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Journal articles on the topic 'Student design laboratory'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Henss, S. R., J. M. Zajicek, and R. D. Lineberger. "A Comparison of Student Grades, Floral Design Laboratory Skill Scores, and Course Satisfaction of Traditional and Online Sections of a University Floral Design Course." HortTechnology 16, no. 4 (2006): 626–32. http://dx.doi.org/10.21273/horttech.16.4.0626.

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Performance of college-level floral design students was compared using a sample of 140 students from Texas A&M University. The experimental group was enrolled in the online version of the course, while the control group was enrolled in the traditional version of the course. Students in both groups were asked to fill out surveys at the beginning and end of the semester. In addition, student floral designs were evaluated at the beginning and end of the semester, and student grades were compared at the end of the semester. No statistically significant differences were noted in terms of studen

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Lin, J., and A. A. Ball. "A Laboratory Project-Based Teaching Approach to Integrated Design." International Journal of Mechanical Engineering Education 26, no. 4 (1998): 318–26. http://dx.doi.org/10.1177/030641909802600406.

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This paper presents an approach for demonstrating the interdependent and integrated nature of the engineering design process. The approach emphasizes the varied and multi-disciplinary nature of design so that students are aware of the importance and application of other course material. As an example, an air duct system is considered from its initial design through to its construction. This also provides an opportunity for students to understand the basic theory of surface development in sheet metal design and to carry out finite element (FE) stress analysis and air flow simulation in the firs

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Karnalim, Oscar, and Mewati Ayub. "A Quasi-Experimental Design to Evaluate the Use of PythonTutor on Programming Laboratory Session." International Journal of Online Engineering (iJOE) 14, no. 02 (2018): 155. http://dx.doi.org/10.3991/ijoe.v14i02.8067.

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Abstract—Educational tool is one of the prominent solutions for aiding students to learn course material in Information Technology (IT) domain. However, most of them are not used in practice since they do not properly fit student necessity. This paper evaluates the impact of an educational tool, namely PythonTutor, for completing programming laboratory task regarding data structure materials. Such evaluation will be conducted in one semester by implementing a quasi-experimental design. As a result, six findings can be deducted which are: 1) PythonTutor might positively affect student performan

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Schmidt-McCormack, Jennifer A., Marc N. Muniz, Ellie C. Keuter, Scott K. Shaw, and Renée S. Cole. "Design and implementation of instructional videos for upper-division undergraduate laboratory courses." Chemistry Education Research and Practice 18, no. 4 (2017): 749–62. http://dx.doi.org/10.1039/c7rp00078b.

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Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an ex

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Zamhari, Muhammad, and Estriana Murni Setiawati. "Developing Puzzles Laboratory Safety Symbols for Laboratory Introduction." Proceeding International Conference on Science and Engineering 1 (October 31, 2017): 219–23. http://dx.doi.org/10.14421/icse.v1.305.

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This work describes a study of puzzles development of laboratory safety symbols for laboratory introduction. The puzzles were purposed as a learning media for students prior to work in chemistry and science laboratory. The puzzles consisted of two different standard systems, Material Safety Data Sheet (MSDS) and National Fire Protection Association (NFPA) 704. For instructional development, the media was developed using four-D model (Define, Design, Develop, and Disseminate). This work was in develop stage and the media was qualitatively tested in State Islamic University Sunan Kalijaga, Yogya

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Nimunkar, Amit J., Benjamin Marty, Kristin Musa, and Robert G. Radwin. "Design of Ergonomic Tools for Commercial Laboratory Technicians." Ergonomics in Design: The Quarterly of Human Factors Applications 27, no. 2 (2019): 27–33. http://dx.doi.org/10.1177/1064804618809381.

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Repetitive tasks performed in a commercial laboratory potentially expose lab technicians to repetitive-motion stresses and strains. Our goal was to reduce or eliminate the risk of injuries through design strategies, such as automation, changes in work flow, system design improvements, or ergonomic assist tools. This article describes six undergraduate biomedical engineering student design innovations conceived for solving challenging ergonomics problems at Covance Laboratories in Madison, Wisconsin. Their designs tackled laboratory procedures for administering substances, sampling blood, remov

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Franco Valdez, Ana Dolores, and Alfonso Valdez Cervantes. "Retailing Laboratory: Delivering Skills Through Experiential Learning." Journal of Marketing Education 40, no. 1 (2018): 17–30. http://dx.doi.org/10.1177/0273475317753679.

