scholarly journals Identifying Student Differences In A First Year Engineering Course: A Comparison Of Mid Year Survey Responses

2020 ◽  
Author(s):  
Stephen Silliman ◽  
Leo McWilliams ◽  
Mark Gunty ◽  
Carrie Graf ◽  
Catherine Pieronek
Keyword(s):  
First Year ◽  
Student Differences ◽  
Survey Responses

First Year Employment Outcomes of US Psychology Graduates Revisited: Need for a Degree, Salary, and Relatedness to the Major

2009 ◽  
Vol 8 (2) ◽  
pp. 23-29 ◽  
Author(s):  
D. W. Rajecki ◽  
Victor M. H. Borden
Keyword(s):  
Social Sciences ◽  
Liberal Education ◽  
Employment Outcomes ◽  
First Year ◽  
Engineering Technology ◽  
The United Kingdom ◽  
Career Compromise ◽  
Program Of Study ◽  
Business Engineering ◽  
Survey Responses

Alumni survey responses from a multi-major (multi-course), United States university sample (c. 2003–06, N = 1760) provided a replication and extension of previous research on patterns of graduates' first-year employment outcomes. Compared with graduates from the fields of nursing/allied health, business, engineering/technology, and education, new psychology and humanities/social sciences alumni tended to have jobs that locate individuals in low tiers of features including need for a college degree, salary, and relatedness to one's major program of study (course). These patterns of employment outcomes for US psychology graduates are generally similar to those on record for liberal education (nonvocational) graduates in the United Kingdom. Results are discussed in the context of established occupational constructs such as person-job ft, congruence, career compromise, and education mismatch.

Factors neurosurgery candidates use when choosing a residency program

2014 ◽  
Vol 120 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Lauren H. Marasa ◽  
Thomas A. Pittman
Keyword(s):  
Residency Program ◽  
Response Rate ◽  
Paper Copy ◽  
Boot Camp ◽  
First Year ◽  
Residency Programs ◽  
Electronic Survey ◽  
Faculty Time ◽  
Program Characteristics ◽  
Survey Responses

Object Many factors affect an applicant's decision when selecting a residency program. While some issues are likely important to all applicants, others may be specific to, or weighed differently by, those applying to certain specialties. In an effort to better understand how applicants to neurosurgery programs make decisions about relative rank, the authors created a survey to identify the program characteristics thought most important by applicants. Methods An electronic survey was created and posted to the neurosurgery residency coordinator's forum. Coordinators throughout the country were asked to send the survey link to students who were scheduled to begin as first-year residents in July of 2012. A paper copy of the survey was also distributed at the Society of Neurological Surgeons intern boot camp in Atlanta, Georgia, in July of 2012. Results One hundred ninety-six students obtained a neurosurgical postgraduate year 1 position in the 2011–2012 match; 40 survey responses were received (response rate 20.4%). The factors cited as being most important in selecting a residency were the residents currently in the program, team camaraderie, and the number of operative cases performed. The interview day, specifically the opportunity to talk to the residents, was also thought to be important, as was the knowledge that the applicant would likely be ranked by the program. Conclusions Applicants for neurosurgical training choose a program for reasons similar to those given by applicants to other specialties. Neurosurgery applicants seem marginally more interested in an emphasis on academics and research and slightly less concerned with a program's location, but overall, the differences appear minimal. The interview process is very important, and contact by a representative after the interview also seems significant in applicants' decision making. By recognizing what applicants think is important in choosing a residency, programs can more effectively recruit residents and more efficiently use faculty time and department resources.

scholarly journals Student usage of short online single-topic videos in a first-year engineering chemistry class

2018 ◽  
Author(s):  
Yasaman Delaviz ◽  
Scott D. Ramsay
Keyword(s):  
Materials Science ◽  
Online Courses ◽  
First Year ◽  
Learning Resource ◽  
Specific Content ◽  
Introductory Course ◽  
Learning Content ◽  
Maximum Duration ◽  
Youtube Videos ◽  
Survey Responses

This study explored students’ usage patternswith 5-10 minute single-topic (“short topic”) videosproduced solely for online use to support undergraduatestudents enrolled in a first-year introductory course toengineering chemistry and materials science at theUniversity of Toronto. The short topic videos were postedas unlisted YouTube videos and made available to studentsusing the Blackboard learning management system.Analytical data was collected from these unlisted YouTubevideos. In 2016, 142 student participants completed ananonymous survey that collected information on users’perceived usefulness and the reason for using the shorttopic videos. In the survey responses, 70.4% of studentsindicated a preference for using the short topic videos toreview specific content vs. full lecture captures. A total of76 short topic videos were created with an average videolength of 8:11 min. The videos were intentionally keptshort, with a maximum duration of 13:46 min. View counts and feedback from the survey responses suggested that students used the short topic videos to review contents and found the videos to be a valuable learning resource. The videos were re-used as the main learning content in the online equivalent course offered in 2017 and 2018. Datacollected from YouTube analytics demonstrated similarusage behavior and retention in the videos when used asthe main learning resource in the online courses to whenthe videos were provided as supplementary resources.

