Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

Schmidt, Shelly J.; Parmer, M.S.; Bohn, Dawn M.

doi:10.1111/j.1541-4329.2005.tb00049.x

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…How do they play those roles?A group of distinguished teachers were selected who trained the students [6]. The training usually lasted about two weeks, then the actual application in the classrooms began.The number of students in each group was determined from five to ten students, according to the size of the problem that will be studied, and they will meet at least once a week [9].…”

Section: Education Applications For Quality Circles In the Classroommentioning

confidence: 99%

Student Quality Circles in Secondary School

Alalfy

Shalaby²

2023

AJESS

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The study aimed to clarify the concept of student quality circles (SQC) and the mechanisms and procedures of their work in schools. The study used the descriptive method. And it reached the possibility of applying SQC in secondary schools with conditions, including training students on how to apply these circles, and defining their roles accurately, and the study showed that one of the benefits of applying SQC are developing effective communication skills between students and each other, increasing students’ confidence in themselves and developing loyalty to the school to which they belong and develop their abilities to judge matters and face problems.

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Section: Education Applications For Quality Circles In the Classroommentioning

confidence: 99%

Student Quality Circles in Secondary School

Alalfy

Shalaby²

2023

AJESS

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“…Details of the history and development of the QC are given by Ouchi in 1981[ 1 ] According to him, the term QC (originally called quality control circles) was developed in Japan after Second World War in 1949, in which workers shared responsibility with the management in solving the problems of productivity. [ 2 3 ] The use of this technique in both business and education means to share the responsibility and management between management and workers or faculty and students. As a technique of classroom assessment, QCs involve a group of students who meet regularly to identify, analyze, solve, and implement solutions to course-related problems.…”

Section: Introductionmentioning

confidence: 99%

Introduction of Class-room quality circles among 1st year MBBS students and its effect on students learning

Chutia

Srivastava

Bhattacharyya

2021

Journal of Education and Health Promotion

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AIM: The aim of this interventional study was to introduce classroom quality circles (QCs) among first-year MBBS students, to assess the effectiveness of QCs on learning experience of the students, and to evaluate the students' satisfaction level during the process of learning. MATERIALS And METHODS: A problem pool was created through a questionnaire. The study was carried out in the department of biochemistry, for a period of 6 months. Student's quality circle (SQC) group of five students was created. Then, feedbacks were collected from students by SQC after every class/topic delivered, and fortnightly meeting was held between the SQC group and faculty members of the department, and issues were brought to focus depending on these feedbacks collected by them. Possible initiatives and improvements were done on teaching–learning strategies depending on the outcome of these discussions. RESULTS: The effectiveness of SQC group was assessed by a pre-post questionnaire (Questionnaire-3) feedback from the students and scoring was done based on 5-point Likert scale. There was a statistically significant difference ( P = 0.009) between the mean of pre-post questionnaire. To analyze the students' satisfaction level, a set of questionnaires were given to them and scoring was done. Thirty-four students agreed, 11 students were neutral, and 6 students were disagreed, that introduction of SQC was effective in solving their problems related to teaching and learning of biochemistry. CONCLUSION: SQC creates an environment of student centric, fairness, student empowerment, improving solving skills. Implementation of student-generated feedback through introduction of SQC has improved the quality of the course as well as its delivery. It complements and supplements in achieving students intended learning outcome and hence may contribute to overall learning quality in the long run.

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“…I will try anything, if it will help my student learn the subject matter better. Though my quest for enhancing the learning of my students has led me down a number of paths and practices (see, for example, Schmidt 1999; Javenkoski and Schmidt 2000; Schmidt and Javenkoski 2000; Schmidt and others 2005; and Bohn and Schmidt 2008), one of my favorite and most effective learning enhancer is the use of “visual explanations.” 1 Let me explain.…”

Section: Introductionmentioning

confidence: 99%

Development and Use of Visual Explanations: Harnessing the Power of the “Seeing” Brain to Enhance Student Learning

Schmidt

2009

J of Food Science Edu

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When students come to class, they bring with them the most powerful processor known to man—the human brain! Our job as teachers is to discover and implement practices that will make the most effective use of those brains. The human brain is a very powerful processor of sensory information, especially with regard to the sense of vision. We can harness the power of the “seeing” brain to enhance students' learning by providing (“feeding”) our students with concrete experiences that are replete with information‐rich visual explanations, such as images, diagrams, graphs, video clips, animations, anthropomorphic images, cartoons, samples, demonstrations, experiments, and performances of our subject matter, rather than relying on word‐only (verbal and/or text) explanations. As far as our brains are concerned, the old saying “A picture's worth a thousand words” is really true! Thus, the focus of this teaching tip is to explore the benefits and practical aspects of “feeding” visual explanations (“food”) to the sensory portion of our students' brains to enhance their learning and to encourage others to not only use visual explanations in their teaching, but also to develop visual explanations specific to their subject matter and to share them with others. This article also provides students and instructors alike with 3 animations, in QuickTime format, and a PowerPoint presentation containing a number of example visual explanations. These materials are available as supplementary materials on the journal website and can be downloaded for free educational use.

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Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

Cited by 7 publications

References 11 publications

Student Quality Circles in Secondary School

Student Quality Circles in Secondary School

Introduction of Class-room quality circles among 1st year MBBS students and its effect on students learning

Development and Use of Visual Explanations: Harnessing the Power of the “Seeing” Brain to Enhance Student Learning

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