Assessing the Awareness of Risk Concepts by New Engineering Students

2007 ◽  
Vol 35 (3) ◽  
pp. 184-197 ◽  
Author(s):  
Graham Schleyer ◽  
Rui Fang Duan ◽  
Julian Williamson ◽  
Nicola Stacey
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Professional Lives ◽  
Undergraduate Engineering ◽  
Key Stakeholders ◽  
Risk Education ◽  
Set Up ◽  
The Uk ◽  
Academic Year

There is an indication that across higher-education engineering courses in the UK, the extent and content of risk education varies, and is not always commensurate with the level of risk that undergraduates could be responsible for in their subsequent professional lives. Consequently, a project was set up to incorporate risk education into the curriculum of an undergraduate engineering course in a UK university for the 2005/06 academic year. A set of learning outcomes was developed from a template of topic areas in consultation with key stakeholders. These learning outcomes formed the basis of a questionnaire that was designed to assess students' awareness of risk issues. This paper describes the development of the questionnaire, the interpretation of the results, and how the questionnaire will be used to help achieve the desired learning outcomes.

scholarly journals IMPLEMENTATION OF NATIONAL HIGHER EDUCATION STANDARD IN ELECTRONICS: STUDENTS’ PERCEPTIONS OF LEARNING OUTCOMES

2020 ◽  
pp. 43-49
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Development Program ◽  
Assessment Criteria ◽  
Self Assessment ◽  
Education Standards ◽  
Knowledge And Skills ◽  
Undergraduate Engineering ◽  
New Policies

Recently, Ukrainian higher education institutions (UHEI) have undergone major changes in revising and implementing new policies, concerning the outcome-oriented reform in the national higher education standards (NHES). This paper describes research, conducted in Ukraine to collect the data on how new NHES in Electronics and program-based outcomes are perceived by undergraduate engineering students’ in terms of achieving their learning outcomes. The results of the study suggest that while the importance of implementing outcome-oriented initiative is highly supported and documented by the UHEI, students do not see the clear relation of program-based outcomes to the acquired knowledge and skills. Regardless of their apparent unawareness of program-based outcomes, students claim to be able to demonstrate their acquired knowledge and skills in practice, which is supported by self-assessment of their progress as well as the data on students’ average grades. Additionally, the study shows that program-based outcomes are rarely used to assess students’ performance as the outcomes do not align with the assessment criteria. The study indicates that students’ awareness of higher education learning outcomes, based on NHES in Electronics Engineering (EE) programmes, is generally underestimated both by students and course developers. The results unveil the need to introduce a professional development program in order to train EE course developers to adequately implement NHES outcomes in designing EE courses as well as make existing assessment criteria outcome-oriented.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals Distributed National Collections: Concept and Reality in Two Countries

2002 ◽  
Vol 14 (2) ◽  
pp. 103-115 ◽  
Author(s):  
Paul Genoni
Keyword(s):  
Higher Education ◽  
Resource Sharing ◽  
British Library ◽  
Higher Education Funding ◽  
National Library ◽  
Research Libraries ◽  
Similar Scheme ◽  
Set Up ◽  
The Uk ◽  
Specialized Subject

The ‘distributed national collection’ is a scheme whereby the British Library envisages completing agreements with other libraries to facilitate the development of specialized subject-based research collections in order to make the most of total national resources. The implementation in Australia of a similar scheme, the Distributed National Collection (DNC), was proposed during the late 1980s and 1990s, with the National Library (NLA) as a main advocate, and a great deal of enthusiasm was generated. The use of Conspectus was envisaged, and a DNC Office was set up at the NLA. It failed for various reasons: Conspectus proved unusable, the NLA had to cut back its own acquisitions, and financial restraints forced other libraries to look after their own interests. In the UK, the initiative for collaborative collection development has been driven by the British Library and the Higher Education Funding Councils. The UK has some features which give it a better chance of success - for instance, the responsible office should be independent of all the main players, whereas in Australia this responsibility could be carried only by the National Library; the UK has a more established network of research libraries, including a number outside the higher education/national library nexus; and the existence of BLDSC is highly beneficial. However, key challenges lie ahead, notably the complexities of managing the scheme, the time needed to put it into operation, the commitment demanded from participants (notably some sacrifice of local interests required for ‘deep resource sharing’), and obtaining the initial acceptance needed from users.

scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals Peningkatan Hasil Belajar Passing Atas Bola Voli, Siswa SMK Melalui Variasi Pembelajaran

2019 ◽  
Vol 9 (2) ◽  
pp. 125
Author(s):  
Sandy Yudha Sinurat ◽  
Sabaruddin Yunis Bangun
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Research Method ◽  
Engineering Students ◽  
Vocational School ◽  
Computer Engineering ◽  
Knowing How ◽  
Academic Year ◽  
Passing Grade

ABSTRAKPenelitian ini dilakukan bertujuan untuk mengetahui sejauh mana peningkatan hasil belajar Passing atas melalui variasi pembelajaran pada siswa kelas XI SMK Parulian 1Medan Tahun Ajaran 2017/2018. Metode penelitian yang digunakan adalah PTK, yang terdiri dari siklus I dan siklus II. Setelah data terkumpul, dzilakukan analisis pembelajaran melalui variasi pembelajaran. (1) Dari tes hasil belajar melalui variasi Pembelajaran di siklus I diperoleh 13 siswa yang tuntas (68,42%) sedangkan 6 siswa (31,58%) belum tuntas, dengan nilai rata-rata ketuntasan belajar passing atas (76,27). Belum tercapai ketuntasan klasikal maka dilakukan kembali pembelajaran melalui variasi pembelajaran (2) dari tes hasil belajar II disiklus II diperoleh 17 siswa yang tuntas (89,47%) sedangkan 2 siswa (10,53%) belum tuntas, dengan nilai rata-rata ketuntasan belajar passing atas sebanyak (81, 54%). Maka sudah tercapai lah nilai klasikal 85% tersebut. Dalam hal ini dapat dilihat  bahwa terjadi peningkatan 21% dari siklus I ke siklus II. Berdasarkan hasil analisis data, penelitian ini menyimpulkan bahwa melalui variasi pembelajaran dapat meningkatkan hasil belajar Passing atas Bola Voli Siswa Teknik Komputer Jaringan SMK Parulian 1 Medan Tahun 2018. Kata kunci: Belajar, Passing Atas, Bolavoli                                                    ABSTRACTThis research was conducted aimed at knowing how far the increase in learning outcomes Passing through learning variations in class XI Parulian 1Medan Vocational School 2017/2018 Academic Year. The research method used is PTK, which consists of cycle I and cycle II. After the data is collected, dzilakukan analysis of learning through variations in learning. (1) From the learning outcomes test through variations in Learning in the first cycle, 13 students were completed (68.42%) while 6 students (31.58%) were not completed, with an average passing grade of passing learning (76.27) . Classical completeness has not yet been achieved so learning through learning variations (2) from learning outcomes II in cycle II is obtained by 17 students who complete (89.47%) while 2 students (10.53%) have not yet completed, with average completeness scores top passing learning (81, 54%). Then the 85% classical value has been reached. In this case it can be seen that there is a 21% increase from cycle I to cycle II. Based on the results of data analysis, this study concluded that through learning variations can improve learning outcomes Passing on Volleyball Ball Computer Engineering Students Network Medan Parulian 1 Vocational School in 2018. Keywords: Study, Upper Passing, Volleyball

scholarly journals Employability in higher education: a review of key stakeholders' perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ming Cheng ◽  
Olalekan Adekola ◽  
JoClarisse Albia ◽  
Sanfa Cai
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Disciplines ◽  
Bibliographic Databases ◽  
Employment Rate ◽  
Content Type ◽  
Documentary Analysis ◽  
Graduate Employability ◽  
Key Stakeholders ◽  
The Uk

PurposeEmployability is a key concept in higher education. Graduate employment rate is often used to assess the quality of university provision, despite that employability and employment are two different concepts. This paper will increase the understandings of graduate employability through interpreting its meaning and whose responsibility for graduate employability from the perspectives of four key stakeholders: higher education institutions, students, government and employers.Design/methodology/approachThere are two stages to this literature review which was undertaken across bibliographic databases. The first stage builds a conceptual understanding of employability, relating to definition and how employability can be achieved and enhanced from the perspective of stakeholders. A structured search employing Boolean searches was conducted using a range of terms associated with key stakeholders. The second round of review drew on documentary analysis of official statements, declarations, documents, reports and position papers issued by key stakeholders in the UK, available online.FindingsIt reveals that responsibility for employability has been transferred by the UK government to higher education institutions, despite clear evidence that it needs to be shared by all the key stakeholders to be effective. In addition, there is a gap between employers' expectation for employability and the government's employability agenda.Originality/valueThis article highlights that solely using employment rate statistics as a key indicator for employability will encourage the practice of putting employers' needs above knowledge creation and the development of academic disciplines, with the consequence that higher education will become increasingly vocation driven.

