Relevant bibliographies by topics / Bridging courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Bridging courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Bridging courses"

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Eitemüller, Carolin, and Sebastian Habig. "Enhancing the transition? – effects of a tertiary bridging course in chemistry." Chemistry Education Research and Practice 21, no. 2 (2020): 561–69. http://dx.doi.org/10.1039/c9rp00207c.

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Preparatory or bridging courses are widespread and have a long tradition at universities. They are designed to increase students’ academic success – in particular of students with low prior knowledge – and to reduce dropout rates. However, critics of these short and compact bridging courses complain that preparatory courses are not able to fill in content gaps sufficiently in a few weeks. Despite the high prevalence of university bridging courses, little is currently known about the sustainable learning efficacy of these courses. The aim of this study was to examine the short- and long-term effects of a traditional chemistry bridging course on students’ success in the end of the semester examination of first-year chemistry students. For this purpose, students’ learning outcomes were analyzed at the end of the two-week bridging course of students with different prior knowledge. Furthermore, it was investigated in an intervention-reference-group design whether students’ exam results at the end of the first semester differ from participants of the bridging course and students who did not participate in the course. The results of the study reveal that students with low prior knowledge manage to close their content gaps in just a few weeks and to adjust differences in prior knowledge before starting their studies. At the end of the first semester, bridging course participants achieve significantly better exam results than their fellow students who did not enroll in the bridging course. However, mainly students with high prior knowledge seem to benefit from participating in the longer term. In the case of students with low prior knowledge, participation do not lead to better exam results compared to students without participation. Findings of the study can provide a basis for university teachers as well as university development experts to establish university bridging courses as well as to optimize existing offers.
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Taylor, P. C., J. A. Malone, and D. F. Treagust. "Case Studies of Aboriginal Students - a Measure of Success for Tertiary Students." Aboriginal Child at School 17, no. 1 (March 1989): 8–24. http://dx.doi.org/10.1017/s031058220000657x.

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The issue of selecting potentially successful students for a course of study is of central concern to course organisers. Nowhere is this issue of more concern than in the area of bridging courses designed to promote access to tertiary courses and professions in which Aboriginal people are grossly under-represented. Organisers of bridging courses are faced with the problem of identifying potentially successful candidates and designing courses to meet their individual learning needs. The problem exists because of the unprecedented nature of innovative courses catering for newly defined clientele such as mature-aged, urban and academically aspiring Aboriginal students.
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Thompson, Amy S., and Sandra L. Schneider. "Bridging the Gap." IALLT Journal of Language Learning Technologies 42, no. 1 (April 15, 2012): 1–29. http://dx.doi.org/10.17161/iallt.v42i1.8500.

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As language requirements burgeon at the post-secondary level inattempts to create global citizens out of college graduates,universities nationwide have seen a sharp increase in languagecourse enrollments, especially in the Less Commonly TaughtLanguage (LCTL) courses (Furman, Goldberg, & Lusin, 2007).While this is a positive trend from an intellectual and culturalpoint-of-view, the sudden growth presents a unique set of problemsfor course implementation. There has been a current trend ofoffering language courses online to meet increasing demands forcommonly taught languages (CTLs) (e.g., Chenoweth, Ushida, &Murday, 2006; Sanders, 2005), but little has been written aboutonline offerings for LCTLs (c.f., Winke, Goertler, & Amuzie, 2010).To respond to the need for high-quality pedagogical materials forLCTLs and to compensate for the lack of face-to-face classroomsettings, the Center for the Study of International Languages andCultures (CSILC) at the University of South Florida (USF) hascreated lessons in Dari, Pashto, and Urdu for the Global LanguageOnline Support System website (GLOSS; gloss.dliflc.gov)supported by the Defense Language Institute Foreign LanguageCenter. This paper is an analysis of considerations that informedthe process and products of these modules. A discussion ofimplications and directions for further study concludes the paper.
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Gordon, Sue, and Jackie Nicholas. "Students’ conceptions of mathematics bridging courses." Journal of Further and Higher Education 37, no. 1 (January 2013): 109–25. http://dx.doi.org/10.1080/0309877x.2011.644779.

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Lamanauskas, Vincentas. "BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”." Natural Science Education in a Comprehensive School (NSECS) 26, no. 1 (November 15, 2020): 4–13. http://dx.doi.org/10.48127/gu/20.26.04.

