3,613 results on '"Capstone"'
Search Results
152. A case study on cognition and satisfaction of capstone design class of College of Humanities students
- Author
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Kyungsun Jo
- Subjects
Class (computer programming) ,Mathematics education ,Capstone ,Cognition ,Psychology - Published
- 2021
153. An Applied Music Curriculum Review - Focused on Capstone Design Class
- Author
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Dongmoon Kim
- Subjects
Class (computer programming) ,Engineering ,business.industry ,Mathematics education ,Capstone ,business ,Curriculum - Published
- 2021
154. Struggling to Keep Tabs on Capstone Projects: A Chatbot to Tackle Student Procrastination
- Author
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PereiraJuanan and DíazÓscar
- Subjects
Medical education ,Engineering ,General Computer Science ,business.industry ,media_common.quotation_subject ,Procrastination ,computer.software_genre ,Chatbot ,Education ,Time management ,Capstone ,Project management ,business ,computer ,media_common - Abstract
Capstone projects usually represent the most significant academic endeavor with which students have been involved. Time management tends to be one of the hurdles. On top, University students are prone to procrastinatory behavior. Inexperience and procrastination team up for students failing to meet deadlines. Supervisors strive to help. Yet heavy workloads frequently prevent tutors from continuous involvement. This article looks into the extent to which conversational agents (a.k.a. chatbots) can tackle procrastination in single-student capstone projects. Specifically, chatbot enablers put in play include (1) alerts, (2) advice, (3) automatic rescheduling, (4) motivational messages, and (5) reference to previous capstone projects. Informed by Cognitive Behavioural Theory, these enablers are framed within the three phases involved in self-regulation misalignment: pre-actional, actional, and post-actional. To motivate this research, we first analyzed 77 capstone-project reports. We found that students’ Gantt charts (1) fail to acknowledge review meetings (70%) and milestones (100%) and (2) suffer deviations from the initial planned effort (16.28%). On these grounds, we develop GanttBot, a Telegram chatbot that is configured from the student’s Gantt diagram. GanttBot reminds students about close landmarks, it informs tutors when intervention might be required, and it learns from previous projects about common pitfalls, advising students accordingly. For evaluation purposes, course 17/18 acts as the control group ( N=28 ) while course 18/19 acts as the treatment group ( N=25 students). Using “overdue days” as the proxy for procrastination, results indicate that course 17/18 accounted for an average of 19 days of delay (SD = 5), whereas these days go down to 10 for the intervention group in course 18/19 (SD = 4). GanttBot is available for public usage as a Telegram chatbot.
- Published
- 2021
155. Promoting Privacy Considerations in Real-World Projects in Capstone Courses with Ideation Cards
- Author
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Morgan L. Brockman, Ying Tang, and Sameer Patil
- Subjects
General Computer Science ,Engineering ethics ,Capstone ,Sociology ,Ideation ,Education - Abstract
Nearly all software built today impinges upon end-user privacy and needs to comply with relevant regulations. Therefore, there have been increasing calls for integrating considerations of compliance with privacy regulations throughout the software engineering lifecycle. However, software engineers are typically trained in the technical fields and lack sufficient knowledge and support for sociotechnical considerations of privacy. Privacy ideation cards attempt to address this issue by making privacy compliance understandable and actionable for software developers. However, the application of privacy ideation cards in real-world software projects has not yet been systemically investigated. The effectiveness of ideation cards as a pedagogical tool has not yet been examined either. We address these gaps by studying how teams of undergraduate students applied privacy ideation cards in capstone projects that involved building real-world software for industry sponsors. We found that privacy ideation cards fostered greater consideration and understanding of the extent to which the projects aligned with privacy regulations. We identified three main themes from student discussions of privacy compliance: (i) defining personal data; (ii) assigning responsibility for privacy compliance; and (iii) determining and exercising autonomy. The results suggest that application of the cards for real-world projects requires careful consideration of intersecting factors such as the stage at which the cards are used and the autonomy available to the developers. Pedagogically, ideation cards can facilitate low-level cognitive engagement (especially the cognitive processes of meaning construction and interpretation) for specific components within a project. Higher-level cognitive processes were comparatively rare in ideation sessions. These findings provide important insight to help enhance capstone instruction and to improve privacy ideation cards to increase their impact on the privacy properties of the developed software.
- Published
- 2021
156. Strategies for Promoting Evidence Use Through the Education Doctorate
- Author
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Andrew S. Leland and William A. Firestone
- Subjects
leadership knowledge and skills ,LC8-6691 ,Process (engineering) ,leadership program design ,university programs ,doctoral programs ,Qualitative property ,Special aspects of education ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Capstone ,qualitative research methods ,Psychology ,Set (psychology) ,Complex problems ,leadership curriculum ,Qualitative research - Abstract
One goal of the education doctorate is to prepare educational leaders who can use research-based evidence to solve complex problems related to education and improve lives. We recently completed a mixed methods study of four EdD programs that showed the kinds of experiences that encourage their graduates to use evidence. This paper uses qualitative data from the study to describe in more detail the strategies these programs used to promote evidence use. These strategies helped students develop skills in finding, assessing, and doing research; applying research; and working with others to use research. They ranged in size from the kinds of in-class activities professors used to help students collectively process what they were learning to the coordinated set of assignments spread across three years to help students turn a work-related issue into a research problem while designing and conducting their capstone doctoral project.
- Published
- 2021
157. Reflections on inherently embedding safety teaching within a chemical engineering programme
- Author
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Eva Sorensen and Michaela Pollock
- Subjects
Engineering ,Integrated engineering ,business.industry ,General Chemical Engineering ,media_common.quotation_subject ,Context (language use) ,Education ,Chemical engineering ,Work (electrical) ,Preparedness ,ComputingMilieux_COMPUTERSANDEDUCATION ,Institution ,Capstone ,Safety culture ,business ,Curriculum ,media_common - Abstract
The importance and the challenges of teaching safety are widely recognised amongst educators and industry. There are different approaches to teaching safety, from incorporation of safety into every aspect of a degree programme, to focusing all the safety teaching within stand-alone courses, to an integrated approach which simultaneously combines both approaches to varying extents. Effective safety teaching is also dependent on the experience and knowledge of the teaching staff involved and the locational context of the institution. Here, the novel and comprehensive approaches taken to inherently embed safety teaching within a chemical engineering programme, which is part of the wider Integrated Engineering Programme (IEP) teaching framework at UCL’s Faculty of Engineering Sciences, are examined and its success is measured against student perceptions. Students following the IEP chemical engineering degree programme widely recognise that safety teaching is immediately embedded into the curriculum from the first year and they are given increasing opportunities to apply safety learnings throughout their degree. This leads to a feeling of preparedness for their capstone design projects and future industrial roles, ultimately achieving the aim of developing well-rounded, responsible graduate engineers with a strong safety culture embedded in the way they will approach their future work.
