Project/Problem Based Learning in the Field of Materials, Food, and Chemical Engineering at Helsinki Metropolia University of Applied Sciences

2015 ◽  
Vol 4 (4) ◽  
pp. 39-46 ◽  
Author(s):  
Carola Fortelius ◽  
Marja-Leena Akerman
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Problem Based Learning ◽  
Independent Study ◽  
First Year ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Learning Concept

Project/problem based learning (PPBL) has been applied at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences, for a few years now. The authors' experiences from the PPBL with their first year Bachelor students are discussed in this paper. The problem based learning concept in connection with practical solutions for organizing the courses are contemplated critically. The authors found, that the new way to pursue studies in material, biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students could be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, also challenges the role conceptions for the educators.

A Cooperative Project Based Learning Course for Engineer Students in Biotechnology and Chemical Engineering

2015 ◽  
Vol 1 (1) ◽  
pp. 9-17
Author(s):  
Carola Fortelius ◽  
Arto Yli-Pentti ◽  
Mikko Halsas ◽  
Hannu Turunen ◽  
Timo Seuranen ◽  
...  
Keyword(s):  
Applied Sciences ◽  
Chemical Engineering ◽  
Positive Response ◽  
Independent Study ◽  
Project Based Learning ◽  
Cooperative Teaching ◽  
University Of Applied Sciences ◽  
Role Conceptions ◽  
Cooperative Project ◽  
Learning Concept

AbstractProblem/project-based learning is the base for the new curriculum at the department of Biotechnology and Chemical Engineering, Helsinki Metropolia University of Applied Sciences. The problem based learning concept, in connection with practical solutions for organizing the courses, is discussed. The new way to pursue studies in biotechnical and chemical engineering has meant a significant change for both students and educators. A positive response from the students can be seen in the form of augmentation of motivation and activity. Team skills have improved, as well as independent study capacity. Cooperative teaching and being more of a facilitator than a traditional instructor, challenge the role conceptions for the educators.

scholarly journals Problem-Based Learning at a Learning University: A View from the Field

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Sylvia Heuchemer ◽  
Elena Martins ◽  
Birgit Szczyrba
Keyword(s):  
Applied Sciences ◽  
Real Life ◽  
Problem Based Learning ◽  
Lessons Learned ◽  
Teaching Staff ◽  
Practical Application ◽  
Approaches To Teaching ◽  
Innovative Teaching ◽  
Real Life Setting ◽  
University Of Applied Sciences

Innovative teaching concepts such as problem-based learning (PBL) can make a difference in an academic setting, particularly when dealing with diversity, and support the successful completion of students’ studies. Introducing new approaches to teaching requires the professionalization of the teaching staff and the development of new tools. As a view from the field, this contribution describes the steps taken at TH Köln - University of Applied Sciences to introduce PBL and discusses empirical and practical aspects of a university-wide implementation. It offers lessons learned from the practical application of PBL theories in a real-life setting.

scholarly journals Designing Chemistry Project course at Centria University of Applied Sciences

2013 ◽  
Vol 1 (1) ◽  
pp. 123-130
Author(s):  
Maija Rukajärvi-Saarela ◽  
Tiina Ylä-Kero
Keyword(s):  
Applied Sciences ◽  
Problem Based Learning ◽  
Chemical Technology ◽  
Study Programme ◽  
University Of Applied Sciences ◽  
Collaboration Skills ◽  
First Time

In the study programme of chemical technology at Centria University of Applied Sciences, project studies have been designed since 2011, and evaluation of the progress was done for the first time in spring 2012. Chemistry Project course is based on the methods of Problem Based Learning (PBL) and Project Oriented Problem Based Learning (POPBL). The aim is to train self-directed experts of the field with teamwork and collaboration skills.

scholarly journals ONLINE PROBLEM-BASED LEARNING (PBL) DURING CORONAVIRUS PANDEMIC: TRIAL AT THE LIBYAN INTERNATIONAL MEDICAL UNIVERSITY

2021 ◽  
Vol 9 (11) ◽  
pp. 1036-1042
Author(s):  
Abdulla M. Elmansoury ◽  
◽  
Nuha A. El-Naas ◽  
Mohamed Elkawafi ◽  
Atya Kushan ◽  
...  
Keyword(s):  
Positive Response ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
International Medical ◽  
Educational Institutions ◽  
First Year ◽  
Medical Sciences ◽  
Senior Year ◽  
First Year Students ◽  
Medical University

