Academic literature on the topic 'Part-Time Working Students'
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Journal articles on the topic "Part-Time Working Students"
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Nuvianto Al Azis, Edwin, and Gita Yusanti. "Part-Time Working Opportunities and the Impact on Students’ Academic Achievement." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 25–45. http://dx.doi.org/10.47631/mejress.v2i3.277.
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Purpose: This research investigates the impact of being part-time-worker students towards their academic achievement. Methodology/Approach/Design: This research used qualitative descriptive research method which is appropriate for the design of this research. The data were collected from 44 higher students for the questionnaire and 10 students for the interview at English Department, IAIN Kediri by administering 32 questions for the questionnaire and 14 questions for the interview. Results: The finding of this research is discovering that there are two main motivations to be a part-time-worker student, financial factor and experience factor. However, the part-time-worker students are still able to achieve good grade point average (GPA) or even they can achieve better academic achievement caused by the experience they got by being part-time-worker student and it cannot be got from only being an ordinary academic student. Therefore, higher students can be a part-time worker students by paying attention on time management which plays a pivotal role and finding out a minimum duration for working but it can cover what their purposes are. Practical Implication: The findings of this study present various implications for concerned authorities to address the emerging issues of university students. Joining a part-time job has its merits and demerits. However, further exploration of this phenomenon has to be implemented. Originality/Value: The study examines a social issue that is continually aggravating. The results of the study offer an insider look into the students’ motifs and pressures exerted upon them to join part-time jobs.
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Evans, Carl, Tim Maxfield, and Gbolahan Gbadamosi. "Using Part-Time Working to Support Graduate Employment." Industry and Higher Education 29, no. 4 (2015): 305–14. http://dx.doi.org/10.5367/ihe.2015.0260.
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An exploration of the value attached to the work experience of graduates, and particularly the value of part-time working whilst studying for a degree, from an employer's perspective, is reported. A documentary analysis of graduate recruiters was conducted to assess the extent to which work experience was specified for graduate employment programmes. Further interviews were then carried out with a sample of small and medium-sized enterprises (SMEs) to explore how the part-time working of graduates is perceived by employers. Work experience is deemed to be important to employers, not only as a differentiator but also as a measure of how graduates will perform in-post. Employers generally signalled the value of work experience, but indicated that graduates did not make best use of it in their job applications. It is argued that the findings will provide information to universities and educators about the contribution and importance of students' part-time working in terms of graduate employment prospects and with respect to the employability agenda in the HE curriculum in the UK.
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Evans, Carl, and Mark Richardson. "Realizing the latent potential in the part-time student workforce." Industry and Higher Education 30, no. 4 (2016): 253–56. http://dx.doi.org/10.1177/0950422216662376.
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The purpose of this article is to challenge employers to make the best use of the latent potential of their part-time student workforce and to retain this talent postgraduation. The authors report research which shows that increasing numbers of university students are working part-time alongside their degree studies, while at the same time businesses are becoming more explicit about their requirements for graduate entrants, specifying a range of traits, behaviours and soft skills. The authors argue that this developing scenario affords an opportunity for university students working part-time to develop skills and business-related knowledge that are desirable to their respective employers in the longer term. However, the desire to nurture and retain those individuals on graduation appears to be lacking. This article concludes by challenging both employers and students to embrace a longer term perspective for their mutual benefit.
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Smith, Erica, and Wendy Patton. "Part-time working by students: is it a policy issue, and for whom?" Journal of Education and Work 26, no. 1 (2013): 48–76. http://dx.doi.org/10.1080/13639080.2011.623123.
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Barfield, Rufus L. "Students' Perceptions of Being Graded as a Group in the College Classroom: Relations among Students' Age, Employment, and Perceived Group Satisfaction." Perceptual and Motor Skills 95, no. 3_suppl (2002): 1267–77. http://dx.doi.org/10.2466/pms.2002.95.3f.1267.
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This investigation compared and measured for different age groups of students, hours of employment, and previous grading experiences of one student cohort in relation to their perceived overall satisfaction with being graded as a group. A cohort of 230 students from a large southern metropolitan university enrolled in sections of two undergraduate classes, Group Interaction and Decision Making and Conflict Management, participated. Analysis indicated that (a) older students (28–47 years) were more likely to be dissatisfied with a group grade experience than middle (23–27 years) and younger (18–22 years) students, (b) Older students working part time were significantly more dissatisfied with the overall group experience than the younger part-time working students, (c) Older part-time working students were significantly more dissatisfied with the overall experience of working and being graded as a group than the middle part-time and middle full-time working students. Differences were noted between the older and younger students, which supported Older students' overall dissatisfaction with their experience of being graded as a group. Common complaints by older students were that younger students were immature, irresponsible, lacked “real-life” experience, and had misplaced priorities. Common complaints by younger students were that older students were too serious and rigid. It is recommended that this work be extended to include other comparison groups, graduate students, and other disciplines.
