Development Of Student Projects Research Articles

International collaboration and connections through design thinking: A case study of the Global Classroom for Democracy Innovation (GCDI)

This paper is based on the collaborative development of the Global Classroom for Democracy Innovation (GCDI), and its month-long virtual pilot workshop, the 'Climate Change Design Jam’. The GCDI is an integrated learning partnership between three international universities located in Canada, South Africa, and Sweden, and civil society partners the Vancouver Design Nerds (VDN). Each partner brought unique skills to the GCDI, as new processes and methods for virtual, global student engagement and dialogue were co-designed. The GCDI hosted the Climate Change Design Jam over four consecutive weeks in March 2022. By employing a design thinking methodology, it facilitated online student project development around the interconnected and broad topics of climate change and democracy. Students and student facilitators were guided through the process of design thinking to develop grounded projects that address climate change issues locally and internationally. This paper argues that fundamental principles of fostering genuine connections (both 'online' and 'offline') between students can act as a useful foundation from which project development can be based. Further, this paper illustrates that when faced with 'wicked problems’ such as climate change and challenges to democracy worldwide design thinking methods and collaborative approaches can act as a catalyst for action (Manzini, 2015). Exploring political theory, democracy, and civic agency through dialogue and co-design provides students with innovative approaches to research, critical thinking, and activism. This pilot series provides insight into student engagement across international contexts, and thus the development of cross-cultural and collective intelligence which can be formative for similar projects in the future (Behari-Leak, 2020).

Moving towards Quality Academic Project Development using Program Specific Research Activities in Engineering Education

Abstract: To improve engineering education quality of student, project is a major concern. Project experience provides a major pathway for student’s career either for their professional career or upgrading the qualification through Post Graduation or Ph.D. in Engineering. Being a very practical field, it requires experience and exposure to the real world to be expertise and successful in a certain domain. Project work integrates hands-on experiences with education which facilitate them while they are on their job desk and are being appreciated for their updated knowledge. Quality projects require effective project management. It is observed that there is very less studies done on the project management skills required for the engineering graduates. This will assist the students to learn and adequately apply their knowledge in their future project work which will help them to convey a superior focused on and more significant projects. To strengthen student project development, there is a need to incorporate innovative practices through set of program specific research activities with defined strategies. Also program specific research activities will attain higher values for program outcome. Keywords: Quality Academic Project Development, Program Specific Research Activities, Program Outcome

Images of the Future in a Participatory Online Course – Empowering Student-Driven Projects for Higher Education Sustainability Transformation

To empower student-driven projects for sustainability transformation in higher education structures, the project ‘Students create sustainable universities in Northrhine-Westphalia’ by German NGO netzwerk n e. V. has developed an innovative digital program ( https://kurs.netzwerk-n.org/ ) using transdisciplinary and transformative learning elements in Education for Sustainable Development (ESD). Core objective of the 8-week massive open online course is to encourage and connect student promoters for sustainable university transformation. Its transdisciplinary learning methods encourage creation and reflexive discourse about alternative images of the future of sustainable institutions, processes and education, as well as human-nature-interaction and more-than-human futures. The integrated digital future workshop based on the participatory workshop method explores a novel approach to assess images of the future individually and collectively in digital space. This paper presents the conceptual background and methodological premises used for design and implementation of the online course as innovative method for student project development. Participants’ structured critique, utopia envisioning and specific project development provide valuable insights into the use of images of the future for higher education sustainability discourse and transformative action in student-driven sustainability projects.

El proceso de investigación de los estudiantes de la Feria Nacional de Ciencias e Ingeniería de Coahuila

An investigation was developed with the aim of elucidating the research processes that students follow at different educational levels to develop engineering projects within the Feria Nacional de Ciencias e Ingenierías de Coahuila, with the database used by the Consejo Estatal de Ciencia y Tecnología de Coahuila (COECyT), which consists of 135 projects from which 311 cases were obtained, evaluated by 62 expert researchers designated by the COECyT. Given that the evaluation formats were in Likert-type scales, they were transformed to a standardized centesimal scale and analyzed with statistics of central tendency, dispersion, correlation and discriminant analysis. The conclusion indicates that the development of student projects has original processes that are not subject to a strict methodology, rather, students develop their projects with the help of teachers proposing and developing solutions step by step, in each stage of the investigation, except in the formal requirements of the contest. We can also affirm that the projects have an average methodological identity of 50% in each educational level, according to the discriminant analysis.

Structure, Challenges and Opportunities for Development of Entrepreneurial Education in Russian Universities

This study explores the creation and development of entrepreneurial education tracks in the formation of a University Entrepreneurial Ecosystem (UEE) in certain Russian universities. In particular, the ways in which these tracks promote new venture launches, the commercialization of technologies, and the development of entrepreneurial mindsets and skillsets will be explored.A panel of 21 Russian Universities was used to verify the integrated UEE model using the method of co-operative inquiry. The role of entrepreneurial courses in UEEs is illustrated herein with the use of 4 cases of Russian universities.Among the key findings of this research is that the implementation of entrepreneurship education courses configures the UEE development model centered around the education course. UEE formation begins with the personal development of individuals as the course ingrains an entrepreneurial mindset and related skills in students, and attracts entrepreneurs and business angels for mentoring roles and project development activities. Next, supporting institutions like incubators and accelerators are established from scratch, or existing ones are engaged to assist further student project development. As a result, emerging elements of UEE are actively engaged around the development of student startups.Further case analysis suggests that the professors’ academic background and entrepreneurial experience, as well as the course format (e.g. elective or compulsory) are not a necessary prerequisite for the successful initiation and development of UEE, provided the course is project based and generates a stream of student startups. Professors’ skills are complemented through the ecosystem, and some cases describe successful course launches by other ecosystem actors. It is also apparent that many universities pursue entrepreneurship education through sporadic infrastructure development, or through a more detached entrepreneurship course implementation.

