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Journal articles on the topic 'Bridging courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

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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Sjoberg, Lisa M., and Stephanie L. Ahlfeldt. "Bridging the Gap: Integrating Information Literacy into Communication Courses." Communication Teacher 24, no. 3 (July 2010): 131–35. http://dx.doi.org/10.1080/17404622.2010.489193.

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Mitchell, Ian J., and Eddy J. de Jong. "Bridging Courses in Chemistry and Physics for Engineering Students." Higher Education Research & Development 13, no. 2 (January 1994): 167–78. http://dx.doi.org/10.1080/0729436940130207.

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Gashi, Bardha, and Jasmin Jusufi. "Analysis of ESP Courses Profile: Bridging the Gap Between ESP Challenges and 21st Century Skills." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 63. http://dx.doi.org/10.26417/ejls.v9i1.p63-69.

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English has the status of a global language and nowadays, it is “a must tool“. In order to be successful in any field of study you need to know the language that is spoken or known worldwide. Therefore, English should be included in any fields of study or disciplines. English for Specific Purposes (ESP) Courses have been offered at the public universities in Kosovo as an elective or compulsory course at many departments, at least for two semesters. Teaching English courses in higher education should be designed based on students’ needs by analyzing their level of English and study disciplines, concretely, English for specific purposes courses. Even though, ESP looks as an “easy peasy” issue, in this study has been involved the challenges that ESP teachers and students come across during the complexity of teaching and learning process. In general, this paper also presents an overview of the current situation of ESP courses profile at three public universities in Kosovo. The study has been carried out using three different evaluative research instruments, concretely, has been included a quantitative questionnaire with students and ESP teachers, a qualitative questionnaire (interview) with ten ESP teachers, currently teaching English specific courses at the three universities and also a class observation at three main public universities in Kosovo (Prishtina, Peja and Prizren). Based on the findings, the course content affects directly beliefs, motivation and interests of the students. Hence, ESP courses should be designed based on students’ specific language and professional needs in each discipline, while studying at Higher Educational Institutions.

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Serrano Martínez, Lídia, Marianna Bosch, and Josep Gascón. "An overview of “bridging courses” from the ATD perspectiveUna descripción general de los "cursos puente" desde la perspectiva de TAD." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (September 15, 2020): 579–92. http://dx.doi.org/10.23925/1983-3156.2020v22i4p579-592.

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AbstractThe presence of bridging courses in the European university panorama has evolved from a simple spontaneous proposal to being part of a consolidated resource for new students in many universities. In Spain, the tendency points to the usual presence of these courses in almost all degrees containing mathematics in their first year. The analysis of different «bridging courses» led us to formulate the hypothesis that, due to the large number of mathematical praxeologies introduced and the type of didactic praxeologies used, they seem to contribute to increase the isolation and rigidity of mathematical praxeologies studied at secondary level (Serrano 2013). From the ATD, we have designed and experimented a course that tries to overcome this isolation by proposing connecting elements in the terms introduced by Fonseca (2004).Keywords: Bridging courses, Elementary functions, Inequalities, Modelling, Mathematics for economics.ResumenLa presencia de los cursos puente en el panorama universitario europeo ha pasado de una simple propuesta espontánea a ser un recurso consolidado para los nuevos estudiantes que acceden a la universidad. En el caso de España, esta tendencia apunta a la presencia de estos cursos en casi todos los grados que integran cursos de matemáticas en su primer año. El análisis de diferentes cursos nos llevó a formular la hipótesis que, debido al gran número de praxeologías matemáticas introducidas y al tipo de praxeologías didácticas utilizadas, estos parecen contribuir al aislamiento y a la rigidez de las praxeologías matemáticas estudiadas en secundaria (Serrano 2013). Desde la TAD, hemos diseñado y experimentado un curso que intenta superar este aislamiento proponiendo conectar elementos en los términos introducidos por Fonseca (2004).Palabras clave: Cursos puente, Funciones elementales, Desigualdades, Modelización, Matemáticas para la economía.