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Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.
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Hunt, Todd, and David W. Thompson. "Bridging the Gender Gap in PR Courses." Journalism Educator 43, no. 1 (March 1988): 49–51. http://dx.doi.org/10.1177/107769588804300116.

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Pierson, Stephen W., Suzanne T. Gurland, and Valerie Crawford. "Improving the Effectiveness of Introductory Physics Service Courses: Bridging to Engineering Courses." Journal of Engineering Education 91, no. 4 (October 2002): 387–92. http://dx.doi.org/10.1002/j.2168-9830.2002.tb00721.x.

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Drake, Tom, Michael O'Rourke, Dean Panttaja, and Ivan Peterson. "It's Alive! The Life Span of an Interdisciplinary Course in the Humanities." Journal of General Education 57, no. 4 (January 1, 2008): 223–43. http://dx.doi.org/10.2307/27798112.

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Abstract After describing our interdisciplinary humanities course and its history, we identify challenges these courses face and strategies for keeping them vigorous. We argue that course longevity depends on effective translation of vision and content into explicit goals bridging the gaps between faculty members and between faculty and students.
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Ustav, Sirje, and Urve Venesaar. "Bridging metacompetencies and entrepreneurship education." Education + Training 60, no. 7/8 (August 23, 2018): 674–95. http://dx.doi.org/10.1108/et-08-2017-0117.

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PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.
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Langley, Elizabeth C. "Bridging the Curriculum Divide: A Proposal for Expressive Writing in World Language Content Courses." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 425–30. http://dx.doi.org/10.17507/tpls.1203.01.

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In 2007, the Modern Language Association (MLA) called for significant changes to world language programs due to a curricular bifurcation between basic language courses and upper-division content courses. Although significant inroads have been made in the last 14 years, the two-tiered curriculum structure still exists in many programs, and the urgency for curricular coherence has been heightened by a dwindling number of language majors coupled with institutional disinvestment in language departments. In practice, when language programs have not undergone a significant redesign, the general remedy for this divide is to include more authentic content in the target language in lower-level courses and to provide opportunities to continue to develop the full range of linguistic skills in upper-level content courses. In this proposal, I enter the conversation surrounding the curriculum divide in language programs and recommend a supplementary approach to previous solutions. I explore the advantages and disadvantages of expressive writing in advanced language courses and propose that including expressive writing assignments in world language content courses will help bridge the divide between lower-level and upper-level curricula. More specifically, I argue that expressive writing encourages students to continue to develop their voice from lower-level courses, to activate their background knowledge and facilitate reflection on course content, and to develop their linguistic skills in lower-stakes writing assignments. I also offer suggestions for adaptable, expressive assignment types for advanced language content courses.
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Dissertations / Theses on the topic "Bridging courses"

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Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.

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Donovan, Robyn Terese, and r. donovan@cqu edu au. "Towards a framework to assist women enrolled in the WIST bridging program learning communities." Central Queensland University, 2008. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20080717.093639.

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Women are returning to study as mature age students in increasing numbers. Typically, these women have been away from study for a number of years and, in order to gain entrance into a university course most women are required to undertake a bridging program. Bridging programs can provide women with an alternative pathway into university and are designed to develop the academic and study skills required to successfully undertake undergraduate studies. The Women into Science and Technology (WIST) bridging program, offered by Central Queensland University, is a self-paced bridging program which provides a low cost, study at home option specifically designed to accommodate women’s needs. This research focuses on the perceived needs of women who are enrolled in the WIST program. To this end a survey instrument has been developed to identify the needs and challenges of women undertaking the WIST program. This instrument was used to explore the needs and challenges of women enrolled in the WIST program. The survey results revealed that women have a range of needs which include support from the university, development of study and academic skills, personal qualities such as motivation and determination as well as support from their family and personal networks. The results indicate that the university needs to provide a range of support mechanisms and processes. These outcomes were used to develop the Get SET for Study framework that can be used for the planning and design of bridging courses similar to WIST for women who are considering enrolling in university.
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Stratton, Gregory J. "Whose story is it anyway?: An explanation of how `academic literacy' was constructed in a university transition course for Indigenous Australians during a period of organisational change." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/99.

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This thesis examines how a group of lecturers who taught in a university preparation course designed for Indigenous Australians thought about what `academic literacy' meant. Lecturers were asked to consider the relationships between the meanings of `academic literacy' , curriculum, and the considerable problems the Course was facing in order to remain viable. My research goal was to better understand what alignment of people, ideas, and other important entities would be required to develop a sustainable program for Indigenous people seeking an alternative pathway into university degrees.
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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/316.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Chirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
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Chittleborough, Glen. "An evaluation of student learning during a tertiary bridging course in chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10586.

