scholarly journals Student Learning At The University Of Dayton Industrial Assessment Center

2020 ◽  
Author(s):  
John Kissock ◽  
Rebecca Blust
Keyword(s):  
Student Learning ◽  
Assessment Center ◽  
The University ◽  
University Of Dayton

scholarly journals Media freedom in Fiji: Journalism challenges facing Wansolwara, an independent, campus-based newspaper

2015 ◽  
Vol 21 (1) ◽  
pp. 151
Author(s):  
Eliki Drugunalevu ◽  
Irene Manarae
Keyword(s):  
Student Learning ◽  
Learning Experiences ◽  
South Pacific ◽  
Media Freedom ◽  
Media Reporting ◽  
Mainstream Media ◽  
Student Training ◽  
State Coercion ◽  
The University

This article is a case study of Wansolwara, the University of the South Pacific (USP) journalism programme student training newspaper. The article compares the outcomes of Wansolwara’s coverage of the 2000 and 2006 Fiji coups in relation to student learning and an alternative media voice in a climate of restrictions. Interviews with student journalists and lecturers involved in the coup coverage indicate that Wansolwara’s status as a campus-based newspaper has been a strategic benefit in filling some gaps in mainstream media reporting, besides providing students with empowering learning experiences. The case study illustrates the importance of an independent, campus-based newspaper somewhat less restrained by commercial pressures and less exposed to direct state coercion.

scholarly journals Redesigning a “Writing for Chemists” Course Using Specifications Grading

2020 ◽  
Author(s):  
Stephen Mang ◽  
Kate J. McKnelly ◽  
Michael Morris
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Graduation Requirement ◽  
School Year ◽  
Low Pass ◽  
The University ◽  
The Relationship ◽  
Writing Practice ◽  
High Pass

The Department of Chemistry at the University of California, Irvine (UCI) instituted an upper-division “Writing for Chemists” course in fall 2017 that fulfills part of UCI’s writing graduation requirement. During the 2019-2020 school year, we re-designed the course using a specifications grading system with the following goals: 1) to teach students how to develop their own writing practice, while mastering chemistry discipline-specific writing conventions, 2) to provide students with frequent and constructive instructor and teaching assistant (TA) feedback by providing ample revision opportunities, 3) to increase transparency in how students can achieve course SLOs, and 4) to provide students with consistent and clear assessment rubrics. This specifications grading approach uses a high-pass, low-pass, unsatisfactory system predicated on whether students meet a certain number of criteria for each assignment. Achievement of Student Learning Outcomes (SLOs) was assessed using criteria instead of points so that instructors and students could more objectively measure student learning. Standardized rubrics and a student grade tracker helped students understand the relationship between meeting criteria, achieving SLOs, and earning grades. Students completed surveys at the end of the course to determine if their writing habits and attitudes towards writing changed. After the course, students self-reported increased propensities to pre-write and edit, and several students mentioned that they appreciated the transparency of the specifications rubrics and the control the specifications system gave them over their grades.

Learning Spaces for the Digital Age

2012 ◽  
pp. 182-197 ◽  
Author(s):  
Lynne Hunt ◽  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Student Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
University Teaching ◽  
Net Generation ◽  
Teaching Staff ◽  
Learning Spaces ◽  
Age Related ◽  
History Of ◽  
The University

This chapter shows how virtual and physical learning spaces are shaped by pedagogy. It explores the shift in pedagogy from an orientation to teaching to an emphasis on student learning. In so doing, it touches on Net Generation literature indicating that this concept has a poor fit with the diverse nature of student populations engaged in lifelong learning. The argument is that the skill set required for lifelong learning is not age related. At the core of the chapter is a case study of the University of Southern Queensland (USQ) which describes a history of learning environments that have been variously shaped by pedagogy and the limits of technology. It refers to the concept of the ‘edgeless university’, which acknowledges that learning is no longer cloistered within campus walls, and it describes how USQ is engaging with this concept through the development of open source learning materials. An important point in the chapter is that the deliberate design of quality learning spaces requires whole-of-institution planning, including academic development for university teaching staff, themselves often ill-equipped to take advantage of the potential of new learning environments. The import of the discussion is that higher education learning spaces are shaped by deliberate design, and that student learning is optimised when that design is pedagogically informed and properly managed.