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Sundström, Malin, and Johan Hagberg. "Bridging Marketing Theory and Practice for Consumer Behaviour Master's Students." Industry and Higher Education 24, no. 5 (October 2010): 377–80. http://dx.doi.org/10.5367/ihe.2010.0004.

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This paper describes the planning, implementation and outcome of a graduate-level consumer behaviour course taught in autumn 2008 at the University of Borås in Sweden. The course was jointly developed by marketing academics and business representatives in order to combine research-oriented studies with practical experience in a retail context. The perspectives of the lecturers, students and business representatives are considered in reviewing the benefits and drawbacks of this form of pedagogy. The findings indicate that the collaboration proved valuable to all parties and that the model could usefully be used with other marketing courses.

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Su, Yu-Shan, and Han-Chao Chang. "Bridging Photonics and Optoelectronics Curriculum for the Solar Photovoltaic and LED Industries." International Journal of Photoenergy 2014 (2014): 1–12. http://dx.doi.org/10.1155/2014/146810.

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The gap between learning courses and practical demands has existed in Taiwanese solar photovoltaic and LED industries; therefore, this study attempts to analyze the existing curriculum design of universities. This study collected the current 103 course programs from all optoelectronics-related departments in Taiwanese 36 colleges and universities and sorted these curriculums by three domains of education objectives theory. This theoretical framework was verified on the basis of samples from 150 Taiwanese industrial experts and 354 optoelectronics-related undergraduates and postgraduates. We found that the levels of correlation among the independent variables including cognitive, affective, and skill-based domains and the dependent variable employability are all positively related to each other. We also found the currently curriculum design in Taiwanese universities rarely fit into theory of education objectives from the results of multiple regression analysis. Industrial and student’s group also have few consistent ideas on courses within the curriculum. Finally in order to bridge the gap between learning and practical application, the study provides an idea on curriculum design and suggests that curriculum review should be executed by industrial experts to confirm the courses related to the employability.

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Zerbo, Stefania, Antonietta Lanzarone, Marco Raimondi, Lorena De Martino, Ginevra Malta, Francesco Cappello, and Antonina Argo. "Myocardial bridge pathology and preventable accidents during physical activity of healthy subjects: A case report and a literature review." Medico-Legal Journal 88, no. 4 (May 21, 2020): 209–14. http://dx.doi.org/10.1177/0025817220923638.

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Myocardial bridging is a congenital coronary pathology described as a segment of coronary artery which courses through the myocardial wall under the muscle bridge. Although the prognosis of myocardial bridging is benign, sports medicine recognises myocardial bridging as a leading cause of sudden death among young basketball, football and soccer players. The authors report a case of a 42-year-old man who collapsed while playing football. He died notwithstanding prompt medical assistance and cardiopulmonary resuscitation. At autopsy, gross examination of the heart revealed the intramural course of the left anterior descending coronary artery to be 2 cm from its coronary ostial origin. Histological examination of ventricular septal and left myocardium showed early signs of ischaemic injury without disease of small coronary vessels and hypertrophic cardiomyopathy. The cause of the death was due to malignant ventricular arrhythmia during intense physical activity.

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Gafiiatova, Elzara. "Bridging Languages in Agriculture and Forestry Translation Studies Academic Courses." Procedia - Social and Behavioral Sciences 199 (August 2015): 402–6. http://dx.doi.org/10.1016/j.sbspro.2015.07.525.

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Booy, Martin J., and Anne Lawson. "Bridging the Gap in Clinical Supervision." British Journal of Occupational Therapy 49, no. 12 (December 1986): 382–84. http://dx.doi.org/10.1177/030802268604901203.

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Clinical experience is an essential component of therapist education and training schools are the first to acknowledge the contribution of the clinical supervisor. The Salford School has pioneered both first and second generation Diploma 1981 courses and the article suggests ways in which training schools can promote and encourage an integrated approach to professional training, by ‘bridging the gap’ to the clinical supervisor.

