scholarly journals EFFECTIVELY ASSESSING PROFESSIONAL ENGINEERING SKILLS

2011 ◽  
Author(s):  
David S. Strong ◽  
Sue Fostaty Young
Keyword(s):  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
Solo Taxonomy ◽  
Adoption And Implementation ◽  
Cognitive Transformation ◽  
Teachers And Students ◽  
Learning As A Process ◽  
Core Course ◽  
Ice Model

This paper outlines the assessment dilemmas and challenges that were experienced by faculty members and students alike during initial iterations of APSC 190 (a first-year, professional engineering skills core course in the Faculty of Applied Science at Queen’s University) and how the adoption and implementation of the ICE model of assessment [1], [2], [3] served to address those challenges. ICE, an acronym for Ideas, Connections and Extensions is based on cognitive/transformation theories of learning similar to those put forth by Biggs’ and Collis’ SOLO taxonomy[4], and describes learning as a process of growth from novice toward expert. Unlike SOLO, ICE was intentionally designed for use in the classroom by teachers and students. The simplicity of the model increases its utility and portability to a host of learning activities and furnishes an accessible vocabulary and framework to facilitate communication about expectations for learning. The paper includes an overview of the ICE model, suggestions for implementation and the effects and limitations of the model for use in professional skills courses. Current-use examples are provided that illustrate the model’s utility and its implications for shaping student learning.

scholarly journals Taking Retention Seriously: Rethinking the First Year of College

1999 ◽  
Vol 19 (2) ◽  
pp. 5-9 ◽  
Author(s):  
Vincent Tinto
Keyword(s):  
Learning Communities ◽  
Student Retention ◽  
Learning Environments ◽  
Faculty Members ◽  
Learning Activities ◽  
First Year ◽  
First Year Students ◽  
Shared Learning ◽  
First Year Of College

Efforts on most campuses do not go far enough to promote student retention, especially for first-year students. Add-on classes that are disconnected from one another cannot give students the cohesive environment they need to connect with faculty, staff, and other students. What are needed are learning environments, such as learning communities, that actively involve students, faculty members, and staff in shared learning activities.

PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

2017 ◽  
Vol 5 (3) ◽  
pp. 451
Author(s):  
Ipi Hanapiati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Average Value ◽  
Study Results ◽  
Teachers And Students

This research was motivated by the low results of students' mathematics learning. Of the 35students only 15 students (40.54%) who completed study results, while the average valueobtained by the students was 68.65. This study aims to increase the students' mathematicslearning through PMRI. This research is a class act who performed two cycles. Based on theresearch of learning outcomes and learning activities teachers and students expressedincreased. In the first cycle 1 meeting activities for teachers to get a score of 14 (70%), in thefirst cycle 2 meeting increased with a score of 15 (75%). In the second cycle 1 meeting obtaina score of 17 (85%) and the second cycle 2 meeting obtain a score of 18 (90%). Besides thestudent activity also increased in the first cycle of meeting one activity students obtain a scoreof 12 (60%), in the first cycle 2 meeting increased with a score of 16 (80%). In the secondcycle 1 meeting obtain a score of 17 (85%) and the second cycle 2 meeting obtain a score of17 (85%). The results of students' mathematics learning increases the basic score averagevalue obtained was 68.65 increase in the first cycle with an average value of 95.41 hasincreased in the second cycle with an average value of 97.97.

Administrasi sarana dan prasarana

2020 ◽  
Author(s):  
Hikmah Ibnu Husni
Keyword(s):  
Sense Of Belonging ◽  
School Community ◽  
Educational Process ◽  
The Other ◽  
Learning Activities ◽  
Educational Facilities ◽  
Learning Goal ◽  
The World ◽  
Teachers And Students ◽  
Personal Education

The world of education is a world where there are learning activities between teachers and students, these two components cannot be eliminated in an educational process because if one of them is lost there will never be a learning goal. However, on the other hand there are components that also play a role as supporting learning activities both directly and indirectly. No less important components are facilities and infrastructure. Administration of educational facilities and infrastructure is very supportive of achieving a goal of education, as a personal education we are required to master and understand the administration of facilities and infrastructure, to improve work power effectively and efficiently and be able to respect the work ethics of personal education, so harmony, comfort can create pride and a sense of belonging both from the school community and the residents of the surrounding community.

Transformative Learning in Mastery-Oriented CS0 Course

2021 ◽  
pp. 234763112110072
Author(s):  
Srinivasan Lakshminarayanan ◽  
N. J. Rao ◽  
G. K. Meghana
Keyword(s):  
Transformative Learning ◽  
First Year ◽  
Guided Discovery ◽  
Engineering Programs ◽  
Transformative Experiences ◽  
Significant Difference ◽  
Cognitive Levels ◽  
Almost All ◽  
Core Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.

