Sample records for academic courses substitution

  1. Community College General Academic Course Guide Manual.

    ERIC Educational Resources Information Center

    Texas Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges.

    The Community College General Academic Course Guide Manual (ACGM) is the official list of approved numbers for general academic transfer courses that may be offered by public community and technical colleges in Texas for state funding. This edition of the ACGM, effective September 1996, contains the latest information available for academic…

  2. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  3. Teaching Effectiveness, Course Evaluation, and Academic Performance: The Role of Academic Delay of Gratification

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    2009-01-01

    Academic delay of gratification is a significant and positive predictor of students' final course grades, even after controlling for the effect of their rating of the course, expected grade, and degree of interest, importance, and utility of the academic task. Students' expected course grades are by far the strongest predictor of their final…

  4. Supporting Academic Honesty in Online Courses

    ERIC Educational Resources Information Center

    McGee, Patricia

    2013-01-01

    Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA) requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course…

  5. Integrating Academic Information into Developmental Writing Courses.

    ERIC Educational Resources Information Center

    Troiano, Edna M.; Draus, Julia

    In 1983, Charles County Community College (CCCC) initiated a project to infuse academic information from the sciences, humanities, and social sciences into developmental courses. The reorganization assignments related to 27 topics that promoted academic examination and cultural literacy while at the same time drawing from students' own…

  6. An Elective Course to Foster Interest in Academic Pharmacy Career Opportunities.

    PubMed

    Spooner, Joshua J; Kennedy, Daniel R

    2017-02-25

    Objective. To create an elective course to foster student interest in pursuing a career in academic pharmacy. Design. The course met for two hours once weekly throughout the semester and required student attendance at the AACP Annual Meeting. The course included didactic instruction, a student-designed individual teaching seminar, design and implementation of a research project for presentation at a national meeting, and drafting of a manuscript suitable for publication in a peer-reviewed journal. Assessment. Student evaluations revealed strong agreement that the course met the stated objectives. Follow-up correspondence indicated that almost 70% were likely to pursue an academic career and felt the course gave them advantages over their peers in this regard. Conclusion. The outcomes from this elective course and follow-up surveys confirmed that the majority of participants were planning on pursuing an academic pharmacy career and felt the course increased their readiness to do so.

  7. An Elective Course to Foster Interest in Academic Pharmacy Career Opportunities

    PubMed Central

    Spooner, Joshua J.

    2017-01-01

    Objective. To create an elective course to foster student interest in pursuing a career in academic pharmacy. Design. The course met for two hours once weekly throughout the semester and required student attendance at the AACP Annual Meeting. The course included didactic instruction, a student-designed individual teaching seminar, design and implementation of a research project for presentation at a national meeting, and drafting of a manuscript suitable for publication in a peer-reviewed journal. Assessment. Student evaluations revealed strong agreement that the course met the stated objectives. Follow-up correspondence indicated that almost 70% were likely to pursue an academic career and felt the course gave them advantages over their peers in this regard. Conclusion. The outcomes from this elective course and follow-up surveys confirmed that the majority of participants were planning on pursuing an academic pharmacy career and felt the course increased their readiness to do so. PMID:28289303

  8. Academic Rigor in General Education, Introductory Astronomy Courses for Nonscience Majors

    ERIC Educational Resources Information Center

    Brogt, Erik; Draeger, John D.

    2015-01-01

    We discuss a model of academic rigor and apply this to a general education introductory astronomy course. We argue that even without central tenets of professional astronomy-the use of mathematics--the course can still be considered academically rigorous when expectations, goals, assessments, and curriculum are properly aligned.

  9. A Comparison of Student Academic Motivations across Three Course Disciplines

    ERIC Educational Resources Information Center

    Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini; Sturges, Diana

    2013-01-01

    Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the…

  10. Examining the Academic Counseling Courses as a Support Service in Distance Learning

    ERIC Educational Resources Information Center

    Cekerol, Kamil; Bozkaya, Mujgan

    2010-01-01

    Academic counseling courses, in which learner support is provided in a face-to-face environment, maintain their importance and continuity since the beginning of the distance education system in Anadolu University. Academic counseling courses, which are carried out by getting support from various universities, are conducted by bringing the…

  11. [Graduate Students in Medicine Course: Motivation, Socialization and Academic Recognition].

    PubMed

    Magalhães-Alves, Cristina; Barbosa, Joselina; Ribeiro, Laura; Ferreira, Maria Amélia

    2017-04-28

    Students with a previous degree have personal and professional experiences that can contribute to a different academic path during the medical course. This study aims to: 1) analyze both satisfaction and impact of academic recognition; 2) investigate whether motivations and expectations at entrance are maintained along the course; 3) to evaluate socialization after regress to higher education. To accomplish the first objective a questionnaire was administered to 82 students who entered the medical school from 2011/2012 to 2013/2014. For the second and third goals a focus group was run (three groups with five students each, representing the three academic years). Students felt satisfied with the recognition, and 50% of them believe that accreditations replace knowledge acquired with the curricular units, and 47% preferred to obtain accreditation. Academic achievement was negatively associated with the satisfaction of recognition and positively with age, background and registration cycle. Socialization of these students is distinct from the younger ones, their motivations at entrance are intrinsic and, contrary to expectations, are maintained along the course. Students prefer recognition instead of attending the curricular units. The most satisfied with the recognition accomplish less credits and the younger ones, from health area and enrolled in the clinical cycle, accomplish more. Along the course, motivations become more solid, expectations change and socialization is carried out with greater responsibility.

  12. The Professor-Librarian: Academic Librarians Teaching Credit-Bearing Courses

    ERIC Educational Resources Information Center

    Sobel, Karen; Ramsey, Peter; Jones, Galin

    2018-01-01

    Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library…

  13. Investigating students' academic numeracy in 1st level university courses

    NASA Astrophysics Data System (ADS)

    Galligan, Linda; Hobohm, Carola

    2015-06-01

    This paper investigates how an online test (`Self-Test' developed at the University of Southern Queensland) can enrich students' understanding of their academic numeracy, through a purpose-built, self-assessment tool aligned with online modules. Since its creation and evaluation, the tool has been developed and tailored to suit other first year courses based around an academic numeracy framework of competence, confidence and critical awareness (Galligan 2013a). This paper will highlight how the new Self-Test is underpinned by this framework and how students' levels of numeracy can be better understood by the lecturer through Self-Test in a first year nursing for numeracy course and a maths for teachers course. It particularly addresses over- and under-confidence, error analysis and students' reflective comments, and how this understanding can better inform course development and teaching.

  14. A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes

    ERIC Educational Resources Information Center

    McGrath, Shelley M.; Burd, Gail D.

    2012-01-01

    Administrators at a large, public university launched a mandatory success course for freshmen placed on academic probation at the end of their first semester. We compared the rates of course participant and nonparticipant return to good academic standing; persistence to the 2nd, 3rd, and 4th years; and graduation (within 4 to 5 years). The…

  15. Generational Change in the Argentine Academic Profession through the Analysis of "Life Courses"

    ERIC Educational Resources Information Center

    Marquina, Monica; Yuni, Jose; Ferreiro, Mariela

    2015-01-01

    The aim of this article is to analyze the effects of the socio-political processes on the academic profession in Argentina from the life course perspective. The analysis of differences in the individuals' life course was made by dividing them into three groups, representing different generations of academics: the novel, the intermediate, and the…

  16. Academic Dishonesty in Online Courses: Considerations for Graduate Preparatory Programs in Higher Education

    ERIC Educational Resources Information Center

    Tolman, Steven

    2017-01-01

    While there is a perception that violations of academic dishonesty occur more frequently in online courses, a review of the literature has shown this to be a fallacy. In fact, there is evidence that supports the rate is lower in online courses than in face-to-face. There are many factors that affect academic dishonesty, including the demographics…

  17. Applied Physics. Course Materials: Physics 111, 112, 113. Seattle Tech Prep Applied Academics Project.

    ERIC Educational Resources Information Center

    South Seattle Community Coll., Washington.

    This publication contains materials for three courses in Applied Physics in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make…

  18. Applied Math. Course Materials: Math 111, 112, 113. Seattle Tech Prep Applied Academics Project.

    ERIC Educational Resources Information Center

    South Seattle Community Coll., Washington.

    This publication contains materials for three courses in Applied Math in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up…

  19. Credit Quandaries: How Career and Technical Education Teachers Can Teach Courses That Include Academic Credit. Ask the Team

    ERIC Educational Resources Information Center

    Jacques, Catherine

    2014-01-01

    Many career and technical education (CTE) courses not only provide students with vocational and technical skills and knowledge, but engage them in academic content as well. Designed thoughtfully, these courses can address rigorous academic content standards and be as intellectually demanding as traditional academic courses (Southern Regional…

  20. Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

    ERIC Educational Resources Information Center

    Rakedzon, Tzipora; Baram-Tsabari, Ayelet

    2017-01-01

    This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

  1. Sustained Silent Reading in University Courses in EFL for Academic Purposes.

    ERIC Educational Resources Information Center

    Ducy-Perez, Ellen

    This paper summarizes a study conducted to determine whether sustained silent reading (SSR) can contribute to improvement in grammar and reading comprehension in university academic English as a foreign language (EFL) courses. A total of 186 beginning and intermediate students enrolled in the English for Academic Purposes program at the…

  2. How Academic Libraries Provide Value through Course Readings

    ERIC Educational Resources Information Center

    Tabacaru, Simona; Hartnett, Eric

    2017-01-01

    Academic libraries are continually being asked to demonstrate their value. Showing benefits that provide financial value to the user community is one approach to meeting this challenge. With a focus on journal articles and monographs, the authors have analyzed course syllabi to determine the cost savings graduate students in psychology receive…

  3. Student Perceptions of Online Course Quality: A Comparison by Academic Discipline

    ERIC Educational Resources Information Center

    Wilcox, Brian Riley

    2013-01-01

    The recent rapid proliferation of distance education necessitates the need for strong levels of academic accountability. An important factor found to influence and predict student success is students' perceptions of their online courses. Understanding how learners perceive their online learning environment is paramount to effective course design…

  4. Impact of a Constructivist Career Course on Academic Performance and Graduation Outcomes

    ERIC Educational Resources Information Center

    Grier-Reed, Tabitha; Chahla, Rose

    2015-01-01

    Career planning courses are one of the most effective ways to improve career development, and the benefits to career decision-making are well documented. The research base regarding whether career courses contribute to academic outcomes is less well-developed. Although recent findings suggest that career courses may improve retention in the first-…

  5. Parental academic involvement in adolescence, academic achievement over the life course and allostatic load in middle age: a prospective population-based cohort study.

    PubMed

    Westerlund, Hugo; Gustafsson, Per E; Theorell, Töres; Janlert, Urban; Hammarström, Anne

    2013-06-01

    Parental involvement in their children's studies, particularly in terms of academic socialisation, has been shown to predict academic achievement, and is thus a candidate modifiable factor influencing life course socioeconomic circumstances. Socioeconomic disadvantage is thought to impact on health over the life course partly by allostatic load, that is, cumulative biological risk. We sought to elucidate the role of parental involvement at age 16 on the life course development of allostatic load. In a population-based cohort (365 women and 352 men, 67% of the eligible participants), we examined the association between parental involvement in their offspring's studies, measured by teacher and pupil ratings at age 16 and an allostatic load index summarising 12 physiological risk markers at age 43. Mediation through life course academic and occupational achievement was assessed by entering school grades, adult educational achievement and socioeconomic position at age 43 in a linear regression analysis in a stepwise manner and testing for mediation. Parental interest in their offspring's studies during the last year of compulsory school-rather than the parent's social class or availability of practical academic support-was found to predict adult allostatic load (β=-0.12, 95% CI -0.20 to -0.05). Further adjustments indicated that academic achievement over the life course mediated a large part of the effect of parental interest on allostatic load. Parental interest in their offspring's studies may have protective effects by decreasing the likelihood of a chain of risk involving low academic achievement, low socioeconomic position and high accumulated physiological stress.

  6. Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses.

    ERIC Educational Resources Information Center

    Carthey, Joseph H.

    A study determined if relationships exist between learning styles and academic achievement and brain hemispheric dominance and academic performance in the courses of principles of management, business law, intermediate accounting, and principles of economics. All second-year accounting students (64 students) at Northeast Iowa Community College…

  7. An online academic writing and publishing skills course: Help Syrians find their voice

    PubMed Central

    Sabouni, Ammar; Chaar, Abdelkader; Bdaiwi, Yamama; Masrani, Abdulrahman; Abolaban, Heba; Alahdab, Fares; Firwana, Belal; Al-Moujahed, Ahmad

    2017-01-01

    Purpose: A group of Arab-American physicians and researchers in the United States organized a blended online course in academic writing and publishing in medicine targeting medical students and physicians in war-torn Syria. This was an effort to address one of the reasons behind the poor quantity and quality of scientific research papers in Syria and the Arab region. In this paper, we report on the design, conduct, and outcome of this course and attempt to evaluate its effectiveness. Methods: The educational intervention was a 2-month blended online course. We administered a questionnaire to assess satisfaction and self-reported improvement in knowledge, confidence, and skills of academic writing and publishing. Results: The course succeeded in reaching more than 2588 physicians and medical students from the region; 159 of them completed most of the course. Eighty-three percent of the participants felt that they were confident enough to write an academic paper after the course and 95% felt the learning objectives were achieved with an average student satisfaction of 8.4 out of 10. Conclusion: Physicians in Syria and neighboring countries are in need of training to become an active part of the global scientific community and to document and communicate the crisis their countries are going through from a medical perspective. Low-cost online educational initiatives help respond, at least partially, to those needs. PMID:28791242

  8. Students classified as LD who received course substitutions for the college foreign language requirement: a replication study.