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Darolia, Rajeev. "Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students." Economics of Education Review 38 (February 2014): 38–50. http://dx.doi.org/10.1016/j.econedurev.2013.10.004.
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Półjanowicz, Wiesław, Robert Latosiewicz, Barbara Kołodziejczak, and Magdalena Roszak. "E-learning for Part-Time Medical Studies." Studies in Logic, Grammar and Rhetoric 47, no. 1 (2016): 129–42. http://dx.doi.org/10.1515/slgr-2016-0051.
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Abstract Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.
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Mardelina, Elma, and Ali Muhson. "MAHASISWA BEKERJA DAN DAMPAKNYA PADA AKTIVITAS BELAJAR DAN PRESTASI AKADEMIK." Jurnal Economia 13, no. 2 (2017): 201. http://dx.doi.org/10.21831/economia.v13i2.13239.
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Abstrak: Mahasiswa Bekerja dan Dampaknya Terhadap Aktivitas Belajar dan Prestasi Akademik. Penelitian bertujuan mengetahui dampak kerja part-time terhadap aktivitas belajar dan prestasi akademik mahasiswa. Populasi penelitian adalah mahasiswa S1 angkatan 2013 Fakultas Ekonomi Universitas Negeri Yogyakarta. Penelitian ini mengambil sampel sebanyak 205 responden dengan teknik propotional random sampling. Teknik pengumpulan data menggunakan kuesioner dan dokumentasi. Analisis data menggunakan metode MANOVA. Hasil penelitian menunjukkan bahwa kerja part-time memiliki pengaruh yang signifikan terhadap aktivitas belajar dan prestasi akademik. Mahasiswa yang bekerja part-time cenderung memiliki waktu yang lebih sedikit dalam aktivitas belajar dibandingkan dengan mahasiswa yang tidak bekerja. Prestasi akademik mahasiswa yang bekerja part-time juga cenderung lebih rendah dibandingkan dengan mahasiswa yang tidak bekerja. Kata Kunci : Prestasi Akademik, Aktivitas Belajar, Mahasiswa Bekerja Abstract: Working Student and Its Impact on Learning Activities and Academic Achievements. This study is aimed to find out the impact of part-time jobs to the learning activities and academic achievements. The population of this study is students Faculty of Economics year 2013, Yogyakarta State University. The 205 samples selected using proportional random sampling approach. Questionnaire and documentation are used to collect data. This research uses MANOVA to analyze the data. The results show that there is a significant effect of part-time jobs on the learning activities and academic achievements. The working students have a lower time for learning than the non-working students. The working students’ academic achievement is lower than the non-working students. Keywords: Academic Achievements, Learning Activities, Working Student.
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Gbadamosi, Gbolahan, Carl Evans, Mark Richardson, and Yos Chanthana. "Understanding self-efficacy and the dynamics of part-time work and career aspiration." Higher Education, Skills and Work-Based Learning 9, no. 3 (2019): 468–84. http://dx.doi.org/10.1108/heswbl-08-2018-0082.
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PurposeBuilding on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.Design/methodology/approachData were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.FindingsMultiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.Practical implicationsThere are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.Social implicationsThere are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.Originality/valueIt investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.
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Walden, Pirkko, and Efraim Turban. "Working anywhere, anytime and with anyone." Human Systems Management 19, no. 3 (2000): 213–22. http://dx.doi.org/10.3233/hsm-2000-19308.
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Ten teams of 2–3 full time undergraduate business students, at Abo Akademi University in Finland were to collaborate with a corresponding team of 3–4 part time MBA students at California State University, Long Beach in the USA. A 10-hour time difference, as well as different cultural backgrounds separated the teams. Students were challenged to push the limits of Internet by collaborating on a joint task on electronic commerce with people they never met face-to-face. The teams co-operated with ten Finnish companies, and the study was taken all the way to an implementable plan for companies doing business on the Internet. This paper confirms several observations of previous researchers and identifies several new issues related to distributed groupwork.
Dissertations / Theses on the topic "Part-Time Working Students"
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Svegeboe, Lindholm Niklas, and Magnus Vennberg. "Part-Time Working Students and Their Career Development : How Business Students' Perceptions of their Current Part-Time Employer Influences their Future Career Decisions." Thesis, Umeå universitet, Företagsekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137131.
