scholarly journals Editorial

2020 ◽  
Vol 7 ◽  
Author(s):  
System Administrator ◽  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Physical Sciences ◽  
Student Centered ◽  
Research Journal ◽  
University Of Technology ◽  
Energy Science ◽  
Second Year ◽  
Physics Course ◽  
The University ◽  
Thermodynamics And Statistical Mechanics

PAM Review is the peer-reviewed student research journal produced in the School of Mathematical and Physical Sciences at the University of Technology Sydney. The journal was created to provide a student-centered authentic learning experience in a theory heavy course to help facilitating Faculty of Science graduate attributes and the University’s model of teaching. The student journal was first introduced in 2014 in the second-year physics course Energy Science and Technology. The course covers fundamentals of thermodynamics and statistical mechanics and their applications in current and emerging technologies.

scholarly journals Editorial

2015 ◽  
Vol 2 ◽  
pp. 1-2
Author(s):  
Jurgen Schulte
Keyword(s):  
Energy Production ◽  
Learning Experience ◽  
Science And Technology ◽  
Physical Sciences ◽  
Student Centered ◽  
Research Journal ◽  
University Of Technology ◽  
Energy Science ◽  
The Subject ◽  
The University

This is the second issue of PAM Review, the peer-reviewed, class specific student research journal of the School of Mathematical and Physical Sciences at the University of Technology Sydney. The student journal was first introduced into the subject Energy Science and Technology (68412) in 2014 to allow for a practical student centered, authentic learning experience that is exciting and challenging and helps to facilitate desired graduate outcomes. Energy, Science and Technology is a one-semester subject (class) that covers the thermodynamics of macroscopic and microscopic processes in the context of energy production, energy saving and related applications. This subject is open to students in science as well as engineering.

scholarly journals Editorial

2016 ◽  
Vol 3 ◽  
pp. 1
Author(s):  
Jurgen Schulte
Keyword(s):  
Energy Production ◽  
Learning Experience ◽  
Science And Technology ◽  
Physical Sciences ◽  
Student Centered ◽  
The Third ◽  
Research Journal ◽  
University Of Technology ◽  
Energy Science ◽  
The University

This is the third issue of PAM Review, the peer-reviewed, subject specific student research journal of the School of Mathematical and Physical Sciences at the University of Technology Sydney. The student journal was first introduced into the third semester subject Energy Science and Technology (68412) in 2014 to allow for a practical student centered, authentic learning experience that is exciting and challenging and helps to facilitate desired graduate attributes. Energy, Science and Technology is a one-semester subject (class) that covers the thermodynamics of macroscopic and microscopic processes in the context of energy production, energy saving and related applications. This third semester subject is open to students in science as well as engineering.

scholarly journals Editorial

2019 ◽  
Vol 6 ◽  
pp. 1
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Authentic Learning ◽  
Physical Sciences ◽  
Student Research ◽  
Student Centered ◽  
Graduate Attributes ◽  
Research Journal ◽  
University Of Technology ◽  
The University

PAM Review is the peer-reviewed student research journal of the School of Mathematical and Physical Sciences at the University of Technology Sydney. The journal was created to provide a student centered authentic learning experience in a theory heavy course which challenging and facilitates the Faculty of Science graduate attributes.

scholarly journals Editorial

2018 ◽  
Vol 5 ◽  
pp. 1
Author(s):  
Jurgen Schulte
Keyword(s):  
Learning Experience ◽  
Authentic Learning ◽  
Physical Sciences ◽  
Student Research ◽  
Student Centered ◽  
Graduate Attributes ◽  
Research Journal ◽  
University Of Technology ◽  
The University

PAM Review is the peer-reviewed student research journal of the School of Mathematical and Physical Sciences at the University of Technology Sydney. It was born out of the desire to create a practical student centered, authentic learning experience in a highly theoretical course that is exciting and challenging and facilitates to promote the desired graduate attributes.

scholarly journals Invited viewpoint: teaching programming to students in physical sciences and engineering

2021 ◽  
Author(s):  
Lloyd Cawthorne
Keyword(s):  
Physical Science ◽  
Computer Programming ◽  
Physical Sciences ◽  
Engineering Degree ◽  
Second Year ◽  
The University ◽  
University Of Manchester ◽  
Programming Courses

AbstractComputer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses.

