ORCID Profile
0000-0002-1309-1074
Current Organisation
Bond University
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Publisher: Informa UK Limited
Date: 30-01-2020
Publisher: Emerald
Date: 13-11-2018
Abstract: This paper aims to outline a proof of concept for a framework to support students in reflecting on and in articulating their disciplinary, contextual and professional learning in the workplace. The purpose of the framework was to help students to recognize and articulate their transferable employability skills in preparation for the workplace or further studies upon graduation. Researchers developed a Learning Evaluation and Reflection Narrative (LEARN) activity to facilitate real-world articulation of workplace learning. A group of work placement students completed pre- and post-work surveys, prompting reflection on their learning goals and behaviors. The Transferable Learning Orientation Survey comprised five constructs: goal orientation, learning belief, self-efficacy, transfer (deep learning) and organization. Subsequently, they completed a written reflection and a mock interview scenario, where they verbally articulated their abilities and the applicability of their skills. Results of thematic analysis are presented. Survey results demonstrated changes in students’ orientation toward learning. Additionally, students were able to deliver sophisticated responses through engagement in the LEARN framework, articulating recognition and self-awareness of their personal and professional learning, as well as relevance of their learning within and beyond their workplace setting. The s le is small, and the authors therefore recommend further work to evaluate the effectiveness and practicality of the LEARN framework in larger cohorts and in alternate work environments. The responses suggest the LEARN framework are worthy of further investigation as a tool for students to articulate lifelong learning skills and behaviors, as it offers an opportunity for students to engage in reflective, deep learning. This research builds on existing studies on the evaluation of lifelong learning, adapting a framework and testing its implementation in the workplace setting.
Publisher: Queen's University Library
Date: 21-11-2017
Abstract: This paper provides results from the first three years of a 4-year longitudinal assessment project on the development of cognitive skills using the Collegiate Learning Assessment (CLA+). The CLA+ is an online test, designed to measure cognitive skills (CS) (critical thinking, problem solving and written communication, with sub-scores reporting scientific and quantitative reasoning, critical reading and evaluation, and critiquing an argument). Cognitive skills are fundamental elements of engineering programs and central to the practice of engineering. The Canadian Engineering Accreditation Board’s (CEAB) requires programs to assess their student’s graduate attributes and have a system in place to use the assessment for curriculum improvement. CLA+ assessment constructs relate to the CEAB attributes of problem analysis, investigation and communication. The testing was initiated as part of a strategy to track development of cognitive skills and to inform course improvement efforts. The testing was embedded in a range of engineering courses. Student achievement on written communication outcomes appeared to fall over time, and critiquing an argument was identified as an area of weakness, specifically for the first year students. Strategies were subsequently implemented as part of a curriculum improvement initiative. With the goal of maximizing success for all students, we investigated differences in achievement based on sex, language, and parental education, as well as the amount of effort put into the test. There were significant differences in achievement, prompting concerns about motivation and relevance to the engineering discipline. Students without English as a first language demonstrated negative gains over time. Parental education level was the strongest predictor of performance, but the most significant factor impacting on students’ scores was self-reported effort.
Publisher: ASEE Conferences
Date: 2015
DOI: 10.18260/P.24513
Publisher: Queen's University Library
Date: 03-12-2018
DOI: 10.24908/PCEEA.V0I0.13084
Abstract: A challenging new engineering design course is developed as part of the Engineering Design and Practice Sequence in the Civil Engineering program. This course engages students in a cyclical design process where they plan, build, test, and evaluate a model-scale tidal current turbine. They then use their own observations and analysis to iteratively inform, improve and re-test their design.The two objectives of this paper are to provide a description of the development and structure of this design course, and to assess student learning. The Final Design Reports were externally evaluated using the Valid Assessment of Learning in Undergraduate Education rubrics. Students also completed a standardized test called the Collegiate Learning Assessment as an objective evaluation of longitudinal learning gains. The Civil Engineering students demonstrated significant improvement in critical thinking, problem solving, and written communication skills.