    PubMed

    Sparks, Richard L; Philips, Lois G; Javorsky, James

    2002-01-01

    This replication study examined whether 158 college students classified as learning disabled (LD) who were granted course substitutions for the foreign language (FL) requirement would display significant cognitive and academic achievement differences when grouped by levels of IQ-achievement and achievement-achievement discrepancy and by level of performance on an FL aptitude test (Modern Language Aptitude Test; MLAT), phonological/orthographic processing measures, and in FL courses. The results showed that there were few differences among groups with differing levels of IQ-achievement or achievement-achievement discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA), or college FL GPA. The results also showed that between groups who scored at or above versus below the 15th percentile (i.e., < 1.0 SD) on the MLAT, there were no differences on measures of graduating GPA, college FL GPA, native language skill, ACT score, and Verbal IQ. Demographic findings showed that 44% of these petition students met a minimum IQ-achievement discrepancy criterion (> or = 1.0 SD) for classification as LD. These findings suggest that many traditional assumptions about LD and FL learning are likely to be false.

  9. Predictors of Academic Success in Web-Based Courses: Age, GPA, and Instruction Mode

    ERIC Educational Resources Information Center

    Vella, Elizabeth J.; Turesky, Elizabeth F.; Hebert, Jenni

    2016-01-01

    Purpose: The purpose of this paper is to use a heutagogical approach to determine whether students enrolled in blended courses achieve higher grades relative to those enrolled in completely online courses, in addition to identifying demographic predictors of academic success in college courses involving Web-based modes of instruction.…

  10. Academic performance in a pharmacotherapeutics course sequence taught synchronously on two campuses using distance education technology.

    PubMed

    Steinberg, Michael; Morin, Anna K

    2011-10-10

    To compare the academic performance of campus-based students in a pharmacotherapeutics course with that of students at a distant campus taught via synchronous teleconferencing. Examination scores and final course grades for campus-based and distant students completing the case-based pharmacotherapeutics course sequence over a 5-year period were collected and analyzed. The mean examination scores and final course grades were not significantly different between students on the 2 campuses. The use of synchronous distance education technology to teach students does not affect students' academic performance when used in an active-learning, case-based pharmacotherapeutics course.

  11. Integrating Academic Integrity Education with the Business Law Course: Why and How?

    ERIC Educational Resources Information Center

    McGill, Shelley

    2008-01-01

    This article advocates integrating academic integrity education into the business law course. Many have suggested teaching business ethics this way but have ignored the natural overlap in legal content with the traditional business law course. This article focuses on why and how business law instructors should integrate the two. Rather than…

  12. Using Criterion in an English for Academic Purposes Course

    ERIC Educational Resources Information Center

    Cookson, Simon; Hunter, Simon; Jackson, Daniel; Sick, James

    2005-01-01

    English for Academic Purposes (EAP Writing) is a compulsory course for English literature and language students at Obirin University. The first semester focuses on expository writing, typical of the TOEFL[R] writing exam. The second semester focuses on writing about literature. To facilitate their writing all students are provided with a user…

  13. Academic and non-academic predictors of success on the Nottingham undergraduate medical course 1970-1995.

    PubMed

    James, D; Chilvers, C

    2001-11-01

    To identify academic and non-academic predictors of success of entrants to the Nottingham medical course over the first 25 completed years of the course's existence. SETTING, DESIGN AND MAIN OUTCOME MEASURES: Retrospective study of academic and non-academic characteristics of 2270 entrants between 1970 and 1990, and their subsequent success. Analyses were undertaken of two cohorts (entrants between 1970 and 1985 and entrants between 1986 and 1990). Overall, 148 of 2270 (6.5%) entrants left the course, with the highest proportion being from the first 6 years (10.7%). Of the 148 leavers, 58 (39.2%) did so after obtaining their BMedSci degree. Concerning non-academic factors, in the 1970-85 cohort, applicants from the later years and those not taking a year out were more successful. However, these two factors had no influence on outcome in 1986-90. In contrast, ethnicity and gender were highly significant predictors of success in obtaining honours at BMBS in 1986-90 but at no other exam nor in the earlier years. Older, mature or graduate entrants were more successful at obtaining a first-class degree at BMedSci for the whole 21 years. However, they were less likely to be successful at passing the BMBS. With regard to academic factors, overall, A grades at Ordinary level/General Certificate of Secondary Education (O-Level/GCSE) were inconsistent independent predictors of success. However, for 1986-90, high grades at O-Level/GCSE chemistry and biology were strong independent predictors of success at BMedSci and BMBS. Very few Advanced level (A-Level) criteria were independent predictors of success for 1970-85. In contrast, for 1986-90 entrants, achieving a high grade at A-Level chemistry predicted success at obtaining a first-class degree at BMedSci, and a high grade at A-Level biology predicted success at BMBS. Over the 21 years, the majority of entrants achieved significantly lower grades at A-Level than predicted. General Studies A-Level was a poor predictor of

  14. Supporting Open Access to European Academic Courses: The ASK-CDM-ECTS Tool

    ERIC Educational Resources Information Center

    Sampson, Demetrios G.; Zervas, Panagiotis

    2013-01-01

    Purpose: This paper aims to present and evaluate a web-based tool, namely ASK-CDM-ECTS, which facilitates authoring and publishing on the web descriptions of (open) academic courses in machine-readable format using an application profile of the Course Description Metadata (CDM) specification, namely CDM-ECTS. Design/methodology/approach: The paper…

  15. Academic Efforts and Study Habits among Students in a Principles of Macroeconomics Course.

    ERIC Educational Resources Information Center

    Okpala, Amon O.; Okpala, Comfort O.; Ellis, Richard

    2000-01-01

    Students in a macroeconomics course (n=132) were compared on grade point average, academic efficacy, credit hours accumulated, and study hours/habits. Academic efficacy and study habits significantly explained achievement. The amount of study time had no significant impact. Scholastic Assessment Test scores and credit hours explained achievement…

  16. Chief Academic Officers and Gateway Courses: Keys to Institutional Retention and Persistence Agendas

    ERIC Educational Resources Information Center

    Matthews, Roberta S.; Newman, Scott

    2017-01-01

    Among persistence and retention agenda initiatives undertaken by colleges and universities, gateway-course improvement efforts are often overlooked. However, the engagement of diverse institutional stakeholders in the transformation of gateway courses can contribute significantly to student success. Chief academic officers are in a unique position…

  17. Applied Biology and Chemistry. Course Materials: Chemistry 111, 112, 113, 114. Seattle Tech Prep Applied Academics Project.

    ERIC Educational Resources Information Center

    South Seattle Community Coll., Washington.

    This publication contains materials for four courses in Applied Biology/Chemistry in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity…

  18. Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

    PubMed

    Miles, Jane M; Larson, Kim L; Swanson, Melvin

    2017-07-01

    Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

  19. Impact of Personality on Academic Performance of MBA Students: Qualitative versus Quantitative Courses

    ERIC Educational Resources Information Center

    Whittingham, Keith L.

    2006-01-01

    The traditional core Masters in Business Administration (MBA) curriculum consists of a broad range of courses that can be considered as a whole, or divided into qualitative and quantitative courses. Regression models were developed with "QualGPA" and "QuantGPA" as response variables, and gender, pre-MBA academic indicators, and…

  20. Cocoa High School's Academic Courses as Viewed by Their Consumers: A Field Study.

    ERIC Educational Resources Information Center

    Louwerse, F. H.

    A 16-item self-report instrument (included in an appendix) was developed to determine the views held by students (N=1,004) concerning aspects of courses in 5 academic areas: English, foreign languages, mathematics, science, and social studies. Individual items reflected views concerning: understanding course requirments (2 items), teacher/student…

  1. Class Size and Academic Achievement in Introductory Political Science Courses

    ERIC Educational Resources Information Center

    Towner, Terri L.

    2016-01-01

    Research on the influence of class size on student academic achievement is important for university instructors, administrators, and students. The article examines the influence of class size--a small section versus a large section--in introductory political science courses on student grades in two comparable semesters. It is expected that…

  2. How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

    ERIC Educational Resources Information Center

    Yang, Yanxian; Badger, Richard

    2015-01-01

    IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

  3. Closing the Gap. SREB Program Blends Academic Standards, Vocational Courses.

    ERIC Educational Resources Information Center

    Bottoms, Gene

    1992-01-01

    Southern Regional Education Board's State Vocational Education Consortium developed a model for integrating vocational and academic education that includes at least three credits each in math and science; four English courses; and four credits in a vocational major and two in related fields. Eight sites implementing the model have narrowed gap…

  4. The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

    In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

  5. Academic Performance and Pass Rates: Comparison of Three First-Year Life Science Courses

    ERIC Educational Resources Information Center

    Downs, C. T.

    2009-01-01

    First year students' academic performance in three Life Science courses (Botany, Zoology and Bioscience) was compared. Pass rates, as well as the means and distributions of final marks were analysed. Of the three components (coursework, practical and theory examinations) contributing to the final mark of each course, students performed best in the…

  6. Homework, Motivation, and Academic Achievement in a College Genetics Course

    ERIC Educational Resources Information Center

    Planchard, Matthew; Daniel, Kristy L.; Maroo, Jill; Mishra, Chandrani; McLean, Tim

    2015-01-01

    We conducted a mixed methods study in an upper-level genetics course exploring the relationships between student motivation, homework completion, and academic achievement at the college level. We used data from an open-ended questionnaire, homework grades and completion reports, and exam scores. We used these data sources to measure self-perceived…

  7. Hearing Shapes: Event-related Potentials Reveal the Time Course of Auditory-Visual Sensory Substitution.

    PubMed

    Graulty, Christian; Papaioannou, Orestis; Bauer, Phoebe; Pitts, Michael A; Canseco-Gonzalez, Enriqueta

    2018-04-01

    In auditory-visual sensory substitution, visual information (e.g., shape) can be extracted through strictly auditory input (e.g., soundscapes). Previous studies have shown that image-to-sound conversions that follow simple rules [such as the Meijer algorithm; Meijer, P. B. L. An experimental system for auditory image representation. Transactions on Biomedical Engineering, 39, 111-121, 1992] are highly intuitive and rapidly learned by both blind and sighted individuals. A number of recent fMRI studies have begun to explore the neuroplastic changes that result from sensory substitution training. However, the time course of cross-sensory information transfer in sensory substitution is largely unexplored and may offer insights into the underlying neural mechanisms. In this study, we recorded ERPs to soundscapes before and after sighted participants were trained with the Meijer algorithm. We compared these posttraining versus pretraining ERP differences with those of a control group who received the same set of 80 auditory/visual stimuli but with arbitrary pairings during training. Our behavioral results confirmed the rapid acquisition of cross-sensory mappings, and the group trained with the Meijer algorithm was able to generalize their learning to novel soundscapes at impressive levels of accuracy. The ERP results revealed an early cross-sensory learning effect (150-210 msec) that was significantly enhanced in the algorithm-trained group compared with the control group as well as a later difference (420-480 msec) that was unique to the algorithm-trained group. These ERP modulations are consistent with previous fMRI results and provide additional insight into the time course of cross-sensory information transfer in sensory substitution.

  8. Student Experience and Academic Success: Comparing a Student-Centred and a Lecture-Based Course Programme

    ERIC Educational Resources Information Center

    Severiens, Sabine; Meeuwisse, Marieke; Born, Marise

    2015-01-01

    Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…

  9. Academic Courses for the Health Programs. Junior College Resource Review.

    ERIC Educational Resources Information Center

    Brawer, Florence M.

    The paucity of material dealing with academic programs for the health professions in two-year colleges is reflected in this review of studies and reports which show great variety in their primary focus and in the disciplines involved. Cited in this literature review are: syllabi for courses in anatomy, physiology, and chemistry; a report on…

  10. Conditions That Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment

    ERIC Educational Resources Information Center

    Foshee, Cecile Mary

    2013-01-01

    Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are…

  11. Convergent and Divergent Computer-Mediated Communication Tasks in an English for Academic Purposes Course

    ERIC Educational Resources Information Center

    Jackson, Daniel O.

    2011-01-01

    This article describes the implementation of technology-mediated tasks in an English for academic purposes (EAP) curriculum at a Japanese university. The course addressed the needs of English majors at the school by enabling more efficient completion of academic work, including essay writing. One way that technology supported this goal was through…

  12. Emotional Distress, Drinking, and Academic Achievement across the Adolescent Life Course

    ERIC Educational Resources Information Center

    Owens, Timothy J.; Shippee, Nathan D.; Hensel, Devon J.

    2008-01-01

    Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent…

  13. History of Not Completing Courses as Predictor of Academic Difficulty among First-Year Students.

    ERIC Educational Resources Information Center

    Jackson, Evelyn W.; Dawson-Saunders, Beth

    1987-01-01

    A study found that variables significant in predicting minority students with academic difficulty include science grade-point average, Medical College Admission Test (MCAT) reading subtest score, and number of course withdrawals. For majority students, they include MCAT biology subtest score and number of incompletes taken in courses. (MSE)

  14. [Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].

    PubMed

    Zúñiga, Denisse; Mena, Beltrán; Oliva, Rose; Pedrals, Nuria; Padilla, Oslando; Bitran, Marcela

    2009-10-01

    The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.