- Published
- 2021
158. A Study on the Capstone Design Model to Practice Presentation Tasks Based on the Online Flat Form - A Method of Applying for the Foreign Students of Academic Purpose
- Author
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RanSook Kang
- Subjects
Presentation ,Computer science ,media_common.quotation_subject ,Mathematics education ,Capstone ,media_common - Published
- 2021
159. Online Delivery of Capstone Design Course and Complex Engineering Problem
- Author
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Jung Soo Kim
- Subjects
Engineering ,Engineering management ,business.industry ,Capstone ,business ,Course (navigation) - Published
- 2021
160. Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)
- Author
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Kevin H. Mahan, Ellen Alexander, and Michael G. Frothingham
- Subjects
Structure (mathematical logic) ,Science ,computer.software_genre ,Geologic map ,Data science ,Field (computer science) ,Set (abstract data type) ,Range (mathematics) ,Geography. Anthropology. Recreation ,Key (cryptography) ,Capstone ,computer ,Data integration - Abstract
The COVID-19 pandemic hindered the ability to conduct field geology courses in a hands-on and boots-on traditional manner. In response, we designed a multi-part virtual field module that encompasses many of the basic requirements of an advanced field exercise, including designing a mapping strategy, collecting and processing field observations, synthesizing data from field-based and laboratory analyses, and communicating the results to a broad audience. For the mapping exercise, which is set in deformed Proterozoic crystalline basement exposed in the Front Range of Colorado (USA), student groups make daily navigational decisions and choose stations based on topographic maps, Google Earth satellite imagery, and iterative geological reasoning. For each station, students receive outcrop descriptions, measurements, and photographs from which they input field data and create geologic maps using StraboSpot. Building on the mapping exercise, student groups then choose from six supplements, including advanced field structure, microstructure, metamorphic petrology, and several geochronological datasets. Because scientific projects rarely end when the mapping is complete, the students are challenged to see how samples and analytical data may commonly be collected and integrated with field observations to produce a more holistic understanding of the geological history of the field area. While a virtual course cannot replace the actual field experience, modules like the one shared here can successfully address, or even improve on, some of the key learning objectives that are common to field-based capstone experiences, while also fostering a more accessible and inclusive learning environment for all students.
- Published
- 2021
161. Developing the public health workforce through community-based fieldwork
- Author
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Daniel J. Schober, Suzanne Carlberg-Racich, and Jessica Dirkes
- Subjects
Medical education ,medicine.medical_specialty ,ComputingMilieux_THECOMPUTINGPROFESSION ,Social Psychology ,Public health ,Service-learning ,Practicum ,Scholarship ,Community health ,Workforce ,ComputingMilieux_COMPUTERSANDEDUCATION ,medicine ,Humans ,Capstone ,Health Workforce ,Public Health ,Sociology ,Students ,Public health workforce - Abstract
A skilled public health workforce is critical to assure the public's health. Recent scholarship has highlighted the benefits of practice-based fieldwork to train the public health workforce. This scholarship has highlighted these benefits primarily through quantitative evaluation. DePaul University's Master of Public Health (MPH) Program provides practice-based education and training to enable students to develop key competencies in public and community health. A key component of the MPH Program is a 9-month practicum experience. This practicum experience requires students to (1) Complete at least 250 h of fieldwork at a local health organization and (2) write a capstone thesis about their practicum project. In this themed issue, seven MPH Program students provide empirical papers, describing their practicum project and the competencies they gained. These empirical papers build upon existing scholarship on practice-based fieldwork and aim to advance academic and community efforts to assure a skilled public and community health workforce.
- Published
- 2021
162. Developing a theology capstone unit through the teaching and learning nexus
- Author
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Brian Claude Macallan
- Subjects
Best practice ,Active learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Religious studies ,Constructive alignment ,Capstone ,Context (language use) ,Student engagement ,Sociology ,Theology ,Curriculum ,Nexus (standard) ,Education - Abstract
The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation.
- Published
- 2021
163. A Study on the Satisfaction of Capstone Design Education Operation in LINC Project to Strengthen Employment Competency
- Author
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Seung-Hwan Jang and Jin-Hyuk Rhim
- Subjects
Medical education ,Engineering ,Design education ,business.industry ,General Chemical Engineering ,Capstone ,business - Published
- 2021
164. Application and Practice of Capstone Design Education Program for Fostering Convergence Talents in the Classical Music Field
- Author
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Jiman Kim
- Subjects
Classical music ,Design education ,Computer science ,Field (Bourdieu) ,Mathematics education ,Capstone ,Convergence (relationship) - Published
- 2021
165. 'Going Virtual Helped Me Learn That I Can Handle Everything': Campus Magazine Production as a High Impact Practice During the COVID-19 Pandemic
- Author
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Chelsea Reynolds and Zoe L. Lance
- Subjects
Coronavirus disease 2019 (COVID-19) ,business.industry ,Communication ,Interpersonal communication ,Public relations ,Education ,Work (electrical) ,Pandemic ,Production (economics) ,Capstone ,Sociology ,Empirical evidence ,business ,Strengths and weaknesses - Abstract
This case study documents a large, 4-year university magazine’s transition to virtual instruction during the initial months of the COVID-19 pandemic. Using theoretical frameworks from Kuh’s work on high impact practices (HIPs), this analysis offers empirical evidence that virtual student newsrooms may provide impactful learning experiences during crisis situations. Based on interviews, surveys, and newsroom observation, 23 magazine staff members reported improvements in their professional self-efficacy as they overcame logistics challenges and interpersonal hurdles similar to working media professionals. The case study also identifies strengths and weaknesses of crisis pedagogy. Implications for post-pandemic pedagogy and course planning are discussed.
