title: Learning engineering through the Flipped Classroom Approach- students' perspectives

authors: Fox-Turnbull, Wendy

subjects: engineering education

abstract: A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

text: Learning engineering through the Flipped Classroom Approach- students' perspectives A flipped classroom approach consists of two distinct parts: direct on- line instruction in the students’ own time and at their own pace, and interactive group lea rning and problem - solving activities in scheduled classes. This approach has the potential to suit theoretical and practice -based courses such as technology education. This article outlines a study on students’ views of using the flipped classroom approach to learning from the perspective of first and second year engineering students undertaking a module of learning in Dynamics. Engineering, like many technology related courses is both theoretical and practical in nature. The study investigates students’ vi ews of the use of the flipped classroom approach using focus -group and individual interviews after they had experienced it. The flipped classroom approach facilitated students’ exposure to theoretical ideas in their own time through online lectures, thus m aximising time for problem solving activity with their face -to-face lecturer support. This res earch suggests several key factors within two broad categories that students felt influenced their learning. These categories were identified as Perspectives of L ecturer Behaviour and Perspectives on Student Behaviour. The article concludes with a number o f recommendations aimed at improving the teaching and learning experiences for students in the flipped classroom and makes links to the potential applications for other design and technology education disciplines.

year: 2018

title: An investigation of soil moisture associated with ephemeral streams, Wright Valley, Antarctica

authors: Shanhun, Fiona L.

abstract: Ephemeral streams in Wright Valley, Antarctica, are fed by glacial melt and flow for between four and ten weeks annually. Hyporheic zones develop concomitantly with ephemeral stream channels. These zones are areas of saturated or moistened soil, depending on their proximity to the stream. The hyporheic zones are laterally extensive, and may represent a greater proportion of total meltwater than surface water in the stream channel, thus exacerbating the risk of accidental contamination of streams. The hydrological system in Wright Valley is closed, with streams flowing inland to Lake Vanda via the Onyx River. 

This study aimed to quantify the extent to which liquid moisture was present in soils associated with Goodspeed Stream, in order to better predict the vulnerability of stream margins to impacts of human activities. Soil samples were collected from transects across the Goodspeed lower alluvial fan and analysed for gravimetric moisture content, electrical conductivity, and particle size distribution. A pedotransfer function was used to estimate soil moisture potential in order to show the direction of water movement across the lower alluvial fan. Climate data including air temperature, soil temperature, and total solar radiation were measured; stream flow in Goodspeed Stream was estimated. 

The Goodspeed Stream near-stream and extended hyporheic zones were identified. Distal components of the hyporheic zone were also identified at distances of up to 7 4 m from Goodspeed Stream. 

Soil gravimetric moisture content increased with soil depth and proximity to Goodspeed Stream. Distal components of the hyporheic zone observed at distances of 21, 59 and 74 m from Goodspeed Stream had relatively high gravimetric moisture contents (up to 7%; 88 in visibly dry soils was 0.6%). The distal hyporheic zones have the potential to develop into flowing stream channels during periods of increased melt. 

Soil electrical conductivity ranged from 34 - 10520 μSiem. Salts precipitated at the soil surface were concentrated at the western-most edge of the extended hyporheic zone and on raised bar features across the fan, highlighting zones of movement and evaporation of soil moisture. The particle size distribution of the <2 mm fraction was relatively uniform across the fan, being dominated by medium sand (45%). 

Soil moisture potential decreased with distance from Goodspeed Stream, indicating that small spills occurring outside the extended hyporheic zone would be driven laterally across the fan, away from the stream. Spills within the extended hyporheic may be incorporated into Goodspeed Stream. Large spills anywhere on the Goodspeed lower alluvial fan would migrate downwards to ice cement before flowing down-slope under gravity towards the Onyx River. 

Areas vulnerable to accidental spills and physical disturbance were highlighted on oblique photographs. Three vulnerability zones were identified based predominantly on the observed extent and movement of soil moisture. Zone 1 designates stream channels or surface waters and near-stream hyporheic zones, Zone 2 encompasses extended hyporheic zones, while Zone 3 applies to soils of alluvial fans, including distal hyporheic zones. Recommendations were made as to the types of activities permissible in each of the three zones.

text: An investigation of soil moisture associated with ephemeral streams, Wright Valley, Antarctica Ephemeral streams in Wright Valley, Antarctica, are fed by glacial melt and flow for between four and ten weeks annually. Hyporheic zones develop concomitantly with ephemeral stream channels. These zones are areas of saturated or moistened soil, depending on their proximity to the stream. The hyporheic zones are laterally extensive, and may represent a greater proportion of total meltwater than surface water in the stream channel, thus exacerbating the risk of accidental contamination of streams. The hydrological system in Wright Valley is closed, with streams flowing inland to Lake Vanda via the Onyx River. 

This study aimed to quantify the extent to which liquid moisture was present in soils associated with Goodspeed Stream, in order to better predict the vulnerability of stream margins to impacts of human activities. Soil samples were collected from transects across the Goodspeed lower alluvial fan and analysed for gravimetric moisture content, electrical conductivity, and particle size distribution. A pedotransfer function was used to estimate soil moisture potential in order to show the direction of water movement across the lower alluvial fan. Climate data including air temperature, soil temperature, and total solar radiation were measured; stream flow in Goodspeed Stream was estimated. 

The Goodspeed Stream near-stream and extended hyporheic zones were identified. Distal components of the hyporheic zone were also identified at distances of up to 7 4 m from Goodspeed Stream. 

Soil gravimetric moisture content increased with soil depth and proximity to Goodspeed Stream. Distal components of the hyporheic zone observed at distances of 21, 59 and 74 m from Goodspeed Stream had relatively high gravimetric moisture contents (up to 7%; 88 in visibly dry soils was 0.6%). The distal hyporheic zones have the potential to develop into flowing stream channels during periods of increased melt. 

Soil electrical conductivity ranged from 34 - 10520 μSiem. Salts precipitated at the soil surface were concentrated at the western-most edge of the extended hyporheic zone and on raised bar features across the fan, highlighting zones of movement and evaporation of soil moisture. The particle size distribution of the <2 mm fraction was relatively uniform across the fan, being dominated by medium sand (45%). 

Soil moisture potential decreased with distance from Goodspeed Stream, indicating that small spills occurring outside the extended hyporheic zone would be driven laterally across the fan, away from the stream. Spills within the extended hyporheic may be incorporated into Goodspeed Stream. Large spills anywhere on the Goodspeed lower alluvial fan would migrate downwards to ice cement before flowing down-slope under gravity towards the Onyx River. 

Areas vulnerable to accidental spills and physical disturbance were highlighted on oblique photographs. Three vulnerability zones were identified based predominantly on the observed extent and movement of soil moisture. Zone 1 designates stream channels or surface waters and near-stream hyporheic zones, Zone 2 encompasses extended hyporheic zones, while Zone 3 applies to soils of alluvial fans, including distal hyporheic zones. Recommendations were made as to the types of activities permissible in each of the three zones.

year: 2005

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018