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Journal articles on the topic 'Project Student'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Kasten, Peggy. "Projects: Project CLIMB." Mathematics Teacher 94, no. 5 (May 2001): 430a—432. http://dx.doi.org/10.5951/mt.94.5.430a.

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Project CLIMB (Creating Links in Math and Business) is a teacherdeveloped project that was designed to help answer the students' question, When are we ever going to use this? The project allows precalculus students to communicate with people in the business world by using e-mail. Students are put into groups of three or four and assigned a business contact. The students determine from this contact person exactly what the company does, how teams are used in the company, and how specific mathematics topics are used by the contact person on the job. The student project includes six e-mail requests for information during a semester. The information requested centers on the precalculus topics of matrices, statistics, linear programming, logarithms, trigonometry, and probability. These broad topics are used by people in a variety of fields. The business contact uses e-mail to respond.

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Villarreal, Juan Carlos. "Student Project." Evansia 27, no. 3 (December 2010): 115. http://dx.doi.org/10.1639/0747-9859-27.3.115a.

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Haworth, Sue. "Student project." Nursing Standard 3, no. 40 (July 1989): 53–54. http://dx.doi.org/10.7748/ns.3.40.53.s61.

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Rojas, Maria Delia, Tanya McGill, and Arnold Depickere. "Project Management in Student Information Technology Projects." International Journal of Information and Communication Technology Education 2, no. 4 (October 2006): 24–38. http://dx.doi.org/10.4018/jicte.2006100103.

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Manlove, David F., and Gregg O'Malley. "Student-Project Allocation with preferences over Projects." Journal of Discrete Algorithms 6, no. 4 (December 2008): 553–60. http://dx.doi.org/10.1016/j.jda.2008.07.003.

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6

Devi, V., R. R. Abraham, A. Adiga, K. Ramnarayan, and A. Kamath. "Fostering research skills in undergraduate medical students through Mentored Student Projects: Example from an Indian medical school." Kathmandu University Medical Journal 8, no. 3 (June 3, 2012): 294–98. http://dx.doi.org/10.3126/kumj.v8i3.6215.

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Background Healthcare decision-making is largely reliant on evidence–based medicine; building skills in scientific reasoning and thinking among medical students becomes an important part of medical education. Medical students in India have no formal path to becoming physicians, scientists or academicians. Objectives This study examines students’ perceptions regarding research skills improvement after participating in the Mentored Student Project programme at Melaka Manipal Medical College, Manipal Campus, India. Additionally, this paper describes the initiatives taken for the continual improvement of the Mentored Student Project programme based on faculty and student perspectives. Methods At Melaka Manipal Medical College, Mentored Student Project was implemented in the curriculum during second year of Bachelor of Medicine and Bachelor of Surgery programme with the intention of developing research skills essential to the career development of medical students. The study design was cross-sectional. To inculcate the spirit of team work students were grouped (n=3 to 5) and each group was asked to select a research project. The students’ research projects were guided by their mentors. A questionnaire (Likert’s five point scale) on students’ perceptions regarding improvement in research skills after undertaking projects and guidance received from the mentor was administered to medical students after they had completed their Mentored Student Project . The responses of students were summarised using percentages. The median grade with inter-quartile range was reported for each item in the questionnaire. The median grade for all the items related to perceptions regarding improvement in research skills was 4 which reflected that the majority of the students felt that Mentored Student Project had improved their research skills. The problems encountered by the students during Mentored Student Project were related to time management for the Mentored Student Project and mentors. Results This study shows that students acknowledged that their research skills were improved after participating in the Mentored Student Project programme. Conclusions The Mentored Student Project programme was successful in fostering positive attitudes among medical students towards scientific research. The present study also provides scope for further improvement of the Mentored Student Project programme based on students’ and faculty perspectives.DOI: http://dx.doi.org/10.3126/kumj.v8i3.6215 Kathmandu Univ Med J 2010;8(3):294-8

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Weeks, Penny Pennington, and Kathleen D. Kelsey. "Student Project Teams." Journal of Leadership Education 6, no. 1 (December 1, 2007): 209–25. http://dx.doi.org/10.12806/v6/i1/rf11.