- Published
- 2021
166. A Study of Capstone Design Experience in Nursing Students
- Author
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Se Joung Son
- Subjects
Nursing ,Capstone ,Psychology - Published
- 2021
167. A case study on the impact of a capstone Street Law teaching project
- Author
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Lydia Bracken
- Subjects
Irish ,Law ,ComputingMilieux_COMPUTERSANDEDUCATION ,language ,Capstone ,Sociology ,Experiential learning ,language.human_language ,Education - Abstract
The aim of this paper is to investigate the utility of a small-scale Street Law project as a capstone service-learning course in one Irish university. It begins with a discussion of Street Law as a...
- Published
- 2021
168. Leveraging Orientation and Learning Transfer to Launch Capstone Consulting Projects
- Author
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Scott Wysong, Rosemary Maellaro, Sandra Blanke, and Jude Olson
- Subjects
Engineering ,Engineering management ,Leverage (negotiation) ,business.industry ,Orientation (mental) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Prior learning ,Capstone project ,Capstone ,Session (computer science) ,Project management ,Transfer of learning ,business - Abstract
This orientation session was designed to prepare students for their final MBA Capstone project, leverage lessons learned from graduates, transfer prior learning about teams and project management, and launch consulting projects with actual clients. Companies have used orientation sessions to onboard new employees for many years to improve productivity and innovation. Comparatively, the use of student orientation sessions is an understudied area. Our exploratory survey of 68 Capstone students on the completion of their course indicates that they benefit from this session, and subsequently have demonstrated marked improvement in teamwork and client deliverables according to their professors. This article addresses the elements of the orientation session that can be replicated and implemented by other professors teaching similar courses. We recommend that future research continue to examine this pedagogy.
- Published
- 2021
169. Business capstone strategy simulations: Student perceptions of realism
- Author
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Rebecca Schmeller, Robert Stoll, and J. David Lifer
- Subjects
Student perceptions ,Best practice ,Perception ,media_common.quotation_subject ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Business, Management and Accounting (miscellaneous) ,Capstone ,Psychology ,Realism ,Education ,media_common - Abstract
Study fits JEBS category “innovative instructional classroom projects/best practices” by exploring questions in the literature about perceptions of Realism in strategy simulation.First, student sur...
- Published
- 2021
170. A Comparison of Three Capstones: Survey Results from Sociology Alumni
- Author
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Kelsea MacIlroy and Hannah B. Love
- Subjects
Sociology and Political Science ,Internship ,Field (Bourdieu) ,Long term outcomes ,Mathematics education ,Capstone ,Survey result ,Sociology ,Capstone course ,Education - Abstract
Undergraduate capstone courses in sociology are designed to integrate students’ knowledge in the discipline and to culminate the classroom experience with field application. Are capstones achieving these goals in a durable way? Although the short-term outcomes of capstone courses have been researched, fewer studies have documented the long-term outcomes of capstone courses. We conducted a survey of sociology capstone alumni to understand the long-term outcomes of the sociology capstone by asking sociology alumni about their capstone experience. Our research revealed that all capstones produced long-term outcomes as measured in the alumni survey. Second, alumni of the community-based research capstone experienced a more profound and longer reaching effect than those who participated in the internship or traditional capstone seminar format. Alumni reported the development of professional skills, application of sociological concepts and research skills, and a sense of being part of a community.
- Published
- 2021
171. A postgraduate capstone project: Impact on student learning and organizational change
- Author
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Michael D. Dillon, Thad Dickinson, and Gordon R. Elwell
- Subjects
Engineering ,Medical education ,ComputingMilieux_THECOMPUTINGPROFESSION ,Graduate education ,business.industry ,05 social sciences ,050301 education ,Education ,Organizational change ,Component (UML) ,0502 economics and business ,ComputingMilieux_COMPUTERSANDEDUCATION ,Capstone project ,Capstone ,Business and International Management ,Capstone course ,Student learning ,business ,0503 education ,050203 business & management - Abstract
The capstone course serves to integrate accumulated knowledge with a culminating experience or project and is a common component in undergraduate and graduate programs. The research on capstones courses shows that many capstone experiences or projects involve students working with outside clients, such as local businesses and organizations, to solve problems or develop new projects or campaigns. Such capstone experiences or projects seek to offer students real-world, career-building experience, while the clients seek to benefit from the learned academic knowledge of the students. Where the literature is scarce on client-based capstone projects is when the client is the student’s employer or career-related organization. A graduate program in administration at a public Midwestern university in the USA offers a different approach to the student–client model by requiring a degree-culminating capstone project that challenges adult students to apply their learned knowledge to solve administrative problems not for an outside client but at their place of employment or career-related organization. The researchers surveyed 66 alumni and interviewed 6 on how the capstone project had benefited their work-related learning and its impact on their employer or career-related organization. Students perceived an improvement in their ability to define and analyze administrative problems in their workplace, while the employers or organizations which implemented the project recommendations experienced positive organizational change. This case study contributes to the literature on capstone courses by examining the relevance of a work- or career-related capstone project to students and their workplace.
- Published
- 2021
172. Making mechanistic sense: are we teaching students what they need to know?
- Author
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Michael W. Klymkowsky
- Subjects
0303 health sciences ,Academic Success ,Process (engineering) ,Scientific practice ,Context (language use) ,Student engagement ,Cell Biology ,Models, Theoretical ,Biology ,Education ,03 medical and health sciences ,0302 clinical medicine ,Transformative learning ,Need to know ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Humans ,Learning ,Capstone ,Students ,Molecular Biology ,Model building ,030217 neurology & neurosurgery ,030304 developmental biology ,Developmental Biology - Abstract
Evaluating learning outcomes depends upon objective and actionable measures of what students know – that is, what can they do with what they have learned. In the context of a developmental biology course, a capstone of many molecular biology degree programs, I asked students to predict the behaviors of temporal and spatial signaling gradients. Their responses led me to consider an alternative to conventional assessments, namely a process in which students are asked to build and apply plausible explanatory mechanistic models (“PEMMs”). A salient point is not whether students' models are correct, but whether they “work” in a manner consistent with underlying scientific principles. Analyzing such models can reveal the extent to which students recognize and accurately apply relevant ideas. An emphasis on model building, analysis and revision, an authentic scientific practice, can be expected to have transformative effects on course and curricular design as well as on student engagement and learning outcomes.
