Engaged Learning: Enabling Self-Authorship and Effective Practice

There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or ���self-authorship��� that higher education is not currently designed to promote.

An Active Learning Module for an Introduction to Software Engineering Course

Many schools do not begin to introduce college students to software engineering until they have had at least one semester of programming. Since software engineering is a large, complex, and abstract subject it is difficult to construct active learning exercises that build on the students��� elementary knowledge of programming and still teach basic software engineering principles. It is also the case that beginning students typically know how to construct small programs, but they have little experience with the techniques necessary to produce reliable and long-term maintainable modules. I have addressed these two concerns by defining a local standard (Montana Tech Method (MTM) Software Development Standard for Small Modules Template) that step-by-step directs students toward the construction of highly reliable small modules using well known, best-practices software engineering techniques. ���Small module��� is here defined as a coherent development task that can be unit tested, and can be car ried out by a single (or a pair of) software engineer(s) in at most a few weeks. The standard describes the process to be used and also provides a template for the top-level documentation. The instructional module���s sequence of mini-lectures and exercises associated with the use of this (and other) local standards are used throughout the course, which perforce covers more abstract software engineering material using traditional reading and writing assignments. The sequence of mini-lectures and hands-on assignments (many of which are done in small groups) constitutes an instructional module that can be used in any similar software engineering course.

A Case Study of Muscular Strength, Endurance, and Power Responses to a 6-Week High Intensity Training Program

We evaluated the muscular strength, endurance, and power responses of 12 college students, ranging in age from 19-40 years, who participated in a 6-wk high-intensity training program commonly used to improve muscular endurance. Muscular strength was measured by a one repetition maximum (1RM) bench press test and a 1RM Hammer bench press test; muscular endurance was measured by administering a 70-percent 1RM test to failure on the Hammer bench press; and upper body power was measured by adminstering a medicine ball throw test. We observed a 4.8-percent improvement of 2.7 kg on the bench press, a 14.6-percent improvement of 10.5 kg on the Hammer bench press, a 45.5-percent improvement with an average increase of five repetitions on the submaximal test to failure and an average improvement of ~ 20 percent, 60 cm, for the medicine ball throw. Foe our subjects, a commonly used high-intensity training muscular endurance program resulted in improved performance on tests measuring muscular strength, endurance, and power, and resulted in zero reported injuries during training or assessment procedures.

Communicating Severity of Hazard with the Signal Word on a Safety Sign

An experiment examined five signal words on safety signs for effectiveness at communicating information about severity of a hazard. Perceived severity was rated by 59 college students for the signal words Deadly, Danger, Warning, Caution, and Notice. Results indicated that Deadly communicated the highest ratings for severity. Danger was second. Warning and Caution were tied for third. The lowest ratings were for Notice.

Effectiveness of Colors used on Safety and Health Signs for Communicating Severity of Injury

Signs are used extensively in workplaces and on products to identify hazards and provide instructions for appropriate behavior. A fundamental element of these signs is the signal-word panel located at the top of the sign. The colors and words in this panel are intended to convey information about the hazard identified. One type of hazard information concerns the severity of injury/illness associated with the hazard. The standard of the American National Standards Institute (ANSI) for facility signs uses three severity categories: 1) death or serious injury, 2) minor or moderate injury, and 3) property damage. The standard specifies which signal-word panel format, including color, to use based in part on the severity category. The purpose of this study was to determine if college students associate color with severity. The sample population consisted of 59 students tested in nine small groups. Twelve signs were shown to them in random order. Five of the signs had a color for the background of the signal-word panel. The colors were red, orange, yellow, blue, and gray. The signal word was a nonsense word and the text panel contained repetitions of the letter x in sentence format. Subject rated their impressions of the colors using two ordered rating scales for severity. Results indicated that color had a highly significant effect on severity ratings. Median ratings were generally consistent with the ANSI standard, except for orange. Red rated highest on both scales. Blue and gray rated lowest. Yellow and orange were in between red and blue. According to the ANSI standard, orange should indicate the same severity as red. These results indicated that orange was associated with less severity than red. Apparently, the ANSI standard's use of orange to identify a hazard associated with death or a serious injury is questionable.

Selektives Lernen bei induzierten Stimmungszust��nden: Resultat des Stimmungszustandes oder bloss der Aufgabenstellung?

Investigated the interaction between induced mood states and selective learning among 28 college students. Ss were asked to behave as if they were happy or depressed while learning a list of words with neutral, positive, and negative affective valence. Results document the mood congruity effect. This effect was stronger among Ss who predicted the relationship between mood and word valence than among Ss who were unaware of this relationship.

