scholarly journals Chemical Engineering Graduate Courses Curriculum Development with Simulation Components

2021 ◽  
Vol 20 (3) ◽  
pp. 64-73
Author(s):  
Mohamed Edali ◽  
Walid Alaswad ◽  
Ali Bseibsu ◽  
Zaed Sahem ◽  
Faraj Ben Rajeb ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Research Question ◽  
Project Based Learning ◽  
Student Outcome ◽  
Graduate Courses ◽  
Working At Home ◽  
Multiphysics Simulations ◽  
Time Required

The graduate chemical engineering curriculum at our institution Elmergib University is replete with both problem-based and project-based learning components. This paper focuses on a complex methodology of inquiry-based learning (IBL), which has been proven to well prepare graduate students for a successful career in engineering. IBL requires Students to invest a considerable time during the class and after working at home learning with the aid of mentoring how to develop and answer a research question. Teaching both IBL and the development of field-specific simulation skills challenge professors. That does not allow much of the class time required to cover material reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in four successive graduate courses: Advanced computational Numerical Methods, Advanced heat transfer, Advanced fluid mechanics, and Advanced transport phenomena. The courses were modified to contain Multiphysics simulations with application building that develop technical competency by developing modeling skills, deeper understanding by solving realistic problems, and writing skills by producing technical reports for each simulation. The use of the Multiphysics application building component adds a new skillset that further strengthens our program graduates. The paper shows the teaching and learning strategies efforts have been implemented, course teaching tools Apps structure, student outcome assessment, and research project exam questions and their simulation results from students’ reports.

Teaching and learning strategies and evaluation changes for the adaptation of the Chemical Engineering degree to EHES

2008 ◽  
Vol 3 (1) ◽  
pp. e33-e39 ◽  
Author(s):  
Susana Lucas Yagüe ◽  
Pedro A. García Encina ◽  
Silvia Bolado Rodríguez ◽  
Ma Teresa García Cubero ◽  
Gerardo González Benito ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Chemical Engineering ◽  
Engineering Degree ◽  
Teaching And Learning Strategies

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Flipping Out and Digging in: Combining the Flipped Class and Project-Based Learning to Teach Adult Development

2020 ◽  
Vol 91 (4) ◽  
pp. 362-372
Author(s):  
Clare M. Mehta
Keyword(s):  
Learning Strategies ◽  
Adult Development ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Group Formation ◽  
Real Life ◽  
Project Based Learning ◽  
Novel Approach ◽  
Geriatrics Education ◽  
Traditional Lectures

The urgent need for a worldwide workforce trained in gerontology (Silverstein, N. M., & Fitzgerald, K. G. (2017). Educating a new generation of professionals in agingworldwide. Gerontology & Geriatrics Education, 38, 1-4) has lead for a call by gerontology educators to employ creative, innovative, novel, and engaging pedagogy in gerontological education (Brown,P. P. (2016). From pedagogy to practice: Adventures in student engagement. Gerontology & Geriatrics Education, 37, 105-107; Niles-Yokum, K., & Howe, J. L. (2015). Making aging real through reflective teaching and learning strategies. Gerontology & Geriatrics Education, 36, 107–108; Siegal, B., & Kagan, S. (2012). Teaching psychological and social gerontology to millennial undergraduates. Educational Gerontology, 38, 20–29). This article outlines a novel approach to teaching—combining the flipped classroom with project-based learning—that not only fosters deep learning but also fosters the development of skills applicable to real life. This article describes how to turn traditional lectures into online lectures to “flip” the classroom and also provides a guide for setting up project-based learning, providing suggestions for group formation, project topics, and examples of project contracts and evaluation sheets. When employed together, these powerful teaching tools can provide students with an active, participatory, class experience with the potential to inspire a lifelong interest in adult development and gerontology.

scholarly journals EFEKTIVITAS METODE MEMOTIVASI STUDI MURID DENGAN CARA PROBLEM SOLVING KHUSUS PEMBELAJARAN MATERI ILMU FIQIH DI MADRASAH ALIYAH "MIFTAHUL ULUM" DESA NGEMBAL KECAMATAN TUTUR KABUPATEN PASURUAN KELAS XI, TAHUN PELAJARAN 2018-2019

