Academic literature on the topic 'Newly graduated students'
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Journal articles on the topic "Newly graduated students"
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Rorrer, Ronald. "Hiring the Newly Minted." Mechanical Engineering 133, no. 03 (2011): 35–37. http://dx.doi.org/10.1115/1.2011-mar-3.
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This article discusses Ronald Rorrer’s views of hiring a newly graduate engineer. He recommends that when hiring a newly graduated engineer, one should contact senior design instructors for realistic references. He believes that the senior design sequence, as much as a college course, can reveal the relevant character of an individual with respect to the ability to work with others and to a future work ethic. In fact, there are limitations to the senior design instructor’s view of students. The instructor can fixate on the manufacture of the product, and ignore the overall process of design, working in a team, and finally the production of the design. The senior design instructor will often have a more accurate insight into the students as practical engineers than any other professor.
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Monrouxe, Lynn V., Alison Bullock, Gerard Gormley, et al. "New graduate doctors’ preparedness for practice: a multistakeholder, multicentre narrative study." BMJ Open 8, no. 8 (2018): e023146. http://dx.doi.org/10.1136/bmjopen-2018-023146.
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ObjectiveWhile previous studies have begun to explore newly graduated junior doctors’ preparedness for practice, findings are largely based on simplistic survey data or perceptions of newly graduated junior doctors and their clinical supervisors alone. This study explores, in a deeper manner, multiple stakeholders’ conceptualisations of what it means to be prepared for practice and their perceptions about newly graduated junior doctors’ preparedness (or unpreparedness) using innovative qualitative methods.DesignA multistakeholder, multicentre qualitative study including narrative interviews and longitudinal audio diaries.SettingFour UK settings: England, Northern Ireland, Scotland and Wales.ParticipantsEight stakeholder groups comprising n=185 participants engaged in 101 narrative interviews (27 group and 84 individual). Twenty-six junior doctors in their first year postgraduation also provided audio diaries over a 3-month period.ResultsWe identified 2186 narratives across all participants (506 classified as ‘prepared’, 663 as ‘unprepared’, 951 as ‘general’). Seven themes were identified; this paper focuses on two themes pertinent to our research questions: (1) explicit conceptualisations of preparedness for practice; and (2) newly graduated junior doctors’ preparedness for the General Medical Council’s (GMC)outcomes for graduates. Stakeholders’ conceptualisations of preparedness for practice included short-term (hitting the ground running) and long-term preparedness, alongside being prepared for practical and emotional aspects. Stakeholders’ perceptions of medical graduates’ preparedness for practice varied across different GMC outcomes for graduates (eg, Doctor as Scholar and Scientist, as Practitioner, as Professional) and across stakeholders (eg, newly graduated doctors sometimes perceived themselves as prepared but others did not).ConclusionOur narrative findings highlight the complexities and nuances surrounding new medical graduates’ preparedness for practice. We encourage stakeholders to develop a shared understanding (and realistic expectations) of new medical graduates’ preparedness. We invite medical school leaders to increase the proportion of time that medical students spend participating meaningfully in multiprofessional teams during workplace learning.
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Negarandeh, Reza, Hadi Ahmadi Chenari, and Parvin Mahmoodi. "Exploring the Reasons for the Inadequate Clinical Competency in the Newly Graduated Nurses: A Qualitative Study." International Journal of Ayurvedic Medicine 12, no. 1 (2021): 102–8. http://dx.doi.org/10.47552/ijam.v12i1.1747.
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Aim: The most important mission of Healthcare systems is to deliver safe, efficient, and high-quality patient care. Manpower is the key pillar in achieving this goal. Studies show that newly graduated nurses do not have sufficient clinical competence to care for patients. This study aimed to explore the reasons for inadequate competence of newly graduated nurses. Method: The present study is a qualitative study. Participants in this study were 30 individuals, including nursing students, newly graduates nurses, nursing faculties, clinical nurses, nursing managers and deputies for the education of nursing schools who were selected by purposeful sampling method. Data were collected through semi-structured interviews. The data collection continued to data saturation. Data were analyzed using qualitative content analysis in MAXQDA 10 software. Results: Three main categories emerged as reasons for the inadequate clinical competency in the newly graduated nurses i.e. inefficient mechanism of student recruitment, ineffective education, and gloomy outlook for the nursing profession. Conclusion: Training qualified clinical nurses is a dynamic process that requires enrolling the appropriate individuals, preparing a suitable infrastructure to train, training them effectively, providing in-service training, and providing the necessary motivation for professional development in the health care settings.
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Jacobsson, Mattias, and Henrik C. J. Linderoth. "Newly graduated students’ role as ambassadors for digitalisation in construction firms." Construction Management and Economics 39, no. 9 (2021): 759–72. http://dx.doi.org/10.1080/01446193.2021.1955398.
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Sivberg, Bengt, and Kerstin Petersson. "Self-Image, Self-Values and Interpersonal Values Among Newly Graduated Nurses." Nursing Ethics 4, no. 5 (1997): 407–23. http://dx.doi.org/10.1177/096973309700400507.
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This longitudinal study (1994-1996) used the Gordon Personality Inventory to measure nursing students’ self-image (Gordon A), self-values (Gordon B) and interpersonal values (Gordon C). It was performed with students from three colleges of health in the south of Sweden: Jönköping ( n = 54), Växjö ( n = 24) and Kristianstad ( n = 38). The null hypothesis of the study was that the new academic three-year programme did not have the power to change significantly the students’ self-image and professional values. The hypothesis was tested by paired sample Student’s t-test. The result was that, at Jönköping, self-image changed and increased significantly in the dimensions of ‘cautiousness’ and ‘personal relations’, and decreased in ‘sociability’, and increased in the self-value ‘order’. At Växjö the self-image dimensions of ‘original thinking’ and ‘personal relations’ increased, and, at Kristianstad, the students increased their self-image scores in ‘responsibility’.
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Baker, Omar Ghazi, and Musaad Salem Alghamdi. "Casey-Fink Graduate Experience Survey for Nurses and Preceptors in the Kingdom of Saudi Arabia." Nurse Media Journal of Nursing 10, no. 1 (2020): 76–85. http://dx.doi.org/10.14710/nmjn.v10i1.29056.