  15. Some Thoughts on the Issue of Making the Liberal Science Courses More Appealing to Academics

    ERIC Educational Resources Information Center

    Khoon, Koh Aik; Jalal, Azman

    2008-01-01

    This paper traces the history of the Liberal Science courses and explores the mechanisms whereby the courses can be made more attractive to academics in the Faculty of Science and Technology (FST) at Universiti Kebangsaan Malaysia (UKM). (Contains 1 table.)

  16. Community-Engaged Courses in a Conflict Zone: A Case Study of the Israeli Academic Corpus

    ERIC Educational Resources Information Center

    Golan, Daphna; Shalhoub-Kevorkian, Nadera

    2014-01-01

    This article is based on an action-oriented study of 13 community-engaged courses at 11 institutions of higher education in Israel. These courses were not part of peace education programs but rather accredited academic courses in various disciplines, all of which included practice and theory. The purpose of this article is to demonstrate how these…

  17. Integrating Academic Journal Review Assignments into a Graduate Business Leadership Course

    ERIC Educational Resources Information Center

    Schultz, Jennifer L.; Agrimonti, Lisa M.; Higbee, Jeanne L.

    2016-01-01

    Graduate course assignments that are pragmatic, challenging, scaffold prior learning, and support academic career aspirations can be difficult to create and even more problematic to assess for even the most experienced faculty. This paper presents a class assignment that incorporated a real-world journal reviewing assignment into an elective…

  18. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    PubMed

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  19. Student Ratings of Instruction: Examining the Role of Academic Field, Course Level, and Class Size

    ERIC Educational Resources Information Center

    Laughlin, Anne M.

    2014-01-01

    This dissertation investigated the relationship between course characteristics and student ratings of instruction at a large research intensive university. Specifically, it examined the extent to which academic field, course level, and class size were associated with variation in mean class ratings. Past research consistently identifies…

  20. Sentiments and Perspectives of Academics about Massive Open Online Courses (MOOCs)

    ERIC Educational Resources Information Center

    Fong, Jack

    2017-01-01

    Massive open online courses (MOOCs) have made a dramatic entry into higher education. Promising to provide an affordable, if not free, education, MOOCs are celebrated for promoting learning in lieu of the physical classroom. This exploratory study employs content analysis to make visible how MOOCs are viewed by academically oriented observers.…

  1. Employment during High School: Consequences for Students? Grades in Academic Courses.

    ERIC Educational Resources Information Center

    Warren, John Robert; LePore, Paul C.; Mare, Robert D.

    2000-01-01

    Studied the effects of adolescent employment on grades in academic courses and the extent to which grades might influence employment behaviors using data from the National Education Longitudinal Study of 1988. Findings contained no evidence of short-term or long-term effects on grades, or that grades affect employment activities. Pre-existing…

  2. An Assessment of the Effects of Teaching Methods on Academic Performance of Students in Accounting Courses

    ERIC Educational Resources Information Center

    Hosal-Akman, Nazli; Simga-Mugan, Can

    2010-01-01

    This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…

  3. Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

    ERIC Educational Resources Information Center

    Zook, J. M.; Herman, A. P.

    2011-01-01

    This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

  4. Podcasting in a Virtual English for Academic Purposes Course: Learner Motivation

    ERIC Educational Resources Information Center

    Asoodar, Maryam; Marandi, Seyyedeh Susan; Vaezi, Shahin; Desmet, Piet

    2016-01-01

    In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at the university level (N = 179). By using a mixed-method approach, we analyzed the data collected on the learners' impressions about using podcasts as a learning tool. The particular aim of this study was…

  5. Academic procrastination and academic performance: An initial basis for intervention.

    PubMed

    Goroshit, Marina

    2018-01-01

    Academic procrastination is a prevalent phenomenon with a range of negative outcomes. Many studies focused on causes and correlates of academic procrastination; however, the study of interventions for academic procrastination is scarce. The present study is an initial effort to study the relationship between academic procrastination, online course participation, and achievement, as a basis for developing an intervention for academic procrastination. Findings indicated that studying procrastination was negatively associated with final exam grade as well as with the three online course participation measures. Final exam grade was positively associated with two of the online course participation measures, and they positively correlated with each other. In addition, results indicated that studying procrastination, in combination with online course participation measures, explained about 50% of variance in final exam's grade. Frequency of activities in course Web site had the strongest positive effect on final exam's grade. These findings strengthen the notion that studying procrastination is an impediment to students' academic performance and outcomes and clarifies the need to develop and study academic interventions for academic procrastination as a means to decrease its prevalence in academic settings.

  6. Digital Course Materials: A Case Study of the Apple iPad in the Academic Environment

    ERIC Educational Resources Information Center

    Cameron, Andrea H.; Bush, Michael H.

    2011-01-01

    The newness of the iPad device creates a phenomenon unique and unstudied in the academic environment. By merging the innovations of electronic text, e-reader, and multi-modal functionality, the iPad tablet device can act as an e-reader providing digital course materials as well as a range of other supplementary academic applications. This…

  7. Learning Statistics at the Farmers Market? A Comparison of Academic Service Learning and Case Studies in an Introductory Statistics Course

    ERIC Educational Resources Information Center

    Hiedemann, Bridget; Jones, Stacey M.

    2010-01-01

    We compare the effectiveness of academic service learning to that of case studies in an undergraduate introductory business statistics course. Students in six sections of the course were assigned either an academic service learning project (ASL) or business case studies (CS). We examine two learning outcomes: students' performance on the final…

  8. Comparing Enrollment, Characteristics, and Academic Outcomes of Students in Developmental Courses and Those in Credit-Bearing Courses at Northern Marianas College. REL 2017-269

    ERIC Educational Resources Information Center

    Herman, Phillip; Scanlan, Spencer; Carreon, Daisy

    2017-01-01

    Many students graduate from high school academically unprepared for college. When such students enroll in college as first-time freshmen, they are commonly placed in non-credit-bearing developmental English and math courses to develop the skills necessary to complete freshman-level credit-bearing courses. Understanding students' college readiness…

  9. Predicting Student Academic Performance in an Engineering Dynamics Course: A Comparison of Four Types of Predictive Mathematical Models

    ERIC Educational Resources Information Center

    Huang, Shaobo; Fang, Ning

    2013-01-01

    Predicting student academic performance has long been an important research topic in many academic disciplines. The present study is the first study that develops and compares four types of mathematical models to predict student academic performance in engineering dynamics--a high-enrollment, high-impact, and core course that many engineering…

  10. Difficulties of Academic Achievement in Principles of Accounting Courses from the Student Perspective: Evidence from Libya

    ERIC Educational Resources Information Center

    Tailab, Mohamed M.

    2013-01-01

    Many studies by researchers and accounting educators explore various factors associated with the success or failure of accounting majors in college level accounting courses. This paper identifies and summarizes the main obstacles associated with low student academic achievement in introductory courses in the College of Accounting at Al-Jabal…

  11. Correlation of preadmission organic chemistry courses and academic performance in biochemistry at a midwest chiropractic doctoral program.

    PubMed

    McRae, Marc P

    2010-01-01

    Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

  12. Academic Performance of Business Students in Quantitative Courses: A Study in the Faculty of Business and Economics at the UAE University

    ERIC Educational Resources Information Center

    Yousef, Darwish Abdulrahman

    2011-01-01

    This article aims to investigate the academic performance (measured by quality points) of the business students in quantitative courses. It also explores the impact of a number of factors on the academic performance of business students in these courses. A random sample of 750 third- and fourth-level business students at the United Arab Emirates…

  13. The Impact of Interpersonal Interaction on Academic Engagement and Achievement in a College Success Strategies Course with a Blended Learning Instructional Model

    ERIC Educational Resources Information Center

    Mosser, Brent Steven

    2010-01-01

    A quasi-experiment was carried out in a college success strategies course to evaluate the impact of structured interpersonal interaction on undergraduate students' Academic Engagement and Academic Achievement. The course, EPL 259: Individual Learning and Motivation, employs a blended learning instructional model that requires students to spend the…

  14. From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses.

    PubMed

    Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A; Hurtado, Sylvia; Chang, Mitchell J

    2012-03-01

    The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students' levels of academic engagement are discussed.

  15. The Effects of Teaching and Assessment Methods on Academic Performance: A Study of an Operations Management Course

    ERIC Educational Resources Information Center

    Sacristán-Díaz, Macarena; Garrido-Vega, Pedro; Alfalla-Luque, Rafaela; González-Zamora, María-del-Mar

    2016-01-01

    Whether the use of more active teaching-learning methods has a positive impact on academic performance remains unanswered. This article seeks to contribute to the issue by conducting a study of an Operations Management course with almost 1000 students per year over three consecutive academic years. The study compares three scenarios with differing…

  16. A Comparison of Student Satisfaction and Value of Academic Community between Blended and Online Sections of a University-Level Educational Foundations Course

    ERIC Educational Resources Information Center

    Overbaugh, Richard C.; Nickel, Christine E.

    2011-01-01

    This pre-test/post-test study explores students' (n = 262) sense of academic community, including their perspectives of the value of academic community, plus course satisfaction and perceived learning in nearly identical blended and online sections of an educational foundations course. Students in both delivery modes were generally satisfied with…

  17. Could Learning Outcomes of the First Course in Accounting Predict Overall Academic Performance?

    ERIC Educational Resources Information Center

    Alanzi, Khalid A.; Alfraih, Mishari M.

    2017-01-01

    Purpose: This study aims to question whether learning outcomes of the first course in accounting could predict the overall academic performance of accounting students as measured by their graduating grade point average (GPA). Design/methodology/approach The sample of the present study was drawn from accounting students who were graduated during…

  18. Giving Students Extra Support to Meet Standards in Challenging Academic and Career Courses.

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2010

    2010-01-01

    Successful schools at all levels provide extra-help strategies to assist students in meeting high standards in both academic and career/technical courses. Some schools design a flexible schedule and offer virtual learning opportunities to enable at-risk students to complete high school. Middle grades schools can provide an accelerated curriculum…

  19. Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

    PubMed Central

    McRae, Marc P.

    2010-01-01

    Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). Conclusion: This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry PMID:20480012

  20. An Examination of the Effects of Career Development Courses on Career Decision-Making Self-Efficacy, Adjustment to College, Learning Integration, and Academic Success

    ERIC Educational Resources Information Center

    Hansen, Michele J.; Pedersen, Joan S.

    2012-01-01

    This study investigated the effects of career development courses on career decision-making self-efficacy (CDMSE), college adjustment, learning integration, academic achievement, and retention among undecided undergraduates. It also investigated the effects of course format on career decision-making abilities and academic success outcomes and…

  1. Commentary: charting a course for success: excellence in clinical care and discovery in academic departments.

    PubMed

    Cooper, William O; Gitlin, Jonathan D

    2011-05-01

    The current shifts in academics not only invite new challenges but create previously unexplored opportunities for unique discoveries in health. Leaders in academic departments must consider changes in academic medicine as new courses to be charted rather than an inevitable shifting of the ground beneath them. Under this model, clinical excellence is coupled with discovery, where trainees, faculty, and patients and families are continually exposed to asking questions and identifying ways to move science forward to improve health. Academic pediatrics remains today a vibrant and exciting discipline with extraordinary leaders and committed trainees. We must continue to inspire on the voyage to excellence, keeping our eyes on the horizon and not the gathering storms. Copyright © by the Association of American medical Colleges.

  2. A Triangulated Study of Academic Language Needs of Iranian Students of Computer Engineering: Are the Courses on Track?

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Shoja, Leila

    2011-01-01

    Even though English for Specific Academic Purposes (ESAP) courses constitute a significant part of the Iranian university curriculum, curriculum developers have generally developed the programs based on intuition. This study assessed the present and target situation academic language needs of undergraduate students of computer engineering. To this…

  3. A Comparison of Student Academic Performance with Traditional, Online, and Flipped Instructional Approaches in a C# Programming Course

    ERIC Educational Resources Information Center

    Sharp, Jason H.; Sharp, Laurie A.

    2017-01-01

    Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

  4. The Correlation of Learning Styles with Student Performance In Academic and Clinical Course Work.

    ERIC Educational Resources Information Center

    Cunningham, M. Jo; Trickey, Becki A.

