Relevant bibliographies by topics / Student activities. Art

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student activities. Art'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Student activities. Art"

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Sari, Yuni Rachtika, Yuliasma Yuliasma, and Zora Iriani. "PENERAPAN METODE TUTOR SEBAYA UNTUK MENINGKATKAN HASIL BELAJAR TARI SISWA DI KELAS XI IPS 1 DI SMA PERTIWI 2 PADANG." Jurnal Sendratasik 8, no. 3 (March 1, 2019): 43. http://dx.doi.org/10.24036/jsu.v7i3.103404.

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AbstractThis article aimed to explain and describe about the improvement of learning the dance art in students by using peer tutor method in class XI IPS 1 SMA Pertiwi 2 Padang. The type of this research was classroom action research which was conducted as much as 2 cycles. The subject was the students of grade XI IPS 1 SMA Pertiwi 2 Padang which amounted to 23 people. The data were collected by using observation sheets of the skills as well as documentation for the research. The results of this research showed that learning the art of dance using peer tutor method succeeded to improve the students’ learning outcomes at class XI IPS 1 SMA Pertiwi 2 Padang. This was evidenced on improving students’ activities and student learning outcomes on cycle I and cycle II which increased primely. On cycle I, the overall student positive activities were 38,64% and student negative activities were 16,89%. While, on cycle II student positive activites were 63,03% and student negative activities were 11,58%. The overall of students’ learning outcomes on cycle 1 was 55,21, meanwhile on cycle II, it has been risen to 80,21. Thus, the use of peer tutor method to enhance the outcomes in learning dance art in class XI IPS 1 SMA Pertiwi 2 Padang has already achieved very well.Keywords: the application of peer tutors, the method, the students’ results of dance learning
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Stadlerová, Hana. "The Development of Psycho-Didactic Skills within Special Art Education Projects." Acta Technologica Dubnicae 4, no. 2 (December 1, 2014): 60–66. http://dx.doi.org/10.1515/atd-2015-0006.

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AbstractThe paper presents the possibilities of developing the psychodidactic skills of students participating in a new pedagogical practicum conducted by the Department of Art of Masaryk University in Brno. Special art education (SAE), a program primarily designed for sociallydisadvantaged clients, imposes specific requirements on leading art activities. The students became part of a qualitative research program, which was implemented from 2010 to 2013 and which helped to articulate which psycho-didactic skills each student already had; this was accomplished through the implementation of specific art activities with clients from five participating institutions. The paper presents a part of the results of the research.
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Parmada, Ketut. "Peningkatan Aktivitas dan Hasil Belajar Pendidikan Seni Rupa Melalui Penerapan Model Pembelajaran Kontekstual Pada Siswa SMP." Journal of Education Action Research 2, no. 3 (December 10, 2018): 196. http://dx.doi.org/10.23887/jear.v2i3.16256.

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This study aims to (1) improve student learning activities, (2) improve the learning outcomes of students 'visual practices, and (3) describe students' responses to the contextual learning model in Fine Arts education lessons. The research subjects were students of class VIIA2 SMP Negeri 3 Sawan totaling 27 people. The CAR research was conducted in two cycles. The results showed that there was an increase in students' learning activities in learning art education. In the first cycle and second cycle, the average student learning activities were 2.98 (active enough category) and 3.28 (active type). The learning activities of students experienced quality improvement from the first cycle, the average student learning activity was 2.99 (quite active), and cycle II was the average student learning activity of 3.27 (active). Student learning activities from cycle I to cycle II increased by 0.28%. From the results of learning the practice of fine arts in the first cycle obtained the average class, classical absorption and mastery teaching classically in a row: 70.56, 70.56% and 77.78%. Student responses to the contextual learning model are obtained from the average response class of 45.75. Based on the results of this study, the application of contextual learning models can be used as an alternative to increasing student learning activities and outcomes.
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Sporea, R. A., and S. Lygo-Baker. "Summer Research Placements – State-of-the-Art Science by pre-University Students." MRS Advances 1, no. 56 (2016): 3715–20. http://dx.doi.org/10.1557/adv.2016.128.

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ABSTRACTSummer research placements are an effective training and research tool. Over three years, our group has hosted nine pre-university students over periods of four to six weeks. Apart from student training and skills acquisition, the placements have produced several peer-reviewed technical publications. Our approach relies on careful pre-planning of activities, frequent student interaction, coupled with independent and group learning. We explore the advantages and disadvantages of this manner of running summer placements.
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Handayaningrum, Warih, Djoko Tutuko, and Agus Suwahyono. "The Arts Learning Model of BPK2 (Creative Work Practice Learning) Activities." Harmonia: Journal of Arts Research and Education 19, no. 1 (June 24, 2019): 62–70. http://dx.doi.org/10.15294/harmonia.v19i1.23626.

