scholarly journals INCORPORATING EXPERIENTIAL LEARNING IN LOWER DIVISION ENGINEERING COURSES

2015 ◽  
Author(s):  
Atousa Hajshirmohammadi ◽  
Nilgoon Zarei
Keyword(s):  
Experiential Learning ◽  
Early Phase ◽  
Logic Circuits ◽  
University Education ◽  
First Year ◽  
Engineering Science ◽  
Learning Method ◽  
Lower Division ◽  
Course Material ◽  
Simon Fraser University

“Experiential learning” as a method of delivering course material is becoming more recognized in university education, in recent years. This paper is a report on the early phase of a project at the School of Engineering Science at Simon Fraser University which aims at incorporation of experiential learning in lower division courses.The course considered here is a first year course in Logic Circuits. An example of an assignment given to students which implements the experiential learning method is presented and the results of students’ feedback on this method of learning compared to conventional method is summarized.Future directions for subsequent phases of this project are outlined, namely expansion of this method by adding more examples and incorporation of experiential learning in other lower division courses. Furthermore, implementation of a system to measure the effectiveness of experiential learning method is also considered.

The Syllabus Reconstructed: An Analysis of Traditional and Visual Syllabi for Information Retention and Inclusiveness

2021 ◽  
Vol 49 (2) ◽  
pp. 173-183
Author(s):  
Jerrod H. Yarosh
Keyword(s):  
Nontraditional Students ◽  
Critical Evaluation ◽  
Information Retention ◽  
Analytic Procedure ◽  
Lower Division ◽  
Visual Approach ◽  
Course Material

The current research examines whether a visual syllabus aids in information retention compared to a traditional text-based syllabus. The data derive from two lower-division sociology classes, each having a different syllabus format. Utilizing a syllabus quiz during the first week of the class provides the data about whether syllabus format matters. The data suggest the visual syllabus class retained more information given that students exposed to the visual approach scored significantly higher on a quiz than the traditional syllabus class. The current research presents an overview of why visuals may help in information retention with emphasis on the importance of inclusive course material and nontraditional students; an explanation of the data, methods, and analytic procedure followed by the findings; as well as a critical evaluation of and points to consider when creating a visual syllabus.

Applied sciences continuing education at Simon Fraser

1987 ◽  
Vol 1 (2) ◽  
pp. 141-143
Author(s):  
Donald A. George ◽  
June R. Landsburg
Keyword(s):  
Applied Sciences ◽  
Continuing Education ◽  
Collaborative Work ◽  
Management Program ◽  
Academic Departments ◽  
Engineering Science ◽  
New Faculty ◽  
University Continuing Education ◽  
The University ◽  
Simon Fraser University

At Simon Fraser University, continuing education activities are developed and administered by the division of Continuing Studies working in association with the university's academic departments. The Applied Sciences Program, a Continuing Studies unit, was formed in early 1986 to parallel the new Faculty of Applied Sciences established in 1985 in a major reorganization of the University. This faculty is composed of the Schools of Computing Science, Kinesiology and Engineering Science plus the Department of Communication and the Natural Resources Management Program. The article focuses on the School of Engineering Science and their collaborative work with industry in continuing education.

scholarly journals The View of Student Teachers on the Teacher’s Profession

2021 ◽  
Vol 11 (3) ◽  
pp. 23-34
Author(s):  
Petra Trávníčková
Keyword(s):  
Student Teachers ◽  
Qualitative Methodology ◽  
Practical Experience ◽  
University Education ◽  
Future Research ◽  
First Year ◽  
Professional Careers ◽  
University Studies ◽  
Research Findings ◽  
Future Work

Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

scholarly journals Mindfulness-based self-care education for healthcare professional students in Japan

2020 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Yusuke Takamiya ◽  
Shizuma Tsuchiya
Keyword(s):  
Healthcare Professional ◽  
Professional Training ◽  
Self Care ◽  
Care Program ◽  
The Body ◽  
University Education ◽  
High Rate ◽  
First Year ◽  
Professional Students ◽  
Care Education

[Background] Recent studies have consistently shown that medical students experience a high rate of psychological symptoms. In this situation, teaching mindfulness in medical school has the potential to prevent student burnout. However, there are few consistent educational programs in medical schools throughout Japan.[Method] Since 2015, Showa University (Tokyo) has practiced an intensive self-care program based on mindfulness for 600 first-year healthcare professional students in the schools of medicine, dentistry, pharmacy, nursing, and rehabilitation. The target objectives of this program were as follows: understand the needs of self-care, enhance self-awareness, evaluate evidence of mindfulness for mental diseases, and practice formal/informal mindfulness-based activities. This program consisted of a 90-minute lecture, followed by consecutive reflective activities, including completing personal journals and portfolios. The students were required to plan how to make use of what they learned in this course. The students were asked to complete a questionnaire upon completion of the course.[Results] The questionnaire indicated that more than 90% of the students were satisfied with the program, and about 25% started regular mindfulness-based practices such as meditation and breathing methods aimed to reduce test anxiety. Descriptions from the e-portfolio showed that the participants understood evitable stressors and the importance of the body-mind relationship.[Conclusion] Mindfulness-based self-care education can encourage healthcare students to understand the necessity of self-care during the early stages of their professional training. This program for the first year students will be followed by a course on Professionalism for healthcare professional students during their subsequent years of university education.  

