scholarly journals Global and interdisciplinary perspectives on human rights and other global justice issues in the university curriculum. Diversity Research Symposium 2017

2018 ◽  
Author(s):  
Margaret L. Signorella ◽  
Veronica Montecinos ◽  
Elizabeth Mazur ◽  
MaryEllen Higgins
Keyword(s):  
Undergraduate Students ◽  
Global Justice ◽  
Political Representation ◽  
Undergraduate Curriculum ◽  
Global Perspectives ◽  
Successful Model ◽  
University Curriculum ◽  
Global Challenges ◽  
The University ◽  
Local Perspectives

A major challenge of teaching US students using a global, interdisciplinary perspective is encouraging students to expand their local perspectives and focus. Global challenges (i.e. demographic and migratory trends, political representation) have made more urgent the need for more inclusive analytical viewpoints. For both practical and philosophical reasons, we eschewed a reliance on study abroad as a means to cross global boundaries and break down barriers. We illustrate one successful model for incorporating interdisciplinary and global perspectives in the undergraduate curriculum with a long-standing campus initiative (Teaching International; 2004-present). We also present data on impact from surveys of undergraduate students.

scholarly journals A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

2018 ◽  
Author(s):  
Veronica Sanchez-Romaguera ◽  
Robert A Phillips
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Interdisciplinary Education ◽  
First Year ◽  
University Curriculum ◽  
Enterprise Education ◽  
Growth Of Knowledge ◽  
The University ◽  
University Of Manchester

Drawing from several years of experience, this work describes lessons learnt in designing, delivering and assessing two interdisciplinary enterprise units offered undergraduate students from any discipline studing at the University of Manchester (UK). Both units are electives (optional). One unit is delivered to first year undergrdaute students whereas the other unit is delivered to third/fourth year undergraduate students. Experiential learning and interdisciplinary cohorts are core aspects of both units. Students work on ‘real-world’ projects to develop a credible and competitive solution within a tight dead-line. In this paper, findings are drawn from data collected from staff and teaching assistants observations, students’ reflective diaries and students’ feedback. Findings showed that in general, students at both levels, year 1 and year 3/4, regarded the experience challenging at first due to the ‘unusual’ learning environment when compared to the education that most students have experienced prior to the units here discussed. However, most students highly regarded the interdisciplinary experiential learning experience. The paper contributes to the growth of knowledge and aids understanding of how experiential learning and interdisciplinarity have been effectively combined and introduced in the university curriculum. Although this works focused on enterprise education the experience-based guidance here described is also applicable to a much wider range of situations and academic areas of study. Keywords: Enterprise and Entrepreneurship Education; Employability; Experiential learning; Interdisciplinary education;

scholarly journals Critical thinking - An essential skill for English pedagogical major students: Review and applications

2020 ◽  
Vol 9 (2) ◽  
pp. 45-52
Author(s):  
Vu Thi Hong Van ◽  
Nguyen Van My
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Industrial Revolution ◽  
Academic Language ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Curriculum ◽  
The University

In the international integration and globalization context and the strong influences of the fourth industrial revolution (Industry 4.0), critical thinking (CT) is becoming a more and more important skill that students need to be trained. To undergraduate students, critical thinking is not only a key study skill to meet the targets of the university curriculum but also the individuals’ ability to think independently and make appropriate decisions in real-life situations. Consequently, preparing students to utilize the widest range of academic language skills through analysis, synthesis, and problem-solving facilitates them to the highest levels of academic achievement and the future continuous professional development. This article analyses the crucial roles of critical thinking skills in teaching English as a foreign language (EFL) and developing practical professionals for English pedagogical major students. For practical purposes, examples of activities and steps of implementation are given to enhance critical thinking skills for students at HCM City University of Education, Vietnam.

Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students’ clinical practice? An interview study on students’ perception

2014 ◽  
Vol 40 (3) ◽  
pp. 357-362 ◽  
Author(s):  
Bashar S Al Qaroot ◽  
Mohammad Sobuh
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Good Method ◽  
Undergraduate Curriculum ◽  
Theory Approach ◽  
Ideal Approach ◽  
The University ◽  
Grounded Theory Approach

Background: Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. Objectives: This study explores the implications of integrating problem-based learning into teaching on the students’ learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Study design: Qualitative research pilot study. Methods: Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Results: Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Conclusion: Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Clinical relevance Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students’ curriculum has the potential to enhance students’ learning experience, particularly students’ evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice).