AL MURABBI ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 201-216
Author(s):  
M Jamhuri
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Require Time ◽  
Advantages And Disadvantages ◽  
Teacher Students ◽  
Education Today ◽  
Time Required

Motivation is an invitation or encouragement to students by using a method or method so that students can increase the spirit of learning with their own awareness without any coercion from anyone including the teacher, so that with the motivation of the teacher students are more likely to pursue lessons than others either at home or at school. Many parties who indicate the low quality of education today is closely related to the low motivation of students. In order to solve learning problems such efforts need to be made efforts, which include the development of learning strategies that are able to optimize student learning motivation in order to improve the quality of overall learning in learning. The formulation of the problem is How is the influence of the problem solving method (problem solving) on ​​increasing the learning spirit of students of class XI M.A "MIFTAHULULUM" Ngembal? What are the advantages and disadvantages of problem solving methods in teaching and learning activities? With the application of problem solving methods (problem solving) in class XI M.A MIFTAHUL ULUM Ngembal, the student's learning spirit is increasing as evidenced by the number of students who often argue in solving a problem using literature that has been read and active. The advantages of applying problem solving methods (problem solving) students can actively participate in teaching and learning activities and think more critically than before, so that the classroom atmosphere becomes more alive. Weaknesses of application to implement problem solving methods, namely the provision of reading books as supporting materials. And the time required is relatively long because students usually require time to think so that their opinions are correct and correct.

scholarly journals Teaching Generation Y

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Elza Venter
Keyword(s):  
Learning Strategies ◽  
Generation Y ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Research Question ◽  
Tertiary Level ◽  
Digital Information ◽  
Literature Study ◽  
Main Research ◽  
Teaching And Learning Strategies

Generation Y learners are those young people born more or less between 1977 and 2000. Different authors call this generation by different names. The author of this article prefers the term ‘Generation Y’. Learners from Generation Y were born into the age of digital information where information, education and entertainment were just a click away. Members of Generation Y use various electronic devices simultaneously for learning and entertainment purposes. Learners from this generation are often unmotivated and disengaged from their own learning experience because they are entertaining themselves simultaneously on a multitude of digital devices, whilst the educator is trying to get their attention. Generation Y prefers multitasking to focussing on one task or person at a time and are often more interested in what is happening on the screen before them than getting involved in their own learning. This generation works well in groups. They embrace recognition and crave instant gratification and feedback on work well done. Educators have to think of teaching and learning strategies to engage them in their own learning by inter alia making use of digital and electronic technology. Schools and tertiary institutions are often stuck in the previous century whilst learners keep up with technological changes. Educators at secondary and tertiary level need to re-think their teaching and learning strategies to make learning relevant and interesting for learners. In this research, the emphasis is on learners and students as well as educators at secondary and tertiary level. The research was done by applying a literature review. In line with the preceding discussion, the main research question of this literature study is ‘How can educators get Generation Y learners more engaged in their own learning in the classroom or lecture room?’ The two sub questions are: (1) ‘What are some of the characteristics of Generation Y that influence learning?’ and (2) ‘What teaching strategies can be used to get Generation Y learners more engaged in their own learning?’ The author of this article will endeavour to give guidelines to educators in this regard by means of the literature study.

Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University

2020 ◽  
pp. 57-77
Author(s):  
Lisa Jasinski ◽  
Coreen W. Davis ◽  
Annie Biggs ◽  
Julie A. Schell
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Learning Strategies ◽  
Project Based Learning ◽  
Learning Goals ◽  
Graduate Courses ◽  
Course Content ◽  
University Of Texas ◽  
The University

This chapter explores how one graduate-level seminar incorporated technology and insights from the science of learning to improve the delivery and assessment of course content. Drawing on the case study, “Technology and Innovation in Higher Education,” an elective seminar for master's and doctoral students taught at The University of Texas at Austin (2015-2017), the authors discuss the benefits of project-based learning, retrieval-based learning strategies, and the use of diverse teams in educational settings. The authors consider how technology was used in this blended-learning/hybrid course to more efficiently and effectively achieve the learning goals. The chapter concludes with practical recommendations for instructors who seek to incorporate insights from the science of learning in their graduate courses.