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Dyson, Laurel Evelyn, and Jessica Katherine Frawley. "A Student-Generated Video Careers Project." International Journal of Mobile and Blended Learning 10, no. 4 (October 2018): 32–51. http://dx.doi.org/10.4018/ijmbl.2018100103.

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This article describes how in recent years, the multimedia recording capabilities of mobile devices have been used increasingly to create a more active, learner-centred educational experience. Despite the proven value of student-generated multimedia projects, there are still gaps in our understanding of how students learn during them. This article reports on a project in which first-year information technology students interviewed IT professionals in their workplace and video-recorded the interview to enable sharing with their peers. In order to understand the statistically significant increases found in students' learning, student diaries and reflections were analyzed qualitatively. Factors found to contribute to learning included: the iterative nature of student activities; the multiple, evolving representations of knowledge as students proceeded through the project; the importance of the workplace context in engaging students and enhancing learning; the affordance of mobile technology for capturing and sharing this context; and the collaborative and metacognitive processes fostered by the project.

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Soroka-Potrzebna, Hanna. "STUDENT COMPETENCES IN THE FIELD OF PROJECT RISK MANAGEMENT ON EXAMPLE OF IPMA-STUDENT PROGRAMME." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 20, no. 3 (September 30, 2019): 257–69. http://dx.doi.org/10.5604/01.3001.0013.7253.

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Rapidity and scope of changes of the economy in global and local level is a fundamental challenge for project managers. Changes in the environment make it difficult to successfully implement many projects. Quick identification and assessment of project opportunities and threats become the key competence of the project manager. The aim of the article is to present the level of risk management competencies among students who are certified on the IPMA-Student portal. The article uses the literature analysis of the subject as well as the analysis of data obtained from the IPMA Student exam portal. The main research problems are: - identification of the level of competence in risk management in projects that have certified students; - comparison of the level of competence in risk management with other technical competences held by certified students. The conclusions obtained are of practical significance because they enable the identification of the level of competence, which has a significant impact on the success of implemented projects. The topic discussed allows to indicate competence gaps in project risk management among students.

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Lowrey, Alex A. "Student Attitudes Regarding Active Learning In Health Professions Microbiology Course." American Journal of Health Sciences (AJHS) 7, no. 2 (February 3, 2017): 39–44. http://dx.doi.org/10.19030/ajhs.v7i2.9842.

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While many active learning strategies are evidence-based, it is unclear as to which methods are preferred by most students. In the present study students in an undergraduate health professions microbiology course were assigned four projects (“types” 1 – 4) that included elements of active learning and that required students to apply microbiological concepts to health care or public health. A type 1 project involved the student consulting professional journals, textbooks and/or websites and preparing an informative brochure on an infectious disease suitable for reading by the lay public. A type 2 project involved the student shadowing a health care professional. A type 3 project involved the student performing a community service. A type 4 project involved the student designing and conducting an original lab research study. A survey was used to assess student attitudes about doing these projects. I report that while some students preferred particular project types, no project type was preferred by a majority of students. In addition, students ranked all four project types highly and considered them all to have equal educational value and relevance to course content. These results suggest that instructors should avoid using a “one size fits all” active learning approach. Students value the use of diverse pedagogical approches that engage their learning in different ways and that connect course concepts to real-world applications.

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Mullai, Elvira. "Project-based learning and student development skills." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 80. http://dx.doi.org/10.26417/ejms.v6i2.p80-85.

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This study presents the results of a research work, which aims to highlight the benefits of learning through projects in the development of cognitive and psycho-social skills of students. Project-based learning is a contemporary teaching method where students work on a project about a topic or a particular problem that seeks to develop a variety of learning skills such as cognitive skills, social and collaborative skills, self-affirmative and leadership skills. To accomplish this work, students rely on prior knowledge of the subject and in-depth research on issues to be answered. The purpose of this paper is to highlight the positivity that the projected hours for the development of the special potentials the students have, aiming at the successful inclusion of students in the learning process. To substantiate the problem, we have also raised the research question: How does project work affect the students learning, leadership and social skills? To answer the research question of this study, we have raised the hypothesis that project work encourages the development of student learning, leadership and social skills. We have proved this problem through a qualitative observation method that was realized with the students of the eighth grade in the 9-year school "Abdulla Hida" in Elbasan, in the interlocutor project hours. From the results of the research we have come to the conclusion that through project-based learning is achieved the cognitive, social and self-empowering development of students.