- Published
- 2021
173. Capstone - Rules of Engagement.
- Author
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Filippas, Afroditi Vennie and Ozgur, Umit
- Subjects
- *
MENTORS , *STUDENTS , *ENGINEERING , *HIGH school students - Abstract
The execution of the Capstone project at Virginia Commonwealth University's School of Engineering is one of the most intense educational experiences for the student teams and their instructors/mentors. For many students, it is the first time they work one on one with a professor and the first time their entire grade relies on their performance on one project that is executed over such a long period of time. In addition, for many, it is the first time their performance on a team is directly observed and evaluated for aspects such as teamwork, personal contribution and ability to sustain a long-term, congenial relationship with each other and with their professor. To be successful, students need to develop the characteristics of a life-long learner, develop project planning and team dynamics coping mechanisms, combine and apply problem solving skills, and strike the balance between demonstrating independent thinking and exhibiting what the fivefactor model (FFM) calls the "agreeableness" trait [1] [2] [3]. For the professor, very often there is little control over the team composition and no guarantee that the team will be able to sustain good work habits and healthy team dynamics for the entirety of the experience. At our institution, the projects culminate in a Capstone Expo that is attended by an audience ranging in skill sets and interests from Middle and High School students to industry partners, industry experts, engineering students and faculty and students from around the university. This paper will cover all the above aspects of the Capstone experience up to and including preparing the team for the Expo. [ABSTRACT FROM AUTHOR]
- Published
- 2017
174. Slides and Resources for Learning Open Science
- Author
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Grahe, Jon
- Subjects
Crisis Schmeisis ,FOS: Psychology ,Open Science ,Authentic Research ,OSF Training ,capstone ,Sabbatical Tour ,Psychology ,Undergraduate Research - Published
- 2022
- Full Text
- View/download PDF
175. P499 SP18: Stereotype lift context: An investigation into women's mathematical performance
- Author
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Olsen, Sandra, Green, Matthew, and McLaughlin, Heidi
- Subjects
Course site ,Capstone ,Stereotype lift - Published
- 2022
- Full Text
- View/download PDF
176. Integrating Non-Invasive Brain Stimulation into the Undergraduate Psychology Curriculum
- Author
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Wilson, Kevin
- Subjects
cognitive neuroscience ,course-based undergraduate research experiences (CUREs) ,ComputingMilieux_COMPUTERSANDEDUCATION ,capstone ,transcranial electrical stimulation (tES) ,STEM ,primarily undergraduate institutions (PUIs) - Abstract
Information and resources for faculty who are interested in developing an undergraduate laboratory course on transcranial direct current stimulation (tDCS)
- Published
- 2022
- Full Text
- View/download PDF
177. Designing and Teaching Capstone Courses (Companion Site)
- Author
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Grahe, Jon and Hauhart, Robert
- Subjects
education ,undergraduate ,pedagogy ,design ,capstone ,curriculum ,curricular design ,senior seminar ,senior research - Abstract
This project will collate and summarize research directed at implementing capstone courses
- Published
- 2022
- Full Text
- View/download PDF
178. An Analytically Defined Fire‐Suppressing Foam Formulation for Evaluation of Fluorosurfactant Replacement.
- Author
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Hinnant, Katherine M., Giles, Spencer L., Snow, Arthur W., Farley, John P., Fleming, James W., and Ananth, Ramagopal
- Subjects
- *
DIETHYLENE glycol , *FOAM , *FLUOROCARBONS , *FLUOROSURFACTANTS , *FLUORINE , *FIREFIGHTING - Abstract
Abstract: A 4‐component, analytically defined, reference fluorosurfactant formulation (Ref‐aqueous film forming foam [AFFF]) composed of 0.3% fluorocarbon‐surfactant concentrate (Capstone 1157), 0.2% hydrocarbon‐surfactant concentrate (Glucopon 215 UP), and 0.5% diethylene glycol mono butyl ether by volume in distilled water was found to have rapid fire extinction comparable to a commercial AFFF in tests conducted on a bench scale and a large scale (28 ft2, part of US Military Specification, MIL‐F‐24385F). The Ref‐AFFF was analytically characterized to provide the identity and quantity of the chemical structures of the surfactant molecules that were lacking for commercial AFFF formulations. To arrive at an acceptable Ref‐AFFF formulation, 3 candidate formulations containing different hydrocarbon surfactants in varying amounts were evaluated and ranked relative to a commercial AFFF using a bench‐scale fire‐extinction apparatus; varying the hydrocarbon surfactant was found to affect the fire‐extinction time. The ranking was confirmed by the large‐scale tests suggesting that the bench‐scale apparatus is a reasonable research tool for identifying surfactants likely to succeed in the large‐scale test. In the future, replacing the fluorocarbon surfactant with an alternative surfactant in the Ref‐AFFF enables a direct comparison of fire extinction and environmental impact to identify an acceptable fluorine‐free formulation. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