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The globalized world of the early 21st century has had great impact on the labour market. Employees of today are faced with many more options then before, increasing staff turnover rates to very high levels. This raises a lot of interesting aspects in how to create affective, mutual and long-lasting employer-employee relationships in the way the world works today. We have identified part-time working students as a key group to investigate since they possess skills and qualifications that is important to retain within an organisation. More particularly, the purpose of this study is to look at part-time working business student and their relationship towards their current employer, their perceptions, and based on that, how likely it is that they will stay within that organisation after graduation. This has led us to our research question:How part-time working business students’ perception of their current employer influences their future career decisions?In the research field of Employee Retention, there is a lack of research on part-time workers, and even more lacking on part-time working students. A theoretical foundation has been created based on different aspects of this subject. Motivational theories, dividing motivation to either Intrinsic or Extrinsic to cover what motivates students in different settings is considered. Branching from motivational theories, the Expectancy theory is used to analyse the reasoning between potential outcomes, in this case job alternatives. As decisions regarding job alternatives shapes the future careers of young workers, research on career decisions with a focus on students, point out specific implications regarding the target group. Finally, to complement our foundation with research regarding the students’ relationship with their current employers, research on Employee Retention adds different predictors of staff turnover. Those predictors are used in order to understand why students say or leave an organisation.In order to answer our research question and to gain deep understanding, we have conducted qualitative interviews with business student at Umeå University. The interviewed students all have different part-time jobs, as to cover as many different organisations as possible. The study shows that part-time working students are influenced in their career decisions by their perception of their current employers and experiences from the job. Regardless of positive or negative experience, intrinsic aspects are desired from future careers, as well as development opportunities. The extent to which the organisation shows an interest in the students’ future development also influences the students’ attitude towards the organisation. However, regarding staying in the current organisations after graduation, the students are faced with issues beyond their control, like geographical complications.
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Heffren, Colleen. "A comparison of literacy and working skills of students in the co-operative education program with students working part-time." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41052.pdf.
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Hsieh, Chia-jung, and 謝佳蓉. "The Impacts of Part-time Working Experience and Working Value to the Learning Attitude of Vocational High school Students Majoring in Food and Beverage Management." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22862364823659768435.
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碩士<br>銘傳大學<br>觀光事業學系碩士在職專班<br>100<br>The research attempts to discuss the impact of part-time working experience on the working values and learning attitudes of the students at Food and Beverage Management Department in vocational high school. The subjects included students from Department of Food and Beverage in Private Chih - Kuang Vocational High School of Business & Technology, Yu Chang Technical & Commercial Vocational Senior High School, and Ku-Pao Home Economics and Commercial High School. The study adopted convenience sampling, distributed 550 questionnaires, and collected 507 questionnaires. Among them, uncompleted ones were deleted, so the number of the valid questionnaires was 472. Analysis methodologies are Chi-square Test analysis, confidence analysis, t test, one-way ANOVA, and correlation analysis. The results of this research can be summarized as follows： Firstly, there is difference in gender regarding the working hours： males'' working hours are longer than females''. Secondly, the students who have part-time jobs are hard to concentrate on their study in class, and the females'' learning attitudes are better than males''. Thirdly, because the students can use what they have learned in school on their part-time jobs, they can get more sense of achievement.
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Wu, Hui-Chun, and 吳蕙君. "Effect of Part-time Working on the Self-Awareness Valuation－Case Study of Senior High and Vocational Students in Taipei City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/73631913326123646826.
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碩士<br>中國文化大學<br>生活應用科學研究所<br>98<br>The purpose of this study was to investigate high school students’ experiences of part-time working, factors of being part-time workers, and effects of part-time working on students’ self-awareness valuation. And the study also examined the correlations and the differences among demographic data and the other variables. A proportional stratified sampling survey of 600 senior high and vocational students in Taipei City. The data analysis of 554 effective questionnaires used descriptive statistics, Chi-square test, t-test, one-way ANOVA, Scheffe method, Pearson correlation coefficients, and Multiple regression analysis from SPSS 12.0 for Windows.The results of this study were as follows:
1. The majority of taking part-time work wages was NT＄95~100, the number of hours worked per week was 8 hours. The largest populations of part-time work category were restaurant industry. Cram class was the place where much students taking part-time work. Students always spent summer and winter vacations taking part-time work, especially at 12~17. Up to 94.22% of the subjects had negative experiences when they took part-time work, including of burnt, irregular working hours, payment is not fixed, bullied by the senior staff, the poor attitude of their superior.
2. The main factors of senior high and vocational students taking part-time work were “Economic needs”, “Increasing social experience”, and “Independent performance”.
3. The main effects of part-time working on students’ self-awareness valuation were “School performance”, and “Individual stratification”.