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Breiter, Andreas, Görschwin Fey, and Rolf Drechsler. "Project-based learning in student teams in computer science education." Facta universitatis - series: Electronics and Energetics 18, no. 2 (2005): 165–80. http://dx.doi.org/10.2298/fuee0502165b.

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Designing information systems according to user requirements is crucial for software developers. In computer science education, acquiring necessary social skills to elicit and define those requirements is underdeveloped. We introduce a student-centered, project-based learning approach with a student team project, which tries to support these learning processes. Based on existing examples for project-based learning in other disciplines, the didactical concept and the integration into the curriculum are explained. Using two exemplary student team projects, the core learning processes are described. This approach allows students to explore methods for project management as well as requirements analysis and participatory design with real end-users. The results of the project according to student evaluation are presented and conclusions about the value added of student team projects for computer science education are drawn.

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Kirk, Chris Michael, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott, and Elle Park. "The Empowering Schools Project." Youth & Society 49, no. 6 (January 13, 2015): 827–47. http://dx.doi.org/10.1177/0044118x14566118.

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In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United States. Participant observation, focus groups, and interviews were utilized to identify classroom and school characteristics related to student empowerment. Students reported equitable teacher–student relationships, integrated student leadership, and shared decision making. Similarly, school staff reported high staff empowerment and sense of community. The Student Empowerment Model is a useful framework for school improvement, adding “power” to the broader literature on school climate and extending the work on empowering settings to schools.

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Swaim, James, and Amy Henley. "The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects." Journal of Management Education 41, no. 1 (July 28, 2016): 118–45. http://dx.doi.org/10.1177/1052562916662497.

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Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual student outcome valence on goal commitment for assigned team projects. Data were collected from upper-division students majoring in business administration at a large public university to examine the roles that instructors and students alike can play in increasing individual student commitment for assigned team projects. Results indicate that both instructor collaborative assistance and rational persuasion are related to individual student value placed on assigned team projects and also that this value affects overall project goal commitment. We suggest these results provide insights to assist instructors and students for increasing overall levels of student goal commitment in assigned team projects.

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Meehan, Barry, and Ian Thomas. "Tertiary EE Student Projects: What the Academics Learnt." Australian Journal of Environmental Education 22, no. 2 (2006): 59–70. http://dx.doi.org/10.1017/s0814062600001385.

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AbstractProblem solving and teamwork abilities are important skills for graduates entering the environment profession. Through a problem based learning approach small groups of students from the environmental courses at RMIT University have been gaining these professional skills by undertaking projects in Vietnam. With three years experience in running the project we have data, through the students' reflections and feedback, to demonstrate the value of the project approach, and to undertake improvements. Drawing on data from the latest project we can identify opportunities for improving the details of the project's organisation, but importantly demonstrate the value of the project in providing a depth of professional experiences for the students. This analysis will be important for other academics needing support in the development of project based activities for those in environmental courses.

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Morgan, Joe, Wei Zhan, and Matt Leonard. "K-12 Project Management Education: NASA Hunch Projects." American Journal of Engineering Education (AJEE) 4, no. 2 (November 13, 2013): 105–18. http://dx.doi.org/10.19030/ajee.v4i2.8227.

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To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the “High Schools United with NASA to Create Hardware” (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require universities to design and implement educational modules to be delivered over two (fall and spring) semesters to the six high schools in the area of project management. These modules exposed the students to project management concepts and tools that can be applied in their HUNCH projects. The benefits of the project management modules are: 1) acquiring knowledge in project management, 2) timely, cost- effective execution of the HUNCH projects, and most important, 3) increased student interest in STEM. This article discusses the details of Texas A&M University’s design and implementation of the project management modules. The faculty members involved in the sponsored research projects designed and taught the educational modules. The educational modules were reviewed by the Project Management Institute-Clear Lake (PMI-CL) to ensure consistency with PMI’s project management standards. Texas A&M University partnered with three high schools during this project. Undergraduate students at Texas A&M University who were enrolled in a project management course using project management techniques to complete their capstone design projects mentored the high school students. The interactions between the undergraduate and high school students proved beneficial to both parties. Pre- and post- tests in project management were designed and conducted in each high school. The data are used to analyze the effectiveness of student learning.

