Academic literature on the topic 'Life Experience curriculum'
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Journal articles on the topic "Life Experience curriculum"
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Hutchinson, Derek A., and M. Shaun Murphy. "Composing Lives Alongside." International Journal of Bias, Identity and Diversities in Education 6, no. 2 (July 2021): 1–14. http://dx.doi.org/10.4018/ijbide.2021070101.
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Drawing on a broader narrative inquiry into the curriculum making of participants who compose identities dissonant with dominant stories of gender and sexuality, this article explores the shaping influence of the social (relationships, communities, and contexts) in one participant's life story around sexuality from a curricular perspective. The term curriculum making represents an ongoing process through which individuals make sense and meaning of experience, position curriculum broadly as a course of life, and shift notions of curriculum and curriculum making beyond the bounds of school. Individuals engage in identity making as they make sense of themselves in relation to their curriculum making, narratively understood as the composition of stories to live by. This inquiry highlights the ways that life stories are composed alongside, connected to, and shaped by other people and draws the attention of educators to the complex lives unfolding in schools.
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Hull, John E. "Education for Discipleship: A Curriculum Orientation for Christian Educators." Journal of Education and Christian Belief 13, no. 2 (September 2009): 155–68. http://dx.doi.org/10.1177/205699710901300207.
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THIS ARTICLE INVESTIGATES the long-held assumption that Christian educators need their own curriculum orientation. Seminal documents published by Philip Jackson and Harro Van Brummelen in the nineties are analyzed against the background of a brief history of the field of curriculum theory. The author accepts Jackson's conclusion that curriculum theorists and classroom teachers are generally confused about the true nature of curriculum orientations and about the way curriculum reform takes place. Jackson's own understanding of curriculum orientations raises the bar of curriculum reform from the mere substitution of one conceptual model for another to the preference of one way of life over all others. The investigation reveals that Van Brummelen's presentation of an alternative Christian curriculum orientation both rises above Jackson's critique and is vulnerable to it. Education for Discipleship is a highly evolved alternative curriculum orientation; nevertheless, its implementation is limited to a learning community actualizing a biblical world and life point of view from a conceptual model to actual practice. This investigation suggests that substantive curriculum reform requires two-way traffic along the conduit of influence that connects faith, theoretic frameworks, curricular practice, and community life experience.
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Schultz, Christie. "Communities of Knowing: Curriculum Making in/of Community." LEARNing Landscapes 12, no. 1 (May 31, 2019): 239–48. http://dx.doi.org/10.36510/learnland.v12i1.990.
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This paper explores experiences of becoming a “curriculum maker of community” as part of the University of Alberta’s Building Peaceful Communities Summer Institute, held annually over a two-week period each July. Prompted by the experience in 2018, the author explores the ways in which curriculum can be co-composed as a community of learners, moving beyond prescripted curriculum. Throughout the account, the author narrates autobiographical life experiences that serve to illustrate ways of knowing and ways of coming to communities of knowing.
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Azzarello, Caterina Belle, Lee Arakawa, Daniel Edi, Madasyn Sutton, and Randy Larkins. "Perceived Life-Readiness from Real-World Curriculum Experiences of Alumni." International Journal of Higher Education 10, no. 6 (June 2, 2021): 33. http://dx.doi.org/10.5430/ijhe.v10n6p33.
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Students pursue college degrees expecting to learn skills necessary to navigate adult life. While this is the expectation of most students, there is a lack of research examining the perceived effectiveness of real-world applicability in undergraduate degrees.Objective. The purpose of this phenomenological and constructivist study was to explore how college alumni perceive their educational experiences in terms of real-world preparedness.Methods. Eight participants in their mid-twenties (5 females, 3 males) were selected using purposeful sampling. Participants participated in informal, semi-structured, one-on-one Zoom interviews and demographic questionnaire responses.Results. Emerging themes indicated that alumni felt the relationships formed had a greater contribution to their life-readiness compared to their real-world curriculum. Other emerging themes revealed alumni believed they developed valuable skills through hands-on experience and group work. Recommendations were made by alumni for curriculum changes, including smaller class sizes and inclusion of more practical courses.Conclusions. Based on these findings, future research should aim to replicate this study using a broader range of alumni to further investigate this phenomenon, as well as studies that investigate various college types and student experiences.
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Phillion, JoAnn, Erik L. Malewski, Suniti Sharma, and Yuxiang Wang. "Reimagining the Curriculum in Study Abroad: Globalizing Multiculturalism to Prepare Future Teachers." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (August 15, 2009): 323–39. http://dx.doi.org/10.36366/frontiers.v18i1.269.
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This article discusses research that indicates that the lived experience of studying abroad provides preservice teachers the intellectual and critical starting point for multicultural awareness of the educational, social, and political relationships between their lives and other cultures. With course work and field experiences that are grounded in multicultural life-experience, the authors argue that preservice teachers begin to develop the awareness, sensitivity, and skills they urgently need to bridge the gap between White teachers and their historically underprivileged student populations and to understand the rapidly diversifying classrooms in which they will teach.