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Williams, Unislawa, Robert Brown, Marilyn Davis, Tinaz Pavri, and Fatemeh Shafiei. "Teaching Data Science in Political Science: Integrating Methods with Substantive Curriculum." PS: Political Science & Politics 54, no. 2 (January 29, 2021): 336–39. http://dx.doi.org/10.1017/s1049096520001687.

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ABSTRACTThe importance of data science in society today is undeniable, and now is the time to prepare data science talent (National Academies of Sciences, Engineering, and Medicine 2018). Data science demands collaboration, but collaboration within political science departments has been weak in teaching data science. Bridging substantive and methods courses can critically aid in teaching data science because it facilitates this collaboration. Our innovation is to integrate data science into both substantive and methods courses through a dedicated data science course and modules on data science topics taught in substantive courses. This approach allows not only for more opportunities for teaching and practice of data science methods but also helps students to understand how social, economic, and political biases and incentives can affect their data.

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Stern, Barbara B., and Diane McKinney Kellogg. "Women and Marketing Education: Bridging the Gap." Journal of Marketing Education 9, no. 2 (June 1987): 1–7. http://dx.doi.org/10.1177/027347538700900201.

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Modified experiential techniques enable educators to bridge gaps between classroom and corporation. The process is especially necessary for women, who comprise 50 percent of marketing students. Educators can bring corporations to classrooms via “vignettes” and guest speakers, and bring classes to corporations for interviews, field trips, and corporate panels. Methods can be integrated into existing courses.

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Minen, Mia, Sangida Akter, Mariana Espinosa-Polanco, and Raddy Ramos. "Education Research: Bridging the Undergraduate Neurosciences With Clinical Neurology." Neurology: Education 1, no. 1 (September 2022): e200005. http://dx.doi.org/10.1212/ne9.0000000000200005.

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There is a significant shortage of neurologists in the United States, and this shortage is projected to worsen considerably. With the growth of undergraduate neuroscience majors, there may be opportunities to engage and motivate undergraduate students interested in the neurosciences toward clinical neurology. We surveyed undergraduate neuroscience faculty to better understand their curricular goals, existing interaction with neurologists, and their desire for additional connections with clinical neurologists and clinical neurology researchers. We invited 523 undergraduate neuroscience faculty (members of Faculty for Undergraduate Neuroscience) to complete an online survey assessing their research areas, courses taught, existing professional networks, and interest in developing connections in clinical neurology/neurology research. We had 140 of the 523 neuroscience faculty (26.8%) complete the survey. Of the 140 respondents, most respondents (93.6%, 131/140) stated their courses included a discussion about neurologic conditions, yet only 4% (6/139) stated addressing the shortage of neurologists in the country. Few reported they were able to partake in professional development opportunities for shadowing neurologists, neurosurgeons, or similar specialists prior to teaching neuroscience courses (19%, 26/140). Understanding neuroscience faculty's perspectives on how to bridge undergraduate neuroscience programs and the field of neurology is critical. This way, we can identify potential gaps and make recommendations for how to improve the neurology pipeline.

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El-Mousawi, Dr Hasan Yousef. "Bridging the Gap between University Accounting Courses and the Market Requirements." Research in Economics and Management 3, no. 3 (August 3, 2018): 216. http://dx.doi.org/10.22158/rem.v3n3p216.

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<p><em>Recently, there has been a broadening gap between accounting education and market requirements. This research aimed at determining this gap for a more comprehensive view. The researcher adopted the analytical, descriptive approach, utilizing an empirical study. The researcher constructed a questionnaire to be distributed to a population of accounting graduates, who graduated five or less years ago and currently working at audit firms in Lebanon. In addition, the researcher devised another questionnaire for owners and/or managers of audit firms. Moreover, the researcher collected data utilizing interviews with owners of audit firms, examiners at Civil Service Board and the Lebanese Association of Certified Public Accountants in order to evaluate the skills of graduates of the Lebanese University and private universities. The research aimed at finding if a gap exists between what is taught through accounting courses in the Lebanese universities and the qualifications and skills needed from accounting graduates to start their accounting profession. In addition, he wanted to show whether or not the type of the university (public or private) may affect the need for additional training for accounting graduates. The research yielded some important findings, mainly that there is a gap between university accounting courses and market requirements. It also showed that the Lebanese University has some advantages over private universities as well as some disadvantages compared to private education.</em></p>

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Hart, Adam G., Richard Stafford, and Anne E. Goodenough. "Bridging the Lecturer/Student Divide: The Role of Residential Field Courses." Bioscience Education 17, no. 1 (June 2011): 1–5. http://dx.doi.org/10.3108/beej.17.3.

