scholarly journals Engineering the Future

2012 ◽  
pp. 143-155 ◽  
Author(s):  
Robin Clark ◽  
Jane Andrews
Keyword(s):  
Engineering Education ◽  
Student Attrition ◽  
Drop Out ◽  
First Year ◽  
First Year Students ◽  
Learning And Teaching ◽  
Undergraduate Engineering Education ◽  
Innovative Thinking ◽  
The Uk ◽  
High Level

With the demand for engineering graduates at what may be defined as an unprecedented high, many universities find themselves facing significant levels of student attrition—with high “drop-out levels” being a major issue in engineering education. In order to address this, Aston University in the UK has radically changed its undergraduate engineering education curriculum, introducing capstone CDIO (Conceive, Design, Implement, Operate) modules for all first year students studying Mechanical Engineering and Design. The introduction of CDIO is aimed at making project / problem based learning the norm. Utilising this approach, the learning and teaching in engineering purposefully aims to promote innovative thinking, thus equipping students with high-level problem-solving skills in a way that builds on theory whilst enhancing practical competencies and abilities. This chapter provides an overview of an Action Research study undertaken contemporaneously with the development, introduction, and administration of the first two semesters of CDIO. It identifies the challenges and benefits of the approach and concludes by arguing that whilst CDIO is hard work for staff, it can make a real difference to students’ learning experiences, thereby positively impacting retention.

scholarly journals Academic preparedness of students – an exploratory study

2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Linda Du Plessis ◽  
Daleen Gerber
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Drop Out ◽  
First Year ◽  
Valuable Insight ◽  
Academic Preparedness ◽  
First Year Students ◽  
North West ◽  
Student Failure ◽  
High Level

The high level of student failure, accompanied by an increased drop-out rate, is problematic in higher education. It is especially a concern in programmes with the subjects of Mathematics, Accounting and Science. Over many years, models of student admission and selection have been widely researched both internationally and in South Africa. Research indicates that in the academic domain, underpreparedness results from a combination of a lack of English proficiency, mathematical ability and effective study skills. In view of the above, and government policy directives to broaden access in the scarce skills areas to increase student throughput, foundation provision was introduced for students of Commerce, Information Technology, Business, Mathematics and Informatics courses at the Vaal Triangle Campus (VTC) of North-West University (NWU) in 2010. The question at that time then arose as to what criteria should be used for placing students in the extended programme. The placement of first-year students in appropriate programmes should be done with sensitivity to enhance academic success but, at the same time, should not ‘label’ students as underprepared. This paper provides perspectives on the selection criteria available for predicting academic success/preparedness, and then reports on students’ own experiences. An action research study was conducted on the academic achievement of two cohorts of first-year students at the VTC of NWU. The quantitative results of the performance of first-year students in their core modules are compared to the results of predictive tests written after admission. The results provide valuable insight into the placement of students.Keywords: Academic preparedness, extended programmes, national senior certificate, national benchmark testDisciplines: Education management studies, higher education studies

scholarly journals Engineering Education for All University First Year Students Using Playing in the Sand and Blowing Soap Bubbles

2008 ◽  
Vol 56 (5) ◽  
pp. 111-114
Author(s):  
Masami TSUNEKAWA ◽  
Naoki HIROYOSHI ◽  
Mayumi ITO ◽  
Tsuyoshi HIRAJIMA
Keyword(s):  
Engineering Education ◽  
Education For All ◽  
First Year ◽  
First Year Students ◽  
Soap Bubbles

scholarly journals HUBUNGAN TINGKAT PENGETAHUAN TENTANG KEBUTUHAN CAIRAN TUBUH DENGAN POLA KONSUMSI AIR MINUM PADA MAHASISWA TINGKAT I AKPER PANTI KOSALA SURAKARTA

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Budi Herminto ◽  
Risa Setia Ismandani
Keyword(s):  
Drinking Water ◽  
Design Research ◽  
P Value ◽  
First Year ◽  
Knowledge Level ◽  
First Year Students ◽  
Fluid Body ◽  
Level Of Knowledge ◽  
High Level ◽  
The Relationship

