scholarly journals RE-ENGINEERING SUCCESS: YEAR TWO OF A CROSS-COURSE ASSIGNMENT TO DEVELOP CRITICAL THINKING AND COMMUNICATION SKILLS IN A LAB SETTING

2019 ◽  
Author(s):  
Jennifer Farmer ◽  
Lydia Wilkinson
Keyword(s):  
Student Performance ◽  
Chemical Engineering ◽  
Student Survey ◽  
Communication Performance ◽  
University Of Toronto ◽  
Technical Performance ◽  
Real World Problem ◽  
Second Year ◽  
And Performance ◽  
New Student

Last year we reported on a new initiative designed to help students develop their ability to communicate to a client while applying technical lab skills in a joint, end-of-term problem-based learning exercise that we incorporated into our second-year Chemical Engineering curriculum at University of Toronto. The project asked students to research and develop a lab-basedapproach to a real-world problem and to communicate their solution to a client through various deliverables. A student survey, as well as our own observations and student performance have led to revisions in year two, specifically in our feedback schedule, the composition of our grading team, and the nature of a related term two project. This paper discusses the implementation of these changes, and their success using new student survey data and performance. We conclude that these changes have improved student experience and technical performance; communication performance can be further improved by more consistent training of the instructional and grading team, and additional project support in term two.  

scholarly journals ENGINEERING PORTFOLIOS AT THE UNIVERSITY OF TORONTO: DEVELOPING SKILLS FOR COMMUNICATION,PROFESSIONALISM AND LIFE-LONG LEARNING

2012 ◽  
Author(s):  
Chris Ambidge ◽  
Alan Chong ◽  
Penny Kinnear ◽  
Deborah Tihanyi ◽  
Lydia Wilkinson
Keyword(s):  
Student Development ◽  
Chemical Engineering ◽  
Civil Engineering ◽  
University Of Toronto ◽  
Engineering Communication ◽  
Life Long Learning ◽  
Communication Program ◽  
Engineering Department ◽  
Second Year ◽  
The University

In 2005, the University of Toronto’s Chemical Engineering and Applied Chemistry Department (CHE), in collaboration with the Engineering Communication Program (ECP), piloted a communications portfolio for second-year students. Over the past seven years the communication portfolio has been expanded into the third-year CHE requirements, adapted for use in the Mechanical and Industrial Engineering Department(MIE) and next year will be used within the Civil Engineering Department. Through a discussion of the CHE and MIE portfolios we compare two different portfolio models and explain how this model has been adapted to its newest context in Civil Engineering at the University of Toronto. Through this approach we aim to show the usefulness of this portfolio model in supporting student development in communication, professionalism and life-long learning, three of the CEAB graduate attributes.

scholarly journals Engineering success: Using problem-based learning to develop critical thinking and communication skills in a Chemical Engineering classroom

2018 ◽  
Author(s):  
Jennifer L. Farmer ◽  
Lydia Wilkinson
Keyword(s):  
Chemical Engineering ◽  
Student Feedback ◽  
Chemistry Laboratory ◽  
Written Feedback ◽  
Engineering Curriculum ◽  
Learning Modules ◽  
University Of Toronto ◽  
E Learning ◽  
Second Year ◽  
Research Experiment

This paper discusses the implementation of a joint, end-of-term PBL exercise (a project lab) into our second-year chemical engineering curriculum at University of Toronto through two courses, Applied Chemistry Laboratory I (CHE204) and Communication (CHE299). The activity was designed to help students learn (i) research skills, (ii) how to select appropriate experiment techniques and equipment, (iii) how to design and conduct a research experiment, (iv) how to analyze real-world results, (v) how to communicate using a technical voice, (vi) how to work collaboratively in a group. Students were guided through the project with e-Learning modules, in-class active learning exercises, and written feedback, but were not provided with the type of detailed guidance typically provided in their LBL. Student feedback indicates that they are able to apply their learning from the activity to new contexts in a later assignment.

scholarly journals The flipped classroom with tutor support: an experience in a level one statistics unit

2018 ◽  
Vol 15 (3) ◽  
pp. 27-46
Author(s):  
Ramzan N. Khan ◽  
◽  
Rashmi Watson ◽  
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Student Survey ◽  
Demographic Differences ◽  
Learner Engagement ◽  
Level Statistics ◽  
Traditional Lectures ◽  
Flipped Classrooms ◽  
And Performance

The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination of peer learning and tutorassistance in lectures. Student performance, in the form of final examination and overall marks over four semesters (two with traditional delivery and two flipped), were analysed for differences with respect to the two teaching modes after adjusting for demographic differences. In addition, student survey data were analysed with a view to revealing any relationship between attitude towards a flipped classroom and performance. The results showed that students' performance improved and an increased understanding of concepts was achieved through the flipped classroom approach. Evidence also indicated an increase in learner engagement. Student feedback indicated a higher preference for a flipped mode overall and in particular for ages 20 and below.

scholarly journals The Influence of Video Format on Engagement and Performance in Online Learning