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Background: Preceptors play an essential role in supporting new nurses during the transitional period in professional roles. Moreover, graduate nurses experience several challenges during their transitional role from students to professional nurses, despite the considerable relationship between nurses and preceptors.Purpose: The study aims to evaluate the relationship between the experiences of nurses using Casey-Fink Graduate Nurse Experience Survey and the number of preceptors in Saudi hospitals.Methods: A cross-sectional study design was adopted, and Casey-Fink Graduate Nurse Experience Survey was used to collect data from 84 newly graduated nurses. Descriptive and regression analysis was used for data analysis.Results: Results showed that there was no statistically significant relationship between the responses of 5 factors of the Casey-Fink Graduate experience survey and the number of preceptors. Based on the survey, (33.8%) had to stress whereas significant causes of stress were student loans (41.9%), personal relationships (13.5%), living situation (27%), and finances (10.8%).Conclusion: No statistically significant relationship was found between variables including; support, patient safety, communication/leadership, professional satisfaction, and job satisfaction. The significance of preceptorship programs should be considered by the primary health care corporation to support and prepare preceptors of newly graduated and recruited nurses.
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Ferreira, Lis Campos, Rívia Siqueira Amorim, Fellipe Matos Melo Campos, and Rosana Cipolotti. "Mental health and illness of medical students and newly graduated doctors during the pandemic of SARS-Cov-2/COVID-19." PLOS ONE 16, no. 5 (2021): e0251525. http://dx.doi.org/10.1371/journal.pone.0251525.
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Introduction: SARS-Cov-2 virus pandemic causes serious emotional consequences. It has occurred widespread medical courses suspension, and graduations were anticipated. Field hospitals, set up to treat patients with mild to moderate COVID-19, were the main workplaces of newly graduated doctors. Objective: To assess the impact of SARS-Cov-2/COVID-19 pandemic on mental health of medical interns and newly graduated doctors. Method: This is a cross-sectional study performed using a digital platform. Links to forms were sent in two moments: moment 1 (M1), at the beginning of the pandemic, in the first half of April/2020 and moment 2 (M2), after six months of pandemic, in the second half of September/2020. All students from the medical internship and all doctors graduated since 2018 from the three medical schools in Sergipe-NE-Brazil were invited. Results: 335 forms were answered in April and 148 in September. In M1 88.9% considered themselves exposed to excess of information about COVID-19, which was associated with anxiety symptoms (p = 0.04). Long family physical distance was also associated with these symptoms, as increased appetite (p = 0.01), feeling shortness of breath (p = 0.003) and sweating (p = 0.007). Fear of acquire COVID-19 was reported as intense by almost half of participants, and of transmitting by 85.7% in M1. In M2 41.2% reported the death of friends or relatives. Psychiatric illness was described by 38.5% and psychotropic drugs use by 30.1% in M1, especially those who lived alone (p = 0.03) and the single ones (p = 0.01). Alcohol intake was reported by 54.3%, and among doctors graduated in 2020 it increased from 50% in M1 to 85% in M2 (p = 0.04). Conclusion: The pandemic had a negative impact on the mental health of medical students and newly graduated doctors. Exposure to excessive COVID-19 information and family physical distance were associated to anxiety symptoms. Among doctors graduated in 2020, alcohol intake increased during pandemic evolution.
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Mohan, Malu, and T. K. Sundari Ravindran. "Factors affecting “preparedness for practice” among newly graduated dentists – A cross-sectional study." Journal of Global Oral Health 3 (June 23, 2020): 23–33. http://dx.doi.org/10.25259/jgoh_20_2020.
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Objectives: Consequent to the drastic growth that has occurred over the past few decades in the dental education sector, dental profession in India, has also undergone changes. Hence, it is critical to inquire whether the current training that is being offered to dental students is successful in preparing them adequately to meet the challenges of the changing dental profession. We have aimed to assess the level of preparedness for independent dental practice among newly graduated dentists of Kerala and to explore the factors associated with their preparedness. Materials and Methods: This cross-sectional survey was conducted among a random sample of 400 recently graduated dentists from Kerala. We developed and validated a self-administered scale named Preparedness for Practice among Dental Graduates-Scale, PPDG-S, to assess the level of preparedness. The overall preparedness scores were categorized based on the median value of the total score (87) – score less than or equal to the median was considered “low preparedness” (0–87) and score greater than the median (>87) was considered “high preparedness.” The difference in proportion between high and low prepared participants across socio- demographic background, training characteristics, and employment characteristics was assessed and the significance was tested using the Chi-square test. A binary logistic regression analysis was conducted to identify the predictors of preparedness among recent dental graduates. Results: The majority of the participants reported themselves to be in the “low preparedness” category (209, 52.3%) as compared to the “high preparedness” category (191, 47.8%). In the bivariate analysis, five variables were found to have significant differences in their proportions between the high and low preparedness categories – gender, caste, type of training institution, work experience, and frequent job changes. According to multivariate analysis, being trained in a private/cooperative college (as opposed to a public institution) and not possessing continuous work experience of even 1 year in a single job (as opposed to having a continuous work experience) were found to pose significant adjusted risk for the lower preparedness among graduates. Conclusion: The high proportion of our study participants reporting lower preparedness for independent practice, reflect poor self-rating of their employability. This is critical, when we consider the competitive, saturated private practice sector, and unemployment among young dentists. The relatively higher proportion of poor preparedness among the private sector trained graduates when compared to the government college trained graduates is another matter that raises concern.
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Perkins, Danielle E. K. "My Practice Evolution: An Appreciation of the Discrepancies Between the Idealism of Nursing Education and the Realities of Hospital Practice." Creative Nursing 16, no. 1 (2010): 21–24. http://dx.doi.org/10.1891/1078-4535.16.1.21.
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Newly graduated registered nurses face a barrage of physical and mental challenges in their first few years of practice, especially in the hospital setting. This article explores discrepancies between student nurse practice and professional nursing practice and the challenges that new nurses face in bridging the gap between idealistic theory and realistic practice. The author’s subsequent graduate nursing education and continued practice in the field resulted in a personal evolution of practice that elicited a profound sense of appreciation for the field and a desire to share these experiences with other practicing nurses and students.
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Riyanti, Benedicta Prihatin Dwi, and Christiany Suwartono. "Psychometric Evaluation of Newly Developed Self-Assessment of Entrepreneurial Competencies." International Journal of Applied Business and International Management 3, no. 1 (2018): 5–13. http://dx.doi.org/10.32535/ijabim.v3i1.73.