scholarly journals FIRST-YEAR VERSUS FOURTH-YEAR AND ONLINE VERSUS PAPER-AND-PENCIL RESPONSES TO A GRADUATE ATTRIBUTE SELF-ASSESSMENT TOOL AND EXIT SURVEY

2017 ◽  
Author(s):  
Andrew J. B. Milne ◽  
Roydon Fraser ◽  
Natalie Chow
Keyword(s):  
Online Survey ◽  
Assessment Tool ◽  
Free Form ◽  
First Year ◽  
Self Awareness ◽  
Graduate Attributes ◽  
Exit Survey ◽  
Self Assessments ◽  
Paper And Pencil ◽  
Survey Responses

A tool has been created that allows students to self-assess how well their program helped them achieve CEAB graduate attributes. These indirect self-assessments are used at the University of Waterloo in the Mechanicaland Mechatronics Engineering (MME) Department along with more direct measurements to inform analysis of programs. The tool uses an online survey platform to allow for randomized presentation of a subset of prompts related to the graduate attributes to each student in order to reduce the number of questions posed to any one student while ensuring coverage of all attributes.This tool has been deployed to first-year and fourth-year cohorts, and the differences in students’ self-assessments are discussed, in particular the increase in self-awareness that is expected to occur between first and fourth-year. The tool has also been deployed as part of an online exit survey administered to fourth-year students only, and similarities and differences in survey responses for online versus paper-and-pencil are discussed especially as they relate to free-form responses

Pediatric Residency Graduates Preparedness for Neonatal-Perinatal Medicine Fellowship: The Perspective of First-Year Fellows

2019 ◽  
Vol 37 (05) ◽  
pp. 511-518
Author(s):  
Lindsey Korbel ◽  
Carl H. Backes ◽  
Brian K. Rivera ◽  
Courtney C. Mitchell ◽  
Melissa M. Carbajal ◽  
...  
Keyword(s):  
The United States ◽  
First Year ◽  
Free Text ◽  
Arterial Line ◽  
Perinatal Medicine ◽  
Marked Variability ◽  
Perceived Preparedness ◽  
Fellowship Programs ◽  
Psychomotor Ability ◽  
Survey Responses

Abstract Objective This study aimed to report on Neonatal-Perinatal Medicine (NPM) fellows' views of self-preparedness upon starting postresidency training. Study Design We conducted a national survey of first-year NPM fellows in the United States. The validated survey had five major areas: professionalism, psychomotor ability, independence/graduated responsibility, clinical evaluation, and academia. Survey responses were analyzed using descriptive statistics, and the free-text answers were categorized. Results Of 228 potential first-year NPM fellows, 140 (61%) initially responded to the survey. Overall, the fellows perceived themselves positively in professionalism and independence/graduated responsibility domains. Marked variability was observed in perceived preparedness in psychomotor ability, with confidence in neonatal intubation and arterial line placement of 86 and 49%, respectively. Lack of confidence in performing neonatal intubation procedures correlates with lack of attempts. The majority (75%) of fellows reported being interested in academia, but less than half felt capable of writing an article. Conclusion First-year NPM fellows identified deficiencies in the domains of psychomotor ability and academia. Residency and fellowship programs should partner to address these deficiencies.

Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

2019 ◽  
Vol 29 (3) ◽  
pp. 10-23
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Music Educators ◽  
Music Teacher ◽  
First Year ◽  
Mentorship Program ◽  
Education Leaders ◽  
President Elect ◽  
Survey Responses

In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music teacher mentorship program. Interviews, documents, and participant survey responses highlighted the rationale for program creation as well as characteristics of program design, recruitment, and implementation that resulted in successes and challenges during the first year. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability.

scholarly journals Fostering creativity understanding

2016 ◽  
Vol 35 (5) ◽  
pp. 574-591 ◽  
Author(s):  
Véronique Boulocher-Passet ◽  
Peter Daly ◽  
Isabelle Sequeira
Keyword(s):  
Undergraduate Students ◽  
Teaching Experience ◽  
First Year ◽  
First Year Students ◽  
Content Type ◽  
Hard Data ◽  
Paired Samples ◽  
Fostering Creativity ◽  
Survey Responses

Purpose – The purpose of this paper is to encourage initiatives to train large cohorts of undergraduate students for creativity understanding. The authors describe a case study of a creativity exercise developed within a corporate setting that accommodates a large cohort and discuss the results of empirical research on this teaching experience at a French Business School. The authors reflect on the transferability of this exercise by other educators to similar educational contexts and the usefulness of training future managers to a structured creativity methodology to be exploited in the workplace. Design/methodology/approach – A case study explains the features of the exercise. Hard data on students’ perceptions and motivation/satisfaction prior to and after the creativity exercise was collected through an internet self-completed survey instrument. In total, 245 pairs of survey responses from first-year students were analysed using prototypical analysis, paired samples t-test and content analysis. Findings – The exercise proved an effective tool to help large cohorts of undergraduates to better understand that creativity is a managerial competence that can be trained. The authors particularly underlined the need for fluidity in the organisation of the exercise; use of a clear creativity process and methodology; the necessity to involve an external creativity consultant; and the importance of the chosen topic being non art related. In the workplace, this understanding of creativity methodologies will enable future managers to support, promote and manage creativity endeavours. Originality/value – This paper encourages initiatives and provides insights into the difficulties of training large cohorts of undergraduate students for understanding the concept of creativity.