2021 ◽  
Vol 11 (2) ◽  
pp. 128
Author(s):  
Sergej Lackmann ◽  
Pierre-Majorique Léger ◽  
Patrick Charland ◽  
Caroline Aubé ◽  
Jean Talbot
Keyword(s):  
Student Performance ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Emotional States ◽  
Lecture Capture ◽  
Improved Performance ◽  
And Performance ◽  
Subject Experiment ◽  
The Impact ◽  
Video Format

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

scholarly journals A study on the reliability and performance of solar powered street lighting systems

2017 ◽  
Vol 5 (2) ◽  
pp. 110 ◽  
Author(s):  
Adebayo Fashina ◽  
Salifu Azeko ◽  
Joseph Asare ◽  
Chukwuemeka Ani ◽  
Vitalis Anye ◽  
...  
Keyword(s):  
Performance Indicators ◽  
Performance Ratio ◽  
Energy Yield ◽  
Street Lighting ◽  
Technical Performance ◽  
Humid Environment ◽  
Total Failure ◽  
Lighting Systems ◽  
And Performance ◽  
Solar Powered

This paper presents the results of a study on the reliability and performance of the solar-powered street lighting systems installed at the African University of Science and Technology (AUST) in Nigeria, a hot and humid environment. The technical performance of the systems was studied using the following performance indicators: system energy yield, capture loss, as well as the system performance ratio while the reliability of the systems was examined using a model developed from the findings from the maintenance and fault diagnosis of the systems. The model was used to predict the total failure and survival probability of the systems using the Weibull distribution. The performance evaluation during the monitored period (February 2012 to January 2015) indicated that the performance ratios of the systems vary from 70% to 89% and the energy yields of the systems ranging from 2.87 h/day to 5.57 h/day. The results from the reliability analysis also showed that when the stress concentration factor around the notch between the cable terminals in the charge controller increases, the charge controller will become overheated, which in turn affected other components of the systems. The implications of this study are also discussed for the design and development of future solar-powered street lighting systems.

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

scholarly journals Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class

2018 ◽  
Vol 42 (4) ◽  
pp. 593-598 ◽  
Author(s):  
Christine A. Kauffman ◽  
Megan Derazin ◽  
Abdo Asmar ◽  
Jonathan D. Kibble
Keyword(s):  
Help Seeking ◽  
Video Capture ◽  
Final Exam ◽  
Self Regulated Learning ◽  
Case Based Learning ◽  
New Material ◽  
Marked Decline ◽  
Second Year ◽  
And Performance ◽  
Case Based

Studies completed with undergraduate populations have shown that attendance positively correlates with academic performance. A marked decline in classroom attendance within medical school has recently been noticed with the availability of video capture of lectures and other online material. This study compares these in the era of online material. It took place during the second-year Gastrointestinal and Renal Systems module. Attendance was mandatory at team-based learning and case-based learning sessions on new material and voluntary at lectures (29 sessions) and case-based learning on material previously covered (9 sessions). Attendance was recorded prospectively. All lectures were recorded, and all related files were available to students online. Performance was based on a 118 multiple-choice question final examination. Students voluntarily completed the Motivated Strategies for Learning Questionnaire (MSLQ). The study group consisted of 78 students (68% of 114 total) of whom 48 completed the MSLQ. Mean attendance was 24%, with 33% of students attending none of the nonmandatory sessions. The median score on the final exam for participants was 86.0 (range: 28.8). High levels of self-efficacy and the ability to self-regulate effort were predictive of low attendance. Attendance was positively predicted by an orientation toward peer learning and help seeking. There was no correlation between the percentage of classes attended and performance on the final exam. We conclude that different facets of self-regulated learning predict attendance, with highly confident students being the least likely to attend, and that attendance at in-class sessions is no longer a good marker for performance.

scholarly journals Effects of combined decision-support and performance-based incentives on reported client satisfaction with maternal health services in primary facilities: A quasi-experimental study in the Upper East Region of Ghana

PLoS ONE ◽  
2021 ◽  
Vol 16 (4) ◽  
pp. e0249778
Author(s):  
Gifty Apiung Aninanya ◽  
Easmon Otupiri ◽  
Natasha Howard
Keyword(s):  
Maternal Health ◽  
Health Services ◽  
Client Satisfaction ◽  
Maternal Health Services ◽  
Difference In Difference ◽  
Healthcare Facilities ◽  
Technical Performance ◽  
Quasi Experimental ◽  
Upper East Region ◽  
And Performance