4. Demographic data and the other variables may vary significantly.
5.Students’ factors of being part-time workers and their effects on self-awareness valuation may vary significantly due to “Working hours”.
6. “Economic needs” and “School performance” were negatively related. The other factors and “Effects on self-awareness valuation” were positively related.
7. Students’ “Economic needs” and “Peer influence” best described their “Effects of family life”.
Books on the topic "Part-Time Working Students"
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Hakim, C. Working students: Students in full-time education with full-time and part-time jobs. Dept of Sociology, LSE, 1996.
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Rikowski, Glenn. Working for leisure?: Part-time and temporary working amongst A-level and BTec students at Epping Forest College : interim report. Epping Forest College, 1993.
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National Center for Education Statistics., ed. Working while in college. National Center for Education Statistics, 1998.
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National Center for Education Statistics., ed. Working while in college. National Center for Education Statistics, 1998.
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National Center for Education Statistics, ed. Working while in college. National Center for Education Statistics, 1998.
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Educational Resources Information Center (U.S.) and National Center for Education Statistics., eds. Working while in college. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.
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Heffren, Colleen. A comparison of literacy and working skills of students in the co-operative education program with students working part-time. 1999.
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Lindholm, Tuula Marjatta. Between dreams and the workplace: Adult working-class women in postsecondary education. 1996.
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Garrett, Matthew L., and Joshua Palkki. Honoring Trans and Gender-Expansive Students in Music Education. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197506592.001.0001.
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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.
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McCrory Calarco, Jessica. Negotiating Opportunities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190634438.001.0001.
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Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only by complying with teachers’ expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This book traces that negotiated advantage from its origins at home to its consequences at school. It follows a group of middle-class and working-class students from third to seventh grade and draws on observations and interviews with children, parents, and teachers. The middle-class students learned to negotiate advantages from their parents’ coaching at home. Teachers tended to grant those requests, even when they wanted to say “no.” As a result, middle-class students received the bulk of teachers’ assistance, accommodations, and positive attention. That extra support gave middle-class students advantages over their working-class peers, including more correct answers on tests, more time to complete assignments, more opportunities for creativity, and more recognition for their ideas. The book concludes with a discussion of these findings and their implications for scholars, educators, parents, and policymakers. It argues that teaching working-class students to act like their middle-class peers will not be enough to alleviate inequalities because middle-class families will find new ways to negotiate advantages that keep them one step ahead.
Book chapters on the topic "Part-Time Working Students"
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.
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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Nghia, Tran Le Huu, Phuong Hoang Yen, and Tran Le Kim Huong. "The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch002.
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Work-integrated learning (WIL) has been found to be effective in developing graduate employability. Working part-time while undertaking undergraduate studies may produce similar effects; however, its contribution to the development of students' employability has not yet been examined adequately. Therefore, this chapter will report a study investigating 22 Vietnamese pre-service teachers' experiences of how working as teaching assistants in commercial English language centers has contributed to their employability. Content analysis of semi-structured interviews revealed that part-time work experience elevated the pre-service teachers' specialized knowledge and skills, equipped them with soft skills, expanded their social networks, enhanced their adaptability to different work cultures, and modified their teacher identity. The chapter calls for universities to award credits for part-time work experience as a type of WIL, develop a mechanism for integrating it into curricula, and help graduates evidence their work experience to their future employers.
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Finch, Emily, and Stefan Fafinski. "9. Study skills." In Legal Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198784715.003.0009.
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This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars and tutorials, note-taking, working with others, time management, learning from feedback, and personal development planning.
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Finch, Emily, and Stefan Fafinski. "10. Study skills." In Legal Skills. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198831273.003.0010.
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This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars and tutorials, note-taking, working with others, time management, learning from feedback, and personal development planning.
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Finch, Emily, and Stefan Fafinski. "10. Study skills." In Legal Skills. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780192893642.003.0010.
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This chapter focuses on the skills needed to study law. It begins by describing how a law degree is structured and what sorts of activities students are likely to take part in as part of that degree. It then discusses lectures, seminars, and tutorials; note-taking; working with others; time management; learning from feedback; and personal development planning.
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Warner, Zachary B. "Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom." In Cases on Emerging Information Technology Research and Applications. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3619-4.ch016.
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This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.
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York, James. "Promoting Spoken Interaction and Student Engagement With Board Games in a Language Teaching Context." In Global Perspectives on Gameful and Playful Teaching and Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2015-4.ch001.