Vocational identity achievement as a mediator of presence of calling and life satisfaction

The present study explores what mechanism might be responsible for the reported link between presence of a calling in one���s career and life satisfaction. It is proposed that vocational identity achievement acts as one important mediator of this relation and that the effects can be observed even when controlling for core self-evaluations (CSEs). The study used a short-term longitudinal design based on a sample of 269 German college students from different majors. The results confirmed the mediation model, with calling predicting vocational identity achievement 6 months later and identity serving as a stronger predictor of life satisfaction, all controlling for CSEs. However, contrary to previous research, presence of calling was not directly related to life satisfaction and even showed a negative relation when vocational identity achievement was controlled. The results are interpreted to suggest a multifaceted relation between calling and life satisfaction.

Emotional Processing in the Treatment of Simple Phobia: A Comparison of Imaginal and In Vivo Exposure

Two groups of moderately snake phobic college students were given either imaginal or in vivo exposure treatment. The groups were compared on self-report and physiological measures of fear activation during exposure trials, as well as on within- and across-session habituation of fear responses. On these measures, as well as on treatment outcome, the two groups were found to be very similar. The results lend further support to the importance of the concept of emotional processing in understanding fear reduction processes. Differences in treatment procedure may be important only when one procedure facilitates emotional processing more than another.

Family Myths, Beliefs, and Customs as a Research/Educational Tool to Explore Identity Formation

This paper outlines a qualitative research tool designed to explore personal identity formation as described by Erik Erikson and offers self-reflective and anonymous evaluative comments made by college students after completing this task. Subjects compiled a list of 200 myths, customs, fables, rituals, and beliefs from their family of origin and then reflected upon the relevance and meaning of such items. The research and instructional tool described in the paper should be of considerable interest to teachers who work to promote self-reflection amongst adolescents as well as case study researchers and therapists who wish to study identity formation and values.

Evaluation of therapist and client language in Motivational Interviewing (MI) sessions: A secondary analysis of data from the Southern Methodist Alcohol Research Trial (SMART) study

In the United States, ���binge��� drinking among college students is an emerging public health concern due to the significant physical and psychological effects on young adults. The focus is on identifying interventions that can help decrease high-risk drinking behavior among this group of drinkers. One such intervention is Motivational interviewing (MI), a client-centered therapy that aims at resolving client ambivalence by developing discrepancy and engaging the client in change talk. Of late, there is a growing interest in determining the active ingredients that influence the alliance between the therapist and the client. This study is a secondary analysis of the data obtained from the Southern Methodist Alcohol Research Trial (SMART) project, a dismantling trial of MI and feedback among heavy drinking college students. The present project examines the relationship between therapist and client language in MI sessions on a sample of ���binge��� drinking college students. Of the 126 SMART tapes, 30 tapes (���MI with feedback��� group = 15, ���MI only��� group = 15) were randomly selected for this study. MISC 2.1, a mutually exclusive and exhaustive coding system, was used to code the audio/videotaped MI sessions. Therapist and client language were analyzed for communication characteristics. Overall, therapists adopted a MI consistent style and clients were found to engage in change talk. Counselor acceptance, empathy, spirit, and complex reflections were all significantly related to client change talk (p-values ranged from 0.001 to 0.047). Additionally, therapist ���advice without permission��� and MI Inconsistent therapist behaviors were strongly correlated with client sustain talk (p-values ranged from 0.006 to 0.048). Simple linear regression models showed a significant correlation between MI consistent (MICO) therapist language (independent variable) and change talk (dependent variable) and MI inconsistent (MIIN) therapist language (independent variable) and sustain talk (dependent variable). The study has several limitations such as small sample size, self-selection bias, poor inter-rater reliability for the global scales and the lack of a temporal measure of therapist and client language. Future studies might consider a larger sample size to obtain more statistical power. In addition the correlation between therapist language, client language and drinking outcome needs to be explored.^

Determining appropriate measurement methods for etiological research of computing-related musculoskeletal symptoms and disorders