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Building from a theoretical foundation of active learning, this article describes how using a retail laboratory in an educational curriculum can benefit both students and strategic partners. Students work alongside strategic partners, and the retail laboratory enables them to probe and design novel retailing strategies, such as launching new merchandise and designing store formats and layouts. This innovative approach to teaching marketing and retailing helps instructors focus the overall learning process, achieved through experiential learning. The empirical results affirm its effectiveness f

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Ariani, Mohsen Ghasemi, and Fatemeh Mirdad. "The Effect of School Design on Student Performance." International Education Studies 9, no. 1 (2015): 175. http://dx.doi.org/10.5539/ies.v9n1p175.

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<p class="apa">The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school design and some of its design characteristics such as unrestricted and functional views, indoor and outdoor spaces, and natural life were explained to students. In addition, student performance, defined by the average of their fin

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Magyari, Alexander, and Yuhua Chen. "FPGA Remote Laboratory Using IoT Approaches." Electronics 10, no. 18 (2021): 2229. http://dx.doi.org/10.3390/electronics10182229.

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Field-Programmable Gate Arrays (FPGAs) are relatively high-end devices that are not easily shared between multiple users. In this work, we achieved a remotely accessible FPGA framework using accessible Internet of Things (IoT) approaches. We sought to develop a method for students to receive the same level of educational quality in a remote environment that they would receive in a typical, in-person course structure for a university-level digital design course. Keeping cost in mind, we are able to combine the functionality of an entry-level FPGA and a Raspberry Pi Zero to provide IoT access fo

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Susilawati, Puspita Ratna. "Implementation of Web-Based Virtual Laboratory Media in Learning." TAMAN VOKASI 7, no. 2 (2019): 122. http://dx.doi.org/10.30738/jtv.v7i2.6396.

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The integration of information and communication technology in learning through the application of virtual laboratory media can be an alternative solution to overcome the constraints of time, cost, and laboratory safety in biology labs. Virtual laboratories are very suitable to be applied to the mechanism of evolution because they involve the context of space and time, and can provide opportunities for students to learn independently and increase active student involvement in learning. These study aims are to determine the effect of the application of virtual laboratory media on the understand

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Putri, Azza Nuzullah. "The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education." Journal of Education Research and Evaluation 5, no. 1 (2021): 95. http://dx.doi.org/10.23887/jere.v5i1.29203.

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Inquiry enables the student to learn through many activities that can improve student attitudes, processes, and thinking skills. Inquiry learning helps students develop their ability to solve the problem, think critically and reflectively. Applying inquiry-based activities in laboratory courses is one way to prompt the student-centered learning in general biology courses. The research aimed to develop a valid and practical inquiry-based laboratory manual for biology education students. This study used the ADDIE model to develop the product, the stages involve analysis, design, development, imp

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Sutriswan, Sutriswan, Usep Soetisna, and Mulyati Arifin. "Model Pembelajaran Inkuiri Berbasis Laboratorium Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa." Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi 6, no. 1 (2019): 58. http://dx.doi.org/10.25134/edubiologica.v6i1.2363.

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The problem in this research is the low of creativity and student learning outcomes that are the result of the learning process. Changes in the learning process of teaching paradigm centered on the teacher becomes a student-centered teaching paradigm. One model student-centered learning and the emphasis on the student's ability to acquire knowledge or experience of learning is learning Inquiry-Based Laboratory. The method used is the method mix (mixed methods) with the design of pretest and posttest control group design. The population of this research is the seven graders students of SMPN Dar

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Robinson, I. M. "An Undergraduate Power Electronics Laboratory." International Journal of Electrical Engineering & Education 24, no. 3 (1987): 239–49. http://dx.doi.org/10.1177/002072098702400310.

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The development of an undergraduate laboratory supporting the teaching of power electronics and electrical drives is described. This laboratory is used for standard experiments, but more importantly has led to the introduction of student-centred hardware and software design exercises. Such studies have improved student awareness of power engineering without detracting from the overall emphasis upon electronics within their course.

