scholarly journals The impact of a first-year orientation team building exercise

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
John Smallwood ◽  
Chris Allen
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Core Competencies ◽  
Team Building ◽  
First Year ◽  
Management Skills ◽  
First Year Students ◽  
Building Activities ◽  
The One ◽  
The Impact

Experience and anecdotal evidence indicate that first-year students experience challenges in terms of adapting to our university construction management course environment. The purpose of the study is to determine the impact of a team building event on first-year students’ skills, core competencies, ability to manage themselves, work as a team, interface with each other, strategize, plan, evolve tactics, and take action.. A quantitative approach using a questionnaire survey in a South African university post completion of the event determined the perceptions of the students. Findings include that the team building activities contributed to enhancing participants’ skills, their understanding and appreciation of core competencies and the development thereof, and their ability to communicate with first-year colleagues; built confidence in their abilities including that of completing a task, and enhanced participants’ alternative thought processes, ability to be creative, strategize, evolve tactics, take action, and plan. The students benefited from, enjoyed the team building activities and believed that it contributed to improving their time management skills. Based upon the findings, conclusions are that the one-day first-year orientation team-building event had the desired impact in terms of the development of the first-year students’ abilities. Recommendations are that the one-day first-year orientation team-building event is staged annually, and a study pertaining to the impact of the intervention on student performance be determined following the completion of a full academic year and again post-graduation.

scholarly journals Resetting the Compass: An Immersive Intervention to Develop Abilities in Construction Management

10.29007/v4h6 ◽  
2018 ◽  
Author(s):  
John Smallwood ◽  
Christopher Allen
Keyword(s):  
South African ◽  
Construction Management ◽  
Team Building ◽  
Post Intervention ◽  
Annual Basis ◽  
Building Activities ◽  
The One ◽  
The Impact ◽  
Academic Year ◽  
Self Administered Questionnaire

Students’ post-intervention perceptions of an event provide insight relative to their understanding and appreciation of the intervention, as well as the impact thereof.Experience and anecdotal evidence indicate that Honours students experience challenges in terms of completing the academic year.The purpose of the study reported on is to determine the impact of a one-day team building event on participants directed at, inter alia, developing their ability to manage themselves, work as a team, and interface with each other, and their ability to strategise, plan, evolve tactics, and take action, based upon a self-administered questionnaire survey conducted in a South African university. The students were surveyed after the completion of the event.The salient findings include - the team building activities impacted on participants in many ways, contributed to an enhancement of their ability to strategise, plan, evolve tactics, and take action, and participants enjoyed and benefited from the team building activities.It can be concluded that the one-day team building event had the desired impact in terms of the development of participants’ ability to manage themselves, work as a team, and interface with each other, and their ability to strategise, plan, evolve tactics, and take action.It is recommended that the one-day team building event continue to be staged at the beginning of the Honours year, and that the post-event research be conducted on an annual basis.

To practice time management skills for freshmen in pedagogical university

2021 ◽  
Vol 66 (1) ◽  
pp. 23-36
Author(s):  
Khanh Mai Quoc ◽  
Phuong Nguyen Nam ◽  
Kien Phan Trung ◽  
Thach Ly Van ◽  
Hang Le Thi Thuy ◽  
...  
Keyword(s):  
Time Management ◽  
Practice Management ◽  
First Year ◽  
Management Skills ◽  
First Year Students ◽  
The University ◽  
Practice Time ◽  
Theoretical Issues

On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for them in the University Skill Club; attracting students to participate in Youth Union and Association activities; testing and evaluating the results of practicing freshmen’s time management skills on a regular basis.

scholarly journals The Development and Delivery of a Multidisciplinary Research Course for First-Year International Science Students

2017 ◽  
Vol 10 ◽  
pp. 143-154 ◽  
Author(s):  
Priyanka Lekhi ◽  
Meghan Allen ◽  
Fok-Shuen Leung ◽  
Brett Hollis Gilley ◽  
Georg W. Rieger ◽  
...  
Keyword(s):  
Student Performance ◽  
Scientific Knowledge ◽  
Undergraduate Research ◽  
Research Process ◽  
First Year ◽  
Science Students ◽  
Student Survey ◽  
First Year Students ◽  
Post Class ◽  
The Impact