Making Science Education Accessible to All

ABSTRACTMany students shy away from science. In order to attract students into studying science, creative methods for teaching and learning were developed for all levels of education, from primary school to university, and from formal to informal settings. These methods utilize the students’ talents, hobbies, interests and cultural backgrounds. Equal access to science education is a human right that belongs to all [1, 2]. If we do not guarantee science education to all, we will form a two-class society divided not by royalty and status, but by knowledge of science. The centerpiece for this method is the development of student projects, which help them to remember and understand abstract scientific concepts. An old Chinese proverb says: “I hear and I forget; I see and I remember; I do and I understand.” These students’ projects take advantage of seeing and remembering, doing and understanding.Through this process, students are active learners, instead of being passive observers. To demonstrate their understanding of scientific concepts through their projects, the students use a media of their choice, from drawing, dance and drama (no tech) to computer animation (high tech). Projects can also take the form of paintings, sculptures, songs, films, and scripts for theater. These projects are used as alternative assessment methods where the whole class is involved in the assessment process. In order for this method to be successful, workshops for teachers as well as parents must be conducted. This way, the students will be taught in a creative way in school and through the joint involvement of teachers and parents, students will be encouraged to pursue chemistry. After all, “it takes a village to raise a child,” as the African proverb states.

Making Science Education Accessible to All

ABSTRACTMany students shy away from science. In order to attract students into studying science, creative methods for teaching and learning were developed for all levels of education, from primary school to university, and from formal to informal settings. These methods utilize the students’ talents, hobbies, interests and cultural backgrounds. Equal access to science education is a human right that belongs to all [1, 2]. If we do not guarantee science education to all, we will form a two-class society divided not by royalty and status, but by knowledge of science. The centerpiece for this method is the development of student projects, which help them to remember and understand abstract scientific concepts. An old Chinese proverb says: “I hear and I forget; I see and I remember; I do and I understand.” These students’ projects take advantage of seeing and remembering, doing and understanding.Through this process, students are active learners, instead of being passive observers. To demonstrate their understanding of scientific concepts through their projects, the students use a media of their choice, from drawing, dance and drama (no tech) to computer animation (high tech). Projects can also take the form of paintings, sculptures, songs, films, and scripts for theater. These projects are used as alternative assessment methods where the whole class is involved in the assessment process. In order for this method to be successful, workshops for teachers as well as parents must be conducted. This way, the students will be taught in a creative way in school and through the joint involvement of teachers and parents, students will be encouraged to pursue chemistry. After all, “it takes a village to raise a child,” as the African proverb states.

Teaching flexibility and creativity through student project development.

Teaching flexibility and creativity through student project development.

A light-weight software engineering approach to developing small-scale information systems using .NET 2.0

Applied database management systems (DBMS) courses that require information systems projects present formidable challenges to both students and instructors. Students assume the twin responsibilities of (1) learning major theoretical concepts (e.g. the relational model, data modeling, database design, and standard structured query language (SQL)) while (2) mastering the syntax and semantics of a specific complex technology (e.g. MySQL, Oracle, MSSQL). Dealing with the project problem domain also adds to demands on student time and understanding. Consequently, instructors are increasingly challenged to organize course content, technology instruction, and project resources so that students can complete non-trivial course projects in a reasonable time frame. This tutorial will introduce a light-weight software engineering approach to guiding student project development in an introductory database management systems course. This iterative and incremental approach to database programming projects is predicated on the database application principle of firm separation of logic via the N-tier model and the software engineering tenet of well-specified requirements. Students enrolled in an introductory DBMS course follow this methodology to complete GUI client/server team projects. Database and software engineering skills and understanding developed in this course are then applied to more substantive 2- and 3-tier individual projects in an advanced DBMS course and team projects in a capstone software engineering course.

Software engineering for Web application development

A methodology for Web-based application development is presented. The methodology serves as a road map to guide student project development. Project development proceeds in three phases: structural...

Modeling car dealership credit operations using arena as a business process reengineering demonstration

An experiment was conducted in the Management Department at GMI which involved teaching management concepts by creating business models. An important part of this effort is the development of student projects taken from their co-op experiences. One of these projects is the Car Dealership Credit Operations model. This paper describes how these operations were quite nicely modeled using Arena as a class project. A dealership processing 200 people per week was selected for the initial modeling effort. The model includes preliminary credit checks, including prequalifying the buyer at the dealer. Further interactions between the car dealer finance officer and as many as seven banks are modeled to show how this credit approval process works.