Online Simulator Use in the Preparing Chemical Engineers

2015 ◽  
pp. 358-382
Author(s):  
Randy Yerrick ◽  
Carl Lund ◽  
Yonghee Lee
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Future Research ◽  
Individual Interviews ◽  
Post Test ◽  
Active Learning Strategies ◽  
Specific Teaching ◽  
Stem Teaching

Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students' outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students' scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.

scholarly journals Different Teaching Approaches and Use of Active Learning Strategies as Tools for Inter- and Transdisciplinary Education

2020 ◽  
Vol 8 (2) ◽  
pp. 15
Author(s):  
Carlos Alberto Moreira Dos Santos ◽  
Marco Antonio Carvalho Pereira ◽  
Mariana Aranha De Souza ◽  
João Paulo Machado Dias ◽  
Felipe Souza Oliveira
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Teaching Approaches ◽  
Educational Professionals ◽  
Show Evidence ◽  
Active Learning Strategies

This work reports a review on some of the ways in which education and research can be used to solve today’s complex problems by taking into account teaching and learning strategies that go beyond traditional teaching strategies. It revisits different teaching approaches and connects them directly to uni-, pluri-, multi-, inter-, and transdisciplinary attitudes, and how educational professionals think of the subject of teaching. This discussion reflects on how teachers tend to reproduce procedures they observed in their own graduation programs and why experienced teachers opt for inter- and transdisciplinary attitudes. Using a qualitative approach, this work illustrates the results from a Project-Based Learning strategy applied to a group of Major Engineering students to solve problems at the University’s Campus. Participants included 25 students engaged to Physics Engineering program supervised by different faculty members, experienced undergraduate and graduate students, and technicians, who had mentored the undergraduate students’ teams, all working in subjects closely related to the projects. The products developed by the teams show evidence that the students were motivated and engaged in the projects; this supports the premise that inter- and transdisciplinary approaches drive collaboration in the execution of projects, develop soft skills and permit knowledge development in an articulate and complex way thereby leading to a broader education of the students.

scholarly journals Memory Strategies and Vocabulary Learning Strategies: Implications on Teaching and Learning Vocabulary

2021 ◽  
Vol 3 (10) ◽  
pp. 11-21
Author(s):  
Suhair Al-Faris ◽  
Basim Yahya Jasim
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Research Question ◽  
Comprehensive Overview ◽  
Memory Strategies ◽  
Vocabulary Learning Strategies ◽  
Teaching Learning ◽  
Shed Light

Memory Strategies (MSs) and Vocabulary Learning Strategies (VLSs) have been studied in many studies through the years. The purpose of the current study is to shed light on the fundamental role of Memory strategies and Vocabulary Learning Strategies suggested in vocabulary teaching and learning. Thus, the study has presented a comprehensive overview of both strategies by selecting the most prominent ones.  In addition, it offered a thorough demonstration of vocabulary background in general and vocabulary in English for Specific Purposes (ESP) in particular. The research question states: Can Memory Strategies (MSs) and Vocabulary Learning Strategies(VLSs) be integrated and applied in teaching and learning vocabulary? In conclusion, the study tries to make it clear for the reader, teachers, and learners, that merging (MS) and (VLS) can be utilized for this objective. The implication of the study lies in providing the reader with a grounded platform for selecting what is suitable in a teaching/learning setting.

Online Simulator Use in the Preparing Chemical Engineers

2013 ◽  
Vol 3 (2) ◽  
pp. 1-24
Author(s):  
Randy Yerrick ◽  
Carl Lund ◽  
Yonghee Lee
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Future Research ◽  
Individual Interviews ◽  
Post Test ◽  
Active Learning Strategies ◽  
Specific Teaching ◽  
Stem Teaching

Active learning strategies (including simulations) have been promoted by engineering education reformers as an effort to move traditional STEM teaching toward more constructivist practices. In this study chemical engineering students were studied during the implementation of simulators to promote critical thinking. While many have studied achievement and perceptions of students to measure engineering tools and their development, this study specifically examined students’ outcomes connecting the tool to specific teaching and learning strategies. A case study was conducted using pre- and post-test, survey questionnaire, individual interviews, and classroom observations. Results showed the use of simulator was associated with increases in students’ scores but the novelty of innovation was not the single explanation for increased scores or favored technology usage. Interviews and other qualitative data suggested that outcomes may closely tie teaching strategies to the effectiveness of the tool rather than the focus on the tool itself. Implications for teaching and future research are discussed.

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