Higher Education Commons^™

Self-Chem: Student Engagement In Learning Through Flipped Chemistry Lectures, Michael K. Seery

Teaching Fellowships

This project introduces the idea of “flipped lecturing” to a group of second year students. The aim of flipped lecturing is to provide much of the “content delivery” of lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, etc. As well as development of the material, a formal evaluation is being conducted. Fifty-one students from year 2 Chemical Thermodynamics module took part in this study. Students were provided with online lectures in advance of their lectures. Along with each online lecture, students were given a handout to work through as they watched …

The Development, Implementation And Initial Evaluation Of Tailorable Resource Packs For Multimedia Based "Assessments For Learning", Barry Ryan

Teaching Fellowships

In this project a suite of tailorable teaching and learning resources were created, implemented and evaluated. These resources focused on the assessment for learning model, adopting the constructivist approach to learning. Here, the student builds their knowledge, and deepens their understanding, as they complete their assessment. The resources were designed to aid academic adoption, and student implementation, of this model of assessment. The assessment outputs created using these resources were digital videos and network concept maps. The tailorable resources provided a structured and scaffolded environment for both the academic and student to explore this learning space. Both students and academic …

Web-Based Peer Tutoring In Science Education, Aaron Mac Raighne

Teaching Fellowships

Peer-instruction has been shown to have a very positive effect on students’ engagement and learning. PeerWise is a web-tool designed to allow peer-tutoring between students within a large class group. Students can write, answer and discuss Multiple Choice Questions (MCQs) based on their work in-class. It is low-cost and low-maintenance software which has become increasingly popular across many subject disciplines as a method to introduce a peer-tutoring aspect to course work. In this study we introduce PeerWise as a form of continuous assessment to a wide and varied cohort of science students (N=509) across disciplines, undergraduate years, levels (certificate to …

Towards Entrepreneurship Learning Outcomes In Business Education And Beyond: Next Practice? Design And Guidance, Anthony Paul Buckley

Teaching Fellowships

High growth economies can be differentiated from low growth economies by their high investment in knowledge, low knowledge filter and high levels of entrepreneurial capital. These states help create entrepreneurial capital by providing their citizens with opportunities to learn to be more enterprising in their pursuit of value creation and capture. What should be taught, how and what are the appropriate learning outcomes of entrepreneurship education and training (EET) then become the relevant questions. This paper reviews the relevant EET literature, assesses current thinking and practice and concludes, in the absence of empirical evidence in favour of a particular pedagogical …

Video : Use Of Recording Technology (Digital Camera, Galaxy Tablets), Catherine Barry-Ryan

Assessment & Feedback Cases

Use of recording technology (digital camera, Galaxy tablets) to record practical component of Food Sensory Analysis. Students chose software for editing themselves. Students create videos of standard protocols for sensory analysis tests (setting up sensory booth, preparing samples, test sheets etc). Groups of three: Director, camera operator, actor. Practicals were divided up so each student got to work on two videos video. For each practical there were at least three videos produced (the rest of the class carry out the practical in a traditional fashion, not recording it). These were uploaded to YouTube. Subsequent classes will not have access to …

Online Quiz, Thomas Freir

Assessment & Feedback Cases

Three sets of multiple choice (primarily) quizzes, 20 mins, 20 questions, open book, 3 weeks (unsupervised), single attempt. There is a question bank consisting of 40 questions, each quiz selects 20 of these 40, thus students will not receive the same questions in the same order.

Digital Marketing Plan, Mary Lawlor

Assessment & Feedback Cases

Semester 1: Prepare a digital marketing communications plan for the Irish Times Newspaper. Competition for prize money. The groups present their proposals to the Irish Times at the end.  Semester 2: Google Adwords competition: partnered with DIT’s Hothouse companies to prepare Adwords plans – group plus individual elements. Peer reviewed, and competition.

Industry Report, Detta Melia

Assessment & Feedback Cases

The students need to identify a change that needs to be made in the organisation that they work for and implement this change and track the effects of this. They submit a 5,000 word report. This is a 20 ECTs module.

Multiple Choice Questions, Arthur Sloan

Assessment & Feedback Cases

On-line multi-choice of 50 questions through Webcourses

A Reflective Report On Values Informing Professional Practice In Educating The Educators, Roisin Donnelly

Papers, presentations and other resources

While a significant body of work on the practice of academic development exists, research on academic developers (those charged with supporting the education of academic staff in higher education) as professionals is limited, and few have explored the profession from the perspective of academic developers themselves [21]. Specifically, this reflective report begins to address the question of how best to prepare and support current and future academic developers for their ambiguous and complex roles and their need to function within the changing environment of higher education institutions. Since embarking on a role in an Irish Higher Education Institution in 1999 …

Points Of Pride, Georgia Southern University

Points of Pride (2013-2023)

• Academics
• Athletics
• Facilities
• Outreach
• Research

Library Annual Report

Library Annual Reports

No abstract provided.

Reflector Magazine, Georgia Southern University, Student Media

Reflector Magazine

• RAC & CRI Tips
• Alternative Gyms
• Stop Stress
• World of Weights
• Eat Local
• Grocery Must Haves
• Beer & Wine Guide
• Tailgating 101
• Alumni Spotlight
• Statesboro Soundtrack
• College Movies & T.V.
• Dating on a Budget
• Student Leaders Q&A
• What to Wear

Georgia Southern University Fact Book, Georgia Southern University

Georgia Southern Fact Books (1976-2022)

No abstract provided.

At A Glance: Georgia Southern University

Georgia Southern at a Glance (2011-2016)

No abstract provided.