scholarly journals IMPLEMENTING EXPERIENTIAL LEARNING IN WRITING CLASS

2017 ◽  
Vol 1 ◽  
pp. 447
Author(s):  
Ria Yulianti ◽  
Achyana Izzatun Nisa
Keyword(s):  
Experiential Learning ◽  
Writing Process ◽  
Learning By Doing ◽  
Learning Method ◽  
Language Abilities ◽  
Knowledge And Skills ◽  
Writing Class ◽  
Text Types ◽  
Good Writing ◽  
Descriptive Writing

The objective of this paper is to describe the implementing of experiential leaning in writing class. Writing is the process of expressing ideas into a good writing and composing the ideas into a proper arrangement. Writing is one of language abilities that is taught in the school. The students should be mastered some text types in writing class, such as descriptive text. Descriptive text is a text which says what a particular thing, person or place is like. In the writing process, the students face some problems in writing, such as finding ideas, developing ideas, and arranging ideas into good composition. In this case, the teacher uses a new method to solve that problems. The teachers use experiential learning to enhance the students’ writing. Experiential learning is a learning method where the educators engage the students to learn through experience directly to enhance students’ knowledge and skills. It is also called learning by doing. The steps of implementing experiential learning are doing, reflecting, analyzing, generating and application. In descriptive writing, the students can describe the object easily because they use real experience. The students also feel more enthusiasm in learning process. Therefore, hopefully the students can expand their writing in good construction.  

scholarly journals INTEGRATING ENGINEERING SCIENCE AND DESIGN: CASE STUDY DEVELOPMENT FOR A FIRST YEAR ENGINEERING SCIENCE COURSE

2015 ◽  
Author(s):  
Lyndia Stacey ◽  
Andre Unger ◽  
Marios Ioannidis ◽  
Steve Lambert
Keyword(s):  
Quantitative Methods ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Science ◽  
Pedagogical Tool ◽  
Design Case ◽  
Design Case Study ◽  
Design Attribute ◽  
Study Development

There is a need in engineering education toimprove the connection between design and engineeringscience. Students should be provided more opportunitiesto practice applying both science and design to a singleproblem in order to be better prepared for challengesthey will face when they enter the workforce. For thisreason, an instructor of a first year engineering sciencecourse was motivated to improve its connection to theCanadian Engineering Accreditation Board (CEAB)Attributes, specifically the Design attribute. The goal wasto revise the course such that the students would berequired to integrate quantitative methods that weretaught during the term through the means of design. Itwas decided that an effective pedagogical tool that couldaccomplish this was a case study, since it would providecomplexity and context using a real-world issue thatrelated to several course concepts. The methodology forcase development, implementation strategy, future steps,lessons learned, as well as the instructor’s observationswill be discussed.

scholarly journals Experiential Learning in Management Education

2017 ◽  
Vol 15 (1) ◽  
pp. 42-56 ◽  
Author(s):  
Eyal Eckhaus ◽  
Galit Klein ◽  
Jeffrey Kantor
Keyword(s):  
Experiential Learning ◽  
Management Education ◽  
The Novel ◽  
Management Skills ◽  
Business World ◽  
Final Grade ◽  
Hands On ◽  
Course Material ◽  
Game Simulation ◽  
The Impact

Management studies have been criticized for lagging behind the actual needs of organizations, ignoring experiential dimensions. We address this issue by applying experiential learning theory using an accountancy-oriented board game designed to help participants learn about cost management. The game was played in a pricing course with an enrolment of 104 accountancy students. We examined the impact levels of game entertainment and comprehensibility on the course material comprehension as well as the game’s impact on the final grade in the course. Results show that game participants had significantly higher grades than students that did not participate in the game, and that entertainment and comprehensibility of the game predict the understanding of course material. We also found that managerial employment capability can be predicted by level of challenge participants derive from the game. This study addresses the gap between traditional management education and practice. It provides empirical evidence of the value of hands-on gameplay experience for assimilation of course concepts and strategies. The results confirmed the importance of exposing players through an entertaining game simulation to challenges that arise in the business world. In addition, we lay the ground for future studies on the novel usage of the game as a tool to assess management skills.

scholarly journals Evaluation of First-Year University Students’ Engagement to enhance Student Development

2021 ◽  
Vol 17 (2) ◽  
pp. 113
Author(s):  
Hooi Sin Soo ◽  
Yenwan Chong
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Student Development ◽  
Academic Engagement ◽  
University Education ◽  
First Year ◽  
Development Programs ◽  
Online Engagement ◽  
New Students ◽  
First Year University

Abstract: The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

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