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Entering the ASEAN economic community today, Indonesia activelyencourages the number of entrepreneurs. One of the primary resourcesis from the graduates of the vocational high school. The school needsa strategic way to evaluate the improvement of its entrepreneurship curriculum. Therefore, we designed a self-assessment of entrepreneurial competencies. The authors developed an assessment consists of various soft skill and hard skill competencies. Participants were asked to assess own abilities, according to the statements provided. The participants were 258 graduated vocational students from Yogyakarta and Jakarta. From 137 preliminary items, we took 24 best items. Results showed that three-factor model provided an adequate fit for the data. Business management capabilities, strategic thinking skills in managing the business, and the ability to see the opportunities emerged as first-order factors. The reliability estimation with the internal consistency method involved the Cronbach’s alpha for all subtests showed excellent results. Future studies are still needed to test the predictive power of the test tool to the success of graduateswho becomean entrepreneur.
Dissertations / Theses on the topic "Newly graduated students"
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Emanuelsson, Amanda, Victoria Hultberg, and Wilma Fridell. "Why do newly graduated students choose to apply for jobs in small cities? : A Bachelor thesis exploring what newly graduated students consider being an attractive employer in a small city." Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105863.
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Background: Employer branding is a concept that describes a company's reputation as a work place. Working with the employer brand can help companies to attract talented employees and also retain them in the company. It is therefore important that companies understand what makes an employer attractive in order to appeal and retain employees. This is important especially for businesses that are located in small cities since it can be challenging for them to attract talent there. Urbanization has led to smaller areas being less populated and that graduated students are least prone to move to these areas. Thus, it is important to make smaller cities and areas more attractive to make the graduates move there. Purpose: The purpose of this thesis is therefore to explore what factors graduated students consider attractive in an employer in a small city. Methodology: This thesis used a qualitative and deductive approach. In order to solve the purpose and answer the research question, eight semi-structured interviews were conducted through Zoom with a non-probability sampling that were chosen by the researchers. However, before conducting the interviews, the researchers did some theoretical research and discovered six factors that represented employer attractiveness (See Figure 1). These factors became the basis of the study and a foundation when constructing the questions for the interviews. Findings: The findings of this thesis showed that the factors that were most important; flexibility, salary, leadership, career possibilities, working culture and recruitment.
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Johnsson, Marlene. "Ta steget ut i arbetslivet : Nyutexaminerade kulturentreprenörers upplevelser avderas första arbete, sett ur ett genusperspektiv." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148524.
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Bengtsson, Amanda, and Antikainen Paula. "Från student till yrkesverksam sjuksköterska : En kvalitativ litteraturöversikt." Thesis, Jönköping University, HHJ, Avd. för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52660.
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Bakgrund: Det råder global brist på sjuksköterskor. Utbildningen i Sverige är på 180 högskolepoäng fördelat på tre år och efter avlagd examen har sjuksköterskan både en legitimation utfärdad av Socialstyrelsen samt en akademisk kandidatexamen i omvårdnad. Transitionsprocessen kan ses som en lärandeprocess, en övergång som sker under första året efter examen. Syfte: Syftet var att belysa nyexaminerade sjuksköterskors upplevelser av transition från student till yrkesverksam sjuksköterska under första året i yrket. Metod: Litteraturöversikten är av kvalitativ design med en deduktiv ansats. Referensramen som används är transitionsteori i tre steg ”göra”, ”vara” och ”veta”. Resultatet av de 11 artiklar som ingår analyserades med en analysstuktur i fem steg. Resultat: Analysen resulterade i tre kategorier: upplevelser av egen osäkerhet, teamsamverkan påverkar inklusive en ökad trygghet. Egen osäkerhet kan påverkas genom gemenskap i teamet och övergå till ökad trygghet mot slutet av första året, om transitionen varit lyckad. Slutsats: Nyexaminerade sjuksköterskor upplever krav och förväntningar på att komma in i klinisk kontext. Det är av vikt att högskolor samt verksamheterna har kunskap om transitionsprocessen.<br>Background: There is a global shortage of nurses. The education in Sweden is 180 higher education credits spread over three years and after graduation, the nurse has both a certificate issued by the National Board of Health and Welfare and a academic bachelor’s degree in nursing. The transition process can be seen as a learning process, a transition that takes place during the first year after graduation. Purpose: The aim was to highlight newly graduated nurses` experiences of transition from student to professional nurse during the first year of the profession. Method: The literature review is of qualitative design with a deductive approach. The frame of reference used is transition theory in three steps “doing”, “being” and “knowing”. The results of the 11 articles included were analysed whit an analysis structure in five steps. Results: The analysis resulted in three categories; experiences of own insecurity, team collaboration affects, including increased security. Own uncertainty can be affected through community in the team and transition to increased security towards the end of the first year if the transition has been successful. Conclusion: Newly graduated nurses experience demands and expectations of entering a clinical context. It is important that universities and the companies have knowledge of the transition process.
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Holmström, Carolina, and Hanna Nordström. "Transitionen från student till yrkesverksam sjuksköterska : Nyexaminerade sjuksköterskors upplevelse av att börja arbeta som sjuksköterska." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44271.
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Sammanfattning Bakgrund: För nyexaminerade sjuksköterskor innebär inträdet in i yrkesrollen en transition från en fas till en annan. Steget mellan den akademiska världen och den kliniska verkligheten kan ses som en transition där formation av en profession och en ny identitet tar vid. Sjuksköterskans kompetensområde är omvårdnad. Sjuksköterskan ska kunna bemöta varje enskilds patients behov samt kunna leda och utveckla omvårdnaden. Syfte: Syftet var att belysa nyexaminerade sjuksköterskors upplevelser av transition från student till arbetande sjuksköterska. Metod: En litteraturöversikt har genomförts där 13 artiklar med kvalitativ ansats inkluderades, dessa analyserades med hjälp av Fribergs femstegs-modell. Resultat: Resultatet redovisade tre kategorier samt tio underkategorier. Kategorierna var; upplevelsen av transition från teori till praktik, upplevelsen av transition i organisationen, upplevelsen av transition som en emotionell berg- och dalbana. Slutsats: En god transition in i det nya yrket har visat sig ha betydelse för vilken riktning den fortsatta utvecklingen ska ta. Som nyexaminerad sjuksköterska förväntas man klara av att snabbt integreras i en komplex miljö där högkvalitativ vård och patientsäkerhet förväntas stå i fokus. Nyckelord: Nyexaminerad sjuksköterska, omvårdnad, patientsäkerhet, transition
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Lee, I.-Ju, and 李依儒. "Occupational Stress, Shift Work and Menstrual Function of Newly Graduate Nursing Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rhvy9c.