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This article provides information on an action research project in a low-level EFL setting in Japan. The project aims were to 1) foster spoken communication skills and 2) help students engage with their own learning. The project investigated the applicability of board games as a mediating tool for authentic communication as part of a wider TBLT approach to language development. Quantitative and qualitative data were collected from 115 first- and second-year Japanese university students via teacher observations, informal discussions during class time, and a questionnaire at the end of a seven-week intervention. Responses to the questionnaire indicated that the framework was perceived to be valuable in both fostering communicative skills and improving student engagement. Methodological improvements were also suggested. Implications applicable to teachers working in similar contexts are discussed, as well as possible improvements for future implementations.
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Toson, Amy L. M., and Nina F. Weisling. "Inclusive Education." In Overcoming Current Challenges in the P-12 Teaching Profession. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1177-0.ch002.
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The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!
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Shmerling, Shirley, and Linda M. L. Peters. "Virtual Teaming in Online Education." In Cases on E-Learning Management. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1933-3.ch001.
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The global economy has given rise to the concept of virtual teaming in which team members work without the boundaries of space and time, both within and outside the confines of a single organization, in order to compete in an ever-changing business environment. This case raises questions as to the efficiency and effectiveness of virtual teaming by examining survey responses from 128 online MBA students who were required to work on virtual project teams as part of the class requirements. The vast majority of the students (84%) were in the 21-40 year old age range and tended to have a high comfort level (99%) with the Learning Management System (LMS) utilized by the academic institution. Using a survey method with both Likert-style options and open response items, the authors explore the major causes that may impact the success of working and learning on teams that cross time and distance barriers.
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Rockman, Deborah A. "Establishing the Classroom Environment, Conducting Critiques, and Assigning Grades." In The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.003.0009.
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The kind of environment you wish to establish in your classroom is an individual decision that is in part determined by your particular personality and what makes you feel most comfortable. Some teachers prefer a very relaxed environment while others prefer a more controlled environment. Regardless of which approach most appeals to you, you must consider what will be most effective in helping the majority of students to be attentive and productive during class time. In a studio class in which most students are college freshmen right out of high school, you may find it beneficial to keep a tighter rein on things since there seems to be a tendency for the atmosphere to escalate to noisy and chaotic if boundaries are not clearly established and adhered to. In a studio class in which the majority of students are older or more experienced, it will generally not be necessary to monitor things quite so closely. This reflects the simple fact that older students tend to be more mature and often take their studies more seriously. Of course this is a generalization that does not apply to all students, regardless of age or experience. You must gauge the situation and conduct yourself accordingly. Experience indicates that if the atmosphere is too unstructured, with a lot of noise and chatter unrelated to the work being pursued, it is difficult for students to concentrate and to maximize their learning experience. It is therefore a good idea to make it very clear when it is okay to be a bit more relaxed or playful and interactive with fellow students, and when it is time to buckle down and get to some serious work and maintain an atmosphere conducive to this. When working with a model in a life drawing course, certain guidelines should be followed to insure a mutually comfortable and respectful atmosphere for the students and the model. These guidelines are discussed in chapter two under “Classroom Etiquette for Working with a Nude Model.”
Conference papers on the topic "Part-Time Working Students"
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Kováč, Milan, and Peter Demkanin. "Physics Experiments Planned by The Students Themselves - Higher Secondary Education." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8767.
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More than 15 years ago we started to implement in our physics curriculum for 17 years old pupils physics experiments planned by students themselves. Each student must learn, how to prepare and perform physics experiment. The leading idea of this endeavor is “student must do, what she/he wants, at least sometimes”. As a most problematic part of this task is, as has been proved, to teach students to formulate a problem - a question, which can be answered by an experiment and also to formulate a hypothesis, a prediction based on the previous knowledge or based on the information gathered from secondary sources. As important we also see the connection of planning experiments to the goals and aims of science education and sensibility of it from the view of pupils and their parents. Planning experiments by students themselves is a task involving a manifold cluster of means of knowledge gathering and utilization. As generally in creativity, the crucial role has memory. The student applies his/her knowledge. But, at the same time, he/she learns, what is the optimal, useful strategy and structure of working, optimal management for a teamwork. Within planning, a student flips through external sources of information, usually, electronic sources or textbooks, focus his/her attention to information interesting or potentially useful for the phenomenon examined by the experiment just planned. Student remembers, what equipment is available, looks for other equipment and material. Of course, the student also learns to write scientifically, to write in a manner, that nothing hampers understanding of the focus, process, and outcomes. Part of the article is devoted to the topic of development abilities of pre-service physics teacher‘s to scaffold the process of planning experiments of their future students.
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Barakat, Nael, and Heidi Jiao. "Effective NEMS Education and Training in an Undergraduate Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86318.