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Gordon, Sue, and Jackie Nicholas. "Prior decisions and experiences about mathematics of students in bridging courses." International Journal of Mathematical Education in Science and Technology 44, no. 7 (August 5, 2013): 1081–91. http://dx.doi.org/10.1080/0020739x.2013.823249.

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Büchele, Stefan. "Bridging the gap – How effective are remedial math courses in Germany?" Studies in Educational Evaluation 64 (March 2020): 100832. http://dx.doi.org/10.1016/j.stueduc.2019.100832.

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Zakharov, Wei, and Clarence Maybee. "Bridging the Gap: Information Literacy and Learning in Online Undergraduate Courses." Journal of Library & Information Services in Distance Learning 13, no. 1-2 (September 19, 2018): 215–25. http://dx.doi.org/10.1080/1533290x.2018.1499256.

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Dietrich, Karl, Elizabeth Hutchinson, and Miranda D. Lu. "Advanced Primary Care Orthopedics: Bridging the Gap in Musculoskeletal Education." Family Medicine 52, no. 6 (June 5, 2020): 444–47. http://dx.doi.org/10.22454/fammed.2020.362716.

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Background and Objectives: Musculoskeletal problems are common in primary care, yet many family physicians lack confidence and competence in this area. The Advanced Primary Care Orthopedics (APCO) course utilizes hands-on physical exam instruction, interactive cases, and intentional repetition to teach anatomy, a standardized exam, and important diagnoses. This study assesses the effectiveness of APCO in improving musculoskeletal exam knowledge and confidence. Methods: APCO is a 1.5-day course taught annually to family medicine residents. A 1-day course has also been conducted as a preconference workshop targeting faculty physicians. Participants completed pre- and postcourse assessments to evaluate their knowledge and confidence with the musculoskeletal exam. We compared results using mean differences with paired t-test statistics. Results: In the 2018 and 2019 resident courses, 23 of 30 participants (77%) completed the knowledge assessment and 25 of 30 participants (83%) completed the confidence assessment. Knowledge assessment scores improved by 9.5 points (P<.05) after completion of the course. Confidence in the musculoskeletal exam, as assessed on a 5-point Likert scale (1–not confident at all; 5–very confident), improved from 2.2 to 3.8 after the course (P<.05). In the 2018 preconference workshop, 23 of 36 participants (64%) completed the confidence assessment. Confidence increased from 2.17 to 3.61 (P<.05) after course completion. Conclusions: Participation in the APCO course increased short-term musculoskeletal knowledge and confidence. APCO has many potential applications for residency curriculums, faculty development, and continuing medical education.

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Maurides, Patricia, and Marlene Behrmann. "The Brain as Muse: Bridging Art and Neuroscience." Leonardo 50, no. 2 (April 2017): 190–91. http://dx.doi.org/10.1162/leon_a_01387.

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This article describes a partnership between an artist and neuroscientist who share common interests. The authors discuss bridging the fine arts and neurosciences through the development of transdisciplinary courses and public engagement through an art and science exhibition. Their NeuroArt partnership promotes dialogue and creates community among students and faculty by sharing access, tools and probing questions common to both disciplines.

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Driver, Neville. "Bridging the gap—the oil and gas industry." APPEA Journal 49, no. 2 (2009): 595. http://dx.doi.org/10.1071/aj08068.