    1983-01-01

    The purpose of this study was to determine any correlation between learning styles and performance in the academic and clinical course work of occupational therapy students at the Medical University of South Carolina. (Availability: RAM Associates LTD., P.O. Box N, Laurel, MD 20707) (SSH)

  5. Iron deficiency intravenous substitution in a Swiss academic primary care division: analysis of practices

    PubMed Central

    Varcher, Monica; Zisimopoulou, Sofia; Braillard, Olivia; Favrat, Bernard; Junod Perron, Noëlle

    2016-01-01

    Background Iron deficiency is a common problem in primary care and is usually treated with oral iron substitution. With the recent simplification of intravenous (IV) iron administration (ferric carboxymaltose) and its approval in many countries for iron deficiency, physicians may be inclined to overutilize it as a first-line substitution. Objective The aim of this study was to evaluate iron deficiency management and substitution practices in an academic primary care division 5 years after ferric carboxymaltose was approved for treatment of iron deficiency in Switzerland. Methods All patients treated for iron deficiency during March and April 2012 at the Geneva University Division of Primary Care were identified. Their medical files were analyzed for information, including initial ferritin value, reasons for the investigation of iron levels, suspected etiology, type of treatment initiated, and clinical and biological follow-up. Findings were assessed using an algorithm for iron deficiency management based on a literature review. Results Out of 1,671 patients, 93 were treated for iron deficiency. Median patients’ age was 40 years and 92.5% (n=86) were female. The average ferritin value was 17.2 μg/L (standard deviation 13.3 μg/L). The reasons for the investigation of iron levels were documented in 82% and the suspected etiology for iron deficiency was reported in 67%. Seventy percent of the patients received oral treatment, 14% IV treatment, and 16% both. The reasons for IV treatment as first- and second-line treatment were reported in 57% and 95%, respectively. Clinical and biological follow-up was planned in less than two-thirds of the cases. Conclusion There was no clear overutilization of IV iron substitution. However, several steps of the iron deficiency management were not optimally documented, suggesting shortcuts in clinical reasoning. PMID:27445502

  6. The RAP: A Recreational Activities Project, Academic Service-Learning Course and Qualitative Research Study

    ERIC Educational Resources Information Center

    Parker, Kathlyn

    2008-01-01

    The author (a university instructor) and her community partner (a public school teacher) have collaborated in teaching an academic service-learning course in special education. This collaboration, the RAP (recreational activities project), was completed by university undergraduate students and young adults with cognitive impairment and/or…

  7. The Study on "Academic Game"-Oriented English Course Model for Postgraduates in Agricultural Universities

    ERIC Educational Resources Information Center

    Xia, Xinrong

    2010-01-01

    Based on the analysis of the questionnaire survey on learning motivation and learning needs of postgraduates and their demands and suggestions on English teaching, the paper makes a beneficial exploration on English course model for postgraduates in agricultural universities. Under the guidance of academic game theory, the "language skills+…

  8. Determinants of Students' Academic Performance in Four Selected Accounting Courses at University of Zimbabwe

    ERIC Educational Resources Information Center

    Nyikahadzoi, Loveness; Matamande, Wilson; Taderera, Ever; Mandimika, Elinah

    2013-01-01

    The study seeks to establish scientific evidence of the factors affecting academic performance for first year accounting students using four selected courses at the University of Zimbabwe. It uses Ordinary Least Squares method to analyse the influence of personal and family background on performance. The findings show that variables age gender,…

  9. A Curriculum Model: Engineering Design Graphics Course Updates Based on Industrial and Academic Institution Requirements

    ERIC Educational Resources Information Center

    Meznarich, R. A.; Shava, R. C.; Lightner, S. L.

    2009-01-01

    Engineering design graphics courses taught in colleges or universities should provide and equip students preparing for employment with the basic occupational graphics skill competences required by engineering and technology disciplines. Academic institutions should introduce and include topics that cover the newer and more efficient graphics…

  10. Advanced Placement (AP) Social Studies Teachers' Use of Academic Course Blogs as a Supplemental Resource for Student Learning

    ERIC Educational Resources Information Center

    Alper, Seth M.

    2013-01-01

    This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study examined the participating teachers' perceptions on the use of course blogs and other social media as supplemental learning resources. The…

  11. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization

    PubMed Central

    Echols, Leslie

    2014-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel methodology for measuring academic teaming at the individual level was employed, in which students received their own teaming score based on the unique set of classmates with whom they shared academic courses in their class schedule. Using both peer- and self-reports of victimization, the results of two path models indicated that students with low social preference in highly teamed classroom environments were more victimized than low preference students who experienced less teaming throughout the school day. This effect was exaggerated in higher performing classrooms. Implications for the practice of academic teaming were discussed. PMID:25937668

  12. Remediation and course repetition: the domino effect on academics and economics.

    PubMed

    Schulmerich, Susan Craig; Hurley, Teresa V

    2015-01-01

    The international nursing shortage has increased recruitment of students, who may be under or unprepared, into higher education institutions (college or university). The global economic downturn and the movement toward standardizing nursing education and practice regulations has encouraged higher education to recruit and retain aspiring nursing students. However, deficiencies in mathematics and English have been linked to disappointing results with economic consequences. The objective of this study was to describe the incidence and monetary costs associated with remediation, course repetitions, delay to graduation, and first time passage on the American licensing exam National Council Licensure Examination for Registered Nurses. A convenience sample of 103 sophomore nursing students from a college in the northeast United States was followed to graduation. The sample was predominately female, single, age 18-25 years, and White. Mathematics and English remediation courses taken were 123. There were 148 course repetitions with 104 in the biological sciences and 44 in nursing. Direct relationships were found between the number of overall remedial courses and course repeats (r = .40, p =  <.001, CI = 95%) with a strong negative correlation with the number of course repetitions (r = -.60, p =  <.001, CI = 95%) and on-time graduation. Sixty-two students (60%) of the original cohort graduated and took the registered nurse licensing examination with 56 passing. In this American study, the direct and indirect cost of remediation, course repetition and lost income opportunity was greater than $1.6 million. Interdisciplinary collaboration, including nursing faculty, is critical in the recruitment and retention of nursing students. Without structured pre-admission evaluation the short and long term financial and academic effects of under or unprepared students is disquieting.

  13. A Non-Experimental Investigation on the Impact of Gender, Academic Skills and Computer Skills on Online Course Completion Rates

    ERIC Educational Resources Information Center

    Blanson, Constance D.

    2013-01-01

    Online students represent a growing majority of individuals who complete their academic studies via the use of a distance education. However, with so many distance learners not completing their online courses, identifying the factors that influence online course completion has became a widespread initiative within institutions of higher learning…

  14. Agro-Students' Appraisal of Online Registration of Academic Courses in the Federal University of Agriculture Abeokuta, Ogun State Nigeria

    ERIC Educational Resources Information Center

    Lawal-Adebowale, O. A.; Oyekunle, O.

    2014-01-01

    With integration of information technology tool for academic course registration in the Federal University of Agriculture, Abeokuta, the study assessed the agro-students' appraisal of the online tool for course registration. A simple random sampling technique was used to select 325 agrostudents; and validated and reliable questionnaire was used…

  15. Social Science Boot Camp: Development and Assessment of a Foundational Course on Academic Literacy in the Social Sciences

    ERIC Educational Resources Information Center

    Eaton, Judy; Long, Jennifer; Morris, David

    2018-01-01

    We developed a course, as part of our institution's core program, which provides students with a foundation in academic literacy in the social sciences: how to find, read, critically assess, and communicate about social science research. It is not a research methods course; rather, it is intended to introduce students to the social sciences and be…

  16. Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas

    ERIC Educational Resources Information Center

    Xu, Di; Jaggars, Shanna S.

    2014-01-01

    Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study…

  17. Academic Procrastination and the Performance of Graduate-Level Cooperative Groups in Research Methods Courses

    ERIC Educational Resources Information Center

    Jiao, Qun G.; DaRos-Voseles, Denise A.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.

    2011-01-01

    This study examined the extent to which academic procrastination predicted the performance of cooperative groups in graduate-level research methods courses. A total of 28 groups was examined (n = 83 students), ranging in size from 2 to 5 (M = 2.96, SD = 1.10). Multiple regression analyses revealed that neither within-group mean nor within-group…

  18. Exploring the Feasibility of an Academic Course That Provides Nutrition Education to Collegiate Student-Athletes

    ERIC Educational Resources Information Center

    Karpinski, Christine

    2012-01-01

    The purpose of this article is to explore the delivery of nutrition education to collegiate student-athletes through an academic course. Existing literature has established the need for nutrition education among collegiate athletes. This article considers the collaboration of the university and the athletic department to better serve this…

  19. Improving Communication Skills: A Course for Academic Medical Center Surgery Residents and Faculty.

    PubMed

    Raper, Steven E; Gupta, Meera; Okusanya, Olugbenga; Morris, Jon B

    2015-01-01

    To improve physician/patient communication and familiarize surgeons with contemporary skills for and metrics assessing communication, courses were developed to provide academic general surgery residents and faculty with a toolkit of information, behaviors, and specific techniques. If academic faculty are expected to mentor residents in communication and residents are expected to learn good communication skills, then both should have the necessary education to accomplish such a goal. Didactic lectures introduced current concepts of physician-patient communication including information on better patient care, fewer malpractice suits, and the move toward transparency of communication metrics. Next, course participants viewed and critiqued "Surgi-Drama" videos, with actors simulating "before" and "after" physician-patient communication scenarios. Finally, participants were provided with a "toolkit" of techniques for improving physician-patient communication including "2-3-4"-a semiscripted short communication tool residents and other physicians can use in patient encounters-and a number of other acronymic approaches. Each participant was asked to complete an anonymous evaluation to assess course content satisfaction. Overall, 86% of residents participated (68/79), with a 52% response rate (35/68) for the evaluation tool. Overall, 88% of faculty participated (84/96), with an 84% response rate (71/84). Residents voiced satisfaction with all domains. For faculty, satisfaction was quantitatively confirmed (Likert score 4 or 5) in 4 of 7 domains, with the highest satisfaction in "communication of goals" and "understanding of the HCAHPS metric." The percentage of "top box" Doctor Communication Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores and national percentile ranking showed a sustained increase more than 1 and 2 years from the dates of the courses. The assessment of communication skills is increasing in importance in the practice of

  20. Academic Performance, Course Completion Rates, and Student Perception of the Quality and Frequency of Interaction in a Virtual High School

    ERIC Educational Resources Information Center

    Hawkins, Abigail; Graham, Charles R.; Sudweeks, Richard R.; Barbour, Michael K.

    2013-01-01

    This study examined the relationship between students' perceptions of teacher-student interaction and academic performance at an asynchronous, self-paced, statewide virtual high school. Academic performance was measured by grade awarded and course completion. There were 2269 students who responded to an 18-item survey designed to measure student…

  1. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses

    ERIC Educational Resources Information Center

    DiBenedetto, Maria K.; Bembenutty, Hefer

    2011-01-01

    The present study examined the associations between self-regulated learning and science achievement and whether the academic self-regulation variables described, such as self-efficacy, delay of gratification, and help seeking, predict science achievement in courses deemed necessary for a major in science. It was hypothesized that students who do…

  2. The Effect of Cooperative Learning on Students' Approach to General Gymnastics Course and Academic Achievements

    ERIC Educational Resources Information Center

    Bayraktar, Gokhan

    2011-01-01

    The subjects of the present study are comprised of 50 university students who were enrolled in two classes of the general gymnastics course in the first year of Physical Education and Athletics Teaching during the 2009 to 2010 academic years. The purpose of this research, is to determine the effect of two different (cooperative and traditional)…

  3. Experiencing Restorative Justice Practices within the Context of an Academic Course--A Phenomenological Mixed Methods Study

    ERIC Educational Resources Information Center

    Dedinsky, Paul C.

    2012-01-01

    This study explored restorative justice arising in the context of an academic high school course in which students learned restorative justice principles and strategies. Given that the literature provided limited guidance of restorative justice in this context, these novel circumstances presented a unique opportunity for study. The central…

  4. The Woodcock Johnson III Tests of Achievement in Foreign Language Course Substitution Decisions for University Students with Learning Disabilities: An Exploratory Analysis

    ERIC Educational Resources Information Center

    Madaus, Joseph W.

    2005-01-01

    Selected subtests from the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) were administered to three groups of university students. The groups included students with learning disabilities who received course substitutions for the institution's foreign language requirement, students with learning disabilities who…

  5. Gender and Course Selection in Upper Secondary Education: Effects of Academic Self-Concept and Intrinsic Value

    ERIC Educational Resources Information Center

    Nagy, Gabriel; Trautwein, Ulrich; Baumert, Jurgen; Koller, Olaf; Garrett, Jessica

    2006-01-01

    Predictions about processes linking gender to students' choices of advanced courses were derived from the internal/external frame of reference (I/E) model and expectancy value (EV) theory. The predictions were tested for the domains of mathematics and biology using data from 1,148 students attending academically oriented secondary schools in…

  6. Development of Curriculum Units as Basic Course for Calculus Provided for Freshmen with Low Academic Achievement

    ERIC Educational Resources Information Center

    Lue, Yuang-Tswong

    2015-01-01

    This study was to design, develop, and investigate instructional units for freshmen with low academic achievement to learn before they study calculus. Because the concepts, skills, and theories of function are fundamental for the calculus course but the below average students were not familiar with the basic knowledge and ability in function when…

  7. Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students

    ERIC Educational Resources Information Center

    Rudasill, Kathleen Moritz; Callahan, Carolyn M.

    2010-01-01

    The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…

  8. Factors Influencing Academic Performance in Quantitative Courses among Undergraduate Business Students of a Public Higher Education Institution

    ERIC Educational Resources Information Center

    Yousef, Darwish Abdulrahamn

    2017-01-01

    Purpose: This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and…

  9. The Effect of Teaching Strategy Based on Multiple Intelligences on Students' Academic Achievement in Science Course

    ERIC Educational Resources Information Center

    Abdi, Ali; Laei, Susan; Ahmadyan, Hamze

    2013-01-01

    The purpose of this study was to investigate the effects of Teaching Strategy based on Multiple Intelligences on students' academic achievement in sciences course. Totally 40 students from two different classes (Experimental N = 20 and Control N = 20) participated in the study. They were in the fifth grade of elementary school and were selected…

  10. Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation

    ERIC Educational Resources Information Center

    Boatman, Angela; Long, Bridget Terry

    2018-01-01

    We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…

  11. Students’ perceptions of the academic learning environment in seven medical sciences courses based on DREEM

    PubMed Central

    Bakhshialiabad, Hamid; Bakhshi, Mohammadhosien; Hassanshahi, Gholamhossein

    2015-01-01

    Objective Learning environment has a significant role in determining students’ academic achievement and learning. The aim of this study is to investigate the viewpoints of undergraduate medical sciences students on the learning environment using the Dundee Ready Education Environment Measure (DREEM) at Rafsanjan University of Medical Sciences (RUMS). Methods The descriptive cross-sectional study was performed on 493 medical sciences students in the following majors: nursing, midwifery, radiology, operating room nursing, laboratory sciences, medical emergency, and anesthesia. The DREEM questionnaire was used as a standard tool. Data were analyzed using SPSS (v17) software. Student’s t-tests and analysis of variance (ANOVA) statistical tests were used. Results The mean of the achieved scores in the five domains was 113.5 out of 200 (56.74%), which was considered to be more positive than negative. The total mean scores for perception of learning, teaching, and atmosphere were 27.4/48 (57.24%), 24.60/44 (55.91%), and 26.8/48 (55.89%), respectively. Academic and social self-perceptions were 20.5/32 (64.11%) and 15.7/28 (56.36%), respectively. The total DREEM scores varied significantly between courses (P<0.01). The total scores of the students of operating room nursing, anesthesia, and laboratory sciences, first year students, and females were significantly higher than the other students (P<0.01). Conclusion The results have suggested that the students of medical sciences courses at RUMS generally hold positive perceptions toward their course environment. The differences between courses and their study pathway should be further investigated by analysis of specific items. Our results showed that it is essential for faculty members and course managers to make more efforts toward observing principles of instructional designs, to create an appropriate educational environment, and to reduce deficits in order to provide a better learning environment with more facilities

  12. Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.