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碩士<br>國立臺灣大學<br>護理學研究所<br>106<br>Nursing often comes with shift work due to their patient care responsibilities. Consequently some occupational hazards in nursing profession include physical and mental fatigue, exposure to radiation and chemicals including antineoplastic drugs, job stressors.
Shiftwork has been associated with circadian rhythm disorders and sleep problems. However, effects of shiftwork on reproductive functioning in female nurses remain unclear, including those on menstrual abnormalities, hormonal changes, fecundability, and birth outcomes.
In this study, we established nurses’ cohort for follow-up. Graduating students from four nursing schools were recruited for long-term follow-up. The participants were invited to record menstrual characteristics, including dysmenorrhea, cycle length, bleeding days and amount. These characteristics will be compared before and after entering nursing job, and among those working dayshift, night shift, and rotating shift.
There were 404 graduating students participated in our study, a total of 108 participants completed and were eligible for final analysis. Participants were categorized into two groups according to whether they started their nursing job after the completion of nursing school. The Nurse group were more likely to have dysmenorrhea problem then Non-Nurse group. The nurses who changed their work shift would more likely to have dysmenorrhea problem than those who worked fixed shift. Night work nurses were more likely to have dysmenorrhea problem then nurses who worked day time. We also found the cycle length of nurses became longer after their entering nursing profession.
This study is the first nurses’ reproductive cohort study in Taiwan. Further investigations with prospective long term follow-up studies and urine hormonal measurements are recommended to provide additional evidence.
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Tang, Cheng-Hsing, and 湯正行. "Building newly graduated student P2P micro loan platform by using maching learning method." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/735fst.
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Yi-Chin, Lee. "Risk Factors Associated with Fatigue: A Survey of 1806 Newly Admitted Graduate Students from National Taiwan University." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0001-2307200503015900.
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Lee, Yi-Chin, and 李依錦. "Risk Factors Associated with Fatigue: A Survey of 1806 Newly Admitted Graduate Students from National Taiwan University." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/57437562889080017344.
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碩士<br>國立臺灣大學<br>預防醫學研究所<br>93<br>Background: Fatigue is not only commonly seen in clinical patients but also prevails in healthy population. Risk factors associated with fatigue were reported to vary from population to population. Few studies have been conducted to address fatigue in postgraduate students that are supposed to be a high risk group for being afflicted with fatigue in Taiwan.
Objectives: The aims of this thesis are therefore to estimate the prevalence rate of fatigue and to identify significant risk factors responsible for fatigue with the emphasis on postgraduate students.
Materials and Methods: In the fall term of 2004, a total of 2688 graduate students newly admitted to National Taiwan University were invited to take health check-ups. Of 2688 invited students, 2144 attended the physical check-up. Of 2144 attendee, 1806 agreed to participate in our fatigue survey with 84% of response rate. During the check-up time , basic information and the Checklist Individual Strength questionnaire (CIS-20) with four dimensions was administered: subjective fatigue, reduced motivation, reduced concentration, and reduced activity and the measurement of physical activity questionnaire were collected. The Cronbach’s α was adopted to test the internal consistency of CIS-20’s. The definition for estimating prevalence rate of fatigue was CIS-20 greater than 76. We investigated risk factors associated with fatigue in two types of outcome, one based on binary outcome and another leaning on fatigue score divided into four levels (normal, mild, moderate, and severe). The former was analyzed by using logistic regression model and the latter using proportional odds model.
Results: The prevalence rate of fatigue was 45.8% for males and 48.9% for females. The CIS-20 has good internal consistency with Cronbach´s α high up to 0.92, yielding three constructs for male and four constructs for female. In multivariate analysis with adjusting for variables in each other, variables still remained statistically significant including the identity (OR = 0.61 (95% CI: 0.45 ~ 0.82) doctorate students versus master students), individuals having systemic disease without hepatitis history (OR = 1.61 (95% CI: 1.19 ~ 2.19)), insomnia at least once per week versus none (OR = 2.23 (95% CI: 1.79 ~ 2.76)), sleeping greater than seven hours versus less than seven hours (OR =0.7 (95% CI: 0.56 ~ 0.87)), regular 3 meal per day versus irregular (OR = 0.69 (95% CI: 0.51 ~ 0.80)), regular exercise versus irregular (OR = 0.68 (95% CI: 0.54 ~ 0.87)), physical activity in four levels from the smallest to the greatest ( OR = 0.72 (95% CI: 0.54 ~ 0.95) for Q2, 0.50 (95% CI: 0.38 ~ 0.66) for Q3, and 0.36 (95% CI: 0.26 ~ 0.50) for Q4). There was a statistically significant trend in physical activity by four levels (p < 0.01). Similar findings were reported by using proportional odds model.
Conclusion: High prevalence rate of fatigue measured by CIS-20 among graduate students has been demonstrated. Such high risk among these postgraduate students may not be only related to existing chronic disease and insomnia but also attributed to lacking of regular life styles and exercise. These findings have a significant implication for clinical management of postgraduate students with fatigue as a chief complaint.
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Chiang, Yu-fen, and 江佑芬. "Narrating my multiple roles: A newly married female, a graduate student and a middle school teacher." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/fe6bz4.
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碩士<br>國立中央大學<br>學習與教學研究所<br>103<br>This is a story of mine. 2011 is a turning point. Having been a resource room teacher in a middle school for four years, I began my graduate study and got married. Two critical new roles rushed into my life. I was only able to react by my instinct conscious of endless things and tiredness. I, therefore, started a journey of narrative inquiry to explore the mess.
As I arrived at the second chapter, I realized that “writing myself” was not as easy as I expected. In order to catch myself, at first, I turned to the literature and people around me. This attempt was not quite successful. But, fortunately, it helped me find out the power of “telling.” Both my colleagues and I were trapped in a similar predicatment. “Telling” can give us a chance to reexamine our conditions and transform ourselves.
From Chapter Four to Chapter Six, I left the rules of academic writing behind and turned my focus on the reality of the roles, and began to “talk about myself.” The chapters started with my job, teaching and administrating as a resource room teacher that occupies most of my time. Then, the chapters attend to my three-year learning career as an in-service graduate student. Third, the chapters recorded some of the conflicts in my marriage and my adjustment between the ideal and the reality as a wife. By “telling these roles,” I could consider further what an ordinary and pragmatic expectation should be.