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The oil and gas industry is prone to skills shortages resulting from financial cycles, as is the case with many other industry sectors. Bridging the gap in indigenous employment is in part a solution to this problem and in the Northern Territory this has become easier due to innovative developments and smart partnerships. When smart partnerships are formed that involve like-minded organisations, successful employment outcomes are inevitable. Partnerships, involving APPEA, Industries Services Training Pty Ltd (IST), the Australian Government through the National Shills Shortage Strategy (NSSS), plus the Structured Training and Employment Program—Employment Related Services (STEP ERS), which are funded through the Department of Employment Education and Workplace Relations (DEEWR) and the Department of Education and Training (DET) in the Northern Territory, have provided funding for Indigenous pre—employment training programs that are leading to positive employment outcomes in the oil and gas Industry. The model developed and implemented in the Northern Territory by IST ensures Indigenous employment outcomes follow the delivery of the Indigenous pre-employment training programs. Key factors include: Indigenous mentors; culturally appropriate trainers; Monitoring employment activities; and, Specialist project management from APPEA and IST. Methodologies and strategies employed by various partners ensure employment outcomes through the cooperation of principal subcontractors who require staff and who can service contracts let by major APPEA members. Of the 18 Indigenous and Torres Strait Islander participants who commenced the eight-week program in 2008, 16 graduates received their nationally recognised Statements of Attainment at the graduation ceremony held at the Darwin Convention Centre in October 2008. There were six female graduates of the program. Competencies included first aid, dogging, safe working at heights and OHS including risk and hazard analysis training. You may ask yourself why these courses were so successful when many others have failed. The presentation will outline difficulties; successful methodologies and strategies used by IST to ensure employment outcomes are achieved. These strategies include full-time Indigenous mentors throughout the course plus culturally appropriate trainers, smart recruitment strategies, dedicated employment service brokers soliciting employment opportunities, industry site visits, industry guest speakers and the commitment of Governments and APPEA. As a result of the successes to date, the relevant government departments have committed to further courses throughout 2009.

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Edwards, Becky, and Sandra Lyndon. "From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 102–22. http://dx.doi.org/10.5456/wpll.23.1.102.

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This paper reports the findings of a small-scale project which examines how a bespoke bridging module supported those affected by homelessness into higher education. The module was developed on the premise that a successful widening participation project needs to base learning on the lived experience of the individuals. It aimed to support individuals by valuing their personal experiences and developing academic confidence through shared ownership of learning. The findings draw on qualitative interviews with six participants who took part in the bridging module. All had been affected by homelessness and many were recovering from alcohol and/or drug addiction. A narrative methodological approach was used, drawing on Brown and Gilligan's Listening Guide (1991), to explore how participants changed throughout the course of the module. Out of the six who took part, five were accepted onto higher education courses. In addition, all experienced multiple personal benefits, including increased confidence, raised aspirations, improvements in mental health, support with recovery from alcohol/and or drug addiction, and new and renewed relationships. It is concluded that a bespoke bridging module can be both powerful and transformational for those who have been affected by homelessness.

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Karakolis, Evangelos, Panagiotis Kapsalis, Stavros Skalidakis, Christos Kontzinos, Panagiotis Kokkinakos, Ourania Markaki, and Dimitrios Askounis. "Bridging the Gap between Technological Education and Job Market Requirements through Data Analytics and Decision Support Services." Applied Sciences 12, no. 14 (July 15, 2022): 7139. http://dx.doi.org/10.3390/app12147139.

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In the 21st century, technology evolves extremely fast. The same applies to technology-related professions, mostly in terms of skills requirements. Contradictorily, higher education technological institutions are not always in the position to keep up with the labor market requirements. As a result, some of the skills taught in their courses are oftentimes outdated. From a learner’s perspective, the main goal should be to avoid such outdated courses, as for most university students, the long-term objective is to land a job, where they will utilize the skills they acquired from their studies. On the other hand, from an educational decision maker’s perspective, the most important goal is to keep up with the changes in the labor market, offering courses that will be valuable for the prospective careers of students. The work conducted in the context of this publication aims to bridge the gap between education offered in universities and job market skills’ requirements in technology. Specifically, a skill and course recommender system was developed to help learners select courses that are valuable for the job market, as well as a curriculum design service, which recommends updates to a given curriculum based on the job market needs. Both services are built on top of a text mining service that retrieves job posts from several online sources and performs skill extraction from them based on text analytics techniques. Moreover, a decision support service was developed to facilitate optimal decisions for both learners and education decision makers. All services were evaluated positively by 31 early users.