179. Preparing student midwives for professional practice: Evaluation of a student e-portfolio assessment item.
- Author
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Sidebotham, Mary, Baird, Kathleen, Walters, Caroline, and Gamble, Jenny
- Subjects
FOCUS groups ,HEALTH occupations students ,INTERVIEWING ,RESEARCH methodology ,MIDWIVES ,SCALE analysis (Psychology) ,STUDENT attitudes ,RATING of students ,SURVEYS ,EMPLOYMENT portfolios ,MIDWIFERY education ,JOB performance ,THEMATIC analysis ,DATA analysis software ,DESCRIPTIVE statistics ,STANDARDS - Abstract
Abstract Capstone experiences facilitate consolidation and application of previous learning, strengthening professional identity and competency. This study evaluates the effectiveness and acceptability of a capstone assessment item, in the form of an e-portfolio, designed to identify and demonstrate preparedness for professional midwifery practice. A sequential explanatory strategy occurred within a mixed method research design. Final year Bachelor of Midwifery students at an Australian university, having completed the e-portfolio assessment, participated in two phases of data collection; an initial online-survey, followed by in-depth exploration of emergent concepts within a focus group. Analysis of the quantitative data identified completing the e-portfolio assessment increased students' skills, knowledge and confidence and promoted reflection and critical thinking. Three themes emerged from the qualitative data; acknowledging growth and development; transitioning to practice, and knowing 'who I am and where I am going'. The e-portfolio assessment meets the aims of a capstone assessment and provides an appropriate framework and authentic opportunity for students to identify and demonstrate their level of preparedness for professional practice, determine their ongoing learning needs and develop strategies for achieving them. The assessment item provides an opportunity to develop and articulate a personal practice philosophy and embeds the principles of lifelong learning. Highlights • An e-portfolio is highly functional as a capstone assessment item. • E-portfolios are portable and support lifelong professional development. • The e-portfolio fostered a sense of professional identity in preparation for practice. • The capstone assessment reaffirmed professional philosophy and career goals. • Reinforced midwifery philosophy and values for woman-centred continuity of care. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
180. Charging to the End: Course Activities for Semester‐Long Student Engagement in an Undergraduate Product Development Capstone Course.
- Author
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Wang, Melissa and Bohn, Dawn M.
- Subjects
- *
CAPSTONE courses , *SEMESTER system in education , *STUDENT engagement , *EFFECTIVE teaching ,UNDERGRADUATE education - Abstract
Abstract: Setting instructional goals to drive student engagement in the classroom is essential, as research has shown that improved student engagement in a course will affect student success, as well as the development of key personal and professional skills. Student engagement is a multifaceted concept with multiple perspectives. In focusing on the behavioral perspective of student engagement, various effective teaching practices can be implemented to encourage engagement in a diverse study body. Utilizing validated tools, such as the Natl. Survey of Student Engagement (NSSE) Engagement Themes and Indicators, can ease the development of classroom approaches to student engagement with convenience and flexibility. Semester‐long student engagement in a food science undergraduate product development capstone course was encouraged through instructional approaches styled around the NSSE Engagement Themes and Indicators. The variety of instructional approaches utilized in the capstone food science course are described in detail and discussed in relation to the NSSE Engagement Themes and Indicators with which they align. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
181. Developing a generic review framework to assure capstone quality.
- Author
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Hammer, Sara, Abawi, Lindy, Gibbings, Peter, Jones, Hazel, Redmond, Petrea, and Shams, Syed
- Abstract
Within the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
182. Pennies falling: collaborative rewards in a state of creative emergency.
- Author
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Megarrity, David and Boyle, Bridget
- Subjects
- *
PERFORMING arts , *ARTS , *DRAMA , *THEATER , *THEATRICAL agencies , *CULTURAL activities , *AUDIENCES - Abstract
In theatre, hierarchies that delineate role and function often obscure the collaborative work of conceptualising a performance. Similarly, group processes may mask hidden creative hierarchies by labelling themselves ‘collaborative’. Either way, it is widely held that it’s difficult to make things in groups. Third Year BFA (Drama) students at the Queensland University Technology engage with creative development in building new performances to proof of concept stage. ‘Then the penny dropped’ is a colloquial English expression capturing the moment of realisation after a period of uncertainty. This is an investigation of learning experiences in which the penny is still falling. This article surveys 3 years of this program in action, comprising 23 separate creative projects and groups. It describes the distinct characteristics of this learning environment, while developing a taxonomy of the student works, windows into processes that realised them and strategies for realising the learning opportunities offered by collaborative creativity. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
183. Increasing Psychological Literacy and Work Readiness of Australian Psychology Undergraduates through a Capstone and Work‐Integrated Learning Experience: Current Issues and What Needs to be Done.
- Author
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Hamilton, Kyra, Morrissey, Shirley A., Farrell, Lara J., Ellu, Michelle C., O'Donovan, Analise, Weinbrecht, Tanja, and O'Connor, Erin L.
- Subjects
- *
EXPERIENTIAL learning , *HEALTH occupations students , *LEARNING strategies , *LITERACY , *SELF-efficacy , *SURVEYS , *WORK , *PROFESSIONAL identity , *SOCIAL support , *COURSE evaluation (Education) , *PSYCHOLOGY of Undergraduates - Abstract
Objective: While most students undertaking bachelor level training in psychology will not become registered psychologists, as graduates they join a large pool of well‐educated and psychologically literate citizens who can apply psychology in a range of contexts. Our objective is to showcase the literature on capstone and work integrated learning (WIL) courses and outline how these specialised courses could be utilised to support undergraduate psychology students and ensure the community benefits from their strengths. Method: In this paper, we summarise the current issues, emerging trends, and educational priorities in this area. We provide a critical survey of the extensive literature produced in the last decade, offering a synthesis of current thinking in the field and perspectives on directions forward. We review and summarise different primary studies on capstone and WIL courses from which we draw conclusions into a holistic integration gained by the authors’ own experience and the available literature. Results: Capstone and WIL courses address a significant gap in the work readiness of Australian psychology undergraduates and may also consolidate these students’ psychological literacy. Conclusions: Developing a sense of professional identity and increasing self‐efficacy in these graduates can enhance students’ work readiness, potentially facilitating a smooth transition into professional work. We advocate for changes to the education of psychology undergraduates and outline the implications for the future workforce. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
184. A Cultured Learning Environment: Implementing a Problem- and Service-Based Microbiology Capstone Course to Assess Process- and Skill-Based Learning Objectives.
- Author
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Watson, Rachel M., Willford, John D., and Pfeifer, Mariel A.
