Learning Launch , " Professional Laboratory " . 

 Francy Ramos 

 Challenge 

 Currently , I work for the Arab Open University with the position of Welfare Coordinator for the   Faculty of Engineering , where I mainly develop strategies to maintaining the permanence of   students and leading them to timely graduation . Throughout investigations carried out with the   Student Welfare department , we realized the dropout rate of students is higher during the first 4   semesters , which is why we set ourselves as a challenge to be able to combat this issue . The Faculty   of Engineering and the Department of Student Welfare participated in this project , forming a team   of engineers and psychologists , where we outlined a solution aimed at carrying out a strategy that   would promote love for their career from the first semesters or even the identification of his real   study vocation . An important part of the identification process was considering groups of students   from these semesters to really discover what they were looking for and their reasons for dropout .        Selection     Currently , the project is in a final phase , where we want to test the strategy designed using the   learning launch tool . This tool will allow us to execute the solution in a real learning environment ,   experiment style , to learn from it and improve the solution given the observed results . This tool was   chosen because we needed to experience the solution in a real environment to observe the results   and the students ' experience with this new wellness strategy .       Application     After 3 months of construction of the new permanence strategy , we visualize a solution that we   called " Professional Laboratory " , which consists of an experience fair where students can   experience the different Engineering careers and their work areas , in such a way that they identify   their career and know in early semesters the passion of being an engineering professional ; This   approach based on the previous design phases , where we discovered that a large part of the   population of engineering careers was not really clear about the professional profile of their career   or was demotivated by the cycle of basic sciences , and this was due to their desertion .     For the launch of the " Professional Laboratory " learning , we worked with the Faculty of   Architecture , to be able to visualize a space with different environments , where each of the   University 's engineering careers could be reflected . In parallel , we formed small work teams per   career , with the participation of engineering professors , education experts , psychologists , and   students , for the construction of professional experiences as practical workshops that could be   developed in these adapted environments . Additionally , students from upper semesters were   trained so that they themselves would be the ones to develop the activities with students from   lower semesters , in this way there is a dynamic of trust . With all this , we built an experience fair   with different environments that visualized engineering careers , where activities related to the   professional areas of each one were developed and , in turn , first - semester students could interact 

 with other students , allowing a space of trust and fidelity .     At the end of the launch , we asked the participants to fill out an anonymous satisfaction survey , we   interviewed some students from first semesters , as well as collaborators from higher semesters ; in   this way we would have a panorama of perception of the experience from different perspective .       Insight 

 Applying the learning launch tool we were able to obtain real results of the level of satisfaction with   the permanence strategy , in order to contrast the hypothetical ideas we had of the solution with   what we could really learn from the experience . This is the case from the perspective of the   collaborating students ( upper semesters ) , although they were willing to participate , many of them   did not have a vocation for service or empathy with the students , and even did not clearly handle   some issues . Even though training of the students was considered , and a detailed selection process   was carried out , the satisfaction surveys showed this aspect to improve . 

 Approach 

 The work team of this project considers that in general , there were positive results from this first   launch , however , there are points to improve to make this experience something more value for the   permanence of the students . I believe that this Learning Launch tool can allow us to continue   exploring changes in the strategy until we reach the final solution , but all based on the information   gathered from the previous event and the aspects observed in the development . Currently , we are   visualizing this same conditioned space , but with the participation of engineering graduates , which   turn into a space where it is shown that it is done from the companies where they work and the   workshops can continue to be developed . This is an idea under construction , but it could be our next   launch . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Francy Ramos
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Learning Launch , " Professional Laboratory " . 

 Francy Ramos 

 Challenge 

 Currently , I work for the Arab Open University with the position of Welfare Coordinator for the   Faculty of Engineering , where I mainly develop strategies to maintaining the permanence of   students and leading them to timely graduation . Throughout investigations carried out with the   Student Welfare department , we realized the dropout rate of students is higher during the first 4   semesters , which is why we set ourselves as a challenge to be able to combat this issue . The Faculty   of Engineering and the Department of Student Welfare participated in this project , forming a team   of engineers and psychologists , where we outlined a solution aimed at carrying out a strategy that   would promote love for their career from the first semesters or even the identification of his real   study vocation . An important part of the identification process was considering groups of students   from these semesters to really discover what they were looking for and their reasons for dropout .        Selection     Currently , the project is in a final phase , where we want to test the strategy designed using the   learning launch tool . This tool will allow us to execute the solution in a real learning environment ,   experiment style , to learn from it and improve the solution given the observed results . This tool was   chosen because we needed to experience the solution in a real environment to observe the results   and the students ' experience with this new wellness strategy .       Application     After 3 months of construction of the new permanence strategy , we visualize a solution that we   called " Professional Laboratory " , which consists of an experience fair where students can   experience the different Engineering careers and their work areas , in such a way that they identify   their career and know in early semesters the passion of being an engineering professional ; This   approach based on the previous design phases , where we discovered that a large part of the   population of engineering careers was not really clear about the professional profile of their career   or was demotivated by the cycle of basic sciences , and this was due to their desertion .     For the launch of the " Professional Laboratory " learning , we worked with the Faculty of   Architecture , to be able to visualize a space with different environments , where each of the   University 's engineering careers could be reflected . In parallel , we formed small work teams per   career , with the participation of engineering professors , education experts , psychologists , and   students , for the construction of professional experiences as practical workshops that could be   developed in these adapted environments . Additionally , students from upper semesters were   trained so that they themselves would be the ones to develop the activities with students from   lower semesters , in this way there is a dynamic of trust . With all this , we built an experience fair   with different environments that visualized engineering careers , where activities related to the   professional areas of each one were developed and , in turn , first - semester students could interact 

 with other students , allowing a space of trust and fidelity .     At the end of the launch , we asked the participants to fill out an anonymous satisfaction survey , we   interviewed some students from first semesters , as well as collaborators from higher semesters ; in   this way we would have a panorama of perception of the experience from different perspective .       Insight 

 Applying the learning launch tool we were able to obtain real results of the level of satisfaction with   the permanence strategy , in order to contrast the hypothetical ideas we had of the solution with   what we could really learn from the experience . This is the case from the perspective of the   collaborating students ( upper semesters ) , although they were willing to participate , many of them   did not have a vocation for service or empathy with the students , and even did not clearly handle   some issues . Even though training of the students was considered , and a detailed selection process   was carried out , the satisfaction surveys showed this aspect to improve . 

 Approach 

 The work team of this project considers that in general , there were positive results from this first   launch , however , there are points to improve to make this experience something more value for the   permanence of the students . I believe that this Learning Launch tool can allow us to continue   exploring changes in the strategy until we reach the final solution , but all based on the information   gathered from the previous event and the aspects observed in the development . Currently , we are   visualizing this same conditioned space , but with the participation of engineering graduates , which   turn into a space where it is shown that it is done from the companies where they work and the   workshops can continue to be developed . This is an idea under construction , but it could be our next   launch .
### Output: 