    2008-01-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

  13. Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

    ERIC Educational Resources Information Center

    Kim, ChanMin; Hodges, Charles B.

    2012-01-01

    We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…

  14. Online Course Selection: Using Course Dashboards to Inform Student Enrollment Decisions

    ERIC Educational Resources Information Center

    Marshall, James

    2016-01-01

    This article explores the potential of course dashboards as a front-end strategy for decreasing online course dropout rates. Scholarship has addressed course attrition once students are enrolled in online courses. However, supporting academic success by assisting students in the making of effective decisions about which online courses to take has…

  15. Instructional Changes Adopted for an Engineering Course: Cluster Analysis on Academic Failure

    PubMed Central

    Álvarez-Bermejo, José A.; Belmonte-Ureña, Luis J.; Martos-Martínez, África; Barragán-Martín, Ana B.; Simón-Márquez, María M.

    2016-01-01

    As first year students come from diverse backgrounds, basic skills should be accessible to everyone as soon as possible. Transferring such skills to these students is challenging, especially in highly technical courses. Ensuring that essential knowledge is acquired quickly promotes the student’s self-esteem and may positively influence failure rates. Metaphors can help do this. Metaphors are used to understand the unknown. This paper shows how we made a turn in student learning at the University of Almeria. Our hypothesis assumed that metaphors accelerate the acquisition of basic knowledge so that other skills built on that foundation are easily learned. With these goals in mind, we changed the way we teach by using metaphors and abstract concepts in a computer organization course, a technical course in the first year of an information technology engineering degree. Cluster analysis of the data on collective student performance after this methodological change clearly identified two distinct groups. These two groups perfectly matched the “before and after” scenarios of the use of metaphors. The study was conducted during 11 academic years (2002/2003 to 2012/2013). The 475 observations made during this period illustrate the usefulness of this change in teaching and learning, shifting from a propositional teaching/learning model to a more dynamic model based on metaphors and abstractions. Data covering the whole period showed favorable evolution of student achievement and reduced failure rates, not only in this course, but also in many of the following more advanced courses. The paper is structured in five sections. The first gives an introduction, the second describes the methodology. The third section describes the sample and the study carried out. The fourth section presents the results and, finally, the fifth section discusses the main conclusions. PMID:27895611

  16. Preliminary Evidence of a Relationship between the Use of Online Learning and Academic Performance in a South African First-Year University Accounting Course

    ERIC Educational Resources Information Center

    Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

    2014-01-01

    This paper examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results…

  17. The Path through Math: Course Sequences and Academic Performance at the Intersection of Race-Ethnicity and Gender

    PubMed Central

    RIEGLE-CRUMB, CATHERINE

    2010-01-01

    Using new national data from Adolescent Health and Academic Achievement (AHAA), this article examines high school math patterns for students of different race-ethnicity and gender. Compared with white males, African American and Latino males receive lower returns from taking Algebra I during their freshman year, reaching lower levels of the math course sequence when they begin in the same position. This pattern is not explained by academic performance, and, furthermore, African American males receive less benefit from high math grades. Lower returns are not observed for minority female students, suggesting that more attention to racial-ethnic inequality in math among male students is needed. PMID:20574544

  18. Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students' Academic Performance in Fundamental Knowledge for Matriculation Courses

    ERIC Educational Resources Information Center

    Ibrahim, Mikail; Baharun, Hazleena; Harun, Haliza; Othman, Normah

    2017-01-01

    Purpose: This study examined the interrelationships between a set of antecedent academic intrinsic motivations and metacognitive strategy such as goal orientation, perceived value and religiosity in Fundamental Knowledge for Matriculation courses (FKM). It also investigated the relationship between intrinsic motivation and metacognitive strategy…

  19. The Influence of Self-Efficacy and Motivational Factors on Academic Performance in General Chemistry Course: A Modeling Study

    ERIC Educational Resources Information Center

    Alci, Bulent

    2015-01-01

    This study aims to determine the predictive and explanatory model in terms of university students' academic performance in "General Chemistry" course and their motivational features. The participants were 169 university students in the 1st grade at university. Of the participants, 132 were female and 37 were male students. Regarding…

  20. A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

    ERIC Educational Resources Information Center

    Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

    2016-01-01

    This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

  1. The Influence of a Freshman Orientation Course on the Academic Performance and Retention of New Community College Students.

    ERIC Educational Resources Information Center

    Robles, Stacey Y.

    The purpose of this study was to investigate the influence of a freshman orientation course on the academic performance and retention of new community college students. The study was designed to obtain both qualitative and quantitative data. A survey was distributed to students who attended Coral College (a pseudonym), California, from the fall of…

  2. [Delegation yes, substitution no!].

    PubMed

    Schroeder, A

    2014-08-01

    The aging of society leads on the one hand to increasing case numbers and on the other hand to a reduction in the number of physicians available for patient treatment. The delegation and substitution of medical duties as a tried and tested method is increasingly being recommended in order to compensate for the lack of physicians. The Berufsverband der Deutschen Urologen (BDU, Professional Association of German Urologists) supports the guiding principle of the Bundesärztekammer (Federal Medical Council) of "delegation yes, substitution no" and rejects a substitution of medical duties by non-medical academic health personnel. Against the background of the demographic changes, the increasing need for treatment and the current deficiency of junior physicians, a more extensive inclusion of well-qualified and experienced non-medical personnel by the delegation of medically responsible duties (medical scope of practice) can be an appropriate measure to maintain a good medical service in practices, hospitals and nursing homes.

  3. A Maturity Model for Online Classes across Academic Disciplines

    ERIC Educational Resources Information Center

    Neequaye, Barbara Burris

    2013-01-01

    The number of academic institutions offering courses online has increased with courses being offered across almost all academic disciplines. Faculty members are often confronted with the responsibility of converting a face-to-face course to an online course while simultaneously dealing with new technologies and the interrelationship between the…

  4. Examining the Relationship between Course Length and Academic Performance in College-Level Psychology with an Investigation into Reading Proficiency

    ERIC Educational Resources Information Center

    Valenti, Elizabeth C.

    2013-01-01

    College dropout is a complex problem resulting in an array of negative repercussions for students, universities, and society. The study explored the impact of reading proficiency on academic success in a college-level introductory psychology course offered in both traditional and accelerated formats. A quantitative, quasi-experimental design was…

  5. Academic career development in geriatric fellowship training.

    PubMed

    Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

    2007-12-01

    Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

  6. Internet Courses: Who Is Doing the Work?

    ERIC Educational Resources Information Center

    Saunders, Gary; Wenzel, Loren; Stivason, Charles T.

    2008-01-01

    The growth in Internet courses (E courses) and degrees is continuing but controls to insure academic honesty do not seem to be keeping pace with the growth in offerings. Responses to a questionnaire distributed to chairpersons of accounting departments relating to the use of controls for controlling academic dishonesty in E courses indicated that…

  7. Determining the Effects of Using Different Writing Activities on the Academic Achievements Secondary School 7th Grade Students and Their Attitudes Towards the Course

    ERIC Educational Resources Information Center

    Uzoglu, Mustafa

    2014-01-01

    The purpose of the study is to determine the effects of using writing activities with different learning purposes by the secondary school 7th grade students on their academic achievement and attitudes towards the course. The study was carried out in a secondary school located in the centre of Erzurum in 2012-2013 academic year; the study is a…

  8. 46 CFR 11.302 - Course approval.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 46 Shipping 1 2013-10-01 2013-10-01 false Course approval. 11.302 Section 11.302 Shipping COAST... ENDORSEMENTS Training Schools with Approved Courses § 11.302 Course approval. (a) The Coast Guard approves courses satisfying regulatory requirements and those that substitute for a Coast Guard examination or a...

  9. 46 CFR 11.302 - Course approval.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 46 Shipping 1 2011-10-01 2011-10-01 false Course approval. 11.302 Section 11.302 Shipping COAST... ENDORSEMENTS Training Schools with Approved Courses § 11.302 Course approval. (a) The Coast Guard approves courses satisfying regulatory requirements and those that substitute for a Coast Guard examination or a...

  10. 46 CFR 11.302 - Course approval.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 46 Shipping 1 2010-10-01 2010-10-01 false Course approval. 11.302 Section 11.302 Shipping COAST... ENDORSEMENTS Training Schools with Approved Courses § 11.302 Course approval. (a) The Coast Guard approves courses satisfying regulatory requirements and those that substitute for a Coast Guard examination or a...

  11. 46 CFR 11.302 - Course approval.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 46 Shipping 1 2012-10-01 2012-10-01 false Course approval. 11.302 Section 11.302 Shipping COAST... ENDORSEMENTS Training Schools with Approved Courses § 11.302 Course approval. (a) The Coast Guard approves courses satisfying regulatory requirements and those that substitute for a Coast Guard examination or a...

  12. Field studies courses open

    NASA Astrophysics Data System (ADS)

    Fourteen month-long courses combining applied academics with training in field research methodology are being offered this summer by the School for Field Studies. The courses, held in eight countries during May, June, July, and August, provide unique opportunities for participants to work as a team under primitive conditions.‘Our courses bind together the academic challenge of the research problem, the physical challenge of the site itself, and the interpersonal challenge of the expedition team in a dynamic way so that both cognitive and affective learning are accelerated,’ according to Jim Elder, the school's director.

  13. Interactive Decision Support for Academic Advising

    ERIC Educational Resources Information Center

    Mohamed, Abdallah

    2016-01-01

    Purpose: This paper aims to support academic advising, which plays a crucial role in student success and retention. The paper focuses on one of the most challenging tasks involved in academic advising: individual course scheduling. This task includes not only careful planning for different courses over several semesters according to students'…

  14. The attrition condition: use of a preparatory course to reduce EMT course attrition and improve performance on North Carolina certification exams.

    PubMed

    Renkiewicz, Ginny K; Hubble, Michael W

    2015-01-01

    A growing concern in emergency medical services (EMS) education is student attrition. Perchance, there is a population of nonmatriculate students lacking prerequisite academic skills or who are otherwise ill prepared for the unique requirements of the EMS profession. Consequently, addressing these issues could promote academic and occupational preparedness, thereby reducing emergency medical technician (EMT) course attrition. To measure the impact of a preparatory course designed to address academic and psychosocial skills affecting EMT course completion. We conducted a retrospective analysis of a 24-hour preparatory course using a before-and-after nonexperimental design. The course included the EMT preparatory curriculum, program orientation, work-force-preparedness skills, and an academic skills assessment. All students who were enrolled in an EMT course at a single study site between July 2008 and December 2011 were included. Chi-square analysis was performed on attrition categories defined by CoAEMSP (Academic, Disciplinary, Attendance, Health, Financial, Personal, Never Attended) and state exam categories (Airway, Medical, Trauma, Operations, Pediatrics, Preparatory, Assessment). A logistic regression model calculated the odds ratio (OR) of course completion as a function of preparatory course completion while controlling for demography. The historical control group consisted of 117 (58.5%) students enrolled prior to implementation of the preparatory course, while the remaining 83 (41.5%) students in the intervention group completed the course. Overall attrition was 115 (57.5%) students, with lower rates observed in the intervention group (32.5 vs. 75.2%, p < 0.01). Among noncompleters, the majority originated from the control groups in attrition categories of Academic (4.8 vs. 39.3%, p < 0.01) and Never Attended (1.2 vs. 14.5%, p < 0.01). Students who took the preparatory course were more likely to achieve course completion (OR = 5.17, p < 0.01). The use

  15. A Quantitative Assessment of Texas House Bill 505: College Dual Credit Courses and Academic Success among High School Students

    ERIC Educational Resources Information Center

    Klimitchek, Michelle Leigh

    2017-01-01

    Texas House Bill 505 expanded dual credit programs to include high school freshmen and sophomores. This study examined the relationship of high school student characteristics and academic success in first attempt dual credit courses. Characteristics refer to year in high school, gender, and high school size. Success is passing scores in English,…

  16. Academic climate, well-being and academic performance in a university degree course.

    PubMed

    Rania, Nadia; Siri, Anna; Bagnasco, Annamaria; Aleo, Giuseppe; Sasso, Loredana

    2014-09-01

    The psychological climate within organisations affects not only the behaviour and the attitude of group members, but also the performance of the group itself. According to the ecological model, this research examines how learning in different classroom contexts of the same nursing degree programme can affect academic performance, well-being, self-esteem and perceived climate. Four scales were used to assess students' perceptions by collecting primary data while academic performance was measured by obtaining students' academic records. A questionnaire completed by 391 first-year nursing students was administered. Differences were observed in the perceptions of climate and academic performance in different classroom contexts with trends, which did not always overlap; however, strong correlations were observed among self-esteem, well-being and climate, and schoolmate relationships. Universities should not merely train competent professionals but also build learning communities that support the well-being of relationships and the development of well-being contexts. The findings support the need for an educational intervention for improving the quality of life and well-being of the community and individual students. This type of intervention requires a 'compliant' organisational environment that puts studetns, teachers and professionals in the condition to practice their professional skills. © 2013 John Wiley & Sons Ltd.