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Gilson, Todd A., and Anthony Deldin. "Integrating a Clinical Exercise Gerontology Experience into a Kinesiology Curriculum." Kinesiology Review 4, no. 4 (November 2015): 392–97. http://dx.doi.org/10.1123/kr.2015-0040.
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In the next 45 years it is estimated that individuals aged 65 and older will increase by 93% in the United States. This population will require a reexamination in thinking related to what retirement is and how seniors desire to maintain their quality of life. Thus, with this demographic shift, new career opportunities will be available for students in older adult fitness, and kinesiology graduates can be at the forefront of providing physical activity to promote public health. Through the exploration of an off-campus clinical exercise gerontology experience at Northern Illinois University, specifics of the program and potential barriers are discussed, with an eye toward assisting other institutions that wish to begin/enhance a similar program. Finally, benefits and future opportunities are highlighted showing how this partnership has led to an improved quality of life for seniors and strengthened relationships with the larger community.
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Gray, S. H., J. Owen, and A. Petrosoniak. "LO096: Comfortable with your thoracotomy skills? An innovative simulation-based curriculum to teach rare procedures in emergency medicine." CJEM 18, S1 (May 2016): S63. http://dx.doi.org/10.1017/cem.2016.133.
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Introduction / Innovation Concept: Emergency medicine (EM) residents must demonstrate proficiency in several rare, life-saving procedures but few clinical opportunities exist to practice and master these skills. Currently no standardized curricula exist for the instruction of these skills during EM residency. Accordingly, many residents graduate without the experience to perform these critical procedures confidently. We developed a novel, simulation-based curriculum for six rare, life-saving, EM skills that integrates deliberate practice and Kolb’s theory of experiential education. Methods: We used existing EM training objectives and a recent national resident needs assessment to develop a simulation-based technical skills curriculum. The six station curriculum was underpinned by the pedagogical framework of experiential education and deliberate practice. Instructor and participant feedback directed subsequent curriculum modifications. Curriculum, Tool, or Material: This one-day intensive curriculum was successfully implemented at two Canadian EM residency programs for 54 EM residents, from both CCFP-EM and FRCP-EM streams. Participant feedback was highly favorable. An iterative approach to curriculum implementation at two separate residency programs effectively allowed educators to respond to participant needs. Conclusion: A novel simulation-based curriculum for rare procedures in EM is feasible, practical, and highly valued by participants. Ongoing work is underway to refine the curriculum and assess its efficacy in creating competence. Deliberate practice and Kolb’s theory of experiential education provide useful frameworks for technical skills training.
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Dan, Tao. "Experiencing Life, Exploring Content, Broadening Forms: An Empirical Research on the Art Education of Life in Rural Kindergartens." Science Insights Education Frontiers 10, S1 (September 13, 2021): 14. http://dx.doi.org/10.15354/sief.21.s1.ab044.
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According to Xingzhi Tao, education should focus on life, life determines education, and then education remakes life, the role of education can only be played through life. Art comes from life, it is the way that children experience the world perceptually and also the other language to express their understanding of the world. However, with the development of Arts education, existing problems are gradually revealed. Based on the analysis of current Arts activities, the research was carried out on the following issues that children don’t have the effective experience before Art activities; the content of Art activities doesn’t conform to the children’s experience and life in the teaching process; the teaching form and materials are single and children lack interest problems, etc. By observing and experiencing life, the children can accumulate perceptual experience. By following the children’s experiences and life, we can explore the teaching content. By broadening the forms and materials of art activities, the children are glad to perform, which will improve children’s life observation and aesthetic ability, stimulate children’s creative interest being willing to create and performance, improve the ability of teachers’ observation, curriculum producing and teaching skills and it also explores the use of art teaching method and life-oriented materials in rural kindergartens.
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Jack-Malik, Sandra, and Janet Lynne Kuhnke. "Narrative Inquiry as Relational Research Methodology and Andragogy: Adult Literacy, Identities and Identity Shifting." Language and Literacy 22, no. 2 (July 15, 2020): 43–63. http://dx.doi.org/10.20360/langandlit29457.
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Using narrative inquiry as a relational methodology and as andragogy, the research puzzle was to deepen understanding of the experiences of women, living with limited literacies and as they engaged in tutoring. This work animates the temporal, curriculum and life making experiences of a tutee and tutor within the context of adult literacy with a focus on learning to write. As the study progressed and as trust developed, tension filled stories were experienced, shared and reimagined. Thinking through the lens of Dewey’s continuity of experience we demonstrate the links between literacies, curriculum making, and efforts to shift identities. Field texts provided textured and nuanced descriptions of narrative inquiry as andragogy, while supporting the tutee to expand her literate identity and the tutor to become more relational. This work invites readers to reimagine the ways in which educators practice alongside adults who are described as struggling readers and writers.
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Ayers, Lauren, Tristan L. Gartin, Brannan D. Lahoda, Shannon R. Veyon, Megan Rushford, and Presha E. Neidermeyer. "Service Learning: Bringing The Business Classroom To Life." American Journal of Business Education (AJBE) 3, no. 9 (September 1, 2010): 55–60. http://dx.doi.org/10.19030/ajbe.v3i9.480.
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While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario: the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service. Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.
Dissertations / Theses on the topic "Life Experience curriculum"
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Krussel, Michael. "Brothers for life| An experience in Lasallian formation for students." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158515.
