China is producing over 4 million STEM graduates each year. According to the literature, many of these graduates lack the professional skills that are required by the global job market. Consequently, a new course was designed to help Chinese students cultivate the necessary professional knowledge and practical skills in the field of electronic engineering. The aim of this innovative course was to build experience of working in a team to design and develop a rover that can perform specific tasks. The course’s team project covers areas such as electronic design, sensing, instrumentation, measurement, computing, communications, as well as project management, report writing and technical presentation. The learning outcomes and course details are described herein. Furthermore, feedback from 152 Chinese students y is discussed and. Statistical analysis from surveys completed by 152 students are discussed and compared with a similar learning activity that was implemented in the UK. Contrary to popular misconceptions, the survey’s results clearly show that this team based active learning activity was ideally suited to the culture and background of Chinese students.

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Assessment and feedback (A&F) are two major components of any educational program and must be properly in place to ensure student learning and quality of experience. However, these important components come under severe challenges of meeting student expectations in the large class size context. When the program delivery relates to a transnational educational (TNE) scenario, the additional constraints on staff–student physical interaction, regional time differences and cultural background gaps introduce additional challenges: Conducting proper assessments and provide timely and constructive feedback to the students. In this paper, the authors propose a novel assessment and feedback framework which exploits having a large student number as a positive factor by introducing staff–student partnership to implement efficient assessment and feedback strategies. Authors propose to use students for peer-review, assessment design, evaluation rubric design and tutorial-based feedback. The students also take part in preparing feedback clusters based on which the instructor provides pseudo-personalised video feedback. Through feedback clusters, authors introduce the trade-off between individual feedback and generic feedback. The results of the study are particularly promising in terms of student satisfaction and learning enhancement.

Background: Most of the parents have no idea that how and when they should educate about sexual health to their typically growing children. It is important for parents to educate their children with intellectual disability about sexual health. The risk of sexual exploitation and abuse is very high in individuals with intellectual disability. Objective: The present study was conducted to find out the awareness among the parents of individuals with intellectual disability about sexual health education. Materials and Methods: Subjects for the present study were the parents of individuals with intellectual disability studying at government rehabilitation institute for intellectual disabilities, chandigarh ( n = 100). The present study is a cross-sectional study and subjects were selected by making use of random sampling technique. A Rating scale on “Awareness on sexual health education for parents of intellectually challenged children” developed by Lakshmi and Navya, (2014) was used. Results: The results revealed that there is a significant difference in knowledge, attitude, and practice among the parents of individuals with intellectual disability about sexual health education. The significant difference with respect to the gender on awareness about sexual health education (knowledge, attitude, and practice) among the parents of individuals with intellectual disability was found. No significant difference with respect to family type on awareness about sexual health education was found. Conclusion: Parents who live in rural locality have responded greater on the knowledge and practice than those who live in urban locality. However, parents living in urban locality have scored more on attitude over the parents who live in rural locality.

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