Relevant bibliographies by topics / Study skills guide

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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 'Study skills guide'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Study skills guide"

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Shepley, N. "Study Skills: A Student Survival Guide." IEEE Transactions on Professional Communication 49, no. 1 (March 2006): 85–86. http://dx.doi.org/10.1109/tpc.2006.870455.

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Smith, Gayle. "TEACHING STUDY SKILLS: A GUIDE FOR TEACHERS." Journal of Learning Disabilities 19, no. 6 (June 1986): 381. http://dx.doi.org/10.1177/002221948601900618.

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Berk, Monica. "Study Skills for Nurses: a practical guide." Contemporary Nurse 6, no. 1 (March 1997): 23. http://dx.doi.org/10.5172/conu.1997.6.1.23b.

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Glasziou, P., and C. Heneghan. "A spotter's guide to study designs." Evidence-Based Nursing 12, no. 3 (June 24, 2009): 71–72. http://dx.doi.org/10.1136/ebn.12.3.71.

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Wakefield, Gavin. "Pratt, Andrew.Practical Skills for Ministry (SCM Study Guide)." Journal of Adult Theological Education 7, no. 2 (June 10, 2010): 232–33. http://dx.doi.org/10.1558/jate.v7i2.232.

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McNamara, James F. "A Study Guide for Developing Survey Research Skills." International Journal of Educational Reform 2, no. 2 (April 1993): 213–23. http://dx.doi.org/10.1177/105678799300200214.

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Offord, M. "Review: Study Skills for Language Students: A Practical Guide." French Studies 57, no. 2 (April 1, 2003): 288. http://dx.doi.org/10.1093/fs/57.2.288.

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Wallace, Belle. "Book Review: Study Skills: A Students Guide for Survival." Gifted Education International 4, no. 2 (September 1986): 132. http://dx.doi.org/10.1177/026142948600400220.

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Santos, Larissa Guanaes dos, Andréia Cascaes Cruz, Francine Fernandes Pires Mekitarian, and Margareth Angelo. "Family interview guide: strategy to develop skills in novice nurses." Revista Brasileira de Enfermagem 70, no. 6 (December 2017): 1129–36. http://dx.doi.org/10.1590/0034-7167-2016-0072.

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ABSTRACT Objective: describe the skills of nurses to conduct family interviews based on the Family Care Guide for Nursing Clinical Practice. Method: exploratory case study that analyzed the content of 16 guides applied to a child emergency service by a novice nurse from the family nursing area. Results: the records indicated the presence of perceptual, conceptual, and executive skills required to conduct family interviews, in particular skills for the development of genograms, therapeutic relationships, and actions to fulfill family needs. Final considerations: the Family Care Guide for Nursing Clinical Practice is a useful tool to guide the training processes, promote the development of family interview skills in novice nurses, and allow the cognitive consolidation of essential elements of patient- and family-centered care.
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Colleen MacLean, Marguerite. "Book Review: Study Skills a Student's Guide for Survival 2nd Edition, a Self-Teaching Guide." Gifted Education International 5, no. 3 (September 1988): 204. http://dx.doi.org/10.1177/026142948800500325.

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Dissertations / Theses on the topic "Study skills guide"

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Arnold, Feeroezah. "A case study of how learners apply a Grade 10 study skills module in a mathematics class." University of the Western Cape, 2016. http://hdl.handle.net/11394/5180.

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Magister Educationis - MEd
A qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.
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Kim, Grace Jisoo. "Functional Orchestral Collaboration Skills for Wind Band Pianists: A Study Guide." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862795/.

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As opportunities to perform as a soloist diminish, more pianists consider chamber and orchestral playing as an alternative solution. By so doing, ample performance opportunities are introduced. Although most university music programs offer ensemble courses for pianists and have begun to offer degrees with an emphasis in accompaniment, their curriculum lacks instructions specifically designed to train and prepare pianists for playing in large ensembles, especially wind bands. This dissertation addresses the difficulties, which one might encounter in large ensemble collaboration, and recommends useful suggestions for acquiring functional skills to solve these difficulties. Pianists can attain professional status by acquiring the functional skills presented in each chapter. The goal of this study is to provide pedagogical support and direction for novice pianists in the larger ensemble collaboration.
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Chien, Ting Fang. "Enhancing Young Adult Learning Through Interpretive Skills Training: A Case Study of Student Tour-Guide Interns at a University Photography Center." ARIZONA STATE UNIV, 2017. http://hdl.handle.net/10150/626112.