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The study program of Drama, Dance and Music Arts (Sendratasik) of FBS Unesa often gets visits from various schools in the city of Surabaya and surrounding areas for specific purposes, one of which is SMA Negeri 6. SMAN 6 Surabaya is one of the schools that organizes Creative Work Practice Learning (BPK2) at Sendratasik FBS Unesa. So that the implementation of BPK2 activities runs optimally, an appropriate learning model is needed. The purpose of this study is to describe the art learning model in BPK2 activities at SMA Negeri 6 Surabaya in Sendratasik FBS Unesa. The Qualitative approach was used in this study, the subjects are 306 students of SMA Negeri 6 Surabaya, 20 lecturers, and 20 students of FBS Unesa. The object of research, art learning models in Creative Work Practices Learning Activities (BPK2). Location in Sendratasik FBS Unesa. Data collection techniques: observation, interviews, documentation Data analysis is done during data collection, interactive with flexible techniques. Research results: Learning art with BPK2 activities use a humanistic approach that is optimizing the potential and interest of students in art. Art learning material includes appreciation and creation. Project-based models and apretensive models are used to produce works until they are performed. Staging learning outcomes as projects that must be completed by students are carried out well until BPK2 activities become meaningful learning because the benefits continue to be felt when returning to school. This research is important to encourage freedom of learning, so that art education according to its function gives rise to student creativity.
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Saraiva, Elisa, and Maria Manuel Azevedo. "Primary School Project Fostering Environmental Education through Art." Modern Applied Science 14, no. 7 (June 25, 2020): 101. http://dx.doi.org/10.5539/mas.v14n7p101.

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Promoting Education through the integration of Environmental Science and Art is a creative and innovative way to stimulate young people to learn Science and Art with pleasure. This study is based on the outcomes of an Educational Project implemented by Portuguese students from the D. Maria II School, V.N. Famalicão, Portugal. The project consisted in the implementation of several activities, exploring concepts related to 1) Science; 2) Art; and 3) Solidarity. The effectiveness of the project was assessed through student’s engagement, quality of interactions and resulting products. According students’ opinions, the experience of taking part in this project was exciting and help them to raise their understanding and interest about environmental issues. This study highlights the importance of taking advantage of art activities to teach and learn about environmental science.
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McGahern, Patricia, Frances Bosch, and DorothyBelle Poli. "Enhancing Learning Using 3D Printing." American Biology Teacher 77, no. 5 (May 1, 2015): 376–77. http://dx.doi.org/10.1525/abt.2015.77.5.9.

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Student engagement during the development of a three-dimensional visual aid or teaching model can vary for a number of reasons. Some students report that they are not “creative” or “good at art,” often as an excuse to justify less professional outcomes. Student engagement can be low when using traditional methods to produce a model, but 3D printing gives both the teacher and the student new ways of experiencing classroom activities. The simple (and free) software offers students valuable skills, “professional” modeling results, a stronger understanding of the topic at hand, and new confidence.
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Zaenal, Mohamad Solehudin, Hilman Firmansyah, Nidia Haiva Agustina, Evi Silviana Heryanti, Maulana Yusuf Ibrahim, and Farida Hanum. "Edukasi Sampyong untuk Menguatkan Eksistensi Kesenian Tradisional di Majalengka." Agrokreatif Jurnal Ilmiah Pengabdian kepada Masyarakat 2, no. 2 (February 22, 2017): 67. http://dx.doi.org/10.29244/agrokreatif.2.2.67-72.

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Sampyong is a traditional art in Majalengka, West Java. It is a local dance which presents the attraction of courage and dexterity. This art has been an attraction at the celebrations in the community since long time ago. But nowadays, the existence of Sampyong has been faded. One of the effort to preserve Sampyong is through Sampyong Educational activities, especially for high school students as young generation. These activities include “Naon eta Sampyong?”, Techniques of Sampyong, Terlarut, Sampyong Art Festival, and the Inauguration of Extracurricular by the school as a results of the program implementation. These activity has been held at SMAN 1 Maja in Majalengka. The target of this activities is 15 senior high students. The results of the program are increasing of student knowledge, student’s interests and student’s skill in play Sampyong. Strengthening the Sampyong as Majalengka icon and granting the Sampyong art as national cultural heritage will be the sustainability of this program.
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Stevani, Ade, Dwi Anggraini, and Resnani Resnani. "Studi Deskriptif Fungsi Ekstrakulikuler Seni Tari Bagi Siswa SD Negeri 01 Kota Bengkulu." JURIDIKDAS: Jurnal Riset Pendidikan Dasar 2, no. 3 (January 31, 2020): 160–69. http://dx.doi.org/10.33369/juridikdas.2.3.160-169.

