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1.
Ecosystem modeling is a critically important tool for environmental scientists, yet is rarely taught in undergraduate and graduate classrooms. To address this gap, we developed a teaching module that exposes students to a suite of modeling skills and tools (including computer programming, numerical simulation modeling, and distributed computing) that students apply to study how lakes around the globe are experiencing the effects of climate change. In the module, students develop hypotheses about the effects of different climate scenarios on lakes and then test their hypotheses using hundreds of model simulations. We taught the module in a 4-hour workshop and found that participation in the module significantly increased both undergraduate and graduate students’ understanding about climate change effects on lakes. Moreover, participation in the module also significantly increased students’ perceived experience level in using different software, technologies, and modeling tools. By embedding modeling in an environmental science context, non-computer science students were able to successfully use and master technologies that they had previously never been exposed to. Overall, our findings suggest that modeling is a powerful tool for catalyzing student learning on the effects of climate change. 相似文献
2.
大学生的专业学习热情不仅关乎个人发展,也关乎各行各业专业人才供给数量和质量。以某“双一流”建设高校工科平台本科生小鑫的专业学习热情变化故事为切入点,结合情感社会学视角和16位大类平台本科生的访谈资料,探究大类培养背景下大学生专业学习热情变化的发生机制。研究发现：大学生的专业学习热情受到其学习期望与体验一致性的直接驱动;自我核心认知与情感是影响学生期望和学习情境定义的内在动力;学习情境是激发学生学习期望和学习情境定义的外部因素;防御机制的激活状态进一步影响学生的专业学习热情。未来,可重点从重视生涯发展与规划教育、优化专业分流及配套方案、建立学生学习情绪台账等方面激发大学生专业学习热情。 相似文献
3.
David M. Laverty Jonny Milliken Matthew Milford Michael Cregan 《European Journal of Engineering Education》2012,37(6):557-574
This paper presents a new laboratory-based module for embedded systems teaching, which addresses the current lack of consideration for the link between hardware development, software implementation, course content and student evaluation in a laboratory environment. The course introduces second year undergraduate students to the interface between hardware and software and the programming of embedded devices; in this case, the PIC (originally peripheral interface controller, later rebranded programmable intelligent computer) microcontroller. A hardware development board designed for use in the laboratories of this module is presented. Through hands on laboratory experience, students are encouraged to engage with practical problem-solving exercises and develop programming skills across a broad range of scenarios. 相似文献
4.
Sue Wheeler 《International journal for the advancement of counseling》1995,18(3):173-188
At a time when there is intense demand for counselling training in Britain, at considerable cost in terms of time and money for students, the pressure for successful outcome weighs heavily on course tutors. At the same time the pressure to ensure that professional standards of competence in counselling are upheld make the process of continual and final assessment critical.As part of a study investigating the assessment of competence of counsellors in training, trainers were asked a series of questions about the ethical difficulties they have encountered in assessing students. Four case scenarios were presented highlighting various dilemmas that can face trainers when aspects of a student's personal development or self awareness potentially pose a threat to the counselling relationship they have with clients. Trainers were also asked whether they had ever passed students studying on their courses against their better judgement or with reservations about their capacity to fully engage with their clients in a competent and professional manner. If so they were also asked how this came about. The response to these questions was varied and interesting. The majority of respondents reported that students had graduated from their courses about whom they had reservations. The response to the varied scenarios produced valuable qualitative data that reflects both differing frames of reference and value systems of trainers and training courses.The information gathered in this enquiry is discussed with reference to recent sparse literature on counselling training, professionalism and ethics. This paper addresses the concerns that counselling trainers agonise over in private, now open for debate in a public arena, namely how tolerant can they afford to be when assessing the competence of their trainees. 相似文献
5.
L. L. Bucciarelli 《European Journal of Engineering Education》2008,33(2):141-149
In the US, Accreditation Board for Engineering and Technology (ABET) recommends the study of ethics so that students acquire ‘an understanding of professional and ethical responsibility’. For the most part, teaching of the subject relies upon the use of scenarios – both hypothetical and ‘real’– and open discussion framed by the codes. These scenarios and this framing are seriously deficient – lacking in their attention to the complexities of context, almost solely focused on individual agency, while reflecting too narrow and simplistic a view of the responsibilities of the practicing engineer. A critique of several exemplary scenarios, and consideration of the demands placed upon today's professional, prompt reflection on the need for, not just a more expansive reading of the codes of ethics re what it might mean to be ‘responsible’, but a substantial reform of undergraduate engineering education across the board. 相似文献
6.