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Lange, Fredrik, Sara Rosengren, Jonas Colliander, Mikael Hernant, and Karina T. Liljedal. "Bridging Theory and Practice in an Applied Retail Track." Journal of Marketing Education 40, no. 1 (February 4, 2018): 6–16. http://dx.doi.org/10.1177/0273475318755837.

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In this article, we present an educational approach that bridges theory and practice: an applied retail track. The track has been co-created by faculty and 10 partnering retail companies and runs in parallel with traditional courses during a 3-year bachelor’s degree program in retail management. The underlying pedagogical concept is to move retail education from simple dissemination of knowledge toward the production of learning by way of experiential, situated, and skill-based learning. Overall, we believe that this learning approach has helped to create a win-win-win situation for students, retailers, and faculty. Students gain unique insights from retail practice to complement their topically oriented course-based learning, thus enhancing their attractiveness to employers after graduation. Retailers gain in-depth knowledge about the competencies of young prospective employees, and faculty and retailers jointly benefit from exchanging ideas about contemporary challenges in retailing. This article describes the program’s main features and successes and offers recommendations for others seeking to implement all or some of its components.

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Kategaya, Nsiima Juliet. "Bridging Ugandan Graphic Design Courses Closer to Chinese and Western Education Standards." Creative Education 09, no. 13 (2018): 1931–44. http://dx.doi.org/10.4236/ce.2018.913141.

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Sanders, Matthew L. "The Interpersonal Development Project: Bridging Theory and Practice in Interpersonal Communication Courses." Communication Teacher 24, no. 3 (July 2010): 165–69. http://dx.doi.org/10.1080/17404622.2010.489191.

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Booke, Paula, and Todd J. Wiebe. "Improving student assessments of elections: the use of information literacy and a course-embedded librarian." Learning and Teaching 10, no. 2 (June 1, 2017): 83–106. http://dx.doi.org/10.3167/latiss.2017.100207.

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The study of U.S. elections as a part of introductory political science courses has become an increasingly difficult endeavour as students encounter the ever-changing landscape of electoral politics. Instructors seeking to equip students with the skills needed to navigate this complex terrain may look for partnerships with library faculty and staff as a means of bridging the research gap faced by students in these courses. This article examines the efficacy of a courseembedded librarian and information literacy training as a means of increasing student research confidence and competence. The findings of our quasi-experiment suggest that students participating in a course with an embedded librarian, information literacy training and an assignment based on the training session reported higher levels of research confidence and demonstrated the use and understanding of selected information literacy skills and concepts.

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AP® GIS&T Study Group. "Bridging High School and Introductory Undergraduate Courses in Geographic Information Science and Technology." Journal of Geography 117, no. 4 (January 24, 2018): 165–73. http://dx.doi.org/10.1080/00221341.2017.1407816.

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Fraser, Barry J., John A. Malone, and Peter C. Taylor. "Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia." Higher Education Research & Development 9, no. 2 (January 1990): 85–100. http://dx.doi.org/10.1080/0729436900090201.

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Gerrits, Lasse, and Martin Wirtz. "Teaching Complexity by means of Problem-Based Learning: Potential, Practice, and Pitfalls." Complexity, Governance & Networks 4, no. 1 (January 31, 2018): 32. http://dx.doi.org/10.20377/cgn-46.

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This paper examines the use of Problem-Based Learning (PBL) in teaching the complexity sciences to students in public administration, policy, and management. We will discuss the background of the method, as well as demonstrate how it is used in some of our courses. We conclude that, while the method is not applicable in every situation, it does perform very well in bridging the gap between concepts and theories from complexity on the one hand, and more mainstream theories in public administration on the other. It performs equally very well in bridging the gap between theory and practice, as such preparing students in developing a complexity-informed approach to policy issues.