Reliability and Validity of a Simulation-based Acute Care Skills Assessment for Medical Students and Residents

2003 ◽  
Vol 99 (6) ◽  
pp. 1270-1280 ◽  
Author(s):  
John R. Boulet ◽  
David Murray ◽  
Joe Kras ◽  
Julie Woodhouse ◽  
John McAllister ◽  
...  
Keyword(s):  
Medical Students ◽  
Acute Care ◽  
Reliability And Validity ◽  
Faculty Members ◽  
First Year ◽  
Clinical Experiences ◽  
Critical Events ◽  
Simulation Based ◽  
Broad Domain ◽  
Simulation Exercises

Background Medical students and residents are expected to be able to manage a variety of critical events after training, but many of these individuals have limited clinical experiences in the diagnosis and treatment of these conditions. Life-sized mannequins that model critical events can be used to evaluate the skills required to manage and treat acute medical conditions. The purpose of this study was to develop and test simulation exercises and associated scoring methods that could be used to evaluate the acute care skills of final-year medical students and first-year residents. Methods The authors developed and tested 10 simulated acute care situations that clinical faculty at a major medical school expects graduating physicians to be able to recognize and treat at the conclusion of training. Forty medical students and residents participated in the evaluation of the exercises. Four faculty members scored the students/residents. Results The reliability of the simulation scores was moderate and was most strongly influenced by the choice and number of simulated encounters. The validity of the simulation scores was supported through comparisons of students'/residents' performances in relation to their clinical backgrounds and experience. Conclusion Acute care skills can be validly and reliably measured using a simulation technology. However, multiple simulated encounters, covering a broad domain, are needed to effectively and accurately estimate student/resident abilities in acute care settings.

scholarly journals A Core Course Component in a Project-based First-year Engineering Experience

2015 ◽  
Author(s):  
Robert Caverly ◽  
Randy Weinstein ◽  
James O'Brien ◽  
Seri Park ◽  
Edward Char ◽  
...  
Keyword(s):  
First Year ◽  
Core Course

Challenges and complexities of developing mentors’ practice: insights from new mentors

2018 ◽  
Vol 7 (4) ◽  
pp. 329-342 ◽  
Author(s):  
Wendy Gardiner ◽  
Nina Weisling
Keyword(s):  
Professional Learning ◽  
Early Career ◽  
Primary Data ◽  
First Year ◽  
Content Type ◽  
Individual Interviews ◽  
Sense Of Efficacy ◽  
Teachers And Students ◽  
Axial Coding ◽  
Complex Relationships

Purpose Induction mentoring for early career teachers is a complex practice, requiring knowledge and skills distinct from teaching. However, more is known anecdotally than empirically about the challenges new mentors face and the type of support they need as they transition from teacher to induction mentor. The paper aims to discuss these issues. Design/methodology/approach This qualitative study investigated how nine first-year mentors developed, conceptualized and enacted their mentoring practice by asking, what supports/inhibits new mentors’ professional learning and practice? Are there patterns of struggle/challenge that new mentors face? Primary data sources included three 45–60-minute structured, individual interviews across each mentor’s first year. Data analysis was inductive, involving open and axial coding. Findings Mentors struggled to navigate multiple complex relationships with administrators, teachers and students. The quality of these relationships impacted their sense of efficacy and mentoring ability. Despite receiving what mentors perceived as effective professional development (PD), all mentors found it difficult to apply knowledge in practice. Mentors also experienced a steep and varied learning curve and identified supports that enhanced their knowledge and situated application of new teacher-centered mentoring. Originality/value Despite increases in mentoring programs, there is a lack of research addressing new mentors’ needs and development. This study makes a contribution by identifying new mentors’ needs and challenges and by providing recommendations for situated, responsive, and ongoing PD.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals ADMINISTRASI KEUANGAN

2019 ◽  
Author(s):  
Achmad Affandi
Keyword(s):  
Sense Of Belonging ◽  
School Community ◽  
Educational Process ◽  
The Other ◽  
Learning Activities ◽  
Educational Facilities ◽  
Learning Goal ◽  
The World ◽  
Teachers And Students ◽  
Personal Education

The world of education is a world where there are learning activities between teachers and students, these two components cannot be eliminated in an educational process because if one of them is lost there will never be a learning goal. However, on the other hand there are components that also play a role as supporting learning activities both directly and indirectly. No less important components are facilities and infrastructure. Administration of educational facilities and infrastructure is very supportive of achieving a goal of education, as a personal education we are required to master and understand the administration of facilities and infrastructure, to improve work power effectively and efficiently and be able to respect the work ethics of personal education, so harmony, comfort can create pride and a sense of belonging both from the school community and the residents of the surrounding community

scholarly journals Feasibility Analysis Of Class Vi Students 'Books in Globalization Theme (Theme 4) Curriculum 2013 SDN 2 Padasuka

2021 ◽  
Vol 4 (1) ◽  
pp. 123
Author(s):  
Muhammad Nurjamaludin ◽  
Nabila Aprilia ◽  
Dani Gunawan ◽  
Neni Nadhiroti Muslihah
Keyword(s):  
Research Method ◽  
Learning Activities ◽  
Grade Student ◽  
Research Information ◽  
Average Value ◽  
Library Research ◽  
Teachers And Students ◽  
Descriptive Approach ◽  
Research Objects ◽  
Research Analysis

<p><em>Textbooks are one of the teaching materials that can influence in learning activities, because they can be a reference for teachers and students. The purpose of this study was to determine the four standard feasibility of a grade VI student book on the theme of globalization in the curriculum 2013. The research method used in this study is qualitative with a type of descriptive approach that is library research. Participants or research objects that act as a source of data research information are the books of grade VI students and teachers. The data collection techniques used are documentation and interview techniques. Based on the results of the research analysis, it shows that the average value of the standardized analysis of the grade student book on the theme of globalization obtained a percentage 85,31% with the title “very worthy”. Thus this book can be used as best as possible.</em></p>

Sign in / Sign up

Export Citation Format

Share Document