Failure is an option:an innovative engineering curriculum

PurposeAdvancements and innovation in engineering design are based on learning from previous failures but students are encouraged to ‘succeed’ first time and hence can avoid learning from failure in practice. The purpose of the study was to design and evaluate a curriculum to help engineering design students to learn from failure.Design/Methodology/ApproachA new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified.FindingsThe design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable, and providing students with many different pedagogical approaches to produce a quality learning experience.OriginalityThis case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist

Integrated learning programme 2016-2017 : term 2

This Integrated Learning Programme (ILP) guidebook provides details about ILP courses offered during 2016-2017 second term in Lingnan University, Hong Kong.https://commons.ln.edu.hk/ilp_guidebook/1028/thumbnail.jp

Pervasive Parallel And Distributed Computing In A Liberal Arts College Curriculum

We present a model for incorporating parallel and distributed computing (PDC) throughout an undergraduate CS curriculum. Our curriculum is designed to introduce students early to parallel and distributed computing topics and to expose students to these topics repeatedly in the context of a wide variety of CS courses. The key to our approach is the development of a required intermediate-level course that serves as a introduction to computer systems and parallel computing. It serves as a requirement for every CS major and minor and is a prerequisite to upper-level courses that expand on parallel and distributed computing topics in different contexts. With the addition of this new course, we are able to easily make room in upper-level courses to add and expand parallel and distributed computing topics. The goal of our curricular design is to ensure that every graduating CS major has exposure to parallel and distributed computing, with both a breadth and depth of coverage. Our curriculum is particularly designed for the constraints of a small liberal arts college, however, much of its ideas and its design are applicable to any undergraduate CS curriculum

Implementation of Integrated Learning Program in neurosciences during first year of traditional medical course: Perception of students and faculty

<p>Abstract</p> <p>Background</p> <p>Our college introduced an integrated learning program (ILP) for first year undergraduates with an aim to develop, implement and evaluate a module for CNS in basic sciences and to assess the feasibility of an ILP in phase I of medical education in a college following traditional medical curriculum.</p> <p>Methods</p> <p>The idea of implementing ILP for Central Nervous System (CNS) in phase one was conceived by curriculum development committee drawn from faculty of all phases. After a series of meetings of curriculum development committee, inputs from basic science and clinical departments, a time table was constructed. Various teaching learning methods, themes for integrated didactic lectures, case based learning and clinical exposure were decided. Basic science faculty were made to participate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire.</p> <p>Results</p> <p>Sixty percent students rated the program good to excellent with reference to appreciation, understanding and application of basic science knowledge in health and disease. Seventy eight percent felt that this program will help them perform better in later days of clinical training. However sixty percent students felt that ILP will not help them perform better at the first professional examination. Seventy two per cent of faculty agreed that this program improved understanding and application of basic science knowledge of students. Ninety percent of faculty felt that this program will help them perform better in later days of clinical training.</p> <p>Conclusion</p> <p>The adoption of present integrated module for CNS and the use of multiple teaching learning methods have been proven to be useful in acquisition of knowledge from the student satisfaction point of view. Students and faculty expressed an overall satisfaction towards ILP for CNS. The study showed that it is possible to adopt an integrated learning module in the first year of medical course under a conventional curriculum.</p

Improving clerkship preparedness: a hospital medicine elective for pre-clerkship students.

BackgroundMedical students often struggle to apply their nascent clinical skills in clerkships. While transitional clerkships can orient students to new roles and logistics, students may benefit from developing clinical skills in inpatient environments earlier in their curriculum to improve readiness for clerkships.InterventionOur four- to six-session elective provides pre-clerkship students with individualized learning in the inpatient setting with the aim of improving clerkship preparedness. Students work one-on-one with faculty who facilitate individualized learning through mentoring, deliberate practice, and directed feedback. Second-year medical students are placed on an attending-only, traditionally 'non-teaching' service in the hospital medicine division of a Veterans Affairs (VA) hospital for half-day sessions. Most students self-select into the elective following a class-wide advertisement. The elective also accepts students who are referred for remediation of their clinical skills.OutcomeIn the elective's first two years, 25 students participated and 47 students were waitlisted. We compared participant and waitlisted (non-participant) students' self-efficacy in several clinical and professional domains during their first clerkship. Elective participants reported significantly higher clerkship preparedness compared to non-participants in the areas of physical exam, oral presentation, and formulation of assessments and plans.ConclusionsStudents found the one-on-one feedback and personalized attention from attending physicians to be a particularly useful aspect of the course. This frequently cited benefit points to students' perceived needs and the value they place on individualized feedback. Our innovation harnesses an untapped resource - the hospital medicine 'non-teaching' service - and serves as an attainable option for schools interested in enhancing early clinical skill-building for all students, including those recommended for remediation.AbbreviationsA&amp;P: Assessment and plan; H&amp;P: History and physical; ILP: Individual learning plan

Intercultural Leadership Development of Undergraduate Students Using the Transformative Intercultural Learning Model