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Shaer, Orit, Michael S. Horn, and Robert J. K. Jacob. "Tangible user interface laboratory: Teaching tangible interaction design in practice." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 23, no. 3 (2009): 251–61. http://dx.doi.org/10.1017/s0890060409000225.

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AbstractTangible interaction is an emerging field of human–computer interaction that links the digital and the physical worlds by embedding computation in physical artifacts and environments. This paper shares our experience teaching tangible interaction over the past 4 years in an interdisciplinary, project-based laboratory course at Tufts University. Although the course is offered through the Computer Science Department, it reflects the multidisciplinary nature of the field, merging product engineering practices with a design studio approach. With a diverse mix of students, this approach has

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Schmidt, G., and U. Hanebeck. "Teaching Fuzzy Logic Control Design through Laboratory Experiments and Student Projects." IFAC Proceedings Volumes 26, no. 2 (1993): 753–56. http://dx.doi.org/10.1016/s1474-6670(17)48371-6.

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Koretsky, Milo D., Danielle Amatore, Connelly Barnes, and Sho Kimura. "Enhancement of Student Learning in Experimental Design Using a Virtual Laboratory." IEEE Transactions on Education 51, no. 1 (2008): 76–85. http://dx.doi.org/10.1109/te.2007.906894.

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Goodey, Nina M., and Cigdem P. Talgar. "Guided inquiry in a biochemistry laboratory course improves experimental design ability." Chemistry Education Research and Practice 17, no. 4 (2016): 1127–44. http://dx.doi.org/10.1039/c6rp00142d.

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Many biochemistry laboratory courses expose students to laboratory techniques through pre-determined experiments in which students follow stepwise protocols provided by the instructor. This approach fails to provide students with sufficient opportunities to practice experimental design and critical thinking. Ten inquiry modules were created for a one-semester undergraduate biochemistry laboratory course; these are freely available on the project website. A slightly modified version of the Experimental Design Ability Test (EDAT) was used to assess the impact of inquiry-based learning on student

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Blumer, Lawrence S., and Christopher W. Beck. "Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students." CBE—Life Sciences Education 18, no. 1 (2019): ar2. http://dx.doi.org/10.1187/cbe.18-08-0152.

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Past studies on the differential effects of active learning based on students’ prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. In each course in which the studies were conducted, student gains were analyzed by pretest quartiles, a measure of their prior preparation.

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Cullin, Matthew, Getu Hailu, Matthew Kupilik, and Todd Petersen. "The Effect of an Open-Ended Design Experience on Student Achievement in an Engineering Laboratory Course." International Journal of Engineering Pedagogy (iJEP) 7, no. 4 (2017): 102. http://dx.doi.org/10.3991/ijep.v7i4.7328.

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This study explores the effect of incorporating an Open-Ended Design Experience (OEDE) into an undergraduate materials science laboratory taken by third-year mechanical engineering students. The focus of the OEDE was carbon fiber reinforced plastics and sandwich structures. The results indicate that the incorporation of OEDE’s in laboratory courses produces significant benefits in terms of student engagement, participation, and perception of competence. In addition, the OEDE was found to enhance students’ ability to apply related concepts as compared to non-OEDE lab activities. The authors con

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Porter, Lon A. "High-Impact Practices in Materials Science Education: Student Research Internships Leading to Pedagogical Innovation in STEM Laboratory Learning Activities." MRS Advances 2, no. 31-32 (2017): 1667–72. http://dx.doi.org/10.1557/adv.2017.106.

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ABSTRACTTraditional lecture-centered approaches alone are inadequate for preparing students for the challenges of creative problem solving in the STEM disciplines. As an alternative, learnercentered and other high-impact pedagogies are gaining prominence. The Wabash College 3D Printing and Fabrication Center (3D-PFC) supports several initiatives on campus, but one of the most successful is a computer-aided design (CAD) and fabrication-based undergraduate research internship program. The first cohort of four students participated in an eight-week program during the summer of 2015. A second grou

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Mayson, D. J., and M. C. Cavenor. "Spectrum Analysis in the Undergraduate Laboratory." International Journal of Electrical Engineering & Education 24, no. 2 (1987): 147–55. http://dx.doi.org/10.1177/002072098702400209.

