scholarly journals Summer School versus Term-time for Fundamental Mathematics at the Tertiary Level

2019 ◽  
Vol 27 (5) ◽  
Author(s):  
David Easdown ◽  
George Papadopoulos ◽  
Collin Zheng
Keyword(s):  
Learning Outcomes ◽  
Summer School ◽  
Course Satisfaction ◽  
First Year ◽  
Solo Taxonomy ◽  
Quantitative Evidence ◽  
Qualitative And Quantitative ◽  
Percentage Points ◽  
The University

In a study from 2008 to 2009, academics at the University of Sydney initiated the gathering and preliminary analysis of qualitative and quantitative evidence, supporting the claim that students undertaking first year mathematics units of study achieve superior learning outcomes, and experience higher overall course satisfaction, by completing units at summer school rather than during term-time. This article includes a follow-up study, focusing on two fundamental mathematics units of study taken by students at the University of Sydney over the period 2007 to 2014. We consider the relative performance of students who failed one or both of these units in term-time and then attempted the unit or units again at the Sydney Summer School. The median increase in numerical grades, in the order of ten to fifteen percentage points, appears to be significant, and often translates, in individual cases, to one or more qualitative leaps upwards, from superficial towards deep learning, in terms of phases in the SOLO taxonomy, or in terms of successful navigation through liminal space, in the theory of threshold concepts.

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals Veiledningssamtale for første års studenter: Et innspill til praksisnærhet og studiekvalitet

2020 ◽  
pp. 67-79
Author(s):  
Anne-Lise With
Keyword(s):  
Career Guidance ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Quality In Higher Education ◽  
University Of Oslo ◽  
The University ◽  
Shed Light

This chapter deals with counselling for first-year students as a way to strengthen motivation and mastery. Based on the model ForVei – preparatory counselling, it is argued for the relevance of the counselling conversation as a part of follow-up and study programme quality in higher education and the time of mass education. ForVei is based on the basic values MSHRL – Met, Seen, Heard, Respected, Equal, which is central to the way the conversation is conducted. It is the student’s motivation, mastery and well-being that are the main focus of ForVei, which is now practiced at several universities in Norway, such as the University of Oslo and Nord University. The chapter contains examples from our own research project on ForVei – counselling at INN University, where career guidance is a theme, as well. In the perspective of the student’s motivation and experience, counselling and learning theory are used, among others, with Vance Peavy’s constructivist Socio-Dynamic Counselling and Mark S. Savicka’s concept of self-efficacy. The latter, for example, helps to shed light on differences in self-perception and belief in one’s own resources and abilities. The chapter deals with these and other topics in light of study programme quality and ForVei – counselling for first-year students.

scholarly journals Analyzing Educational Objectives that Include Critical Thinking: Dot Product Problems in Vector Algebra

2020 ◽  
Vol 2 (2) ◽  
pp. 108-118
Author(s):  
Aneta Gacovska-Barandovska ◽  
Vesna Celakoska-Jordanova ◽  
Emilija Celakoska
Keyword(s):  
First Year ◽  
Mathematical Activity ◽  
Solo Taxonomy ◽  
Algebra Students ◽  
Individual Interviews ◽  
Vector Algebra ◽  
Dot Product ◽  
Definition Of ◽  
The University ◽  
First Year University

The primary and secondary school educational system should be stable and any upgrading reforms should be made gradually and consistently. This is especially important in mathematics education, since the element of logical reasoning while learning is more prominent there. Inconsistencies in reforms generate deficiencies in the higher levels of young students’ reasoning skills and this situation continues on the university stage of education. We will report our findings about the reasoning of first-year university students on elements of geometry and associated algebra. We conducted an experiment where students’ understanding of the definition of dot product of two vectors, cosine function and linear (in)dependence of vectors is evaluated, and address their mathematical activity to provide insight into the key elements of the problem they are solving. We use Bloom’s and SOLO taxonomy as a tool for the assessment of our findings. We obtained the data from written exams given to vector algebra students and also from individual interviews.   

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

Prediction of University Success: A Follow-up Study of the 1977 Internal Intake to the University of New England

1979 ◽  
Vol 23 (3) ◽  
pp. 301-303 ◽  
Author(s):  
David Watkins
Keyword(s):  
New England ◽  
Predictive Power ◽  
First Year ◽  
Study Methods ◽  
School Certificate ◽  
Follow Up Study ◽  
The University ◽  
University Success ◽  
First Year University

A follow-up study of 275 first year university entrants showed that a measure of good study methods made a worthwhile contribution to the prediction of tertiary performance beyond the level of the Higher School Certificate alone. Other possible predictors included in this study (satisfaction with university and various personality measures) showed little predictive power.

scholarly journals Implant Treatment in an Urban General Dentistry Residency Program: A 4-Year Retrospective Study

2004 ◽  
Vol 30 (6) ◽  
pp. 364-368 ◽  
Author(s):  
Mohamed A. Maksoud ◽  
Clifford B. Starr
Keyword(s):  
Dental Implants ◽  
Survival Rates ◽  
First Year ◽  
University Of Florida ◽  
Residency Programs ◽  
Implant Therapy ◽  
The University ◽  
Implant Treatment ◽  
Florida College