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This study aims to describe the fuction of extracurricular art of dance for students of SD Negeri 01 Kota Bengkulu. Type of qualitative research and descriptive naturalistic research method.the subject of this research is the extracurricular coach of dance art and the student of extracurricular activities of dance art. Data collection techniques use observation, interviews, and documentation. Data analysis is done by data reduction, data presentation (data display), data verification(coclusion drawing/verification) and withdrawal of conclusion (verification data). Testing the validity of the data using persistence of observation, membercheck and triangulation. The result of the research show the extracurricular function of dance which includes 1) development fuction, 2) sosialfuction, 3) rekreativefuction, the three fuctions have been done, but there are some indicators in the function of extracurricular art of dance that has not been done, that is development function in indicator the formation in indicator the formation of the character of discipline. In this indicator the formation of the character of students who follow extracurricular activities of dance art came too late because before the extracurricularschedule of dance art there are students who are still in the canteen and rest. Therefore, there should be a break between classroom hygiene activities and extracurricular activities of dance, so that the indicators of character building discipline are done.
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Rice, Robyn. "Innovative Art Therapy Activities Used by Undergraduate Student Nurses with Mental Health Patients." American Journal of Nursing Science 7, no. 4 (2018): 147. http://dx.doi.org/10.11648/j.ajns.20180704.16.

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Dissertations / Theses on the topic "Student activities. Art"

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Bellas, Noel. "Successes and challenges in implementing community art programs for youth in low-income communities : implications for social work practice." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100738.

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The purpose of this study was to examine the successes and challenges in implementing community art programs for youth in low-income communities. The National Arts and Youth Demonstration Project (NAYDP) was initiated in September 2001 in five program sites across Canada. This article reports on the qualitative findings of NAYDP staff implementation journals that were utilized in the first term of the project. Findings suggest that community partnerships in program recruitment, youth management and engagement and survey administration were all key aspects in the ability of staff to deliver the program. Positive Youth Development (PYD) provides a guiding framework and implications for social work practice, education and future research are explored.
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Labrinakos, Laura E. B. "Encouraging personally meaningful student art making through the inclusion of pre-studio, idea-generating activities a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2006. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2006.
Source: Masters Abstracts International, Volume: 45-06, page: 2749. Typescript. Abstract precedes thesis as 1 leaf iii. Includes bibliographical references (leaves 74-75)
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Preira, Jamie. "Indoor Nature-Based Art Activities| The themes students discuss while creating nature-based art." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276991.

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When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

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Turpin, Kelly Marie. "Are children overstructured? involvement in adult-organized activities and children's outcomes /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1228250961.

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Myers, Donald L. "Remediation of the misconception held by elementary students that humans are not animals through application of integrated art-science activities." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902510.

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This study was designed to investigate the effectiveness of integrated art-science curricula upon remediation of the misconception held by elementary students that humans are not animals. Quantitative instruments were designed to measure and assess: (1) the existence of the misconception within the test population; (2) the degree to which the misconception existed within grade levels and treatment groups within grade levels; (3) the degree to which any positive level of remediation is achieved; and (4) evaluation of the experimental curricula by participating faculty. Qualitative instruments were applied to measure and assess the reasoning process applied by students for the formation of and any degree of change in the targeted misconception.Two hundred and forty-two students, in grades one, three and five, from a rural elementary school in east central Indiana participated. Enrolllment of students in individual classrooms was accomplished by administration policy of random assignment. Classrooms, by grade level, were randomly assigned to treatment groups by the researcher.Students in control groups at each grade level were instructed according to established curricula of the school. Students in experimental animal science groups were instructed through specifically designed hands-on science activities with the art component being the school's established curriculum. Students in experimental animal art groups were instructed according to specifically designed art activities incorporating observations made during science lessons, with the science component being the school's established curriculum. Students in the both treatment groups received instruction combining the experimental animal science and experimental animal art curricula.Results indicated that students instructed from the experimental curricula demonstrated remediation of the misconception, with students in the both treatment groups of each grade level demonstrating the highest degree of remediation. Students in control groups failed to demonstrate any level of significant remediation while actually demonstrating an increase in the degree to which the misconception was held.Implications presented by the data indicate interdisciplinary approaches to learning to be far more effective in establishing higher levels of comprehension and understanding. Through the combination of the innate behaviorial characteristics of elementary students and the connecting relationships of academic disciplines, presentation of instructional materials will generate higher levels of interest and enthusiasm within both students and teachers. The resultant effect being a more positive learning environment and an increase in achievement.
Department of Biology
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Oliver, Brenda Peck. "Activities in world history for artistically talented students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/703.

