scholarly journals Peer Leading Small Group Discussion During COVID-19

2021 ◽  
Vol 1 (1) ◽  
pp. 55-67
Author(s):  
A.E Dreyfuss ◽  
◽  
Ana Fraiman ◽  
Milka Montes ◽  
Reagan Hudson ◽  
...  

Peer-led workshops in General Chemistry at the University of Texas Permian Basin (UTPB) were affected by COVID-19 restrictions during the 2020-2021 academic year. Most Peer-Led Team Learning (PLTL) workshops were conducted in person, but with the difference that protocols of distancing had to be observed, and a few were conducted online, so adjustments were necessary to prepare Peer Leaders to conduct their workshops in both types of settings. The facets of the modified PLTL program were supported by the online preparation for facilitation and chemistry content The results of an examination of critical incidents (Brookfield, 1995) are shared here. This qualitative examination of Peer Leaders’ experiences was undertaken because of its exploration of formative events. Through the responses to several rounds of questions about their experiences, Peer Leaders acknowledged the reality of dealing with Covid-19 restrictions as well as their preparation via a weekly online seminar. This paper, co-authored with Peer Leaders, examines the process of online training and facilitating workshops during the Fall 2020 and Spring 2021 semesters at UTPB.

2021 ◽  
Vol 1 (1) ◽  
pp. 68-91
Author(s):  

At semester’s end at the University of Texas at El Paso and at the University of Texas of the Permian Basin, faculty members directing the PLTL Programs invite Peer Leaders to reflect on their experience, to describe their challenges, and to offer their personal advice. For the benefit of future Peer Leaders, here are their stories, reflections, observations, and advice about leadership and the practice of leading.


Author(s):  
Yongki Arya Permana ◽  
Erna Setyawati ◽  
Maria Yosephine

Tujuan dari penelitian ini adalah untuk mendeskripsikan: (1) bagaimana penggunaan Small Group Discussion dapat meningkatkan kemampuan ketrampilan membaca siswa dalam materi descriptive text. (2) Kelebihan menggunakan Small Group Discussion dalam pembelajaran penguasaan ketrampilan membaca. Dalam penelitian tindakan kelas ini dilaksanakan dalam dua siklus pada siswa kelas X MIPA-7 SMA Negeri 11 Semarang. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, refleksi. Terdapat dua jenis data: data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan menggunakan lembar pengamatan, wawancara, dan catatan lapangan. Kemudian, data kuantitatif diperoleh menggunakan tes (pre-test dan post-test). Data kualitatif dianalisis menggunakan 5 tahapan yang disarankan oleh Burns (1999: 157-159) yakni sebagai berikut: menghimpun data, mencatat data, membandingkan data, membangun teori, dan melaporkan hasil penelitian. Data kuantitatif dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa penggunaan Small Group Discussion dapat meningkatkan kemampuan siswa dalam ketrampilan membaca. Selain itu, Small Group Discussion dapat digunakan untuk mendukung guru dalam pengelolaan kelas. Peneliti juga menemukan kelebihan Small Group Discussion dalam pembelajaran ketrampilan membaca. Small Group Discussion tidak hanya membuat suasana kelas menjadi nyaman dan menarik, akan tetapi juga meningkatkan partisipasi siswa dalam berbagi ide dan bertukar informasi dalam pembelajaran ketrampilan membaca descriptive text.


2020 ◽  
Vol 7 (1) ◽  
pp. 68
Author(s):  
Lalu Bohari

This study was aimed at finding the effect of small group discussion in improving speaking skills at the seventh year students of SMA Plus NW. This research was conducted as quasi-experiment using a quantitative approach with One-Group Pretest-Posttest design. The population of the research was the eleventh-grade students of SMA Plus Munirul Arifin NW Praya in academic year 2018/2019. Each class consists of 28 students. The total population was 95 students. In this study, the researcher took one class as a sample. The class was eleventh Grade of MIPA 1 consisting of 28 students as the experiment. The researcher gave treatment to the experimental group and it used Small Group Discussion as the treatment of teaching speaking. The purpose of using the Small Group Discussion was to give new inspiration that can be applied in teaching speaking. Referring to the result pre-test and post-test showed that the sig (2 tailed) > 0.05, it means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. So the use of Small Group Discussion in teaching speaking is effective. The value of t-test was higher than the t-value of t-table (t-test 8.5148 > t-table 2.006). It showed that teaching speaking using small group discussion has a positive effect to improve students' speaking skill. Besides that, the result of the mean of post-test was higher than the mean of pre-test (M2 = 18.43 > M1 = 14.25). It means that teaching speaking by using small group discussion was more effective than teaching speaking without using small group discussion. In addition, small group discussion can improve students' speaking skill in the eleventh-grade students of SMA Plus Munirul Arifin NW Praya.


