scholarly journals Work in Progress: Assessing the Impact of the First-year Summer Experience Program on Engineering Student Development and Transfer into Engineering

2020 ◽  
Author(s):  
Elizabeth Kurban ◽  
Paige Smith ◽  
Kurubel Belay
Keyword(s):  
Student Development ◽  
First Year ◽  
Engineering Student ◽  
Work In Progress ◽  
The Impact

The Impact of Virtual Dissection on Engineering Student Learning and Self-Efficacy

2014 ◽  
Author(s):  
Christine A. Toh ◽  
Connor S. Disco ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Education ◽  
Student Learning ◽  
Self Efficacy ◽  
Engineering Students ◽  
Controlled Experiment ◽  
First Year ◽  
Engineering Student ◽  
Virtual Dissection ◽  
The Impact ◽  
Increasing Student Learning

Product dissection activities are widely practiced in engineering education as a means of increasing student learning and understanding of core engineering concepts. While recent efforts in this area of research have sought to develop and utilize virtual dissection tools in order to reduce and mitigate the costs of physical dissection activities, little data exists on how virtual dissection impacts student learning and understanding. This lack of data makes it difficult to draw conclusions on the utility of virtual dissection tools for enhancing engineering instruction. In this paper we present the results of a controlled experiment conducted with first-year engineering students developed to examine the impact of virtual dissection on engineering student learning and self-efficacy. Our results revealed that student learning appeared to be unaffected through the use of virtual dissection environments. However, electro-mechanical self-efficacy gains were smaller for students who performed virtual dissection compared to students who performed physical dissection. These results add to our knowledge of the impact that virtual dissection tools can have on student learning and understanding and enable us to develop recommendations and guidelines for improving the effectiveness of these tools in engineering education.

scholarly journals ReFresh: Retaining First Year Engineering Students and Retraining for Success

2013 ◽  
Author(s):  
Neil Shyminsky ◽  
Lesley Mak
Keyword(s):  
Student Performance ◽  
Student Development ◽  
Classroom Environment ◽  
Engineering Students ◽  
Retention Rate ◽  
Study Groups ◽  
Individual Student ◽  
First Year ◽  
The Individual ◽  
The Impact

Student retention and support are key priorities at the University of Toronto Faculty of Applied Science and Engineering, as is evidenced by a first year to second year average retention rate of 91% over the past 4 years. At U of T Engineering, academic standing and registration are determined on a term-by-term basis. As a result, student performance in the fall term can result in obligatory withdrawal from their studies in January, including first year students. While approximately only 4% of the first year class have to withdraw, the impact can be very distressing for the individual student, as his/her plans for the year are disrupted and their confidence shaken. Withdrawal from studies can occur for many reasons such as insufficient academic background from their high school, personal crisis, low resilience and lack of study skills and these struggles can be especially acute for international students. The ReFresh Program gives these students an opportunity to continue their education while learning from their mistakes. A small classroom environment allows students to integrate into a collaborative community, create study groups with classmates, communicate easily with their instructors and TA’s and benefit from constant support from First Year Office staff. This format helps students deal with the personal and academic challenges that prevented them from performing at their best in the fall term, relearn the foundations and key concepts of Calculus, Physics, Computer Programming, Chemistry and Linear Algebra and develop a plan to be successful for the next fall to repeat their first semester. This paper will discuss the structure of the ReFresh program as well as the impact on student success, student development and retention.

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

INFLUENCE OF THE DIFFERENT SOIL PREPARATION METHODS ON THE PEA YIELD

2018 ◽  
pp. 16-20
Author(s):  
А. М. Grebennikov ◽  
А. S. Frid ◽  
V. P. Belobrov ◽  
V. А. Isaev ◽  
V. М. Garmashоv ◽  
...  
Keyword(s):  
Field Experiments ◽  
Morphological Properties ◽  
Mineral Fertilizers ◽  
First Year ◽  
Zero Tillage ◽  
Preparation Methods ◽  
Soil Preparation ◽  
Multifactor Analysis ◽  
The Impact ◽  
Central Chernozem

The article assesses the relationships between the morphological properties of agrochernozems and yield of peas on the plots, experience with different methods of basic treatment (moldboard plowing at the depth of 20 - 22, 25 - 27 and 14 - 16 cm, moldboard plowing to a depth of 14 - 16 cm, combined midwater moldboard, mid-water subsurface, surface to a depth of 6 - 8 cm and zero tillage) is inherent in V.V. Dokuchaev Research Institute of Agriculture of the Central Black Earth strip, in the fall of 2014. The research was conducted in 2015 - 2016, with the application of mineral fertilizers (N60Р60К60) and unfertilized background. The highest pea yields in the fertilized as the background, and without the use of fertilizers was observed in dumping plowing and especially in the variant with deep moldboard plowing, which creates in comparison with other ways of handling the best conditions for the growth and development of peas. The lowest yield of pea was obtained with zero processing. Apparently legalistic migrational-mizelial agrochernozems the Central Chernozem zone of minimum tillage in the cultivation of peas are not effective, what is evident already in the first year after the laying of experience with different basic treatments. As shown by the results of applying multifactor analysis of variance studied the mapping properties of the soil can have the same significant impact on the yield of agricultural crops, as options for the field experiments aimed at assessing the impact of various treatments on yield.

Friends from Home: Asset and Liability to African American Students Attending a Predominantly White Institution

NASPA Journal ◽  
2004 ◽  
Vol 41 (4) ◽  
Author(s):  
Douglas A. Guiffrida
Keyword(s):  
African American ◽  
Student Affairs ◽  
Predominantly White ◽  
Student Development ◽  
African American Students ◽  
Predominantly White Institution ◽  
Student Affairs Practitioners ◽  
Student Departure ◽  
American Students ◽  
The Impact

The importance of connections with peers to student development and retention has been highlighted in Astin's (1984) Theory of Student Involvement and Tinto's (1993) Theory of Student Departure, which are two of the most widely referenced and validated models in student affairs literature. However, recent research has questioned the applicability of these models to African American students who attend predominantly White institutions (PWIs). Although prior research has indicated that the models should be modified to recognize the importance of students’ relationships with their families, research has failed to understand the impact of relationships with friends from home. The purpose of this qualitative study was to understand the conditions under which friends from home were perceived as assets or liabilities to 99 African American undergraduates who attended a PWI. The results provide a link for broadening the applicability of Astin’s and Tinto's models and offer student affairs practitioners deeper insight into African American students' experiences at PWIs.

Sign in / Sign up

Export Citation Format

Share Document