scholarly journals You have one hour: developing a standardized library orientation and evaluating student learning

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Elizabeth Brown
Keyword(s):  
Systematic Review ◽  
Instructional Technology ◽  
Student Learning ◽  
Curriculum Design ◽  
Academic Libraries ◽  
Large Scale ◽  
Main Issue ◽  
First Year ◽  
First Year Students

Library orientations continue to excite, or plague, instruction librarians everywhere. Reaching first year students early can preempt academic heartache and research woes, yet the question of “what students really need” continues to evolve. This article presents a case study of a large-scale implementation of library orientations. The main issue addressed in this article involves a systematic review of students’ post-instruction responses and assessment of their learning. Related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. While this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones.

scholarly journals Angels in the architecture - and devils in the detail: how the learning space impacts on teaching and learning

2015 ◽  
Vol 6 (10) ◽  
Author(s):  
Jane Challinor
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Research ◽  
First Year ◽  
Learning Space ◽  
First Year Students ◽  
Health And Social Care ◽  
The Us ◽  
First Time

An innovative classroom design pioneered in the US, which aims to facilitate greater student engagement, has been piloted in a UK University for the first time.  This case study reflects on some of the advantages and the challenges of this technology rich learning space and considers its impact on curriculum design in a module which aims to develop academic, research and digital skills in first year students on an undergraduate Health and Social Care course.

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals ARE COMMUNICATION STRATEGIES FREQUENTLY USED IN SPEAKING CLASS?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Agung Wicaksono
Keyword(s):  
Second Language ◽  
Communication Strategies ◽  
Communication Strategy ◽  
First Year ◽  
English Department ◽  
First Year Students ◽  
Systematic Technique ◽  
English Class ◽  
The Right

<p>Communication strategy is the way to help the speakers when facing difficulties in communication using English as a second language. This case study, at the first year students of English Department, aims to know the most frequent students’ strategies to communicate in speaking activity in speaking class. It is  found that thirteen communication strategies were used by the students in speaking English class, but not all of the communication strategies were used in every conversation, but only certain communication strategy was used. It depends on  the materials difficulties. Furhermore, the most frequent  communication strategies is stalling or time gaining strategy. As they need some time to think and then continue talking after they find the right words they need to communicate. This findings is in line with the propossed theory stated that communication strategy is defined as a systematic technique employed by a speaker to express his or her meaning when facing certain difficulties in communication.</p>

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

Adult Learners Learning Online

2010 ◽  
pp. 947-961
Author(s):  
Danilo M. Baylen
Keyword(s):  
Instructional Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Student Learning ◽  
Effective Practice ◽  
Online Experience ◽  
The Creation ◽  
K 12 ◽  
Specific Technology

This chapter presents a case study in which an onlineexperience for adult learners facilitated improved understanding of blogs and its applications to K-12 classrooms. Data were primarily derived from archived documentation provided by students as components of several completed course assignments. The case studyillustrates and examines how the online experience, specifically the creation and maintenance of a blog, supported student learning about use and application of a specific technology. The chapter discusses processes and results given the contexts of adult learning and instructional technology as well as suggests directions for effective practice.

Strategies for sustainable services in academic libraries

2016 ◽  
Vol 37 (6/7) ◽  
pp. 298-307
Author(s):  
Dianne Cmor
Keyword(s):  
Staff Development ◽  
Academic Libraries ◽  
Large Scale ◽  
University Libraries ◽  
Content Type ◽  
Sustainable Services ◽  
Technological University ◽  
Structured Communication ◽  
Practical Implications

Purpose The purpose of this paper is to explore distinctive yet simple strategies for sustainability in academic libraries focussing on structured communication templates for stakeholders, pre-planned daily programming, and regularized, self-sustaining staff development. Design/methodology/approach Case study of unique strategies implemented at Nanyang Technological University Libraries. Findings Each of the three strategies has been successfully launched though they are at various stages of maturity. The first two strategies (structured communication templates and daily programming) have been implemented quite recently, whereas the staff development programme has been running for some time. Findings indicate that sustainability in all of these cases is directly linked to good planning which either minimizes daily, weekly or monthly work, and/or helps to clarify goals and focus action. Practical implications These strategies are feasible, transferable, malleable, and impactful such that other academic libraries with varying staffing structures can adopt and adjust them to their local needs. Originality/value Implementing simple sustainable services and strategies can have real impact and can provide alternatives to large-scale projects that may be too resource intensive for many to undertake on a regular basis.

Use of Project Method for Initial Training in Case-Study

2015 ◽  
Vol 3 (3) ◽  
pp. 23-27 ◽  
Author(s):  
c ����� ◽  
Alexander Rylov ◽  
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Larisa Konnova
Keyword(s):  
First Year ◽  
Initial Training ◽  
First Year Students ◽  
Economic Problems ◽  
Project Method ◽  
Important Quality ◽  
The Russian Federation ◽  
Growing Economy ◽  
The Government

Experts in the field of economics should satisfy special requirements in a growing economy, such as fluency in mathematical tools and mathematical modeling. It can be attained through the professionally-oriented planned purposeful education program. The ability to deal with economic problems of specific situations (cases) becomes graduates&#180; important quality. The authors have attempted to start teaching the solving of economic cases in the first year University of Economics as part of the basic mathematical disciplines&#180; course. A comparative analysis of two modern educational technologies (the project method and the method of case-study) presented in this article allowed the authors to conclude that project technology can be used for initial training for case solving. The article describes �Mathematical models in solving economic problems�, the case-project competition between first-year students of the Financial University under the Government of the Russian Federation. Themes related to mathematical analysis&#180; economic applications were used during the competition.

scholarly journals The Effectiveness of Collaborative Learning to Enhance English Communicative Competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University

2018 ◽  
Vol 2 ◽  
pp. 15
Author(s):  
Sasilak Rodphotong
Keyword(s):  
Collaborative Learning ◽  
Communicative Competence ◽  
First Year ◽  
First Year Students ◽  
Satisfaction Questionnaire ◽  
First Semester ◽  
Post Test ◽  
School Schedule ◽  
Academic Year

The attempts of the present study aimed at investigating the effectiveness of collaborative learning to enhance English communicative competence and evaluating students’ satisfaction towards the instruction. The participants in this study were 1,471 the first-year students enrolled in the first semester, 2017 academic year. The students’ English proficiency according to the CEFR was A1. The instruments used were lesson plans, pre-test and post-test and satisfaction questionnaire. The lessons were comprised of various collaborative learning activities emphasizing at the following topics: self-introduction, school schedule, telling time, asking and giving information, food, leisure, describing people, describing things and giving direction. The period of experiment was 20 hours. The independent sample t-test was calculated to find the differences. The findings revealed that there were statistically significant differences at the level of .01 after teaching with collaborative learning. This indicated that the students’ communicative competence significantly improved. Besides, the satisfaction questionnaire was distributed at the end of the instruction and the results indicated that the students had a positive satisfaction towards the instruction.

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