In the last two chapters, I took one more step beyond the conceptual constraint of the roles, and reviewed the path I have experienced. I found that these stories are part of the most critical challenges of my life. I have recognized my changes along the way, and I hope that these stories could bring some more positive meaning in the future as the self-exploration is coming to its end and a new paragraph is to be written.
Books on the topic "Newly graduated students"
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Small, Mario Luis. Beyond Named Confidants. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190661427.003.0004.
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This chapter examines whether the graduate students, when talking about their serious personal worries, actually approached their newly named confidants or stuck, instead, to old ones. Three possible expectations about what the students did are discussed: the students will reserve their serious worries for old confidants, or strong ties; they will approach both old and new confidants, strong and weak ties, with their serious worries; or they will not necessarily reserve their serious worries for either old or new confidants, approaching even people they did not name as confidants. The chapter shows that, when faced with their own most serious worries, the students turned to old named confidants, to new ones, and even to people not named at all.
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Lefebure, Leo D. Masao Abe and Comparative Theology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0003.
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A leading form of comparative theology entails commitment to one religious tradition but ventures out to encounter another tradition, with the goal of generating fresh insights into familiar beliefs and practices reliant upon both the tradition of origin and the newly encountered faith tradition. This chapter, based on a graduate course at Georgetown University, examines how Zen Buddhist thinker Masao Abe engages in a dialogue with Western philosophy and Christian theology. Abe interpreted the meaning of the kenosis (emptying) of God in Jesus Christ in Christian theology in light of Mahayana Buddhist perspectives on Sunyata (emptying) and the logic of negation. The chapter includes responses to Abe from various Christian theologians, including Georgetown graduate students.
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Tufanova, Olga A., and Marianna V. Kaplun. Hermeneutics of Old Russian Literature: Issue 20. А.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2021. http://dx.doi.org/10.22455/horl.1607-6192-2021-20.
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The book is a comprehensive fundamental research on the history of Russian literature of the 11th–17th centuries, reflecting various domestic and foreign schools and trends. The materials are structured into sections depending on the subject, topics and methods of analysis and show both the novelty and the traditional nature of the research problem. The focus is on the scientific problems of codicology, source study, textology, macro- and micropoetics of both manuscript collections and individual monuments of the literature of Old Russia, editions of newly found redactions and previously unknown medieval texts. Analytical and survey research focuses on the problems of interpretation of Old Russian written monuments, the artistic specifics of various genre forms, syncretic phenomena of Old Russian literary and artistic creativity. A number of works have shown a deep interest in the issues of the reception of plots of Old Russian literature in the literature of the 20th–21th centuries, allusions to the medieval texts. The newest original research devoted to the peculiarities of Old Russian writing and manuscript ruling clarifies the issues of the existence of Old Russian books and makes significant adjustments to the established traditional practice of publishing Old Russian monuments. In general, research presented in the book expands and deepens the understanding of the history of the development of Russian medieval literature. The book is addressed primarily to trained readers — medieval scholars, university professors, graduate students and philology students, historians, cultural experts, art historians.
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Giles, Howard, and Jake Harwood, eds. The Oxford Encyclopedia of Intergroup Communication. Oxford University Press, 2018. http://dx.doi.org/10.1093/acref/9780190454524.001.0001.
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Over 80 entriesThe Oxford Encyclopedia of Intergroup Communication is the first dedicated to this burgeoning field within communication studies. The essays in this collection explore geographic regions, communication processes, theories, and applied areas of interest, all pertaining to how human communication processes are influenced by, and themselves influence, the groups to which we all belong. The project brings together, in an authoritative work, research, theory, and application on well-established, as well as newly explored intergroup communication situations. The new perspectives not covered in earlier works include: • how word order affects social status • how metaphors shape intergroup relations • how sexual orientation is communicated • how interpersonal and intergroup communication intersect • what neuroscience contributes to intergroup communication • and how intergroup communication operates in previously unacknowledged settings such as the military or in the political arena.Given that the “intergroup umbrella” essentially integrates and transcends many of the traditional conceptual boundaries in communication (such as media, health, intercultural, organizational and so forth), the Oxford Encyclopedia of Intergroup Communication provides an intriguing window on to the communicative world of intergroup relations so integral to other social sciences. The encyclopedia will be an essential reference for anyone interested in intergroup communication issues, and particularly research scholars and graduate students.
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Grenander, Ulf, and Michael I. Miller. Pattern Theory. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780198505709.001.0001.
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Pattern Theory provides a comprehensive and accessible overview of the modern challenges in signal, data, and pattern analysis in speech recognition, computational linguistics, image analysis and computer vision. Aimed at graduate students in biomedical engineering, mathematics, computer science, and electrical engineering with a good background in mathematics and probability, the text includes numerous exercises and an extensive bibliography. Additional resources including extended proofs, selected solutions and examples are available on a companion website. The book commences with a short overview of pattern theory and the basics of statistics and estimation theory. Chapters 3-6 discuss the role of representation of patterns via condition structure. Chapters 7 and 8 examine the second central component of pattern theory: groups of geometric transformation applied to the representation of geometric objects. Chapter 9 moves into probabilistic structures in the continuum, studying random processes and random fields indexed over subsets of Rn. Chapters 10 and 11 continue with transformations and patterns indexed over the continuum. Chapters 12-14 extend from the pure representations of shapes to the Bayes estimation of shapes and their parametric representation. Chapters 15 and 16 study the estimation of infinite dimensional shape in the newly emergent field of Computational Anatomy. Finally, Chapters 17 and 18 look at inference, exploring random sampling approaches for estimation of model order and parametric representing of shapes.
Book chapters on the topic "Newly graduated students"
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Alhashimi, Mukhtar, and Anjum Razzaque. "Employers' Perceptions of Business Graduates." In Global Approaches to Sustainability Through Learning and Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0062-0.ch015.