Annual Report Of The Registrar 2013/2014, University Of Northern Iowa

Institutional Effectiveness & Planning Documents

Contents:

--- Definitions
--- Some Comparisons
--- Annual Report Data
--- Summary of Attendance
--- Attendance by Session 2013/14
--- Full-Time Equivalency Enrollment
--- Degrees Granted 2013/14
--- Degree Summary 2013/14
--- Program Certificates 2013/14
--- Miscellaneous Enrollment Information
--- Degrees Granted by College Degree and Racial/Ethnic Classification

Panther First Recipients Of 2014, University Of Northern Iowa

UNI Panther First Awards

The Panther First Award identifies and rewards employees who have provided excellent customer service to customers, co-workers, or other members of the UNI community. This is the list of recipients from 2014.

Affirmative Action Plan 2014, Office Of Equal Opportunity, Ethics, & Access

Affirmative Action Plans

Illinois State University Affirmative Action Plan

Geography Newsletter, 2013-2014, University Of Northern Iowa. Department Of Geography.

Geography Newsletter

Inside this issue:

-- Faculty and Graduate Student Travel to the Canadian Arctic for Research Project
-- Geography Continues Success with NSF REU Program
-- In Memory of Irina Childinova (1984-2013)
-- Welcome Bing Liang
-- UNI to Become a National Focus Center for Research on Sustainable Development in the Arctic
-- Congratulations to Dr. Owusu on His Promotion
-- Recognition to Outstanding Individuals
-- Lu Lecture in Biblical Geography
-- New Director
-- 2013 Awards Banquet

Problem Based Learning 4, Robert Howard

Assessment & Feedback Cases

Assessment criteria for teaching groups through PBL.

Context Based Learning, Claire Mcdonnell, Sarah Rawe

Assessment & Feedback Cases

The students are provided with journal articles or academic papers from which they must design their experimental procedure to produce a target drug (or compound). The student then carries out all the typical duties of an industrial scientist (e.g. health and safety, reagent preparation, reactions, analysis, data recording, data analysis and report writing). Finally, the student must estimate the cost of producing a specific quantity of the target drug based on their method.

Wikis, Theresa Ryan

Assessment & Feedback Cases

This assessment on e-tourism asks students to evaluate the e-tourism strategies of a particular destination. Students are broken into groups of 4-5 and all have to participate in all tasks. The wiki style allows the lecturer to see exactly who is contributing to what extent. It also encourages collaboration and students like it as it is something new.

Reflective Practice, Robert Tully

Assessment & Feedback Cases

This project is for students to communicate through a Design Manifesto, where they are in relation to design. It is a reflective piece of work in any medium, with recommendations to consider video/dance/music. One of the students wrote, recorded and performed a song on video about design, some make cartoons, magazines etc.. They are put up on Vimeo or YouTube, DIT are populating Design Manifesto on YouTube. This project sits within a Professional Practice Module and must be a piece of work that can be displayed professionally and should be focussed on adequate reflection. Final presentation is to the class …

Students Learning With Communities, Claire Mcdonnell, Sarah Rawe

Assessment & Feedback Cases

Students work in groups to research and prepare a short scientific demonstration and hands-on activities for partner primary school children in an initiative called “A Slice of Science”. Each member of the group prepares on section of the lesson plan and the group has time to practice and prepare the lesson on-site before going to the primary school to run the demonstration/workshop. Students are assessed based on the use of online discussion board activities and their participation in class. Further assessment includes the standard of the lesson delivered off site, a reflective essay and a log-book.

Literature Review, Patricia O'Byrne

Assessment & Feedback Cases

This use case describes how one assessment method was designed and implemented by a lecturer or a group of lecturers in DIT. The use case was compiled from an interview conducted as part of DIT’s RAFT project (2013-14), the aim of which was to provide a database of assessment practices designed and implemented by academic staff across DIT.

Digital Media, Catherine Barry-Ryan

Assessment & Feedback Cases

Students produce a short (3 to 4 minute) group (4/group) video production, detailing a biochemistry concept. The group decides the choice of content during the initial meetings and storyboarding of the idea(s). The content must address, in some way, a biochemical concept related to TFBC2001. This concept could be the basis of an important biochemical experiment, a creative explanation of a biochemical hypothesis, addressing a biochemical misconception, or exploring a biochemical model. The video can contain any form of multimedia (video, sound, audio, animation etc.) but it must be visual, engaging and creative.

Blogs For Workplace Assessment, Julie Dunne, Sinead Ryan

Assessment & Feedback Cases

Students out on work placement undertake a period of writing individual reflective blogs (4 x weekly blog @ 400 words per blog) to capture their experiences and reflections on experiences. Assigned to small groups, they also are required to interact with the blogs of peers though reflective comments. Students are also encouraged to read as many blogs written by their peers (outside their assigned group) and comment if they wish. Marking is across several desired outcomes (see rubric). Feedback is provided after the first blog which is not marked. Feedback is via a comment on the student blog. All students …

Portfolio, Matt Bowden

Assessment & Feedback Cases

Practice based assessment using concepts and theories. Students write about 4 different elements in 2,000 words.

Community Based Learning, Greg Burke

Assessment & Feedback Cases

Community based, practical task, requiring assimilation of theory (covered in lectures and published standards), applying it to a specific location and writing it up as an Audit Report with appropriate recommendations.

Blog, Ted Burke

Assessment & Feedback Cases

Robotics (DT009/3) fulfils joint function of lab book and mini project (report). I use Wordpress.com (a free resource). The students are required to enter four posts during the semester. Topics are specified but some are flexible for substitution, as they cover the learning outcomes from the module descriptor. Posts: these are like lab write ups. They have more flexibility with the schedule. Feedback is formative until the end of semester. Pages: practical application, proof of concept, undertake work (4-5 weeks). This is like a long lab report, structured like a final year project report.