scholarly journals The Paperless Lab – Streamlining a Modern Unit Operations Laboratory Course to Reduce Faculty Time Commitment

2020 ◽  
Author(s):  
Matthew Cooper
Keyword(s):  
Laboratory Course ◽  
Time Commitment ◽  
Unit Operations ◽  
Faculty Time

scholarly journals TEACHING COURSES ONLINE: HOW MUCH TIME DOES IT TAKE?

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Belinda Davis Lazarus
Keyword(s):  
Online Courses ◽  
Online Discussions ◽  
Release Time ◽  
Longitudinal Case Study ◽  
Self Monitoring ◽  
Time Commitment ◽  
On Line ◽  
Faculty Time ◽  
Time Required

Studies show that temporal factors like workload and lack of release time inhibit faculty participation in developing and teaching online courses; however, few studies exist to gauge the time commitment. This longitudinal case study, presented at the Seventh Annual Sloan-C International Conference on ALN, examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn from Winter 1999 through Winter 2000. Twenty-five students were enrolled in each course. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails; 2) reading, participating in, and grading 10 online discussions; and 3) grading 15 assignments. Using a stopwatch, the investigator timed and recorded the number of minutes needed for each activity. Also, all messages and assignments were archived and frequency counts were recorded. The weekly, mean number of minutes and assignments was entered on line graphs for analysis. The data showed that teaching each online course required 3 to 7 hours per week, with the greatest number of emails and amount of time required during the first and last 2-weeks of the semesters. Participation in and grading of the discussions took the greatest amount of time and remained steady across the semester. However unlike many live courses, the students participated more in thediscussions than the instructor did. The number of assignments that were submitted each week steadily increased over each semester. This case study indicates that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses and represents the beginning of this area of inquiry. Consequently, additional studies are needed with a variety of instructors across a variety of courses and disciplines to further pinpoint faculty time commitment.

scholarly journals The Pros and Cons of Migrating Classes to the Web: Are We Getting What We Truly Want from This Effort?

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1137E-1137
Author(s):  
Cynthia B. McKenney ◽  
Ellen B. Peffley
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Enrollment Management ◽  
Technical Support ◽  
Degree Programs ◽  
Time Commitment ◽  
Pros And Cons ◽  
Faculty Time ◽  
Web Platform ◽  
The Web

Proponents of distance education encourage the migration of courses and entire degree programs onto the web. To this end, vast amounts of time, energy, and funds are directed to the development of new courses as well as the enhancement of traditionally taught courses. The question now begs to be asked, “Are we getting what we truly want from distance education?” Using a web platform provides a framework with excellent options to develop audio and visually rich courses. Distance programs also provide access to students not able to participate in traditional on-campus degree plans, providing the potential for a boost in enrollment. However, there are serious considerations that need to be balanced, including student satisfaction/dissatisfaction, enrollment management, faculty time commitment, and technical support. In this presentation, some of the benefits and liabilities of web courses will be discussed and program management suggestions will be explored.

scholarly journals An Industrial Approach To The Unit Operations Laboratory Course

2020 ◽  
Author(s):  
Edward C. Roche ◽  
David B. Van Dongen
Keyword(s):  
Laboratory Course ◽  
Unit Operations

Endoscopy Training in Small Animal Internal Medicine: A Survey of Residency Training Programs in North America

2021 ◽  
pp. e20200165
Author(s):  
Katherine E. McCool ◽  
Steven L. Marks ◽  
Eleanor C. Hawkins
Keyword(s):  
Internal Medicine ◽  
Virtual Reality ◽  
Small Animal ◽  
Physical Models ◽  
Endoscopy Training ◽  
Endoscopic Techniques ◽  
Electronic Survey ◽  
Time Commitment ◽  
Hands On ◽  
Faculty Time

Competency in multiple endoscopic techniques is a major goal of small animal internal medicine (SAIM) residency programs. Training relies predominantly on mentored supervision of procedures performed on patients. Supplementation of this apprenticeship model with classroom sessions and hands-on laboratories can be advantageous to trainees and patients. Few veterinary resources describe supplemental training options, and no single source exists for mentors to consult for program development. The purpose of this study was to describe the supplemental training opportunities currently available to SAIM residents at academic hospitals in the US and Canada and to compare their timing during the residency, resident and faculty time commitment, and perceived helpfulness. Data were collected by an electronic survey distributed to one faculty member per institution. The response rate was 80% (24/30). Most programs (22/24; 92%) offered some form of supplemental training, including classroom sessions (9/24), and hands-on laboratories using physical models (7/24), virtual reality simulators (2/24), and cadaver (2/24) and anesthetized (2/24) dogs. Fifteen programs provided residents with the opportunity to attend external endoscopy workshops. Only three programs required any training prior to residents performing procedures on patients. There was considerable variability in training between programs, precluding statistical comparisons. The survey identified topics for classroom sessions and several inexpensive physical models, rated very or extremely helpful, that would be suitable for programs with limited budgets. A human-based virtual reality simulator was also rated highly by two programs. Comprehensive, external workshops evoked numerous positive comments with perceived value ranging from somewhat to extremely helpful.

Applying to Industrial-Organizational Master’s Programs

2020 ◽  
pp. 17-37
Author(s):  
Nancy J. Stone ◽  
Adriane M. F. Sanders
Keyword(s):  
Master's Degree ◽  
Career Path ◽  
Career Goals ◽  
Master's Program ◽  
Application Process ◽  
Master's Programs ◽  
Time Commitment ◽  
Competitive Process ◽  
Brick And Mortar ◽  
Faculty Time

This chapter explains the competitive process of admission into industrial-organizational (I-O) master’s programs, beginning with a discussion of how to determine if an I-O psychology master’s degree is the best career path. The authors give advice on how to locate, evaluate, and analyze I-O master’s programs of interest. Special attention is given to the distinction between traditional brick-and-mortar and newer online types of programs in terms of lectures and seminars, testing, applied experiences, interaction with faculty, time commitment, and other factors. The application process for I-O master’s programs is reviewed. Finally, the authors discuss how to accept an offer from one of these programs. Following the steps suggested in this chapter should enhance students’ chances of entering a quality I-O master’s program that meets their career goals.

HOW STUDENTS PERCEIVE THE MANY ROLES THEY MUST PLAY IN AN ENGINEERING LABORATORY COURSE

2013 ◽  
Author(s):  
Ryan Gosselin ◽  
Clémence Fauteux-Lefebvre ◽  
Nicolas Abatzoglou
Keyword(s):  
Work Environment ◽  
The Other ◽  
Unit Operation ◽  
Student Work ◽  
Laboratory Course ◽  
Unit Operations ◽  
Engineering Department ◽  
Teaching Team ◽  
Experimental Plan ◽  
The Many

This work focuses on the unit operations laboratory course given by the Chemical and Biotechnological Engineering Department at Université de Sherbrooke. In order to help students develop their organisation skills, our department developed a formula based on "directive teams" and "operative teams" in which each team is put in charge of one of 9 experimental setups for the duration of the semester. A team is said to be "directive" when they are working on their assigned unit operation and "operative" when they are working on the other unit operations. As part of a directive team, the students must elaborate an experimental plan and protocol that they will ask the other teams to carry out. The success of this formula depends both on the ability of the teaching team as well as on the student-student work environment. The present project seeks to better understand the work environment in which the students carry out this task by polling them about their experience in the unit operations laboratory course given by our department.

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