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Managers claim that fresh graduates are unequipped to meet market demands. This chapter investigates the perception of employers in retail Islamic banks of Bahrain on newly graduated business students. The Singaporean Model of Employability Skills was implemented to ascertain the mean ratings of employability skills in terms of their importance, and the competency of business graduates. This deductive research approach initiated with a literature review that identifies research gap and a model which was tested via a self-administration adopted survey by collected data from 220 senior employees at retail Islamic banks of Bahrain. The systematic of convenience sampling technique was used in selecting 161 samples and the researcher received only 85 completed questionnaire forms. Findings initiate that employers appreciated the importance of teamwork, risk management, and decision-making skills. Their main recommendation was that employers should establish a durable bond with universities to enhance employability skills.
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Harris, Joy E. "Teaching What We Don’t Know." In Communication Technology for Students in Special Education and Gifted Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch025.
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When newly graduated teachers enter the classroom, they are expected to possess the knowledge to adequately teach students with a wide variety of needs including students with special needs, whether these students perform far above the majority of their peers or lag significantly behind. A disconnect exists, however, between the expectation and the reality. The truth is that most teacher education programs do not provide adequate training to teacher candidates in the area of special needs, and in terms of teaching pre-service educators what technological tools are available to enhance the educational opportunities of students with special needs, there is virtually no training whatsoever. The conclusions from this study come from a random sample (n=60) of National Council for Accreditation of Teacher Education accredited schools and colleges of education in the United States and its territories.
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Miller, James W. "At the Highest Level." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0011.
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Principals and coaches from African American high schools in Kentucky began peppering the formerly all-white Kentucky High School Athletic Association (KHSAA) with questions regarding membership. Young acted quickly, and in 1956 Lincoln Institute became one of the first KHSAL members to be accepted into the KHSAA. The KHSAA state tournament had its first African American participants in March 1957, and the KHSAL ceased operations. A dozen African American schools closed after their local school boards submitted plans for integration, and their former students strengthened the teams at some of the newly integrated schools. The Lincoln basketball team faced a rebuilding year in 1955–1956 after John Cunningham and members of the 1955 state championship team graduated. Young hired Walter Gilliard as athletic director, and he succeeded Herbert Garner as head basketball coach the following year.
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Graham, Patricia Albjerg. "Autonomy to Accountability." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0010.
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When is Schooling Complete? At the beginning of the twentieth century most Americans believed they had “completed” their schooling if they finished the eighth grade. Only 6 percent of young people then graduated from high school. Eighth-grade graduation was a major celebration, particularly in rural neighborhoods, with the newly recognized scholars feted and dressed in their best as the photograph of my father’s 1908 Ottertail County, Minnesota, eighth-grade class illustrates. In 1955 a ninth-grade student in my homeroom, when queried how far her father had gone in school, replied confidently, “all the way.” That meant high school graduation in the Deep Creek, Virginia, neighborhood. By the end of the twentieth century, however, that definition had changed radically. “Completing schooling” now means some college at a minimum, with about 66 percent of high school graduates now attending, and increasingly it has meant acquiring a post-graduate degree. These changing expectations for what is considered sufficient schooling have dramatically altered American views of higher education. Once thought the domain of the very few (less than 2 percent of the age group in 1900) and largely peripheral to the economy, colleges and universities occupied a very different position at the beginning of the twenty-first century. They now appeal to a mass population, and they constitute a crucial link in the economy through their research and development activities. Furthermore, unlike 1900 when few foreigners would ever have considered coming to the United States to study, they now attract both students and faculty from all over the world, including some of the most gifted and ambitious. The range of these institutions from the leading research universities, which remain among the best in the world, to “open enrollment” institutions (with no requirements for admission other than paying the tuition), which provide unparalleled access to higher education, is extraordinary. Today the academic overlap between some of the best high schools and some undergraduate institutions is considerable, with high school juniors and seniors flourishing in college classes.
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Sedivy-Benton, Amy L. "Creating Meaningful Research for Graduate Students to Prevent Degree Abandonment." In Advances in Library and Information Science. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5164-5.ch010.
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Advanced degrees are becoming more valuable in the workplace. In turn, institutions of higher education are providing multiple venues for students to obtain advanced degrees. These venues tend to reach a population beyond those who would have attended a traditional brick and mortar institution. This reaches students from a variety of backgrounds, and institutions are trying to adjust and accommodate this newly recruited and diverse population. The expectations of graduate programs have not changed; students are to emerge from these programs with the knowledge, skills, and abilities to partake in research on their own. However, these students are limited on the readiness they possess to conduct graduate research. This in turn results in attrition from the program and leaving behind their opportunity for a graduate degree. This chapter provides an overview of the skills and issues of graduate students and a discussion of how those issues affect students finding success in graduate programs. The chapter concludes with suggestions and recommendations for addressing these issues.
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Kwok, Tsz Kin. "The Bridge to America." In International Student Mobility and Opportunities for Growth in the Global Marketplace. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch010.
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The current mixed method research study explored the acculturative experiences of international graduate students through a summer bridge program known as the webinar. The study was conducted at a comprehensive research university in Philadelphia, Pennsylvania before newly admitted graduate students arrived in the United States. Both quantitative and qualitative results were collected to gain greater insights during their transitional period. The following themes emerged in this study: (1) physiological and psychological needs, (2) sense of belonging, (3) peer-to-peer support, and (4) faculty and professional staff engagement. The themes presented in this study may assist international graduate students with their adjustment timeframe from their home country to the host environment.
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Reed, April H., and Mark G. Angolia. "The Value of Simulation for Learning Project Management." In Information Technology as a Facilitator of Social Processes in Project Management and Collaborative Work. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3471-6.ch002.
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This chapter will explore the value of using computerized simulation case studies to enhance learning in project management education at the undergraduate and graduate college levels. Traditional teaching methods of textbook reading and lectures provide students with a vast number of concepts, processes, tools, and procedures for managing projects. However, it is difficult for students to translate that learning into use in real-life project management situations. Simulations are filling that gap by offering a low-risk environment with lifelike scenarios where students must determine the appropriate project management concept to employ and how to execute it. Simulations allow students to use their newly learned concepts and critical thinking for decision making while receiving immediate feedback which allows the student to make adjustments. This chapter will also discuss the value of these simulations based on the timing of when to introduce them to students during the semester.
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Reed, April H., and Mark G. Angolia. "The Value of Simulation for Learning Project Management." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch029.