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CAPSTONE courses ,LEARNING ,MICROBIOLOGY education (Higher) - Abstract
In this study, a problem-based capstone course was designed to assess the University of Wyoming Microbiology Program's skillbased and process-based student learning objectives. Students partnered with a local farm, a community garden, and a free downtown clinic in order to conceptualize, propose, perform, and present studies addressing problems experienced by these partners. Instructor assessments enabled understanding of student competencies, and according to external subject matter experts students demonstrated mastery of all learning objectives on the final research presentation. Community partners were completely satisfied with the students' solutions, professionalism, and communication. Instructional diagnosis and student course evaluations showed satisfaction, engagement, and growth. Assessments enabled reflective practice by faculty and led to improvements of the capstone course and the microbiology program. Consequently, the course gained institutional support and an official course listing. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
185. Recapturing the learning opportunities of university sustainability indicators.
- Author
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Davey, Elizabeth
- Abstract
Reconfiguring student involvement in university sustainability assessments and reporting can create important learning opportunities. In the 1990s, students conducted campus environmental audits and assessments, which were often the first step towards improving university environmental practices and creating sustainability programs. These audits, often conducted as class projects, capstone projects, or theses, gave students agency in a significant environmental issue, and they provided integrative, compelling, and collaborative environmental learning experiences. Today, university sustainability ratings and rankings are largely developed by organizations outside universities, with data provided by university sustainability staff and administrators. Hundreds of colleges and universities participate in the Sustainability Tracking, Assessment and Rating System (STARS) administered by the Association for the Advancement of Sustainability in Higher Education (AASHE), posting information in 70 categories in public reports. Environmental Studies and Sciences (ESS) faculty and students can participate in the process of assessing university sustainability by producing their own sustainability indicator reports from the STARS data. A literature of sustainability indicators, particularly the work of Donella Meadows, describes indicators from a systems thinking perspective and explores how the selection of indicators can change system behavior by providing missing feedback or influencing a system's goals. It describes an inclusive process for developing indicators to ensure they will be meaningful to the larger community. Students can use these theories and processes to critically evaluate sustainability data, to develop their own sense of the components of a sustainable institution or society, and to advance understanding of sustainability within their university community. Creating and communicating sustainability indicator reports for their particular university can provide an ongoing topic for ESS capstone courses. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
186. Building Capacity for Undergraduate Research in Mathematics: A Case Study at Georgia College.
- Author
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Brown, Ryan, Chiorescu, Marcela, and Mohr, Darin
- Subjects
- *
MATHEMATICS education , *UNDERGRADUATES , *LEARNING , *UNIVERSITY faculty - Abstract
The Georgia College mathematics department has reimagined its major requirements to integrate meaningful undergraduate research experiences. We have developed and implemented a multi-year action plan to transform our major. In this article we discuss how the department has developed and implemented a year-long research experience as a capstone requirement. We address how we gained faculty and student buy-in, built a curriculum to support the experience, and developed assessment and evaluation tools. We conclude with a discussion of challenges and next steps in the program. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
187. INITIAL CHARACTERIZATION OF NOVICE ENGINEERING DESIGNERS' CONSIDERATION OF CONTEXTUAL FACTORS
- Author
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Sean Vincent Salazar Herrera, Kentaro Toyama, Kathleen H. Sienko, and Grace Burleson
- Subjects
Knowledge management ,business.industry ,Design education ,Global health ,Context (language use) ,Capstone ,business ,Engineering design process ,Design methods ,Psychology ,Curriculum - Abstract
Engineering designers are encouraged to consider relevant contextual factors throughout their design processes. However, specific practices for incorporating context into design processes are lacking in the existing literature, and curricula related to the use of context during design processes is limited. As a preliminary step toward characterizing novice engineering designers' use of contextual factors, we qualitatively coded 10 mechanical engineering capstone design reports for contextual factors; half of the projects had domestic sponsors with varying themes, and the other half of the projects had international sponsors with a global health theme. Our findings showed that teams considered technological and institutional factors most frequently; other factors were considered less frequently. Global health themed design teams considered more contextual factors than non-global health themed teams. There was considerable variability among the contextual factors considered, as well as the stages during which they were considered. These outcomes have the potential to inform the development of pedagogical tools to support the acquisition of skills related to formally addressing context during engineering design processes.
- Published
- 2021
188. Industry requirements, thesis-writing and the emergence of flexible educational programmes: Reflections on the university learner experience
- Author
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Mícheál Ó hAodha, Ingrid Hunt, Alan Ryan, and Morteza Rezaei-Zadeh
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050101 languages & linguistics ,Engineering ,Supply chain management ,business.industry ,Online learning ,05 social sciences ,050301 education ,Education ,Engineering management ,ComputingMilieux_COMPUTERSANDEDUCATION ,0501 psychology and cognitive sciences ,Capstone ,Business and International Management ,business ,0503 education - Abstract
The transformation of new paradigms for online learning delivery has evolved rapidly over the past few years. For postgraduate programmes, the thesis module is regularly the capstone and significant in terms of academic credits. In reality, this module can be just an ‘add on’ set of resources with no dedicated online learning space. Industry students undertaking postgraduate programmes online traditionally feel overwhelmed while embarking on a thesis. Notably, too, they face the challenge of not being on campus and having the same learning opportunities as their on-campus counterparts. This paper highlights the importance of supporting and assisting online industry learners in participating fully with their thesis. The authors identify the challenges that face these learners at postgraduate level, recognising that a new way to help and prepare them to carry out and write a good thesis is essential. By focusing on a dedicated online module for ‘all things thesis’, the paper presents the positive experiences learners can have when participating in this module. The findings emphasise the need for educational providers to offer as part of their programmes a high-quality thesis module designed to support the postgraduate online industry learner.
- Published
- 2021
189. Student-Driven, Curriculum-Embedded Undergraduate Research Experiences (SD-CUREs) in the Senior Chemistry Curriculum and its Impact on Students
- Author
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A. M. R. P. Bopegedera
- Subjects
Medical education ,Academic year ,ComputingMilieux_THECOMPUTINGPROFESSION ,Coronavirus disease 2019 (COVID-19) ,Technical writing ,General Chemistry ,Education ,Grant writing ,Chemistry curriculum ,Undergraduate research ,ComputingMilieux_COMPUTERSANDEDUCATION ,Capstone ,Psychology ,Curriculum - Abstract
Curriculum-embedded undergraduate research experiences (CUREs) have the unique advantage that all students enrolled in a course engage in authentic scientific research. While CUREs guided by faculty research interests are common, this article describes CUREs embedded in the senior chemistry curriculum that were driven entirely by students’ research interests. Activities are described in detail that brought student-driven CUREs (SD-CUREs) from their inception of defining research questions to the fruition of presenting results at multiple venues to diverse audiences, over the course of the academic year. These activities included building students’ proficiency in analytical instrumentation, enhancing their library research and technical writing skills, and providing support as students developed research questions and laboratory protocols starting from the primary literature. Students gained experience in grant writing by submitting proposals to the “Capstone Projects Grant” funded by The Evergreen State College Foundation. Support provided by the science staff, the librarian/writing instructor, as well as financial support from the college were instrumental in the success of the SD-CUREs. While there were some inherent challenges, SD-CUREs resulted in the evolution of a research community of engaged student leaders who demonstrated ownership of their research projects and were supportive and conducive to the success of all students. A survey of students indicated very positive impressions of the CUREs. Assessment tools used for the SD-CUREs, success of students beyond the CUREs, and the impact of COVID-19 on the CUREs are discussed in the article.