  17. "Doing School" Right: How University Students from Diverse Backgrounds Construct Their Academic Literacies and Academic Identities

    ERIC Educational Resources Information Center

    Tudor Sarver, Whitney Ann

    2012-01-01

    This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of…

  18. Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program.

    ERIC Educational Resources Information Center

    Duncan, Hollis; Dick, Thomas

    2000-01-01

    Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…

  19. Course fees and academic ranking: insights from the IMI EMTRAIN on-course® database.

    PubMed

    Payton, Antony; Dallakian, Pavel; Fitton, Alexander; Payton, Anna; Hardman, Mike; Yuille, Martin

    2014-07-01

    The Innovative Medicines Initiative (IMI) funded project on-course® (http://www.on-course.eu/) lists postgraduate biomedical courses in Europe and is comprehensive for all taught and research master's courses. Using on-course®, new insights into education and training in Europe can be delivered; and here we investigate the relationship between master's course fees and university ranking. We hypothesise that higher master's course fees would be associated with higher university ranking. This was indeed the case for research master's courses and for taught master's courses for non-EU students. However, we observed no correlation between taught master's course fees for EU students and university ranking, meaning EU students are paying on average as much for courses at lower ranked universities as they are for courses at higher ranked universities. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

  20. Analysis of the Relation between Academic Procrastination, Academic Rational/Irrational Beliefs, Time Preferences to Study for Exams, and Academic Achievement: A Structural Model

    ERIC Educational Resources Information Center

    Balkis, Murat; Duru, Erdinc; Bulus, Mustafa

    2013-01-01

    The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course.…

  1. An Investigation into the Academic, Social, and Economic Effects of Requisite Remedial Courses for First Year College Students: A Mixed Methods Case Study of One Private University

    ERIC Educational Resources Information Center

    Choate, Carolyn A.

    2017-01-01

    The current study was designed to investigate the student level economic, social, and academic consequences of remedial courses in one private university during the Fall 2006 through Fall 2016 academic semesters. The researcher specifically considering the potential effects of required remedial coursework on first year college students from the…

  2. Spawning Academic Programs.

    ERIC Educational Resources Information Center

    Williams, Vernon

    This paper briefly describes initiation of academic programming in the area of student development and transplantation of that programming into departmental and college curricula. Obvious advantages of this approach include placing student development courses in tne hands of staff who know students best, insuring the courses' continued existence,…

  3. Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

    PubMed Central

    Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

    2016-01-01

    Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

  4. Developmental Performance as a Predictor of Academic Success in Entry-Level College Mathematics.

    ERIC Educational Resources Information Center

    Johnson, Laurence F.

    1996-01-01

    Discusses a study examining the relationship between student academic performance in an exit-level, developmental mathematics course and subsequent academic performance in a college-level mathematics course. Finds that developmental course performance and student age were significantly and positively related to academic success, while length of…

  5. Student supports: developmental education and other academic programs.

    PubMed

    Bettinger, Eric P; Boatman, Angela; Long, Bridget Terry

    2013-01-01

    Low rates of college completion are a major problem in the United States. Less than 60 percent of students at four-year colleges graduate within six years, and at some colleges, the graduation rate is less than 10 percent. Additionally, many students enter higher education ill-prepared to comprehend college-level course material. Some estimates suggest that only one-third of high school graduates finish ready for college work; the proportion is even lower among older students. Colleges have responded to the poor preparation of incoming students by placing approximately 35 to 40 percent of entering freshmen into remedial or developmental courses, along with providing academic supports such as summer bridge programs, learning communities, academic counseling, and tutoring, as well as student supports such as financial aid and child care. Eric Bettinger, Angela Boatman, and Bridget Terry Long describe the role, costs, and impact of these college remediation and academic support programs. According to a growing body of research, the effects of remedial courses are considerably nuanced. The courses appear to help or hinder students differently by state, institution, background, and academic preparedness. The mixed findings from earlier research have raised questions ranging from whether remedial programs, on average, improve student academic outcomes to which types of programs are most effective. Administrators, practitioners, and policy makers are responding by redesigning developmental courses and searching for ways to implement effective remediation programs more broadly. In addition, recent research suggests that colleges may be placing too many students into remedial courses unnecessarily, suggesting the need for further examining the placement processes used to assign students to remedial courses. The authors expand the scope of remediation research by discussing other promising areas of academic support commonly offered by colleges, including advising, tutoring

  6. Designing ICT-Enhanced Language Programmes: Academic Writing for Postgraduate Studies

    ERIC Educational Resources Information Center

    Stepanek, Libor; Hradilova, Alena

    2013-01-01

    This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…

  7. Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

    ERIC Educational Resources Information Center

    Noll, Christopher B.

    2015-01-01

    This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

  8. Academic Success Through Quality-Managed Course Design.

    ERIC Educational Resources Information Center

    Reese, Andy C.; Mobley, Mary F.

    1996-01-01

    Principles of quality management, focusing on defect prevention rather than correction, were applied to the design of a graduate biomedicine course in immunology. The principles require clearly stated course mission and objectives, numerous intermediate steps to achieving objectives, immediate feedback on student performance, and immediate…

  9. Online Course Design: A Statistics Course Example

    ERIC Educational Resources Information Center

    Gazioglu, Suzan

    2013-01-01

    Classroom-based learning has great value, but online classes are becoming quite popular in the academic world because of the tremendous opportunities they offer. This article outlines the author's journey through the planning, development and execution of an online statistics course.

  10. Career Development Courses and Educational Outcomes: Do Career Courses Make a Difference?

    ERIC Educational Resources Information Center

    Hansen, Jamie M.; Jackson, Aaron P.; Pedersen, Tyler R.

    2017-01-01

    Research suggests that career development courses have positive impacts on college students' career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully…

  11. Basic Communication Course Annual. Volume 4.

    ERIC Educational Resources Information Center

    Hugenberg, Lawrence W., Ed.

    This collection of 11 papers contains three types of papers: (1) 1991 Speech Communication Association Basic Course Committee award winning papers; (2) articles on the basic communication course; and (3) the public speaking basic course. The papers are: "Academic Success in the Basic Course: The Influence of Apprehension and…

  12. Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement

    PubMed Central

    Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

    2014-01-01

    The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates. PMID:25431506

  13. Academic achievement and course taking among language minority youth in U.S. schools: Effects of ESL placement.

    PubMed

    Callahan, Rebecca; Wilkinson, Lindsey; Muller, Chandra

    2010-03-01

    The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

  14. Academic Relevance: College Students' Perspective

    ERIC Educational Resources Information Center

    Pisarik, Christopher; Whelchel, Taylor

    2018-01-01

    This study examined academic relevance from the perspective of college students. A qualitative focus group method was used to explore how students perceived the applicability and usefulness of their academic courses and coursework. Two focus groups of college students (N = 22) with varied class rank and academic majors were conducted. Data…

  15. Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy.

    PubMed

    Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon

    2016-01-01

    To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n = 23) while the control group consisted of students who did not (n = 26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. There was a significant improvement in nursing core competencies in the experimental group (F = 7.747, P = 0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style. © 2015 The Authors. Japan Journal of Nursing Science © 2015 Japan Academy of Nursing Science.

  16. Impact of Self-Regulatory Influences on Writing Course Attainment.

    ERIC Educational Resources Information Center

    Zimmerman, Barry J.; Bandura, Albert

    1994-01-01

    Using path analysis, studied the role of self-efficacy beliefs concerning academic attainment and regulation of writing, academic goals, and self-standards in writing-course attainment of 95 college freshmen. Different facets of perceived self-efficacy played a key role in writing-course attainment. (SLD)

  17. Course Modality Choice and Student Performance in Business Statistics Courses in Post Secondary Institutions

    ERIC Educational Resources Information Center

    Radners, Richard Harry, Jr.

    2011-01-01

    Limited research has been conducted on the role of course modality choice (face-to-face [FTF] or online [OL]) on course grades. At the study site, an independent college, the research problem was the lack of research on the proportions of undergraduate students who completed a statistics course as part of their academic program, in either OL or…

  18. The Basic Course in Communication: A Performance Triad.

    ERIC Educational Resources Information Center

    Smith, V. A.

    The key element to the survival of speech communication and its status in academe is the basic course, which tells the academic community what speech communication is and what it can produce in terms of observable student behavior. This basic course, upon which many communication departments depend, must produce students who are obviously trained…

  19. Peer tutoring program for academic success of returning nursing students.

    PubMed

    Bryer, Jennifer

    2012-01-01

    High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve academic performance. A peer tutoring program was developed for returning nursing students who were unsuccessful in a previous clinical course. Peer tutors met with returning students weekly to review course work, complete case studies and practice NCLEX questions. Trusting, supportive relationships developed among students and a significant increase in grades was noted at the end of the course for 79% of students. Implementation of peer tutoring was beneficial for returning students, tutors, and the nursing program and may be valuable in other courses where academic achievement is a concern.

  20. Student Perceptions of Dual-Listed Courses

    ERIC Educational Resources Information Center

    Balassiano, Katia; Rosentrater, Kurt A.; Marcketti, Sara B.

    2014-01-01

    Academic departments regularly offer dual-listed courses in which one course has two course numbers, yet are taught in the same place, at the same time, by a single instructor, and in one department to undergraduate and graduate students. While universities discourage their use by subjecting such courses to more rigorous approval processes,…

  1. Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention

    ERIC Educational Resources Information Center

    Soicher, Raechel N.; Gurung, Regan A. R.

    2017-01-01

    Previous research has indicated that an intervention called "exam wrappers" can improve students' metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students' metacognition and academic performance when used in only one course per academic term. A…

  2. Pressure and phase dependence of the stereochemical course in hot tritium for hydrogen and chlorine-38 for chlorine substitution in meso- and rac-1,2-dichloro-1,2-difluoroethane

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Machulla, H J; Stocklin, G

    1974-03-28

    The pressure dependence of the stereochemical course in hot homolytic T- for-H and /sup 38/ Cl-for-Cl substitution in mesoand rac-1,2-dichloro-l,2- difluoroethane has been studied from 10 to 10/sup 4/ Torr. Distinct differences are observed between the yield vs. density dependence of the retained and the inverted product. For both recoil tritium and chlorine, substitution with inversion of configuration is almost negligible in the gas phase and its yields remained constant over the entire pressure range studied. Typical pressure effects are observed, however, for substitution with retention of configuration, particularly for recoil chlorine. While the change from the high-pressure gas phasemore » to the liquid leaves T-for-H substitution almost unaffected, /sup 38/Cl-for- Cl substitution exhibits a strong phase effect. The absolute yields of the retained product increase by a factor of 2.5, that of the invented product by about 20, almost identical in both diastereomeric substrates. The density dependence of the HCl and HF elimination products is also different for recoil tritium and chlorine; in the latter case the yields follow the increasing trend observed for substitution. While for recoil tritium the predominant substitution channel seems to be a direct replacement with retention of configuration, even in the liquid phase, /sup 38/Cl-for-Cl substitution at higher densities cannot be satisfactorily explained on the basis of the impact model nor by caged radical combination. Alternatively, substitution via a caged complex is discussed. (auth)« less

  3. The ASIBS Short Course: A unique strategy for increasing statistical competency of junior investigators in academic medicine.

    PubMed

    Benn, Emma K T; Tu, Chengcheng; Palermo, Ann-Gel S; Borrell, Luisa N; Kiernan, Michaela; Sandre, Mary; Bagiella, Emilia

    2017-08-01

    As clinical researchers at academic medical institutions across the United States increasingly manage complex clinical databases and registries, they often lack the statistical expertise to utilize the data for research purposes. This statistical inadequacy prevents junior investigators from disseminating clinical findings in peer-reviewed journals and from obtaining research funding, thereby hindering their potential for promotion. Underrepresented minorities, in particular, confront unique challenges as clinical investigators stemming from a lack of methodologically rigorous research training in their graduate medical education. This creates a ripple effect for them with respect to acquiring full-time appointments, obtaining federal research grants, and promotion to leadership positions in academic medicine. To fill this major gap in the statistical training of junior faculty and fellows, the authors developed the Applied Statistical Independence in Biological Systems (ASIBS) Short Course. The overall goal of ASIBS is to provide formal applied statistical training, via a hybrid distance and in-person learning format, to junior faculty and fellows actively involved in research at US academic medical institutions, with a special emphasis on underrepresented minorities. The authors present an overview of the design and implementation of ASIBS, along with a short-term evaluation of its impact for the first cohort of ASIBS participants.

  4. Mistreatment in an academic setting and medical students' perceptions about their course in São Paulo, Brazil: a cross-sectional study.