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KITAMURA, Kazuhiko. "Project for Student Formula." Journal of the Japan Society for Technology of Plasticity 53, no. 616 (2012): 397–99. http://dx.doi.org/10.9773/sosei.53.397.

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Ainsworth, Judith. "Student-Led Project Teams." Journal of Management Education 40, no. 4 (March 2, 2016): 453–77. http://dx.doi.org/10.1177/1052562916630575.

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Akers, Michael D., and Jodi L. Bellovary. "Graduate Student Audit Project." Journal of Business Case Studies (JBCS) 1, no. 2 (April 1, 2005): 19–38. http://dx.doi.org/10.19030/jbcs.v1i2.4919.

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Melin, Ulf, and Stefan Cronholm. "Project oriented student work." ACM SIGCSE Bulletin 36, no. 3 (September 2004): 87–91. http://dx.doi.org/10.1145/1026487.1008021.

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Umnyashova, I. B. "Youth Educational Project “Student+”: Implementation Results." Вестник практической психологии образования 17, no. 3 (2020): 104–14. http://dx.doi.org/10.17759/bppe.2020170310.

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The article presents the results of the implementation of the Youth educational project “Student+” by the Russian Public Organization “Federation of Psychologists of Education of Russia” — the winner of the competitive selection of applications from socially oriented non-profit organizations for the grant of the Mayor of Moscow in 2019 in the category “Volunteering”. The “Student+” project was created with the aim of involving university and college students in volunteer activities aimed at preventing negative phenomena in the youth environment, including primary prevention of chemical addiction among student youth. The main principle of the implementation of the prevention of drug addiction and alcoholism among students, implemented in the Project “Student+”, is the principle “an equal teaches an equal”, which involves special training of student volunteers in the design of preventive measures and scientific and methodological support during the implementation by students of copyright classes with the participation of peers. During the implementation period of the “Student+” Project (October 2019 — September 2020), a program of educational activities was developed and tested, aimed at developing skills in the field of primary prevention of illegal consumption of narcotic drugs and psychotropic substances in the student environment; content of the program, including for distance learning (website студентплюс.рф); methodological recommendations for universities on the organization of primary prevention of illegal consumption of narcotic drugs and psychotropic substances in the student environment, based on the principle “an equal teaches an equal”.

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Childers, Carla, Katie Hartman, Jacob Hiler, and Mick Andzulis. "Client projects: Student attitudes, learning outcomes, and project evaluations." Journal of Education for Business 95, no. 4 (July 9, 2019): 207–15. http://dx.doi.org/10.1080/08832323.2019.1627996.

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Dodd, Andrew, Peter English, Johan Lidberg, and Maxine Newlands. "Training political reporters during a federal election: The UniPollWatch student journalism project." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 50–62. http://dx.doi.org/10.53761/1.18.4.6.

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UniPollWatch was the largest student journalism project ever undertaken in Australia. Approximately 1000 students from 28 universities worked to cover the 2016 federal election. The project aimed to provide effective training on political reporting in a work-integrated learning environment. Utilising a combination of analysis and descriptions of the project and a survey research methodology, the results of this project suggest that by placing student reporters in the midst of a fluid and highly contested election environment they learn by observing and doing. The project demonstrated that students’ attitudes to, and aptitude for, covering politics varied greatly, but that the skills needed for political reporting can be improved through projects such as UniPollWatch.

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Oxenswärdh, Anette, and Maria Fredriksson. "Organizational change as student project." International Journal of Quality and Service Sciences 8, no. 3 (September 19, 2016): 428–37. http://dx.doi.org/10.1108/ijqss-12-2015-0077.