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The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.
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Miranda, Janet Young. "A Study of the Effect of School-Sponsored, Extra-Curricular Activities on High School Students' Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2879/.

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This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.
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Casey, Arthur Clifford. "A Study of the Relationship of Student Participation in the Activities Program to Student Achievement, Attendance and Scores on College Admissions Examinations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331575/.

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This investigation studied the impact of male student involvement in selected school activities upon grade-point averages, rates of attendance and college entrance examination scores. The main purpose of this study was to provide data for state officials, school administrators, and school boards as they seek to make decisions concerning the activities program and its place in the educational system. The specific purpose was to determine if involvement in selected school activities had any relationship to the variables grade-point average, attendance, and scores on college entrance examinations. The study was carried out in four large Texas high schools with a total student population of 6,456. Male participants in seven major school activities were randomly selected. This process produced a total sample of 280 male students representing participation in seven activities in four high schools. Each activity was represented by a sample of forty male students. The conclusions were drawn that (1) there is a positive relationship between participation in the activities program by male students and attendance rate, grade-point average, and scores on the Scholastic Aptitude Test and (2) there was no negative relationship between participation in the activities program and the participants' ability to receive a high school education.
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Christopher-Yarrington, Laura. "Art criticism and aesthetics activities for fourth and fifth graders: Design, implementation and exploration of students' responses." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/278666.

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This study explored two areas: (1) teacher implementation of aesthetic and critical activities in the classroom; and (2) the nature of fourth and fifth grade students' responses during such activities. A series of lessons were designed and taught to fourth and fifth grade students. The study had two goals: (1) to solicit responses from the students that would illustrate their cognitive levels and their stages of understanding art; and (2) to provide a venue by which the researcher would assess her ability to design and facilitate philosophical and interpretive activities. Data from the study indicates that these students recognize expressive qualities of portraits, understand basic symbolism, apply the concept of figurative expression to their own abstract representations, and give clearly stated reasons for their aesthetic beliefs. Reflections on the teacher's participation in the study indicate need for fine tuning of questioning and facilitating strategies, and a greater historical knowledge of art and aesthetic theories.
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Cleveland, Rachel. "Understanding Employability Development Skills through Co-Curricular Activities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404619/.

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Employability skill development is being increasingly investigated among higher education scholars, corporate hiring managers, and governments around the world. Understanding employability skill development is important because it has implications on educational policy, teaching techniques, curriculum designs, and recruitment practices. This study was conducted at a public research university in a southwestern state of the United States. It was designed to understand the difference in employability skill development among students who participated in a leadership development program compared to those who did not. Additionally, the study investigated what skills were seeing the most change among student participated in the leadership development program, and if a student's major of study played any role in their overall employability development over the course of a year. Eight employability skills were tested in a pre- and post-test model. Results indicated that students in leadership development programs are more likely to see an increase in employability skill development. From the skills tested among participates, those in the leadership program found the most change over time in the area of problem solving skills. Finally, the results also indicate that a student's major does have an impact on their overall employability skill development. Students who major in business had significantly higher employability scores than those in other majors at the university.
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Books on the topic "Student activities. Art"

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Best of the West: Activities, games, art projects, patterns, student skill sheets. Dallas, Tex: Hendrick-Long Pub. Co., 1997.

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Modeling clay: Animals. Hauppage NY: Barron's, 2010.

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Hellsberg, Eugen. Alt-Prager Studentenlokale. Wien: Österreichischer Verein für Studentengeschichte, 1987.

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McMahon, Barrie. Exploring images: Picture analysis and activities for students. Basingstoke: Macmillan Education, 1988.

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McNutt, Nan. The spindle whorl: An activity book, ages 9-12. Seattle: Sasquatch Books, 1997.