    PubMed

    Peres, Maria Fernanda Tourinho; Babler, Fernanda; Arakaki, Juliana Naomy Lacerda; Quaresma, Irene Yamamoto do Vale; Barreto, Abraão Deyvid Alves de Lima; Silva, Andréa Tenório Correia da; Eluf-Neto, José

    2016-04-01

    High prevalence of mistreatment among medical students has been described in the worldwide literature since the 1980s. However, studies addressing the severity and recurrence of victimization and its effects on students' perceptions of their medical course are scarce. This study had the aim of estimating the prevalence of exposure to mistreatment that was considered to be severe and recurrent and its association with medical students' perceptions about their medical course. A cross-sectional study was conducted in a medical school in São Paulo, Brazil. Three hundred and seventeen students from the first to the sixth year answered the online questionnaire. High prevalence of mistreatment during the course was found. Two thirds of the students considered the episodes to be severe, and around one third reported experiencing recurrent victimization. Occurences of mistreatment that the students considered to be severe were correlated with feeling overloaded and wanting to abandon the medical course. Occurrences of mistreatment within the academic environment are frequent in Brazil. The results suggest that mistreatment that was considered to be severe might negatively affect students' perceptions about their course.

  5. Academic Buoyancy and Academic Outcomes: Towards a Further Understanding of Students with Attention-Deficit/Hyperactivity Disorder (ADHD), Students without ADHD, and Academic Buoyancy Itself

    ERIC Educational Resources Information Center

    Martin, Andrew J.

    2014-01-01

    Background: Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. Aims: This study investigated the…

  6. Iranian English for Academic Purposes (EAP) Stakeholders' Attitudes toward Using the Internet in EAP Courses for Civil Engineering Students: Promises and Challenges

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Dashtestani, Reza

    2013-01-01

    English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and…

  7. The Effect of the Flipped Classroom on Urban High School Students' Motivation and Academic Achievement in a High School Science Course

    ERIC Educational Resources Information Center

    Dixon, Keshia L.

    2017-01-01

    This study investigated the effect of the flipped classroom on urban high school students' motivation and academic achievement in a high school science course. In this quantitative study, the sample population was comprised of North Star High School 12th grade students enrolled in human anatomy and physiology. A quasi-experimental,…

  8. Academic interventions for students in introductory biology while concurrently enrolled in developmental courses: An action research study

    NASA Astrophysics Data System (ADS)

    Barnes, William D.

    Each fall semester, approximately half of the students enrolled in the introductory biology course of a small rural college are concurrently enrolled in at least one developmental education math or English course. The resulting grades of D, F and Withdraw for this cohort will be as high as 50% for those enrolled in one developmental course and 65% for those enrolled in two. The purpose of this study was to provide academic interventions such as use of online supplemental learning materials and resources, as well as to emphasize the Campus Tutoring and Learning Center (CTLC) as a resource, for students in the introductory biology course in order to analyze the impact on the learning outcomes of the developmental students. The approach used was an action research model utilizing a pretest-posttest experimental design with the treatment group receiving weekly reminders regarding the availability and value of utilizing the CTLC and the control group receiving only an initial invitation to visit the CTLC. The results found a statistically significant effect ( p < .05) on student use of the CTLC in the treatment group as compared to the control. This suggests that faculty emphasis of campus learning resources can have a positive impact on student behavior. The effect of online supplemental learning materials and resources, including use of the CTLC, on student learning outcomes was found to be statistically insignificant ( p > .05).

  9. 48 CFR 871.211 - Information concerning correspondence courses.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... correspondence courses. 871.211 Section 871.211 Federal Acquisition Regulations System DEPARTMENT OF VETERANS... courses. Specific questions on correspondence courses as to the content of courses, academic credit, and entrance requirements for courses included in VA contracts may be directed to the institutions offering the...

  10. 48 CFR 871.211 - Information concerning correspondence courses.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... correspondence courses. 871.211 Section 871.211 Federal Acquisition Regulations System DEPARTMENT OF VETERANS... courses. Specific questions on correspondence courses as to the content of courses, academic credit, and entrance requirements for courses included in VA contracts may be directed to the institutions offering the...

  11. 48 CFR 871.211 - Information concerning correspondence courses.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... correspondence courses. 871.211 Section 871.211 Federal Acquisition Regulations System DEPARTMENT OF VETERANS... courses. Specific questions on correspondence courses as to the content of courses, academic credit, and entrance requirements for courses included in VA contracts may be directed to the institutions offering the...

  12. Factors Affecting M-Learners' Course Satisfaction and Learning Persistence

    ERIC Educational Resources Information Center

    Joo, Young Ju; Joung, Sunyoung; Lim, Eugene; Kim, Hae Jin

    2014-01-01

    This study investigated whether college students' self-efficacy, level of learning strategy use, academic burnout, and school support predict course satisfaction and learning persistence. To this end, self-efficacy, level of learning strategy use, academic burnout, and school support were used as prediction variables, and course satisfaction and…

  13. 48 CFR 871.211 - Information concerning correspondence courses.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... correspondence courses. 871.211 Section 871.211 Federal Acquisition Regulations System DEPARTMENT OF VETERANS... PROGRAMS Vocational Rehabilitation and Employment Service 871.211 Information concerning correspondence courses. Specific questions on correspondence courses as to the content of courses, academic credit, and...

  14. A Date With Academic Literacies: Using Brief Conversation to Facilitate Student Engagement With Academic Literacies

    ERIC Educational Resources Information Center

    Dunham, Nicola

    2012-01-01

    The argument that de-contextualized deficit approaches to academic literacies were ineffective (Lea, 2004; Northedge, 2003), has led to expectations that New Zealand Higher Education institutions embed academic literacies within programmes and courses (Tertiary Education Commission, 2010). This paper reports on the use of a teaching and learning…

  15. Overcoming Barriers to Engaging in College Academics

    ERIC Educational Resources Information Center

    Hensley, Lauren; Shaulskiy, Stephanie; Zircher, Andrew; Sanders, Megan

    2015-01-01

    Underprepared college students face transition issues that prevent full academic engagement. The written responses of 176 students in a learning-strategies course were used to develop a grounded model of overcoming barriers to academic engagement. Findings revealed contexts in which academic engagement involved high costs (i.e., effort, trade-off,…

  16. Academic Delay of Gratification and Self-Efficacy Enhance Academic Achievement among Minority College Students.

    ERIC Educational Resources Information Center

    Bembenutty, Hefer

    The direct and indirect effects of academic delay of gratification and self-efficacy on academic performance of minority college students (n=45) were evaluated. The students were enrolled in an introductory writing course as part of a summer immersion program at a Midwestern university. The results of this study support the notion that delay of…

  17. Online Finance and Economics Courses: A Comparative Study of Course Satisfaction and Outcomes across Learning Models

    ERIC Educational Resources Information Center

    Wiechowski, Linda; Washburn, Terri L.

    2014-01-01

    Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the…

  18. Association of Health Sciences Reasoning Test scores with academic and experiential performance.

    PubMed

    Cox, Wendy C; McLaughlin, Jacqueline E

    2014-05-15

    To assess the association of scores on the Health Sciences Reasoning Test (HSRT) with academic and experiential performance in a doctor of pharmacy (PharmD) curriculum. The HSRT was administered to 329 first-year (P1) PharmD students. Performance on the HSRT and its subscales was compared with academic performance in 29 courses throughout the curriculum and with performance in advanced pharmacy practice experiences (APPEs). Significant positive correlations were found between course grades in 8 courses and HSRT overall scores. All significant correlations were accounted for by pharmaceutical care laboratory courses, therapeutics courses, and a law and ethics course. There was a lack of moderate to strong correlation between HSRT scores and academic and experiential performance. The usefulness of the HSRT as a tool for predicting student success may be limited.

  19. Daily Mini Quizzes as Means for Improving Student Performance in Anatomy Course

    PubMed Central

    Poljičanin, Ana; Čarić, Ana; Vilović, Katarina; Košta, Vana; Marinović Guić, Maja; Aljinović, Jure; Grković, Ivica

    2009-01-01

    Aim To evaluate daily-written 10-question quizzes in a medical anatomy course as a way to integrate assessment into the course and to evaluate their effect on the course success. Methods Students answering correctly 8/10 or more questions were awarded 0.5 points per quiz. There were 34 quizzes with a maximum point score 17. Measurable outcomes of academic progress in anatomy course (pass rates on 4 examination terms, total pass rate, and average marks) were calculated, and 2007/08 academic year was compared with the previous academic year in which daily written quizzes were not a part of the course. The relationship between cumulative points on daily quizzes and 3 components of the final examination (written, practical, and oral) for 2007/08 academic year was assessed by non-parametric correlation testing. Results Individual scores on quizzes ranged from 1.5 to 13.5 points. There was a positive correlation between scores on quizzes and grades on 3 components of the final examination: written (Spearman ρ = 0.784, P < 0.001, n = 79), practical (Spearman ρ = 0.342, P < 0.002, n = 79), and oral (Spearman ρ = 0.683, P < 0.001, n = 79) part. Compared with students in the previous academic year, students attending the course with daily quizzes significantly improved their academic achievement, expressed as the pass rate at the first examination term (39% vs 62%, respectively, χ2 test, P = 0.006) and the average course grade (2.71 ± 1.08 vs 3.38 ± 1.26, respectively; t test, P < 0.001). Conclusion Despite their frequency and possible associated stress, daily quizzes were associated with better academic success in the anatomy course. PMID:19260145

  20. Assessment and College Course Placement: Matching Students with Appropriate Instruction.

    ERIC Educational Resources Information Center

    Noble, Julie P.; Schiel, Jeff L.; Sawyer, Richard L.

    College course placement systems match students with instruction that is appropriate to their academic preparation and other characteristics. At a minimum, course placement involves assessing students' academic skills and providing them with instruction that is appropriate to their skills. Upon entry to college, students might encounter different…

  1. [Community health course--student's evaluation].

    PubMed

    Juresa, Vesna; Musil, Vera; Sosić, Zvonko; Majer, Marjeta; Pavleković, Gordana

    2010-12-01

    Since 1952, Andrija Stampar School of Public Health, School of Medicine, University of Zagreb, has provided a community health course, based on the medical education approach that the main fields of physicians' action are human settlements and not only consulting rooms and clinics. The aim of the study was to compare community health course students' evaluations immediately after attending the course at the 4th and 6th study years. The survey included 224 4th year medical students attending the community course during the academic year 2007-2008 and 192 same-generation 6th year students (85.7%) during the academic year 2009-2010. Students were required to fill out an evaluation questionnaire about the activities during the community health course using grades from 1-poor to 5-excellent, and to write personal remarks and essay. The academic year 2007-2008 students (n=224) were very satisfied (grades 5 and 4) with preparatory seminar (98% of students), final seminar (97%), course organization (90%) and course contents (89%). The same grades were allocated by 98% of students to public health field research, 94% to work in community nurse service, 93% to work in family practice and health promotion in school and kindergarten, and 87% to water sampling. Satisfaction with the community health course was very emotionally described in final essays: "... work with community nurse service in the poorest part of Croatia has changed my life. I have learned in only few hours to wish less and to give more. Every physician should experience it, because that is real life". Results of the same-generation students (n=192) in the academic year 2009-2010, now at 6th study year, showed them to be still very satisfied (grades 5 and 4) with the activities in the community health course: 94% with health promotion, 92% with work in the community nurse service and family medicine, 86% with course contents, 82% with course organization, 78% with final seminar, 64% with preparatory seminar

  2. The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

    PubMed

    Burton, William B; Ma, Terence P; Grayson, Martha S

    2017-01-01

    In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

  3. Visualisations as a Means for Exploring Academics' Teacher Identities

    ERIC Educational Resources Information Center

    Nevgi, Anne; Löfström, Erika

    2014-01-01

    Academics' teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as…

  4. Deployments, Stress, and Soldiers' Academic Performance

    ERIC Educational Resources Information Center

    Perot, Mindy

    2012-01-01

    This study focused on identifying whether certain factors affected the academic performance of Soldiers attending an Army educational institution. Academic performance was measured by the grade percentile average of the participant upon the completion of their course of enrollment. Factors that were considered within the study through…

  5. Designing Online Courses To Discourage Dishonesty.

    ERIC Educational Resources Information Center

    Christe, Barbara

    2003-01-01

    Presents techniques used within one university's Electrical and Computer Engineering Technology department to develop online courses that discourage student dishonesty, focusing on: academic dishonesty; course design focus area (syllabus design, content presentation, student-teacher relationship, assessment design, and monitoring tools); and…

  6. Ten Years in the Academic Integrity Trenches: Experiences and Issues

    ERIC Educational Resources Information Center

    Atkinson, Doug; Nau, S. Zaung; Symons, Christine

    2016-01-01

    In 2016, our university launched its Academic Integrity Program (AIP) in order to promote and protect academic integrity. All commencing students must complete this online AIP within 14 days of starting their course. Satisfactory completion of this module with a test score of 80% is required before students can access their course materials.…

  7. Consulting by Business College Academics: Lessons for Business Communication Courses

    ERIC Educational Resources Information Center

    Dave, Anish

    2009-01-01

    Business communication (BC) is a crucial aspect of management consulting. BC scholars have widely studied the relationship between BC and management consulting, including consulting by BC academics. A limited review of the studies of management consulting, including consulting done by business college academics, hereafter referred to simply as…

  8. Students' perceptions of academic dishonesty in the chemistry classroom laboratory

    NASA Astrophysics Data System (ADS)

    del Carlo, Dawn I.; Bodner, George M.