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This project, Brothers for Life, is a curriculum of formation designed for seniors at an all-male Lasallian high school so they can join faculty in their efforts to facilitate retreats, prayer, and service activities for younger students. This project takes root in the writings of St. John Baptist de La Salle (the founder of Lasallian schools) which state that students in Christian schools should receive an education that moves the students toward full and abundant lives, not just an accumulation of numbers and facts. To give this project proper shape and direction, the unit design is organized through the Understanding by Design framework created by Wiggins and McTighe (2005, 2011). Through an organized structure that maintains authenticity to the Founder, this project opens the door to a fuller and more abundant life for the students enrolled in the course and by extension, the students and faculty to whom they minister.
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Wasserman, Jessica. "Life orientation teachers' experience of context in the implementation of the curriculum." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96109.
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Thesis (MEdPsych)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both.
AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.
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Wagner, Susan Allison. "A narrative investigation of adult latina's life experience of physical activity adherence." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2710.
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Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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Yan, Baohua. "Connecting Subject Matter, Social Life and Students' Experiences: A Case Study of Curriculum Integration Through Environmental Learning." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195230.
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Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design.Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
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Kurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.
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This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.
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Williams, Jodi M. "An Ethnographic Inquiry and Evaluation into the Student's Perspective and Experience with Improvement Science at Algoma School District." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157542/.
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Using ethnographic research in the form of an outcomes assessment, this project aims to unpack and evaluate the experiences of students and significance of the key concepts shared during the Live Algoma-Improvement Science course/and associated projects during the 2015-2016 and 2016-2017 school years. Through the use of evaluative techniques such as interviews, focus groups, and a survey, I endeavor to both strengthen and inform the work Live Algoma is doing and highlight to the community and other stakeholders the valuable impact of this initiative on the students. As part of the Improvement Science course, students from the Algoma School District were trained on key concepts such as failing forward, PDSA, and ways of being to empower them to better handle individual project management, life challenges, and goal setting. While this project was expansive in overall scope, this outcome evaluation sought to understand the retention and internalization by program participants of key concepts imparted from the Improvement Science course and related projects. The findings provide strategic and targeted insights into the success of the course and opportunities for refinements in future Improvement Science courses and school and community projects with Live Algoma and the Algoma School District.
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Bentley, Kaitlyn. "The experiences of Grade 5 learners of an enriched Life Skills curriculum." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60953.
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This study forms part of a broader research project that involves the investigation of the effect of a health promotion intervention (Win-LIFE) on a resource-constrained community's practices, needs and expectations related to food choice, preparation and production. As part of the Win-LIFE intervention, the South African Life Skills school curriculum was enriched, and the current study followed its implementation and focused on the experiences of 31 Grade 5 learners in a school in the Bronkhorstspruit area.
For the purpose of this study I followed a qualitative methodological approach, relied on interpretivism as meta-theory and implemented a case study research design, applying Participatory Reflection and Action (PRA) principles. Data were generated by means of PRA-based activities, supported by observations, and documented through field notes, audio-visual techniques and a reflective journal. Thematic inductive analysis was completed following data generation.
Four themes with related sub-themes emerged. The first theme relates to the positive experience of experiential learning. The second theme concerns the role of a supportive facilitator. The third theme entails the positive outcomes of the learning process. The last theme relates to the challenges experienced by the learners.
The findings of this study indicate a positive general experience of the enriched Life Skills curriculum by the Grade 5 learners, which led to benefits both proximally and distally in the various spheres in which the learners functioned. Learners demonstrated the ability to acquire knowledge and skills in a way they enjoyed, transferred these to their families, and their motivation to learn increased.Dissertation (MEd)--University of Pretoria, 2016.
Educational Psychology
MEd
Unrestricted
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Diaz, de Sabates Gabriela. "How gender, ethnicity, and college experiences affect Latinas' undergraduate college persistence." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18704.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Kay Ann Taylor
This qualitative case study examined how the intersection of gender, ethnicity, and college experiences affected five Latina undergraduate students' academic persistence in a predominately White, Research Extensive Midwestern State University. Latinas' gender, race, ethnicity, and college experiences influence their educational achievements directly. Because most research concentrates on understanding Latinas' educational experiences from a cultural deficit perspective, this research addressed the need to investigate Latinas' personal understanding of the challenges they face in college and their responses and coping strategies utilized to navigate their experiences and persist academically. Cultural Congruity was the theoretical framework for analysis and interpretation in this study because it contextualized the understanding of Latinas' culture of origin and its values in relation to the cultural values upheld by the university Latinas attend. The research utilized life narratives to understand the meaning the participants gave to their college experiences. Life narratives invent, reform, and refashion personal and collective identity for underrepresented people. Life narratives provided direct access to accounts of participants' lived experiences while identifying the ideologies and beliefs shaped by those experiences. The findings in this study identified the stereotypes, racism, obstacles, and support encountered by Latinas in college and at home. Further findings include: Impact and relevance that caring relationships and high expectations had on their academic persistence, Latinas' determination to be involved in college and give back to their parents and communities, and how academic effectiveness acted as a form of resistance for Latinas' college persistence. Four additional themes emerged: How self-efficacy was used by Latinas to redefine themselves in college, the changing effect that intellectually stimulating courses had on Latinas in college, their tenacity to succeed, and Latinas' identification of their fathers as feminist role models. Recommendations for practice and future research are addressed. The results contribute to the limited research on Latinas' persistence in higher education and the personal meaning that they give to the obstacles and support they encounter in college. Further, the findings defy the stereotypes attributed frequently to Latinas.