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A new one-semester tertiary bridging course in chemistry was designed with constructivist concept-learning as a major aim. This aim was monitored by Concept Learning Test Sequences (CLTSs), developed for each of ten fundamental chemical concept-clusters, selected from ten theory-practical work-units of an expressly written book. The concept-clusters were: density, mixture/compound, structure/bonding, base/salt, redox, mole, rate, metal, halogen, hydrocarbon. Each CLTS comprised a pre-instruction item; two-tier multiple-choice item(s); a post-instruction item; each provided data from a class of 21 students of widely different backgrounds. Separate chapters discuss class results and individual results.Concept-learning Improvement Categories that estimated individual improvement in each CLTS were quantified by assigning numerical values. Summation of these numerical values for all ten CLTSs produced individual Concept-learning Improvement Indices (CLIIs). Improvement in concept-learning appears independent of prior academic background. Rankings by CLIIs and by final assessment percentage were strongly correlated. The mean CLII for the class assessed concept-learning improvement (per concept) at Moderate-to-Intermediate.Various probes revealed that factors which influenced learning included: pre-laboratory reports; practical work; learning partnership(s); positive personal qualities; mathematical skills; confidence; visualisation; integration of theoretical and practical studies; bench problem-solving; a relaxed tutorial atmosphere; historical approaches to chemical concepts. Students assessed the course overall as 'good'.
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Hill, Celeste. "Bridging the Generation Gap: When Cyber Seniors and Millennials Meet." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/13.

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For several years, the Family Life Education and Gerontology classes have been involved in an intergenerational teaching/learning project. By matching Millennials and Baby Boomers in computer literacy classes, it builds bridges across generations. The students are teamed up with Seniors through a “Cyber Seniors” project, under the auspices of Collat Jewish Family Services (CJFS), which in turn is supported by United Way. The Seniors are encouraged to develop and expand their computer skills on any electronic device of their choosing. Out of these interactions a number of anticipated and unanticipated outcomes were achieved. The project supports computer related skills, and internet safety and privacy for Seniors. The metacognitive learning that took place in both parties, was unanticipated and most rewarding. Students gained respect, empathy and greater understanding for the Seniors. Teaching, learning and socializing were intertwined and the Seniors spoke highly of the social benefits of these meetings.
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Hess, Cecilia. "Enrolled bridging course learners’ perspectives related to factors influencing their learning in the clinical environment." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71633.