- Published
- 2021
190. Supporting student reflective practices through modelling-based learning assignments
- Author
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Aparajita Jaiswal, Alejandra J. Magana, Yiqun Zhang, and Joseph A. Lyon
- Subjects
Engineering ,business.industry ,Engineering education ,Reflective practice ,ComputingMilieux_COMPUTERSANDEDUCATION ,General Engineering ,Engineering ethics ,Capstone ,business ,Education - Abstract
Reflective practice is becoming a more necessary skill across all disciplines and industry sectors. This study describes the reflective processes capstone engineering students engaged with as part ...
- Published
- 2021
191. Moderating effects of task interdependence on interaction behaviours and creativity for nursing students on interdisciplinary teams
- Author
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Hsing-Yuan Liu
- Subjects
business.industry ,media_common.quotation_subject ,Creativity ,Moderation ,Constructive ,Task (project management) ,Cross-Sectional Studies ,Nursing ,Faculty, Nursing ,Perception ,Health care ,Humans ,Students, Nursing ,Capstone ,Nurse education ,Education, Nursing ,Psychology ,business ,General Nursing ,media_common - Abstract
Aims Nursing students in Taiwan often study in interdisciplinary teams that must create healthcare products. Creativity is imperative for the students' success, but studies have not explored the relational precursors to team creativity in nursing education. Therefore, the relationship was examined between task interdependence, interaction behaviours (constructive controversy, helping behaviours and spontaneous communication) and creativity for nursing students on interdisciplinary teams in Taiwan to investigate whether high task interdependence moderates the correlations between interaction behaviours and creativity. Design Descriptive, cross-sectional, quantitative study. Methods Participants were nursing students (N = 99) attending interdisciplinary capstone courses in 2- or 4-year nursing programmes at a university for science and technology in Taiwan. Self-report questionnaires were used to collect the students' demographics and perceptions of their teams' task interdependence, interaction behaviours and creativity between January 2018 and January 2019. Pearson's correlation coefficient revealed variable associations. SPSS PROCESS macro displayed moderating effects. Results Task interdependence had significant positive correlations with all three interaction behaviours and team creativity. Each interaction behaviour also had significant positive correlations with team creativity. High task interdependence negatively moderated the relationships between team creativity and (a) constructive controversy, and (b) spontaneous communication, but not (c) helping behaviours. Conclusion The empirically validated moderation model and study results suggest that nursing educators can foster creativity in their students by encouraging task interdependence and helping behaviours, and teaching students to build constructive controversy and spontaneous communication into their collaborative plans. Impact In Taiwan, nursing students must demonstrate creativity in interdisciplinary capstone courses. Their ability to do so requires them to cooperate with students in other disciplines who have unique skills or knowledge. This study provides insights into the relational factors that may improve creativity for nursing students on interdisciplinary teams.
- Published
- 2021
192. Robotic Football: Developing Engineering Leaders Through Competition
- Author
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Sami Khorbotly and Craig M. Goehler
- Subjects
Competition (economics) ,Engineering management ,Design objective ,Scope (project management) ,Strategy and Management ,Component (UML) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Engineering curricula ,Capstone ,Football ,Electrical and Electronic Engineering ,Education ,Diversity (business) - Abstract
Design is a fundamental component in various engineering curricula. Programs across the nation teach this component via design projects in different courses, culminating in a capstone design course in the final year. While these projects may achieve the goal of teaching the use of mathematics and sciences to meet design objectives and constraints, they are limited in terms of the team size, scope of the project, and diversity of team members.
- Published
- 2021
193. Implementation of a capstone course with Formative OSCEs to evaluate preparedness for Advanced Pharmacy Practice Experiences (APPE)
- Author
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Ashleigh L. Barrickman and Lena Maynor
- Subjects
Medical education ,business.industry ,education ,Pharmaceutical Science ,Pharmacy ,Education ,Formative assessment ,Summative assessment ,Preparedness ,Capstone ,Pharmacy practice ,Capstone course ,business ,Psychology ,Curriculum - Abstract
Background: Capstone courses are well documented in pharmacy programmes, but vary in content, methods, and assessment. Aim: To describe the development and implementation of a capstone course for pharmacy students. Description: Components of the capstone course included clinical reviews, pre-tests, calculations, cases, and formative and summative objective structured clinical examinations (OSCEs). Formative OSCEs were a unique aspect of this capstone course, and were used to help students identify clinical strengths and recognise areas of weakness prior to advanced pharmacy practice experiences (APPE). Evaluation: A total of 72 students completed the capstone course in spring 2018. Student survey data indicated that the format of the course was conducive to learning, particularly the use of formative OSCEs. Conclusion: A capstone course was successfully designed and implemented that assessed a variety of pharmacy knowledge and skills prior to APPE. Student feedback and performance in the course provided insight that led to revisions in the pre-APPE curriculum.
- Published
- 2021
194. Developing critical thinking skills: Simulations vs. cases
- Author
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Cheryl L. Adkins, Steven A. Samaras, and Charles D. White
- Subjects
ComputingMilieux_THECOMPUTINGPROFESSION ,Critical thinking skills ,Critical thinking ,Instructional design ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Learning assessment ,Business, Management and Accounting (miscellaneous) ,Capstone ,Psychology ,Experiential learning ,Education - Abstract
This paper compares case studies and simulations, two popular experiential learning techniques used in capstone strategy courses, to provide insights into how each may contribute to the development...