Publisher: ASEE Conferences
Date: 2016
DOI: 10.18260/P.25493
Publisher: Informa UK Limited
Date: 02-01-2016
Publisher: University of Toronto Press Inc. (UTPress)
Date: 02-11-2018
DOI: 10.3138/CPP.2017-041
Publisher: Queen's University Library
Date: 02-12-2018
DOI: 10.24908/PCEEA.V0I0.13000
Abstract: Cognitive Assessment Redesign (CAR) project is an institution-wide, network-based approach to the development of cognitive skills in undergraduate education. This project aims to encourage first and fourth-year instructors to align skill development through the design of course assessments, to enhance cognitive skill acquisition and provide a measurement of learning. The learning outcomes for the project are framed and operationalized using the language and dimensions from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. An assessment redesign network was created, matching assessment facilitators who have disciplinary and educational expertise with instructors to develop authentic assessments of student learning. One of the goals of the network is to encourage sustained participation and collaboration, and to build progression in teaching and learning throughout the institution. The project also includes a standardized test for comparison to course assessment outcomes. Testing at the fourth-year level has been dependent on the use of incentives for student participation. Although recruiting instructors from the faculty of Engineering and Applied Science was initially a challenge, course instructors have reported various successes stemming from participation in the project.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 03-2020
DOI: 10.1097/ACM.0000000000003085
Abstract: While ideal curricular structures for effective teaching of evidence-based medicine (EBM) have not been definitively determined, optimal strategies ensure that EBM teaching is interactive and clinically based, aligns with major trends in education and health care, and uses longitudinally integrated, whole-task activities. The authors developed a longitudinal, semester-long project, embedded in a first-year medicine course, through which they taught EBM using Wikipedia as a platform. Students worked in idually and in small groups to choose a medicine-related Wikipedia article, identify information gaps, search for high-quality resources, appraise the sources, and incorporate the new information into the article (i.e., by editing Wikipedia). Students also applied their new appraisal skills to critique a second article. The authors used an online tool to track and record student editing, and they obtained qualitative data on student perceptions of the project via survey. Duplicate marking of a s le of assignments was performed using the Valid Assessment of Learning in Undergraduate Education critical thinking rubric developed by Finley and Rhodes. In fall 2017, 101 students made over 1,000 unique edits to 16 online Wikipedia articles, adding over 10,000 words. Through thematic analysis of qualitative data, the authors highlighted several aspects of the project that students appreciated, as well as barriers related to completing their projects. Correlation of the 17 consenting students’ final assignments with the critical thinking rubric supports the assignment structure as a tool for assessing critical thinking. This authentic task adheres to the principles of high-quality EBM instruction and could be implemented by a variety of health care educational programs. Modifications to the delivery model are underway to address challenges identified.
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 20-03-2018
Publisher: Queen's University Library
Date: 07-08-2015
Abstract: The Higher Education Quality Council ofOntario (HEQCO) has established a consortium ofinstitutions committed to the development of usefullearning outcomes assessment techniques and to theirwide-scale implementation in their institutions. Queen'sUniversity is one of three universities and three collegesof the consortium, and the Faculty of Engineering andApplied Science (FEAS) is participating due to familiaritywith assessing learning outcomes as part of accreditation.The specific learning outcomes that are of interest toQueen's are Critical Thinking, Problem Solving,Communication and Lifelong learning.The goal of this three-year project is to assess theaforementioned general learning outcomes and cognitiveskills using three assessment methods simultaneously:embedded course assessment, using meta--rubrics toscore student artifacts, and using standardizedtests/surveys. The study will document cost and timerequired to access each of these methods in specificcourses, analyze correlation between scores from thethree methods, and evaluate developments of the genericlearning outcomes over the duration of a program. Weaim to ensure that the work of outcomes assessment issustainable, works within standard course contexts, andcan be integrated into regular course activities. Thepaper identifies the goals of the project, currentapproach, and an ex le of data collection in one firstyearengineering design course.
Publisher: Informa UK Limited
Date: 19-03-2021
Publisher: Informa UK Limited
Date: 19-10-2021
No related grants have been discovered for Natalie Simper.