Board # 133 : Gamifying Cybersecurity Course Content for Entry Level Students

2018 ◽  
Author(s):  
Yin Pan ◽  
Sumita Mishra ◽  
David Schwartz
Keyword(s):  
Course Content ◽  
Entry Level

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

Design Integration Into Circuits and Mechatronics Courses

2015 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
S. Keith Holland
Keyword(s):  
James Madison ◽  
Physical Systems ◽  
Course Content ◽  
Science Courses ◽  
Entry Level ◽  
Design Build ◽  
Design Requirements ◽  
Design Projects ◽  
Design Integration ◽  
Structured Approach

Lab exercises have traditionally been a time when students follow a given procedure, collect data, and interpret the data. The highly structured experience often leads to students focusing on the procedure and not fully thinking through the concepts being covered. While labs are fully completed each week, the structured approach does not prepare students for the open-ended, non-procedural work entry-level engineers will encounter in industry. To encourage a deeper understanding of course concepts and how they translate to physical systems and better prepare students for the workforce, open-ended design projects were offered in place of structured labs in the circuits and mechatronics courses at James Madison University. The design projects are undirected experiences that build on the directed experiences in lecture and lab. Students are challenged to work in teams to design, build, test, and in one case, calibrate, an electrical system. No instruction is provided for the project, rather, a set of design requirements, timetable, and supplemental materials (e.g., data sheets, vendor design briefs, past labs relevant to the design requirements) are given. Students must synthesize multiple weeks of course content into a single design project. This paper reports on our observations and student feedback for embedding design experiences in engineering science courses.

How an entry-level, interdisciplinary sustainability course revealed the benefits and challenges of a university-wide initiative for sustainability education

2015 ◽  
Vol 16 (5) ◽  
pp. 729-747 ◽  
Author(s):  
Nicholas C Coops ◽  
Jean Marcus ◽  
Ileana Construt ◽  
Erica Frank ◽  
Ron Kellett ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Learning Goals ◽  
First Year ◽  
Content Type ◽  
Course Content ◽  
Entry Level ◽  
Early Entry ◽  
Informal Assessment ◽  
Ready Availability ◽  
Sustainability Curriculum

Purpose – Delivery of sustainability-related curriculum to undergraduate students can be problematic due to the traditional “siloing” of curriculum by faculties along disciplinary lines. In addition, while there is often a ready availability of courses focused on sustainability issues in the later years of students’ programs, few early entry-level courses focused on sustainability, broad enough to apply to all disciplines, are available to students in the first year of their program. Design/methodology/approach – In this paper, we describe the development, and preliminary implementation, of an entry-level, interdisciplinary sustainability course. To do so, the authors describe the development of a university-wide initiative designed to bridge units on campus working and teaching in sustainability areas, and to promote and support sustainability curriculum development. Findings – The authors describe the conceptual framework for organising course content and delivery. The authors conclude with an informal assessment of the successes and challenges, and offer learning activities, student assessments and course administration recommendations for consideration when developing courses with similar learning goals. Originality/value – The positive and negative experiences gained through developing and offering a course of this nature, in a large research-focused university, offers knew insights into potential barriers for implementing first-year cross-cutting sustainability curriculum.

scholarly journals Book Review: Learning Style Perspectives: Impact in the Classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 120-122
Author(s):  
Kathryn Harden-Thew ◽  
◽  
Romy Lawson ◽  
Keyword(s):  
Learning Styles ◽  
Postsecondary Education ◽  
Learning Style ◽  
Learning Preferences ◽  
Course Content ◽  
Entry Level ◽  
The Third ◽  
Careful Thought ◽  
Practical Nature

Following the first two editions of her book, which she wrote solo, Celli has joined forces with colleague N D Young for the third edition. Celli and Young have prepared this book with the goal of giving instructors in postsecondary education “a primer on learning styles” (p.11). In a review of the second edition, Kovac (1999) highlighted the importance for educators of understanding the learning styles of their students to better present course content. Fifteen years later this statement remains true. With Kovac’s own teaching background in chemistry, he noted that it was challenging to address the differing learning preferences of all students in his classes. He pointed to the practical nature of Celli’s book in addressing these needs and offering pedagogic solutions. This third edition appears to have altered little, with an entry-level overview of learning-style theory, followed by an explanation of Celli and Young’s own learning-style theory. Celli and Young set out to address the struggle of every educator who seeks to improve pedagogic practice in the classroom through careful thought, planning and innovative implementation.

scholarly journals Infusing Diversity into an Entry Level Psychology Course

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Carolyn Ruth Fallahi
Keyword(s):  
General Education ◽  
Life Span ◽  
Life Span Development ◽  
Course Content ◽  
Entry Level ◽  
Large Lecture ◽  
Psychology Course ◽  
Large Lecture Classes

Life Span Development is a required course for majors in psychology and a general education elective for students at large at our university. This article follows the journey of a redesign project that focused on infusing diversity into both small and large lecture classes, with emphases on both course content and pedagogy. 

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2015 ◽  
pp. 99-118
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

Developing a Rationale for Technology Integration

1998 ◽  
Vol 26 (3) ◽  
pp. 225-234 ◽  
Author(s):  
Carol L. Hodes
Keyword(s):  
Distance Education ◽  
Technology Integration ◽  
Delivery System ◽  
Full Spectrum ◽  
Course Structure ◽  
Course Content ◽  
Entry Level ◽  
Learner Interactions ◽  
Education Courses ◽  
Main Factor

Technology enhanced distance education now pervades distance education. Many faculty are transforming existing print-based distance education courses into hybrid print-technology courses. This article offers faculty a systematic way to consider technology combinations relative to the learner's needs and background. To ensure meeting the full spectrum of learner's needs, the types of learner interactions are categorized and discussed. Another main factor with regard to course structure and delivery system is the entry-level knowledge of the learner including their knowledge of the course content and need for various types of interaction. Each type of technology offers a different level of interactivity to the learner. Faculty are encouraged to develop a rationale for technology inclusion that will benefit the learner.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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