scholarly journals ENGG 113 COMMUNICATIONS AND DESIGN: A FIRST YEAR ENGINEERING COURSE AT THE UNIVERSITY OF REGINA

2011 ◽  
Author(s):  
R. J. Palmer
Keyword(s):  
Design Process ◽  
Time Management ◽  
First Year ◽  
Design Activity ◽  
Credit Hours ◽  
Web Document ◽  
Underlying Principle ◽  
Single Standard ◽  
Short Courses ◽  
The University

Circa 1990 the Engineering curriculum at the University of Regina was completely overhauled. Previous to this, there were small courses in communication and design. The short courses were combined into a single standard length course of 3 credit hours, ENGG 113, Communications and Design. The underlying principle was that communication was indeed a design process. An essay must be designed, a presentation must be designed and even a sentence must be created using the fundamentals of the design process. The course incorporates unorthodox practices but it covers a variety of topics that support the design process. For example, time management is not only covered, it is practiced in class by having a student moderate each class. The class is broken into four 17 minute periods, each starting with students doing random self introductions, and ending with student summaries. Student design groups do a presentation during one of these modules. The entire class is under the control of the moderator. The lab is broken into three sections, a writing activity, a computer activity and a design activity. A design is done, and is presented at the end of the course as a WEB document. This paper describes the topics, the objectives and the methodology of the course and gives an analysis as to what works and what remains lacking.

scholarly journals Biomedical graduate student experiences during the COVID-19 university closure

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256687
Author(s):  
Janani Varadarajan ◽  
Abigail M. Brown ◽  
Roger Chalkley
Keyword(s):  
Psychological Health ◽  
Time Management ◽  
Well Being ◽  
First Year ◽  
Biomedical Sciences ◽  
Spring Semester ◽  
Ongoing Research ◽  
The University ◽  
Senior Students ◽  
Remote Learning

COVID-19-associated university closures moved classes online and interrupted ongoing research in universities throughout the US. In Vanderbilt University, first year biomedical sciences PhD students were in the middle of their spring semester coursework and in the process of identifying a thesis research lab, while senior students who had already completed the first year were at various stages of their graduate training and were working on their thesis research projects. To learn how the university closure and resulting interruptions impacted our students’ learning and well-being, we administered two surveys, one to the first year students and the other to the senior students. Our main findings show that the university closure negatively impacted the overall psychological health of about one-third of the survey respondents, time management was the aspect of remote learning that caused the highest stress for close to 50% of the students, and interaction with their peers and in-person discussions were the aspects of on-campus learning that students missed the most during the remote learning period. Additionally, survey responses also show that students experienced positive outcomes as a result of remote learning that included spending increased time on additional learning interests, with family, on self-care, and for dissertation or manuscript writing. Though a variety of supportive resources are already available to students in our institution, results from our survey suggest enhancing these measures and identifying new ones targeted to addressing the academic and emotional needs of PhD students would be beneficial. Such support measures may be appropriate for students in other institutions as well.

Learn to Design by Mapping Information Among Several Methods

2012 ◽  
Author(s):  
Sergio Rizzuti
Keyword(s):  
Data Structure ◽  
Project Management ◽  
Product Design ◽  
Design Process ◽  
Design Activity ◽  
Design And Development ◽  
Matrix Formulation ◽  
Project Data ◽  
The University ◽  
Mapping Information

The paper is based on the experience matured in ten years of teaching “Product Design and Development” at the Faculty of Engineering of the University of Calabria (Italy). This paper is focused on the consideration that many of the methods employed during product design activity share a matrix formulation as a means of collecting and managing project data and that students must be familiarized with the use of this kind of data structure in a very different way from their previous experiences, because project management can be pursued by mapping information from one method to another. Students are in fact guided to organize data related to the design on which they are involved in order to guarantee that the information can be mapped from one formulation to another, meaning that they have the whole design process under control. Attention will be paid to the pedagogic aspects and problems associated with the way how information can be collected and ranked and how a decision can be made.