Research Performance Reporting of Rajamangala University of Technology Phra Nakhon

2016 ◽  
Vol 848 ◽  
pp. 236-239 ◽  
Author(s):  
Papatsorn Singhatham ◽  
Krittee Eidhed
Keyword(s):  
Research Performance ◽  
Research Work ◽  
National Journal ◽  
Related Data ◽  
Research Journal ◽  
Performance Reporting ◽  
University Of Technology ◽  
Social Statistics ◽  
Weighted Score ◽  
The University

The objective of this research was to survey research data of Rajamangala University of Technology Phra Nakhon that was 1) published, 2) cited, and 3) published with regard to the collaboration of its researchers with those of other universities in both national and international journals during the years 2008-2013. Such related data was collected from journals that appeared in 1) the database of Thailand Journal Citation Index Centre (TCI), 2) Web of Science database (WoS) and 3) RMUTP Research Journal. Analyses applied included social statistics particularly descriptive statistics which were frequency, percentage and weighted score from six indicators. From the survey, it was found that there were 586 lecturers and researchers in the university 118 out of 586 had research work published. The most important findings are as follows. First, during six years (2008-2013), the university had 141 published research articles. 91 percent were published nationally and 9 percent internationally. The weighted score is 61.33. Second, there was only 12 article that was cited in a national journal, representing 8 percent. But could not find article that was cited in international journals. Finally, there were 40 articles, or 28 percent, that were produced under the collaboration with researchers from other universities.

scholarly journals Answering Huxley: “now” students take a “then” exam

2019 ◽  
Vol 43 (3) ◽  
pp. 397-400
Author(s):  
P. K. Rangachari
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Average Score ◽  
Anatomy And Physiology ◽  
University Of Toronto ◽  
Thomas Henry Huxley ◽  
History Of ◽  
Second Year ◽  
The University ◽  
Insight Into

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical “experiment,” students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).

scholarly journals Erratum

2018 ◽  
Vol 39 (1) ◽  
pp. 126-126
Keyword(s):  
Research Journal ◽  
University Of Technology ◽  
The University ◽  
Media And Communication

Isabelle Freiling and Lisa Weidmüller, “Scan method tracks reader attention, engagement,” Newspaper Research Journal 38, no. 4 (Fall 2017):449-461. (Original DOI: 10.1177/0739532917739874) In this article, the corresponding author’s name and affiliation were printed incorrectly. The corresponding author’s name is “Lisa Weidmüller,” and she is affiliated with the University of Technology Dresden, Institute of Media and Communication.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

scholarly journals From cook to chef: Facilitating the transition from recipe-driven to open-ended research-based undergraduate chemistry lab activities

2014 ◽  
pp. 26-31
Author(s):  
Anna Bertram ◽  
E. Stephen Davies ◽  
Ross Denton ◽  
M. Jonathan Fray ◽  
Kyle W. Galloway ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Learning Experience ◽  
Higher Order ◽  
Research Projects ◽  
Undergraduate Chemistry ◽  
The Third ◽  
Second Year ◽  
The University

This paper describes the development of mini-research projects in the third year practical chemistry course at the University of Nottingham for the MSci(Hons) Chemistry degree. The aim of these developments is to bridge the gap between ‘recipe-style’ experiments in the first and second year courses and research projects undertaken in the fourth year or in industry. There is much evidence that, having been given this opportunity to plan and design their own experiment, students exhibit higher-order cognitive skills, which can lead to a more valuable learning experience.

Sign in / Sign up

Export Citation Format

Share Document