Bachelor Course Research Articles

Reflection in design education

In this article we evaluate the manner in which we at the Faculty of Architecture and the Built Environment at the Delft University of Technology encourage the development of the capacity of reflection among our undergraduate students. First we explore the concept of reflection in relation to respectively experiential/reflective learning, reflection in/on action, reflection in higher education and reflection in design education. Next we describe our research object, our Bachelor course in Academic Design Reflection. Two research questions are at hand: (1) does the level of reflection increase during our course and (2) Can the operationalisation in our questionnaire of the definitions of reflection derived from theory statistically be confirmed? We measured and processed statistically the level of reflection of 100 students in 3 of their papers on their design. Results show there is a significant slight increase of this level among the three papers. Results also show that our model of classification is not statistically confirmed in the data. We conclude with a discussion on the implications for further research and for design education.

Empowering Talented Students: An Italian Experience of an Enriched Curriculum in Engineering

This paper summarizes the design, the activities performed and the main results achieved by an innovative teaching program, set-up for the talented freshmen in Engineering Bachelor's courses at an Italian technical University, the Politecnico di Torino, Italy, starting from 2013.
 The project structure is here detailed, year-by-year, with a focus on both the reinforcement of an Engineering standard curriculum, and to the hybrid activities, also in non-technical areas, such as soft-skills, critical thinking, humanities, and creativity. The strategies and methods for the students' selection have been discussed, and the University human resource efforts and the costs involved are justified. The results achieved during a three-year experience, based on structured survey to collect students' feedback, are then critically analysed with the purpose to suggest implementation and further development.

Cultura e cuidado: dilemas e desafios do ensino da antropologia na graduação em Saúde Coletiva

Resumo Após 10 anos de atividades na graduação em Saúde Coletiva, da mudança do perfil dos estudantes nas universidades públicas e da aprovação recente das Diretrizes Curriculares Nacionais (DCN), cabe refletir sobre o modo como o ensino das ciências sociais e humanas em saúde (CSHS) tem sido realizado e quais são os desafios, dilemas e possibilidades existentes. Este ensaio apresenta reflexões sobre os desafios do ensino da antropologia no bacharelado em Saúde Coletiva da Universidade Federal do Rio Grande do Sul e levanta questões sobre as DCN, apenas com a pretensão de colocar em debate o cotidiano e a prática da formação de sanitaristas. As reflexões partem da vivência nos encontros com estudantes do primeiro semestre, que demandam já de inicio compor o conjunto híbrido de saberes e práticas e se situar entre o polo reflexivo e o prático, entre o aplicado e o teórico, desenvolvendo estratégias que permitam sair do aplicado em direção ao implicado na produção do pensamento social em saúde e de suas práticas. Partem também das atividades indissociáveis entre ensino-pesquisa-extensão, trabalhadas nesses encontros em sala de aula e em territórios de aprendizagem, onde a construção do conhecimento é feita na intersubjetividade das relações, à qual ninguém chega desprovido de saberes e experiências.

Studying from the Sofa. Contribution to the HoGe conference 2018 „Digital learning and teaching“ / Studieren vom Sofa aus.Beitrag zur HoGe–Tagung 2018 „Digitales Lernen und Lehren“

Abstract A new bachelor course of study started at 01.10.2018. It‘s an online offer for competence development in interprofessional cooperation. The target group are professionally experienced health professionals from therapy and care. By the end of July 2020, the extra-occupational study format, the media didactic online-based concept and the contents will be tested and evaluated. The continuing development of technology-supported learning/teaching scenarios will be incorporated into the further development of the online study ofering, as will the evaluation results from the pilot phase of the course.

