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Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives.

Received: 22 December 2012    Accepted:     Published: 10 January 2013
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Abstract

The purpose of this study is to evaluate the effectiveness of term project in helping students to connect theory with practice. A term project is a hands-on assignment that require students to apply ideas, theories, concepts, or principles learned or studied in class to a new situation/real life scenario. Term projects in ENVS 4413 Principles of eco-industrial development are designed to help students connect theory with practice. The aim is to enhance students' learning of the course materials and to give them experiential knowledge of how the course materials are applied in the workplace. Students’ survey and students' reflective journals are among the data gathering methods used. They were incorporated components of the ENVS 4413 course. Qualitative and quantitative methods were used in analyzing how term project help students to connect theory with practice. The survey data was statistically analyzed to provide quantitative evidence on whether term project helps students to connect theory with practice or not. Reflective journal provided observational data for an explanation of survey findings. Data analysis showed that students found the term project helpful in connecting theory with practice. They found industrial visit to partnering companies to be the most helpful aspect of the term project. Data collection and conceptual model development were the least interesting aspect to them. It can be concluded from students' perspectives that term project is helping students to connect theory with practice. This assures the compliance of the Bachelor of Applied Environmental Science (BAES) degree program with the original program design and facilitates the success of MRU's BAES degree students.

DOI 10.11648/j.edu.20130201.11
Published in Education Journal (Volume 2, Issue 1, January 2013)
Page(s) 1-6
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Problem-Based Learning, Collaborative Project-Based Learning, Environmental Education, Principles Of Eco-Industrial Development, Term Project, Applied Degree Program, Connecting Theory With Practice

References
[1] L. Helle, P. Tynjälä and E. Olkinuora, "Project-Based Learning in Post-Secondary Education: Theory, Practice and Rubber Sling Shots." Higher Education, vol. 51(2), pp. 287-314, 2006.
[2] A. Gitterman, "Teaching students to connect theory and practice. Social Works with Groups," vol. 11(1/2), pp. 33-41, 1988.
[3] F. A. Korthagen and J. P. Kessels, "Linking theory and prac-tice: Changing the pedagogy of teacher education." Educational Researcher, vol. 28(4), pp. 4-17, 1999.
[4] Harris, N. "Practice Through a Lens: A Metaphor for Plan-ning Theory." Journal of Planning Education and Research 19(3) (2000): pp. 309-315.
[5] Higgins, M. and J. Morgan. "The Role of Creativity in Plan-ning: The Creative Practitioner." Planning Practice & Re-search 15(1/2) (2000): pp. 117-127.
[6] Gunder M. "Relating Theory to Practice in Planning Educa-tion: A New Zealand Approach". First World Planning Schools Congress, Shanghai: Tongji University July 11th -15th , 2001.
[7] D.H. Allsopp, D. DeMarie, P. Alvarez-McHatton and E. Donne, "Bridging the Gap Between Theory and Practice: Connecting Courses with Field Experiences. Teacher Educa-tion Quarterly, Winter 2006, pp. 19-35.
[8] American Association for the Advancement of Science (AAAS), Science for all Americans: Project 2061. New York: Oxford University Press, 1990.
[9] Tsang, A.K., "In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Pro-fessionals," International Journal for the Scholarship of Teaching and Learning, vol. 5 (1), pp.1-20, 2011. Retrieved in May 2012 from http://www.georgiasouthern.edu/ijsotl.
[10] R. P. Cote and E. Cohen-Rosenthal, "Designing eco-industrial parks: a synthesis of some experiences." Journal of Cleaner Production 6 (1998) 181–188.
[11] E. Lowe and J. L. Warren. The Source of Value: An Executive Briefing and Sourcebook on Industrial Ecology. Richland, Washington: Pacific Northwest National Laboratory, 1996.
[12] E. Cohen-Rosenthal, T. McGalliard and M. Bell, "Designing Eco-Industrial Parks," Accessed online on 15 January 2013 at http://teclim.ufba.br/jsf/ecodesign/dsgn0205.PDF.
[13] L. Andresen, D. Boud and R. Cohen, "Experienced-based learning," In: G, Foley. (Ed). Understanding adult education and training, 2nd ed. Sydney: Allen & Unwin, 2000, pp.225-239.
[14] M. Daniels and L. Asplund, "Full Scale Industrial Project Work, a one semester course," In the proceedings of the 29th ASEE/IEEE Frontiers in Education Conference, November 10 - 13, 1999 San Juan, Puerto Rico.
Author Information
  • Department of Environmental Science, Mount Royal University, Calgary, Canada

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    Israel Dunmade. (2013). Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives.. Education Journal, 2(1), 1-6. https://doi.org/10.11648/j.edu.20130201.11

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    ACS Style

    Israel Dunmade. Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives.. Educ. J. 2013, 2(1), 1-6. doi: 10.11648/j.edu.20130201.11

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    AMA Style

    Israel Dunmade. Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives.. Educ J. 2013;2(1):1-6. doi: 10.11648/j.edu.20130201.11

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  • @article{10.11648/j.edu.20130201.11,
      author = {Israel Dunmade},
      title = {Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives.},
      journal = {Education Journal},
      volume = {2},
      number = {1},
      pages = {1-6},
      doi = {10.11648/j.edu.20130201.11},
      url = {https://doi.org/10.11648/j.edu.20130201.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.edu.20130201.11},
      abstract = {The purpose of this study is to evaluate the effectiveness of term project in helping students to connect theory with practice. A term project is a hands-on assignment that require students to apply ideas, theories, concepts, or principles learned or studied in class to a new situation/real life scenario. Term projects in ENVS 4413 Principles of eco-industrial development are designed to help students connect theory with practice. The aim is to enhance students' learning of the course materials and to give them experiential knowledge of how the course materials are applied in the workplace. Students’ survey and students' reflective journals are among the data gathering methods used. They were incorporated components of the ENVS 4413 course. Qualitative and quantitative methods were used in analyzing how term project help students to connect theory with practice. The survey data was statistically analyzed to provide quantitative evidence on whether term project helps students to connect theory with practice or not. Reflective journal provided observational data for an explanation of survey findings. Data analysis showed that students found the term project helpful in connecting theory with practice. They found industrial visit to partnering companies to be the most helpful aspect of the term project. Data collection and conceptual model development were the least interesting aspect to them. It can be concluded from students' perspectives that term project is helping students to connect theory with practice. This assures the compliance of the Bachelor of Applied Environmental Science (BAES) degree program with the original program design and facilitates the success of MRU's BAES degree students.},
     year = {2013}
    }
    

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