scholarly journals Exploring The Impact Of First Year Engineering Student Perceptions On Student Efficacy

2020 ◽  
Author(s):  
Lesley Strawderman ◽  
Bill Elmore ◽  
Arash Salehi
Keyword(s):  
Student Perceptions ◽  
First Year ◽  
Engineering Student ◽  
Student Efficacy ◽  
The Impact

Effects of a Fall Reading Break on First Year Students' Course Performance in Programming

2018 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
Samar Mohamed
Keyword(s):  
Focus Groups ◽  
Regression Model ◽  
Student Perceptions ◽  
First Year ◽  
Health Issues ◽  
Course Performance ◽  
First Year Students ◽  
First Semester ◽  
The University ◽  
The Impact

This paper presents a mixed methods study into the effects of a fall break on course performance in a first semester programming course in Mechatronics Engineering at the University of Waterloo.In 2016, the University of Waterloo instituted a two-day fall break immediately following Thanksgiving Monday, on a three-year pilot. The stated rationale for this break was to address student wellness and mental health issues, especially as this pertains to students transitioning from high school and their “looming midterms”. As of October 2017, there are now 20 institutions in Ontario with a fall break of between one five days in length after the Thanksgiving holiday.A linear regression model was calculated to examine the impact of the fall break on students. This model predicts students who regretted how they spent the fall break will earn 6% less in their first programming course. A logistic regression model was calculated which predicted inexperienced, struggling students have the highest odds of regretting how they spent the break.Three focus groups were conducted with students who experienced the fall break in fall of 2016 or 2017. These focus groups examined student perceptions of the fall break, how they recalled using their time during the break, and their reflections on the br

scholarly journals Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom

2019 ◽  
Vol 8 (1) ◽  
pp. 140-157
Author(s):  
Ruxandra Looft ◽  
Megan Jeanette Myers
Keyword(s):  
Student Perceptions ◽  
Collaborative Teaching ◽  
The United States ◽  
Faculty Members ◽  
Honors Students ◽  
First Year ◽  
Student Responses ◽  
Institutional Issues ◽  
Student Reflections ◽  
The Impact

University Honors programming in the United States is interdisciplinary and collaborative; from First Year Honors Seminars to capstone research projects for upperclassmen, Honors students embrace multidisciplinary learning and research. This approach, however, does not always translate into the Honors classroom in regards to an incorporation of diverse perspectives of multiple faculty members in a given course. This article utilizes a mixed-methods approach to explore the impact and results of a collaboratively taught Honors Seminar. “Exploring Faculty and Student Reflections on Collaborative Teaching in the Honors Seminar Classroom” departs from the authors’ model of a co-taught Honors Seminar and then moves to an exploration of the student responses, comparing both a pre- and post-course survey, that considers student perceptions of multi-instructor formats. The essay ends with a brief conclusion that addresses some possible challenges to team-taught courses, from scheduling to institutional issues, in the context of Honors programming in an effort to encourage continued discussion about collaborative teaching of Honors Seminars.

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 16. The Impact of an Outdoor Orientation Program on First-Year Student Perceptions of Life Effectiveness and Campus Integration

2012 ◽  
Vol 5 ◽  
pp. 92 ◽  
Author(s):  
Anna H. Lathrop ◽  
Timothy S. O'Connell ◽  
Ryan A. Howard
Keyword(s):  
Academic Success ◽  
Student Perceptions ◽  
The United States ◽  
First Year ◽  
Orientation Programs ◽  
Campus Life ◽  
Life Effectiveness ◽  
Outdoor Orientation Programs ◽  
The Impact ◽  
Outdoor Orientation

Although outdoor orientation programs, as a special type of orientation designed to enhance student retention, are relatively commonplace in the United States – we are not aware of any such campus-wide initiatives in Canada. Research indicates that outdoor orientation programs impact students in a positive way, enhancing academic success, personal development, and integration into campus life. This exploratory, mixed methods pilot study reports on the results of an investigation that administered three pre and post surveys that measured indicators of “Life Effectiveness,” “Sense of Community,” and “Sense of Place” on a group of seven, first-year students who participated on a five-day canoeing trip in the wilderness of Algonquin Park, Ontario, Canada. The program, entitled “Brock BaseCamp,” exposed students to a curriculum that included networking with student facilitators about campus life, in addition to acquiring technical skills of canoeing and outdoor living. Results indicated that students were positively influenced in all three measures and that the Brock BaseCamp experience enhanced their social integration into campus life.

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.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

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