scholarly journals Implementation and Student Assessment of a Two-stage Midterm Exam in a First-year Physical Chemistry Course for International Engineering Students

2018 ◽  
Author(s):  
Roza Vaez Ghaemi ◽  
Gabriel Potvin
Keyword(s):  
Physical Chemistry ◽  
Student Performance ◽  
English Language ◽  
Engineering Students ◽  
Student Assessment ◽  
First Year ◽  
Two Stage ◽  
Before And After ◽  
Language Communication ◽  
Survey Responses

Group exams have been shown to improve student performance, retention of material, and teamwork and communication skills. This paper assesses the opinion of students regarding group exams, and their perception of potential benefits and impacts on their learning, before and after having participated in one. Both a traditional and two-stage exam were performed in first-year physical chemistry courses in the engineering stream of Vantage College at UBC, which means the participating cohort is entirely composed of international students with a range of English-language communication skills.The overall experience of students with group exams, based on survey responses, was positive, and the large majority of students indicated they would like to continue using this format of exam in the future. The perception of group exams improved before and after having written one, with the students initially overestimating the difficulty, stress, and level of conflict associated with this process. Some students indicated less confidence that peer learning helped them improve their performance after having written the exam, but further study to elucidate the significance and the causes of this result.

scholarly journals HOW DO FIRST YEAR STUDENTS FORM THEIR PROJECT TEAMS?

2018 ◽  
Author(s):  
Elizabeth Maggs ◽  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson
Keyword(s):  
Project Teams ◽  
Team Formation ◽  
First Year ◽  
First Year Students ◽  
Team Members ◽  
First Semester ◽  
Initial Work ◽  
Explanatory Mixed Methods ◽  
External Forces ◽  
Survey Responses

  Abstract - Common wisdom of how students, form their teams for projects is "who they know", not necessarily who would make a good teammate, nor someone they can actually work with.   In their first semester on campus, Mechatronics students have multiple opportunities to work with their classmates, any of which could have contributed to how they formed their course project team. The activities range in scope from straightforward assignments to challenging projects, and vary in length from one, to several weeks.  This research was conducted as a sequential explanatory, mixed-methods study. First semester team formation data was cross-checked with survey responses, and student self-reporting on satisfaction with their choice of team members. Focus groups were then conducted to investigate external forces on team formation.  Conclusions from the initial work show that students are much more strategic with who they work with than initially hypothesized and the motivations behind the choice of teammates are diverse, and complex. Further work needs to be completed to see how widespread these motivations are across Engineering at UWaterloo.  

scholarly journals Use of Commercially Produced Medical Education Videos in a Cardiovascular Curriculum: Multiple Cohort Study

10.2196/27441 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e27441
Author(s):  
Sean Tackett ◽  
David Green ◽  
Michael Dyal ◽  
Erin O'Keefe ◽  
Tanya Emmanuelle Thomas ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Experience ◽  
First Year ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Traditional Lecture ◽  
Instructional Videos ◽  
Cardiovascular Systems ◽  
Survey Responses ◽  
Effective Use

Background Short instructional videos can make learning more efficient through the application of multimedia principles, and video animations can illustrate the complex concepts and dynamic processes that are common in health sciences education. Commercially produced videos are commonly used by medical students but are rarely integrated into curricula. Objective Our goal was to examine student engagement with medical education videos incorporated into a preclinical Cardiovascular Systems course. Methods Students who took the first-year 8-week Cardiovascular Systems course in 2019 and 2020 were included in the study. Videos from Osmosis were recommended to be watched before live sessions throughout the course. Video use was monitored through dashboards, and course credit was given for watching videos. All students were emailed electronic surveys after the final exam asking about the course’s blended learning experience and use of videos. Osmosis usage data for number of video views, multiple choice questions, and flashcards were extracted from Osmosis dashboards. Results Overall, 232/359 (64.6%) students completed surveys, with rates by class of 81/154 (52.6%) for MD Class of 2022, 39/50 (78%) for MD/MPH Class of 2022, and 112/155 (72.3%) for MD Class of 2023. Osmosis dashboard data were available for all 359 students. All students received the full credit offered for Osmosis engagement, and learning analytics demonstrated regular usage of videos and other digital platform features. Survey responses indicated that most students found Osmosis videos to be helpful for learning (204/232, 87.9%; P=.001) and preferred Osmosis videos to the traditional lecture format (134/232, 57.8%; P<.001). Conclusions Commercial medical education videos may enhance curriculum with low faculty effort and improve students’ learning experiences. Findings from our experience at one medical school can guide the effective use of supplemental digital resources for learning, and related evaluation and research.

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