首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 901 毫秒
1.
This article reports an undergraduate software engineering project in which, over a period of 2 years, four student teams from different cohorts developed a note-taking app for four academic clients at the students’ own university. We investigated how projects involving internal clients can give students the benefits of engaging in real software development while also giving them experience of a student-staff collaboration that has its own benefits for students, academics, and the university more broadly. As the university involved is a Sino-Foreign university located in China, where most students are Chinese and most teaching staff are not, this ‘student as co-producer’ approach interacts with another feature of the project: cultural distance. Based on analysis of notes, reports, interviews, and focus groups, we recommend that students should be provided with communicative strategies for dealing with academics as clients; universities should develop policies on ownership of student-staff collaborations; and projects should include a formalised handover process. This article can serve as guidance for educators considering a ‘students as co-producers’ approach for software development projects.  相似文献   

2.
Internationalisation of higher education is big business in Australia, yet, despite the growing body of literature informing learning and teaching of international students, challenges remain. While language and pedagogical differences are well documented from the students' perspective, less known are the challenges to educators and their practices in responding to these named issues. This article explores some implications for educators and their practices, when international students come to study in an English-language university in Australia. A small research project focusing on educators' perspectives reveals the pedagogical challenges, difficulties and differences in approaches to teaching large numbers of international students. Implications for educators are discussed, focusing on the need to respond to policy and institutional demands to participate in these international collaborations, and to engage in building sound and equitable educational provision.  相似文献   

3.
The Fujian Agriculture and Forestry University-Nova Scotia Agricultural College (FAFU-NSAC) 2 + 2 undergraduate program initiated in 2003 is a model for creative collaboration between China and Canada in undergraduate education. This paper addresses the achievements of the program development and highlights the process for successful curriculum development in the joint program. The authors also discuss some issues and challenges related to the Chinese-Canadian experience in undergraduate education, and propose some recommendations for further collaborations including: enlarging the scale of qualified programs; proposing a systematic baseline to control the program at a macro-level; simplifying coordination procedures with foreign partners; and adjusting the emphasis of courses introduced by the cooperative partner from quantity to quality.  相似文献   

4.
高校辅导员队伍建设要把握提升思政教育的科学化水平,应对思政教育发展新形势;辅导员职能可定位为:系统性教育、规范化管理、个性化服务、综合性协调;要制定队伍建设的整体规划,构建工作体系、优化队伍结构;建设的基本路径为:致力于辅导员队伍的专业化提升、职业化发展和科学化评价  相似文献   

5.
An enormous challenge is presented to engineering educators by the rapidly changing world of information and communication technologies (ICT). It is essential that students acquire high-quality ICT experience before emerging into the real world of employment. The overall impact of ICT on teaching and learning at the current time, however, is largely through the conversion of conventional lecture notes to static documents, which are made available to students on the web. Project-based learning, by comparison, can provide students with the opportunity to work with emerging technologies and also gain important industrial experience. The first part of this paper presents a summary of the challenges that ICT presents third-level institutions through an examination of the pedagogical issues (and solutions) that arise from a move from traditional lectures to projectbased teaching. This introductory material is followed by the main bulk of the paper, i.e. two case studies. The first is an account of a short project, which involved the evaluation of commercially available undergraduate teaching material provided on CD-ROM. The second case study describes a more substantial project that began life at undergraduate level in collaboration with an indigenous Irish company involved in software development. This project involved the design and development of an online retailing prototype, which was subsequently developed further and launched as a commercial venture.  相似文献   

6.
新形势下加强高职院校班主任队伍建设的对策探析   总被引：1，自引：0，他引：1  
高等职业院校班主任是班集体的组织者、教育者和指导者,是学校领导者实施教育、教学工作计划的得力助手,也是学校与教师之间沟通的桥梁。在学生管理中,班主任作为骨干力量发挥着重要的作用,直接影响着高职院校教育的质量和效果。新形势下加强班主任队伍建设,探析班主任建设的相应对策,是高职院校思想政治教育的组织保证,有利于高职学生思想政治教育工作的顺利开展。  相似文献   