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This case study explores the application of interpretive strategies as tools to facilitate transformative learning and advance young adults' abilities in various learning contexts. While much of the literature on adult museum program education focuses on older adults' learning, this study emphasizes the impact of interpretive skills training at a Southwestern university photography center on student tour guides' personal and professional learning. The findings reveal that the training allowed these student tour guides to transform their notions of learning and teaching through interpretive dialogues, cogenerative learning, and critical reflections. The interpretive skills training enhanced the participants' abilities to become better public speakers, interpretive writers, thoughtful educators, and efficient learners. Based upon the findings, the research suggests that interpretive strategies are useful to develop future teachers to be open to different perspectives, willing to consider new ideas, and create a two-way transformative learning loop with their students.
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Wood, Charles Lloyd. "Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123704588.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center
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Petrini, Glenda Casey. "An analysis of social studies skills in state curriculum guides." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/82645.

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The purpose of this study was to answer an overall question: What is being recommended or required by states regarding social studies skills in actual curricula? The researcher examined curriculum guides to see how the states defined, classified, and organized the skills - determining whether patterns of agreement existed. Materials for the analysis were received from 39 states via letters sent to states' social studies supervisors. The states' materials were content-analyzed using the researcher's "Basic Analysis Process" which included a coding instrument based on the Essentials Of The Social Studies (1980) - a statement by NCSS to enumerate basic learning expectations for exemplary social studies programs. The method of research, the findings of the study, the literature search, and generalizations regarding curriculum guides should interest education professionals, curriculum designers, and researchers in general. The researcher's "Comparative Content Analysis System," which is based on ideas gained from research theory on qualitative study, includes a pretesting component, a "Basic Analysis Process" for the actual content analysis of the states' documents, and a system for collecting and summarizing the findings. Three special appendices illustrate the study's findings: a state by state summary of content analysis information and tables of quantitative data revealing, for example, the most dominant skills cited at specific grade levels. The literature search, which evolved into a history of the social studies skills spanning some 100 years, documented a continued situation of confusion and chaos relative to the skills. The content analysis indicated, in varying degrees, confusion extends into states' curriculum materials as well. An open-ended aspect of the study's design allowed for the emergence of the unexpected --- such as the researcher's findings regarding desirable characteristics of "ideal" curriculum guides.
Ed. D.
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Kirby, Linda. "Another look at reflection : promoting student voice, self-efficacy and student/teacher dialogue through structured, guided reflection prompts in a college reading and study skills course /." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/19/.

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Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.

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In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes. Hence, the purpose of this creative thesis project was to update the Academic Commitment module within the CHAMPS/Life Skills manual. Specifically, the Time Management and Study Skills components were revised. These revisions were evaluated by three university professors. In conclusion, the present creative thesis project will assist in presenting CHAMPS/Life Skills material to student-athletes.
School of Physical Education, Sport, and Exercise Science
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Asher, Sidney E. "A descriptive study of the effectiveness of an independent living program." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1254.

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The project is concerned with the effectiveness of the Independent Living Program (ILP) in assessing the effectiveness of preparing youth for emancipation from the foster care system. Specifically, the project focused on ILP participants' preparedness to live independently as determined by: education, housing, employment/career, and money management skills attained.
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Chu, Wai-kin, and 朱偉健. "A comparative study of two programme designs in skills training for mentally retarded adults in day activity centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B43893235.

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Wong, Kin-on Leo, and 王健安. "Evaluation on training programs of day activity centres for mentally handicapped adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976785.

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Books on the topic "Study skills guide"

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1954-, Draper Christine, and Higgins Julia W. 1958-, eds. Landmark study skills guide. Prides Crossing, MA: Landmark Foundation, 1989.

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Greaves, Jane. Study hints & tips: Study skills guide. [Derby]: University of Derby, 2000.

