scholarly journals Teaching strategies for nourishing creativity and innovation

2016 ◽  
Vol 8 ◽  
Author(s):  
Mihai Boicu ◽  
Ioulia Rytikova ◽  
Laura Poms ◽  
Jill Nelson ◽  
Nathalia Peixoto ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Panel Discussion ◽  
Undergraduate Curriculum ◽  
Practical Experience ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Limiting Factors ◽  
Research Experience ◽  
Creativity And Innovation

Creativity and innovation is at the core of the PhD programs, but it is much less present in undergraduate or master programs creating a difficult gap for many students. Moreover, the dynamics of the evolution of the current world is making creativity and innovation a requirement for many jobs. However, large class sizes, density of the material presented, domain complexity and instructor research experience are some of the limiting factors that make difficult to include creativity and innovation training in the undergraduate curriculum. In this lightning talk session, educators with practical experience in preparing undergraduate students for creativity, innovation and research, will present and debate strategies to overcome these challenges in classes of various types (e.g. online vs. in class), levels (introductory vs. specialized electives) and using a diverse spectrum of methods, (including active learning, experiential learning, team-based learning, flipped classroom, project-based learning, competition-based learning, capstone courses, and extra-curriculum activities). The session will continue with a panel discussion about the applicability of such methods in various settings, how to start including such elements in classically taught curriculum, and will answer questions from the audience. Specific case studies from the audience are encouraged and will be discussed. At the end of this session the participants will have a better understanding of available strategies and lessons learned of how to make creativity and innovation integral part of the curriculum.

Delivering practical crystallography experience to undergraduate students

2014 ◽  
Vol 70 (a1) ◽  
pp. C1276-C1276
Author(s):  
Lucy Mapp ◽  
Simon Coles
Keyword(s):  
Undergraduate Students ◽  
Modern Science ◽  
Practical Experience ◽  
Research Experience ◽  
Laboratory Notebook ◽  
Hands On ◽  
Laboratory Manuals ◽  
Active Research ◽  
Polymorphic System ◽  
The University

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 structural chemistry of a molecular polymorphic system, delivered to third year undergraduates (70 students) at the University of Southampton which contains numerous novel features: 1) Students work in pairs (maximum group size of 8). 2) It is a `hands-on' experience for every participant, involving single crystal and powder diffractometers (Rigaku XtaLab mini and MiniFlex benchtop systems) dedicated to educational activities. 3) It is a student-led activity, designed as an `advanced practical' providing a taste of the research experience. 4) Laboratory manuals are available to students via an Electronic Laboratory Notebook (ELN) system. 5) Plans, experimental enactments, observations and conclusions are recorded by students in the ELN (directly linked to the manual sections). 6) Feedback and assessment is delivered through the ELN by directly linking instructor comments to the student ELN record. The experiment comprises about 15 manual sections in the LabTrove ELN system, which has a similar design to a blog, enabling student comments and assessor feedback to be linked to these sections. This talk will outline the design of the experiment and instruments involved, the mode and logistics of delivery, and will discuss the evaluation of its impact on student learning by analysis of feedback questionnaires.

Thrust Vectoring Design Project at Six Universities: Part II — Impact on Student Learning and Lessons Learned

2013 ◽  
Author(s):  
Markus P. Rumpfkeil ◽  
Mark G. Turner ◽  
James T. VanKuren ◽  
Rory Roberts ◽  
Jeffrey Bons ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Learning Activity ◽  
Outreach Program ◽  
Thrust Vectoring ◽  
Us Air Force ◽  
Survey Results ◽  
Student Impact ◽  
Almost All

Undergraduate students of six universities participated in a design and build outreach program sponsored by the US Air Force during the 2011–2012 academic year. The goal was to design and build a thrust vectoring system for a small jet engine (about 20 pounds of thrust). Student and professor exit surveys were taken with almost all participants contributing to these surveys. Based on the survey results and the professors’ insights, learning outcomes and student impact are assessed. In addition, any other lessons learned during this extensive project-based learning activity are described.

scholarly journals Student perceptions and lessons learned from flipping a masters level public health course | Perceptions des étudiants et leçons tirées d’une classe inversée pour un cours de maîtrise en santé environnementale et professionnelle

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Lindsay P. Galway ◽  
Barbara Berry ◽  
Timothy Takaro
Keyword(s):  
Public Health ◽  
Focus Group ◽  
Student Perceptions ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Instructional Model ◽  
Santé Environnementale ◽  
Health Course ◽  
Using Data ◽  
Groupe De Discussion

The flipped classroom instructional model has emerged as an alternative to conventional lecture-based teaching that has dominated higher education for decades. In 2013, a cohort of graduate-level public health students participated in a flipped environmental and occupational health course. We present the design, implementation, and evaluation of this course. Using data collected from a post-course survey, focus group sessions, and classroom observation, we examine student perceptions of the flipped classroom instructional model and synthesize lessons learned from flipping the classroom more broadly. Post-course survey data indicate that students had generally positive perceptions towards the flipped classroom instructional model. Four major themes emerged from the focus group data in relation to perceptions of the flipped classroom: knowledge application, content delivery, innovation, and connecting the online and in-class components. These results are promising and suggest that this approach warrants further consideration and research. Le modèle pédagogique de la classe inversée a émergé comme solution de rechange à l’enseignement traditionnel par cours magistraux qui a dominé l’éducation supérieure pendant des décennies. En 2013, une cohorte d’étudiants en santé publique aux cycles supérieurs a participé à un cours inversé sur la santé environnementale et professionnelle. Nous présentons la conception, la mise en œuvre et l’évaluation de ce cours. À l’aide de données recueillies par l’entremise d’un sondage après le cours, lors de séances de discussion en groupe et d’observation en classe, nous examinons les perceptions qu’ont les étudiants du modèle pédagogique de la classe inversée et résumons les leçons tirées qui sont pertinentes pour les cours inversés en général. Les données du sondage réalisé après le cours indiquent que les étudiants avaient des perceptions pour la plupart positives du modèle pédagogique de la classe inversée. Quatre thèmes principaux ont émergé des données du groupe de discussion relativement aux perceptions sur la classe inversée : mise en application des connaissances, diffusion du contenu, innovation et lien entre les composantes en ligne et en classe. Ces résultats sont prometteurs et suggèrent que cette approche devrait faire l’objet de plus de considération et de recherche.