Kelly E. Matthews Jennifer Firn Susanne Schmidt Karen Whelan 《International Journal of Science Education》2013,35(6):742-760
ABSTRACTThis study investigated students’ perceptions of their graduate learning outcomes including content knowledge, communication, writing, teamwork, quantitative skills, and ethical thinking in two Australian universities. One university has a traditional discipline-orientated curriculum and the other, an interdisciplinary curriculum in the entry semester of first year. The Science Students Skills Inventory asked students (n?=?613) in first and final years to rate their perceptions of the importance of developing graduate learning outcomes within the programme; how much they improved their graduate learning outcomes throughout their undergraduate science programme; how much they saw learning outcomes included in the programme; and how confident they were about their learning outcomes. A framework of progressive curriculum development was adopted to interpret results. Students in the discipline-oriented degree programme reported higher perceptions of scientific content knowledge and ethical thinking while students from the interdisciplinary curriculum indicated higher perceptions of oral communication and teamwork. Implications for curriculum development include ensuring progressive development from first to third years, a need for enhanced focus on scientific ethics, and career opportunities from first year onwards. 相似文献
7.
In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education. 相似文献
8.
Daniel Patrick McCrum 《European Journal of Engineering Education》2017,42(6):684-700
For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen’s University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline. 相似文献
9.
Kerry Assemakis 《Literacy》2023,57(1):40-50
Teaching creative writing in primary schools requires an understanding of creative pedagogies that value autonomy and for educators to draw on their own experiences of the creative writing process to support the development of their pupils. This article draws on evidence from 58 undergraduate primary student teachers to further understand how their appreciation of creative pedagogies, combined with their experiences of creative writing, impacts on their approach to the teaching of writing in primary schools. Evidence from questionnaires and interviews reveals that factors such as freedom, choice and focusing on the personal aspects of writing are valued but often because they make writing fun for children, rather than because they develop children's creative behaviours and creative writing. Student teachers' own personal experiences of these factors affect whether they are likely to integrate them into their future practice in school. It is argued that if students experience creative writing that is underpinned by a creative pedagogy within their initial teacher education, they will be better equipped to teach creative writing and prepare children for being writers. 相似文献
10.
David Holman 《Assessment & Evaluation in Higher Education》1995,20(3):261-272
This paper reports on the first year of a qualitative longitudinal study to examine the development of skills on undergraduate courses — specifically Manufacturing Management degrees. Over the last 10 years there has been considerable debate about skill development within higher education (HE). However, little research has been conducted in order to understand how skill development is experienced by students within the context of different teaching strategies. This article begins by looking at current research into personal skills and highlights problems with these studies. It goes on to interpret the results from three case studies currently under way. From this analysis two main types of account of skill development are described: tacit and negotiated development within joint activity, and rational individualistic development. The paper goes on to argue that while factors such as skill-based modules, learning contracts and assessment facilitate skill development they also promote an individualistic discourse which 'hides' much of the socially negotiated nature of development. Suggestions are then made as to how skill development can be facilitated within courses taking this dilemma into account. 相似文献
11.
专业培养目标是区分奉、专科院校的关键要素之一.新升格本科院校在进行专业培养计划制定时面临着专业培养目标的合理定位问题,专业培养目标的制定对于专业的发展争建设至关重要.本文根据新升格本科院校的普遍特点,探讨了新升格本科院校生物科学专业培养目标制定应考虑的因素;通过对所在学校生物科学专业本科培养计划修订的实践,对新升格本科院校生物科学专业培养目标的制定提出了建议. 相似文献
12.
《Journal of Further & Higher Education》2012,36(2):99-109
Personal development planing (PDP) is now a nationally required part of undergraduate and postgraduate education in the United Kingdom. Little is known about how universities in general are implementing personal development plans, nor how engaged students will become in compiling a set of records of their learning and progress, which they themselves make and keep. The aim of this article was to discover how higher education institutions were approaching PDP, to gather primary and secondary data on the implementation of PDP across the sector, and to identify good practice. Telephone interviews were carried out with a snowball sample of academics from a range of English universities, both pre and post 1992 institutions. The findings fell into two categories: those relating to process and those relating to the more complex conceptual elements of PDP implementation. The process findings indicated that a wide variety of approaches is being taken, that there is heavy reliance on computer‐based tools and that support for staff and the nurturing of internal champions was a significant part of successful implementation. Good practice within the conceptual aspects of PDP would include a clear vision of where responsibility lies for PDP within a university, a shared understanding of the purpose of PDP and the promotion of a culture which engages both students and staff. Overall, the research showed that implementing personal development planning is a continuing learning process for universities in England. 相似文献
13.