Background Computerized decision-support systems (CDSS) and performance-based incentives (PBIs) have potential to contribute to client satisfaction with health services. However, rigorous evidence is lacking on the effectiveness of these strategies in lower-income countries such as Ghana. This study aimed to determine the effect of a combined CDSS-PBI intervention on client satisfaction with maternal health services in primary facilities in the Upper East Region of Ghana. Methods We employed a quasi-experimental controlled baseline and endline design to assess the effect of the combined interventions on client satisfaction with maternal health services, measured by quantitative pre/post-test client satisfaction survey. Our analysis used difference-in-difference logistic regression, controlling for potential covariates, to compare variables across intervention and comparison facilities at baseline and endline. Results The combined CDSS-PBI intervention was associated with increased or unchanged client satisfaction with all maternal health services compared at endline. Antenatal client difference-in-difference of mean satisfaction scores were significant at endline for intervention (n = 378) and comparison (n = 362) healthcare facilities for overall satisfaction (DiD 0.058, p = 0.014), perception of providers’ technical performance (DiD = 0.142; p = 0.006), client-provider interaction (DiD = 0.152; p = 0.001), and provider availability (DiD = 0.173; p = 0.001). Delivery client difference-in-difference of satisfaction scores were significant at endline for intervention (n = 318) and comparison (n = 240) healthcare facilities for overall satisfaction with delivery services (DiD = 0.072; p = 0.02) and client-provider interaction (DiD = 0.146; p = 0.02). However, mean overall satisfaction actually reduced slightly in intervention facilities, while DiD for technical performance and provider availability were not significant. Conclusion This combined CDSS-PBI intervention was associated with greater antenatal and delivery client satisfaction with some aspects of maternity services within two years of implementation. It could be expanded elsewhere if funds allow, though further research is still required to assess cost-effectiveness and long-term effects on client satisfaction and maternal health outcomes.

scholarly journals Development and Formative Evaluation of a Low-Fidelity Equine Castration Model for Veterinary Education

2021 ◽  
Vol 8 ◽  
Author(s):  
M. Katie Sheats ◽  
Megan J. Burke ◽  
James B. Robertson ◽  
Katherine E. Fiebrandt ◽  
Callie A. Fogle
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Formative Evaluation ◽  
Performance Metrics ◽  
Early Stage ◽  
Future Research ◽  
Student Survey ◽  
Significant Difference ◽  
Veterinary Faculty ◽  
Fidelity Model

Entrustable Professional Activities (EPAs) are units of activity that early-stage professionals perform in the workplace that necessitate simultaneous integration of multiple competencies. EPA #6 requires students to perform a common surgical procedure on a stable patient, including pre-operative and post-operative management. Castration is one of the most common surgeries performed by equine primary care practitioners and is considered an “entry-level competency” for veterinary graduates entering equine private practice, however, to our knowledge there are no equine castration models available for veterinary student education. Therefore, we developed an inexpensive, low-fidelity model of equine field castration and evaluated it using a mixed-methods approach. Two different groups of students, with or without model experience, completed surveys before and after live horse castration. Students who used the model also completed model specific surveys. Videos of the students completing the model were evaluated by at least two different equine veterinary faculty using a 15-point rubric, and inter-rater reliability of the rubric was determined. After completing the model, students reflected on strengths and weaknesses of their performance. From our student survey results, we determined that student attitudes toward the model were mostly positive. Interestingly, there were several student attitudes toward the model that became significantly more favorable after live horse castration. Prior to live horse castration, there was no significant difference in confidence in model vs. no-model groups. Following live horse castration, students who used the model had higher confidence in procedure preparation and hand-ties than students who did not use the model, but they had lower scores for confidence during patient recovery. When reflecting on model castration, students most commonly cited preparation and surgical description as strengths, and ligature placement and hand-ties as weaknesses. Experts provided several suggestions to improve the model, including incorporation of emasculators and the need for better model stabilization. Our findings suggest that both students and veterinary educators feel that this low-fidelity model has educational value. Rubric performance metrics were favorable, but additional steps are needed to improve grading consistency among educators. Future research will determine whether student performance on the model is predictive of competence score during live-horse castration.

scholarly journals From Drug Literature Evaluation to Evidence-Based Medicine: Transforming the Focus of a First Year Pharmacy Curriculum

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Shannon Reidt ◽  
Keri Hager ◽  
James Beattie ◽  
Amy Pittenger ◽  
Maureen Smith ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Evidence Based Medicine ◽  
Integrated Design ◽  
First Year ◽  
Evidence Based ◽  
And Performance ◽  
Pharmacy Curriculum ◽  
Based Medicine

This case study describes a longitudinal curricular sequence implemented to teach evidence-based medicine (EBM) skills. The longitudinal sequence is innovative in its approach, design, and assessment of EBM. This approach moves away from the conventional strategy of teaching drug information and drug literature evaluation as stand-alone courses and instead embraces the EBM Framework and its use in the context of authentic problem solving. The EBM Framework—Ask, Acquire, Appraise, and Apply—was used as the basis for defining seven EBM skills. These skills were targeted in the evidence-based, integrated design of 17 learning episodes delivered with eight faculty members through six courses in the first year. Student perceptions of relevance of EBM and performance on assessments and learning activities throughout the sequence suggest that integrating EBM across the first year of the curriculum is an effective strategy for teaching EBM skills. Three themes emerged from analysis of the data and experience, including the need for: a strong teaching team, a whole task approach with a focus on solving authentic problems, and care in interpreting the progression of assessments and patterns of student performance. Through instructor observations and peer review, the longitudinal sequence has been refined and has had an impact on the rest of the curriculum.   Type: Case Study

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