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Relevant bibliographies by topics / Challenge-based education / Dissertations / Theses

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Dissertations / Theses on the topic 'Challenge-based education'

Author: Grafiati

Published: 18 April 2022

Last updated: 30 July 2025

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1

Charosky, Larrieu-Let Guido. "Developing innovation competences in engineering education through project-based and challenge-based learning." Doctoral thesis, Universitat Politècnica de Catalunya, 2021. http://hdl.handle.net/10803/673449.

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There is a gap between industry needs and engineering graduates’ competences that since the past two decades has been under discussion. Engineering graduates are perceived as “too theoretical” by the industry and face difficulties when adapting to the practical working context. This gap is being mostly tackled by project-based courses. Furthermore, the expected competences of the future engineers go beyond the purely technical skills. Competences like creativity, innovativeness, business skills, sense of responsibility, problem-based thinking, collaboration, ability to communicate and effectiv

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2

Nicholls, Valerie E. "Busy doing nothing researching the phenomenon of "quiet time" in a challenge-based wilderness therapy program /." Access electronically, 2008. http://ro.uow.edu.au/theses/132.

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3

Cirenza, Christopher Francis. "A Novel, Hands-On Approach to Teaching Heat Transfer." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/72098.

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The topic of heat transfer is traditionally taught as an upper level, lecture-style course to mechanical engineering students. Such courses do not provide students with ways to see and feel the important heat transfer concepts at hand. As a way to overcome this, novel, hands-on workshops have been designed and implemented into a heat transfer class taught to junior level mechanical engineering students. Two types of experimental workshops were created and used in two different years of a section of a heat transfer class. In the first year, twelve workshops were designed which included live dem

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4

Hedvall, Johan, and Helena Lindberg. "Future perspectives on Challenge Driven Education : Challenging how we perceive and engage external stakeholders in Tanzania and Sweden." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-257210.

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The engineering education has changed and evolved over decades in harmonywith societies challenges. Today, sustainable development is of great importanceand one way of equipping future engineers with the competencies to tackle these challenges is through Challenge Driven Education (CDE). CDE is a relatively new educational concept which brings together universities andexternal stakeholders to jointly foster the engineers of tomorrow. The research focuses on the challenge owner’s perspective, which is a sub-category of external stakeholder. The challenge owner could be a company or organisation

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5

Handyside, Roger Graeme. "A design-based research approach to an educational challenge : developing independent learners using a blended learning environment." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3200.

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A design-based research approach to an educational challenge: Developing independent learners using a blended learning environment. The transition from school to higher education in the UK has been highlighted as becoming challenging for a number of students. The contrast between the learning experience of students at school and in higher education has been seen as problematic, with supportive small group experiences at school and commonly large impersonal teaching structures at university. Upon entry to higher education, many students are perceived to have a ‘skills deficit’ in those areas im

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6

Terradellas, M. Rosa. "Innovació i recerca responsables i processos de cocreació a l'educació superior." Doctoral thesis, Universitat de Girona, 2021. http://hdl.handle.net/10803/671926.

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This thesis is structured in two applied researches. One, focused on how to embed the transversal competence of sustainability to undergraduate studies at the UdG. The other promotes an innovation in teacher education, by applying the methodology of Challenge-Based Learning (CBL). Both share that they use co-creation processes, involving internal and external agents of the university community. With these studies, we seek to demonstrate that innovations and researches become responsibles, to higher education, when we incorporate co-creation processes involving stakeholders from the university

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7

Gaskins, Whitney. "Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191.

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8

Alshehri, Amani. "Impact of a Technology Based Intervention Package on the Inappropriate Behavior of a Child with Severe Disability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3346.

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One useful strategy to support students with intellectual and developmental disability (IDD) to promote appropriate behaviors across environments and gain the social skills is using social stories. In addition, experts have recognized iPads and apps were associated with less challenging behavior and more academic engagement over traditional materials (Lee, Lang, Davenport, Moore, Rispoli, Meer, & Chung, 2013). The focus this study was to examine the effectiveness of an intervention package featuring social stories delivered via an iPad and simultaneous prompting on frequency of targeted challe

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9

Mayes, Gayle. "The effects of an Outward Bound course on the physical self-concept of participants." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36563/1/36563_Mayes_1997.pdf.