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The design of a spectrum analyser intended for use in an undergraduate communications laboratory is described. A design philosophy based upon limited performance and microcomputer control allows a normally complex instrument to be produced at low cost and with an operating procedure well suited to student use.

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Bass, Richard M. "Simulation Laboratory for Teaching Switching Power Supplies." International Journal of Electrical Engineering & Education 34, no. 4 (1997): 308–15. http://dx.doi.org/10.1177/002072099703400402.

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This paper describes the development of a design-oriented graduate course on switching power supplies, and the benefits of a co-requisite simulation laboratory. The final design project provides the student with many degrees of freedom and multiple solutions, more accurately capturing the true nature of power supply design.

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Burrows, Nikita L., Montana K. Nowak, and Suazette R. Mooring. "Students’ perceptions of a project-based Organic Chemistry laboratory environment: a phenomenographic approach." Chemistry Education Research and Practice 18, no. 4 (2017): 811–24. http://dx.doi.org/10.1039/c7rp00064b.

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Students can perceive the laboratory environment in a variety of ways that can affect what they take away from the laboratory course. This qualitative study characterizes undergraduate students’ perspectives of a project-based Organic Chemistry laboratory using the theoretical framework of phenomenography. Eighteen participants were interviewed in a semi-structured format to collect their perspectives of the Organic Chemistry lab. Eight qualitatively different ways in which students perceived the lab were uncovered and an outcome space was derived. The findings of this work are intended to inf

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Sattler, David N., Sudie Back, and Harriet Pollitt. "An Exit Survey Project for a Social Psychology Laboratory." Teaching of Psychology 22, no. 4 (1995): 238–40. http://dx.doi.org/10.1207/s15328023top2204_6.

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A Laboratory in Social Psychology course project allowed students to design and conduct an exit survey of graduating psychology majors. During the 6-week project, survey research issues were illustrated by active-learning activities. Nine months later, students indicated that the exercise enhanced their critical-thinking skills, understanding of survey research, and interest in and enthusiasm for research. Another benefit was that the student exit survey assisted the faculty in generating questions for a departmental exit survey.

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Lamanna, Justin R., and Perri K. Eason. "Building Creative Scientists in the Classroom Laboratory: Applications for Animal Behavior Experiments." American Biology Teacher 73, no. 4 (2011): 228–31. http://dx.doi.org/10.1525/abt.2011.73.4.8.

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In this animal behavior laboratory, designed to promote a discovery-based approach to laboratory teaching, students first observe the study organism, which gives them the opportunity to decide what behaviors interest them. They work collaboratively to develop their own hypotheses, which can range from simple to complex depending on the course's level. Student groups then design and run experiments to test their hypotheses. At the end of the exercise, the groups present their results to their peers, who are given time to ask questions. This kind of flexible, student-led exercise develops studen

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Qvist, Pekka, Tuomas Kangasniemi, Sonja Palomäki, et al. "Design of Virtual Learning Environments: Learning Analytics and Identification of Affordances and Barriers." International Journal of Engineering Pedagogy (iJEP) 5, no. 4 (2015): 64. http://dx.doi.org/10.3991/ijep.v5i4.4962.

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The future of educational technology has been envisioned to have increasing focus on simulations, game based learning, virtual learning environments and virtual worlds. The technologies aim to provide authentic learning and enable deeper, more complex and contextual understanding for students. To study the impact of virtual learning environments for natural sciences and engineering education, we have designed and implemented a virtual laboratory, LabLife3D, in Second Life. To date we have designed six virtual laboratory exercises in the biological sciences and chemistry and additionally create

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Elmer, Steven J., Kathryn R. Carter, Austin J. Armga, and Jason R. Carter. "Blended learning within an undergraduate exercise physiology laboratory." Advances in Physiology Education 40, no. 1 (2016): 64–69. http://dx.doi.org/10.1152/advan.00144.2015.