Natural Deduction Assistant (NaDeA)

We present the Natural Deduction Assistant (NaDeA) and discuss its advantages and disadvantages as a tool for teaching logic. NaDeA is available online and is based on a formalization of natural deduction in the Isabelle proof assistant. We first provide concise formulations of the main formalization results. We then elaborate on the prerequisites for NaDeA, in particular we describe a formalization in Isabelle of "Hilbert's Axioms" that we use as a starting point in our bachelor course on mathematical logic. We discuss a recent evaluation of NaDeA and also give an overview of the exercises in NaDeA.

A prática como componente curricular e sua implementação em um curso de formação superior de tradutores e intérpretes de língua de sinais

O presente trabalho tem por objetivo descrever e analisar a distribuição e configuração das atividades de Prática como Componente Curricular – PCC em um curso de Bacharelado em Letras Libras (para formação de tradutores e intérpretes de Libras/Português). É uma pesquisa de cunho qualitativo e tem como instrumento de coleta de dados a análise documental (projeto político pedagógico e planos de ensino), visando a analisar como as práticas entendidas como componentes curriculares estão distribuídas no programa do curso a partir das Resoluções CNE/CP 1/2002 e CNE/CP 2/2002 e quais atividades são propostas pelos referidos professores para este fim. O aporte teórico baseia-se em contribuições dos Estudos da Tradução nas perspectivas histórico-cultural e enunciativo-discursiva da linguagem. Os resultados apontam que os professores propõem diferentes atividades, articulando as dimensões teórica e prática da profissão, o que favorece ao aluno a reflexão concernente à realidade da carreira. Apesar de a PCC haver sido idealizado inicialmente para cursos de licenciatura, apreciamos sua aplicação neste curso de bacharelado.

Формування технічних умінь в системі професійної підготовки майбутніх фахівців з інформаційних технологій

В статті піднімається проблема практично-технічної підготовки майбутніх бакалаврів з комп’ютерних наук в контексті навчання основних курсів технічних дисциплін. Структура і зміст професійної діяльності розглядається через технічну складову проектних вмінь, що відображені в освітньо-кваліфікаційних документах підготовки бакалаврів, магістрів. Визначені напрямки методологічної діяльності зі створення моделі навчання шляхом трансформації технічних знань в систему проектних вмінь. Показано, що навчання циклу, таких технічних дисциплін, як «теорія електричних та магнітних кіл», «комп’ютерна схемотехніка», «архітектура комп’ютерних систем», «операційні системи», «комп’ютерні мережі», які входять до базису основного курсу підготовки бакалаврів з комп’ютерних наук і вивчаються студентами протягом не менше трьох семестрів, має значний потенціал для послідовного формування технічних умінь в процесі виконання творчих проектів.

Calidad del sueño en estudiantes universitarios de primer ciclo de Enfermería de una universidad estatal

This study’s purpose is to determinate what’s the Global Subjective Quality of Sleep (CS) in a university students population of the First Cycle in a stately university course Bachelor of Nursing, from the city of Montevideo in Uruguay. The study design is descriptive and in a transverse cut. It is considerate as a population the enrolled students to do the course of Bachelor of Nursing, 1993 Study programme, generation of 2016. Sampling was applied for a convenience with 230 students. It was used the survey technic: it was applied the castellan version of Sleep Quality Index of Pittsburgh Colombian validation (ICSP-VC). In addition, it was applied a designed questionnaire for the study, focused to gather social-demography dates of work (paid or not) and about academic activities, and a questionnaire about stimulant substances consume. The questionnaires apply was done during July 2016. It took place the data base construction and the analyse of them by Excel 2010. It complied with the ethic precepts about investigation of enunciated human beings by the Helsinki Declaration and under the provisions of Decree 379/008. The participation in the study was volunteer and confidential. It was solicited the signature of an informed agreement form to each respondent. 66,1 % (152) of the respondent students have a bad global subjective quality of sleep (CS), according to the ICSP-VC, taking a cut point a punctuation of 6. This number is disaggregated in 35,7 % (82), which presented a level alteration; 24,3 % (56) moderated and 61,1 % (14) a severe alteration of the sleep. The obtained results justified the need and pertinent of implementing preventive and corrective actions about the sleep hygiene and giving continuity to this investigation way.

