Assessment of Teamwork in Laboratory Courses: What, When and How

Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate a...

Contribution: This study developed a diagnostic tool to target various learning outcomes of international programs for engineering students, addressing both broad competencies and engineering specific outcomes. Background: Research has shown that international engineering learning activities provide students with opportunities to develop global competencies. Multiple instruments have been developed to target either students' broad competencies or engineering-related outcomes. While these previous instruments proved to be helpful in linking students' intercultural competencies with outcomes, with measuring engineering specific outcomes, or with assessing engineering students' products or projects, no tool was available to measure the full range of possible learning outcomes from engineering students' international learning experiences. Research Questions: 1) How can an instrument be developed to target various possible outcomes of engineering students from international learning experiences? 2) How does the instrument perform against established standards for validity and reliability? Methodology: Framed in the dimensions of Knowledge, Skills and Attitudes, a learning outcome survey was compiled based upon previous qualitative research. The instrument was assessed for structural validity by conducting an exploratory factor analysis, and its reliability by testing Cronbach's alpha (n=407). Results from two sample programs were presented to demonstrate applicability. Fourteen follow-up interviews were analyzed to verify the survey content. Findings: The resulting survey showed a three-factor structure, each corresponding to Knowledge, Skills and Attitudes, and having high reliability in each dimension (alpha>.85). Qualitative evidence verified the survey validity by demonstrating the close link between interview results and survey items, and the impact of learning activities on outcomes.

This chapter discusses various opportunities of Web 2.0 technologies and, specifically, how they can facilitate the improved delivery of work-integrated learning (WIL). Issues that arise with the use of Web 2.0 technologies and their solutions will also be discussed. Finally, some of the more novel applications proposed by the literature, such as Web 3.0, which could be employed to ensure the future success of WIL implementation are considered. The chapter begins by introducing some of the key issues related to the adoption of e-portfolio systems for WIL. These issues have been informed by previous case study chapters in this book. Then a justification for the use of Web 2.0 technologies are put forward as a solution to many of the challenges identified with using e-portfolios for WIL. As with any proposed solution, Web 2.0 has its shortcomings, which are also identified in this chapter. The final section provides a discussion of some of the emerging technologies and concepts that could lead to future advancements in the delivery of WIL, both from the perspective of learners and academics.

This two-year project was intended to start a discussion about soil science higher education at the national level with all relevant stakeholders. The long-term aim was to involve all institutions that teach soil science, and for the project consortium to do the initial groundwork. This consortium (comprising The Universities of Adelaide, Melbourne, Queensland, Sydney (lead institution) and Western Australia) represents five states and the issues and challenges facing soil science higher education across a diverse educational and geographic landscape. Stakeholders (academia, students, industry, graduates and professional bodies) were consulted through surveys and forums to develop a national approach to a curriculum that will produce work-ready graduates with the interdisciplinary knowledge, skills and capabilities relevant to the needs of Australia. A national curriculum is here defined as: a curriculum that includes stakeholder considerations and is applicable at any higher education institution teaching soil science. This is an inclusive approach that aspires to synthesise the broad range of perspectives internal and external to academia. The surveys of current students, employers and graduates concerned with soil science were the primary means of academia receiving feedback on the curriculum. Forums including students and representatives from the professional bodies (Australian Society of Soil Science Incorporated, and the accrediting body Certified Professional Soil Scientist) were held to discuss the survey findings and responsive actions required. It was recognised that the soil science teaching context was strongly influenced by local staff expertise and local environmental factors, and that students had limited opportunity to engage with the circumstances elsewhere in Australia. As far as possible in the short timeframe, an intention was to develop joint units of study whereby the students could participate in investigating soil science issues away from their own location. Realistically this endeavour requires a long-term approach and the engagement of a wider range of institutions teaching soil science.

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test (DBT) experiences that form a crucial part of a CDIO programme but also in discipline-focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional on-campus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK (UKOU), and Deakin University and the University of Southern Queensland (USQ) in Australia are then presented and issues of concern in the adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and inter-institutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on-campus workshops, and the development of a virtual engineering enterprise.

Many students entering an engineering program have a strong appreciation of the importance of math- and science-based skills for their future career as an engineer, but often have little grasp of what it means to be entering a professional college.  For this reason, many engineering programs in Canada include some form of an “Introduction to the Engineering Profession” in their first-year program.  The University of Saskatchewan’s College of Engineering has been working toward the launch of a completely redesigned first year program.  This project has afforded the College an opportunity to apply a novel and transferable approach to shaping this “Introduction to the Engineering” experience.  The structure of the proposed new first year program has allowed for short and intensive “Introduction to Engineering” modules, which bookend each of the regular session terms.  This timing makes them an orientation for the program, allowing for timely deep dives into matters of importance to eng...

Contact the Physical Modelling dedicated Student Coordinator for any questions you may have regarding the subject organisation, your tutorial or prac allocation, missed pracs and examinations, missed assessment tasks as the result of misadventure, or any other non-subject material related matters. Subject description This is a foundation physics subject. It covers the fundamentals of mechanics, thermal physics, electricity, fluids, waves and optics. Students are introduced to the basic techniques of measurement and technical communication. This subject aims to develop an appreciation of the physical principles governing natural processes. It is an essential foundation experience for all engineers. Through this subject, students appreciate that physics is not just a body of knowledge to be learned and understood. Together with mathematics, it provides a framework for understanding and modelling natural phenomena that is carried over into design and analysis in engineering. Students see that physics both enables and restrains engineering. Designs that are inconsistent with the laws of physics cannot be realised while much engineering innovation demands new physical insight or innovative uses of existing physical and mathematical models. The subject also seeks to give students insights into the processes and pleasures of physics itself as a professional discipline. This includes basic experiences with the analytical, problem solving, observational and technical as well as measurement skills needed to model natural processes. The strong link to mathematics is integral to this aspect of the

In this article we describe how we apply the concept of coactive emergence as a phenomenon of complexity that has implications for the design of sensemaking support tools involving a combination of human analysts and software agents. We apply this concept in the design of work methods for distributed sensemaking in cyber operations. Sensemaking is a motivated, continuous effort to understand, anticipate, and act upon complex situations.