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This chapter will explore the value of using computerized simulation case studies to enhance learning in project management education at the undergraduate and graduate college levels. Traditional teaching methods of textbook reading and lectures provide students with a vast number of concepts, processes, tools, and procedures for managing projects. However, it is difficult for students to translate that learning into use in real-life project management situations. Simulations are filling that gap by offering a low-risk environment with lifelike scenarios where students must determine the appropriate project management concept to employ and how to execute it. Simulations allow students to use their newly learned concepts and critical thinking for decision making while receiving immediate feedback which allows the student to make adjustments. This chapter will also discuss the value of these simulations based on the timing of when to introduce them to students during the semester.
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Bonnand, Sheila, and Mary Anne Hansen. "Invisible Community?" In Advances in Library and Information Science. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8392-1.ch001.
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In this chapter, Montana State University librarians share how they have expanded efforts to reach out to and provide equitable instruction services for its online graduate students, a population often underserved. After piloting a synchronous, online instruction program using web conferencing, librarians surveyed a targeted graduate program to determine if underserved students became more efficient researchers as a result of library instruction participation via web conferencing and if they are now taking fuller advantage of library resources and services. Students and faculty surveyed were positive about the newly created connection to the MSU community. However, findings revealed that many online graduate students work in research environments lacking the breadth and depth of resources they need. Further, many lack a connection to the MSU community and do not know that their institution's library resources are available to them. This discovery means that academic libraries should strengthen activities designed to build community among online students.
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Bonnand, Sheila, and Mary Anne Hansen. "Invisible Community?" In Library Science and Administration. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3914-8.ch044.
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In this chapter, Montana State University librarians share how they have expanded efforts to reach out to and provide equitable instruction services for its online graduate students, a population often underserved. After piloting a synchronous, online instruction program using web conferencing, librarians surveyed a targeted graduate program to determine if underserved students became more efficient researchers as a result of library instruction participation via web conferencing and if they are now taking fuller advantage of library resources and services. Students and faculty surveyed were positive about the newly created connection to the MSU community. However, findings revealed that many online graduate students work in research environments lacking the breadth and depth of resources they need. Further, many lack a connection to the MSU community and do not know that their institution's library resources are available to them. This discovery means that academic libraries should strengthen activities designed to build community among online students.
Conference papers on the topic "Newly graduated students"
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Ulusan, Ufuk. "Investigating Conceptual Foundations of Design Ability: An Analysis through the Expressions of the Experiencing Mind." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3126.
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This paper aims to reveal conceptual foundations of design ability based on verbal expressions of students’ insights. A group, which consists of industrial design students who are newly graduated or in their last semester, was interviewed individually. The interviews were based on their experiences and the evolution of skills during four years of undergraduate education. Semi-structured interviews were used as the main data collection method and the data is analyzed using thematic analysis. Chunks of data are coded and codes are categorized under themes in a reductionist manner within several iterations. Three conceptual themes are generated and interpreted. Examples from four creative areas are given in order to broaden the field where the themes may be applied. As the final outcome, a model of fractal triangle simultaneously showing the findings is suggested.DOI: http://dx.doi.org/10.4995/IFDP.2016.3126
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Ascertaining Affective Domain in Engineering: A New Learning Concept." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50031.
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Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with the weightage of 4.01 are prioritized much more than the professional skills with the average of 3.91 [2]. The three skills groups identified by The World Bank, partly underpinned by the tripartite conceptualization of learning as cognitive, psychomotor and affective domain of Bloom’s taxonomy are an important source of investigation for teaching learning pedagogy [3]. The engineers always play a critical role in the development of the society which demands from them critical thinking, problem solving, collaboration skills, decision making, communication skills, integrity, realizing human values, being compassionate and accountable etc. These skills enable them to work for the welfare of mankind. Much of the research has emphasized to have such types of skills among the engineers but increased demand and increased number of qualifying engineering graduates have led to poor quality of education and consequently skill shortage. This paper presents a unique pedagogical framework focusing on the development of affective domain among the first year engineering students. The authors ascertain that the cognitive domain has been always emphasized in engineering education, more than the affective domain, albeit affective domain is substantial for engineers. The affective domain, arguably the most complex, [4] is about students’ values, attitude, emotions, appreciation etc. The authors have adopted a new hybrid learning concept offering a conducive, student-centered learning environment that motivates and enhances students’ engagement with their peers, friends, teachers and the institute. This paper discusses a new learning concept, specific to engineering education for the smooth transition of the students to real contributors and life-long learners by acquiring some indispensable 21st century skills.
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Schumack, Mark, Saeed J. Siavoshani, and Mark Benvenuto. "An Interdisciplinary Graduate Level Course in Battery Systems Engineering." In ASME 2011 5th International Conference on Energy Sustainability. ASMEDC, 2011. http://dx.doi.org/10.1115/es2011-54810.
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The recent introduction of plug-in hybrid electric and fully electric vehicles by major automotive manufacturers signals the advent of technologies that can help us move away from petroleum and towards a more sustainable transportation future. As the demand for electric vehicles grows, there will be an increased need for engineers who can design battery systems that satisfy the stringent energy storage and power delivery demands of passenger vehicles. This paper describes a new course at the University of Detroit Mercy intended to teach students about battery systems engineering. The course is offered as part of a newly-established Advanced Electric Vehicle graduate-level certificate program. The design of a battery system is highly interdisciplinary in nature. Engineers must address mechanical concerns such as packaging, vibration, torsional loads, impact resistance and thermal management; electrical aspects such as those associated with battery monitoring and control; and the electrochemical phenomena that governs capacity, power delivery and absorption, degradation and operating temperatures. A key challenge in the course design was tailoring the material to students with diverse backgrounds which include undergraduate degrees in mechanical, electrical and chemical engineering. The paper describes the development process for the course outcomes, the typical student audience, the structure of the team delivery and the topics covered including examples of lecture material and student assignments. It concludes by summarizing student and instructor feedback along with plans for future course delivery.
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Wang, Yin, and Guozhu Chen. "Literature Retrieval Strategies and Skills and Their Help for Newly-Enrolled Graduate Students." In 2009 International Conference on Management and Service Science (MASS). IEEE, 2009. http://dx.doi.org/10.1109/icmss.2009.5304965.
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Kumpaty, S. "A Successful Model of Undergraduate Research at Milwaukee School of Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43573.
