scholarly journals The Quality Of Solutions To Open Ended Problem Solving Activities And Its Relation To First Year Student Team Effectiveness

2020 ◽  
Author(s):  
Tamara Moore ◽  
Heidi Diefes-Dux ◽  
P.K. Imbrie
Keyword(s):  
Problem Solving ◽  
Team Effectiveness ◽  
First Year ◽  
Student Team ◽  
First Year Student

scholarly journals New Physics Curriculum

2016 ◽  
pp. 17-21
Author(s):  
Lynn Moran
Keyword(s):  
Problem Solving ◽  
Core Curriculum ◽  
New Physics ◽  
Undergraduate Teaching ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
The University ◽  
Physics Curriculum

Developing the critical thinking and problem-solving skills of students as rapidly as possible is a key requirement in improving learning outcomes at every stage of their degree. The Department of Physics at the University of Liverpool has entirely redeveloped years 1 and 2 of the undergraduate degree with a focus on students becoming independent learners as early as possible. The aims are to better integrate the undergraduate teaching provision and to complete the Institute of Physics core curriculum in years 1 and 2, in order to focus on research led teaching and independent projects in years 3 and 4. This new programme, entitled New Physics, starts in Welcome Week with the Undergraduate Physics Olympics and continues through the Year 1 Project (Mission to Mars) in the first week of semester one. The aim is to set the standard for collaborative achievement and introduce students to the way that physicists think. Innovative problem solving classes incorporating active learning such as peerassessment,group learning and exemplars designed to improve these skills andenhance the quality of learning among its first-year students have been introduced.

scholarly journals Source discernment – the root of all information literacy?

2021 ◽  
Author(s):  
Maria Unger ◽  
Magdalena Svanberg ◽  
Miritt Zisser
Keyword(s):  
Information Literacy ◽  
Academic Writing ◽  
Evaluation Process ◽  
Popular Science ◽  
White Paper ◽  
First Year ◽  
Academic Experience ◽  
Sources Of Information ◽  
First Year Student

Is source discernment at the root of all information literacy? In today’s media landscape, finding information is easy. Finding information that is scientifically correct and trustworthy is much more difficult. An added problem for students today is that all this available information come in similar formats. When all information is presented as a pdf on your screen, how do you know what you ́re reading? How is a first year student with no previous academic experience really supposed to discern between a scholarly article, a book chapter, a conference article, a white paper, a popular science article, a scientific report and a doctoral thesis? And yet the ability to do so is fundamental for the information evaluation process. If you are not sure what you are reading, how can you evaluate the quality of the information? To ease our students’way into academic writing we now start our information literacy teaching with identifying different sources of information. Reference writing and information searching are then taught from this angle. Student assignments and feedback from teachers show that this seems to improve the quality of the sources the students use in their work as well as their ability to write correct references. We would like to discuss this with colleagues from other universities with similar or other experiences. The questions we would like to focus on are: How a first year student with no previous academic experience is really supposed to discern between different types of scholarly and non-scholarly information materials and how we as library instructors can help our students with this? What are the experience of other librarians and are there any good examples of strategies or classroom exercises?

scholarly journals Enhancing the Quality of Learning and Understanding of First Year Mathematics for Computer Science Related Majors

10.28945/2635 ◽  
2003 ◽  
Author(s):  
Francis Suraweera
Keyword(s):  
Problem Solving ◽  
Traditional Classroom ◽  
Discrete Mathematics ◽  
First Year ◽  
Classroom Situation ◽  
Common Goal ◽  
First Year Students ◽  
Mental Operations ◽  
Over Time

Most courses on Discrete Mathematics are designed to emphasize problem solving, in general. When the goal is to cover the content, the learning and understanding takes a second place. Over time, the students’ understanding will have large gaps of knowledge that leads to non-enjoyment of the course and a great deal of anxiety. Given the choice, most first year students would not do the Discrete Mathematics course. It is not an easy course to teach because of the opposing expectations of the instructor and students. However, as instructors, we all share a common goal: we would like our students to acquire the skills to perform complex mental operations so that they will be successful in the classroom as well as their future careers. In this paper, we present a way to enhance the learning and understanding of Discrete Mathematics whether it is offered in a distance learning mode or a traditional classroom situation.

Mentoring to Become a Self-Directed Learner

2022 ◽  
pp. 135-162
Author(s):  
Dionne Clabaugh ◽  
Nora Dominguez
Keyword(s):  
Problem Solving ◽  
Goal Setting ◽  
Help Seeking ◽  
Mentoring Relationships ◽  
First Year ◽  
First Year Students ◽  
College Life ◽  
Critical Skills ◽  
Learning Growth ◽  
First Year Student

This chapter provides a mentoring roadmap for success in college life and when transitioning to the workplace. First-year students learn that a successful mentee is self-directed, knows what to look for in a mentor, uses skills to engage in effective mentoring, and recognizes there are various types of mentoring relationships. The authors describe what a first-year student should look for when seeking an effective mentor. Readers are shown the benefits for using a developmental mentoring network and for becoming self-directed learners and mentees. The chapter includes activities and exercises to develop critical skills in self-understanding, listening, help-seeking, problem solving, and goal setting to be applied in both academic and professional settings. When successful people receive an award or recognition, what they have in common is they did not make it alone – others guided and supported their learning, growth, and success.

scholarly journals HUBUNGAN ANTARA MINAT MENGIKUTI PEMBELAJARAN PBL (PROBLEM BASED LEARNING) DENGAN MOTIVASI MENINGKATKAN PRESTASI PADA MAHASISWA TINGKAT I AKADEMI KEPERAWATAN PANTI KOSALA SURAKARTA