— HRD aims at constantly assessing competency requirements of different individuals to perform the jobs assigned to them effectively and provide opportunities for developing theses competencies to prepare them for future roles in the organization. RXY Laboratories keeps a record of employees' Job Roles and prepares the Job descriptions accordingly. The present study was undertaken to analyze employee competencies including Attributes, Skills and Knowledge parameters in detail and make a gap analysis in the actual and desired skills and assess the training needs of the employees. It will help to improve the performance of the employees in general and provide information to the company about the skills they possess which will ensure development of promotion strategies within the company. The parameters were derived from the Job roles, HR policies and Key Result Areas (KRAs).

Engaging students through online role-plays has been demonstrated as a beneficial learning process, particularly in developing students’ employability skills. Questions remain regarding how to effectively assess active online participatory learning, and particularly how to use online assessment to promote reflective practice. This paper explores the learning and teaching strategy of promoting participatory and reflective learning through student design and conduct of role-plays online. As the case studies presented in this paper show, one of the central questions is how to de-role and debrief role-play participants in the online environment to ensure that student self-assessment of their learning is truly reflective. The case studies have been compiled as part of the Learning and Teaching Investment Fund project funded by RMIT to explore the contribution of online role-play as a form of authentic learning to develop student employability skills in negotiation. The paper compiles the reflections of three RMIT academics from a cross section of disciplines (International Studies, Management and Law), who have used a blended (face-to-face and online) learning and teaching approaches in the teaching of negotiation. Their reflections on their experiences are ‘lessons learned’ that may assist the process of improved use of technology to assess active student engagement in online role-play design and performance. The paper reviews the e-journals, discussion boards, wikis and blogs that were utilised as tools to de-role and debrief students who had engaged in the design and performance of role-plays. Given the increased availability of online tools to assist students to develop e-portfolios, the contribution of online role-plays to students’ e-portfolios is also emphasised.

Undergraduate research experiences confer benefits on students bound for science, technology, engineering, and mathematics (STEM) careers, but the low number of research professionals available to serve as mentors often limits access to research. Within the context of our summer research program (BRAIN), we tested the hypothesis that a team-based collaborative learning model (CLM) produces student outcomes at least as positive as a traditional apprenticeship model (AM). Through stratified, random assignment to conditions, CLM students were designated to work together in a teaching laboratory to conduct research according to a defined curriculum led by several instructors, whereas AM students were paired with mentors in active research groups. We used pre-, mid-, and postprogram surveys to measure internal dispositions reported to predict progress toward STEM careers, such as scientific research self-efficacy, science identity, science anxiety, and commitment to a science career. We ...

Abstract: In the context of learning complex tasks, distributed training may prove more cost-effective because of the dynamic task environments in which Air Force personnel must train and work. Specifically, distributed training designed to facilitate the acquisition of knowledge that is both rich and flexible affords one the ability to accommodate new and complex technology relatively easily.

This paper is based on the premises that the purpose of engineering education is to graduate engineers who can design, and that design thinking is complex. The paper begins by briefly reviewing the history and role of design in the engineering curriculum. Several dimensions of design thinking are then detailed, explaining why design is hard to learn and harder still to teach, and outlining the research available on how well design thinking skills are learned. The currently most-favored pedagogical model for teaching design, project-based learning (PBL), is explored next, along with available assessment data on its success. Two contexts for PBL are emphasized: first-year cornerstone courses and globally dispersed PBL courses. Finally, the paper lists some of the open research questions that must be answered to identify the best pedagogical practices of improving design learning, after which it closes by making recommendations for research aimed at enhancing design learning.

Capstone design courses are prominent elements of engineering degree programs and are central to the development and assessment of student professional competencies for program accreditation. This paper describes a process for establishing broadly-...

Project-Based Learning (PBL) is a teaching method in which a student gains knowledge and skills by working for an extended period of time to investigate and respond to an authentic project, engaging in complex questions, problems, or challenges. The PBL for sustainability management course was designed to achieve the student learning outcomes and to help develop skills such as critical thinking, problem solving, communication, collaboration, and self-management. The project features a real-problem in an Orang Asli Settlement at Pos Kuala Mu, Perak. The challenge for the students is to propose sustainable eco-tourism activities and at the same time conserve and uphold the traditional knowledge and Orang Asli heritage. The target of this project is to increase the income of the Orang Asli and thus improve their economic sustainability. Students were engaged in a rigorous, extended process of asking questions, finding resources, applying their knowledge and gathering information. The p...

The aim of this paper is to share the author‟s experience of Problem-Based Learning (PBL). The paper also discuss some of the author‟s opinions and views about PBL and highlight some of the problems faced by the author as a facilitator as well as point out some of the problems faced by the students.

This paper presents a literature review of social laboratory and network approaches to change, and describes a collaborative approach being implemented in some Canadian engineering programs to rethink the engineering curriculum. As part of the Canadian Engineering Education Challenge in the Engineering Change Lab, the institutions present some proposed curriculum interventions and proposed research activities.

Academic numeracy is a critical awareness that allows students to become confident and competent in using mathematics and to be able to situate, interpret, critique, use, communicate and even create mathematics within their discipline’s setting. Academic numeracy is usually based on both the mathematics learnt at school and the mathematics needed in disciplines such as nursing or economics. Many students