scholarly journals Examining Student Learning Outcomes and Engagement in Engineering Entrepreneurship Education Programs

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Julie Libarkin
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Student Learning ◽  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Student Learning Outcomes ◽  
Time Constraints ◽  
Education Programs ◽  
Career Needs ◽  
Problem Solve

The professional context for the future engineer ischanging. Engineering graduates can no longer expecta career with a single employer and they must beprepared to meet the needs of diverse organizations.Companies are looking for engineers who can identifyunmet needs, problem solve under time constraints,and adapt to technological change. In response tochanging career needs, higher education institutionsare reforming how they train engineers. Most recently,this reform has led to the incorporation ofentrepreneurship into engineering undergraduatecurriculum. As more programs rush to launchengineering entrepreneurship programs, it is criticalthat we better understand the outcomes ofentrepreneurship education and how programs engagediverse student populations. In our poster, we presentour two projects assessing learning outcomes ofengineering entrepreneurship programs andexamining student participation.

scholarly journals The Value of Assessing Higher Education Student Learning Outcomes

AERA Open ◽  
2017 ◽  
Vol 3 (3) ◽  
pp. 233285841771541 ◽  
Author(s):  
Tatiana Melguizo ◽  
Hamish Coates
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Education Student

scholarly journals Efektifitas Penggunaan Kahoot! untuk Meningkatkan Hasil Belajar Siswa [Effectiveness of Using Kahoot! to Improve Student Learning Outcomes]

2019 ◽  
Vol 8 (1) ◽  
pp. 95
Author(s):  
Irwan Irwan ◽  
Zaky Farid Luthfi ◽  
Atri Waldi
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Online Games ◽  
Student Learning Outcomes ◽  
Quantitative Approach ◽  
Experiment Method ◽  
Use Of Assessment ◽  
Improve Student Learning

This study aims to measure the effectiveness of the use of assessment learning media based on online games which is Kahoot to improve student learning outcomes. This study uses a quantitative approach with the quasi experiment method. The number of samples in each group is 30 people. The results shows that Kahoot can be an alternative interactive learning media in higher education because it is proven to significantly improve student learning outcomes with F (1.58) = 0.001, p <0.05 that means there are deferences between control and experiment class which is mean of experiment class (SD = 13.33, SD = 3.30) is higher than control class (M = 10.50, SD = 2.81)

Faculty and Chair Perceptions and Ratings about System-Wide Assessments in the Higher Colleges of Technology

2014 ◽  
pp. 102-120
Author(s):  
Matthew A. Robby
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Student Learning ◽  
Learning Outcomes ◽  
United Arab Emirates ◽  
Continuous Improvement ◽  
Student Learning Outcomes ◽  
Level Of Satisfaction ◽  
Colleges Of Technology ◽  
Research Findings

This chapter examines use of System-Wide Assessments (SWAs) in the Higher Colleges of Technology of the United Arab Emirates. These end-of-course assessments were designed to ensure consistency of standards, to measure student learning outcomes, and to improve the quality and effectiveness of instruction, courses, and programs. The author reviews literature highlighting the importance of outcome assessments, the relevant issues and trends in higher education, the challenges with implementation, and the type of support necessary for enhancing best practices. The chapter primarily describes the design and use of SWAs among the 17 Federal Colleges. It summarizes 2013 survey findings from 232 randomly selected respondents about the level of satisfaction and agreement among faculty and academic chairs about the purpose, process, value, and impact of SWAs. Findings identify what is perceived to be working well including the challenges and issues to promote continuous improvement in SWAs. From experiences and research findings, recommendations are offered for applying best practices and enhancing the effectiveness of assessments in higher education.

scholarly journals China’s Popular Educational Activity: Does Social Practice Really Help Enhance College Student Learning Outcomes?

2018 ◽  
Vol 7 (1) ◽  
pp. 129-149 ◽  
Author(s):  
Le Chen
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Learning ◽  
Learning Outcomes ◽  
Social Practice ◽  
Higher Education Institutions ◽  
Student Learning Outcomes ◽  
Social Practices ◽  
Educational Activity ◽  
College Student Learning

Abstract Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

CONSTRUCTIVE ALIGNMENT: A JOURNEY FOR NEW EYES

2006 ◽  
Vol 14 (04) ◽  
pp. 291-306 ◽  
Author(s):  
COLIN JONES
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Constructive Alignment ◽  
Enterprise Education ◽  
Approach To Teaching

The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.

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