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In physiological education, blended course formats (integration of face-to-face and online instruction) can facilitate increased student learning, performance, and satisfaction in classroom settings. There is limited evidence on the effectiveness of using blending course formats in laboratory settings. We evaluated the impact of blended learning on student performance and perceptions in an undergraduate exercise physiology laboratory. Using a randomized, crossover design, four laboratory topics were delivered in either a blended or traditional format. For blended laboratories, content was offl

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Myers, Marcella J., and Ann B. Burgess. "INQUIRY-BASED LABORATORY COURSE IMPROVES STUDENTS’ ABILITY TO DESIGN EXPERIMENTS AND INTERPRET DATA." Advances in Physiology Education 27, no. 1 (2003): 26–33. http://dx.doi.org/10.1152/advan.00028.2002.

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We redesigned our intermediate-level organismal physiology laboratory course to center on student-designed experiments in plant and human physiology. Our primary goals were to improve the ability of students to design experiments and analyze data. We assessed these abilities at the beginning and end of the semester by giving students an evaluation tool consisting of an experimental scenario, data, and four questions of increasing complexity. To control for nontreatment influences, the improvement scores (final minus initial score for each question) of students taking both the laboratory and th

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Mapp, Lucy, and Simon Coles. "Delivering practical crystallography experience to undergraduate students." Acta Crystallographica Section A Foundations and Advances 70, a1 (2014): C1276. http://dx.doi.org/10.1107/s2053273314087233.

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Teaching of laboratory-based chemistry in universities has barely evolved since its inception. Practical work is generally conducted in a highly structured, dedicated teaching laboratory environment or on a `student-as-apprentice' basis in an active research laboratory. Exposure to crystallography as an undergraduate is generally limited to theoretical lecture-based courses, with little or no practical experience, despite the fact that training in the use of expensive research-based instruments is becoming a necessity of modern science. We present a course based around the solid-state structur

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Maher, Michelle A., Annie M. Wofford, Josipa Roksa, and David F. Feldon. "Doctoral student experiences in biological sciences laboratory rotations." Studies in Graduate and Postdoctoral Education 10, no. 1 (2019): 69–82. http://dx.doi.org/10.1108/sgpe-02-2019-050.

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Purpose The purpose of this study is to explore the experience of selecting and engaging in biological sciences laboratory rotations from the perspective of doctoral students. Design/methodology/approach Within the socialization framework, this study uses a qualitative approach whereby 42 biological sciences students enrolled at highly selective US universities were interviewed in the first and second year of doctoral training about laboratory rotation experiences. Findings The study revealed how doctoral students used formal and informal information networks, explored research topics, struggl

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Glehn, Gregor, Rüdiger Appunn, and Kay Hameyer. "A small scale magnetically levitated train for project-based laboratory education." Archives of Electrical Engineering 64, no. 4 (2015): 617–28. http://dx.doi.org/10.1515/aee-2015-0046.

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Abstract The drive train of a small scale magnetically levitated train reveals the principles of a mechatronic system and offers challenges related to design, construction and control. Therefore, it is used at the Institute of electrical Machines (IEM) of the RWTH Aachen University as a demonstrator for engineering solutions. Instead of being a part of a static predefined student laboratory, the small scale magnetically levitated train is part of dynamic individual student projects. This approach provides the advantage that the students are directly involved in the engineering process and gain

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Torres-Salinas, Hugo, Juvenal Rodríguez-Reséndiz, Adyr A. Estévez-Bén, M. A. Cruz Pérez, P. Y. Sevilla-Camacho, and Gerardo I. Perez-Soto. "A Hands-On Laboratory for Intelligent Control Courses." Applied Sciences 10, no. 24 (2020): 9070. http://dx.doi.org/10.3390/app10249070.

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This research focused on developing a methodology that facilitates the learning of control engineering students, specifically developing skills to design a complete control loop using fuzzy logic. The plant for this control loop is a direct current motor, one of the most common actuators used by educational and professional engineers. The research was carried out on a platform developed by a group of students. Although the learning techniques for the design and implementation of controllers are extensive, there has been a delay in teaching techniques that are relatively new compared to convent

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Mills, David R. "Scientific abilities in undergraduate projects and laboratory." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 69–72. http://dx.doi.org/10.29311/ndtps.v0i3.423.