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Increasing demand on workforce for nanotechnology implementation has resulted in an exponential increase of demand on educational material and methods to qualify this workforce. However, nanotechnology is a field that integrates many areas of science and engineering requiring a significant amount of background knowledge in both theory and application to build upon. This challenge is significantly magnified when trying to teach nanotechnology concepts and applications at the undergraduate engineering level. A considerable amount of time is needed for an undergraduate engineering student to be able to design and build a useful device applying nanotechnology concepts, within one course time. This paper presents an actual experience in teaching hands-on applications in nanotechnology to undergraduate engineering students through an optimized model, within a normal course time. The model significantly reduces the time needed by undergraduate students to learn the necessary manufacturing techniques and apply them to produce useful products at the micro and nano levels, by ensuring that infrastructure and legwork related to the educational process are partially completed and verified, before the course starts. The model also provides improved outcomes as all its pre-course work is also tested with students working under different arrangements of professors’ supervision. The result is an optimized infrastructure setup for micro and nanotechnology design and manufacturing education, built with students in mind, to be completed within the frame of one semester course. The model was implemented at GVSU-SOE as the core hands-on part of a senior undergraduate course titled (EGR 457 nano/micro systems engineering). Students in the course were able to go through the design and build steps of different MEMS and NEMS products, while learning and utilizing cleanroom equipment and procedures. This was based on infrastructural arrangements by students preceding this class by a semester and working closely with the professors. Assessment was conducted on both sides of the model and results were collected for evaluation and improvement of the model.
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Lopez-Perea, Eva Maria, Miguel Angel Mariscal Saldaña, and Susana García Herrero. "New ways to evaluate learning. Assessing teamwork using TPM and a Poka-Yoke design." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2703.
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In this paper we present a hands-on experiment for measuring learning through teamwork applied to solving a real problem. The experiment is part of the Production Systems course and involves designing a Poka-Yoke, but not theoretically, as is usually the case, rather an actual working mechanism. To this end, a practical problem is proposed for which a physical machine has to be designed to solve the problem. As part of the same exercise, a TPM is developed, also applied to a real case, such as assembling a bicycle. In the case of the Poka-Yoke, two simultaneous objectives are pursued: to avoid a defective product, and to maximize the production per unit time. The final score is assigned based on a measurement of these two parameters. Once the exercise is assigned, the teamwork is verified to be measured efficiently, even when the number of students is high. The physical design of the elements, as well as the simultaneous engagement by all the students in the exercise, served to considerably raise the motivation of the students.
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Smits, Aletta, Annette Schenk, and Lizet Van Ewijk. "Stealing their beer time: turning studying for medical progress tests into a social game." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10189.
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Because of the specific requirements of the medical profession, it is imperative that doctors-to-be have a wide range of knowledge at their fingertips. In order to facilitate this, most medical programmes employ some kind of overall ready-knowledge test: a test that is not connected to one specific course, but contains questions on all the facts and figures from all the courses in the entire curriculum. The test is generally administered four times a year to all students participating in the program. First year students are required to answer the same questions as fourth year students. However, for first year students the thresh hold for passing the exam is at a lower level.The aim of this progress test is threefold: (1) testing if the knowledge of students is up to par; (2) making sure that students understand that being a medical professional means continuing to have all the knowledge readily available at all times; and (3) changing the way students prepare for a test: not a big cramming session for one test the night before the test happens and then forget about it, but continuously working on keeping knowledge at an acceptable level. This last goal has, however, not been achieved. While students appreciate the test because of the sense of progress it provides them, in a Dutch study into its effects, students widely report that also for this test, they still prepare in cramming sessions. The result is still that the retention level of the ready knowledge is not at the level it should be.Since studies have extensively shown that students enjoy studying in a gamified process more, that they more easily get into 'a flow', and that the retention rates of knowledge acquired during a flow are higher, we propose to attempt to change the way the student prepare for the test by gamifying the process. Gamifying the process neatly matches a feeling of progress that facilitates the control students feel over their studying process and over mastering the material. Rather than losing points for not having questions correct, a student gains levels/XP/avatar strength whenever he/she masters a specific topic, or nails a series of questions on different topics within a specific time frame (‘challenge’), etc. The game mechanics and the design of the gaming world will be two important aspects of this project. A third important aspect will be the distribution of knowledge in the game and the way topics are brought up again, practiced again, or combined with other topics. The algorithm that lie at the basis of that need to be smart, adaptive and non-repetitive. A final important aspect of this process concerns the question of how to make playing this game part of the social life of students (battles on Friday afternoon for instance, or leader boards in the hallway).As mentioned above: Research indicates that gamification has a positive effect on retention and on commitment. If we then also manage to embed the game in a social setting, it can be truly called a “stealing their beer time”-type of intervention: moments that they would normally chill out and have a beer with their peers have now turned into moments where they still chill out, maybe still have a beer, but also study.We would like to share our ideas and invite partners of other programs (not necessarily medical) to join in our quest to build an overall knowledge assessment game in a modular way.