Communication And Respect for people with Dementia: Student learning – A novel practical experience of undergraduate students interacting with people with dementia in care homes (innovative practice)

Dementia ◽  
2016 ◽  
Vol 16 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Julia Helen Wood ◽  
Ledia Alushi ◽  
John A Hammond
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Practical Experience ◽  
Educational Programme ◽  
Care Homes ◽  
Healthcare Students ◽  
Innovative Practice ◽  
People With Dementia

We designed an educational programme for multiple disciplines to improve healthcare students’ preparedness to work with people with dementia. It consisted of class-based sessions followed by a volunteer experience interacting with persons with dementia in care homes. This paper discusses the value and impact of this innovative experience.

scholarly journals Routes to Research for Novice Undergraduate Neuroscientists

2006 ◽  
Vol 5 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Kyle J. Frantz ◽  
Robert L. DeHaan ◽  
Melissa K. Demetrikopoulos ◽  
Laura L. Carruth
Keyword(s):  
Undergraduate Students ◽  
Attitudes Toward Science ◽  
Laboratory Research ◽  
Research Experience ◽  
Neuroscience Research ◽  
Long Term Follow Up ◽  
Apprenticeship Model ◽  
Design Experiments

Undergraduate students may be attracted to science and retained in science by engaging in laboratory research. Experience as an apprentice in a scientist's laboratory can be effective in this regard, but the pool of willing scientists is sometimes limited and sustained contact between students and faculty is sometimes minimal. We report outcomes from two different models of a summer neuroscience research program: an Apprenticeship Model (AM) in which individual students joined established research laboratories, and a Collaborative Learning Model (CLM) in which teams of students worked through a guided curriculum and then conducted independent experimentation. Assessed outcomes included attitudes toward science, attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, measured via pre-, mid-, and postprogram surveys. Both models elevated attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills, but neither model altered attitudes toward science. Consistent with the CLM design emphasizing independent experimentation, only CLM participants reported elevated ability to design experiments. The present data comprise the first of five yearly analyses on this cohort of participants; long-term follow-up will determine whether the two program models are equally effective routes to research or other science-related careers for novice undergraduate neuroscientists.

Three-Year Study of the Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students

2021 ◽  
Vol 4 (4) ◽  
pp. 23-32
Author(s):  
Jacques C. Richard ◽  
So Yoon Yoon
Keyword(s):  
Undergraduate Students ◽  
Career Paths ◽  
Research University ◽  
Aerospace Engineering ◽  
Research Experience ◽  
Research Knowledge ◽  
Research Experiences ◽  
Public Research University ◽  
The Impact ◽  
Engineering Career

This study reports results from a three-year implementation of a Research Experiences for Undergraduates (REU) program funded by the National Science Foundation in aerospace engineering at a public research university in the southwestern United States. Students’ perceptions of research knowledge, skills, and engineering career paths were all positively affected.

Learning to Become Researchers: Lessons Learned from a Research Experience for Undergraduates (REU) Program Focused on Research in the Psychological Sciences with Real-World Implications

2021 ◽  
Vol 4 (4) ◽  
pp. 10-22
Author(s):  
Patricia R. DeLucia ◽  
Amanda L. Woods ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
...  
Keyword(s):  
Homeland Security ◽  
Real World ◽  
National Science Foundation ◽  
Research Study ◽  
Psychological Research ◽  
Lessons Learned ◽  
Research Experience ◽  
Rigorous Research ◽  
National Science ◽  
National Science Foundation Research

This research study at a National Science Foundation Research Experience for Undergraduates site focuses on psychological research with applications to the real world. Two cohorts of undergraduates engaged in rigorous research projects on, e.g., driving, homeland security, relationships, human-computer interaction, language comprehension and production, discrimination, and health psychology. Results indicated that students and mentors perceived an improvement in the students' research skills.

Whose History?: The Americas and Music Curricula in the United States

2021 ◽  
Vol 15 (4) ◽  
pp. 457-460
Author(s):  
M. Leslie Santana
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Curriculum Reform ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Concert Music ◽  
Music Department ◽  
Theoretical Approaches ◽  
Western European ◽  
Teaching Music

One moment from the much-discussed 2017 curriculum reform in the Music Department at Harvard University has stuck with me and transformed the way I approach teaching music in higher education. In one of the meetings leading up to the revision, graduate students in the department led an activity in which attendees—who included undergraduate students, graduate students, and faculty alike—got into small groups and discussed the relative merits of three hypothetical models for the new undergraduate curriculum. Each of the models involved decentering to some extent the existing curriculum's emphasis on the history of Western European music and dominant music theoretical approaches to it. After a short while, we all gathered back together and one person from each group shared a bit about what had transpired. From the circle of desks nearest the door, an undergraduate student rose to speak and expressed enthusiasm for a broadening of curricular coverages. But, they said, their group also had some reservations about jettisoning the overall focus on Western European concert music altogether. “We still need to learn about our history,” they said, while a faculty member nodded behind them.

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