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Purpose This research project aims to study how some organizations choose to prioritize certain changes when offered assistance by students who are studying quality technology. Design/methodology/approach A literature study is pursued. In this project, textual analysis of student works, such as reports, project diaries and subtasks, is used as an empirical source. Findings Organizations seem to already have identified areas for changes, but they neither have the methods and proper tools nor the know-how of implementing the changes. The results show that organizations take their opportunity to learn different tools in quality technology pointed out and used by students. There seems to be a huge need of knowledge about different tools and help with implementation of organizational changes. Research limitations/implications The study is limited to a case study containing students’ project on a Swedish island. Practical implications The major implication of the study is that managers in organizations are positive in using university students in organizational change. Also, the students fill the gap for needs of knowledge about implementation. However, it is the managers together with the students who suggest change project and the students continue to perform the change. Originality/value The study makes a contribution to the knowledge of change management in exploring how educational course can bridge the gap between theoretical and practical aspects of organizational change by creating collaborative learning.

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Kek, Megan, Lindy Kimmins, Jill Lawrence, Lindy Abawi, Courtney Lindgren, and Trent Stokes. "Students enabling students in a Student Partnership Project: A case study emerging from the OLT Transforming Practice Project on Student Partnerships." Student Success 8, no. 2 (July 27, 2017): 117–22. http://dx.doi.org/10.5204/ssj.v8i2.389.

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This emerging initiative stemmed from an Office for Learning and Teaching Project (OLT) project, Transforming Practice Programme 2016: Student Engagement: Students as Partners in Teaching and Learning. The initiative, trialed in semester two, 2016, involved the selection and training of two experienced students to be leaders of a Closed Facebook ‘students-only’ community which provided advice and triaged queries to appropriate channels. The evaluative processes comprised a participatory action research methodology. Two student leaders who facilitated the Closed Facebook and four academic staff of the project were the participants. The findings demonstrate that the Closed Facebook students-only site provided a safe space, outside the formal learning/classroom environment, where student participants were able to ask and share knowledge. The informal student-for-student learning community complemented the formal structure by facilitating the opportunity for students to become ‘experts’ as university students as they move-through their learning journey.

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Turner, Elizabeth T. "Meeting Learners’ Needs through Project-Based Learning." International Journal of Adult Vocational Education and Technology 3, no. 4 (October 2012): 24–34. http://dx.doi.org/10.4018/javet.2012100103.

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There is a significant divide between what students want and what students receive in the classroom. Students increasingly lack interest and motivation to participate and learn. Instructional practices within and across schools vary widely, creating inconsistencies. Teachers’ instructional plans may put content and curricular needs above individual student needs. For some, the lack of desire to learn causes them to leave school. However, project-based learning, a student-centered, inquiry-based activity set in a real-world context, which uses technological tools to produce real-world artifacts, may be the solution to this dilemma. Project-based learning motivates students to actively apply critical thinking skills for project planning, collaborative problem solving, and higher-order thinking. Project-based learning can motivate students because it requires students to take ownership of their projects and learning, employ real-world technological tools and skills, collaborate with peers, reflect continuously on the process and the project, and develop a solution to a complex problem.

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Abu Salem, Fatima, Issam Damaj, Lama Hamandi, and Rached Zantout. "Effective Assessment of Computer Science Capstone Projects and Student Outcomes." International Journal of Engineering Pedagogy (iJEP) 10, no. 2 (March 11, 2020): 72. http://dx.doi.org/10.3991/ijep.v10i2.11855.

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A capstone project is a culminating experience that entails creativity, critical thinking, and advanced problem-solving skills. To that end, capstone projects enable students to prove their abilities, demonstrate their attained skills, and carry out a significant project in their field. In Computer Science Bachelor programs, there is a strong mapping between learning outcomes of capstone projects and all student learning outcomes. This paper presents an assessment framework for capstone courses that allows for sound evaluations of the performance of students and project qualities; besides assessing the student outcomes of the program. The developed framework comprises criteria, indicators, extensive analytic rubrics, and a summative statistical formulation. The presented course and framework are supported by the results, analysis, and evaluation of a pilot study for a single institution to explore the effectiveness of the proposed tool.

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Bots, Pieter, Els Van Daalen, and Sofia Dopper. "The PRESTO Project relay: Open, Asynchronous Learning in Virtual Peer Groups." EDEN Conference Proceedings, no. 1 (June 16, 2019): 451–59. http://dx.doi.org/10.38069/edenconf-2019-ac-0050.