Two studies among college students were conducted to evaluate appropriate measurement methods for etiological research on computing-related upper extremity musculoskeletal disorders (UEMSDs). ^ A cross-sectional study among 100 graduate students evaluated the utility of symptoms surveys (a VAS scale and 5-point Likert scale) compared with two UEMSD clinical classification systems (Gerr and Moore protocols). The two symptom measures were highly concordant (Lin's rho = 0.54; Spearman's r = 0.72); the two clinical protocols were moderately concordant (Cohen's kappa = 0.50). Sensitivity and specificity, endorsed by Youden's J statistic, did not reveal much agreement between the symptoms surveys and clinical examinations. It cannot be concluded self-report symptoms surveys can be used as surrogate for clinical examinations. ^ A pilot repeated measures study conducted among 30 undergraduate students evaluated computing exposure measurement methods. Key findings are: temporal variations in symptoms, the odds of experiencing symptoms increased with every hour of computer use (adjOR = 1.1, p < .10) and every stretch break taken (adjOR = 1.3, p < .10). When measuring posture using the Computer Use Checklist, a positive association with symptoms was observed (adjOR = 1.3, p < 0.10), while measuring posture using a modified Rapid Upper Limb Assessment produced unexpected and inconsistent associations. The findings were inconclusive in identifying an appropriate posture assessment or superior conceptualization of computer use exposure. ^ A cross-sectional study of 166 graduate students evaluated the comparability of graduate students to College Computing & Health surveys administered to undergraduate students. Fifty-five percent reported computing-related pain and functional limitations. Years of computer use in graduate school and number of years in school where weekly computer use was ��� 10 hours were associated with pain within an hour of computing in logistic regression analyses. The findings are consistent with current literature on both undergraduate and graduate students. ^

Relating one's social support network to one's mid term grade

Much has been written about the relation of social support to health outcomes. Support networks were found to be predictive of health status. Not so clear was the manner in which social support helped the individual to avoid health complications. Whereas some aspects of the support network were protective, others were burdensome. Duties to one's network could serve as a stressor and duties outside one's network might stress the support system itself. Exposure to one's network was associated with certain health risks while disruption in one's social support network was associated with other health risks.^ Many factors contributed to the impact of a social support network upon the individual member: the characteristics of the individual, the individual's role or position within the network, qualities of the network and duties or indebtedness of the individual to the network. This investigation considered the possibility that performance could serve as a stressor in a fashion similar to an exposure to a health hazard.^ Because the literature includes many examples of studies in which the subjects were college students, academic progress is a performance common to most subjects. A profile of the support networks of successful students was contrasted with those of less successful students in this correlational study.^ What was uncovered in this investigation was a very complex web of interrelated constructs. Most aspects of the social support network did not significantly predict academic performance. Only a limited number of characteristics were associated with academic success: the frequency of support, student age, the existence of a 'mentor' within one' s network, and the extent to which one received a predominant source of support. Other factors had a tendency to be negatively correlated with midterm grade, suggesting those factors may impede academic performance.^ Medical status did not predict grades, but was correlated with many aspects of the network. Disruptions in particular parts of one's network were correlated with particular health categories. In fact, disruption in social support was more predictive of academic outcomes than medical complications. Whereas the individual's values were related to the contributing factors, only the individual's satisfaction with certain aspects of the support network were predictive of higher midterm grades in a psychology class. Dissatisfaction was associated with lower grades, suggesting a disruptive effect within the network. Associations among the features of support networks which predicted academic progress were considered. ^