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Undergraduate research performed at Milwaukee School of Engineering (MSOE) has contributed significantly to the development of independent, well-rounded engineers by providing opportunities for students’ professional growth, knowledge, experience, creativity and confidence. Through a decade-long and continuing, summer Research Experience for Undergraduates (REU) program sponsored by the National Science Foundation, we have demonstrated extraordinary success at the MSOE interdisciplinary Rapid Prototyping Center and the closely associated Center for BioMolecular Modeling—hubs of activity with faculty, staff, students and industry working together in a variety of programs. Specifically, we have provided integrated research opportunities for technically diverse groups of undergraduate students to experience the growing technological trends and opportunities in rapid prototyping (RP) leading to newly created, complex and miniature structures and models. We have continued the principle of diversity in successful recruiting of minorities, women and students with disabilities, enabling them to become professional graduates with extraordinary capabilities. We developed interdisciplinary approaches, enabled by research and development in rapid prototyping, in the fields of biomedical, biomolecular, manufacturing, mechanical, electrical, architectural and aerospace engineering. We continue to publish the findings from the research projects in national conferences and journals. Our success at fostering undergraduate research is showcased through the nature of student activities and specific projects, the research/mentoring environment and facilities, student recruitment history including diversity, evaluation results, samples of program impact and highlights of summer REU program at MSOE.
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Moreno, Laura, Miguel Marrero, Lynette Ruiz, et al. "Abstract A68: Extending Cancer 101: Public Health Graduate Students' Perception of Newly Developed HPV Module." In Abstracts: Ninth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; September 25-28, 2016; Fort Lauderdale, FL. American Association for Cancer Research, 2017. http://dx.doi.org/10.1158/1538-7755.disp16-a68.
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Mahinfalah, Mohammad, and Joseph Musto. "Design of a Low Cost Apparatus for Torsion Testing." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-38676.
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Torsional loading is present in a variety of structures and machines. In designing structures that are subjected to this type of loading it is of paramount importance that the effect of loading on the machines be understood. To reinforce the student’s learning in a mechanics of material class a low cost table top apparatus is designed which can be used in a classroom or a laboratory. Many engineering programs attempt to strengthen the students understanding by introducing laboratory experiments. In general equipment used to measure the effect of torsional loading are capital intensive and bulky. As a result, the experiments are run by the instructors or by graduate assistants while students are only observing. This newly designed table-top device by the authors, costs fraction of the equipment that are available on the market. Five devices were made and instrumented to be used by 30 students in ME 207 class at Milwaukee School of Engineering (MSOE) during the spring 2014. The students indicated that this was a very useful tool to reinforce understanding of mechanics of materials concepts taught in the class. Overall, this experiment strengthened the understanding of theoretical relationships discussed in class as related to the torsional loading of circular shafts and tubes.
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"Fostering Self and Peer Learning Inside and Outside the Classroom through the Flipped Classroom Approach for Postgraduate Students." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4212.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The flipped classroom approach is one of the most popular active learning approaches. This paper explores the effectiveness of a new pedagogy, known as FOCUSED, for postgraduate students. Background: The flipped classroom approach is a trendy blended learning pedagogy which capitalizes on the flexibility of online learning and the stimulating nature of face-to-face discussion. This article describes a pilot study involving post-graduate students who experienced the flipped classroom approach in one of their courses. Methodology: In additional to online activities, students adopted a newly learned approach to solve a related problem that was given by another group of students during classes. Quantitative data were collected from pre- and post-tests for both self-learned online materials and group discussion during classes so that the effectiveness of the flipped classroom pedagogy could be examined from the perspective of a holistic learning experience. Findings: It was found that the average scores for the post-test for the self-learned online video were much higher than for pre-test, even though the post-tests for both online and face-to-face learning were higher than the respective pre-tests. The qualitative data collected at the end of the flipped classroom activities further confirmed the value of the flipped classroom approach. Even though students could self-learn, more students valued peer interactions in the classroom more than the flexibility of online learning.
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Bernstein, William Z., Arjun Ramani, Xiulin Ruan, Devarajan Ramanujan, and Karthik Ramani. "Designing-In Sustainability by Linking Engineering Curricula With K-12 Science Projects." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70461.
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In light of society’s increasing awareness with regards to the health of the environment, many engineering firms are hiring recent engineering graduates with project- (or course-) based experience in environmental sustainability. Currently engineering schools at the collegiate level have addressed this need by modifying their curricula by including additional coursework on sustainability related subjects. The next step of adaptation calls for a holistic treatment of sustainability concepts by integrating them within traditional coursework. Engineering schools have not yet addressed the best way to accomplish this integration due to the concerns stemming from the increase in cognitive load and scheduling pressure. Additionally, it has been shown that K-12 curricula also lack exposure to sustainable thinking. As a result, incoming freshmen are not aware of the inherent correlations between engineering principles, e.g. heat transfer, and environmental sustainability. To prepare the next generation of innovative thinkers to solve these complex, interdisciplinary issues, engineering principles must be contextualized in terms of sustainable design at both the K-12 and undergraduate levels. To meet this need, the authors developed a general framework for introducing sustainable design thinking into K-12 student projects. A pilot case is presented to illustrate a particular student’s (listed as a co-author) growth through a newly gained understanding of environmental sustainability through experimentation. The project specifically addresses various insulation materials for residential buildings by judging their individual environmental advantages and economic feasibility. The main outcome of this project is the extensive redesign of an existing undergraduate heat and mass transfer lab experiment.
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Dini, Said, Richard B. Mindek, Daniel Goodwin, and Adam Desmarais. "Laboratory Experiences in Alternative Energy Systems and Their Integration in a Green Curriculum." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38425.
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Alternative energy laboratory experiences in solar PV and wind energy have been developed to help support the “green” concentration recently offered for the first time in the mechanical engineering program at Western New England College. These laboratories, which give students hands-on experience and a better understanding of basic concepts in alternative energy systems, are conducted in a newly developed indoor/outdoor alternative energy laboratory facility. The alternative energy indoor/outdoor laboratory facility includes a fully operation geothermal system, which is used to heat and cool the engineering labs. It also includes six 195 Watt photovoltaic panels, a 30,000 Btu/clear day flat-plate solar collector, a Thermomax evacuated tubes solar collector, as well as a full scale 1 kW wind turbine, which allows for useful power and hot water to be provided to the engineering building. This facility is also fully instrumented for the collection of key performance data and allows for large scale demonstration of alternative energy systems to students. This paper describes the development, operation and capability of the indoor/outdoor alternative energy facilities, as well as a detailed description of solar and wind experiments, and how these are used in support of the “green” concentration within the mechanical engineering curriculum to give engineering graduates greater competency in the design, analysis and application of solar and wind energy systems.