scholarly journals Global TIES: Ten Years of Engineering for Humanity

2014 ◽  
pp. 205-221 ◽  
Author(s):  
Mandy Bratton
Keyword(s):  
Best Practices ◽  
Nonprofit Organizations ◽  
Undergraduate Students ◽  
Social Innovation ◽  
Positive Impact ◽  
Interdisciplinary Teams ◽  
Lessons Learned ◽  
Engineering And Technology ◽  
Humanitarian Engineering ◽  
The University

Founded in 2004, Global TIES – Teams in Engineering Service at the University of California, San Diego is a nationally recognized humanitarian engineering and social innovation program. In Global TIES, student-led, faculty-advised, interdisciplinary teams of undergraduate students earn academic credit for designing engineering and technology solutions in partnership with local and global nonprofit organizations. Data suggest that participation in Global TIES has a positive impact on students on a number of academic and developmental variables, including many of the professional and technical skills recommended by the Accreditation Board for Engineering and Technology. These findings, as well as the program’s history, mission, and curriculum, are described. Best practices developed and lessons learned over the program’s first decade are also discussed.

scholarly journals Investigating impact: Exploring the effect of ‘open’ support on student success

2019 ◽  
Author(s):  
Jennie Rose Steres Blake ◽  
Nicola Grayson ◽  
Sami Karamalla-Gaiballa
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Lessons Learned ◽  
Face To Face ◽  
Degree Classification ◽  
The University ◽  
University Of Manchester ◽  
The Impact

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

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.

ENVIRONMENTAL IMPACT ASSESSMENT TEACHING AT THE UNIVERSITY OF SÃO PAULO: EVOLVING APPROACHES TO DIFFERENT NEEDS

2010 ◽  
Vol 12 (03) ◽  
pp. 245-262 ◽  
Author(s):  
LUIS E. SÁNCHEZ
Keyword(s):  
Environmental Impact ◽  
Best Practices ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Undergraduate Students ◽  
Assessment Practice ◽  
Graduate Course ◽  
Socially Responsible ◽  
The University

This paper documents the experience of teaching environmental impact assessment (EIA) to undergraduate students at Escola Politécnica, an engineering school in Brazil, where EIA was first introduced as a graduate course in 1990, evolving to be taught as an undergraduate course. Learning objectives, course contents and teaching approaches are described. The courses have always sought to prevent a "legal trap" in teaching EIA, i.e. shaping the contents and the approach upon the applicable legal requirements, as it is assumed that, ultimately, EIA is not practiced because of laws, but because society calls for environmentally and socially responsible decision-making. Given the limited literature on EIA education, the paper also hopes to stimulate further reflection and debate on the role of teaching in enhancing environmental assessment practice and in improving its effectiveness and disseminating best practices.

Best Practices Adopted by Universities in The Development of Mediation in The Czech Republic

2021 ◽  
Vol 3 (5) ◽  
pp. 203-229
Author(s):  
Pavlína Krausová ◽  
Hana Láníková
Keyword(s):  
Czech Republic ◽  
Best Practices ◽  
Dispute Resolution ◽  
Driving Forces ◽  
Positive Impact ◽  
Full Range ◽  
Communist Country ◽  
The Czech Republic ◽  
The University

This article provides a comprehensive overview of key practices that may be adopted by the universities in order to advance mediation as a dispute resolution method among young professionals and key stakeholders of dispute resolution. The findings are based on the case study of the Charles University, Faculty of Law, which has been chosen due to its sharp rise in the number and variety of theoretical and practical university offerings related to mediation. It, therefore, represents a sustainable model of a progressive university program. The authors describe and analyse a full range of its university classes, summer schools, workshops, student societies, competitions, and conferences, many of which are self-organized by the students and university alumni themselves. They report how the various mediation activities developed over time, what contributed to their success, or posed a challenge, and offer an insight into the specific curriculums and practical methodologies. While they may be context and location-specific, the authors believe they are transferable and have the potential to serve as valuable inspiration for other developing ADR programs. To put those educational efforts into a broader context, the authors consider the state of the legal development of mediation in the Czech Republic. e Mediation has been introduced into its respective legal system only after the establishment of the democratic government in 1989, due to it being a communist country. Yet it took more than twenty years to adopt a legal framework that would regulate the basic principles of mediation and its exercise. Furthermore, the authors briefly draw attention to some of the challenges mediation is facing in the Czech Republic after the adoption of the Mediation Act in 2012. They consider in more detail how the specific obstacles may be mitigated by the proactive approach of the universities, especially law faculties, which have a direct relationship with the future driving forces of dispute resolution, such as future legislators, judges, and other professionals. The authors express a notion that the university activities are likely to have a positive impact on the (herein referred to as “ADR”) culture in the Czech Republic, especially in the following years, which is supported by the latest programs developed by government institutions and private parties which are emerging continuously, some of which have direct or indirect relationships, and contact with the university environment. Finally, they provide concrete recommendations as a list of best practices, which were gathered from the analysis of the case study of Charles University.

