Closing the Circuit on Function Concepts

2019 ◽  
Vol 112 (5) ◽  
pp. 366-373
Author(s):  
Arnulfo Pérez ◽  
Bailey Braaten ◽  
Robert MacConnell
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Function Concepts ◽  
Hands On

A hands-on, project-based modeling unit illustrates how real-world inquiry deepens student engagement with function concepts.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2019 ◽  
pp. 185-211
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

Hands-On Activities to Keep Students With Disabilities Engaged in K-12 Classrooms

2022 ◽  
pp. 1154-1180
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Student Engagement ◽  
Learning Styles ◽  
Students With Disabilities ◽  
Real World ◽  
Project Based Learning ◽  
Classroom Teachers ◽  
Inclusion Classrooms ◽  
Hands On ◽  
K 12

The central aim of this chapter is to identify the best practices in hands-on activities to keep students with disabilities engaged in K-12 classrooms. With diversity being a key component in today's classroom, teachers struggle in devising strategies to keep students with disabilities stay engaged. Improving student's learning by keeping them engaged is vital for our nation's competitiveness. Studies have shown the role of hands-on activities in improving engagement of students with disabilities. This chapter will define student engagement and will highlight some of the causes of student disengagement in classroom, relationship between hands-on activities and student engagement, need of hands-on activities/project-based learning in 21st century classrooms, creative ways to implement hands-on activities, connecting hands-on activities with the real-world situations, creating hands-on activities for students with disabilities in self-contained and inclusion classrooms, and matching students' interest and learning styles when developing hands-on activities.

Who’s the BOSS? Analysis of a Fraud

2021 ◽  
Author(s):  
Eileen Z. Taylor
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Financial Statement ◽  
Accounting Students ◽  
Work Experiences ◽  
Red Flags ◽  
Financial Statement Fraud ◽  
Financial Statement Analysis ◽  
News Stories ◽  
Public Company

Based on a real world, public company, $30 million embezzlement and financial statement fraud, this case helps students recognize red flags, analyze a situation using the fraud diamond, perform research and reflect on their own work experiences to support a belief, and conduct financial statement analysis. Its variety of activities are suitable for both undergraduate and graduate accounting students, and in-class and out of class learning. Because it is based on an actual fraud, it includes an epilogue with links to news stories and court documents, which improves student engagement with the material.

Generating Data by Gamifying Education

2018 ◽  
pp. 661-672
Author(s):  
Aleksandar Gubic
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Modern Society ◽  
New Technique ◽  
Successful Outcome ◽  
Game Mechanics ◽  
Student’S Performance ◽  
Way Of Thinking ◽  
High Level

The main focus of this chapter is to present how data generated by gamifying education affects the grading process and student engagement. One of the challenges facing modern society is the overall lack of engagement. This is particularly the case in education when frequent tasks and assignments are not approached with a high level of commitment. A relatively new technique has been developed and is showing great potential in a wide array of fields including education. Gamification is the process of applying game mechanics and a way of thinking to real-world tasks with a goal to improve engagement. Gamifying education generates new types of data that can be used in the process of assessing a student's performance as well as effectively improving engagement. The key to implementing gamification is to understand what types of data can be generated. As the amount of data varies depending on which specific components are applied, the task of its interpretation and contextualisation is vital for a successful outcome.

Disrupting the College Classroom Experience

2022 ◽  
pp. 223-242
Author(s):  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Student Engagement ◽  
Student Retention ◽  
Real World ◽  
Technological Innovations ◽  
Classroom Experience ◽  
Academic Gains ◽  
Advantages And Disadvantages ◽  
Technological Tools

This chapter provides readers an overview of the potential advantages and disadvantages of technology integration in higher education. As technological innovations continue to advance, faculty are provided ample opportunities to enrich their curriculum to further enhance student engagement and learning. Further, the inclusion of technology promotes student retention and provides them access to real-world content. Innovations in technology have resulted in a plethora of tools that can be incorporated into today's classrooms. However, faculty are often hesitant to integrate technological tools given security, accessibility, and access considerations. Further, faculty may perceive technology as disruptive to their classrooms resulting in distracted learners who experience lower academic gains.

Integrating Big Data Services Into an Undergraduate MIS Curriculum

2017 ◽  
Vol 7 (2) ◽  
pp. 58-73 ◽  
Author(s):  
Scott Jensen
Keyword(s):  
Big Data ◽  
Real World ◽  
Data Science ◽  
Graduate Programs ◽  
Advanced Degree ◽  
Data Services ◽  
Hands On ◽  
Data Problem

There is an insatiable demand in industry for data scientists, and graduate programs and certificates are gearing up to meet this demand. However, there is agreement in the industry that 80% of a data scientist's work consists of the transformation and profiling aspects of wrangling Big Data; work that may not require an advanced degree. In this paper, the authors present hands-on exercises to introduce Big Data to undergraduate MIS students using the CoNVO Framework and Big Data tools to scope a data problem and then wrangle the data to answer questions using a real-world dataset. This can provide undergraduates with a single course introduction to an important aspect of data science.

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

Enhancing Engineering Learning Experience at UTB by Freshmen iHOP

2015 ◽  
Author(s):  
Nazmul Islam
Keyword(s):  
Engineering Design ◽  
Real World ◽  
Engineering Students ◽  
Learning Experience ◽  
Low Cost ◽  
Project Based Learning ◽  
Senior Design ◽  
Team Selection ◽  
Hands On ◽  
Lower Division

Most of the engineering courses focus more on theory and very little on hands-on, project-based learning in the classroom. Integration of real-world engineering problems and applications in lower division engineering courses will produce engineering students, who will be technically sound and be able to execute and manage real-world projects, when they will do senior design projects in their final year of engineering study. To overcome the engineering design challenges we have developed iHOP (Ingenieŕia Hands on Project) and integrate it with our lower division engineering courses. iHOP has been developed to emphasis the design component at the University of Texas at Brownsville (UTB) Engineering Physics curriculum and the project is now an integral part of Introduction to Engineering class. The iHOP project is one that is challenging, fun, requires teamwork, associated with the engineering material being studied, low cost, and doable in a limited amount of time. The experience from iHOP project motivates our freshman students to choose a better senior design project in senior year of their college career. The objectives of the iHOP projects are — to have students develop teamwork skills, and to teach students basic engineering design concepts in a complementary format to the traditional lecture. Various techniques related to team selection, encouraging teamwork, incorporation of engineering topics, keeping costs down, project results presentations, and gathering feedback from students will also be presented in this paper. Integrating iHOP Project with Introduction to Engineering class helped us to improve our retention effort in the engineering department.

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