Students who engage in undergraduate research experiences acquire many benefits, including an understanding of how scientific knowledge is constructed, recognition that knowledge can be complex and uncertain, and the habit of viewing knowledge critically. This paper describes a first-year two-course sequence that provides multidisciplinary opportunities for international science students to engage in the research process and present at a student-led research conference. We describe course goals and structure, and discuss whether the goals were attained using instructor reflections, student performance, and student survey data. We also evaluate the impact of changes to the curriculum between Year 1 and Year 2. In both years, we found that students engaged meaningfully with the research process and began to understand how scientific knowledge is created. We also found that a modular model with front-end support worked better for instructors as compared to a continuous individualized project mentorship model. This modular approach involved structured pre- and post-class assignments within discipline-specific themes containing examples of the research process embedded into the discipline. These discipline-specific modules were followed by modules covering broader research process themes. We encourage instructors who are thinking of delivering a similar research-based course for first-year students to provide support via example research questions and other example templates for student submissions.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

scholarly journals Time Management Skills and Student Performance in Online Courses

2015 ◽  
Author(s):  
Susan Miertschin ◽  
Carole Goodson ◽  
Barbara Stewart
Keyword(s):  
Student Performance ◽  
Time Management ◽  
Online Courses ◽  
Management Skills

scholarly journals Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

2019 ◽  
Vol 16 ◽  
pp. 23 ◽  
Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Team Building ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Biomedical Science ◽  
First Year ◽  
Final Grade ◽  
Team Based Learning ◽  
Building Activities ◽  
First Time

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

scholarly journals THE EFFECTIVENESS OF USING INDEX CARD MATCH IN TEACHING VOCABULARY

2018 ◽  
Vol 5 (2) ◽  
pp. 107
Author(s):  
Sri Ariani ◽  
Tri Setianingsih
Keyword(s):  
Teaching Method ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
First Year ◽  
Research Subjects ◽  
Index Card ◽  
First Year Students ◽  
Post Test ◽  
And Control ◽  
The Impact

This research aims to find out Is there any significant differences between the impact of traditional teaching method and using Index Card Match in teaching English vocabulary at the First Year Students of SMA HANG TUAH 3 MATARAM and to find out does using Index Card Match have a positive effect on students’ vocabulary knowledge. The sample of this research is 40 students. The kind of this research is experimental research. The students are divided into two groups such as experimental group and control group. Then the research subjects are pre-tested to know their prior vocabulary mastery. After the treatment, the sample is post-tested to know their recent vocabulary mastery as the result of the treatment. The scores in both pre-test and post-test are taken as the main data of the research. The data is analyzed by using t-test.

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

scholarly journals Personality traits and academic performance: Correcting self-assessed traits with vignettes

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248629
Author(s):  
Johan Coenen ◽  
Bart H. H. Golsteyn ◽  
Tom Stolp ◽  
Dirk Tempelaar
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Student Performance ◽  
Cognitive Skills ◽  
Risk Preference ◽  
Emotional Stability ◽  
First Year ◽  
First Year Students ◽  
Significant Relationships ◽  
Point Estimates

In this study, we investigate whether Conscientiousness, Emotional Stability and Risk Preference relate to student performance in higher education. We employ anchoring vignettes to correct for heterogeneous scale use in these non-cognitive skills. Our data are gathered among first-year students at a Dutch university. The results show that Conscientiousness is positively related to student performance, but the estimates are strongly biased upward if we use the uncorrected variables. We do not find significant relationships for Emotional Stability but find that the point estimates are larger when using the uncorrected variables. Measured Risk Preference is negatively related to student performance, yet this is fully explained by heterogeneous scale use. These results indicate the importance of using more objective measurements of personality traits.

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