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Hickman, Karrell. Literacy projects for student-centered classrooms: Tips and lessons to engage students. Thousand Oaks, Calif: Corwin Press, 2007.

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Wolf, J. M. Journal activities that sharpen students' writing. New York: Scholastic, 2005.

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Tolley, Kimberley. The art and science connection: Hands-on activities for primary students. Menlo Park, Calif: Addison-Wesley, 1993.

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Tolley, Kimberley. The art and science connection: Hands-on activities for intermediate students. Menlo Park, Calif: Addison-Wesley, 1994.

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Reimer, Marian. Celebrating diversity: Ready -to-use student activities. 2nd ed. Toronto, ON: Classroom Connections, 2004.

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Book chapters on the topic "Student activities. Art"

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Baer, J. "Aligning Program Goals, Student Selection, and Program Activities." In Creatively Gifted Students are not like Other Gifted Students, 39–48. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-149-8_4.

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Jeong, Yukyong, Michikazu Hiramatsu, and Kun Qian. "Experiences of University Student Volunteer Activities to Revitalize the Area Affected by the Kumamoto Earthquake." In Decision Science for Future Earth, 219–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8632-3_11.

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AbstractThe purpose of this paper is to clarify the situation and issues of volunteer activities through the example of the students’ voluntary activities after the Kumamoto earthquake. In the case study, we described the volunteer activities of Tokai University students starting from the time immediately after the Kumamoto Earthquake, and the revitalization activities they conducted in the disaster area. We focused on how the motivations and actions of university students are changing over time. The students of the Faculty of Agriculture of Tokai University established a student volunteer group called Aso Fukkoheno Michi which means “Path for Revitalization of Aso”. The group is currently working on the revitalization of Minami-aso Village, with a particular focus on developing the sustainability of the Kurokawa area. With this intention, members of Aso Fukkoheno Michi started to tell the story of Minami-aso Village to visitors. Through this storytelling activity, the students are able to convey their own experiences of the disaster to visitors. From the survey conducted among student volunteers, we learned about the effective ways in which the students undertook such activities. However, we identified problems faced by the volunteers regarding the continuation of their efforts in the future, and regarding maintaining their involvement with the local community.
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Biber, Sezer Köse, and Zerrin Ayvaz Reis. "Designing Creativity Developing Activities and Studying the Effects on Students in Web-Based Learning Environments." In State-of-the-Art and Future Directions of Smart Learning, 95–104. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_11.

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Kox, A. J., and H. F. Schatz. "Childhood and student years." In A Living Work of Art, 4–17. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198870500.003.0002.

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Chapter 1 briefly describes Lorentz’s background, family history, and childhood in Arnhem, providing a short description of this provincial town’s history. It goes on to describe Lorentz’s primary and secondary school years and his first steps on the path to becoming a famous scientist. Attention is given to the teachers and authors that inspired him, his student years at Leiden University, his achievement of a doctoral degree in record time, his work as a secondary school teacher, and his private activities in experimental physics. Context is given by a short historical sketch of the position of the University and the city of Leiden.
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Henderson, Lynette K. "Meltdown at Fukushima." In Advances in Media, Entertainment, and the Arts, 80–99. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch005.

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How do we integrate topics such as a global catastrophic event with visual literacy? With a spotlight on the 2011 tsunami-damaged Fukushima nuclear reactors on the coast of Japan, this chapter discusses theory and practice for an innovative thematic curriculum unit. This unit integrates formal studio skills with student learning about an international environmental crisis affecting geographical shores and water life. Students studied the environmental effects of radioactive contamination on sea life in the Pacific Ocean, and ongoing problems and concerns for people in Japan, the U.S. and beyond. Following research activities, students focused on studio work to create mixed-media and brilliantly colored ocean creatures, culminating in a group exhibition entitled Radioactive Seafood Market. The exhibition functioned as a powerful visual learning experience about art and global issues, for both students and the viewing public. Student artwork and exhibition examples include elementary and high school students, and pre-service teachers for high school art education and K-5 classrooms.
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Park, Hannah, and Jana Roberta Minifie. "Service-Learning Volunteerism Reboot." In Preparing Students for Community-Engaged Scholarship in Higher Education, 214–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2208-0.ch011.