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Projects are being increasingly used to provide a richer experience in physics teaching laboratories, and in the higher years, these may well approximate to the real world of industry and research. In first year, however, a wide range of approaches are utilised, from projects to open-ended experiments, yet questions remain about how students can best acquire a range of desired scientific abilities. Recent physics education research has suggested tools and approaches to help develop and measure the abilities such as needed to design and implement an experiment. Examples from several countries i

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Chaplin, Susan B. "GUIDED DEVELOPMENT OF INDEPENDENT INQUIRY IN AN ANATOMY/PHYSIOLOGY LABORATORY." Advances in Physiology Education 27, no. 4 (2003): 230–40. http://dx.doi.org/10.1152/advan.00002.2003.

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Student-originated projects are increasingly utilized in the biology laboratory as a means of engaging students and revitalizing the laboratory experience by allowing them one to two weeks to collect data on a manipulated variable of their choice by use of an introduced technique. Such experiments fail as good models of investigative learning when they place more emphasis on novel ideas than on hypothesis testing, experimental design, statistical rigor, or use of the primary literature. In addition, students get used to the routine and tend to design the same type of simplistic experiments in

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Abdjul, T., N. E. Ntobuo, and C. Payu. "Development of Virtual Laboratory-Based of Learning to Improve Physics Learning Outcomes of High School Students." Jurnal Pendidikan Fisika Indonesia 15, no. 2 (2019): 97–106. http://dx.doi.org/10.15294/jpfi.v15i2.12367.

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This study aims to develop virtual laboratory-based learning in physics subjects to improve the learning outcomes of high school students. This research is a research development with a 4-D model (define, design, develop, and dissemination). The results showed that the learning tools developed were categorized very well based on expert validation. Practical learning tools are used with an average value for the implementation of the learning process categorized very well and the average response of students to virtual laboratory based learning is very good. Student learning activities increased

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Pearson, Thomas E., and Sandra K. Strick. "The Physical Design of Computer Assisted Classroom/Laboratories." Hospitality Education and Research Journal 9, no. 2 (1985): 46–52. http://dx.doi.org/10.1177/109634808500900205.

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Interest in the topic of computer assisted instruction (CAI) led the authors to study desirable features for a computer assisted classroom/laboratory. An informal survey was designed using instructors and computer experts as sources of information. Areas of concern included general educational concerns, the layout for student terminals, furniture features, and room layout. It was found that no two facilities were alike. CAI labs were commonly restructed by financial and physical limitations. However, the survey results showed considerable agreement as to desired features in a classroom/laborat

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Kim, Ernest M., and Thomas F. Schubert. "A low-cost design experience for junior-level electronics circuits laboratories through emulation of industry-printed circuit board design practice." International Journal of Electrical Engineering & Education 54, no. 3 (2016): 208–22. http://dx.doi.org/10.1177/0020720916673650.

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Over a 2-year period, printed circuit board layout design and test were included in the laboratory portion of the second of two junior-level electronic circuits courses. Printed circuit board design using industry-accepted board specifications and standard industry Gerber file export experience was developed. The students’ printed circuit board design experience emulated real-world situations and cost criteria. The instructor served as the fabricator in this model of the industrial design situation. Students individually used industry standard schematic capture and layout software to develop a

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Molinaro, Ross J., Anne M. Winkler, Colleen S. Kraft, et al. "Teaching Laboratory Medicine to Medical Students: Implementation and Evaluation." Archives of Pathology & Laboratory Medicine 136, no. 11 (2012): 1423–29. http://dx.doi.org/10.5858/arpa.2011-0537-ep.

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Context.—Laboratory medicine is an integral component of patient care. Approximately 60% to 70% of medical decisions are based on laboratory results. Physicians in specialties that order the tests are teaching medical students laboratory medicine and test use with minimal input from laboratory scientists who implement and maintain the quality control for those tests. Objective.—To develop, implement, and evaluate a 1.5-day medical student clinical laboratory experience for fourth-year medical students in their last month of training. Design.—The experience was devised and directed by laborator

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Evans, Alun, Timothy Davies, and Stephen Wilks. "Is Your Laboratory a Turn-Off?" International Journal of Electrical Engineering & Education 39, no. 3 (2002): 284–91. http://dx.doi.org/10.7227/ijeee.39.3.13.

