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The Move to Ultra. I spent 25 years in the financial services industry in administrative banking, consumer and commercial credit and investment brokerage. Since COVID impacted the way in which we teach and learn, I have been conducting my classes as close to the live, in-class model as possible. Some of the activities I have integrated into my classes have been:. These recruiters conduct pre-screening interviews with my students, giving them the valuable experience of going through this process and, in many cases, leading to permanent jobs for them upon graduation.

This program also provides graduating students with pre-screening interviews by recruiters. My primary purpose in doing the items above is to make it easier for my students to get meaningful careers in the financial services industry. The measures mentioned above benefit my students in the following ways;. In particular, there was a concern that students were unable to use previously acquired knowledge and skills in new and complicated environments. This desire to improve critical thinking, and more broadly capability, in students and graduates stimulated a change in the approach to learning within the MT program.

It was decided that an authentic and integrated approach to evaluation was needed to reinforce curriculum change. In response to this decision, integrative learning activities ILAs were created. In the Fall semester, there were two ILAs, one to introduce students to the evaluation and a second to reinforce the importance of the foundational courses and of the integration of concepts to enhance learning and future patient care.

Efficacy in HFPS based learning is measured in student level of confidence and competence Ashley, Although HFPS is recognized as an effective learning environment, student formative feedback often reports negative feelings such as being judged, anxiety and fear. The use of simulation gaming is a novel pedagogical approach in nursing education.

The limited literature on simulation gaming suggests that the team approach to learning, inherent in gaming, supports student perceptions of self-confidence and improved learning outcomes. Currently there is little literature on homework completion in the post-secondary environment, and what there is does not distinguish clearly between homework as non-graded study and homework as completion of assignments for assessment.

Our research looks to fill this gap. In the Media Foundation program, the investigators notice that some students attend class regularly but do not hand in assignments worth a portion of their grade, or hand assignments in so late that they receive a significant grade penalty sometimes zero. Anecdotally, students report that they do not really know why they have not completed assignments, or if they have completed them, why they do not hand them in. Some students suggest they are too busy, did not understand the assignment and did not think to seek help, or did not feel that their work was good enough to submit.

This study investigated what might be the root cause, or causes, of this behavior, which in many cases leads to course and therefore program failure. Evolving patient simulations are those in which a student manages a virtual patient over a period of time to develop the capacity to identify and respond to emerging clinical problems after an injury.

Meta-analysis of student cognition, affect and learning outcomes have shown that skill acquisition gains are higher in gamified learning then in conventional instruction Lamb et al, The rationalization for pursuing simulation gamification is based on the increasing need for alignment between pedagogical practice and long term, job skill-related outcomes.

This report explicitly states that the college system must re-align to meet the new economy. Shortages of apprenticeships are of great cost to the economy. The pedagogical model we are seeking to develop here will provide proof of concept for integration of serious games and massage therapy science content.

This method of serious game integration can then be applied across many subject areas both within the RMT program and across Humber. Simulation gamification is part of the solution to this problem so that we can make advances in the use of simulations for training in place of traditional apprenticeships and face-to-face job experience for entry into the professions.

This study created a simulation training game that can be adapted across wider user groups both internally and externally. It aligns well with the work in virtual reality occurring at Humber, where the role of immersive simulation is being explored.

It created a game system that can be used alongside immersive technology to enhance teaching and learning. The focus of this work is on integrative, cross-course learning, where clinical and basic scientific information needs to be aligned. One of the goals in our Early Childhood Education Program focus on preparing exiting students for success in various career pathways. Embedded within our courses are team building skills, communication skills and building professional relationships. Efforts made to embed experiences within assignments offer opportunities for students to engage in practices that will allow for developing and refining collaboration skills while networking and building stronger relationships.

Collaboration skills, although essential, can pose many challenges from a requirement of course content to faculty expectations of what students can do Tucker, Since , the investigators have administered two different invigilation-training methods.

The initial training model invited newly hired exam invigilators to an in-person discussion of the Test and Exam Policy; this was followed by a second training model, consisting of an in-person training session, and drawing on both case-based and discussion approaches to instruction. Each invigilator was supplied with a mind map: a one page, at-a-glance document that reminds invigilators of the most common circumstances they are likely to encounter during the examination process e.

While resources have been built to assist invigilators in identifying academic dishonesty, invigilators have stated in feedback discussion that they are uncertain when dealing with situations that are not specifically outlined in them. This research study aimed to identify an effective training method to develop stringent and active invigilation skills and to address the processes involved to instill both knowledge and confidence in compliance with academic integrity policies outlined in the Test and Exam Policy, School of Health Sciences.

Invigilators went through a training process. The effectiveness was assessed as follows in combination: objective measures, subjective measures, self-evaluation measures as outlined in the measures section. Healthcare professionals are at the forefront of delivery of care. This fact of ignorance among health care professionals with this disease has translated into horrendous experiences, characterized by stigmatization for patients in the healthcare settings Haywood et al, Patients with SCD face the greatest risk in health care settings due to the lack of appropriate and timely care.