scholarly journals STUDENT SUBMISSION PATTERNS IN ONLINE HOMEWORK AND RELATIONSHIPS TO LEARNING OUTCOMES: A PILOT STUDY

2019 ◽  
Author(s):  
Gianni Co ◽  
Zuheng Xu ◽  
Giorgio Sgarbi ◽  
Siqi Cheng ◽  
Ziqi Xu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Online Homework ◽  
Science And Engineering ◽  
Significant Difference ◽  
Second Year ◽  
Post Hoc ◽  
Academic Year

Online homework systems are being increasingly used for auto-graded, instant feedback homework and practice for students in math, science and engineering. Students may use these systems, which often allow multiple or unlimited tries, in ways that are different from completing traditional paper-based homework, however research relating online homework system patterns of usage and learning outcomes is limited. This study explores online homework submission patterns and their links to student learning outcomes (weighted individual grades) by analyzing the submission patterns of two second-year engineering courses (~130 students each) from our institution over the 2017-2018 academic year using WeBWorK, an open online homework platform. Students in each of the two courses were clustered into three groups using a K-means algorithm based on when during the homework period they tended to submit attempts. Clusters were used to approximately represent a submission pattern, meaning groups of students that submit attempts mostly early, mostly late, or more evenly over the period. Conducting one-way ANOVAs for each course, we found that there is a significant difference between clusters (submission patterns) in terms of mean individual weighted grades on tests and exams (p < 1.07e-08, p < 2.68e-5). Post-hoc analyses revealed that the best performing cluster (students who submit attempts mostly early) had a mean tests/exams grades that were about 10% higher than worst performing cluster (students who submit attempts mostly late) (p < 2.6e-06, p < 9.9e-05).  

scholarly journals Columbus’ Egg? Qualifications Frameworks, Sectoral Profiles and Degree Programme Profiles in Higher Education

2014 ◽  
Vol 1 (1) ◽  
pp. 71 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Reference Points ◽  
International Mobility ◽  
Programme Design ◽  
Subject Areas ◽  
Modernization Process ◽  
Set Up ◽  
The Bologna Process

During the last 25 years international mobility has become paramount in higher education. International and national authorities and higher education institutions have set-up effective structures to facilitate and implement this process. It has become part of a higher education modernization process which obtained a serious push with the start and development of the Bologna Process in Europe as of 1999. However the same authorities have been far less active in finding answers on how to facilitate this process in terms of curriculum development, quality assurance and recognition. The initiative was largely left to individuals supported by their employing organizations. These have proven to be visionaries. Their efforts have led to competence and learning outcomes based descriptors for meta-qualifications frameworks and to important reference points / meta profiles for subject areas. Academics have been strongly involved in developing the latter and by doing so have offered a more sustainable basis for implementing reforms based on the student-centred approach, which is so relevant for today’s world in terms of employability and citizenship. The most recent development has been the development of Tuning sectoral qualifications frameworks which allow for bridging the two European meta-frameworks, the EQF for Lifelong Learning and the QF for the European Higher Education Area, with sectoral and degree profiles. This can be seen as a breakthrough initiative because it offers us a transparent model which is developed and owned by academics and can easily be used by all involved in programme design and development, quality enhancement and assurance and recognition of (periods of) studies.

scholarly journals Student Workload and Degree Profiles: the experience of CLAR credit in Latin America

2014 ◽  
Vol 1 (1) ◽  
pp. 165 ◽  
Author(s):  
Francisco Alarcón ◽  
Pablo Beneitone ◽  
Roberto de Armas ◽  
Sérgio Kieling Franco ◽  
Letícia Suñé ◽  
...  
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Learning Outcomes ◽  
Latin American ◽  
Full Time ◽  
Credit System ◽  
Academic Credit ◽  
Student Workload ◽  
Academic Credits ◽  
Academic Year

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

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