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University of Wollongong

1. Nikolic, Sasha. The Role of Student Evaluations in Improving the Engineering Teaching Laboratory.

Degree: PhD, 2016, University of Wollongong

Higher education in Australia is being transformed to focus more on student experience, but within the academic community debate continues as to the suitability and reliability of allowing student opinion to dictate quality systems. Research to date has been inconclusive in providing evidence to justify either side of the debate. Similarly, the focus on understanding if and how student opinion can define and improve quality in the engineering teaching laboratory is limited. This is important within engineering, because as a practicing profession the teaching laboratory is generally regarded as playing an important role in preparing graduates for their future careers. The purpose of this study is to create a more complete understanding of what contributes to a quality learning experience in the engineering laboratory The research examined laboratory and student evaluation data between 2007 and 2015 for twenty-five courses in the School of Electrical, Computer and Telecommunications Engineering at the University of Wollongong, Australia. Most laboratory studies typically focus on one or two courses at a time for one or two years, which means this is one of the first of these types of studies to be conducted over an extended period of time. A variety of research methods are used, underpinned by an iterative refinement process to understand the quality relationship between the laboratory demonstrators, training, laboratory experiments, facilities, resources and perceived learning. For the first time, various lines of investigation are used to develop a process map which indicates the interconnections between the laboratory variables. This mapping found that student evaluation scores associated with laboratory experiments are linked to students’ perceived learning achieved in the cognitive and psychomotor domains, but they are also matched to assessment performance in the cognitive domain when measured by a laboratory exam. While laboratory demonstrators and questions to evaluate the facilities are not directly linked to learning, the mapping shows a complex series of interconnections that tend to influence student opinion on the experiment questions. The key to a quality laboratory experience are demonstrators that are well trained and mentored; laboratory activities that are engaging, with clear instructions, and teach fundamental skills like troubleshooting; the inclusion of additional resources that support learning in the laboratory, especially for students who do not follow the standard learning pathway; ensuring there is quality hardware and software; and ensuring an effective management structure is in place to ensure quality practices and promote continuous improvement. The findings from this study advance knowledge by providing evidence that student evaluation data can be used to guide improvements in the quality of laboratory experiences. The mapping also provides engineering departments with a tool to design holistic laboratory experiences that provide positive student…

Subjects/Keywords: demonstrators; laboratory; learning; student evaluations; teaching effectiveness; training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nikolic, S. (2016). The Role of Student Evaluations in Improving the Engineering Teaching Laboratory. (Doctoral Dissertation). University of Wollongong. Retrieved from 0906 ELECTRICAL AND ELECTRONIC ENGINEERING, 0915 INTERDISCIPLINARY ENGINEERING, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4952

Chicago Manual of Style (16th Edition):

Nikolic, Sasha. “The Role of Student Evaluations in Improving the Engineering Teaching Laboratory.” 2016. Doctoral Dissertation, University of Wollongong. Accessed October 22, 2019. 0906 ELECTRICAL AND ELECTRONIC ENGINEERING, 0915 INTERDISCIPLINARY ENGINEERING, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4952.

MLA Handbook (7th Edition):

Nikolic, Sasha. “The Role of Student Evaluations in Improving the Engineering Teaching Laboratory.” 2016. Web. 22 Oct 2019.

Vancouver:

Nikolic S. The Role of Student Evaluations in Improving the Engineering Teaching Laboratory. [Internet] [Doctoral dissertation]. University of Wollongong; 2016. [cited 2019 Oct 22]. Available from: 0906 ELECTRICAL AND ELECTRONIC ENGINEERING, 0915 INTERDISCIPLINARY ENGINEERING, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4952.

Council of Science Editors:

Nikolic S. The Role of Student Evaluations in Improving the Engineering Teaching Laboratory. [Doctoral Dissertation]. University of Wollongong; 2016. Available from: 0906 ELECTRICAL AND ELECTRONIC ENGINEERING, 0915 INTERDISCIPLINARY ENGINEERING, 1303 SPECIALIST STUDIES IN EDUCATION ; https://ro.uow.edu.au/theses/4952


Texas A&M University

2. Bounds, Brittany. The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties.

Degree: 2015, Texas A&M University

This dissertation examines the conservative response of mainstream Americans to the various social movements that captured the nation?s attention in the 1960s. In conjunction with opinion polls, newspaper articles, and archival collections, this project uses an unconventional methodology by analyzing White House mail summaries and personal letters Americans wrote and telegraphed to the White House in response to liberal activities. I conclude that the group President Richard Nixon labeled the ?Silent Majority? ? while tolerant of tempered social change ? despised protests and demonstrations. These citizens felt they were losing their grip on an American identity established in the 1950s that included American exceptionalism, anticommunism, state?s rights, and a strong sense of morality. To counter demonstrations and perceived media bias, conservatives mobilized and demanded a return to law and order. My dissertation explores the Silent Majority reaction to the main social movements of the decade, which also examines their interpretation of the American identity. In the first chapter, I ascertain that conservatives and moderates tried to halt the pace of integration by investigating their response to the Freedom Rides, Ole Miss, and the Civil Rights Act. The second chapter explores the conservative response to the New Left and campus protests; they demanded that university administrations regain campus control from radicals and expel protestors. In the third chapter, I examine the Silent Majority?s reaction to antiwar demonstrations and Moratoriums through grassroots organizations and pro-war rallies. The project then turns to the response to the counterculture in the fourth chapter, and how citizens distrusted Hippies and eventually tried to incorporate them back into the mainstream. The fifth chapter delves into the visceral backlash against Black Power and federally enforced busing mandates in the North. The last chapter investigates the grassroots organization of housewives to counter women?s liberation, abortion, and the Equal Rights Amendment. I argue the Silent Majority was not as silent as their moniker implies, and in fact influenced policy decisions and elections, leading to the rise of the neoconservatives in the 1970s. Advisors/Committee Members: Anderson, Terry H (advisor), Dawson, III, Joseph G. (committee member), Hoagwood, Terence (committee member), Lenihan, John H. (committee member).

Subjects/Keywords: Silent Majority; social movements; conservatism; 1960s; culture wars; civil rights; liberalism; SDS; student protesters; antiwar; feminism; media bias; counterculture; Hippies; demonstrators; protests; Sixties; American identity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bounds, B. (2015). The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bounds, Brittany. “The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties.” 2015. Thesis, Texas A&M University. Accessed October 22, 2019. http://hdl.handle.net/1969.1/155756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bounds, Brittany. “The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties.” 2015. Web. 22 Oct 2019.

Vancouver:

Bounds B. The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1969.1/155756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bounds B. The Right Response: The Reaction of the Silent Majority to the Social Movements of the Sixties. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.