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Generations of students have discovered, too often, that laboratory experience is the least satisfactory aspect of reading engineering. It is a regular comment from employers of engineering graduates that new employees are deficient in basic laboratory skills, yet the problem persists and unquestionably leaves serious expositors of the subject with a feeling that more should be done in this area. Some three years ago the authors decided a serious effort was needed to address these issues in our own department. The vehicle chosen was the Level 1 circuit design course. This paper will describe t

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Odom, Daniel P., and Martha J. Grossel. "Using the Two-Hybrid Screen in the Classroom Laboratory." Cell Biology Education 1, no. 1 (2002): 43–62. http://dx.doi.org/10.1187/cbe.02-02-0002.

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The National Science Foundation and others have made compelling arguments that research be incorporated into the learning of undergraduates. In response to these arguments, a two-hybrid research project was incorporated into a molecular biology course that contained both a lecture section and a laboratory section. The course was designed around specific goals for educational outcomes, including introducing research to a wide range of students, teaching students experimental design and data analysis, and enhancing understanding of course material. Additional goals included teaching students to

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Kolkhorst, Fred W., Cheryl L. Mason, Dana M. DiPasquale, Patricia Patterson, and Michael J. Buono. "AN INQUIRY-BASED LEARNING MODEL FOR AN EXERCISE PHYSIOLOGY LABORATORY COURSE." Advances in Physiology Education 25, no. 2 (2001): 45–50. http://dx.doi.org/10.1152/advances.2001.25.2.45.

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We developed an inquiry-based learning model to better stimulate undergraduate students’ cognitive development of exercise physiology laboratory concepts. The course core is the two independent research projects that students, working in small groups, complete during the last 9 wk of the semester. Student groups develop their own research question and hypothesis, design the experiment, collect and analyze the data, and report their findings to the rest of the class using presentation software. To help with success of the research projects, students are taken through a series of guided-inquiry

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Speed, Caroline Jane, Giuseppe Andrea Lucarelli, and Janet Olwyn Macaulay. "Student Produced Videos - An Innovative and Creative Approach to Assessment." International Journal of Higher Education 7, no. 4 (2018): 99. http://dx.doi.org/10.5430/ijhe.v7n4p99.

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The ability to think critically and creatively are essential graduate attributes for science students yet many science graduates lack these skills and may struggle to gain employment. As undergraduate science educators, we are aiming to improve critical thinking, creativity and the promotion of deeper learning in our students. We have designed and implemented an innovative and creative approach to assessment to engage students with laboratory practicals, which are a core component of the biomedical sciences at Monash University. Through the introduction of an innovative approach to assessment

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Mulligan, Gregory, Nichole Taylor, Mary Glen, Dona Tomlin, and Catherine A. Gaul. "Cross-disciplinary thermoregulation and sweat analysis laboratory experiences for undergraduate Chemistry and Exercise Science students." Advances in Physiology Education 35, no. 2 (2011): 206–12. http://dx.doi.org/10.1152/advan.00067.2010.

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Cross-disciplinary (CD) learning experiences benefit student understanding of concepts and curriculum by offering opportunities to explore topics from the perspectives of alternate fields of study. This report involves a qualitative evaluation of CD health sciences undergraduate laboratory experiences in which concepts and students from two distinct disciplines [chemistry (CHEM) and exercise physiology (EPHE)] combined to study exercise thermoregulation and sweat analysis. Twenty-eight senior BSc Kinesiology (EPHE) students and 42 senior BSc CHEM students participated as part of their mutually

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King, C. S. O., D. W. Stupples, and P. J. Thomas. "Learning to Exploit Tolerances: An Undergraduate Laboratory Exercise in System Design of an Instrument." International Journal of Electrical Engineering & Education 45, no. 4 (2008): 281–98. http://dx.doi.org/10.7227/ijeee.45.4.2.