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How universities adapt SL varies almost as much as the number of universities that offer those programs as SL can vary from volunteerism to internships. Seventy-seven SL administrators participated in a survey on the perceptions of the U.S. colleges on the definition of SL activities. The survey results indicated the participants less likely consider an academic community engagement project as a SL when it is paid by the community partner. This chapter examines the importance of including funded community engagement scholarship in SL activities. Following the survey results, the chapter further addresses how funding from community partners may strengthen the definition of SL by introducing The Design Laboratory, The Lab, from Memphis College of Art as a case study. The Lab was a student-driven design agency that provided SL activities to the students and communities. Most of The Lab's SL activities were funded by the community partners.
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Staats, Susan, David Ernst, Shelley Berken, and Douglas Robertson. "Investigating the Mathematics of Inaccessible Objects." In Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education, 97–121. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8714-1.ch005.

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This chapter uses a reflective practice standpoint to discuss the use of iPad-based video production apps to conduct mathematical inquiries in a college algebra class. By using sketching apps to layer photos with grids, and capturing mathematical notation as it was written, students describe mathematical features of artwork that cannot be physically touched for measurement. We discuss the potentials and pitfalls of a video assignment to uncover the mathematics of these “inaccessible” art objects. Student math videos are described through three themes: choice of video platform; level of engagement with mathematics; and videos as a lens to perceive mathematical thinking. Our commentary suggests that touch-enabled mobile devices are especially well-suited for experiential, inquiry learning activities. As research on touch-enabled devices proceeds, mathematics education researchers may consider the ways in which non-mathematical apps can be turned towards learning mathematics.
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Harney, Kristin. "Music and Visual Arts." In Integrating Music Across the Elementary Curriculum, 11–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085582.003.0003.

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This chapter explores connections between music and visual arts. It includes rationales for integrating music and art, common links between the two disciplines, and a discussion of the National Core Arts Standards. A table clearly shows the standards that are incorporated throughout the lessons and examples. The chapter contains four detailed, full-length lessons that integrate music and visual arts. These include a student-focused arts analysis; exploring repetition, mood, context, and movement in Michael Torke’s “Bright Blue Music”; connecting artistic and music techniques through the painting of a pastiche collage; and delving into French Impressionism. The chapter ends with an inventory of ideas detailing nineteen additional lesson topics, specific teaching strategies, and recommended activities.
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White, Gary W. "The Library as a Center for Innovation." In Advances in Library and Information Science, 68–86. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0326-2.ch004.

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The University Libraries have formed a strategic alliance with the Academy of Innovation and Entrepreneurship at the University of Maryland to develop library services and spaces to support student innovation and entrepreneurship. In Fall 2014, the Library opened a new state of the art “makerspace” that was developed via joint planning fundraising. In addition, the Libraries and the Academy are exploring further development and expansion of existing spaces in the library to support innovation, creativity, design-thinking, and entrepreneurship. This chapter situates this case study in the current literature of how academic libraries support innovation and entrepreneurship. Furthermore, it discusses how libraries can initiate and develop similar relationships on campus to assist in the creation of similar programs and services. This includes a discussion of best practices about joint fundraising. Finally, it discusses how “makerspace” services and spaces can be used to facilitate student learning as well as innovation and entrepreneurial activities.
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"Smart Mobile Learning Activities." In Virtual and Mobile Learning Activities in Higher Education, 1–28. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4183-8.ch001.

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The rapid technical development with new media forms and increased mobility is integrated into our everyday lives, as well as in more digitalized higher education and at distance. A new research area has been developed on mobile learning (m-learning) about the integration of self-directed and motivated opportunities. This chapter describes smart mobile learning activities with an emphasis on the importance of the connection by using resource-enriched and technology-embedded mobile devices for student-centered learning that allow students' to learn self-directed and motivated to obtain learning materials at anywhere and anytime, what learning benefits are being observed among students and teachers, and how different issues are being addressed. Methodically, it illustrates different frameworks for mobile learning and theoretically is the analysis of excerpts based on dialogical theories. The findings display that the space for m-learning offers many opportunities, as well as challenges, to design smart “mobile pedagogy” with a focus on student-centered learning.
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Conference papers on the topic "Student activities. Art"

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Narkhov, Dmitry Yur`evch, Elena Nikolaevna Narkhova, and Polina Andreevna Khorova. "The New Function of the Student Leisure in Russian Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5266.

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The aim of this work is to study the dynamics of the impact that the students’ leisure activities have on the value system formation of modern students. The object of the empirical analysis is musical and theatrical art as a form of multi-dimensional socio-cultural influences. Noting their interdependence, the authors on a particular empirical material prove the change in the value of leisure in the modernization of higher education in Russia, and establishment of a new function - the formation of common cultural competences and worldview attitudes of the future professionals. Special attention is paid to the role and importance of leisure activities of students for the society, and necessity of researching them for the formation of cultural policy. We show the results of the monitoring studies by the authors identifying the ideas that modern students have about leisure preferences, and refute the myth about the lack of demand for works of world and national classics. An increase of students’ reflection degree on works which address social problems has been revealed in motivation for choosing a cultural work. Student society is increasingly becoming an acting subject in society, and this is reflected in sudents' leisure preferences.
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.

