scholarly journals Forty Years’ Experience in Teaching Fluid Mechanics at Strasbourg University

Fluids ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 199 ◽  
Author(s):  
Daniel G. F. Huilier
Keyword(s):  
Fluid Mechanics ◽  
Teaching Methods ◽  
Bologna Process ◽  
Teaching Experience ◽  
Teaching Staff ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Mechanical Field ◽  
Hands On ◽  
The Bologna Process

A summary of the personal investment in teaching fluid mechanics over 40 years in a French university is presented. Learning and Teaching Science and Engineering has never been easy, and in recent years it has become a crucial challenge for curriculum developers and teaching staff to offer attractive courses and optimized assessments. One objective is to ensure that students acquire competitive skills in higher science education that enable them to compete in the employment market, as the mechanical field is a privileged sector in industry. During the last decade, classical learning and teaching methods have been coupled with hands-on practice for future schoolteachers in a specific course on subjects including fluid mechanics. The hands-on/minds-on/hearts-on approach has demonstrated its effectiveness in training primary school teachers, and fluids are certainly a nice source of motivation for pupils in science learning. In mechanical engineering, for undergraduate and graduate students, the development of teaching material and the learning and teaching experience covers up to 40 years, mostly on fluid dynamics and related topics. Two periods are identified, those prior to and after the Bologna Process. Most recently, teaching instruction has focused on the Fluid Mechanics Concept Inventory (FMCI). This inventory has been recently introduced in France, with some modifications, and remedial tools have been developed and are proposed to students to remove misconceptions and misunderstandings of key concepts in fluid mechanics. The FMCI has yet to be tested in French higher education institutions, as are the innovative teaching methods that are emerging in fluid mechanics.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

Internationalization of LIS (Library and Information Science) Education

2014 ◽  
pp. 314-320 ◽  
Author(s):  
Anna Maria Tammaro
Keyword(s):  
Quality Assurance ◽  
Information Science ◽  
Bologna Process ◽  
Practical Implementation ◽  
Library And Information Science ◽  
Learning And Teaching ◽  
The Core ◽  
Definition Of ◽  
The Bologna Process ◽  
Opposing Trend

This paper deals with internationalisation of LIS education and its practical implementation. The author and the initiator of the ‘Bologna Process’ here explains the process herself. While an initial trend of the internationalisation of the Bologna Process is towards the harmonisation of the LIS curricula and the transparency of the minimum requisites, or what is called the core programme, an apparently opposing trend is towards the stimulation of excellence and innovation in the LIS curricula in Europe. The necessary “mutual trust” between Library Schools in Europe can stem from quality assurance systems, which are appropriately compatible and credible, and involves: conceptual definition of LIS: getting the concept of LIS related to quality is to be agreed correctly, including the core and innovation in curriculum, learning and teaching: using the best educational practices for facilitating learning, learning outcomes: ensuring that the student has a role in quality assurance.

scholarly journals A Geografia Universitária em época de Benchmarking

Finisterra ◽  
2012 ◽  
Vol 40 (79) ◽  
Author(s):  
Teresa Barata Salgueiro
Keyword(s):  
Labor Market ◽  
Teaching Methods ◽  
Market Access ◽  
Bologna Process ◽  
University Studies ◽  
Close Relationship ◽  
Labor Market Access ◽  
The Bologna Process

The Bologna process has brought some new dimensions to the discussion around the structure and organization of university degrees. The aim of this paper is to contribute to this discussion by focusing on three particular aspects: the increase in the level of competition between the schools, the type of labor market access rendered possible by the first cycle of studies and, in close relationship with the latter aspect, the issue of the skills and competences that the students are supposed to have acquired upon ending their university studies. Finally, we address the issue of the teaching methods and their repercussions upon the structure of the courses.

scholarly journals Implementing innovative teaching methods in the digital environment

2021 ◽  
Vol 99 ◽  
pp. 01024
Author(s):  
Tatyana Glotova ◽  
Irina Kolchugina
Keyword(s):  
Teaching Methods ◽  
Information Technologies ◽  
Educational Process ◽  
Digital Learning ◽  
State University ◽  
Digital Environment ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Digital Learning Environment ◽  
Modern Information

The article examines the issues of adopting the innovative teaching methods to effectively organise the educational process within blended and distance learning and teaching. The examples of curricula design using modern information technologies and elements (resources and activities) of the digital learning environment of Penza State University are given. The teaching methods and features of their employment are described. The authors highlight the need for further elaborating the issues of ongoing methodological support for teachers in the field of information and pedagogical technologies.

scholarly journals Reform of higher education in Poland. Context of the bologna process

2018 ◽  
Vol 6 (9) ◽  
pp. 23-31
Author(s):  
Y. A. Lisnevskaya
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Teaching Staff ◽  
Higher Education System ◽  
Process Characteristics ◽  
Quality Of Higher Education ◽  
Leading Role ◽  
University Programs ◽  
The Bologna Process