7.
  相似文献   

8.
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students’ reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage ‘reflection on action’ in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted.  相似文献   

9.
通过调查文献、问卷调查等方法,对我校体育专业学生112名、本科生100名的体育消费与我校的体育设施进行分析,找出我校体育产业的发展与体育消费的新思路。  相似文献   

10.
US school libraries are required to ensure that schoolchildren and school staff with disabilities have equal opportunity to use and benefit from library facilities and information services under federal law. However, evidence indicates teacher‐librarians (TLs) often lack the training, knowledge and skills to provide programmes and services that meet the needs of students with disabilities. Project ENABLE (Expanding Nondiscriminatory Access by Librarians Everywhere) was created to respond to this shortfall by designing, implementing and evaluating a professional development programme in New York State. The project applies a social model of disability to help 100 TLs, special educators and general educators further develop their skills and resources by teaming together to create an inclusive environment for all students. This is achieved through the use of universal design principles, appropriate assistive and other technologies, an emphasis on person‐first language and sensitivity simulations, a focus on inclusive lesson planning, and by developing collaboration capacity among participant teams. Curriculum development, data collection and analyses are presented. The effect of the Project ENABLE trainings was significant in terms of higher levels of skill and knowledge reported by participants for creating accessible library programmes, advancing inclusive education and building effective collaborations. Drawing from their workshop learning and resources, participant teams developed action plans to implement during the 2011–2012 school year. This project underscores the importance of TLs in the education of all students, including those with disabilities. Higher education and local professional development programmes must place greater emphasis on preparing TLs to perform this role effectively and confidently.  相似文献   

11.
Mehdi Razzaghi 《PRIMUS》2017,27(4-5):517-525
Abstract

Undergraduate research has become the centerpiece of many institutions of higher education’s efforts to attract and recruit high school graduates. Since 1987, throughout my tenure at Bloomsburg University, I have involved over 20 students in my research. In my experience, there is clear evidence that students of mathematics substantially benefit if they engage in research during their undergraduate studies. Whether the student plans to apply for employment after graduation or continue with graduate studies, the undergraduate research experience has a tremendous effect on the student’s success. In this paper, I will provide some personal insight on my experience in working with undergraduate students. In most cases, my experience has been in working with one student on a long term (one semester or mostly year-long) research problems. I will discuss my approach to identifying students, the type of projects, providing guidance, and finally the challenges that we face in supervising undergraduate research. To exemplify, emphasis will be placed on the status of a recent 1-year research project, which was funded by the Pennsylvania State System of Higher Education, and a senior undergraduate student worked on it for one year.  相似文献   

12.
Self-awareness is important in social work education because it promotes knowledge, skill, and value development. However, little is written about the ways in which educators facilitate this process. A project was undertaken to design a new self-awareness assignment (SAA) and examine its value. The SAA’s development, which relies on role-plays, is described. Results from an exploratory qualitative study that examined the value of the SAA on 80 undergraduate social work students’ knowledge and skills is presented. The results suggest the SAA is a positive teaching strategy for promoting students’ knowledge and skills development. Implications for social work education are discussed.  相似文献   

13.
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach that has been developed within Vygotskian sociocultural theory of learning (Vygotsky, 1978). DA is an assessment approach that blends instruction and assessment. The data, which came from a pilot study of a larger research project, consisted of text-based interaction between a tutor–researcher and two business studies students across various drafts of two assignments in line with the DA approach. This interaction was mediated by computers mainly through emails. The analyses of such interaction suggest that DA can help to identify and respond to the areas that students need the most support in (in this study, managing information flow). Finally, we argue that a learning theory-driven approach such as DA can contribute to undergraduate students’ academic writing development by responding to their individual needs.  相似文献   