Narrative Study on the Role of a Professor fostering Action Researchers at Advance Course for Bachelor’s degree in Early childhood Education Dept

본 연구는 년 월 일에서 년 월 일까지 유아교사를 현장연구자로 양성하려 한 전공심화 과정의 교수 역할에 대해 탐구하는 내러티브 연구이다 이를 위해 교수 인과 전공심화과정생인 유아교사 인을 대상으로 심층 면담하였다 연구 결과 첫째 전공심화과정생이 생각하는 교수의 역할은 일상에서 깨어 있도록 하는 자극제 계획 실행 평가의 과정에 방향 안내자 힘을 북돋는 격려자 현장연구자로 성장하게 하는 조련사 문제 개선의 힘 갖게 하여 홀로 서게 하기 교사 본연의 역할 찾아가게 하기이다 둘째 교수가 생각하는 현장연구자 양성을 위한 교수의 역할은 변화와 성장의 시작점인 현장연구자라는 씨앗 심기 시도의 가치 격려하기 실천적 지식의 가치 드러내기 현장 연구의 즐거움을 알아가게 하기 이다 셋째 현장연구자 양성을 위한 교수는 현장연구를 학부 수업에 환원하기 교사교육 지향점 깨닫기 제자들의 실천을 통한 배움 갖기의 의미를 생성하였다본 연구는 일과 학습을 병행하는 유아교사인 전공심화과정생을 현장연구자로 양성하는 전공심화과정의 교사교육 운영에 대한 심층적인 연구의 필요성을 시사한다This narrative study was to explore the role of a professor who has trained kindergarten teachers into action researchers from Dec. 13, 2014 to July 8, 2015. The materials were collected through in-depth interviews with the professor and four kindergarten teachers at an advance course for bachelor’s degree. The findings of the study showed two different ideas of what a professor’s roles are. First, the teachers at the course thought that the roles of a professor are 1) to stimulate them to stay alert, 2) to direct them into right process of plan-action-evaluation, 3) to encourage them, 4) to train them to grow into real action researchers, 5) to support them to learn various problem-solving skills and become independent, 6) to help them to build true roles of teachers. Second, the professor thought that the roles of the professor fostering action researchers are 1) to make a point that they are not only teachers but also action researchers to let them change and grow, 2) to encourage them try something new, 3) to show the value of their practical knowledge, 4) to assist them to find the joy of action research. Through the action research program, the professor also realized how to relate the action research to curriculum of regular course, set goal of teacher education, and narrow the gap between classrooms and fields with their practices. Therefore, the study emphasized necessity in developing teacher train management at an advance course for bachelor’s degree for one who is a kindergarten teacher and student.

Flipped classroom—comparative case study in engineering higher education

AbstractThe use of flipped‐classroom methodology (FC) has increased recently, however, there is a lack of quantitative data on students’ performance. A FC has been applied into a group (80 students) of an obligatory subject of the 2nd course in an Energetic Engineering Bachelor. A second group has been taught with the traditional methodology (72 students) to compare the results. The FC requires students to obtain background knowledge prior to a face‐to face class meeting, and reserves in‐class time for applying knowledge to solve problems. This is the opposite of the traditional lecture‐based classroom, in which students passively attend didactic lectures from the instructor, then study the content and complete assignments after class. The main objectives of this research were to measure the impact of learning (with special attention to really active students), reduce absenteeism, increase exam attendance, and analyze how participating students view their experience with this methodology. The results show that the flipped‐classroom model has a direct impact on student learning (or grades), especially in students with a high degree of involvement (with grades about 1.5 points higher). In addition, the grades standard deviation values were lower (in about one point), ensuring a better general students level. The students are a little reluctant to this new methodology, but thanks to it, they tend to work more (12% of the students work more hours per week), to attend more to class (at least 10% more), and to attend in a higher ratio to exams (around 20%).

