing writing ideas. Another thing that was found in this study was the participation of lecturers who they expected in guiding and providing input during academic writing learning.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

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