AbstractWater represent compound which is the necessary for all living. Consumption behaviorirrigate society not yet altogether goodness, society consume water when feel thirsty anddo not so pay attention drinking water and amount matching with requirement. Purpose ofthe study to determine the relationship between the knowledge level about fluid bodyrequirement with pattern consume drinking water at student in Academy of Nursing PantiKosala Surakarta.The subject was used as population in the study was all the first year students. The totalpopulation were 139 students, and the sample were 103 students. The samplingtechnique was simple random sampling.This research method represent analytic research with design research of corelasional toknow relationship between knowledge level about fluid body requirement with patternconsume drinking water of student.The results was the high level of knowledge about the fluid body requirment were 74(72%), moderate level of knowledge about the fluid body requirment were 29 (28%), whilethe behavior of consuming appropiate water were 69 (67%), and the behavior ofconsuming inappropiate water were 34 (33%) with a p-value 0.003 <0.05 significant 95%.There was a significant relationship between the knowledge level about fluid bodyrequirement with pattern consume drinking water at student in Academy of Nursing PantiKosala Surakarta.Keywords: knowlegde level, fluid body requirement, pattern consume drinking water.

scholarly journals The Criminal Histories of Drug-Drive Offenders

2018 ◽  
Vol 14 (2) ◽  
pp. 456-468 ◽  
Author(s):  
James Nunn
Keyword(s):  
Criminal Activity ◽  
Criminal History ◽  
First Year ◽  
Criminal Behaviour ◽  
Research Subjects ◽  
Criminal Sanctions ◽  
Criminal Histories ◽  
The Uk ◽  
High Level ◽  
Criminological Theories

Abstract This study examined the previous criminal behaviour of individuals who were arrested for violating the drug driving over the prescribed limit offence, introduced into the UK in March 2015. The sample consists of individuals arrested during the first year of enforcement of this offence from March 2015 to March 2016 within the jurisdictional boundaries of the Metropolitan Police Service in London. The previous criminal behaviour of the research subjects was framed within a number of criminological theories and there is examination of any correlation between their criminal history and the drug-driving offence they had been arrested for. The criminal activity was obtained from each individual’s criminal record held on the police national computer and coded with regards to offence groups. As well as criminal sanctions, there was also an examination of drug-related arrest histories. The results indicate a high level of previous criminal activity with drugs and driving matters dominating that activity. This supports the construct that, in this context, drug driving fits within their patterns of offending.

scholarly journals Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

2018 ◽  
Vol 21 (3) ◽  
pp. 173-188 ◽  
Author(s):  
Milla Räisänen ◽  
Liisa Postareff ◽  
Markus Mattsson ◽  
Sari Lindblom-Ylänne
Keyword(s):  
Peer Support ◽  
Self Regulation ◽  
Perceived Value ◽  
Peer Learning ◽  
First Year ◽  
Use Of Self ◽  
First Year Students ◽  
Student Profiles ◽  
Reported Study ◽  
High Level

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.

VIRTUAL PRE-UNDERGRADUATE COURSE TO REDUCE FIRST YEAR STUDENTS' DROP-OUT

2019 ◽  
Author(s):  
Ana María López ◽  
María Abián ◽  
Jorge Delgado ◽  
Piedad Garrido ◽  
Raúl Igual ◽  
...  
Keyword(s):  
Drop Out ◽  
First Year ◽  
First Year Students

Learning to LOLIPOP

2010 ◽  
pp. 176-194 ◽  
Author(s):  
Jennifer Bruen ◽  
Juliette Péchenart ◽  
Veronica Crosbie
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Undergraduate Research ◽  
Foreign Language Learning ◽  
Electronic Version ◽  
First Year ◽  
European Language ◽  
First Year Students ◽  
Learning And Teaching ◽  
Intercultural Studies

The focus of this chapter is twofold: firstly, on the development of an electronic version of a European Language Portfolio, known as the LOLIPOP ELP,1 and, secondly, on its integration into a study and research skills module for first-year students on the BA in Applied Language and Intercultural Studies at Dublin City University. The chapter begins with an introduction to the concept of a European Language Portfolio (ELP) in the context of current trends in foreign language learning and teaching. It then describes the development and key features of the LOLIPOP ELP. It explains how it was integrated into a first-year, undergraduate research and study skills module focusing on elements of course design and assessment. Finally, the chapter concludes by analysing the output from the participants in this study which indicates that they appreciated the opportunity to engage with the LOLIPOP ELP and found it beneficial to their language learning although issues remain around its design and integration into an academic programme.

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