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Thesis (MCurr)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Exposure to the clinical learning environment forms an essential part of nursing education. Being a nurse lecturer in the private sector, the researcher observed that bridging course learners do not always perform academically as satisfactorily as they should. For the purpose of the current study, the researcher investigated enrolled bridging course learners’ perspectives related to factors influencing their learning in the clinical environment. The study focused on bridging course learners in the private sector. The objectives of the study were to determine whether the following was valid for the population under consideration: - a shortage of staff is a barrier to learning in the clinical environment; - an orientation programme has been implemented for bridging course learners in the clinical environment; - bridging course learners in the clinical environment have to take charge of wards; - the attitude of staff members is a barrier to the learners’ learning experience. - there is a learner/mentor relationship in the clinical environment; - opportunities to gain practical competence exist in the clinical environment. An exploratory descriptive design with a predominantly quantitative approach was applied. The population for the study consisted of bridging course learners at the three private nursing colleges in the Cape metropolitan area (N = 89). Due to the small size of the population, all available learners who voluntarily gave consent were included in the study. The sample size for this study constituted 62% (n = 55) of the target population. A semi-structured questionnaire was used to collect data, and both open and closed ended questions were used. Reliability and validity were assured by means of a pilot study and the use of experts in the field of nursing education and statistics. Data were collected personally by the researcher. Ethical approval was obtained from the Committee for Human Science Research at the Faculty of Medicine and Health Sciences at Stellenbosch University. Statistical associations were determined using the Spearman and Mann-Whitney U tests. The results of this study are presented in percentages and tables. The majority (n = 46/84%) of the participants disagreed that the staffing in units was sufficient. Most (n = 40/73%) participants disagreed with the statement that working conditions were conducive to learning. Qualitative analysis revealed that the participants perceived the clinical environment to be hostile, and the majority (n = 47/85%) of the participants agreed that staff members had a negative attitude towards them. Furthermore, only five (n = 5/9%) participants indicated that they always spent time with their mentor, and the majority (n = 36/65%) of the participants disagreed with the statement that they could achieve specific outcomes before moving to another ward. A shortage of staff, being placed in charge of wards in the absence of a registered nurse, negative attitudes of staff members, and the lack of a mentor–learner relationship were identified as factors that impacted negatively on learning in the clinical environment. Several recommendations, grounded in the study findings, were identified, including: - Sufficient staff should be on duty to improve the learning environment, in order for learners to achieve their outcomes according to the curriculum. - Learners should receive adequate supervision and support. - Sufficient time should be allocated for practical procedures, such as releasing learners on practical days to practise procedures. Factors influencing enrolled bridging course learners’ learning experiences in the clinical environment were identified. Strategies to address these factors may improve their clinical experiences and ultimately their clinical competence.
AFRIKAANSE OPSOMMING: Blootstelling aan kliniese leer omgewing is ’n grondliggende deel van verpleegonderrig. As ’n verpleeglektrise in die privaat sektor, het die navorser tot die gevolgtrekking gekom dat oorbruggingsleerders nie akademies na wense presteer nie. Vir die doel van hierdie studie het die navorser die faktore geëvalueer wat die kliniese onderrig van oorbruggingsleerders gedurende hul plasing in die kliniese omgewing beïnvloed. Die ondersoek konsentreer op oorbruggingsleerders wat in die privaat sektor werk. Die oogmerke van die studie was om te bepaal of: - ’n personeeltekort onderrig in die kliniese omgewing belemmer; - daar ’n oriënteringsprogram vir oorbruggingsleerders bestaan; - oorbruggingsleerders die bevel oor eenhede moet oorneem; - leerders personeelgesindhede as ’n hindernis ervaar; - daar ’n leerder/mentor-verhouding in die kliniese omgewing is; - geleenthede vir praktiese onderrig geskep word. ’n Beskrywende, verkennende studie met ’n oorwegend kwantitatiewe benadering is uitgevoer. Die studiebevolking was oorbruggingsleerders (N = 89) wat die drie privaat verpleegkolleges in die Kaapse metropool verteenwoordig. As gevolg van die klein populasie het alle leerders wat vrywillig hul toestemming verleen het, aan die studie deelgeneem. Gevolglik is ’n steekproef (n = 55/62%) van die teikenpopulasie geneem. Die navorser het ’n semi-gestruktureerde vraelys gebruik om data in te win en beide oop en toe vrae was gevra. Betroubaarheid en geldigheid is deur middel van ’n proefstudie sowel as die gebruik van deskundiges op die gebied van verpleegonderrig en statistiek verseker. Die navorser het die data persoonlik ingesamel. Etiese goedkeuring is van die Gesondheidsnavorsingsetiekkomitee van die Fakulteit Geneeskunde en Gesondheidswetenskappe van die Universiteit Stellenbosch verkry. Statistiese korrelasies is met behulp van die Spearman- en Mann-Whitney-U-toetse ondersoek. Die resultate van die studie word in die vorm van persentasies en tabelle aangebied. Die meeste deelnemers (n = 46/84%) reken daar is nie voldoende personeel in die sale nie. Voorts dink die meeste (n=40/73%) ook dat werksomstandighede nie onderrig bevorder nie. Kwalitatiewe ontleding toon dat die deelnemers die kliniese omgewing as bedreigend beskou, en die meeste (n = 47/85%) is dit ook eens dat personeel ’n negatiewe houding teenoor hulle openbaar. Slegs vyf deelnemers (n = 5/9%) het aangedui dat hulle altyd tyd saam met hulle mentor deurbring, terwyl die meeste (n = 36/65%) erken dat hulle nie hulle studie-uitkomste bereik alvorens hulle na ’n ander saal oorgeplaas word nie. Die studie bevind dat ’n personeeltekort, om in bevel van eenhede geplaas te word in die afwesigheid van ‘n geregistreerde verpleegkundige, personeel se negatiewe houding, en die gebrek aan ’n mentor/leerder-verhouding van die faktore is wat onderrig in die kliniese omgewing benadeel. Verskeie aanbevelings word op grond van die studiebevindinge gedoen. Dit sluit die volgende in: - Daar behoort genoegsame personeel aan diens te wees om die onderrigomgewing vir leerders te verbeter en hulle sodoende in staat te stel om hul studie-uitkomste volgens die kurrikulum te behaal. - Behoorlike toesig oor leerders moet verseker word. - Leerders behoort op praktiese dae van ander werk vrygestel te word ten einde hul prosedures te voltooi. Faktore wat die leer ervaring van oorbruggings leerders in die kliniese omgewing beinvloed was identifiseer. Strategieë wat hierdie faktore adresseer, kan hulle kliniese ervaring asook hul kliniese vaardigheid verbeter.
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Pillay, Thriscilla. "The perceptions of 2nd year bridging course students regarding mentoring at private nursing colleges in Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1016157.