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A guide to study skills. Kuala Lumpur: Synergy Media, 2007.

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Gillham, Bruce. A guide to study skills. Sheffield: Sheffield City Polytechnic, 1985.

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Walsh, Frank. The Regis study skills guide. 5th ed. New York: International Debate Education Association, 2008.

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Davies, B. Study skills: A student's survival guide. Newcastle-Under-Lyme: Davies, 1990.

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Study guide to english functional skills. [Place of publication not identified]: Coleridge Press, 2013.

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Davies, Evelyn. Study skills for reading: Teacher's guide. London: Heinemann Educational, 1985.

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D, Meagher Linda, ed. Mastering study skills: A student guide. Englewood Cliffs, N.J: Prentice Hall, 1989.

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1914-, Armstrong William Howard, and Armstrong William Howard 1914-, eds. Barron's pocket guide to study tips. 5th ed. Hauppauge, N.Y: Barron's, 2004.

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Book chapters on the topic "Study skills guide"

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Davies, Martin. "Writing Critical Reviews: A Step-by-Step Guide." In Study Skills for International Postgraduates, 151–63. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34553-9_10.

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Dong, Yuan. "Study on Practice of Microteaching in Professional Skills Training of Tour Guides." In Lecture Notes in Electrical Engineering, 737–43. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_93.

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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"Reading skills." In Film: The Essential Study Guide, 77–82. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-10.

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"Viewing skills." In Film: The Essential Study Guide, 95–104. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-12.

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"Research skills." In Film: The Essential Study Guide, 67–76. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-9.

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"Presentation skills." In Film: The Essential Study Guide, 181–92. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-19.

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"Lecture and seminar skills." In Film: The Essential Study Guide, 41–48. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-6.

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"Integrating skills and knowledge." In CGMA Exam-Case Study Guide, 35–43. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119449768.ch3.

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"Seminar skills." In The Media and Communications Study Skills Student Guide, 47–59. University of Westminster Press, 2019. http://dx.doi.org/10.16997/book42.e.

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Conference papers on the topic "Study skills guide"

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Gomes, Kaio Pablo, and Simone Nasser Matos. "Detection of Programming Plagiarism in Computing Education: A Systematic Mapping Study." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.sbie.2020.1633.

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The programming plagiarism is increasingly a problem in computing education, and the proposed solutions for this growing concern rely on automatic detectors. The usage of the automatic tools for this purpose can provide benefits in education for professors and instructors of programming assignments, besides, to avoid the lack of essential skills from the students since they compromise their programming logic by plagiarizing. This paper performs a systematic mapping study aligned with a snowballing technique to analyzes the existing solutions for this domain. As contributions, tendencies, as well as information analysis, are provided to guide new proposals of solutions.
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Astuti, Sri, Zuhrohtun Zuhrohtun, and Kunti Sunaryo. "Evaluation Of Learning Process Based On Outcomes-Based Education (Obe) In Study Program Of Accounting Faculty Of Economics And Business UPN “Veteran” Yogyakarta." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.185.

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This study aims to evaluate the success of the learning process in the Accounting Study Program at UPN “Veteran” Yogyakarta. The success of the learning process can be seen from the learning outcomes. This study was conducted in order to prepare an educational curriculum using the OBE approach. This study is survey research conducted on students of the Accounting Study Program at UPN "Veteran" Yogyakarta. The number of respondents is 106. The instrument used in exploring the depth of the survey results is the Learning Outcomes (LO) which will be used in the preparation of the new curriculum “Merdeka Belajar – Kampus Merdeka”. The questionnaire instrument will be used as a basis for measuring the success of the LO which is formulated in the Curriculum Guide for Accounting Study Program of UPN "Veteran" Yogyakarta. LO is the ability to communicate and write; problem-solving skills; ethical reasoning skills; ability to work with teams; the soul of defending the country. Based on the survey results, the following results were obtained: the students' communication and writing skills are still lacking; the ability to solve the problem of the students is still lacking; students' ethical reasoning skills are quite good; the ability to work with the team is still lacking; the spirit of defending the country is still lacking. The results of this survey can be used as an input in developing the MBKM curriculum.
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Rissanen, Antti, and Kalle Saastamoinen. "CHALLENGES IN ASSESSMENT AND GUIDANCE IN STUDY GROUP BASED LEARNING." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.112.