Tutoriales multimedia para sistemas de telecomunicaci��n

Este Proyecto Fin de Carrera est�� destinado a la ilustraci��n y aprendizaje del uso de varios dispositivos de los laboratorios del Departamento de Ingenier��a Audiovisual y Comunicaciones, de la Escuela Universitaria de Ingenier��a T��cnica de Telecomunicaci��n, de la Universidad Polit��cnica de Madrid, en forma de v��deos tutoriales basados en mediciones y pr��cticas habituales de las asignaturas del departamento para que puedan ser utilizados por los alumnos de la escuela como apoyo a las explicaciones del profesor en ocasiones puntuales. En concreto se han realizado hasta seis v��deos tutoriales en los que se explica: el dise��o de un circuito impreso y la creaci��n y fabricaci��n de ��ste. Por otro lado, tambi��n se ha explicado el fen��meno del ruido de fase y c��mo es el proceso de su medida, como una de las muchas caracter��sticas de un analizador de espectros. A modo de an��lisis, se ha realizado otro tutorial acerca de la modulaci��n en FM, sus caracter��sticas y sus aplicaciones. Por ��ltimo se ha hecho un estudio del comportamiento de un analizador de redes, exponiendo su funcionamiento y explicando su proceso de calibraci��n. Para la realizaci��n de estos tutoriales se han utilizado diferentes aplicaciones sobre creaci��n de v��deos multimedia, animaci��n, producci��n de audio y narraci��n. En especial se han usado: Sprint-Layout 5.0, Adobe Flash Professional CS5.5, Camtasia studio 7, Corel VideoStudio Pro X4, Loquendo TTS7 y WinPlot. Para el apartado de las grabaciones de las diferentes escenas se ha necesitado el uso de distintos instrumentos de medida del laboratorio tales como: analizador de espectros, analizador de redes, generador de se��al, generador de funciones, osciloscopio y otros equipos adicionales como: c��mara de v��deo y tr��pode del departamento. Para la composici��n de los diferentes tutoriales se ha comenzado creando un guion, para cada uno de ellos, estableciendo la aparici��n de las im��genes, v��deos, y locuci��n. A continuaci��n se exponen los diferentes temas en los que se han basado estos tutoriales de laboratorio, uno a uno. ABSTRACT. This Project is destined to learn the use of several devices at the laboratory of ���Ingenier��a Audiovisual y Comunicaciones��� Department at ���Escuela Universitaria de Ingenier��a t��cnica de Telecomunicaciones��� of ���Universidad Polit��cnica de Madrid���, on the way as tutorial videos base on the subjects from this department to be used by the college students as help of the teacher���s explanations. In this project you will find up to six tutorial videos, showing: printed circuit design, printed circuit board manufacture. You can also find an explanation about the phenomenon of phase noise and how it���s its measurement process, as one of the many features of a spectrum analyzer. Another tutorial video is based on FM modulation, its features and applications. The last tutorial explains the networks analyzer functionalities and its calibration process. To carry out these tutorials different applications have been used to create multimedia videos, animation, audio production and storytelling. Such as Sprint Layout 5.0, Camtasia 7.0, Corel VideoStudio Pro X4, Adobe Flash Professional CS5.5, Loquendo TTS7 y WinPlot. About the recording side of the different scenes, several equipment have been required at the laboratory, such as spectrums analyzer, signal generator, oscilloscope, function generator, network analyzer and other additional devices, such as: a video camera with its tripod. The composition of the different tutorials has begun creating a script, for each of them, setting the times of appearance of images, video, speech and music. After this abstract, the different topics of the tutorials are showed, one by one.

Aplicaci��n m��vil iOS de informaci��n a estudiantes universitarios

Reconociendo que pod��a ser ��til para los alumnos una aplicaci��n m��vil para que pudieran acceder a informaci��n relacionada con sus estudios de forma r��pida y sobre la marcha, se decide realizar una prueba de concepto cuyo resultado satisfactorio conduce a dar el siguiente paso en el desarrollo de la aplicaci��n m��vil. En este contexto es donde se enmarca el proyecto ���Desarrollo de una aplicaci��n m��vil iOS de informaci��n a estudiantes universitarios��� que tiene como finalidad aprovechar las ventajas que nos brindan las nuevas tecnolog��as. En el prototipo de aplicaci��n m��vil fueron encontrados problemas de mantenibilidad y la versi��n del sistema operativo hab��a quedado obsoleta. Por lo tanto el primer paso fue refactorizar todos los paquetes del proyecto, despu��s de esto fue necesario crear un est��ndar de codificaci��n y una documentaci��n del proyecto. El segundo paso fue adaptar el proyecto a la ��ltima versi��n del sistema operativo, iOS 7, siguiendo la gu��a de transici��n de la interfaz de usuario de Apple. Adem��s de todo esto, hab��a nuevas funcionalidades que incluir al prototipo, estas nuevas funcionalidades han sido probadas en una evaluaci��n con usuarios para obtener comentarios y sugerencias de los alumnos universitarios para mejorar la aplicaci��n en la medida de lo posible. ----ABSTRACT----Recognizing that could be useful a mobile app for students to enable them to access information related to their studies quickly and on the go, it was decided to perform a proof of concept whose satisfactory results leads to take the next step in the development of the mobile app. In this context is where the project ���Desarrollo de una aplicaci��n m��vil iOS de informaci��n a estudiantes universitarios��� takes part whose aim is to exploit the advantages offered by the new technologies. Maintenance problems were found in the mobile app prototype and the operating system version was outdated. So the first step was to refactor all the Project packages, after that it was necessary to create a coding standard and a Project documentation. The second step was to adapt the project to the latest versi��n of the operating system, iOS7, following the Apple UI transition guide. In addition to all of this, there were new features to include to the prototype, these new features have been tested in an user evaluation to obtain feedback and suggestions from college students to improve the app as far as possible.