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Oyinloye, Oluwatoyin Mary. "Teacher and learner experiences and conceptions about ‘assessment for learning’ and its impact on learner performance in life sciences in uThungulu District." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1644.
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A thesis submitted to the Faculty Of Education in fulfillment of the requirements for the Degree Of Doctor Of Philosophy (D.Ed) in Science Education in the Department of Mathematics, Science and Technology Education at the University Of Zululand, 2018Classroom assessment is an essential component of teaching and learning. It should be an on-going process that improves instruction rather than a periodic evaluation of what has been achieved. This study was designed to investigate teachers’ and learners’ conceptions and experiences about assessment for learning (AfL) and its impact on learners’ performance in Life Science. Simple random sampling was used to select four schools from the uThungulu district to participate in the study. Two of the selected schools constituted the Treatment Condition while the other two served as the Comparison Group. Altogether, 160 Grade 11 learners (forty from each participating school) participated in the study – comprised of four intact classrooms, one from each participating school. Two teachers were trained to use AfL as an instructional approach, while the teachers of the Comparison Group used their usual instructional approaches. The topic being studied by all the learners were Animal Nutrition and Cellular Respiration, lasting six weeks for the two groups. In addition, 80 Life Science teachers also took part in the study as respondents on their assessment practices in the subject. Data were collected using pre- and post-tests for the learners and a questionnaire for the teachers. These were followed by semi-structured interviews with the two teachers of the Treatment Group and selected learners from the same group. The quantitative component of the study took the form of a Quasi-Experimental Pretest-Posttest Comparison Group Design, while the qualitative component employed a hermeneutical research approach. Data were collected using a test, questionnaire, survey and semi-structured interviews. The findings revealed that the current formative assessment practices used by Life Science teachers in uThungulu district are out of alignment with the principles of formative assessment as directed by the Department of Basic Education (DBE). Furthermore, the respondents’ conceptions of AfL did not influence their classroom assessment and instructional practices. On the question of learner performance following the six week instructional intervention, the study found that learners in the Treatment Group performed significantly higher than learners’ in the Comparison Group. From these results, recommendations are made to influence both policy and classroom practice. Investigating the wide variety of assessment practices has allowed me to come to understand the culture of assessment within the AfL approach, where assessment placed learners at the center of learning to help support the learning process. Learners’ views/experiences about AfL approach suggests that AfL instructional approach constitutes a better strategy that makes learning a more enjoyable and pleasant experience.
Books on the topic "Life Experience curriculum"
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Students as designers of their own life curricula: The reconstruction of experience in education. Charlotte, NC: Information Age Pub., 2011.
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Conference, West African Association of Theological Institutions. WAATI (Nigeria Zone) 2006 and 2007 papers: 2006, Corruption and theological education: the Nigerian experience : 2007, theological education curriculum in the 21st century. Ilorin, Nigeria: West African Association of Theological Institutions (WAATI), 2008.
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Church, Susan M. Yes, but -- if they like it, they'll learn it: How to plan, organize, and assess learning experiences with meaning, purpose, and joy. Markham, ON: Pembroke Publishers, 2007.
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State University of New York. University Faculty Senate. Committee on Student Life. The first year college experience: A directory of selected programs in SUNY colleges : report of SUNY University Faculty Senate Committee on Student life. [Albany, N.Y.?]: The Committee, 1986.
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Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.
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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.
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Vieth, Paul H. Teaching For Christian Living: A Practical Discussion On The Principles And Practice Of Making A Curriculum For The Church School Which Shall Center In Life Experience. Kessinger Publishing, LLC, 2007.
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Vieth, Paul H. Teaching For Christian Living: A Practical Discussion On The Principles And Practice Of Making A Curriculum For The Church School Which Shall Center In Life Experience. Kessinger Publishing, LLC, 2006.
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Carvalho, Andréa Pinheiro Tomaz de. Tecendo ideias sobre a linguagem escrita na educação infantil: Concepções, linguagens e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-252-0.
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To weave is intertwine wires until they become a product. This book was “woven” from the author’s research, but also from her experiences as a teacher, educator, school principal and professional trainer. The work brings us reflections and practices on access to Written Language in Early Childhood Education and other aspects that involve this process. Initially it talks about the conceptions of Childhood, teacher and Early Education that permeate their ideas. The book focuses on Written Language as one of the different languages of the child, but considers all the fields of experiences of “Base National Common Curricular (BNCC)”. And to intertwine the fundamentals that permeate Early Childhood Education, the work brings contributions about times and spaces, curriculum, planning, pedagogical records, inclusion and methodologies. Subsequently, the author brings us practical suggestions for work in Early Childhood Education ending with the pedagogy of projects, their possibilities and examples of some projects experienced as a teacher. In this book you will go through different aspects of this phase of the child’s school life, walking through the tangle that forms around this subject. The child has the right to access Written Language and knowledge at school, without, however, putting aside the right to be a child.