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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a structured approach to solving problems with an appreciation for the art of engineering, they must experience meaningful projects that expand and challenge their capabilities. WKU ME freshmen individually create physical devices with little engineering science, developing a sense of the manufacturing skills required for realistic designs. Sophomore students execute a team design project with more technical expectations, and also individually complete a design and build project that continues from their freshman project. As juniors, the team design experience is extended to an external audience with greater technical rigor, and additionally student teams implement the ASME Student Design Competition (ASME SDC) as their design and build project. The goal is for seniors to be prepared to implement an industry-based design and build project subject to realistic constraints and customer needs. The implementation of the Engineering Design Component has evolved over the past four years guided by ongoing assessment of both course outcomes and program outcomes, internal and external evaluations of the design project outcomes, and the maturing status of the program facilities and curriculum. One strength of the Professional Plan framework is the ability to build upon previous coursework, assess student progress, and adjust course activities based on prior assessment results to assure that graduates are capable of practicing as engineers. This paper will detail a sustainable model for implementing the design process across the curriculum, with the basis for selecting projects, managing the efforts of student teams, and providing effective feedback. In addition to the engineering design component, the use of professional communications and professional tools are also structured within the design projects.
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Hernández-de-Menéndez, Marcela, and Ruben Morales-Menendez. "Competency Based Education – Current Global Practices." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5536.

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Competency Based Education (CBE) is considered an alternative to face the lack of individuals with the appropriate labour abilities. A state of the art on CBE in terms of the practices being performed by main worldwide universities/colleges is presented. Main promoted competencies include effective communication, critical thinking and lifelong learning. Also, teaching and practice activities are determined such as real life situations and simulations. Regarding competency assessment techniques, a mix of them is used to guarantee the desired competency level. Achievements of competencies are reported with a pass or not pass grade and with narrative transcripts. CBE benefits from student's perspective are also determined. The main advantage of CBE is that measures what a student can do after completing a program. It is also flexible, as universities/colleges of any size/age can incorporate it at different levels, which depends on their resources and strategies. Even though CBE has proven to solve a global problem, the gap between the supply and demand of skillful people can only be reduced if all the concerned parties work together in a coordinated manner.
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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.

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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
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Gerodetti, Natalia, and Darren Nixon. "Beyond Attrition and Retention: Working With Students to Enhance the First Year Experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9435.

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Student retention and attrition rates have been established as Key Performance Indicators (KPIs) for course teams in the Higher Education landscape in the UK. Against this quantified (and neoliberal) auditable undertaking, in this paper we offer an examination of a set of alternative qualitative efforts which are intended to improve the first year student experience by helping students transition into their course, and university life more generally. Working with students to enhance the first year experience is at the centre of our ontological position and we draw heavily on the idea of a “long thin” induction which continues throughout the first year at university. We explore the benefits of facilitating ‘students as producers’ and incorporating ‘student intelligence’ into university teaching and learning practices before presenting a series of activities that are designed to help students transition successfully and build a strong course identity. Having offered students different ways of structured integration into the course we reflect on how these activites can help first-year students develop the kinds of skills and knowledge base that contributes to a better experience of the transition and acculturation into university life in all of its facets.
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Maia, Mirna Carelli Oliveira, Eliane Cristina Araújo, Jorge Figueiredo, and Dalton Serey. "Student Engagement Through Creation of New Activities: An Empirical Study on Contributing Student Pedagogy." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1693.

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Contributing Student Pedagogy is an active method that encourages students to contribute to community learning and to value the contributions of others. Activities based on contribution guide students to produce study material and create new exercises for community usage and discuss and evaluate the contribution of others. The creation of new learning exercises can positively influence students' academic performance. This article presents an experimental study to assess how new exercises' creation influences student engagement in programming learning activities. Considering student engagement involves behavior, cognition, and emotion dimensions, this study examined which of these are affected when the student contributes to the community's learning through the production of new programming exercises. Results indicate that the development of this activity improves emotional and cognitive engagement and does not influence behavior. Contributing students reported developing more difficult learning exercises and felt more stimulated, satisfied, and happy. In contrast, those who did not contribute to the community said that their contributions were easier and felt more ashamed and proud.
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Vasudevan, Nitish, and Conrad S. Tucker. "Digital Representation of Physical Artifacts: The Effect of Low Cost, High Accuracy 3D Scanning Technologies on Engineering Education, Student Learning and Design Evaluation." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12651.