The article presents the main directions of the transformation of the Polish higher education system to meet the growing needs of the national economy and the labor market. It is emphasized that the state reforms of higher education aimed at improving the quality of education and its orientation to the growing new society were carried out in line with the Bologna process. Characteristics of the most important principles for the creation of a single pan-European educational and scientific space are given. The process of creating state higher professional educational institutions, which have become an addition to universities and polytechnic institutions, has been considered, due to which the population’s access to free higher education has increased. The specific differences between the educational programs of Polish higher vocational schools and unified university programs are assessed. It is shown that, in accordance with the principles of building a unified European educational and scientific space in the country, unified university programs are divided into two- and then three-level cycles. Particular attention is paid to the functioning of the management systems of the process of improving the quality of higher education, presents an analysis of internal and external systems, as well as criteria for parametric evaluation of the quality of the learning process. The leading role of teaching staff in the formation of a quality culture of training is substantiated. The maxims of the teacher of the higher school are given. It is shown that the parametric assessment of the quality of teachers’ work contains both formal legal and thematic elements. Teachers of Polish universities are subject to parametric evaluation at least once every four years, the criteria and procedure for evaluation are defined in the charter of the training organization. Regardless of the official certification, each university teacher exercises self-evaluation with the help of a multi-criteria scale. It should be emphasized that the work of the university teacher on improving the quality of higher education is largely individual, and at the same time regulated by law, both national and EU. Legislation defines the rights, tasks and responsibilities of teachers and quality standards are defined in this area.

scholarly journals Acquisition of general competences using project-based learning

2018 ◽  
Author(s):  
Paula M. Castro ◽  
Francisco Laport ◽  
Adriana Dapena ◽  
Francisco J. Vazquez-Araujo
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Teaching Experience ◽  
Project Based Learning ◽  
Project Work ◽  
Explicit Learning ◽  
Education Programs ◽  
Transferable Skills ◽  
The Bologna Process

During years, professors of higher education focused on the outcome of the assimilation of information through learning (i.e., in the acquisition of knowledge).  In a European context, the Bologna Process has accelerated and spread the process of defining explicit learning outcomes for higher education programs, including those in terms of general competences and transferable skills. Our teaching experience in engineering degrees have shown that these students have difficulties for understanding the math basics of some disciplines. For greater effectiveness in knowledge acquisition, we consider as an essential issue the inclusion of laboratory activities based on computer simulations performed using software. For acquiring those general competences and transferable skills, our proposal also includes several projects in which our students must develop skills such as communication, teamwork or problem solving. We have observed that such projects allow students the development of their creativity, an improvement in oral and written communication, and also an optimal training for the B.S. degree project work and even for their future professional life.

scholarly journals Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys

2020 ◽  
pp. 341-357
Author(s):  
Stefan Marius Deaconu ◽  
Roland Olah ◽  
Cezar Mihai Haj
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Academic Community ◽  
Sociological Research ◽  
Student Survey ◽  
European Higher Education Area ◽  
Learning And Teaching ◽  
European Higher Education ◽  
Student Centred Learning ◽  
The Bologna Process

Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.

scholarly journals School of English for Political Scientist

2014 ◽  
pp. 221-224
Author(s):  
I. A. Mazaeva
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Teaching Staff ◽  
Political Scientist ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
Personal Qualities ◽  
Personalized Approach ◽  
Different Levels

Department of English Language № 7 was founded in 2001. Originally its teaching staff included the specialists of the Department of English Language Chair. Since its inception, the chair has paid particular attention to the introduction of innovative teaching methods and techniques. This is realized by a competence-based and personalized approach, implemented by I.A. Winter as well as and cognitive and communicative approaches to education. The development of intellectual, communicative and personal qualities of students and the teachers is the main goal of the educational process, achieved by the teaching staff witch the use of innovative competence-oriented teaching techniques, and types of assessment at the different levels of education.

scholarly journals تقويم برنامج تعليم اللغة العربية للكبار الناطقين بغير العربية من وجهة نظرهم: الجامعة الإسلامية العالمية بماليزيا نموذجاً (Evaluating the Teaching of Arabic to Adults Non-Speakers of Arabic Program from their Perspectives: IIUM as a Case Study)

1970 ◽  
Vol 5 (1) ◽  
Author(s):  
مهدي بن مسعود (Mahdi Bin Masud) ◽  
مرصوفة عبد الجليل (Marsufah Abdul Jalil)
Keyword(s):  
Teaching Methods ◽  
Social Life ◽  
Teaching Staff ◽  
Teaching Materials ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Class Time ◽  
The Social ◽  
Staff Number