2021 ◽  
Vol 73 (04) ◽  
pp. 46-47
Author(s):  
Chris Carpenter

This article, written by JPT Technology Editor Chris Carpenter, contains highlights of paper SPE 201346, “Are We Overstimulating Our Laterals? Evaluating Completion Design Practices Based on Field Offset Well-Pressure Measurements,” by Puneet Seth, SPE, The University of Texas at Austin, and Brendan Elliott, SPE, and Trevor Ingle, SPE, Devon Energy, et al., prepared for the 2020 SPE Annual Technical Conference and Exhibition, originally scheduled to be held in Denver, Colorado, 5–7 October. The paper has not been peer reviewed. Increased injection volumes coupled with a suboptimal completion design can lead to overstimulation at current well-spacing densities. In the complete paper, the authors analyze offset well-pressure measurements in the Permian Basin to evaluate if a fracturing job is overstimulated. Additionally, numerical modeling studies are performed to evaluate the extent of overstimulation in different scenarios and provide recommendations to maximize the capital efficiency of a fracturing job. In their analysis, the authors focus on the scenario in which fracturing hits occur when child-well fractures intersect with the parent well. Field Data Analysis Pumping for the full designed volume and time (typically 90 minutes) according to well-stimulation procedures is currently common in the industry. Often, the observation of hydraulic interactions is not coupled with a decision to alter or change the stimulation. The authors analyzed the offset well-pressure response monitored with a surface pressure gauge in multiple parent wells in the Permian Basin during stimulation in nearby child wells. The child wells were stimulated after roughly 1 year of production from the parent wells. The focus of this study was to identify fracture-driven interactions—specifically the timing of intersection of the child-well fractures with the offset parent wells, which are recorded as massive hydraulic pressure responses. The results of this analysis for different well pairs are presented in the complete paper. To better understand the factors that affect fracture propagation from the child wells toward the parent wells, fracture arrival times, and capital efficiency of a fracturing job, a series of numerical simulations was performed with a fully coupled hydraulic fracturing simulator. Simulation Results Numerical simulations were performed using an integrated hydraulic fracturing and reservoir simulator developed at The University of Texas at Austin. This simulator solves for flow and geomechanics in the reservoir, fracture, and wellbore domains in a tightly coupled manner. Hydraulic fractures are modeled as compliant discontinuities in the reservoir rather than high-permeability gridblocks. This is important in order to capture the stress alterations around a propagating fracture accurately. Effect of Parent-Well Production (Depleted Region). For this study, two scenarios were analyzed. In the first case, fracture propagation from a child well stimulated near a recently fractured unproduced parent well (no depletion) was considered. In this case, the fracture from the child well propagates away from the parent well because of elevated stresses near the parent well. In the second case, a child well is stimulated near a parent well that has been producing for 300 days before child-well stimulation. In this scenario, the child-well fracture propagates toward the parent well because of a depleted region that develops near the parent well (because of production) and relaxes the reservoir stresses around the parent well. This causes the child-well fracture to grow preferentially toward the parent well (toward the low-stress region). In fact, in this scenario, as the fracture reaches the depleted reservoir region, its growth accelerates toward the parent well and intersects with the parent well. Even minor depletion can induce asymmetric growth of infill child-well fractures toward the parent well.


Author(s):  
Sanjai Bashyam ◽  
Joshua Kuhn ◽  
Carolyn Conner Seepersad

The Innovation Station is a 3D printing vending machine that provides on-demand, internet-enabled 3D printing to all students on The University of Texas at Austin campus. It was designed and built by the authors, who also operate the machine throughout the academic year. This paper introduces the Innovation Station and describes insights and lessons learned from operating the machine for its first academic semester. User statistics and common user mistakes are described, and a designer’s guide is provided to make it easier for first-time users to 3D print successfully.