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In science and technology education lectures, exercises, and report type home works are aimed to guide individual learning in knowing applied methods and tools to gain knowledge and skills needed in future profession. This research presents observations how flipped learning and group work would solve some of the motivation and resource related challenges in the NDU’s master level curricula in the department of military technology. However, feedback studies from recent courses showed that assessment, guidance, and even controlling procedures are needed when applying these methods. Action research methodology was used to seek solutions to the new challenges produced by student centric education like flipped and group work type approaches. Observations were made from the NDU’s two year long, preprogrammed, and mostly preplanned curricula. The research revealed that in NDU many aspects in group based models required deeper consideration. Especially, related individual assignments, assessment methods, and motivational aspects formed some of the critical areas. Keywords: group work, assessment methods, student centric learning.
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Nel, Marguerite. "Information behaviour and information practices of academic librarians: a scoping review to guide studies on their learning in practice." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2020.

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Introduction. This paper reports on a scoping review of the literature on the information behaviour and information practices of academic librarians to determine how their information activities are linked to knowledge and skills development (i.e., their learning). Method. A scoping study of peer reviewed scholarly papers published in English between 2000 and 2019 was conducted. Over 5600 papers, retrieved from seven scholarly databases, were screened, based on title, keywords and abstract, resulting in 126 papers for analysis. Analysis. Data were extracted to provide an overview of the extent, range and scope of the selected literature. MS Excel and MS Word was used to sort, group and thematically analyse the data. Results. The review provided valuable insight into the information behaviour and information practices of academic librarians. It also identified several information activities librarians engage in to ensure they have sufficient knowledge and skills (i.e., to learn) to cope with challenges in their work environment. Conclusions. The scoping review served as a useful tool to get a notion of the scope of studies on the topic, addressing the research questions, and identifying opportunities for further investigation.
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Fleischman, David, and Peter English. "The alumni narrative of the connection between university skills and knowledge, and industry: An ‘outside-in’ understanding." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9347.

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This study takes an ‘outside-in’ approach by exploring the narratives of university alumni working in industry. The aim of the study is to understand how engaging with industry alumni supports and informs graduate skills and knowledge needed for future employability, and university career/future focused curriculum design. To achieve the aim, the study adopted an Appreciative Inquiry approach to guide a series of n=8 depth interviews recorded in a digital video format. This approach provided alumni with a platform to construct their unique professional narratives in a manner that was relatable and engaging to students, and that universities could use as an educational tool. Data from the interviews resulted in three main themes: 1) the necessity of soft-skills and work experience, 2) the importance of resilience, and 3) the willingness to constantly learn. Theoretically, the findings contribute externally validated support and extension of important and desirable graduate attributes, providing evidence for informing and extending career/future focused curriculum design. Practically, the findings provide students and universities with professional confirmation and foresight of the skills and knowledge needed to transition and navigate the professional workforce, along with an educational tool to implement into curriculum.
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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
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Kadlowec, Jennifer, John C. Chen, and Dexter C. Whittinghill. "Providing Rapid Feedback to Students to Improve Student Learning and Engagement." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82385.

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In this project our goal is to improve student learning in engineering mechanics courses. The aim to improve learning was accomplished by providing rapid feedback to students of their understanding of key concepts and skills being taught. The feedback system acts as a catalyst to encourage students, working in pairs, to assist each other in correcting misconceptions or deepening each other’s understanding of the concept or skill at hand. Furthermore, the system allows the professor to assess the students’ level of comprehension or misconception in a just-in-time fashion, and thus guide the pace of covering the material. The feedback is enabled through wireless-networked handheld computers or color-coded flashcards. In the first two years of the study, the feedback system was implemented in two sections of a lower-level, core-engineering course, Statics, as well as in follow-on courses of Dynamics and Solid Mechanics.
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Kok Arslan, Ayse. "A Development Framework for a Conversational Agent to Explore Machine Learning Concepts." In 2nd International Conference on Soft Computing, Artificial Intelligence and Machine Learning (SAIM 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.111004.