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Nursing faces many challenges today, such as an international shortageof nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an or Nursing faces many challenges today, such as an international shortage of nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an organisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring, ganisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring.
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Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Books on the topic "Bridging courses"

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Winter, Jan. Report of a study on curriculum materials to support courses bridging the gap between GCSE and A level mathematics. Bristol: SCAA, 1997.

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Hackman, Sue. Into literature: A bridging course to advanced study. London: Hodder & Stoughton, 1995.

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(Firm), Medium Health Care Consulting. Bridging the divide: 3 year rural medical practitioners course in Assam : a case study with details for replication. Hyderabad: Centre for Innovations in Public Systems, 2013.

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Mike, Woods, ed. The manager's casebook: A unique new course bridging the divide between management theory and real people doing real jobs. London: Penguin, 1994.

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Mike, Woods, ed. The manager's casebook: A unique new course bridging the divide between management theory and real people doing real jobs. London: M. Joseph, 1992.

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Jaya, BP Cipta. Manajemen peningkatan mutu berbasis sekolah: Dilengkapi bridging course (pembekalan awal bagi siswa baru di SLTP), meliputi mata pelajaran bahasa Indonesia, matematika, PPKN, sejarah, geografi, ekonomi, fisika, biologi. Jakarta: Cipta Jaya, 2005.

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The Copyright Board of Canada: Bridging law and economics for twenty years = La Commission du droit d'auteur du Canada : vingt ans entre le droit et l'économie. Cowansville, Québec: Éditions Y. Blais, 2011.

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Bridging the Gap: A New Curriculum for Post-Intermediate to Advanced Level Courses in French. Heinle & Heinle Publishers, 1994.

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1961-, O'Reilly Andrea, Newman Ruby K. 1947-, and York University (Toronto, Ont.). School of Women's Studies., eds. You can get there from here: 25 years of bridging courses for women at York University. Toronto: School of Women's Studies, York University, 2006.

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Diwan, Dr Anupama, ed. A HANDBOOK OF ANATOMY AND PHYSIOLOGY. KAAV PUBLICATIONS, DELHI, INDIA, 2022. http://dx.doi.org/10.52458/9789391842734.2022.eb.asu.

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This book is to cover under one umbrella, entire diseases and treatment which are associated with human being, so that students can correlate the problems and solution and can understand the concept. This textbook is aimed focusing student to learn through the blending of Anatomy, Physiology and Pharmacology of drugs bridging the gap between these two courses. It covers the normal structure and function of human body at cell, tissue and organ level to understand how each segment work in coordination for proper function of body to maintain a state of balance and health. It also comprises the communicable diseases and the drugs used to mitigate them.
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Book chapters on the topic "Bridging courses"

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Rosen, Clive. "Bridging the Cultural Divide: Applying Critical Thinking in TNE Partnerships." In Transnational Higher Education in Computing Courses, 3–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28251-6_1.

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Hapke, Holly M. "Crossing Borders, Exotic Women and the Challenge of Teaching Gender in World Regional Geography and Area Studies Courses." In Bridging Worlds – Building Feminist Geographies, 19–28. London: Routledge, 2022. http://dx.doi.org/10.4324/9781032275611-4.

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Kapoor, Nimish. "Challenges Faced by Science Journalists and Communicators Working in Vernacular Languages and Insights Pertaining to Science Communication Courses." In Bridging the Communication Gap in Science and Technology, 173–90. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1025-5_13.

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Movshovitz-Hadar, Nitsa. "Bridging Between Mathematics and Education Courses: Strategy Games as Generators of Problem Solving and Proving Tasks." In Constructing Knowledge for Teaching Secondary Mathematics, 117–40. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-09812-8_8.