2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Vanessa L. Rodriguez

The Peer-Led Team Learning (PLTL) Program at the University of Texas at El Paso (UTEP) is a program that provides students with the training necessary to host small workshops for students enrolled in their first two semesters of Chemistry. Peer Leaders are tasked with the responsibility of facilitating learning of Chemistry through the creation of practice problems, reviews and interactive games. As UTEP is a Latinx-serving university, a large portion of Peer Leaders and students are Latinx. Therefore, the PLTL program is empowering students through the development of Peer Leaders' leadership, and the strengthening of students' foundation in Chemistry, making them more likely to succeed in the STEM field. Peer Leaders in the program have witnessed the impact of the COVID-19pandemic on Latinx students and have found ways to adapt to the shift to online learning.


Babel ◽  
2016 ◽  
Vol 62 (3) ◽  
pp. 470-494 ◽  
Author(s):  
Carmen Bestué ◽  
Mariana Orozco

In 2010 the first fully online Masters Degree on Translation and Interpreting in the USA was launched, and it included Legal Translation as a subject. The authors of this paper were in charge of designing the contents of this subject, creating the didactic materials to be used and actually teaching the subject. In this paper the authors explain how the curriculum was designed, the criteria developed to create the didactic materials and how it actually worked in a very specific context as is the University of Texas at Brownsville, set next to the border between Mexico and the USA, where most of the students are bilingual and have a background of Mexican and American cultures which create an unique environment of legal cultures mediation.


2004 ◽  
Vol 28 (2) ◽  
pp. 73-78 ◽  
Author(s):  
Sunčana Kukolja Taradi ◽  
Milan Taradi

Discussion and writing are very powerful ways to support learning. This article describes the use of a free, asynchronous online forum to expand student-teacher discussions beyond the time/place constraints of the physical physiology classroom. The main participants were medical students enrolled in physiology class at the University of Zagreb Medical School and their teachers. The assessment data were collected by the electronic administration of the software, by anonymous paper questionnaires, and by the results of the final examination in physiology. During one academic year, 25% ( n = 55) of 220 students enrolled in a traditional physiology course participated in online discussions. Physiology teachers and other faculty also joined the forum. All forum members ( n = 99) posted 395 messages. Nine documents were published by six students who participated in two online collaborative projects. The difference in the mean grade of the final examination in physiology between student members and nonmembers was statistically significant ( P = 0.0328, t = 2.1526). Students who participated in Web discussions were self-selected. Likely, they are the most motivated students, who would perform better on the final examination with or without this resource. Nevertheless, using an online forum could be very successful in teaching critical thinking in physiology because the Internet removes traditional time/place barriers. However, new barriers related to technology and behavioral changes are created. For most teachers and students, the main obstacles to information technology implementation are lack of motivation and lack of professional incentives. To overcome these barriers, institutional support is needed for both students and teachers.


2021 ◽  
Author(s):  
Ilvis Abelkalns ◽  
◽  
Laura Capranica ◽  
Mojca Doupona ◽  
Anda Paegle ◽  
...  

One of the European Union’s (EU) priorities in sports is the holistic development of athletes through combining high-performance sports with higher education. Within the ERASMUS+Sport Collaborative Partnership “More than Gold” (MTG, 603346-EPP-1-2018-1-LV-SPO-SCP), the aim of the empirical research was to clarify and analyse the opinions of high-performance athletes of five Member States on the opportunities for Dual Career (DC) implementation as well as support provision for high-performance athletes within their DC implementation. Survey as the research method was chosen applying questionnaire, interview and focus-group discussion as data collection methods. The research sample included in this work comprised 284 athletes. The data obtained revealed the challenges related to overlapping schedules, long distance from the university to the training venue, and the lack of understanding and flexibility from the academic staff, which was especially challenging in the first academic year. The respondents appreciated the support of DC tutors. Finally, the opinion of experts allowed to identify 9 aspects to be implemented within the DC perspective (e. g., access to educational facilities, tutorship, psychological support). Findings urge to implement DC programmes at higher education institutions (HEIs) comprising DC guidance, flexible study and training schedules, customized curricula, distance learning, proximity of training facilities and sports services, psychological and career support services tailored for elite-athletes. Therefore, the More Than Gold Guidelines for HEIs are crucial for the development of the European DC culture.


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