Influence of algorithmic abstraction and mathematical knowledge on rates of dropout from Computing degree courses

This paper presents a study of rates of dropout from Brazilian degree courses, based on data provided by the National Institute for Educational Studies and Research “Anísio Teixeira” (INEP) and a case study carried out at the University of Brasilia (UnB). Dropout was calculated by tracking the status of each student between 2010 and 2014 in the eight major areas according to the classification of the Organisation for Economic Co-operation and Development (OECD), for the major area of Science, Mathematics, and Computing, and for the area of Computing. Data were analyzed in order to check for potential evidence regarding the influence on dropout of factors such as algorithmic abstraction, number of applicants per place, or the gender of students. A survey was also performed using online questionnaires for circumvented students from the courses of Bachelor of Computer Science, Degree in Computing, and Computer Engineering between 2005 and 2015. This survey revealed the influence on dropout of several factors and particularly institutional and vocational factors; it is clear that difficulties in algorithmic abstraction and mathematical knowledge influence rates of dropout from computing courses.

Political Education in University of Economics: Challenges and Prospects

The article discusses present day problems of training politologists and sociologists in university of economics. It shows a multi-level structure of political education in the Russian Plekhanov University of Economics and analyzed typical academic and education objectives. Specific features of education technologies used in the teaching process are identified. They are political information, project workshops, joint preparation of articles, participation of students in work of research clubs, their involvement in research activity, introduction during the 1-st year of practically oriented subjects, application of case studies and games. The authors for the first time identified the correlation between the three principle types of final qualification papers prepared by students- politologists and students –sociologists, i.e. explanatory, empiric and project ones. The article shows a specific role of programs of further education, such as ‘Multi- Media Journalism’ and ‘Conflictology’ in training of highly- qualified specialists. It demonstrates potential prospects of developing political education in university of economics and puts forward recommendations aimed at developing political education at the level of bachelor, master and PhD courses and further education. The authors come to the conclusion that political education in the Russian Plekhanov University of Economics is at the stage of active development. They underline that introduction of new education technologies could provide an opportunity for graduates politologists and sociologists to learn how to function rationally in political and economic sphere.

Acompanhamento dos Estudantes pela Comissão Coordenadora do Curso de Enfermagem da Universidade de São Paulo

O objetivo deste relato é descrever a atividade de acompanhamento pedagógico e apoio aos estudantes, realizada pela Comissão Coordenadora do Curso (CoC) do bacharelado em Enfermagem da Escola de Enfermagem da USP (EEUSP), formada por quatro professoras que se colocam como tutoras de referência para cada uma das quatro turmas de graduandos. Esse processo tem se mostrado como um instrumento que nos desvela limites e potencialidades do currículo, desencadeando processos de enfrentamento institucional, como aprimoramento do curso, realização de atividades voltadas à formação docente, promoção de mostra cultural e exibição de filmes com debate. Tais atividades vêm contribuindo para a qualificação da formação de enfermeiros.

Formação inicial de professores da educação básica em licenciaturas de universidades públicas do Rio Grande do Norte: estudo de currículos e suas matrizes curriculares

The objective of this study is to present an analysis of the initial formation of teachers of Basic Education in 58 courses of Bachelor of three public universities of the state of Rio Grande do Norte, with emphasis on the study of curricula and their curricular matrices. It is a documentary research that is based on the analysis of curriculum documents pertaining to the teaching training in the graduations. We conclude that the studied degrees need to deepen in their curriculum the systematic study of education. We believe that, by this way, we will be able to think of more significant teaching initial training processes regarding the study of teaching, the main axis advocated by educational entities and social movements in history for the formation of teachers in Brazil, which is central reference in the new national curriculum guidelines for the initial and continuing training of teachers of basic education.