14.
This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical reflexivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education.  相似文献   

15.
In this article I problematize the reasons for and methods through which I incorporated an opportunity for experiential learning, via a Community Inquiry Project, into my own teaching. I take the stance of a teacher-researcher to closely analyze the specific documents and tasks used to introduce pre-service teachers to the project. I draw on sociocultural approaches to teacher development and literature on experiential education in teacher education to provide a background for the project and the self-study and offer critical whiteness studies as an appropriate lens through which to analyze the various elements of the project. Findings from this study suggest that the project limited the pre-service teachers’ characterizations of community, understandings of sociocultural approaches to learning, relationships to the community, and perceptions of the role of community in teaching. I draw on these findings to suggest that teacher educators share their reflective practices with their students and learn about the diverse experiences of the pre-service teachers themselves to better prepare them to inquire into and draw on knowledge of communities as they work with diverse populations of students.  相似文献   

16.
ABSTRACT

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students’, undergraduate teaching assistants’, and educators’ written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.  相似文献   

17.
信息技术学科"一中心两支点"教研模式,是指以促进学生发展为中心,以集体备课和课题研究为支点的校本教研模式,具体策略包括:优化教学设计,发挥育人价值;扎实集备研讨,发展教育智慧;开展项目学习,专注学生发展;构建多元评价,实现以评促学;借力问题研讨,引领专业成长。  相似文献   

18.
This paper reports the results of studying the use of peer learning in the introductory computer science curriculum. The project involves educators from a variety of institutions who participated in two summer workshops and either introduced or continued their use of peer learning at their institutions as part of this project. The results of the collective work include much experience with different types of peer learning in different settings. Overall, the results indicate that peer learning is a valuable technique that should be used as one pedagogical approach in teaching the introductory computer science curriculum.  相似文献   

19.
The Covid-19 pandemic has had a major impact on the various facets of higher education globally. With the migration to online teaching happening at an unprecedented rate, educators are challenged in transforming the way they create opportunities for students’ learning. Specifically, in Australia, education providers have increasingly offered their courses in a dual-mode setting, making them available for both online and face-to-face students. This paper presents the design of a specific type of dual-mode teaching, referred to as mixed-mode teaching used in an introductory economics course at X University. The aim of this study is to evaluate the impact of the mixed-mode teaching in creating an equitable learning experience for the online and face-to-face groups of students enroled in the course. Such an approach should then translate into there being no significant difference found in the academic performance of the two cohorts. In this study, we used the non-parametric Wilcoxon test and Kruskal-Wallis test to verify if a significant difference exists in learning satisfaction. Further, we utilised regression with dummies, and four different approaches of propensity score matching estimation in excluding self-selection bias, to evaluate differences in academic performance. Our results suggest no statistically significant differences in both the learning experiences and academic performances of our two groups of students. At a time when higher education is facing ongoing challenges presented by the pandemic, these findings offer useful insights for economics educators as well as those in higher education about how to enhance students’ academic performance and learning experience through more equitable, consistent course design.  相似文献   

20.
The quality of teaching in higher education is a topic which has generated heated debate in China, though there has been a remarkable paucity of empirical research into the characteristics of teaching and learning in Chinese universities. This study examined Chinese university students’ course experience and its influence on their approaches to learning. A sample of 2529 students from 15 full-time regular universities responded to the questionnaire. Results indicated that the Course Experience Questionnaire could be a promising instrument for assessing the teaching quality in Chinese universities. Chinese undergraduate teaching was characterised by the dominance of developing students’ generic skills, but a lack of emphasis on students’ independence. The study revealed some desirable influences of university teaching on students’ approaches to learning, but an increase in instructors’ effort and commitment to teaching was found to facilitate a surface rather than a deep approach to learning. These findings highlighted the need to reflect on the teacher-centred nature of undergraduate teaching in China.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号