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Thapan, Meenakshi, and Meenakshi Thapan, eds. J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.001.0001.
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First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
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Klemperer, Paul. Making a Living, Making a Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0012.
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To be a professional musician in today’s marketplace, regardless of musical style or tradition, is largely a balancing act. Time allocated to artistic development or career development all too often involves sacrificing one for the other. Faced with major economic, demographic, and technological changes in the twenty-first century, it falls to the musician to develop a multifaceted career trajectory. This includes a diverse skill set including not only fluency in various musical traditions but expertise in business, computer software, sound engineering, and copyright law as well. The musician’s balancing act thus involves choosing which educational programs will be of most help within realistic time constraints. Professional musicians who return to academia often bring a creative and practical approach to curriculum change based on their real world experiences.
Book chapters on the topic "Life Experience curriculum"
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Vaquer, Mary-Elizabeth. "Art as Experience through Dwelling, Lingering, and Loafing." In Poetics of Curriculum, Poetics of Life, 113–38. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-465-7_6.
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Hoshmand, A. Reza. "The Role of Service Leadership in the University’s GE Curriculum: The HKBU Experience." In Quality of Life in Asia, 17–28. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-515-0_2.
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Ang, Keng Cheng. "Real-Life Modelling Within a Traditional Curriculum: Lessons from a Singapore Experience." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 131–40. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6540-5_11.
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.
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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
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Martins, Joberto S. B., and Teresinha Quadros. "Experiences and Practices in Modeling Distance Learning Curricula for Capillary Approaches and Limited ICT Resource Scenarios." In Information and Communication Technologies and Real-Life Learning, 55–65. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-25997-x_7.
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Plainer, Zsuzsa. "Segregated Schools, “Slow Minds” and “Must Be Done Jobs”: Experiences About Formal Education and Labour Market in a Roma Community in Romania." In Social and Economic Vulnerability of Roma People, 39–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_3.
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AbstractBased on a long-term ethnographic fieldwork, this study applies the cultural-ecological theory to understand reasons for making and maintaining a segregated school in a Romanian town, and those community forces which track and maintain Roma children there. As findings indicate, creating and sustaining such an institution reflects the flipsides of Romanian national policies, which due to the financing strategies and centralized curricula—involuntarily—block the chances to provide quality education to marginal groups. Tracking and staying of Roma children into such schools is a result of their parents’ ambivalent experiences with formal economic activities and formal education. Experiences with work and schooling shared by this urban group of Roma reveal that parents have clear expectations towards school: transmission of practical knowledge, good treatment and isolation of the school problems from family life, which not always can be fulfilled by the educational units.
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"Experience through the Eyes of Quiet Bird: Reconnecting Personal Life and School Life." In Children And Their Curriculum, 130–50. Routledge, 2002. http://dx.doi.org/10.4324/9780203454329-8.
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Ellis, Maureen, and Patricia J. Anderson. "Creating an Integrated Second Life Curriculum." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 79–101. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch004.
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Second Life is a three-dimensional multi-user social virtual environment which emphasizes the use of immersive worlds for supporting an array of human activities and interactions within Web 2.0. Second Life presents innovative opportunities and challenges for enriching how users learn, work, and play (Boulos, Hetherington & Wheeler, 2007; Prasolova-Førland, Sourin, & Sourina, 2006). Originally developed as an entertainment-oriented technology, Second Life offers a positive opportunity for interaction between and among learners for teaching and learning in higher education. Supported by the Constructivist theory where students are active creators of knowledge, as faculty members consider adopting the Second Life platform, with pedagogical needs and learning outcomes at the forefront of design decisions. The interdisciplinary approach employs the combining of academic disciplines into one learning experience or course. Advocates of interdisciplinary teaching and learning in higher education stress that interdisciplinary courses offer opportunities for improved student outcomes. Enhanced affective and cognitive abilities, increased understanding of multiple perspectives, greater appreciation for ambiguity, and superior capacities for creating thinking can benefit student learning outcomes (Newell, 1994). This chapter describes how faculty from different disciplines adopted the interdisciplinary approach to design, develop, and deliver a Second Life course. This pedagogical model provides useful, practical advice for faculty considering interdisciplinary teaching projects in the Second Life platform.
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Mthembu, Ntokozo Christopher. "Odes of Tree of Life." In The Black Experience and Navigating Higher Education Through a Virtual World, 200–224. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7537-6.ch011.
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This chapter aims at revelation of the significance of odes of Tree of Life, especially when moulding the post-colonial curriculum in all social spheres including education sector in Africa and the world in general. Literature reveals the possibilities in the personal development in relation to various social developmental opportunities and curbing of threats to human life and specifically to tenants of indigenous knowledge systems. A review of various literature that included documents and related research reports from various sources—including journal articles, books, policy, and observation—on the significant aspects of African knowledge creation such as the Tree of Life is explored. In conclusion, this chapter argues that each knowledge system is embedded in its social order. Thus, the notion of a multicultural education system becomes a considerable intervention to put an end to the historical intellectual violence against Black African wisdom including indigenous African knowledge system practice in general.