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Academic education entails that students engage in open-ended assignments. Global education entails that students interact in projects with peers world-wide. The logistic challenge of offering academic project work to a large, heterogeneous student body, while keeping instructor workload manageable, is daunting. Project relays on the PRESTO software platform meet this challenge. In a project relay, students work in a virtual peer group on assignments that are organized in successive steps, where each step is peer reviewed. Unlike a regular peer review, the reviewing students revise the work they have reviewed. They then add the next step to it, and pass the improved-and-extended work on to another student. The PRESTO software fully automates the relay workflow, facilitates defining, monitoring, and grading projects, and has been adapted for use in LTI-compliant MOOCs. Since 2013, over 20 project relays have run in several courses at Delft University of Technology. Evaluations show that a project relay realizes the intended learning outcomes, but can at times be stressful for students. This prompts ideas for further pedagogical and technical improve¬ments.

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McCullough, Ellen. "Project Experience." British Journal of Music Education 3, no. 2 (July 1986): 181–84. http://dx.doi.org/10.1017/s0265051700005325.

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Children, who otherwise would not have had music teachers, experienced music though ‘Project Experience’, a co-operative music education laboratory designed by the University of New Mexico Department of Music and the Albuquerque, New Mexico, Public School District. ‘Project Experience’ provided university music students with the opportunity to teach music to children prior to student teaching practice; raised the consciousness of parents, teachers, and students about the importance of music in the schools; and assisted in easing the pinch upon a school district forced to tighten its financial belt.

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Ewell, Mary, and Padmanabhan Seshaiyer. "Project PROGRESS." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g81s4c.

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Project PROGRESS (Promoting Renewable energy research On the Grid to create Responsible STEM workforce in Solar Sustainability) is a unique first-time multidisciplinary program that provides an ideal opportunity for all participants, including students, faculty, and the workforce in the state to learn through experience and research. Students in this course are charged to develop innovative ideas to grow and sustain renewable energy research in the commonwealth of Virginia through a hands-on, experiential, and project-based approach. This project has helped to promote the much needed awareness of the importance of community-based solar energy by engaging various stake-holders in studying its impact and assessing its benefits, while supporting and encouraging solar energy growth in Virginia. The Dominion Foundation, the philanthropic arm of the Dominion Power (Virginia), funded this experimental STEM course.The two principle outcomes of this project include: (a) Engaging students in a new hands-on course that will be developed called “STEM for Solar” and; (b) Engaging the students in self-directed research on a variety of projects involving Solar including Virginia energy issues, critical energy infrastructure, smart-grid technology, and sustainability.Project PROGRESS includes a multi-disciplinary team of faculty and experts from various disciplines and industry. Student research projects include developing new designs of technologies to make solar energy economical to storing solar energy and beyond. This course stands a model of collaboration between a local philanthropic organization and GMU. Many aspects of STEM and public policy, applicable to the entire student body of COS, and Engineering are reviewed.

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Cline, Melinda, Carl S. Guynes, and Karine Simard. "Ace Project As A Project Management Tool." American Journal of Business Education (AJBE) 3, no. 6 (June 1, 2010): 63–68. http://dx.doi.org/10.19030/ajbe.v3i6.443.

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The primary challenge of project management is to achieve the project goals and objectives while adhering to project constraints - usually scope, quality, time and budget. The secondary challenge is to optimize the allocation and integration of resources necessary to meet pre-defined objectives. Project management software provides an active learning component to the study of project management principles. Prior literature indicates that active learning contributes to student success when students are actively engaged both inside and outside the classroom.

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Tamburro, Andrea G., and Marshelia Harris. "Enhancing Social Work Writing Skills Using Project- Based Learning." Journal of Baccalaureate Social Work 21, no. 1 (January 1, 2016): 51–61. http://dx.doi.org/10.18084/1084-7219.21.1.51.