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A laboratory exercise is described that introduces the engineering student to design to meet a customer specification. The student learns to appreciate the system-engineering nature of design, where multiple objectives need to be satisfied. The design vehicle is one of the most conceptually simple instruments, namely a voltmeter based on a moving-coil movement. The student finds out how to reduce cost by making maximum use of the tolerance-forming part of the customer specification. He or she learns how both deterministic and statistical methods may be brought to bear. The statistical method a

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Thompson, Seth K., Julie Brown, Sehoya Cotner, Jonathan Andicoechea, FangFang Zhao, and Gillian Roehrig. "Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences." International Journal of Designs for Learning 11, no. 1 (2020): 59–74. http://dx.doi.org/10.14434/ijdl.v11i1.24129.

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Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In these laboratory courses, the primary instructor is often a graduate or undergraduate student teaching assistant. Such novice instructors often lack the pedagogical knowledge and experience to implement student-centered instructional practices such as

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Nirmala, W., and S. Darmawati. "The Effectiveness of Discovery-Based Virtual Laboratory Learning to Improve Student Science Process Skills." Journal of Education Technology 5, no. 1 (2021): 103. http://dx.doi.org/10.23887/jet.v5i1.33368.

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The inadequate condition of the laboratory, facilities, and infrastructure is the main obstacle to the lack of practicum activities. The purpose of this study was to examine the effectiveness of discovery-based virtual laboratory learning in improving science process skills of students. This type of research is a one-group-pretest-postest design research. Population and sample taken were students who took Basic Chemistry II course. The data collection method was carried out in a documentary manner and data analysis was in the form of calculating the percentage increase in science process skill

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Corwin, Lisa A., Christopher R. Runyon, Eman Ghanem, et al. "Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates’ Research Career Intentions Fully Mediated by Student Ownership." CBE—Life Sciences Education 17, no. 2 (2018): ar20. http://dx.doi.org/10.1187/cbe.17-07-0141.

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Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract a larger and more diverse group of students into research careers. CUREs are thought to be distinctive in offering students opportunities to make discoveries, collaborate, engage in iterative work, and develop a sense of ownership of their lab course work. Yet how these elements affect students’ intentions to pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features thought to be distinctive of CUREs (discovery, iteration, collaboratio

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Netshimbupfe, Adivhaho Frene, Mohame Almojtba Hamid Ali Abdalla, Binnur Demir Erdem, Youssef Kassem, and Huseyin Camur. "Solid Work simulation as a virtual laboratory concept for supporting student learning of mechanical engineering." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (2020): 53–60. http://dx.doi.org/10.18844/prosoc.v7i3.5233.

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Solid Works is a complete 3D CAD design solution, providing the product design team with all the mechanical designs, verifications, motion simulations, data management and communication tools that they need. This article presents an example of the design and analysis of the Savonius rotor blade to generate 10kW power output in the field of Mechanical Engineering (ME) using the Solid Work package (SW-P). The study was structured as an educational design experiment, which used the SW-P in teaching some ME courses in the ME degree programme at Near East University. An experiment of two equivalent

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Molinari, Alessandra. "Handwritten culture through digital native eyes: student participation in the digital fragmentology project Textus invisibilis." Open Information Science 5, no. 1 (2021): 89–118. http://dx.doi.org/10.1515/opis-2021-0005.

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Abstract The present paper addresses the issue of how interest-driven learning can enhance an attitude of student-generated inquiry in the learning process so to promote student participation in university research projects. The research question is how wonder as an epistemic emotion may sustain students’ interest-generated questioning, and how the latter may influence the design of a university research project. As a case-study, the paper describes a laboratory on palaeography which took place in Spring 2019 at an Italian State Archive within a University bachelor program in the context of a

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Malarić, Roman, Marko Jurčević, Hrvoje Hegeduš, Drago Cmuk, and Petar Mostarac. "Electrical Measurements Student Laboratory — Replacing Hands-on with Remote and Virtual Experiments." International Journal of Electrical Engineering & Education 45, no. 4 (2008): 299–309. http://dx.doi.org/10.7227/ijeee.45.4.3.

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This paper discusses the problem of transferring knowledge to students of an undergraduate electrical measurement course, and also describes the design of a Web-based measurement laboratory and experimental setup of Web-based experiments at the Faculty of Electrical Engineering and Computing (FER) in Zagreb, Croatia. The suggested design offers the possibility of teaching or presenting high-precision experiments using expensive or sensitive equipment that is unavailable in sufficient quantities to serve large numbers of students.

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