ملخص البحث:إن عملية التعليم والتعلم عملية مستمرة، ومتطورة ما دامت الحياة التعليمية قائمة، وهي متطورة بتطور الحياة الاجتماعية، لذا نجد المهتمين بالتعليم يعكفون من وقت لآخر على دراسة المناهج، وما يرتبط بها من مواد تعليمية، وموارد بشرية وغيرها بغية تطويرها والرقي بها. وفي مجال تعليم اللغة بوصفها لغة ثانية  أو أجنبية فإن عملية تعليمها تحتاج إلى مراجعة ودراسة سواء أكانت على مستوى طرق التعليم ووسائله، أم في منهج التدريس وكتبه، أم هيئة التدريس والمسؤولين عنها، وزمن التعلم ومدته. ومن هنا وقع اختيار الباحثين على موضوع تقويم مدى قوة برنامج تعليم اللغة العربية للماليزيين الكبار وفعاليته. سعى هذا البحث عبر المنهج الوصفي الاستقرائي التحليلي إلى الإجابة عن السؤال الرئيس: ما مدى فعالية برنامج التعليم للمتعلمين؟ وقد طرح الباحثان استبيانا على عينة من الدارسين قدرها 42 دارسا، وقد أفضت الدراسة إلى نتائج متعددة من أهمها: أن البرنامج فعّال، والأمور التي يراعيها هذا البرنامج من زمن التدريس، ومكانه، وهيئة التدريس، وعدد المتعلمين في الفصول الدراسية، والمواد التعليمية، وطرق التعليم ووسائله، ورسوم التعليم تشبع حاجات المتعلمين وميولهم، ويقبلون على الدراسة بانشراح غير أن الباحثين يوصيان بإعادة النظر في بعض النواحي المتعلقة بطرق التعليم، واستخدام وسائله من أجل تطوير البرنامج.  الكلمات المفتاحية: الكبار- المواد- الوسائل- الطريقة- البرنامج.Abstract: Learning and teaching are continuous and progressive processes as long as there is education in life. It developed in tandem with the social life; therefore, educationists keep on reviewing periodically the syllabus and what relates to the teaching materials, the human resources and other relevant aspects for improvement and development. In the field of teaching Arabic as a second or foreign language, its process needs reviewing and studying either on the level of its teaching methods, syllabus, textbooks, the teaching staff, the policy makers and the period of teaching  or learning. The researchers of this paper chose to study the effectiveness of the program of teaching Arabic to adults. Through descriptive, deductive and analytical methods, this paper attempts to answer the primary question: What is the effectiveness of teaching Arabic to adults. A set of questionnaire was distributed and 42 respondents returned the survey. Among the most important conclusions: that the program was effective. Matters related to the program such as class time and period, venue, teaching staff, number of teachers, teaching materials, fees and teaching methods seem to satisfy the students and their interest. The reseachers recommend that there were rooms for improvement especially what relates to teaching methods in order to improve the program.Keywords: Adults– Materials– Methods– Approach– Program.Abstrak:Pengajaran dan pembelajaran merupakan satu proses yang berterusan dan berkembang selama mana pendidikan wujud dalam kehidupan, malah ia berkembang seiring dengan perkembangan masyarakat. Oleh itu, suatu yang tidak menghairankan apabila kita lihat ahli akademik sentiasa membuat kajian terhadap sukatan pelajaran, bahan pengajaran, tenaga pengajar dan semua aspek yang berkaitan dengan pembelajaran dari masa ke semasa supaya dapat mempertingkatkan kualiti pendidikan. Bagi Bahasa Arab sebagai bahasa kedua atau bahasa asing, proses pengajarannya memerlukan kajian lanjut dan penelitian semula sama ada melibatkan kaedah pengajaran, sukatan pelajaran, buku teks, tenaga pengajar, penggubal dasar atau tempoh pengajaran dan pembelajaran. Oleh yang demikian, dalam makalah ini penyelidik memilih untuk menilai dan mengkaji keberkesanan modul pengajaran Bahasa Arab untuk orang dewasa. Melalui pendekatan deskriptif, deduktif dan analisis, makalah ini berusaha untuk menjawab soalan utama: Sejauh mana keberkesanan modul pengajaran Bahasa Arab untuk orang dewasa? Borang soal selidik telah diedarkan kepada 42 orang pelajar dewasa bukan Arab sebagai responden. Dapatan kajian menunjukkan bahawa modul pengajaran Bahasa Arab untuk orang dewasa adalah efektif kerana perkara-perkara yang berkaitan dengan modul seperti tempoh dan tempat pembelajaran, tenaga pengajar, bilangan pelajar dalam satu kelas, bahan pengajaran, yuran dan kaedah pembelajaran didapati memuaskan hati mereka. Walau bagaimanapun, penyelidik mencadangkan agar penelitian semula dibuat terhadap beberapa aspek yang berkaitan dengan cara dan kaedah pengajaran supaya penambahbaikan dapat dilakukan.      Kata knci: Orang dewasa- Bahan pengajaran- Kaedah Pengajaran- Pendekatan- Modul.

On the problems of the quality of legal education assurance.

2017 ◽  
Author(s):  
Лев Бардин ◽  
Lev Bardin
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Bologna Process ◽  
Federal State ◽  
Teaching Staff ◽  
Law Schools ◽  
Educational Standard ◽  
State Educational ◽  
The Bologna Process

More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.

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