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Kiefer, Renaud, Marc Vedrines, and Franc¸ois Kiefer. "Complete Design of a VTOL UAV by a Large Group of Students." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67885.
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This paper deals with the complete design and implementation of a small unmanned air vehicle (UAV) in the framework of a project course for engineers. This project takes place within an international contest organised by the french defence and aerospace agency. The objective is to design an autonomous air vehicle that will be able to be operated by soldiers on the battlefield, with embedded sensors and camera, which will be able to explore an urban environment, and detect targets or threads such as snipers. Our team won the first edition of the contest two year ago and is again selected with eleven other teams to take part in the new challenge next year. Our way of running this project is quite unusual on the education point of view for several reasons. In the challenging scientific area of aerospace engineering, an entire vehicle (mechanical parts as well as electronic parts) is designed, manufactured, tested and operated by students, thus involving a lot of students of different background. For instance, mechatronics students are coordinating the project, helped by students in mechanical engineering, fluid mechanics, composite structures, manufacturing, topography, physics and electronics. The main challenge is to coordinate large groups of students of different faculties and different levels, as there are more than 40 students working on the same project at the same time. The group of students studying mechatronics is currently working on this project since September 2006 and will go on until they graduate in june 2009. The aerodynamics structure is an elliptic wing within a 70 cm diameter sphere. The UAV should take of and land vertically and then fly horizontally. This challenging transition between vertical and horizontal flight is currently under study and has been carried out successfully by another team operating a more classical airplane. Moreover, the project organisation and design process is currently analysed and deals as a case study for researchers in the area of engineering design. This is also interesting as it is generally not possible to analyse the entire design process in an industrial environment. The technical aspects of the project as well as the project organisation, collaborative design tools and project management tools will be presented. The success and failures of the project organisation will be explained and the analysis from problem base learning point of view commented.
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Azemi, Asad, and Ivan Esparragoza. "Teaching Design Methodology to Undergraduates Through Multi-Year Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15985.
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This paper presents a new approach for teaching engineering design methodology that consists of covering different steps of the design process in four semesters focusing on a specific problem. During the first semester students are introduced to the overall design methodology and are asked to identify the needs, tasks and outputs, based on a given problem statement. During the second semester students are asked to come up with a conceptual design and modify the inputs, tasks and outputs. During the third semester students are asked to come up with a working preliminary design solution and obtain some output data. And during the fourth semester students are asked to modify their design, based on their results from the previous semesters and the problem requirements, and come up with the final detailed design. Each part requires a separate report, with the results from the first three being referenced in the final report. At this time due to several considerations, including limited resources, we are only targeting engineering honors students and using robotics related problems for the multi-year design projects. The four-semester long project will be the "honors option" for the courses that engineering honor students must take during the first two years at our campus. A detailed description of this approach, including advantages and disadvantages, future directions and recommendations, are included.
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Mindek, Richard B., and Joseph M. Guerrera. "Problem Solving Techniques Taught Through Validation of an Instantaneous Rigid Force Model." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37376.
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Educating engineering students in the appropriate methods for analyzing and problem solving fundamental manufacturing processes is a challenge in undergraduate engineering education, given the increasingly limited room in the curriculum as well as the limited time and resources. Although junior and senior level laboratory courses have traditionally been used as a pedagogical platform for conveying this type of knowledge to undergraduate students, the broad range of manufacturing topics that can be covered along with the limited time within a laboratory course structure has sometimes limited the effectiveness of this approach. At the same time, some undergraduate students require a much deeper knowledge of certain manufacturing topics, practices or research techniques, especially those who may already be working in a manufacturing environment as part of a summer internship or part-time employment. The current work shows how modeling, actual machining tests and problem solving techniques were recently used to analyze a manufacturing process within a senior design project course. Specifically, an Instantaneous Rigid Force Model, originally put forward by Tlusty (1,2) was validated and used to assess cutting forces and the ability to detect tool defects during milling operations. Results from the tests showed that the model accurately predicts cutting forces during milling, but have some variation due to cutter vibration and deflection, which were not considered in the model. It was also confirmed that a defect as small as 0.050 inches by 0.025 inches was consistently detectable at multiple test conditions for a 0.5-inch diameter, 4-flute helical end mill. Based on the results, it is suggested that a force cutting model that includes the effect of cutter vibration be used in future work. The results presented demonstrate a level of knowledge in milling operations analysis beyond what can typically be taught in most undergraduate engineering laboratory courses.
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Shetty, Devdas, and Jiajun Xu. "Strategies to Address “Design Thinking” in Engineering Curriculum." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87816.