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Endang Dwi Ningsih ◽  
Ratna Indriati ◽  
Magdalena Putri S.
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Correlation Method ◽  
The Other ◽  
First Year ◽  
Instructional Model ◽  
Learning Achievement ◽  
Scientific Methods ◽  
First Year Student

Background. Problem Based Learning (PBL) is an instructional model that thestudents involved in problem solving by scientific methods, so the students learnthe knowledge related to the issued also the problem solving skill as well.The purpose of the study was to determine the relation between interest inlearning the PBL with motivation in increasing the learning achievement on thefirst year students of the Nursing Academy Panti Kosala Surakata.Subjects of the study by correlation method was held on April-Mei 2013, thesubject were 140 first year student of the Nursing Academy Panti KosalaSurakarta.The results shows:1.There was any relation between interes in learning the PBLwith motivation in increasing the learning achievement on the first year studentsof the Nursing Academy panti Kosala Surakarta, analized by X2 count > X2 table(188,321 > 13,277) with a significant level 0,01 (1%). 2. The determinationcoefficient value is 0,796 indicate that interested in learning the PBL influence tothe motivation in increasing learning achievement as 79,6% and the rest as20,4% influenced by the other else variables non model.Keyword : Interested in learning and the motivation in increasing learning.

scholarly journals Source discernment

2020 ◽  
Author(s):  
Maria Unger ◽  
Miritt Zisser
Keyword(s):  
Information Literacy ◽  
Evaluation Process ◽  
Popular Science ◽  
White Paper ◽  
First Year ◽  
Academic Experience ◽  
Sources Of Information ◽  
Information Materials ◽  
First Year Student

Is source discernment at the root of all information literacy? In today’s media landscape, finding information is easy. Finding information that is scientifically correct and trustworthy is much more difficult. An added problem for students today is that all this available information come in similar formats. When all information is presented as a pdf on the screen, how do you know what you´re reading? How is a first year student with no previous academic experience really supposed to discern between a scholarly article, a book chapter, a conference article, a white paper, a popular science article, a scientific report and a doctoral thesis? And yet the ability to do so is fundamental for the information evaluation process. If you are not sure what you are reading, how are you supposed to be able to evaluate the quality of the information?   In 2019 we switched our approach to information literacy teaching to start with identifying different sources of information and then teach reference writing and information searching from this angle. Preliminary results from student assignments and feedback from teachers show that this seems to improve the quality of the sources the students use in their work as well as their ability to write correct references.   We would like to discuss this with colleagues from other universities with similar or other experiences. The questions we would like to focus on are:  How a first year student with no previous academic experience is really supposed to discern between different types of scholarly and non-scholarly information materials and how we as library instructors can help our students with this?  What are the experience of other librarians and are there any good examples of strategies or classroom exercises?

scholarly journals Analiza możliwości wykorzystania poszerzonej rzeczywistości do prezentacji projektów studenckich na przykładzie projektów z pierwszego roku

2020 ◽  
pp. 125-143
Author(s):  
Wojciech Sumlet
Keyword(s):  
Augmented Reality ◽  
First Year ◽  
Housing Environment ◽  
Application Potential ◽  
Student Projects ◽  
First Year Student

Analysis of the application potential of augmented reality to present student projects on the example of first-year student assignments This paper discusses the experiences of the Housing Environment Amendment Laboratory of the CUT FA in the area of generating visualisations in an augmented reality (AR) environment, based on module assignments prepared by students. The objective of the study was to verify the quality of the application of the tool for the purposes of evaluating student projects. As a part of the study, AR visualisations of five selected student projects were developed and compared with the original project sheets prepared by students. As a result, the author obtained material for discussion on the potential of the technology and the conditions of its use in education.

scholarly journals Learning from Competition: An Outcome-Based Introductory Activity for First-Year Biotechnology Undergraduates

2019 ◽  
Vol 81 (7) ◽  
pp. 467-473
Author(s):  
Xiaoyan Zhang ◽  
Ruifang Ye ◽  
Fengxian Hu ◽  
Yitao Zheng ◽  
Shuhong Gao ◽  
...  
Keyword(s):  
Problem Solving ◽  
Undergraduate Students ◽  
First Year ◽  
Science And Engineering ◽  
Knowledge Test ◽  
Outcome Based Education ◽  
Ongoing Effort ◽  
Dramatic Rise ◽  
Experimental Skills

In recent years, accreditation standards for international engineering education have led to a dramatic rise in the use of outcome-based education at universities. In this system, enticing new undergraduate students to science and engineering, although challenging, is the first important step toward building students' career competencies. An ongoing effort to attract students to biotechnology was initiated 13 years ago in the School of Biotechnology at the East China University of Science and Technology in Shanghai. We describe the design and organization of the Microbe Competition, a program attracting a total of nearly 6,500 students as of 2018. In the competition, students need to pass the microbiology knowledge test, provide a practical experiment proposal related to the topic of competition, and finish the experiment under the supervision of teachers before getting final prizes. The competition develops students' competencies in acquiring and applying knowledge, problem solving, teamwork, communication, and experimental skills. By investigating students' feedback, we have been continuously improving the quality of competition to attract more students from the biotechnology major. We hope that by sharing our experience, we can help educators at other universities organize similar introductory activities on their own campuses.

Neuroticism, problem-solving abilities, and family caregiver quality of life

2010 ◽  
Author(s):  
Neeta A. Ramkumar ◽  
Timothy R. Elliott ◽  
Carly E. McLaughlin ◽  
Dennis Zgaljardic ◽  
Norma Erosa
Keyword(s):  
Quality Of Life ◽  
Problem Solving ◽  
Family Caregiver ◽  
Caregiver Quality
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