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This study aims to introduce a discussion platform and curriculum designed to help people understand how machines learn. Research shows how to train an agent through dialogue and understand how information is represented using visualization. This paper starts by providing a comprehensive definition of AI literacy based on existing research and integrates a wide range of different subject documents into a set of key AI literacy skills to develop a user-centered AI. This functionality and structural considerations are organized into a conceptual framework based on the literature. Contributions to this paper can be used to initiate discussion and guide future research on AI learning within the computer science community.
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"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born during the age of smart phone. They are the first generation that used a tablet before they could ride a bike, the first to have childhood friends that they engaged with electronically, and the first to have their baby photos and youthful milestones shared on social media. Their minds, relationships, learning preferences, emotional health, sense of self, have all been inexplicably shaped by constant exposure to screens and networked digital technologies, which the research shows in high doses changes the neural circuitry of developing brains, leading to shorter attention spans, stunted social skills and a heightened ability to multitask Methodology: In the fall of 2017 an online student perception survey was administered to students enrolled at a mid-Atlantic minority serving institution. The survey included a combination of dichotomous, Likert-scaled, and ranking questions. The survey was administered to students following completion of core computer concepts courses and explored their technology backgrounds, skills, perceived computing self-efficacy, and the role they predict technology will play in their future career Contribution: As Generation Z descends on college campuses, with their technology dominated backgrounds and different communications, learning, and social preferences, it is important to better understand this generation whose needs and expectations will help shape the future of higher education. Additionally, this study also provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports is impacted negatively by the digital divide and educational inequalities. This paper is timely and relevant and helps to extend our understanding of Generation Z. Findings: The findings show that Generation Z learners enjoy computer classes, feel that using computers comes easy to them; are experts in the use of social media, mobile operating systems, using a smart phone, searching the Web, and email. They reported that they want to be more technologically literate, want to be more skilled in computer software applications, and are interested in learning about cyber security. In terms of the future, most also believe that their career will require them to analyze information to inform decision making. Additionally, most believe that information security will be important to their future career. Finally, results affirmed that college computing courses remain important and that college students recognize that technology will play an important role in their career and that employers want to see job applications with strong technology skills. Recommendations for Practitioners: Generation Z learners enrolled in higher education need, and want, a wide range of technology courses available to them in order to help them meet the rapidly evolving demands of tomorrow’s workplace. Students overwhelmingly see the value in enhancing their technology skills especially in such areas as computer software applications, information management, and cyber security. Recommendation for Researchers: Institutions of higher education should invest in thorough and ongoing examinations of the information and technology literacy skills, needs, and perceptions of students. Impact on Society: Understanding the interests and needs of Generation Z learners is imperative to the future of higher education. Future Research: This survey is a work in progress that is part of a pilot study that is being used to help guide a much more sizable examination of Generation Z learners.
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10

Loweth, Robert P., Shanna R. Daly, Kathleen H. Sienko, Amy Hortop, and Elizabeth A. Strehl. "Novice Designers’ Approaches to Justifying User Requirements and Engineering Specifications." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22163.

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Abstract User requirements and engineering specifications represent important criteria that engineering designers use to define their design problems and evaluate the suitability of their solution concepts. Novice designers frequently develop user requirements and engineering specifications as part of curricular design projects; however, few studies have explored how novice designers justify the user requirements and engineering specifications that they develop. This preliminary study analyzed the design reports of capstone design teams to determine how novice designer participants justified their user requirements and engineering specifications. Teams frequently used “Sponsor interactions” and “Perceptions of user needs” as justifications for user requirements but gathered limited data directly from users. As such, the user requirements developed by teams may have been based on team assumptions rather than actual user needs. Teams frequently used “Sponsor interactions,” “Technical research,” and “Prior work” as justifications for engineering specifications. However, teams also developed several engineering specifications without clear justifications. Our findings suggest that as novice designers develop their design skills, they may need scaffolding and support tools to guide the development of user requirements and engineering specifications that accurately reflect user needs.
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Reports on the topic "Study skills guide"

1

Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Bustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.

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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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