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Social work instructors often assist students with writing; through a framework of project-based learning (PBL), they can apply a systematic approach to foster effective writing skills in undergraduate social work students. PBL guides students to identify and strengthen their writing skills so they can fill gaps that would otherwise inhibit their achievement. This article explores the planning, preparation, and implementation of two student projects that build writing proficiency using PBL. Strategies to assist developing writers are described, including viewing writing projects as a process, reducing student anxiety about writing, reducing plagiarism, and improving self-reflection on written documents.

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McAvoy, John, Mary Dempsey, and Ed Quinn. "Incremental Learning in a Capstone Project." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 2 (April 2020): 1–15. http://dx.doi.org/10.4018/ijitlhe.2020040101.

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Organizations are moving away from rigid planning to a more incremental style of planning and execution in projects. There is a growing acceptance of the effectiveness of incremental change, both in industry projects and in student projects, as a development method and as a learning approach. This, though, may not bring a universal benefit to all students. As enrolments in information systems degrees decrease, an increase in the number of mature students has the potential to counter this decrease in enrolments, but mature students need a different learning and teaching approach. This paper examines the impact of the adoption of an incremental, or iterative, approach in a capstone project for mature students. In the same way that there is not a single type of mature student, there also is no common set of impacts on mature students through the use of an incremental approach to learning and development.

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Klug Boonstra, S., and P. Christensen. "Mars Student Imaging Project: Real Research by Secondary Students." Science 339, no. 6122 (February 21, 2013): 920–21. http://dx.doi.org/10.1126/science.1229849.

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Miller, Louise. "An Internet-based Accounting Information Systems Project." American Journal of Business Education (AJBE) 5, no. 6 (October 30, 2012): 743–52. http://dx.doi.org/10.19030/ajbe.v5i6.7396.

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This paper describes a student project assignment used in an accounting information systems course. We are now truly immersed in the internet age, and while many required accounting information systems courses and textbooks introduce database design, accounting software development, cloud computing, and internet security, projects involving the actual integration of these topics with accounting concepts in a single comprehensive student project on the internet are uncommon. The project described gives students experience and knowledge of an internet-based accounting system using an online database. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, advanced web design, financial technology systems, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students taking the course.

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Jariyah, Ainun. "PENERAPAN PROJECT-BASED LEARNING DENGAN STANDAR PROJECT MANAGEMENT BODY OF KNOWLEDGE." Infotech: Journal of Technology Information 5, no. 2 (May 11, 2020): 65–70. http://dx.doi.org/10.37365/jti.v5i2.66.

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The Republic of Indonesia has completed competency standards for tertiary institutions which will be approved and developed in the 21st century. The problem in this research is the use of monotonous student lecture methods that are less active in the learning process. This causes students to be passive, bored, lazy, and less enthusiastic in learning. An appropriate learning model is needed to enhance the expected learning where one of them is Project Based Learning (PBL). The purpose of this study is for students to understand the problem and develop critical thinking skills. PBL has been widely adopted and used in various fields because the learning model not only gives students knowledge, but also directs students to facilitate their understanding in real life relationships. Data collection methods are used to complete the library by updating and using two types of sources. The Project Based Learning learning model by studying the Project Management Agency (PMBOK) can improve learning outcomes, increase student activity, skills, knowledge, and abilities in accordance with 21st century challenges.

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Skulan, Naomi. "Staffing with students." Digital Library Perspectives 34, no. 1 (February 12, 2018): 32–44. http://dx.doi.org/10.1108/dlp-07-2017-0024.

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Purpose The purpose of this paper is to examine the advantages and disadvantages to primarily utilizing undergraduate student volunteers for a long-term digitization project and to discuss methods to mitigate the disadvantages of student volunteer work. Design/methodology/approach This paper presents a case study of the use of student volunteers for the Historical Campus Newspaper Digitization Project at the University of Minnesota, Morris. Findings This paper describes the process of recruiting, training and managing student volunteers for a digitization project. Both advantages and disadvantages to student volunteer work are discussed, including possible steps to mitigate the disadvantages of student volunteers. Research limitations/implications This paper is limited to one institution’s experience utilizing student volunteers on one digitization project. Practical implications Librarians and archivists interested in new staffing methods for digitization projects can utilize this paper to better understand the benefits and costs to student volunteer labor before putting volunteer projects into practice. Originality/value This paper presents a unique case study of a digitization project staffed primarily with undergraduate student volunteers in an American academic library and archive.