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Arunasalam, Nirmala Devi. "Malaysian nurses’ views: Local versus Transnational Higher Education." BORDER CROSSING 6, no. 1 (June 17, 2017): 188–205. http://dx.doi.org/10.33182/bc.v7i1.485.

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This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.

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Sartore-Baldwin, Melanie, and Catherine Quatman-Yates. "Utilizing Ethnographic Projects Within Sport Management Curriculum: Bridging the Gap Between Research and Practice Through Personal Knowledge." Sport Management Education Journal 6, no. 1 (October 2012): 43–52. http://dx.doi.org/10.1123/smej.6.1.43.

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The purpose of this study was to introduce ethnographic research to students in two graduate-level sport management courses, assess the extent to which the students benefited throughout the duration of the project, and anticipate future benefits as a result of the project. In response to previous calls for a more thorough integration of theory, research, and practice within sport management curricula, a plan to integrate ethnography projects into a sport management human resource management course and a contemporary issues course was developed and implemented. The strengths and weaknesses of the project are discussed relative to student feedback received through journal excerpts and interviews from the students and instructor fieldnotes. Suggestions and guidelines for future uses of ethnography as a teaching tool are offered.

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Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

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Sandahl, I., and A. Wikström. "Space education in Kiruna, Northern Sweden." Advances in Geosciences 3 (June 16, 2005): 35–40. http://dx.doi.org/10.5194/adgeo-3-35-2005.

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Abstract. The town of Kiruna in the north of Sweden has a concentration of space activities and space research with, for example, the Swedish Institute of Space Physics, Esrange, the ESA Salmijärvi satellite station, and EISCAT (European Incoherent Scatter Radar) Scientific Association. The Department of Space Science is a joint department between the two most northern universities in Sweden, Luleå University of Technology and Umeå University in collaboration with the Swedish Institute of Space Physics. It offers a range of education programmes in the space field. There are bachelor and master programmes in space engineering, and a bridging programme for students without a science background from secondary school. The Department also contributes to courses for teachers, Ph.D. courses and secondary school level courses. One master´s program and a three week summer course are given entirely in English and welcome international students. Thanks to good cooperation with Esrange students can build and fly experiments on high altitude balloons and sounding rockets and also take a large responsibility for the management of the projects. Close interaction with research and industry is an important part of the education.

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Roscoe, Rod D., Samuel T. Arnold, and Ashley T. Clark. "Bridging Psychology and Engineering: Undergraduate Conceptions of Human Systems Engineering." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64, no. 1 (December 2020): 510–14. http://dx.doi.org/10.1177/1071181320641115.

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Instruction and coursework that link engineering and psychology may enable future engineers to better understand the people they are engineering for (e.g., users and clients) and themselves as engineers (e.g., teammates). In addition, human-centered engineering education may empower engineering students to better solve problems at the intersection of technology and people. In this study, we surveyed students’ conceptions and attitudes toward human systems engineering. We aggregate responses across three survey iterations to discuss students’ knowledge and beliefs, and to consider instructional opportunities for introductory courses.

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Hammond, JS, E. Watts, A. Simpson, and A. Brooks. "Get SSET: Speciality Skills in Emergency Surgery and Trauma." Bulletin of the Royal College of Surgeons of England 90, no. 9 (October 1, 2008): 302. http://dx.doi.org/10.1308/147363508x343544.

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The education department at the Royal College of Surgeons has recently launched a package of speciality skills courses that offer practical, hands-on workshops for trainees in general surgery. The first of these, Speciality Skills in Emergency Surgery and Trauma (SSET) convened by Adam Brooks, was piloted at the College in February 2008. Its aim is to provide seamless training in the core principles of emergency surgery and trauma, bridging the gap between the cornerstones of early general surgical training (ATLS®, CCrISP®, see page 308) and courses traditionally undertaken towards the end of higher surgical training (Definitive Surgical Trauma Skills).

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Stuart-Black, Jim, Eve Coles, and Sarah Norman. "Bridging the Divide from Theory to Practice." International Journal of Mass Emergencies & Disasters 23, no. 3 (November 2005): 177–98. http://dx.doi.org/10.1177/028072700502300309.

