scholarly journals Offering A Bachelor Of Science In Engineering Technology Degree Program On Accelerated Eight Week Terms: Experiences, Challenges, And Advantages For Students

2020 ◽  
Author(s):  
John Blake
Keyword(s):  
Degree Program ◽  
Engineering Technology ◽  
Bachelor Of Science

Assessing core manipulative skills in a large, first-year laboratory

2007 ◽  
Vol 31 (3) ◽  
pp. 266-269 ◽  
Author(s):  
Roger W. Moni ◽  
Deanne H. Hryciw ◽  
Philip Poronnik ◽  
Lesley J. Lluka ◽  
Karen B. Moni
Keyword(s):  
Undergraduate Students ◽  
Human Movement ◽  
Degree Program ◽  
Digital Data ◽  
First Year ◽  
Degree Programs ◽  
Bachelor Of Science ◽  
Core Skills ◽  
Science Degree ◽  
Undergraduate Programs

Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

Design-Build-Test Senior Design Project

2001 ◽  
Author(s):  
Thomas G. Boronkay ◽  
Janak Dave
Keyword(s):  
Mechanical Engineering ◽  
Engineering Technology ◽  
Bachelor Of Science ◽  
Design Project ◽  
Technology Students ◽  
Senior Design ◽  
Design Build ◽  
Course Sequence ◽  
Capstone Projects ◽  
The University

Abstract Every student in the Mechanical Engineering Technology Department must complete a Senior Capstone Design Project course sequence as a requirement for the partial fulfillment of the Bachelor of Science in Mechanical Engineering Technology degree. Mechanical Engineering Technology students at the University of Cincinnati must design, build, and test their product for the satisfactory completion of the Senior Design Project course sequence. At many institutions the capstone projects do not include the build and test components. This paper gives a short description of the Senior Design course sequence, the list of pre-requisite design courses, the design process used by the students to complete their projects. It addresses issues, such as, team versus individual projects, industrial versus personal projects, etc. It also describes typical projects, two of which are being used in industry with minor modifications.

scholarly journals How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

2017 ◽  
Vol 16 (1) ◽  
pp. ar18 ◽  
Author(s):  
Michael J. Drinkwater ◽  
Kelly E. Matthews ◽  
Jacob Seiler
Keyword(s):  
Teaching Practices ◽  
Science Curriculum ◽  
Degree Program ◽  
Evidence Based ◽  
Learning Approaches ◽  
Bachelor Of Science ◽  
Curriculum Review ◽  
Science Degree ◽  
Institutional Contexts ◽  
Undergraduate Science

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.

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