Library Impact Practice Brief: Library Outreach Assessment

2021 ◽  
Author(s):  
Amanda Hornby ◽  
Emilie Vrbancic
Keyword(s):  
Best Practices ◽  
Lessons Learned ◽  
Qualitative And Quantitative ◽  
Assessment Program ◽  
Student Success Team ◽  
Planning Processes ◽  
Library Impact ◽  
The University ◽  
Impact Framework

As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Odegaard Library’s Undergraduate Student Success Team designed an assessment framework for outreach to undergraduates. This practice brief describes the UW team’s outreach and assessment planning processes, the qualitative and quantitative assessment methods employed, the results of their assessment program, the lessons learned, and the best practices that emerged over several years and several iterations of conducting library outreach assessment. The brief presents both long-term reflections and most recent applications between 2016–2021.

Seizing the Moment: Learning from Humanely Relational and Interdisciplinary Soundscapes

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ana Elizabeth Rosas
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Education ◽  
Common Ground ◽  
Immigrant Students ◽  
The United States ◽  
Lessons Learned ◽  
Student Group ◽  
The Us ◽  
The Moment ◽  
The University

Lessons learned from George Sánchez have been at the heart of the work I do with undergraduate students at the University of California, Irvine (UCI). Many of them face enormous stress as a result of being (or being related to) undocumented Latina/o immigrants in the United States. During the 2011 Winter quarter, several of those students conferred with me about their intention to invite fellow UCI undergraduate students enrolled in our “Histories of the U.S.-Mexico Borderlands” course to join UCI Dreamers. This is an undergraduate student group that supports undocumented immigrant students at our campus as they struggle to finance, complete, and derive full social and intellectual benefit from their undergraduate education. This initiative situated our Chicana/o history course as a productive common ground, a space for this generation of women and men to act in support of each other. Attending UCI Dreamers meetings was not an automatic or random decision but rather the outcome of a series of interactions, discussions, and experiences. Prominent among these was our consideration of music and musical soundscapes that have influenced how life in the US–Mexico borderlands is lived and discussed. 

scholarly journals Reflections on Multidisciplinary Teamwork: From Experience to Impact

2014 ◽  
pp. 283-299
Author(s):  
Krista Liguori ◽  
Molly Eckman ◽  
Khanjan Mehta
Keyword(s):  
Field Testing ◽  
Lessons Learned ◽  
Social Enterprises ◽  
Complex Nature ◽  
Rigorous Research ◽  
Penn State ◽  
Communication Work ◽  
Humanitarian Engineering ◽  
The University ◽  
Multidisciplinary Teamwork

The Humanitarian Engineering and Social Entrepreneurship (HESE) Program at Penn State engages students and faculty across the university in rigorous research, design, field-testing, and launch of technology-based social enterprises. The complex nature of the real-world problems tackled by HESE ventures requires engagement from students and faculty across the university. Such interdisciplinary teamwork is fraught with issues stemming from differing academic traditions, vocabularies, communication, work habits, and most importantly, philosophies of entrepreneurial engagement in developing countries. This reflection article, based on interviews with 22 highly engaged students and recent alumni, provides a candid reflection on the structures and practices within the HESE program that facilitate or, at times, impede multidisciplinary teamwork. The methods and approaches described in this article are not best practices. Rather, they are simply practices and lessons learned that have emerged over time, and continue to evolve, as students and faculty in HESE march forward on their learning, research and entrepreneurial engagement continuum.