Minimal knowledge about SCD among healthcare professionals have led to fatal consequences. For the past five years, practical nursing students and other students in the School of Health Sciences have attended a Sickle Cell Symposium. Here, expert healthcare providers, patients living with Sickle Cell Disease and members of Sickle Cell community share raw experiences and invaluable knowledge with the students.

Students at the collegiate level are not engaged in instructor-facilitated courses. Some recent studies suggest that large numbers of college students appear to be either academically or socially disengaged or both Kuh, It is the opinion of the investigator that there are too many distractions, from social media to the proximity of friends or colleagues among other extraneous factors.

However, at the same time, these technologies can be harnessed for positive educational outcomes, they can also distract and impair performance when students use them for purposes related to the lesson L.

Darling-Hammond, Pairing internet-connected classroom tools with computers and mobile devices with classroom teachers who provide real-time support and encouragement boosts engagement and produces significant gains in student achievement. To date, most educational institutions focus on delivering the classroom experience though traditional models such as lectures, debates, and exercises without a focus on innovative thinking.

However, for students to be competitive in their future endeavors, not only their analytical skills but also their creative and innovative thinking must be honed. The study explored the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience.

The study aims to explore the question of how to better prepare students for the practical world while increasing their innovative thinking, creativity, engagement and satisfaction with the learning experience.

Humber, like other post-secondary institutions, provides an online learning management system for students, and requires professors to populate the sites with course-related content. The institution itself advises faculty that students are technically-savvy, use a variety of technology including smart phones, and learn through a variety of media and techniques. Students, instructed by a professor that preparatory materials will be posted in advance of a class and that use of those materials is necessary in order to be ready for classroom discussion of course content, are largely coming to class without having used the materials.

Lack of use of preparation material leaves students unprepared to engage in the related content, delays the start of a class, disrupts the flow of the planned session, and likely makes the professor seem unprepared for the class — because the professor is expecting to have students pursue the concepts introduced in the advance materials; not to introduce the introductory materials.

Given an expectation that they are required to do some preparatory work before a class, how do students prepare? When offered a selected piece or set of preparation materials, what types of media are they most likely to engage in as a means of preparation for class?

Do students who engage in preparation materials before class have more successful outcomes in that course than students who do not prepare by using the offered materials?

How does a model-validity focused post-secondary course focused on increasing research literacy among traditional Chinese medicine professional trainees impact student research engagement? Numerous studies have looked at issues regarding assessment and effectiveness of collaborative group work King , and there have been studies of students collaborating over distance Smallwood We have found studies about collaboration between journalism students and computer science students Pearson but this study would look at collaboration between journalism and video game students.

As journalism continues to adopt new technologies for the production and distribution of content, journalism education can fail to exploit the potential of new technology Angus At the same time, our Game Programming need exposure to non-traditional ways of using game technology and design skills. This study will look at a collaboration effort between these two programs at Humber, where journalism and videogame design students collaborate on the building of a VR tour experience.

However, with the added usefulness of these devices comes concerns that they are being used in ways that inhibit learning. Some instructors have gone so far as to ban all personal electronic devices in their classrooms to prevent these negative outcomes Green, Various studies support these concerns.

When tested directly, Wood et al showed that if students used Facebook while in a lecture, they received lower marks on a related exam than their undistracted peers. Tindell and Bohlander found that nearly nine in ten college students had texted in at least one of their classes, and that nearly two thirds felt that they should be allowed to do it. Some studies also show that laptops can improve attention and engagement for some students when they are used in a positive way.

Samson, What would be most helpful is if students could develop habits around personal electronic devices that reinforced learning in class. A future second phase of the project will use the insights gathered to develop test interventions for the English classroom. Entrepreneurship, BUS , examines current theories and practices of entrepreneurship. Students are introduced to the concepts of new venture creation and small business management. It focuses on the recognition and appreciation of entrepreneurial skills, resource and environmental analysis, sources of venture capital, business planning, the e-environment, strategic planning and franchising.

This course helps students appreciate the challenges involved in deciding to create a new venture and the steps involved in starting a new firm. Existing research tests the integrated nature of experiential learning in entrepreneurship education Liang, et al. It contributes to theoretical and practical development of entrepreneurship education.

Liang, et al. The primary instrument of experiential learning in the course is the experiential group project, Group Micro Venture project. Students completed the project, and changes to entrepreneurship skills and attitudes towards entrepreneurship were measured.

In the recent literature, depth and breadth are associated with acquiring a broad general education, writing clearly and effectively, and contributing to the welfare of communities Coker, et al. Depth is associated with higher order thinking synthesis and application , as well as overall educational experience. Breadth number of different types of learning experiences was associated with a broad general education.

Overall, in a five-year study of 2, American graduating college students, the authors found that both learning depth amount of time commitment and breadth number of different types of experiences are valuable and lead to additional learning gains in a range of areas.

Both depth and breadth were positively associated with acquiring a broad general education, writing clearly and effectively Coker, et al. More specifically, the breadth consists of 15 chapters of high level content.

 
 

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