scholarly journals Teaching the Practical Skills

2011 ◽  
Vol 133 (12) ◽  
pp. 36-40 ◽  
Author(s):  
Norman L. Fortenberry
Keyword(s):  
Time Management ◽  
Cultural Awareness ◽  
First Year Experience ◽  
First Year ◽  
Practical Skills ◽  
Management Skills ◽  
Engineering Technology ◽  
University Of Colorado ◽  
Creative Solutions ◽  
The University

This article explains why the next-generation engineers will need interpersonal and management skills to operate effectively. Engineers must communicate well enough—orally, electronically, and in writing—to sell clients, bosses, or a diverse group of teammates on an idea. They have to lead, make tough decisions, and frame questions in a way that fosters creative solutions to such global “grand challenges” as climate change. A strong moral compass, ethics, cultural awareness, and ability to apply engineering concepts across the disciplinary spectrum are important, too. Many engineering schools and engineering technology programs are revamping curricula to include team-based competitions and other opportunities for students to develop or hone their professional abilities. Some, including pioneers such as the University of Colorado, Boulder, have incorporated team-based design labs into the first-year experience. Teams are carefully assembled to assure a range of interests, social styles, and abilities, and students not only must incorporate several engineering disciplines into their final product, they learn time-management, budgeting, and interpersonal skills. Some projects have even attracted potential investors.

To practice time management skills for freshmen in pedagogical university

2021 ◽  
Vol 66 (1) ◽  
pp. 23-36
Author(s):  
Khanh Mai Quoc ◽  
Phuong Nguyen Nam ◽  
Kien Phan Trung ◽  
Thach Ly Van ◽  
Hang Le Thi Thuy ◽  
...  
Keyword(s):  
Time Management ◽  
Practice Management ◽  
First Year ◽  
Management Skills ◽  
First Year Students ◽  
The University ◽  
Practice Time ◽  
Theoretical Issues

On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for them in the University Skill Club; attracting students to participate in Youth Union and Association activities; testing and evaluating the results of practicing freshmen’s time management skills on a regular basis.

scholarly journals Developing Soft Skills for Engineering: Experience with Student Team Projects

Organizacija ◽  
2010 ◽  
Vol 43 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Franc Gider ◽  
Tanja Urbančič
Keyword(s):  
Time Management ◽  
Soft Skills ◽  
Postgraduate Education ◽  
Research Problem ◽  
Modern World ◽  
First Year ◽  
Study Program ◽  
Team Projects ◽  
The University ◽  
Student Team

Developing Soft Skills for Engineering: Experience with Student Team ProjectsWhile advanced technologies are entering schools at all levels, we claim that other skills required to deal with them in the complex modern world should not be neglected in the education system. In this article, a promising approach to interdisciplinary postgraduate education is described. The idea of the »Team project« course is to give the students the opportunity to gain experience in an extensive project where various skills are needed, e.g. teamwork, coordinating work, project management, research, problem solving, public presentations, time management, etc. The course is obligatory and held in the first year of the master study program at the School of Engineering and Management of the University of Nova Gorica. The main advantage of the course is to give the students hands-on experience of work on a project that is very close to reality. Students are forced to gain experience in teamwork and to overcome the uncertainties and obstacles that arise in such projects. Since the launch of the course, several improvements have been made with the aim of improving the performance of the course. Nevertheless, the course remains a challenge for both students and teachers.

scholarly journals A NEW FIRST YEAR DESIGN COURSE AT THE UNIVERSITY OF WESTERN ONTARIO

2011 ◽  
Author(s):  
Ralph Buchal ◽  
F. Michael Bartlett ◽  
Sean Hinchberger ◽  
Shahzad Barghi ◽  
Amarjeet Bassi ◽  
...  
Keyword(s):  
Design Process ◽  
State Of The Art ◽  
First Year ◽  
Individual State ◽  
Design Validation ◽  
Engineering Design Process ◽  
Design Projects ◽  
Team Design ◽  
The University ◽  
Major Project

A new first year design course at the University of Western Ontario uses team design projects to develop skills in the engineering design process, teamwork, design communication, and reflection. Students begin with a short 6-week mini-project, which is followed by an 18-week major design project. Each student is required to prepare an individual “State-of-the-art” report at the beginning of the major project. Students work through the stages of the design process, starting with conceptual design to generate innovative concepts. This is followed by design validation using analysis, simulation and experiments, CAD modeling, and prototype construction and testing.