Action Research on Early Childhood Teachers’ experience having engaged at work & study in the Advance Course for Bachelor’s Degree

본 연구는 유아교사의 일과 학습을 병행하는 유아교육과 학사학위 전공심화과정생 인의 어려움과 변화를 탐색하여 전문대학 학사학위 전공심화과정 운영에 대한 시사점을 알아보고자 하였다 이를 위하여 전공심화과정생 인을 대상으로 년 월 일부터 년 월 일까지 수업협의 서술식 질문지 심층면담을 통해 자료 수집을 하였다 연구 결과 연구 참여자들인 전공심화과정의 유아교사들은 무비판적으로 선임문화 수용하기 부족한 지원체계 익숙하지 않은 현장연구로 습관에 머무르기의 어려움을 가지고 있었다 연구 참여자들은 전공심화과정에서 현장연구를 통한 성장의 변화 요소로 변화를 자극하는 멘토와의 만남 실천하며 변화를 즐기기 유아를 위한 최우선의 원칙 찾아가기 교사의 욕심을 내려놓기가 필요하다고 하였다 본 연구는 전공심화과정 학위과정이 현직에 있는 유아교사에게 긍정적인 현장연구자로서 살아가며 변화를 추구하는 능동성을 갖게 하는 전공심화과정의 교육과정 운영에 대한 방향성을 시사한다This study was to investigate two early childhood teachers’ hard work and experiences, who have engaged at both work and study in the advance course for bachelor’s degree at the department of early childhood education. It then examined the direction of running an advance course for bachelor’s degree. We had in-depth interview based on narrative questionnaire and class meetings from March. 19. 2014 to Jan. 10. 2015 to collect reference. As a result, the participants revealed several problems; 1) following established school culture uncritically, 2) insufficient support system, 3) being content with comfort of old habits because of difficult access to various experiences of field studies. Therefore, following changes are necessarily advisable for the participants’ growth with field studies in the advance course for bachelor’s degree; 1)seeking meeting with mentors who encourage changes, 2) practicing & enjoying changes, 3) finding the best principles for preschoolers, 4) letting go of teachers’ selfishness. This study suggests significant direction of managing the curriculum to have early childhood teachers seek changes actively as positive fieldworkers in the advance course for bachelor’s degree.

Fatores motivadores para permanência dos discentes do curso de administração pública UAB/UNEMAT

A Educação a Distância (EaD) é uma prática educativa que está consolidada no mundo. A Universidade do Estado de Mato Grosso (UNEMAT) faz parte do Programa Nacional de Formação em Administração Pública (PNAP) e oferta o curso de Bacharelado em Administração Pública através da Diretoria de Educação a Distância. O processo de formação na modalidade EaD é influenciado por uma série de fatores que devem ser considerados. A pesquisa quali-quantitativa buscou descobrir quais fatores mais influenciam os alunos a permanecerem no curso, através da análise do perfil do aluno e dimensões que envolvem o contexto deste aluno frequente no final do curso. Como resultado, obteve-se um perfil de aluno amadurecido, pertencente à baixa e média classe média, responsável, que se relaciona bem com a família, colegas de sala e tutores presenciais; que encontraram diversas dificuldades relacionadas aos contextos geográficos, logísticos e tecnológicos, mas souberam superá-las, mediante apoio da família e motivação para uma vida melhor (profissionalmente e financeiramente) após a conclusão do curso. Como sugestão de melhoria, propõe-se a adoção de métodos de ensino que atenda as especificidades, maior interação com os professores, uso de diversos mecanismos de comunicação, ação política da UNEMAT para cobrar melhorias nos acessos aos polos e a implantação da Avaliação Institucional no final de cada semestre letivo.

Nursing Competence in Geriatric/Long Term Care Curriculum Development for Baccalaureate Nursing Programs: A Systematic Review.