Abstract Little data have been published on the survival rates of implants placed in dental residency programs. This study reports on the outcome of dental implants placed by first-year general dentistry residents in the University of Florida College of Dentistry–Jacksonville Clinic. The patients for this study received both surgical and restorative implant therapy from 1998 to 2002. A total of 108 patients (62 women, 46 men) were treated with dental implants. On average, a patient was 52.9 years old and received 2.6 implants. A variety of simple and complex restorative procedures were performed. Advanced general dentistry residents in conjunction with supervisory faculty treated all cases. The cumulative implant survival was 98.2%. Follow-up varied from 6 months to 4 years after placement. Cases included implants not yet loaded as well as implants loaded for 3 years or more. The findings of this study compare favorably with published studies and were unexpected in light of the residents' limited clinical experience.

scholarly journals Teaching electronics to first-year non-electrical engineering students

2017 ◽  
Vol 54 (2) ◽  
pp. 178-186 ◽  
Author(s):  
Naim Dahnoun
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Laboratory Experiments ◽  
Engineering Students ◽  
Course Delivery ◽  
Aerospace Engineering ◽  
First Year ◽  
Engineering Mathematics ◽  
University Of Bristol ◽  
The University

Teaching electronics is not only for electrical and electronics students but also for mechanical, aerospace, engineering design, civil and engineering mathematics programmes, which are likely to have electronics units as part of their curriculum. To teach electronics for these non-electronic programmes is very challenging in many aspects. First, the electronics unit has to satisfy the learning outcomes for each programme. Second, the student’s motivation is normally very low since electronics is not the career the students would like to pursue. Third, the timetabling can be an issue when a large number of students are enrolled; for instance, at the University of Bristol, over 340 students are registered for the electronics unit. Due to this large number and the capacity of the electrical laboratory, students will have laboratory experiments timetabled in different weeks and some may have laboratory experiments before the lectures are covered. Finally, a method of assessing this large number of students has to be put into place. In this paper, the content of the unit including the laboratory experiments, the methods of course delivery and the assessment methods are justified. Also, since students learn differently and have a variety of motivations, a combination of teaching methods has to be found to satisfy more students and improve the learning outcomes.

Implant Treatment in an Urban General Dentistry Residency Program: A 7-year Retrospective Study

10.1563/807.1 ◽  
2006 ◽  
Vol 32 (3) ◽  
pp. 142-147 ◽  
Author(s):  
Clifford B. Starr ◽  
Mohamed A. Maksoud
Keyword(s):  
Dental Implants ◽  
Survival Rates ◽  
First Year ◽  
University Of Florida ◽  
Residency Programs ◽  
Implant Therapy ◽  
The University ◽  
Implant Treatment ◽  
Florida College

Abstract Survival rates of multiple implant designs placed in various clinical situations average more than 90%. However, little data have been published on the survival rates of implants placed in dental residency programs. This study reports on the outcome of dental implants placed by first-year general dentistry residents in the University of Florida College of Dentistry–Jacksonville Clinic. The patients for this study received both surgical and restorative implant therapy from 1998 to 2005. A total of 263 patients (147 women, 116 men) were treated with dental implants. On average, a patient was 55.5 years old and received 3 implants. A variety of simple and complex restorative procedures were performed. Advanced general dentistry residents in conjunction with supervisory faculty treated all cases. The cumulative implant survival was 96.6%. Follow-up varied from 6 months to 7 years after placement. Cases included implants not yet loaded as well as implants loaded for 6 years or more. The findings of this study compare favorably with published studies and were unexpected in light of the residents' limited clinical experience.

scholarly journals A Cornerstone Design Module in First Year Engineering

2018 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
David Sommer ◽  
Carol P. Jaeger
Keyword(s):  
Learning Outcomes ◽  
First Year ◽  
Remote Communities ◽  
Stakeholder Consultation ◽  
University Of British Columbia ◽  
Safety Risks ◽  
System Components ◽  
Final Exams ◽  
The University ◽  
Online Form

This paper describes a new five-week cornerstone design module at the conclusion of first year engineering at the University of British Columbia (UBC).The objective of this cornerstone module is to bringtogether the multiple course themes—developed over the preceding six modules and 18 academic weeks—into a single, integrative and culminating experience. The module builds on the previous course topics, andspecifically emphasizes design, stakeholder consultation, prototyping, sustainability, and communication in a unified project experience. Through a mix of analytical and physical prototyping, teams design a pilot rainwater harvester system for small, remote communities. Teams specify the system components in their design, and submit those through an online form. All systems are then simulated off-line in a detailed MATLAB model that tracks weather, physical performance, cost, maintenance, healthand safety risks, and more. The culminating event for the module is a formal oral presentation followed by a timelapse video of the simulations of the different teams’ rainwater harvester system designs.The outcomes to the module have been very positive.The module has successfully run for three years with over 400 teams. Feedback through surveys shows students find the cornerstone project meaningful and helpful in developing their ability to use simulation and numerical modelling in design. Students have also rated the module highly in terms of the relevance to their degree, and the importance of the learning outcomes to engineers.Primary challenges noted to date include inequities instudent workload within a team, due to shifting priorities as final exams approach, and ability to update the project each year to maintain a new challenge for each cohort.

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