Sharing Lessons Learned and Best Practices in Deactivation and Decommissioning Techniques Among U.S. Department of Energy Contractors

2007 ◽  
Author(s):  
Michael B. Lackey ◽  
Sandra L. Waisley ◽  
Lansing G. Dusek
Keyword(s):  
United States ◽  
Best Practices ◽  
The United States ◽  
Lessons Learned ◽  
Department Of Energy ◽  
United States Department ◽  
Significant Progress ◽  
Energy Facility ◽  
Engineering And Technology ◽  
Implementation Guidelines

Approximately $153.2 billion of work currently remains in the United States Department of Energy’s (DOE’s) Office of Environmental Management (EM) lifecycle budget for United States projects. Contractors who manage facilities for the DOE have been challenged to identify transformational changes to reduce the lifecycle costs and develop a knowledge management system that identifies, disseminates, and tracks the implementation of lessons learned and best practices. At the request of the DOE’s EM Office of Engineering and Technology, the Energy Facility Contractors Group (EFCOG) responded to the challenge with formation of the Deactivation and Decommissioning (D&D) and Facility Engineering (DD/FE) Working Group. Since October 2006, members have already made significant progress in realizing their goals: adding new D&D best practices to the existing EFCOG Best Practices database; participating in lessons learned forums; and contributing to a DOE initiative on identifying technology needs. The group is also participating in a DOE project management initiative to develop implementation guidelines, as well as a DOE radiation protection initiative to institute a more predictable and standardized approach to approving authorized limits and independently verifying cleanup completion at EM sites. Finally, a D&D hotline to provide real-time solutions to D&D challenges is also being launched.

Supporting and Extending the SEACOOS Program: The Extension and Education Work Group

2008 ◽  
Vol 42 (3) ◽  
pp. 35-40
Author(s):  
Christina Simoniello ◽  
Lundie Spence ◽  
Jack Thigpen
Keyword(s):  
South Carolina ◽  
Best Practices ◽  
Information Needs ◽  
Work Group ◽  
Coastal Ocean ◽  
Lessons Learned ◽  
University Of Georgia ◽  
The Many ◽  
The University ◽  
Ocean Observing

In addition to the observation, collection and analysis of data, Southeast Atlantic Coastal Ocean Observing System (SEACOOS) funding supported the development of a complementary Extension and Education (E&E) component. Extension activities were operated through the Sea Grant Extension Programs of North Carolina, South Carolina, Georgia and Florida. Education activities were channeled through the three Centers for Ocean Sciences Education Excellence in the SEACOOS domain, and the University of Georgia Marine Extension program. E&E Work Group (WG) activities included identifying stakeholders and their needs, increasing awareness of SEACOOS and ocean observing systems in general, and developing concepts for potential products. This article is designed to describe (1) how education and outreach functions were developed with SEACOOS funding to E&E Principal Investigators, (2) the "lessons learned" from the many collaborations, and (3) "best practices" gleaned from the four years of activity funding. Best practices for E&E included defining clearly the target audiences, identifying information needs, providing products appropriate to the audience, designing evaluations with a strong feedback loop, and developing long-term relationships between audiences and providers. This article is one of seven published in this special edition of the MTS Journal to provide a forward-looking discussion of future development of the Southeast Regional Coastal Ocean Observing System (SE RCOOS).

Development, Management, and Evaluation of Undergraduate Experiential Learning: Recommendations for Best Practices

2018 ◽  
Vol 7 (4) ◽  
pp. 339-344
Author(s):  
Melissa Pangelinan ◽  
Marc Norcross ◽  
Megan MacDonald ◽  
Mary Rudisill ◽  
Danielle Wadsworth ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Best Practices ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Systematic Evaluation ◽  
National Society ◽  
State University ◽  
Development Management ◽  
Learning Programs ◽  
Core Concepts

Experiential learning provides undergraduate students rich opportunities to enhance their knowledge of core concepts in kinesiology. Beyond these outcomes, it enables students to gain exposure to, build empathy for, and affect the lives of individuals from diverse populations. However, the development, management, and systematic evaluation of experiential learning vary drastically across programs. Thus, the purpose of this review was to critically evaluate the experiential-learning programs at Auburn University and Oregon State University with respect to best practices outlined by the National Society for Experiential Education. The authors provide examples of lessons learned from these two programs to help others improve the implementation and impact of undergraduate experiential learning.

Sign in / Sign up

Export Citation Format

Share Document