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Kelly, Laura. "Educational Experiences and Medical Student Life, c.1880–1920." In Irish Medical Education and Student Culture, c.1850-1950. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781786940599.003.0005.
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Chapter 4 explores what students studied at Irish medical schools from the late nineteenth to early twentieth century, a period when medical curriculum underwent a series of reforms. Furthermore, the chapter examines the importance of educational tools such as medical museums, laboratories and specimens in the context of students’ educational experiences and whether the role of science in medical curricula was affected by the differing philosophies of Irish universities. The transition from the lecture theatre to the hospital ward appears to have been a turning point in the educational experiences of many Irish doctors. Drawing primarily on doctors’ memoirs, student magazines and the surviving records of Irish hospitals relating to clinical education, this chapter illuminates this important facet of medical student experience and how it helped to shape professional identity. This chapter examines the type of hospital experience received by Irish students in addition to assessing the regional differences that existed. Religious persuasion also impacted on students’ choice of hospital, well into the twentieth century. Medical student societies were also an important educational agent for students. These societies helped to groom students into respectable future practitioners and instilled them with the ideals and values of the profession.
Conference papers on the topic "Life Experience curriculum"
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Karimi, Amir. "A Freshman Engineering Education Experience." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43664.
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This paper describes a freshman engineering educational experience at The University of Texas at San Antonio (UTSA). It highlights the first year engineering curriculum and an academic support system that is designed for student success during the freshman year. Traditional course work in calculus, chemistry, calculus based physics, introductions to engineering, engineering graphics, and writing courses are a part of the freshman engineering curriculum. The university offers a number of academic support programs to help freshman students a smooth transition from high school to college life. A Freshmen Seminar course, which is designed to enhance students’ educational experiences during the freshman year, is an important element of the university’s academic support system. This paper briefly describes the content of an introductory course in engineering and the Freshman Seminar. It also describes some of the programs within the university that are implemented to improve student success during the freshman year.
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Ryder, Dara. "How UDL can make learning work for all your students." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.21.
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Universal Design for Learning (UDL) is a set of principles and guidelines for curriculum development that give all individuals equal opportunities to learn. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching and assessment to cater for the huge diversity of learners now participating in higher education. This approach is underpinned by research in the field of neuroscience and the learning sciences and is designed to improve the learning experience and outcomes for all students. The basic idea is simple but backed by decades of research – that all of us learn differently, have different life experiences and demands, and differing physical and cognitive strengths, and so a variety of teaching and learning approaches with choice and flexibility built in are required to reach and motivate everyone. This presentation will explore the origins of UDL, provide an introduction to its 3 key principles, encourage participants to examine the diversity within their own classrooms and offer practical take-aways for those seeking to explore further and get started on their own UDL journey.
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Jordan, R. L. Alan. "Design Projects in a Mechanical Engineering Technology Curriculum." In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0212.
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Abstract Design oriented “capstone” courses for senior students have enjoyed renewed popularity in recent years. However, incorporating design projects as part of lower level laboratory courses is not as widely practiced. This paper discusses the authors’ experience using design projects in four freshman/sophomore level mechanical engineering technology courses. In a mechanics of materials course, the students have been required to design a structure for an overhead granary, and a device to upright a large electrical transformer. In a fluid power course, students have been required to size and select components and create a schematic for a small machine. In a machine elements course, students have designed a commercial lawn mower and a ribbon printing machine. Students in a production drawing class have designed and produced a set of working drawings for a stamping die, and have worked with a machine elements class as the documentation personnel on a concurrent engineering project. The projects all require problem definition, data research and collection, analysis of the required components, minimum sizing verses commercially available parts, and a schematic or full set of drawings. The desired outcomes are an increased level of interest, involvement, and to help the students make the transition between theory and practice. Graduates of technology programs are involved in design after either an associate degree or a bachelors degree. These graduates will either assist engineers in the design process; or, be responsible for their own designs. The technologist must understand how the theory is applied to the solution of design problems. Design projects are utilized as a means of applying the theory learned in the courses and exposing the students to real life problem solving. This paper will discuss some of the above named projects; how they are presented, how the students are involved, and the results. Some of the lessons learned will be presented. Reports are a major part of all the design projects. This paper will discuss how progress and final reports are utilized in these projects.
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Fojcik, Martyna K., and Marcin Fojcik. "TEACHERS EXPERIENCE WITH INTRODUCING PROGRAMMING IN DIFFERENT COURSES FOR NON-COMPUTER SCIENCE STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end104.