This instrumental case study was conducted in order to understand how undergraduate students develop intercultural leadership and what they learn in an intercultural leadership program grounded in the transformative intercultural learning model. As a result of this study, three themes emerged regarding students’ learning experiences: Changes in Intercultural Development Inventory Assessment Results Indicated Positive Growth in Intercultural Competence, Intercultural Leadership Development Broadened Students’ Understanding of Culture and Leadership and Intercultural Leadership Development Requires Intentional Opportunities to Make Meaning. The corresponding subthemes helped clarify the learning experience of the participants, which aligned with the transformative intercultural learning model. In addition to confirming much of the research done separately on intercultural learning and leadership identity development, the results of this study provide educators with an understanding of what learning looks like at the intersection of intercultural and leadership development, which I define as intercultural leadership development. This study offers elements that educators can use to design critically reflective, interactive, and disorienting intercultural leadership development programs in order to effectively develop intercultural leaders of change. Adviser: Stephanie Bond

Intercultural Leadership Development of Undergraduate Students Using the Transformative Intercultural Learning Model

This instrumental case study was conducted in order to understand how undergraduate students develop intercultural leadership and what they learn in an intercultural leadership program grounded in the transformative intercultural learning model. As a result of this study, three themes emerged regarding students’ learning experiences: Changes in Intercultural Development Inventory Assessment Results Indicated Positive Growth in Intercultural Competence, Intercultural Leadership Development Broadened Students’ Understanding of Culture and Leadership and Intercultural Leadership Development Requires Intentional Opportunities to Make Meaning. The corresponding subthemes helped clarify the learning experience of the participants, which aligned with the transformative intercultural learning model. In addition to confirming much of the research done separately on intercultural learning and leadership identity development, the results of this study provide educators with an understanding of what learning looks like at the intersection of intercultural and leadership development, which I define as intercultural leadership development. This study offers elements that educators can use to design critically reflective, interactive, and disorienting intercultural leadership development programs in order to effectively develop intercultural leaders of change. Adviser: Stephanie Bond

A Potential Framework For An Internship Learning Program In Sport Management

The purpose of this thesis is to create a potential framework described as the Internship Learning Program (ILP). The foundation that drives the potential framework, the experiential learning theory, Master of Science of Organizational Dynamics at University of Pennsylvania, my educational and professional experience, research and scholarly works are intertwined throughout as they inform subsequent elements of the ILP. Internships are interwoven among three stakeholders; the university, the intern and the potential employer. This Capstone examines the goals and structure to maximize the benefit for the student, university and employer. A summary is presented highlighting next steps

Individualized Learning Plans And Performance Measurement, Management, And Improvement In Premedical Post Baccalaureate Education

Medical performance, what a physician can do accurately, repeatedly, and consistently is more significant than what they know. “Regardless of training, experience, or education, roughly 7% to 28% of medical trainees will require remediation in the form of an individualized learning plan to achieve competence” (Guerrasio, Garrity, & Aagaard, 2014, p. 352). Very little research on remediation for medical students, trainees, fellows, or practicing physicians exists in the literature. The available research focuses on specific skill attainment but lacks a standard methodology for identifying 1) those who are not competent and, 2) remediation strategies necessary to close deficiencies (Hauer, Ciccone, Henzel, Katsufrakis, Miller, Norcross, Papadakis, & Irby, 2009). Identifying self-regulating processes and their application to teaching and learning in clinical and academic medicine is also missing in the literature (Sandars, 2012). Research suggests individualized learning plans (ILPs) increase accountability from both educational and governmental institutions on program outcomes and competency assessment (Irby & Wilkerson, 2003). The general purpose of this mixed-method design is to document and explain the process of developing individualized learning plans and the outcome of their use through the lens of continuous performance improvement and evidence gathering (Guerra-López & Hutchinson, 2013) for students in a premedical post-baccalaureate program. Findings show that premedical post-baccalaureate students encounter similar challenges and successes with individualized learning plans as residents who use ILPs to complete medical training and practicing physicians who use ILPs to maintain licensure

Building leadership capacity in undergraduate students: Final report for ALTC Teaching Fellowship

This Fellowship addressed the significant issue of leadership. Its primary focus was researching and developing leadership skills in undergraduate students. The Fellowship was designed to develop and trial a leadership program specifically to enhance the competencies and skills of undergraduate students beyond their discipline knowledge. A group of universities across Australia agreed to participate in a pilot program to respond to the following identified issues. • The area of leadership development in undergraduates has been under-researched and under-debated in recent work about graduate attributes, generic skills, and work integrated learning. • There has been considerable focus on leadership development for staff within the higher education sector, however not specifically for undergraduate students. • There appears to have been no national review, synthesis or analysis or any formal collective discussion about leadership development for students, the existing leadership development programs, and what might constitute good practice in leadership development for students. • There is a lack of evaluation of leadership development programs for students. • The majority of leadership development programs are often housed in student support units rather than an academic unit and are characterised by their voluntary nature and competitive entry. • Participation may occur through extra-curricular activities such as student societies and clubs and may or may not include some form of formal skills development program. • Programs are often based in a specific discipline (e.g., the Science Mentoring and Leadership Program at the University of Sydney) and for specific populations (e.g., gifted/talented students or women). • Programs are often for all students (not specifically for undergraduate students)..