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This study presents a theory and model of self-concept and physical-self-concept as a framework for the project. The literature review discusses results of research on the impact of physical and sports-related activities upon the physical selfconcept, along with existing research on the effects of the Outward Bound intervention upon physical self-concept. The study used the Richards Physical Self-Concept Scale to measure the effects of a twenty-six day Outward Bound course upon the physical self-concept of participants. The seven subdomains of Action, Appearance, Body Build, Health, P

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10

Green, Craig Alan. "Annenberg Rural Challenge Ten Years Later: Looking for a Place for Mathematics in a Rural Appalachia Place-based Curriculum." 2008. http://trace.tennessee.edu/utk_graddiss/443.

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This quantitative study explored whether or not the mathematics curriculum and instruction of the schools in the TennGaLina cluster were impacted by the place-based educational reform promoted by the Annenberg Rural Challenge. The study focused on the programs of five small rural Southern Appalachian schools. Qualitative methods of grounded theory were used to analyze data from interviews, surveys, and school artifacts.

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11

(9812249), David Lapere. "‘Children off the couch’ : the efficacy of a curriculum-supported, web-based walking challenge to increase children’s participation in physical activity and improve psychosocial correlates of physical activity." Thesis, 2012. https://figshare.com/articles/thesis/_Children_off_the_couch_the_efficacy_of_a_curriculum-supported_web-based_walking_challenge_to_increase_children_s_participation_in_physical_activity_and_improve_psychosocial_correlates_of_physical_activity/13437155.

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Background. This thesis reports upon research that utilized qualitative and quantitative methods for the design and then subsequent evaluation of a primary school curriculum package that integrated the core concepts of the 10,000 Steps - Workplace Challenge with the existing syllabi of the Queensland education system. This research involved two inter-related studies: the first, - a feasibility study; the second, - a quasi-experimental efficacy study.

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12

Hudson, Judith N. "Medical education : the challenge of linking theory to practice." Thesis, 2004. http://hdl.handle.net/2440/37789.

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In the 1990s, despite empirical support for linking theory to practice in professional education, a theory - practice gap persisted in medical education. This dissertation presents three initiatives and their evaluation to address the theory - practice gap in medical education at an Australian medical school. Case Based Teaching ( CBT ), a teaching and learning initiative, was designed and implemented in the Department of Physiology at the University of Adelaide. It aimed to introduce students to clinical skills in a way that built student confidence ; to achieve integration of knowledge betw

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13

Hudson, Judith N. "Medical education : the challenge of linking theory to practice." 2004. http://hdl.handle.net/2440/37789.

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In the 1990s, despite empirical support for linking theory to practice in professional education, a theory - practice gap persisted in medical education. This dissertation presents three initiatives and their evaluation to address the theory - practice gap in medical education at an Australian medical school. Case Based Teaching ( CBT ), a teaching and learning initiative, was designed and implemented in the Department of Physiology at the University of Adelaide. It aimed to introduce students to clinical skills in a way that built student confidence ; to achieve integration of knowledge betwe

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14

Hudson, Judith Nicoll. "Medical education the challenge of linking theory to practice /." 2004. http://thesis.library.adelaide.edu.au/public/adt-SUA20060519.134318/index.html.

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Thesis (Ph.D.) -- University of Adelaide, School of Molecular and Biomedical Sciences, Discipline of Physiology, 2005.<br>Includes author's previously published papers. Ph.D. (by prior publication). Includes bibliographical references. Also available in a print form.

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15

Mueller, Elizabeth Pelly. "An evaluation of the classroom implementation of the Water Exploration Legacy Cycle : an online challenge-based educational program for Texas high school students." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4111.

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In this paper we sought to evaluate the implementation of the Water Exploration Legacy Cycle, a research collaborative project developed by the Institute for Geophysics at The University of Texas at Austin and 4empowerment.com with support from the Texas Water Development Board. This project interviewed six teachers of the 22 science educators who attended a workshop to learn about the Legacy Cycle approach and how to implement the Water Exploration Legacy Cycle curriculum in August of 2010. The research involved a survey and a phone interview, both of which collected data on the training sess

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