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It is suggested by many scholars that if the goal of engineering education is to produce engineers who can critically design and create, then providing students with early opportunities to engage in creative engineering design is important. While basic design is focused on the development of new products for the individual, working towards a more sustainable world demands greater attention to designing for and with communities. Improving design education and examining design-learning outcomes requires a kind of targeted approach that could match the best practices to personalize student learning. Design is complex and design includes balancing the needs of multiple stakeholders. However, there is a gap in the preparation of design education that will be needed in a challenging environment. This paper reviews the history of design thinking in the engineering curriculum. Design thinking education starts with an understanding of its importance with socioeconomic relevance. Through observation and empathy, mapping the designer uses the listening and learning tools for mapping users unarticulated needs, working in a team environment. The designer takes time to think carefully why a certain project is considered and details which aspects of machine learning application can be applied from functional to complete success for the end users. The availability of powerful virtual reality methodologies, have made it possible to consider the realistic needs and visualize scenarios and to explore the design alternatives with new ideas before full scale resource allocation on new ideas. Mid-to-advanced level courses with experimental assignments require that students apply through experimentation the principles and concepts learned in foundation courses. The basic design tools such as axiomatic thinking, theory of inventive problem solving, design iteration and simulation using hardware-in-the loop are discussed with case studies. Consideration of product sustainability with the thoughts of design for disassembly and disposal has emerged as a major part of design thinking. Senior engineering courses center on cross and interdisciplinary design and capstone experiences so that students experience fully guided practice of device design and problem solving, simulating what they are likely to experience in the world. This paper examines the critical issues of design thinking in a curriculum from observation, empathy mapping, validation of the idea, and improvement of idea by virtual reality and machine learning, optimization of the idea by tools such as axiomatic design, hardware in the loop simulation, and finally examining product sustainability causes.
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Lilly, Blaine W., Lisa M. Abrams, Michael Neal, K. Srinivasan, and Daniel Mendelsohn. "Developing an Effective Platform for Introducing Mechanical Engineering in a Large Public University." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86853.
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In conjunction with a shift from an academic calendar based on ten–week quarters to one based on semesters, the Department of Mechanical and Aerospace Engineering at The Ohio State University has completely re–designed the mechanical engineering curriculum. As a part of this re–design, the MAE department has added a new course for sophomores entering the department that will emphasize hands–on skills in machining and electronics while simultaneously giving students a broad introduction to the kinds of problems that mechanical engineers typically confront in industrial practice. This paper describes the evolution of our thinking as we created the teaching platform that is the heart of the course, a multi–cylinder compressed air motor. Lectures are structured to provide ‘just in time’ information to the students as they build and test this platform in the laboratory. It was crucial to create a device that would be complex enough to challenge the students and provide an opportunity to explore the widest possible range of mechanical engineering concepts. After a review of similar courses in other programs, we decided to employ a multi–cylinder compressed air motor, controlled by a commercially available microprocessor, as the teaching platform. Because the course will be required of all students entering the major, an overriding constraint on the design is that the device is simple enough for three hundred students a year, working in teams, to construct and test it. At the same time, the air motors must also be complex enough to support the learning objectives of this course and subsequent courses in the curriculum. Our final design is a direct–injection six–cylinder radial compressed air motor that is controlled by an Arduino© microprocessor. Students will spend five weeks machining and assembling the motors in the machine shop, another four weeks learning to program the Arduino© to control the motor, and the remainder of the term testing and analyzing the performance of the motors. The air motors allow us to introduce students to machine design, engine design, thermodynamics, fluid flow, vibrations, electronics, and controls. We have pilot tested this course twice, and find that the students quickly take ownership of the motors, and are quite interested in optimizing the design to improve performance.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
Reports on the topic "Part-Time Working Students"
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Goldemberg, Diana, James Genone, and Scott Wisor. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Minerva's Co-op Model: A Pathway to Closing the Skills Gap. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002633.
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Bridging the skills gap is necessary to increase productivity and equity. In Latin America and the Caribbean, this challenge has manifested in high rates of youth unemployment, informality, and inactivity. Traditional higher education has struggled to respond to this challenge, with rising costs limiting access and poor outcomes forcing students to question the value of a university degree. In this paper, we explore a model for collaboration between higher education providers and employers designed to overcome these challenges. In this co-op model, students earn a bachelors degree in three years, while also working part-time during the second and third years. This model provides students with the foundational skills and knowledge needed to become broad, interdisciplinary thinkers, while also giving them valuable work experience for which they earn credit while pursuing their degree. Economic constraints are addressed by students degrees being partly subsidized by an employer, who benefits by easily hiring employees who can fill their most critical human resource needs.