They’re Here, Now How Do You Keep Them?

2013 ◽  
pp. 84-102
Author(s):  
Ruth Gannon Cook
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Good Time ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
College Age ◽  
New Students ◽  
Students Attitudes ◽  
The University

This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

scholarly journals Predictive Value of Veterinary Student Application Data for Class Rank at End of Year 1

2020 ◽  
Vol 7 (3) ◽  
pp. 120
Author(s):  
Steven D. Holladay ◽  
Robert M. Gogal ◽  
Parkerson C. Moore ◽  
R. Cary Tuckfield ◽  
Brandy A. Burgess ◽  
...  
Keyword(s):  
Academic Success ◽  
First Year ◽  
Graduate Record Examination ◽  
Veterinary Students ◽  
Grade Point ◽  
Class Rank ◽  
Credit Hours ◽  
Science Courses ◽  
University Of Georgia ◽  
The University

Student applications for admission to the University of Georgia College of Veterinary Medicine include the following information: undergraduate grade point average (GPA), GPA in science courses (GPAScience), GPA for the last 45 credit hours (GPALast45hrs), results for the Graduate Record Examination Quantitative and Verbal Reasoning Measures (GRE-QV), results for the GRE Analytical Writing Measure (GRE-AW), and grades received for 10 required prerequisite courses. In addition, three faculty members independently review and score subjective information in applicants’ files (FileScore). The admissions committee determines a composite Admission Score (AdmScore), which is based on GPA, GPAScience, GPALast45hrs, GRE-QV, GRE-AW, and the FileScore. The AdmScore is generally perceived to be a good predictor of class rank at the end of year 1 (CREY1). However, this has not been verified, nor has it been determined which components of the AdmScore have the strongest correlation with CREY1. The present study therefore compared each component of the AdmScore for correlation with CREY1, for the three classes admitted in 2015, 2016 and 2017 (Class15, Class16, Class17). Results suggest that only a few components of the application file are needed to make strong predictive statements about the academic success of veterinary students during the first year of the curriculum.

They’re Here, Now How Do You Keep Them?

2011 ◽  
Vol 1 (2) ◽  
pp. 25-41 ◽  
Author(s):  
Ruth Gannon Cook
Keyword(s):  
Time Management ◽  
Student Attitudes ◽  
Good Time ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
College Age ◽  
New Students ◽  
Students Attitudes ◽  
The University

This is a case study of a class of first year traditional college-age students enrolled in a class that assessed measures to orient new students and enlist them in becoming committed to completing their degrees. The motivation of the university that designed the course was two-fold: to help students develop good time management and study skills; and to nurture student loyalty to retain them through graduation at this university. The study followed a small class of 18-20 year old first year students through their first semester at a mid-sized western public university. The results of the study indicated that while many factors affect students’ attitudes and retention throughout their college years, simple measures of enlistment and peer-mentoring fared best to positively influence student attitudes and responses in the college-orientation class; and, peer involvement offered the most promise of future brand commitment to student retention at the university.

Supervision: Supervision and Clinical Practicum in Telepractice

2011 ◽  
Vol 21 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Sena Crutchley
Keyword(s):  
North Carolina ◽  
Pilot Project ◽  
First Year ◽  
University Of North Carolina ◽  
Speech Language Pathology ◽  
Support Personnel ◽  
Clinical Practicum ◽  
Training Support ◽  
Language Pathology ◽  
The University

This article describes how a telepractice pilot project was used as a vehicle to train first-year graduate clinicians in speech-language pathology. To date, six graduate clinicians have been trained in the delivery of telepractice at The University of North Carolina at Greensboro. Components of telepractice training are described and the benefits and limitations of telepractice as part of clinical practicum are discussed. In addition, aspects of training support personnel involved in telepractice are outlined.

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