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This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.
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Conijn, Rianne, and Menno Van Zaanen. "Trends in student behavior in online courses." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5337.

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Learning management systems provide an easy and effective means of access to educational material. Students’ access to course material is logged and the amount of interaction is assumed to be a measure of student engagement within the course. In previous research, frequencies of student activities have typically been used, but this disregards any temporal information. Here, we analyze the amount of student activity over time during courses. Based on activity data over 11 online courses, we cluster students who show similar behavior over time. This shows three different groups: a large group of students who are mostly not active, another group of students who are very active throughout the course, and a group of students who start out being active, but their activity diminishes throughout the course. These groups of students also show different performance. Overall, more active students yield better results. In addition to these general trends, we identified courses in which alternative trends can be found, such as a group of students who become more active during the course. This shows that student behavior is more complex than can be identified from an individual course and more research into patterns of learning activities in multiple courses is essential.
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Toh, Christine A., Connor S. Disco, and Scarlett R. Miller. "The Impact of Virtual Dissection on Engineering Student Learning and Self-Efficacy." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35196.

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Product dissection activities are widely practiced in engineering education as a means of increasing student learning and understanding of core engineering concepts. While recent efforts in this area of research have sought to develop and utilize virtual dissection tools in order to reduce and mitigate the costs of physical dissection activities, little data exists on how virtual dissection impacts student learning and understanding. This lack of data makes it difficult to draw conclusions on the utility of virtual dissection tools for enhancing engineering instruction. In this paper we present the results of a controlled experiment conducted with first-year engineering students developed to examine the impact of virtual dissection on engineering student learning and self-efficacy. Our results revealed that student learning appeared to be unaffected through the use of virtual dissection environments. However, electro-mechanical self-efficacy gains were smaller for students who performed virtual dissection compared to students who performed physical dissection. These results add to our knowledge of the impact that virtual dissection tools can have on student learning and understanding and enable us to develop recommendations and guidelines for improving the effectiveness of these tools in engineering education.
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Saade, Raafat, Dennis Kira, and Dani Dogmoch. "Towards a Student Advisory System for E-learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3075.

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Web-based courses are being introduced by higher education institutions at an increasing rate, such that a systematic shift from face-to-face teaching to web-based teaching has become evident. This enthusiasm in web-based education is primarily driven by cost savings and bottom line net profits to institutions. However, research work in the field still has a long way to demonstrate the effectiveness and benefits of web-based learning in general and more specifically, which student can benefit most. Regardless of all the benefits reported, difficulties are still encountered by students, professors, and institutions alike. In fact, many studies show that the web environment for learning is not appropriate for everyone. Therefore, the primary question should be “who is appropriate to take web-based courses?” This of course is in the context of success as it relates to enhanced learning experience and improved performance. Considering the reported benefits and difficulties, this paper identifies seven factors characterizing student success in a web-based learning environment. In addition, we use those factors within a decision support advisory system to help screen students for their appropriateness to take a web-based course. The system was used with few students and this paper reports on one case. The advisory system identifies unfavorable conditions for success to the student and suggests remedial activities to enhance the student’s success.
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Reports on the topic "Student activities. Art"

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Jukes, Matthew C. H., Yasmin Sitabkhan, and Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, September 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

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The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Hashemian, Hassan. Infrastructure Academy Transportation Program. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2021.1919.

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The College of Engineering, Computer Science, and Technology at the California State University, Los Angeles has expanded its National Summer Transportation Institute into a year-long program by creating the Infrastructure Academy Transportation Program (IATP). The goal of this program is to build a pipeline of diverse, well qualified young people for the transportation industry. The program works with high school students and teachers to offer academic courses, basic skills, workforce readiness training, internships, extracurricular activities, and career placements to prepare students and place them into the Science, Technology, Engineering, and Math (STEM) College track. The academy emphasizes on transportation as an industry sector and aims to increase the number of underrepresented minorities and women who directly enter the transportation workforce. It also aims at increasing the number of young people who enter college to study engineering or technology and subsequently pursue careers in transportation- and infrastructure-related careers. The IATP was conducted as a full-year program with 30 student participants from high schools.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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