The cheap and powerful personal computer (PC) has become an important and efficient tool for supporting engineering education. In this paper a PC‐based training module, AIROBOT,is presented. The purpose of this module is to provide a platform for students to develop and experiment with artificial intelligence techniques. The training module, AIROBOT,utilizes an electronic noughts and crosses game board which is interfaced to the Scorbot‐ER VII robot and a PC. The development and implementation of the module are discussed. Two techniques developed by the students are presented to illustrate the utilization of the module. The first technique involves searching a game tree data structure. The learning involves the on‐line generation of the game tree as the games are played. An evaluation function is used to facilitate the search. The other technique is based on the artificial neural network approach using the backpropagation paradigm. The structure of the neural networks, training and performances are presented. The PC‐based training module has the potential to enhance the student understanding through the practical application of artificial intelligence. It is envisaged that similar modules can be easily integrated into most engineering undergraduate robotics courses. 相似文献
14.
Ellen Noonan 《Higher Education in Europe》1994,19(3):26-35
This article is a plea that university teachers and administrators never forget that students are also people whose intellectual development is strongly linked to their personal development. Students grow through learning, something which in order to be successful a teacher must understand. Certain disfunctionalities and their remedies are described. Upon completion of his undergraduate studies, a student should have gained a great deal of personal autonomy and be sure of his identity. The role of the university as a place in which knowledge is pursued for its own sake should be cherished for its value as a means of student personal and psychological development. 相似文献
15.
This article describes the implementation of a module that utilizes drama students to teach social work students how to use active listening skills in an interview environment. The module was implemented during a semester‐long micro skills practice course taught to 13 undergraduate social work seniors in a western liberal arts university. Four drama students attending the same university served as clients. Clients evaluated the social work students' active listening skills at the end of the interview, and social work students completed self evaluations and evaluations on the module. Results indicated that the module was effective in helping students to learn interviewing skills and identify strengths and weakness regarding use of skills. Implications for social work education are discussed. 相似文献
16.
Linda S. Behar‐Horenstein Kellie W. Roberts Alice C. Dix 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):269-291
Mentoring is believed to be one of the most influential factors in US efforts to encourage college‐aged students to seek careers in science, yet the role that mentoring plays in this process has not been elucidated. The researchers were interested in understanding whether the long‐held beliefs about the importance of mentoring would be revealed as what actually occurs in an undergraduate research program. They describe students’ perceptions of the mentoring process and students’ beliefs about how it impacted their experiences as undergraduate researchers and their development as scientists. Also described are professors’ perceptions of their roles and effectiveness as mentors in students’ development as scientists. A multi‐case narrative analysis was conducted of two groups, undergraduate science scholars (n=5) and mentoring professors (n=5), who were each interviewed on two occasions at the beginning and end of the first year of a funded research program. As this grounded research study shows, students and professors described student gains as increased technical expertise and communication skills. Professors suggested that they were available to students on a regular and frequent basis. However, students’ experiences suggested a contradiction. They were often mentored by postgraduates, technical assistants, and other students; their meetings with mentoring professors were infrequent and at times distant. With respect to mentoring, this finding highlights the differences between beliefs and the reality of what was delivered. Professors discussed the challenges associated with mentoring including the recruitment of and difficulty of working with students whose first language was not English and concerns about the quality of instruction from graduate students. 相似文献
17.
This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module. Students were expected, in their narratives, to identify and make explicit reference to legislation, social policy information and sociological/anthropological concepts pertinent to the period and chosen character. Most students played an active part in the construction of the narratives and were encouraged to consider aspects of meta-learning, including how they can work with others and cooperate as a member of a team. As a result of the success of this form of assessment, the project has been developed into the core mode of assessment for this module in future years of delivery. 相似文献
18.
This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty. 相似文献
19.
This article reports on a study into the motivation of young Emirati undergraduate students for studying in a higher education institution in the United Arab Emirates (UAE). The participants were male and female undergraduate students in their first or second year of studying. The aim of the study was to examine their motivation using a framework that recognised the unique sociocultural context of the UAE. Data were analysed according to an adapted framework encompassing both Self-Determination Theory and Personal Investment theory. Self-Determination Theory was chosen due to its focus on different types of extrinsic motivation, and Personal Investment theory was chosen for its non-culture specific applicability. A major finding of the research is that an examination of motivation according to dichotomous relationships of intrinsic versus extrinsic, collectivist versus individualistic, self as individual versus self as part of society are over-simplistic in this specific context. A more useful paradigm is one in which the individual is influenced by personal and professional goals, as well as social and familial expectations. Unexpectedly, use of language (Arabic or English) did not influence the results. These findings will provide teachers and university administration with a better understanding of their students, and will replace certain stereotypes that teachers may have about their students and their motivation for studying. 相似文献
20.
Louise Gilbert Janet Rose Sally Palmer Mary Fuller 《International Journal of Early Years Education》2013,21(1):22-38
This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations. 相似文献