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Increasing exposure to hazards and their associated risks coupled with escalating political, economic, social and cultural dynamics has led to a growing demand on emergency planners across the world. Historically Emergency Planning in the United Kingdom (UK) was a second or third career option, characterized by individuals with a background based in the emergency services, military or logistics (Coles, 1998), with similar attributes seen in Emergency Planners in the New Zealand (NZ) context. The UK and NZ have similar emergency planning roles however they address training and professional development needs from differing perspectives. In light of this new environment, practitioners and academics alike are faced with the challenge of ensuring today's emergency planners are suitably educated, skilled and equipped to face the challenges of the new working environment. Since 1995 when the first United Kingdom undergraduate degree in Disaster Management came on stream at Coventry University, a number of academic undergraduate and postgraduate courses in Disaster and Emergency Management have become ever increasingly popular to both mature students and school leavers in the UK. Similarly, in New Zealand the historical approach to ‘training' has in recent years been adapted into a suite of professional development activities including access to tertiary level qualifications and diplomas. Is it still acceptable to consider professional development simply in terms of short course attendance or should we be focusing on more contemporary academic programs as delivered by a number of tertiary organizations? Is there a gap between the theoretical (academic) approach and that of the traditional practitioner and if there is, can we bridge the divide? The historical relationship between the researcher and the practitioner in the UK and NZ appears to have been ‘never the twain shall meet’ but is that still the case? The context for developing the emergency management profession is changing. The focus of job descriptions and person specifications has changed dramatically within the last five years begging the question, what cultural change has taken place between the practitioner and the researcher and what value is placed on evidence based practice? In answering these questions, this paper will examine the legislative frameworks in the United Kingdom and New Zealand before identifying the respective approaches to training and professional development.

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Rodríguez-Vargas, Isaac, Juan Manuel Rivera-Juárez, and Jesús Madrigal-Melchor. "The role of bridging courses of mathematics and physics on an undergraduate physics program." Nova Scientia 7, no. 15 (November 27, 2015): 185. http://dx.doi.org/10.21640/ns.v7i15.374.

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Liu, Lanbo, Anthony R. Philpotts, and Norman H. Gray. "Service-Learning Practice in Upper Division Geoscience Courses: Bridging Undergraduate Learning, Teaching, and Research." Journal of Geoscience Education 52, no. 2 (March 2004): 172–77. http://dx.doi.org/10.5408/1089-9995-52.2.172.

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Darnell, John, and Harold P. Stern. "Using Computer Simulation as a Bridge Between the Classroom and Laboratory." International Journal of Electrical Engineering & Education 33, no. 1 (January 1996): 18–26. http://dx.doi.org/10.1177/002072099603300105.

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Using computer simulation as a bridge between the classroom and laboratory This paper discusses the use of computer simulation as a bridge to create a smooth transition between classroom material and laboratory exercises in combined lecture-lab courses. Such bridging increases students’ capability to validate laboratory results, resolve problems, and correlate classroom and laboratory materials. Results of student surveys are given.

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Fitzpatrick, Caroline. "Bridging the Gap between Advantaged and Disadvantaged Children:." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 11. http://dx.doi.org/10.4102/sajce.v4i1.66.

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Reducing the economic and social burden associated with poor academic achievement represents an urgent social concern. Increasingly research suggests that child characteristics in kindergarten play an important role in charting courses towards academic success. Although math and reading skill are important predictors of later achievement, executive function skills which underlie children’s ability to focus attention and become autonomous, self-directed learners are also likely to play a key role in later adjustment to school. Disadvantaged children perform more poorly on tests of achievement and executive functions. Furthermore, executive functions have been found to partially account for the relationship between socioeconomic status and later achievement. It is possible to target executive functions in at-risk children using specific interventions. Not only are these interventions effective, they are also cost effective. It is proposed that increasing efforts towards promoting executive functions in preschool-aged children represents a promising strategy for reducing economically-based disparities in the education and eventual life chances of individuals.

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