Problem-based learning (PBL) is a modern strategy used in many higher education institutions. The coronavirus pandemic in 2020 urged universities and other educational institutions around the world to close, leading to the shift to online learning as an alternative in order to overcome delays in the education process. The Faculty of Basic Medical Sciences (BMS) at the Libyan International Medical University (LIMU) has adopted the PBL method as a key element in its teaching strategy. The Faculty started a trial for online PBL sessions during the lockdown period to evaluate the student experience at BMS. Here, we used a binary questionnaire where responses of 293 students were anonymously collected. Overall, there was a positive response of about 76%. Each of the questionnaire elements scored at least 73% which reflects general satisfaction with the online PBL experience. However, there seemed to be considerable variation in the responses of the different year groups. First year students reported the highest overall positive response on the experience whereas third year students were overall less satisfied. In addition, this variation in responses was more pronounced when students were asked about the organisation of the session and problems with internet connectivity. This may be due to the fact that the more senior year groups were interviewed first and there was a continuous adjustment of the online PBL strategy throughout the time for this trial. Our study also showed that among the different online PBL aspects surveyed in the questionnaire, the clarity of instructions was the most important element determining the effectiveness of online PBL. Overall, this questionnaire shows that online PBL can be a decent alternative to traditional PBL during crises.

scholarly journals Pick the Freshmen Up for a “Healthy Study Start” Evaluation of a Health Promoting Onboarding Program for First Year Students at the Carinthia University of Applied Sciences, Austria

2021 ◽  
Vol 9 ◽  
Author(s):  
Andrea Limarutti ◽  
Marco Johannes Maier ◽  
Eva Mir ◽  
Doris Gebhard
Keyword(s):  
Applied Sciences ◽  
Health Promotion ◽  
Intervention Group ◽  
Controlled Study ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Social Competencies ◽  
University Of Applied Sciences ◽  
Health Promoting

Introduction: Universities are an essential setting for creating health promoting environments. Evidence shows that university life can pose various threats to the students' health. Especially first year students are vulnerable to mental health issues. To support well-being and prevent psychological distress from the first day of studying, onboarding programs are needed to promote the students' health and their self- and social competencies. The study demonstrates a tailored multi-component onboarding intervention program named “Healthy Study Start.” An evaluation of the effectiveness is presented focusing on outcomes regarding the students' sense of coherence (S-SoC), social support, sympathy, the work-related collective and the participative safety (a sub-scale of the team climate) among freshmen at the Carinthia University of Applied Sciences (CUAS, Austria).Methods: For the analyses, a quantitative controlled study design was used and results were measured three times. The intervention group (n = 72) was composed of freshmen selected from the bachelor study programs Occupational Therapy, Speech and Language Therapy, Biomedical Science and Radiologic Technology. Freshmen from the bachelor study program Healthcare and Nursing formed the control group (n = 81). As the requirements for analyses of variance were not fulfilled, the data had to be analyzed using e.g., Mann-Whitney U-tests.Results: Significant changes (all p < 0.016) between the two groups were found between T0/T1, and between T0/T2. Furthermore, changes within the intervention group (all p < 0.016) emerged in nearly all outcomes between T0/T1, while within the control group no changes were identified. However, the intervention group had statistically significantly higher values in the majority of outcomes at T1 and T2 compared to the control group.Conclusion: The onboarding program “Healthy Study Start” shows how an initiative at the beginning of their studies can support students in entering a new phase of their lives. The results indicate a positive effect on the students' self- and social competencies. However, students' health promotion is not only an investment for a health conscious university or an enhanced employability. Especially in health-related fields of study, students are future multipliers and play an essential role in implementing health promotion concepts for clients, patients and employees.

Analysis of students’ knowledge about the biological hazards present in the work of cosmetologist

2018 ◽  
Vol 8 (2) ◽  
pp. 131-136
Author(s):  
M. Niczyporuk ◽  
I. Juśkiewicz ◽  
M. Knaś
Keyword(s):  
Applied Sciences ◽  
First Year ◽  
State University ◽  
First Year Students ◽  
University Of Applied Sciences ◽  
Survey Results ◽  
Level Of Knowledge ◽  
Health Complications ◽  
Almost All ◽  
Prevention Methods

Introduction: The cosmetologists' health complications can be inducted by their work conductors. The presence of numerous biological harmful factors in their future workplace requires from graduates the faculty of cosmetology extensive knowledge about health threats and prevention methods. Purpose: The survey aimed to get to know and compare the knowledge of students of the first and third year of Cosmetology at the Lomza State University of Applied Sciences on the biological hazards present in cosmetologist's work. Materials and methods: 50 female students (24 first-year students and 26 third-year students) took part in the survey. Results: In almost all cases, responses from third- year Cosmetology showed a higher level of knowledge of biological infections which may threaten in the beauty parlor for themselves and their clients. Also, in the area of preventing the spread of these infections, they had a higher knowledge than their younger friends. Conclusions: The level of knowledge of third-year students is significantly higher than the knowledge of first-year students in Lomza State University of Applied Sciences. It is satisfactory that first-year students who already started education in this field, they know biological threats.

scholarly journals What Can Students’ Bibliographies Tell Us?- Evidence Based Information Skills Teaching for Engineering Students

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Author(s):  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Chemical Engineering ◽  
First Year ◽  
Journal Articles ◽  
First Year Students ◽  
Internet Resources ◽  
Information Skills ◽  
Upper Level ◽  
Department Faculty

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

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