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Jakobsson, E. "The biology student workbench project." Biochemistry and Molecular Biology Education 29, no. 4 (2001): 165–66. http://dx.doi.org/10.1016/s1470-8175(01)00063-7.

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Dargent, Eduardo, Gustavo Rivera, Matthew Kirwin, and Robin Harding. "Africa Project Graduate Student Reports." PS: Political Science & Politics 41, no. 04 (October 2008): 947–48. http://dx.doi.org/10.1017/s1049096508231318.

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Taking part in the APSA workshop in Dakar was an enriching experience for my understanding of comparative politics. My research is focused on Latin America and my experience with African politics before the workshop was limited. Even if I would not dare call myself an expert in Africa after just one month in Senegal, I would like to discuss a difference and a similarity between these regions that I found surprising. The workshop reminded me of the title of Wim Wender's movieFar Away, So Close.

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Jakobsson, Eric. "The biology student workbench project." Biochemistry and Molecular Biology Education 29, no. 4 (July 2001): 165–66. http://dx.doi.org/10.1111/j.1539-3429.2001.tb00109.x.

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Pennisi, E. "Student Assembly Drives Yeast Project." Science 343, no. 6178 (March 27, 2014): 1429. http://dx.doi.org/10.1126/science.343.6178.1429.

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Serna, B. "My student project leader experience." IEEE Transactions on Professional Communication 31, no. 4 (1988): 195–97. http://dx.doi.org/10.1109/47.9226.

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McFadden, Wendell R. "Summer Project Discourages Student Dropouts." NASSP Bulletin 75, no. 538 (November 1991): 131–32. http://dx.doi.org/10.1177/019263659107553823.

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Perozzi, Kathi, and Patricia Kowalski. "AWHONN Student Leader Internship Project." Journal of Obstetric, Gynecologic & Neonatal Nursing 40 (June 2011): S67. http://dx.doi.org/10.1111/j.1552-6909.2011.01242_93.x.

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Laxer, Cary. "Evaluating student team project experiences." ACM SIGCSE Bulletin 34, no. 3 (September 2002): 198. http://dx.doi.org/10.1145/637610.544480.

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Fink, Joseph L. "Student project wins HHS award." American Journal of Health-System Pharmacy 42, no. 9 (September 1, 1985): 1938. http://dx.doi.org/10.1093/ajhp/42.9.1938.

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Srinivas, M. B., and Koduri Srivivas. "All India student Project Contest." IEEE Aerospace and Electronic Systems Magazine 25, no. 9 (September 2010): 45. http://dx.doi.org/10.1109/maes.2010.5592995.

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KAWANISHI, Toshimasa. "Student Support using Project Adventure." Journal of JSEE 55, no. 1 (2007): 25–28. http://dx.doi.org/10.4307/jsee.55.1_25.

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Goldberg, Hannah R., and Brian E. Gilchrist. "The Icarus student satellite project." Acta Astronautica 56, no. 1-2 (January 2005): 107–14. http://dx.doi.org/10.1016/j.actaastro.2004.09.016.

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Milton, John G., Ami E. Radunskaya, Arthur H. Lee, Lisette G. de Pillis, and Diana F. Bartlett. "Team Research at the Biology–Mathematics Interface: Project Management Perspectives." CBE—Life Sciences Education 9, no. 3 (September 2010): 316–22. http://dx.doi.org/10.1187/cbe.10-03-0021.

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The success of interdisciplinary research teams depends largely upon skills related to team performance. We evaluated student and team performance for undergraduate biology and mathematics students who participated in summer research projects conducted in off-campus laboratories. The student teams were composed of a student with a mathematics background and an experimentally oriented biology student. The team mentors typically ranked the students' performance very good to excellent over a range of attributes that included creativity and ability to conduct independent research. However, the research teams experienced problems meeting prespecified deadlines due to poor time and project management skills. Because time and project management skills can be readily taught and moreover typically reflect good research practices, simple modifications should be made to undergraduate curricula so that the promise of initiatives, such as MATH-BIO 2010, can be implemented.

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