- Published
- 2021
195. Development and implementation of virtual field teaching resources: two karst geomorphology modules and three virtual capstone pathways
- Author
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Rachel Bosch
- Subjects
Geographic information system ,010504 meteorology & atmospheric sciences ,business.industry ,Science ,05 social sciences ,050301 education ,Rubric ,01 natural sciences ,Science education ,Workflow ,Geography. Anthropology. Recreation ,ComputingMilieux_COMPUTERSANDEDUCATION ,Capstone ,business ,Grading (education) ,Working group ,0503 education ,Geomorphology ,Curriculum ,0105 earth and related environmental sciences - Abstract
During the summer of 2020, many geology field camps were canceled due to the COVID-19 pandemic, including the karst geomorphology field course I was scheduled to co-teach through Western Kentucky University. When the National Association of Geoscience Teachers (NAGT), in collaboration with the International Association for Geoscience Diversity (IAGD), began the project of supporting working groups to create online field experience teaching materials, this presented an opportunity. This paper describes the development of two activities derived from that field camp curriculum that are now freely available as peer-reviewed exemplary teaching activities on the Science Education Resource Center (SERC) Online Field Experiences repository under “Karst hydrogeology: a virtual field introduction using © Google Earth and Geographic Information Systems (GIS)” and “Karst hydrogeology: a virtual field experience using © Google Earth, GIS, and TAK [Topographic Analysis Kit].” Each product includes a student handout, an instructor workflow reference, a grading rubric, and NAGT-established learning objectives. The introductory activity is the more basic of the two, is expected to take about an 8 h workday to teach, and walks students through all the steps, as well as providing global examples of karst landscapes that can be virtually explored. The other activity, “Karst hydrogeology and geomorphology”, assumes student familiarity with © Google Earth, GIS, and karst drainage systems and is expected to take about twice as long as the introductory activity to teach. To make these learning opportunities financially accessible, all software required for the activities is open source, and alternative workflows for the introductory module are provided so that the entire exercise can be completed using a mobile device. Addressing this need for virtual capstone options during the pandemic, and providing a virtual alternative for years to come, these karst activities, along with a subset of other SERC activities, were assembled into three learning tracks, each one providing learning hours equivalent to a traditional field camp, that have been added to the course offerings at the University of Cincinnati Department of Geology. In addition to providing online capstone activities in the time of a pandemic, these learning materials provide alternative experiences to traditional field camps that are inclusive for all geoscience students.
- Published
- 2021
196. New Engineers’ Transfer of Communication Activities From School to Work
- Author
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Susannah Howe, Daria Kotys-Schwartz, Marie C. Paretti, Julie Dyke Ford, and Robin Ott
- Subjects
Engineering ,business.industry ,Knowledge engineering ,Context (language use) ,02 engineering and technology ,Work (electrical) ,Engineering education ,020204 information systems ,Preparedness ,Industrial relations ,0202 electrical engineering, electronic engineering, information engineering ,Engineering ethics ,Capstone ,Electrical and Electronic Engineering ,Thematic analysis ,business ,Knowledge transfer - Abstract
Background: Communication is critical to engineering work, and despite its emphasis within engineering education, it is still noted as a gap in new engineers’ preparedness for work. Literature review: Prior research points to communication gaps among new engineers. Few studies have extensively examined transitions between academic and professional engineering contexts. Work remains for understanding how new engineers transfer communication skills. Research questions: 1. In what ways do new engineers transfer communication practices from school to work? 2. What challenges do new engineers experience in moving from communication as practiced at school to communication as practiced at work? Research methodology: This study presents a thematic analysis of data from weekly reflections and regular semistructured interviews conducted during new engineers’ first year of work. Results and conclusions: Despite relying heavily on academic experiences involving both documenting and presenting technical work, new engineers report experiencing communication-related challenges. While further attention to communication activities can be given within engineering curricula, the complexity and situated nature of communication in the workplace cannot be fully replicated in the classroom. As new engineers move between school and work, they experience challenges adapting to a new environment including communication activities embedded within unique sociocultural contexts. While the classroom cannot fully replicate these professional settings and all of their nuances, students can be made more fully aware of the embedded nature of communication activities. Moreover, engineering educators can simulate aspects of the workplace in capstone courses, and companies can provide guidance to help mentor new engineers through the inevitable context gaps.
- Published
- 2021
197. A Case Study on Application of Capstone Design in College of Music
- Author
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Chang-Sik Shin
- Subjects
Engineering ,business.industry ,Mathematics education ,Capstone ,business - Published
- 2021
198. Empathic approaches in engineering capstone design projects: student beliefs and reported behaviour
- Author
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David A. Delaine, Linjue Wang, Giselle Guanes, and Emily Dringenberg
- Subjects
media_common.quotation_subject ,05 social sciences ,General Engineering ,050301 education ,Empathy ,Education ,0502 economics and business ,Capstone ,Engineering ethics ,Psychology ,Engineering design process ,0503 education ,050203 business & management ,media_common - Abstract
Engineering design decisions have non-trivial implications, and empathic approaches are one way that engineers can understand and translate the perspectives of diverse stakeholders. Prior literatur...
- Published
- 2021
199. Analysis of pre-teachers’ experiences on the online class of ‘Capstone design’ applied CE-PBL(Community Engaged-Problem Based Learning)
- Author
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Won hoe Gu, Eun Jung Yoo, Du hee Kim, and Mi jin Kim
- Subjects
Class (computer programming) ,Problem-based learning ,Computer science ,Mathematics education ,Capstone - Published
- 2021
200. Collaborative engagement experience-based learning: a teaching framework for business education
- Author
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Shelly L. Freyn, Mina Sedaghatjou, and Sheree Rodney
- Subjects
Competitive intelligence ,Business education ,05 social sciences ,Exploratory research ,050301 education ,Flexibility (personality) ,Bridge (nautical) ,Education ,0502 economics and business ,Workforce ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,050211 marketing ,Capstone ,Life-span and Life-course Studies ,Psychology ,0503 education ,Curriculum - Abstract
PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.
- Published
- 2021
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