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Digital literacy has become more and more important in the last decade, and many people predict that in the future, the need for digital skills will be even more crucial than it is today. The dynamic development and use of technology are becoming increasingly common in all areas of life, changing demands of modern life and the labor market, which makes it necessary to educate students from many different study-programs on how to use different digital tools and how to program. Depending on different professions, there are different requirements on what it means to have digital literacy. For some it is most important to know how technologies are created or to use the product effectively, for others it is the security of data transfer that is essential. The different professions have different needs for digital literacy and different use for programming skills. Teaching computer programming can be particularly difficult in the case of introducing programming for non-computer scientists. While computer science itself (programming) is relatively well described in the subject’s literature, the use of programming in other professions is not well defined. There are different suggestions, recommendations according to the level of education (primary, secondary, higher) or the study-programs the students take. There is no definition of what digital literacy is in different professions, what it means to know computer programming in different professions, and to what extend the students from non-computer science courses should master digital literacy and programming. That can cause challenges for the teachers and students in non-computer science professions that are required to know computer programming for their future jobs. There is no doubt that academic computer science skills for non-programmers can mean/contain different knowledge depending on course curriculum, teachers' experience, chosen literature, but the level of obtaining digital skills should be comparable, adequate, and relevant for the modern citizen. This article presents requirements, some descriptions/cases of introduction to programming for non-computer scientists from a teacher’s perspective. An adaptation of the general programming knowledge into the specific need of different subjects. The data is collected from higher education teachers that have different backgrounds and are teaching at different study-programs to get various views and experiences. The analysis of the findings uses SOLO-taxonomy to compare to what extend the different courses introduce programming to students.
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Casto, Mark, Ibrahim Zeid, and Claire Duggan. "Development and Implementation of an Engineering Course Guided by Involvement in University-Based Professional Development." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-64653.
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Amesbury High School is a small suburban district located in the northeastern portion of Massachusetts. Amesbury High School offers a traditional science curriculum (biology, chemistry, and physics) blended with many elective courses. Recently added electives include microbiology, forensics, geology, environmental science, and meteorology to name a few. All of these courses offer students a chance to explore in-depth issues connected to each of these fields with a curriculum designed to address real-life connections, strengthen their problem solving skills, and provide opportunities for application of their knowledge. Based upon review of the Next Generation Science Standards, it became evident a need to offer students a STEM course that was strongly focused on problem-based learning, which bridged math and science content, and offered students a better understanding of the engineering field. In the spring of 2012, a curriculum was written based upon experiences in Northeastern University’s Research Experience for Teachers Program and the CAPSULE Program which are both funded by NSF. Both of these programs offer rich professional development, is focused on engineering-based learning (EBL), have strong connections to University faculty, and provide teachers the opportunity to develop lessons and units that they can directly apply in their classrooms. The CAPSULE program provided extensive training in developing units based upon the engineering design process (EDP), offered intensive training in SolidWorks® (mechanical design software), and provided each of its participants with continued support through classrooms visits and online discussion forums. Based upon participation in these programs, available support through University connections, and a deeper understanding of the field of engineering and the EDP, we anticipate the curriculum developed for our students will lead to a deeper understanding of STEM topics and lead to an increase in enrollment in our science and math classes. I also feel that the potential exists to have CAPSTONE projects become a requirement in the newly developed course. This paper covers the details of the initial offering of the newly-developed course, the changes made for the upcoming school year, and the challenges faced throughout the process of implementation. It also addresses the grant writing successes and failures encountered and how the funding has been used to enhance components of the course. Included in the paper are student reactions and feedback that was considered in revising the course. Lastly, the paper summarizes my involvement in both of these professional development programs and how they are integral to developing leadership skills and confidence within the education profession.
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Stern, Fred, Marian Muste, Tao Xing, and Donald Yarbrough. "Hands-On Student Experience With Complementary CFD Educational Interface and EFD and Uncertainty Analysis for Introductory Fluid Mechanics." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56832.
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Development, implementation, and evaluation are described of hands-on student experience with complementary CFD educational interface and EFD and uncertainty analysis (UA) for introductory fluid mechanics course and laboratory at The University of Iowa, as part of a three-year National Science Foundation sponsored Course, Curriculum and Laboratory Improvement - Educational Materials Development project. The CFD educational interface is developed in collaboration with faculty partners from Iowa State, Cornell and Howard universities along with industrial partner FLUENT Inc. and designed to teach CFD methodology and procedures through interactive implementation that automates the “CFD process” following a step-by-step approach. Predefined active options for students’ exercises use a hierarchical system both for introductory and advanced levels and encourages individual investigation and learning. Ideally, transition for students would be easy from advanced level to using FLUENT or other industrial CFD code directly. Generalizations of CFD templates for pipe, nozzle, and airfoil flows facilitate their use at different universities with different applications, conditions, and exercise notes. Complementary EFD laboratories are also developed. Classroom and pre-lab lectures and laboratories teach students EFD methodology and UA procedures following a step-by-step approach, which mirrors the “real-life” EFD process. Students use tabletop and modern facilities such as pipe stands and wind tunnels and modern measurement systems, including pressure transducers, pitot probes, load cells, and computer data acquisition systems (Labview) and data reduction. Students implement EFD UA and use EFD data for validation of CFD and AFD results. Students analyze and relate EFD results to fluid physics and classroom lectures. The laboratories constitute 1 credit hour of a four credit hour 1 semester course and include tabletop kinematic viscosity experiment focusing on UA procedures and pipe and airfoil experiments focusing on complementary EFD and CFD for the same geometries and conditions. The evaluation and research plan (created in collaboration with a third party program evaluation center at the University of Iowa), focuses on exact descriptions of the implementations, especially as experienced by the students. Also discussed are conclusions and future work.