An��lisis del rendimiento acad��mico del alumnado de ��ltimo curso de ingenier��a mediante nuevas tecnolog��as en el proceso de ense��anza���aprendizaje

En el marco del Espacio Europeo de Educaci��n Superior los estudios deben de estar orientados a facilitar la movilidad de los futuros egresados para que su inclusi��n en mundo laboral sea global y en este contexto, los sistemas educativos deben introducir cambios en el proceso de ense��anza ��� aprendizaje y en la gesti��n. Como uno de los elementos b��sicos de la creaci��n del EEES es el aprendizaje a lo largo de la vida, se deben adoptar metodolog��as que doten al estudiante de capacidades para poder enfrentarse a todos los retos de la vida laboral. A trav��s de la presente investigaci��n se trata de aportar una visi��n real de la aplicaci��n efectiva de un modelo de Aprendizaje Basado en Problemas y el M��todo del Caso acompa��ados de una fuerte Acci��n Tutorial y el uso de la Tecnolog��a de la Informaci��n y Comunicaci��n en la Universidad (TIC). Se considera asimismo de gran inter��s para la mejora del aprendizaje conocer cu��l es la opini��n real de los estudiantes universitarios, ya que son los principales implicados en relaci��n a un modelo formativo apoyado en el Aprendizaje Basado en Problemas, el M��todo del Caso, la Acci��n Tutorial y utilizaci��n de las TIC. A trav��s de este estudio se pretende comprobar y valorar cual es la visi��n real que los alumnos tienen de estas aplicaciones y como las utilizan. Para ello durante los ��ltimos cursos se ha trabajado con alumnos de los ��ltimos cursos de la Escuela T��cnica Superior de Ingenier��a Civil de la Universidad Polit��cnica de Madrid aplicando t��cnicas de Aprendizaje Basado en Problemas y el M��todo del Caso conjuntamente con la utilizaci��n de un Modelo de Acci��n Tutorial y el uso de la TIC. La tarea se ha centrado en desarrollar, a lo largo de los cursos 2009-10, 2010-11, 2011-12 y 2013-14, un modelo de Acci��n Tutorial con los alumnos matriculados en las asignaturas de Caminos I, Caminos II, Aforos y Ordenaci��n del Tr��fico, asignaturas de la titulaci��n de Ingenier��a T��cnica de Obras P��blicas, y por otro lado, en la asignatura de Caminos, perteneciente a la titulaci��n de Ingenier��a Civil. Mediante cuestionarios al inicio y final del curso, se ha conocido cu��l es la opini��n que poseen los alumnos sobre esta acci��n. A continuaci��n, durante los cursos 2010-11, 2011-12 y 2013-14 se desarrolla un modelo experimental para evaluar las mejoras, tanto de rendimiento como de adquisici��n de competencias, utilizando el Aprendizaje Basado en Problemas y el M��todo del Caso acompa��ados de las TIC en el proceso de ense��anza���aprendizaje como modelo de Acci��n Tutorial con alumnos. ABSTRACT Abstract In the frame of the European Higher Education Area, the studies must be faced to facilitate mobility of future graduates for inclusion in the workplace is global and in this context, educational systems must introduce changes in the process of education-learning and management. Since one of the basic elements of the creation of the EHEA is learning throughout life, there must be adopted methodologies that provide the student of aptitudes to be able to face all the challenges of the labor life. Through this research it is provided a real vision of the effective application of a Model of Learning Based on Problems and the Case Method accompanied by a strong Tutorial Action and the use of ITC in the University. It is also considered of great interest for the improvement of learning to know what the real opinion of the college students is, as they are the main players in relation in a training model based on Problem-Based Learning, the Case Method, the Tutorial Action and Use of ICT. Through this study it is expected to verify and assess which is the real vision that students have about these applications and how they use them. In order to achieve the goal of this research project, during the last three years I have been working with students of last courses of the Civil Engineering School of the Technical University of Madrid applying with them techniques of Problem-Based Learning and the Case Method together with the use of a Model Action Tutorial and the Use of Information Technology and Communication (ICT). The task has focused on developing, over the 2009-10, 2010-11, 2011-12 and 2013-14 courses, a model of Tutorial Action with students enrolled in the subjects of Roads I, Roads II, Traffic Gauging and Traffic Management, all of them of the old degree in Civil Engineering (1971 Study Plan), and secondly, on the subject of Roads which belong to the current degree of Civil Engineering. Using questionnaires at the beginning and end of the course the perception that students have on this action.. Then, during the 2010-11, 2011-12 and 2013-14 courses an experimental model is developed to evaluate improvements in both performance and skills acquisition, using Problem-Based Learning and the Case Method together with the ICT in Teaching-Learning Pprocess as a model of Tutorial Action with students.