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Baylina, Mireia, Maria Dolors Garcia Ramon, Montserrat Villarino, Mª Josefa Mosteiro García, Ana Mª Porto Castro, and Isabel Salamaña. "Life Course in the New Processes of Re-Ruralization in Spain." In Bridging Worlds – Building Feminist Geographies, 157–68. London: Routledge, 2022. http://dx.doi.org/10.4324/9781032275611-18.

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Villegas, Paloma E. "Bridging Borders: Teaching a Bridging Course with Precarious Status Students Transitioning to the University." In Critical Schooling, 245–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00716-4_11.

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Castner, Daniel J., Rosemary Gornik, James G. Henderson, and Wendy L. Samford. "Teachers and Administrators as Lead Professionals for Democratic Ethics: From Course Design to Collaborative Journeys of Becoming." In Bridging Educational Leadership, Curriculum Theory and Didaktik, 333–61. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58650-2_10.

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Lepellere, Maria Antonietta, Irina Cristea, and Donatella Gubiani. "The E-learning System for Teaching Bridging Mathematics Course to Applied Degree Studies." In Models and Theories in Social Systems, 295–309. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00084-4_16.

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Khng, Irene. "Exploratory Practice in an Intensive English Language Bridging Course for Foreign Nursing Students: Thinking in English." In Asian Research on English for Specific Purposes, 45–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1037-3_4.

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Arnold, Kimberly S., and Deborah A. Snaddon. "Resource Bridging between High School and College Educators: An Interactive Approach for a Dual Credit Chemistry Course." In ACS Symposium Series, 83–90. Washington, DC: American Chemical Society, 2019. http://dx.doi.org/10.1021/bk-2019-1335.ch007.

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Conference papers on the topic "Bridging courses"

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Foley, Andrew C. "Bridging the Entropy Chasm!" In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42723.

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Typically a Thermodynamics course spend at least half of its allotted teaching schedule introducing the first law in its various guises followed by the more mysterious property entropy and its convoluted ‘birth’ from Carnot engine analyses. The author describes a ‘catch all’ approach that first describes the ‘accounting’ techniques used not only for the first law (energy) and the second law (entropy) but also continuity, momentum etc. This is done with non thermofluid examples not typically associated with these courses but more aligned with a student’s own day to day experiences. Once this accounting framework is in place then the physical properties of energy and entropy are introduced and used within the previously described framework to allow students to confidently tackle a myriad of thermofluid problems. The author is particularly pleased with the explanation of entropy which he believes allows a truer appreciation of the property not normally presented in traditional texts. Overall the approach allows the theory of a thermofluids course to be undertaken much more rapidly than many conventional courses. The formulations are greatly reduced and their generality is increased significantly. Ultimately this allows more time in a course for the practice of application of these tools.
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Lyford, Alex, and Katelyn Mei. "Where Is Data Ethics in Postsecondary Data Science Courses?" In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3d1.

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The number of postsecondary data science courses, especially at the introductory level, has increased dramatically over the past decade. As the prevalence and complexity of data-related challenges increases, so too does the need to teach students how to handle these issues in an ethically-responsible manner. In this work, we use a combination of course syllabi and course descriptions from 361 data science courses across 81 postsecondary institutions in the United States. We find that fewer than half of all data science courses contain any elements of data ethics, broadly defined. We conclude with examples of the different ways that data ethics is integrated into data science courses across the United States and a vision for data ethics moving forward.
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Tintle, Nathan, Karen McGaughey, and Beth Chance. "What Do Students in Biology Courses Understand and Appreciate About Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7b2.

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Learning standards for biology courses have called for increasing statistics content. Little is known, however, about biology students’ attitudes towards statistics content and what students actually learn about statistics in these courses. This study aims to uncover changes in attitudes and content knowledge in statistics for students in biology courses. One hundred thirty-four introductory biology students across five different instructors participated in a pre-post study of statistical thinking and attitudes toward statistics. Students performed better on the statistics conceptual inventory at the end of a biology course compared to the beginning. Student attitudes showed no change. These preliminary results suggest the potential importance for laying a conceptual foundation in statistics prior to taking biology courses with little formal statistical instruction.
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Honnor, Thomas, Niloufar Abourashchi, and Matina Rassias. "Empowering Non-specialists to Interpret and Disseminate Statistics Through Structured Assessments." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t13a1.