As facing the rapid growth of the elderly population, the demands for geriatric and long-term care are drastically increasing. Since one of the important strategies in preparation for long-term care system is to focus on the engagement of health care professionals, this paper applies a systematic approach to review the current geriatric and long term care courses in Bachelor of Science in Nursing (BSN) programs. This review assessed the impact of Geriatric Nursing (GN) and/or Long Term Care (LTC) courses on nursing students' knowledge, care intention and competence of Geriatric Long Term Care (GLTC) care to enable their nursing competence before graduation. Data related to the purpose of the study, research design, sample, curriculum content, teaching strategies, evaluation measurements and results were extracted. The methodological quality of all publications was included in the review. Eighteen articles were eligible for analysis, including 16 quantitative and 2 qualitative studies. The review revealed that including geriatric and long term care content in undergraduate nursing curriculum could effectively enhance students' nursing competence. GN and LTC curriculum development should offer established content on geriatric and long term care as a foundation to implement early learning experiences in the curriculum. Both theory and clinical practice of GLTC course can be developed to increase the nursing students' knowing on the elders and the disabled through the clinical placement.

Promoting holistic learning for the development of competences in Mozambique

This article presents results of a study carried out at the Faculty of Education of the University Eduardo Mondlane, in Mozambique, aimed to assess the extent to which the bachelor course in Psychology promotes multiple intelligences as superimposed to holistic learning styles within its effort to develop students’ competences. For that purpose, 158 psychology students were invited to fill in a four-point Likert scale questionnaire. Respondents were asked to gauge lecturers’ practices of employing different methods and strategies to promote multiple intelligences and holistic learning styles and to indicate what their preferences were concerning methods that could be employed more often. Results show that lecturers promote holistic learning, despite prominence of practices that are more tied to logical and analytical skills, in the left hemisphere, with less emphasis on right hemisphere processes such as ludic activities, drama and simulations, and physical involvement. Such results point to the need for the promotion of professional development efforts towards increased adoption of more holistic learning and multiple intelligences within the bachelor course in Psychology.Received: 22 January 2018Accepted: 02 May 2018Published online: 31 May 2018

What factors affect the choice of accounting as a career? The case of Romania

This paper aims to examine the motivations of choosing accounting as a profession in Romania. The paper is motivated by the recent interest at the international level in understanding the trends in the accounting profession. The theoretical tension arises from the Romanian context given the significant challenges for the profession triggered by the transition from communism to a market-based economy. We use a survey-based approach. The sample consists of 112 students undertaking accounting courses both for Bachelor’s Degree or Master Courses at two Romanian universities and 125 professionals belonging to The Body of Expert and Licensed Accountants of Romania. We find that the most important group of factors in choosing the accounting career includes the intellectual motivation, followed by relational and financial incentives. There are a few significant differences between men and women, and between students and professionals. When differences occur, women manifest a lower level of motivation, and professional accountants a higher level of motivation. The results show the driving forces behind the composition of the accounting profession and inform the sociology of the profession, of interest for both academia and practice. Our study contributes to an emerging national and international literature investigating the accounting profession by providing concrete information about the motivations of choosing it in Romania.

A Didactic Laboratory of Theory and Design of Structures for Bachelor Civil Engineering Students in Cagliari

The course of Theory and Design of Structures for the Bachelor courses of Civil Engineering in Academic Year 2016-17 at the University of Cagliari was divided in two semesters: the first one dealing with theoretical aspects, in the second one a didactic laboratory was developed with the aim of a structural design of a building. The assignment and development of a series of individual themes of structural design was managed in a classroom of about 120 students. The strategy to optimize the efficiency was to assign a series of simple plane framed structures with comparable difficulty. They were generated from a common building with six identical frames, each composed by four columns and three floors. The removal of beams or columns, together with variations of length, height, location and destination, generated the requested individual themes. The students were then divided into four groups, followed by tutors. They experienced the development of the project in classroom, in a series of twelve sessions: Eight of them were dedicated to develop a prescribed step of the project, two for the inspection activities and the remaining two for harmonizing the project's state of progress of the project. The main educational results are here illustrated.