Teacher Fellows

2016 ◽  
pp. 281-294
Author(s):  
Barbara H. Davis ◽  
Terri Cearley-Key
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Teacher Retention ◽  
Student Learning ◽  
Teacher Development ◽  
Quantitative Data ◽  
The Past ◽  
The University ◽  
Collection Methods ◽  
Over Time

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

scholarly journals Design, implementation, and assessment of an interactive simulation to teach undergraduate immunology students hemolytic disease of the newborn

2021 ◽  
Vol 45 (2) ◽  
pp. 299-306
Author(s):  
Maurizio Costabile
Keyword(s):  
Student Learning ◽  
Student Performance ◽  
Undergraduate Students ◽  
South Australia ◽  
Interactive Simulation ◽  
Hemolytic Disease ◽  
The University ◽  
The Impact ◽  
Interactive Simulations ◽  
Blood Grouping

Hemolytic disease of the newborn (HDN) is a potentially fatal condition caused by a Rhesus (Rh) antigen incompatibility between a mother and fetus. As a result, determining the Rh status of expectant parents is a routine clinical assessment. Both the physiological and immunological basis of this condition are taught to undergraduate students. At the University of South Australia, some undergraduate immunology students find this topic challenging. The author designed, implemented, and assessed the impact of an interactive simulation to facilitate student learning of HDN. The students were actively engaged in determining the blood grouping and Rh status of an expectant mother and father and then determining the possibility of developing HDN. The simulation was found to take only 15 min to complete yet led to a significant increase in student performance in an end of semester exam question. Student perceived understanding was found to significantly improve following the introduction of the simulation, even though the content had been covered in a formal lecture. Student feedback was highly positive of this learning approach. In conclusion, short, interactive simulations can be used effectively to enhance student learning of challenging concepts.

scholarly journals A Case Study in Collaboration: Assessing Academic Librarian/Faculty Partnerships

2009 ◽  
Vol 70 (6) ◽  
pp. 578-591 ◽  
Author(s):  
Deborah B. Gaspar ◽  
Karen A. Wetzel
Keyword(s):  
Student Learning ◽  
Faculty Perceptions ◽  
George Washington ◽  
Innovative Program ◽  
Academic Librarian ◽  
The University ◽  
The Impact ◽  
Washington University ◽  
Strategic Goal

Undergraduates attending The George Washington University are required to take courses in the University Writing Program. When it was introduced in 2004, this innovative program institutionalized collaboration between librarians and writing professors. The program was designed to support the university’s strategic goal to enhance challenge, discovery, and quality in student education. Beginning in 2005, instruction librarians crafted a survey to elicit anonymous feedback from their faculty partners to measure the impact of the library partnership on student learning. The survey is administered annually to explore faculty perceptions and monitor trends. Responses to the survey identify significant strengths resulting from this collaboration as well as specific topics needing further attention.

scholarly journals Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nhung Thi Tuyet Pham
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
Student Learning ◽  
Descriptive Analysis ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Quantitative Literacy ◽  
Comprehensive University ◽  
The University

Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

scholarly journals Academic Management and Contemporary Gaps

2020 ◽  
Vol 8 (5) ◽  
pp. 199-211
Author(s):  
Kenia Kodel Cox ◽  
Robélius De-Bortoli
Keyword(s):  
Labor Market ◽  
Student Learning ◽  
Student Performance ◽  
Research Data ◽  
Scientific Development ◽  
Professional Qualification ◽  
Academic Management ◽  
Institutional Reputation ◽  
The University ◽  
Positive Results

It is challenge to contemporary academic management to fullfil the demands of the labor market, and to have improvements with the this, considering the scientific development; through the analysis of intangibles like student performance, which can generate positive results with repercussion on institutional reputation. According to the Organization for Economic Cooperation and Development (OECD, 2018) the adequate professional qualification results in employment for qualified individuals; while activities more prone to automation are observed, and greater chance of unemployment for those with low qualification. In this research there was the reading of 447 abstracts of publications, obtained by refinements applied on 4,491 initial registers, and selected 20 considering the performance of the students as a parameter of the university administration, with the objective of identifying gaps of academic management, resulting: to contemplate student learning as a dependent variable, and to extend to the documents the origin of the research data.

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