scholarly journals Undergraduate research student perceptions

2001 ◽  
Vol 57 (1) ◽  
pp. 3-6
Author(s):  
D. Dawson ◽  
M. Faure ◽  
B. Julius
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Response Rate ◽  
Undergraduate Research ◽  
Undergraduate Curriculum ◽  
Educational Benefits ◽  
Negative Results ◽  
Study Population ◽  
The University ◽  
Physiotherapy Students

Health professionals are required to generate evidence via research in order to validate their practice. Undergraduate students in the professions allied to medicine complete a research component in their final year of study. The assumption is that this component will equip them with the knowledge, skills and attitudes to undertake research as clinicians. In this retrospective study, a questionnaire was used to examine the perceptions and experiences of students relating to their research projects. The study population was students studying in the professions allied to medicine on the Tygerberg Campus of the University of Stellenbosch.The response rate was 77% (n-106). Of these students, 69% enjoyed implementing their research project, whilst 28% did not. However, physiotherapy students experienced this component of their course most negatively. The most positive perceptions of the students related to educational benefits and interest, whilst the most negative results related to time restraints and stress.In planning for the future, it is important to evaluate the outcomes of the research component of the undergraduate curriculum and its possible effects on the development and practice of the physiotherapy profession

Hands on Efforts Designed to Increase Design and Manufacturing Preparedness of Undergraduate Students

2006 ◽  
Author(s):  
Alexandra Schonning ◽  
Daniel Cox
Keyword(s):  
Communication Skills ◽  
Undergraduate Students ◽  
Integrated Design ◽  
Undergraduate Curriculum ◽  
Engineering Program ◽  
Theory To Practice ◽  
Hands On ◽  
Design And Manufacturing ◽  
Research Findings ◽  
The University

In an effort to better prepare the future workforce for sought after engineering skills, the mechanical engineering program at the University of North Florida (UNF) has updated its undergraduate curriculum to reflect these needs and is also providing its students with opportunities outside of the academic curriculum. This paper addresses how objectives of increasing the design and manufacturing preparedness of undergraduate students, increasing students' skills in applying theory to practice, and at the same time improving the students' communication skills can be achieved. In meeting these objectives the program has developed a course, Integrated Design and Manufacturing, The course also helps to provide the students with research opportunities with the local industry, and organizes opportunities for the undergraduate students to attend conferences to present their research findings.

scholarly journals Dental Education during the COVID-19 Pandemic in a German Dental Hospital

2021 ◽  
Vol 18 (13) ◽  
pp. 6905
Author(s):  
Julia Winter ◽  
Roland Frankenberger ◽  
Frank Günther ◽  
Matthias Johannes Roggendorf
Keyword(s):  
Undergraduate Students ◽  
Dental Treatment ◽  
Dental Education ◽  
Full Recovery ◽  
Patient Treatment ◽  
Mouth Rinse ◽  
Rubber Dam ◽  
Dental Hospital ◽  
The University ◽  
Student Assistants

Due to the SARS-CoV-2 pandemic, dental treatment performed by undergraduate students at the University of Marburg/Germany was immediately stopped in spring 2020 and stepwise reinstalled under a new hygiene concept until full recovery in winter 2020/21. Patient treatment in the student courses was evaluated based on three aspects: (1) Testing of patients with a SARS-CoV-2 Rapid Antigen (SCRA) Test applied by student assistants (SA); (2) Improved hygiene regimen, with separated treatment units, cross-ventilation, pre-operative mouth rinse and rubber dam application wherever possible; (3) Recruitment of patients: 735 patients were pre-registered for the two courses; 384 patients were treated and a total of 699 tests with the SCRA test were performed by SAs. While half of the patients treated in the course were healthy, over 40% of the patients that were pre-registered but not treated in the course revealed a disease being relevant to COVID (p < 0.001). 46 patients had concerns to visit the dental hospital due to the increase of COVID incidence levels, 14 persons refused to be tested. The presented concept was suitable to enable patient treatment in the student course during the SARS-CoV-2 pandemic.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students

2008 ◽  
Vol 18 (10) ◽  
pp. 432-435 ◽  
Author(s):  
Karen Clark-Burg
Keyword(s):  
Nursing Students ◽  
Undergraduate Curriculum ◽  
Undergraduate Nursing Students ◽  
Perioperative Nursing ◽  
Undergraduate Nursing ◽  
Operating Room Nurses ◽  
The University ◽  
University Training ◽  
Nursing Training ◽  
Insight Into

An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.

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