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Gomez, Connie, and Sheema Nasir. "Problem Based Learning: Generating a 3D Educational Brain Model to Engage Undergraduate Engineering Honors Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87197.
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Engineering courses offered through the Honors Program allow students to conduct both research and design during their time at a community college, which is extremely valuable due to the limited number of research opportunities when compared to a four-year institution. Additionally, community college engineering courses normally serve students seeking to enter a wide range of engineering disciplines. Therefore, any research or design experience with lasting impact must also encompass a wide range of topics while also fostering communication, teamwork, creativity and life-long learning. This paper describes an engineering graphics honors course that engaged students in the development of a CAD model and prototype of a 3D brain model for use by Anatomy and Physiology students. This project allowed students to engage in the areas of personalized learning, reverse engineering the brain, manufacturing as well a computer-aided design. This paper discusses the development of technical and soft skill competencies through student performance and student perception via questionnaires. Finally, this paper sets forth recommendations for other community colleges interested in developing problem-based learning opportunities throughout their engineering curriculum.
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Dues, Joseph Francis. "Applying Statics to Community Examples." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14593.
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Most statics courses begin with a considerable amount of abstract discussion of forces and vectors. Since the mechanical engineering technology department's goal is to focus on practical, concrete instruction methods, the faculty has been working to expose students to more exercises that involve the practical application of statics to daily life. For the statics curriculum, a laboratory was developed that investigates the use of trusses in the surrounding community. Each truss is examined to determine its primary purpose, its type and any unique design features. Small groups discuss each example qualitatively (quantitative analysis of the forces in the truss is not performed) and then the whole class meets to compare the results. The trusses include the following: • Sherman Minton Bridge - Double arch truss. • K&I Railroad Bridge - Parker and Warren through trusses with a swing section and a cantilevered road deck parallel with the tracks. • Pedestrian Bridge - Pratt truss. • Pennsylvania Railroad Bridge - Combination of Parker through trusses over shipping lanes with Warren deck trusses. • Clark Memorial Bridge - Cantilever truss. Since each truss serves a similar transportation purpose, each truss is compared to the others to determine why its particular design was chosen. This paper describes each example and the effects the exercise had on student learning. This includes discussion of: increased interest by relating statics to daily experiences, experience with reverse engineering, practice identifying members in tension and compression, comparison of a standard truss with a cantilever truss bridge and recognition of changing design practices as technology changes over the years. Lastly is a description of the assessment, evaluation and planned improvements to the truss laboratory.
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Elliniadou, Elena, and Chryssa Sofianopoulou. "STUDENTS’ ATTITUDES TOWARDS SCIENCE: WHERE DO WE GO FROM HERE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end108.
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Students’ attitudes towards science have long occupied the interest of the scientific community. The confirmed decline of students’ interest in pursuing the study of science, alongside the increasing recognition of scientific knowledge’s importance and economic utility, makes the issue even more imperative for any society attempting to raise its standards of scientific literacy. Attitudes towards science have been found to depend on variables like instructional teaching and curriculum. The latest research indicates that childhood experiences serve as a major influence on academic interest. The broad recommendation is to concentrate on improving 10 to 14-year-olds’ experience of science. Despite the recent flurry of media interest and the latest research in the scientific community, the school curriculum in most countries is still teaching obsolete science with scarce reference to current, cutting-edge scientific research. There is an urgent need to introduce the concepts of 20th-century Physics within the curriculum and exciting science programs that will enhance the interactive learning experience among students, as is shown by evaluating reports of OECD and PISA results. While this has led to several changes in the curriculum of secondary schooling in some countries, it is still an imperative case for others and definitely for Greece. There are some individual or institutional projects around the globe that introduce modern science and technology to upper primary students, yet of no nationwide effect. This paper aims to review the latest research on students’ attitudes towards science and to present the possible next research steps in amplifying students’ interest and engagement in science.
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Kotys-Schwartz, Daria, Daniel Knight, and Gary Pawlas. "First Year Engineering Projects to Senior Capstone Design: Are Students Gaining Technical and Professional Skills?" In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10905.
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Innovative curriculum reforms have been instituted at several universities and colleges with the intention of developing the technical competence and professional skills of engineering students. First Year Engineering Project (FYEP), or Freshman Design courses have been integrated into undergraduate engineering curricula across the country. Many of these courses provide students with hands-on engineering opportunities early in the curriculum. Senior Capstone Design (SCD) courses are ubiquitous in engineering programs, incorporating technical knowledge and real-world problem solving. Previous research has shown that project-driven classes like FYEP and SCD increase the professional and technical design skills of students. While research into first year and senior design skills development has been more robust, scant research investigating the transformation of skills between freshman design experiences and senior design experiences has been performed. This research project investigates the longitudinal technical and professional skill development of mechanical engineering students at the University of Colorado at Boulder. An overview of First-Year Engineering Projects and the mechanical engineering Senior Capstone Design project course is detailed. Technical and professional skill objectives are discussed within the paper. Pre and post skill surveys were utilized in both First-Year Engineering Projects and the Senior Capstone Design classes. Initial results indicate that student skills deteriorate between the end of the first-year and beginning of the senior year.