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Assessment is an important tool for quantifying each student’s relative ability but when carefully designed can also be used to educate and empower students. Because the importance of statistical understanding is becoming increasingly recognised, there is a subsequent growth in non-specialist students taking statistics service courses. The assessments for such courses can define students’ personal course aims and level of engagement and set the tone for their future interactions with the subject. We have designed and implemented a modernised assessment pattern, with assessments structured to build upon each other and lead students from the foundations of probability to interpretation and communication of authentic statistical analyses. We discuss our experiences having implemented this new assessment pattern across three courses, totaling more than 600 students.
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Berens, Florian. "What Changes Students’ Attitudes? A Qualitative Panel Study on How and Why Attitudes Toward an Introductory Statistics Course Change." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3g1.

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Change in attitudes toward statistics during introductory courses has been shown to have a major impact on learning success. Although attitudes pre- and post-introductory courses have therefore been widely studied, there is a lack of research on how attitudes evolve during the course. Only Kerby and Wroughton (2017) include a measurement at midterm and find some roughly v-shaped progressions of attitudes. The present study shows a different development in a qualitative panel study with six students and four interviews per student. The main reason for changes in attitudes is identified as the current course content, which changes how mathematical, difficult, interesting, and valuable statistics is currently perceived to be. The findings show the reciprocal relationship between topic-related emotions and domain-related attitudes.
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Kerby-Helm, April, Michael Posner, Alana Unfried, Douglas Whitaker, Marjorie Bond, Leyla Batakci, and Wendine Bolon. "S-SOMADS: A New Survey to Measure Student Attitudes Toward Data Science." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a2.

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Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
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Lübke, Karsten, and Matthias Gehrke. "Causal Diagrams for Descriptive Statistics." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t3b1.

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Without random sampling and/or random allocation, even descriptive statistics such as simple means or proportions can be quite misleading. Therefore, causal diagrams were added to existing course materials to address this topic and to illustrate the differences between random and convenience samples and between observational and experimental studies. We assessed student understanding in different courses with a pre-/post-survey. Additionally, we asked students to evaluate the helpfulness of the diagrams for their understanding. There is a statistically discernible positive effect with 280 students from more than seven different courses on pre- to post-knowledge. Also, most of the students agreed with the statement that the causal diagrams helped in their understanding.
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Alexander, Craig, Eilidh Jack, Michael McEwan, and Mitchum Bock. "Exploring Statistics Anxiety in Several Introductory Statistics Courses to Understand Differences Between Types of Students and Types of Courses." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14d3.

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Despite its importance in modern curricula, many students find statistics courses challenging, and the existence of barriers among students to learning statistical reasoning is an important area of study. This study explores the presence and level of statistics anxiety in several cohorts of students studying introductory statistics. The relationship with statistical anxiety dependent on specialisms is explored, along with their curricular choices. An online questionnaire was developed to explore the effects of statistical anxiety and attitudes towards learning statistics. Comparisons were made both within and between the cohorts of students and showed that demographic factors and gender play a minor but statistically significant role in explaining levels of statistical anxiety, but that no significant differences in statistics anxiety existed between cohorts.
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Passmore, Rachel, and Maxine Pfannkuch. "Assessment of Graduate Profile Attributes in a Statistics Capstone Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t4a1.

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In 2019 the University of Auckland (UoA) introduced compulsory capstone courses for all undergraduates in the Faculty of Science in recognition that students required more support to transition from being a student of a discipline to a practitioner. One requirement of the science capstone courses was to provide a vehicle for students to demonstrate the attributes of the graduate profile. Many universities have established graduate profiles to provide clarity to students, staff, and employers alike about the qualities graduates from their institution should possess. This research sought to establish whether UoA graduate profile attributes could be demonstrated and assessed in a statistics capstone course. A framework to evaluate the demonstration of graduate attributes was developed, which along with some preliminary results is presented and discussed.
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Dunham, Bruce. "Exploring Simulation-Based Inference in a High School Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14a3.

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Although inferential concepts are typically introduced in courses at high school, the approaches taught are usually the methodologies in introductory classes at university level. There is much research to support that learners have difficulty with classical frequentist inference and that a better understanding of inferential concepts can be obtained via an introduction using simulation-based methods. A new course available to high schools in British Columbia, Canada, incorporates several novel aspects, a key feature being the reliance on “intuitive,” simulation-based inference. We describe the pedagogical approaches adopted in this course and how students appeared to have learned from their experiences.
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