    2004-01-01

    Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom laboratory and scientific misconduct in the research laboratory. Across the spectrum of undergraduate chemistry courses, from the introductory course for first-semester chemistry majors to the capstone course in instrumental analysis, we noted that students believe the classroom lab is fundamentally different from a research or industrial lab. This difference is so significant that it carries over into students' perceptions of dishonesty in these two environments.

  9. Influence of Academic Self-Regulation, Critical Thinking, and Age on Online Graduate Students' Academic Help-Seeking

    ERIC Educational Resources Information Center

    Dunn, Karee E.; Rakes, Glenda C.; Rakes, Thomas A.

    2014-01-01

    Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation,…

  10. CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

    PubMed

    Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

    2016-05-01

    A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

  11. Motivational Correlates of Academic Success in an Educational Psychology Course

    ERIC Educational Resources Information Center

    Herman, William E.

    2011-01-01

    The variables of class attendance and the institution-wide Early Alert Grading System were employed to predict academic success at the end of the semester. Classroom attendance was found to be statistically and significantly related to final average and accounted for 14-16% of the variance in academic performance. Class attendance was found to…

  12. The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing

    PubMed Central

    Burton, William B; Ma, Terence P; Grayson, Martha S

    2017-01-01

    Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods. PMID:29349337

  13. The Hathaway Scholarship and Academic Preparation: A Study of Perceptions of Academic Preparation and Academic Success

    ERIC Educational Resources Information Center

    Aagard, Tammy Lindsay

    2010-01-01

    With the implementation of the Hathaway scholarship in the state of Wyoming, questions arose regarding the effectiveness of a prescribed set of high school courses (the Success Curriculum) in preparing students for success in college. This research sought to determine the perceptions of academic preparation of students who earned the Hathaway…

  14. Approaches Reflected in Academic Writing MOOCs

    ERIC Educational Resources Information Center

    Kwak, Subeom

    2017-01-01

    Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the…

  15. The Impact of Students' Choice of Time of Day for Class Activity and Their Sleep Quality on Academic Performance in Multidisciplinary Distance Education Courses

    ERIC Educational Resources Information Center

    Miles, Jessica A.

    2014-01-01

    The purpose of this research was to identify the impact of students' choice of time of day for class activity and their sleep quality on academic performance in multidisciplinary distance education courses at a southeastern U.S. state college. The research addressed the relationship of other individual student characteristics (i.e., age, gender,…

  16. Is the admission test for a course in medicine a good predictor of academic performance? A case-control experience at the school of medicine of Turin.

    PubMed

    Migliaretti, Giuseppe; Bozzaro, Salvatore; Siliquini, Roberta; Stura, Ilaria; Costa, Giuseppe; Cavallo, Franco

    2017-12-01

    The usefulness of university admission tests to medical schools has been discussed in recent years. In the academic year 2014-15 in Italy, several students who failed the admission test appealed to the regional administrative court ('Tribunale Amministrativo Regionale'-TAR) requesting to be included, despite their test results, and all were admitted to their respective courses. The existence of this population of students generated a control group, in order to evaluate the predictive capacity of the admission test. The aim of the present work is to discuss the ability of university admission tests to predict subsequent academic success. The study involved 683 students who enrolled onto the first year of the degree course in medicine in the academic year 2014-15 at the University of Turin (Molinette and San Luigi Gonzaga colleges). The students were separated into two categories: those who passed the admission test (n1=531) and those who did not pass the admission test but won their appeal in the TAR (n2=152). The validity of the admission test was analysed using specificity, sensitivity, positive and negative likelihood ratios (LH+, LH-), receiver operating characteristic (ROC) curves, area under the ROC curve (AUC), and relative (95% CI). The results showed that the admission test appeared to be a good tool for predicting the academic performances in the first year of the course (AUC=0.70, 95% CI 0.64 to 0.76). Moreover, some subject areas seemed to have a greater discriminating capacity than others. In general, students who obtained a high score in scientific questions were more likely to obtain the required standards during the first year (LH+ 1.22, 95% CI 1.14 to 1.25). Based on a consistent statistical approach, our study seems to confirm the ability of the admission test to predict academic success in the first year at the school of medicine of Turin. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All

  17. The Advanced Course in Professional Selling

    ERIC Educational Resources Information Center

    Loe, Terry; Inks, Scott

    2014-01-01

    More universities are incorporating sales content into their curriculums, and although the introductory courses in professional sales have much common ground and guidance from numerous professional selling texts, instructors teaching the advanced selling course lack the guidance provided by common academic tools and materials. The resulting…

  18. Disciplinary and Academic Decisions Pertaining to Students: A Review of the 1995 Judicial Decisions.

    ERIC Educational Resources Information Center

    Pavela, Gary

    1997-01-01

    Reviews 1995 case law concerning constitutional due process in college student disciplinary cases. Finds that administrators should follow substantive and procedural rules carefully; disciplinary determinations should not substitute for academic judgments; academic dishonesty should be treated as a disciplinary offense; internships and clinical…

  19. University Aviation Degree Courses: A Study of Labour Market and Student Retention Challenges for Sustainable Course Development

    ERIC Educational Resources Information Center

    Yadav, Devinder K.

    2012-01-01

    Universities offering aviation degree courses face a dilemma when integrating flying training, which is vocational skills training, into an academic degree programme. Whilst flying training for a pilot's licence is provided by flying schools regulated by a country's Civil Aviation Authority, the HE sector is responsible for the academic standards…

  20. 40 CFR 721.981 - Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... naphthalenyl-substituted azonaphthol chromium complex. 721.981 Section 721.981 Protection of Environment...-substituted naphthalenyl-substituted azonaphthol chromium complex. (a) Chemical substance and significant new... naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex (PMN P-93-1631) is subject to...

  1. 40 CFR 721.981 - Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... naphthalenyl-substituted azonaphthol chromium complex. 721.981 Section 721.981 Protection of Environment...-substituted naphthalenyl-substituted azonaphthol chromium complex. (a) Chemical substance and significant new... naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex (PMN P-93-1631) is subject to...

  2. 40 CFR 721.981 - Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... naphthalenyl-substituted azonaphthol chromium complex. 721.981 Section 721.981 Protection of Environment...-substituted naphthalenyl-substituted azonaphthol chromium complex. (a) Chemical substance and significant new... naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex (PMN P-93-1631) is subject to...

  3. 40 CFR 721.981 - Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... naphthalenyl-substituted azonaphthol chromium complex. 721.981 Section 721.981 Protection of Environment...-substituted naphthalenyl-substituted azonaphthol chromium complex. (a) Chemical substance and significant new... naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex (PMN P-93-1631) is subject to...

  4. Gender, Self-Perception, and Academic Problems in High School.

    PubMed

    Crosnoe, Robert; Riegle-Crumb, Catherine; Muller, Chandra

    2007-01-01

    Given the increasing importance of education to socioeconomic attainment and other life course trajectories, early academic struggles can have long-term consequences if not addressed. Analysis of a nationally representative sample with official school transcripts and extensive data on adolescent functioning identified a social psychological pathway in this linkage between external feedback about early struggles and truncated educational trajectories. For girls, class failures absent of diagnosed learning disabilities engendered increasingly negative self-perceptions that, in turn, disrupted math and science course-taking, especially in family and peer contexts in which academic success was prioritized. For boys, diagnosed learning disabilities, regardless of class performance, engendered the same changes in self-perception and the same consequences of these changes for course-taking across family and peer contexts. These results reveal how ability labels and ability-related performance indicators come together to influence the long-term educational prospects of girls and boys attending mainstream schools in which the majority of students do not have learning disabilities or severe academic problems. Keywords: education, learning disability, academic failure, peers, and stigma.

  5. An analysis of high-performing science students' preparation for collegiate science courses

    NASA Astrophysics Data System (ADS)

    Walter, Karen

    This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

  6. [Academic burnout and selection-optimization-compensation strategy in medical students].

    PubMed

    Chun, Kyung Hee; Park, Young Soon; Lee, Young Hwan; Kim, Seong Yong

    2014-12-01

    This study was conducted to examine the relationship between academic demand, academic burnout, and the selection-optimization-compensation (SOC) strategy in medical students. A total of 317 students at Yeungnam University, comprising 90 premedical course students, 114 medical course students, and 113 graduate course students, completed a survey that addressed the factors of academic burnout and the selection-optimization-compensation strategy. We analyzed variances of burnout and SOC strategy use by group, and stepwise multiple regression analysis was conducted. There were significant differences in emotional exhaustion and cynicism between groups and year in school. In the SOC strategy, there were no significant differences between groups except for elective selection. The second-year medical and graduate students experienced significantly greater exhaustion (p<0.001), and first-year premedical students experienced significantly higher cynicism (p<0.001). By multiple regression analysis, subfactors of academic burnout and emotional exhaustion were significantly affected by academic demand (p<0.001), and 46% of the variance was explained. Cynicism was significantly affected by elective selection (p<0.05), and inefficacy was significantly influenced by optimization (p<0.001). To improve adaptation, prescriptive strategies and preventive support should be implemented with regard to academic burnout in medical school. Longitudinal and qualitative studies on burnout must be conducted.

  7. The Impact of Using Mobile-Supported Learning Management Systems in Teaching Web Design on the Academic Success of Students and Their Opinions on the Course

    ERIC Educational Resources Information Center

    Tezer, Murat; Çimsir, Burcu Turan

    2018-01-01

    This research aimed to examine the impact of using mobile-supported learning management systems (LMS) in teaching web design on the academic success of students and their opinion on the course; and it was conducted on 70 volunteer students (35 experimental, 35 control) enrolled at Giresun University, Technical Sciences Vocational School, Computer…

  8. MHEC Academic Scheduling Software Survey Results.

    ERIC Educational Resources Information Center

    Midwestern Higher Education Commission Academic Software Committee Research Bulletin, 1995

    1995-01-01

    This bulletin summarizes the chief quantitative findings of a survey of 264 small and medium sized colleges and universities in the midwest concerning their use of and interest in academic scheduling software. This type of software assists in planning course offerings, assigning instructors and course functions to facilities and time slots, and…

  9. Success course intervention for students on academic probation in science majors: A longitudinal quantitative examination of the treatment effects on performance, persistence, and graduation

    NASA Astrophysics Data System (ADS)

    Marshall, Zachary L.

    2011-12-01

    With increasing external and internal pressure to increase retention and graduation rates in select colleges along with increasing numbers of college-going populations over time, student affairs professionals have responded with a variety of programs to support students' transition to college. This study sought to examine freshman students in science majors went on academic probation at the end of their first semester. If these students did not raise their GPAs quickly, they faced academic dismissal from the institution. Consequently, the institution would not be able to retain them, and ultimately, they would not graduate. Managerial professionals at the institution created, implemented, and evaluated an intervention in the form of a success course for these students to help get them back on track, retain them, and ultimately graduate from the institution. The literatures drawn upon for this study included retention theory, probationary student behaviors and attitudes, interventions, success courses, fear appeal theories, academic capitalism, and institutional isomorphism. The study employed tests including chi-square, logistic regressions, and differences-in-differences fixed effects regressions to identify the differences and effects on performance, persistence, and graduation rates of the treatment and comparison groups. The findings of this study showed significant differences between the persistence and graduation rates of the treatment and control groups, and regression effects showed a short-term causal effect on performance as well as significant likelihoods of persisting and graduating within four or five years. Recommendations for further improvements to interventions are discussed in the final chapter.

  10. The Relationship of Academic Self-Efficacy to Class Participation and Exam Performance

    ERIC Educational Resources Information Center

    Galyon, Charles E.; Blondin, Carolyn A.; Yaw, Jared S.; Nalls, Meagan L.; Williams, Robert L.

    2012-01-01

    This study examined the relationship of academic self-efficacy to engagement in class discussion and performance on major course exams among students (N = 165) in an undergraduate human development course. Cluster analysis was used to identify three levels of academic self-efficacy: high (n = 34), medium (n = 91), and low (n = 40). Results…

  11. Academic self-handicapping: relationships with learning specific and general self-perceptions and academic performance over time.

    PubMed

    Gadbois, Shannon A; Sturgeon, Ryan D

    2011-06-01

    Academic self-handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self-esteem, are correlated with classroom goal structures and to learners' general self-perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance but has yet to be examined with respect to learners' performance across a series of tests. This research was designed to examine the relationship between students' ASH tendencies and their self-concept clarity, learning strategies, and performance on a series of tests in a university course. A total of 209 (153 female; 56 male) Canadian university psychology students participated in this study. Participants' ASH tendencies, self-concept clarity, approaches to learning, and self-regulatory learning strategies were assessed along with expected grades and hours of study in the course from which they were recruited. Finally, students' grades were obtained for the three tests for the course from which they were recruited. Students reporting greater self-handicapping tendencies reported lower self-concept clarity, lower academic self-efficacy, greater test anxiety, more superficial learning strategies, and scored lower on all tests in the course. The relationships of ASH scores and learner variables with performance varied across the three performance indices. In particular, ASH scores were more strongly related to second and third tests, and prior performances were accounted for. ASH scores accounted for a relatively small but significant proportion of variance for all three tests. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course. ©2010 The British Psychological Society.

  12. Translanguaging in English Academic Writing Preparation

    ERIC Educational Resources Information Center

    Adamson, John; Coulson, David

    2015-01-01

    We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…

  13. Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

    PubMed

    Huitt, Tiffany W; Killins, Anita; Brooks, William S

    2015-01-01

    As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

  14. Academics, Activities, Attitude.

    ERIC Educational Resources Information Center

    Lannert, Grace

    2000-01-01

    An Oklahoma high school is striving to integrate activities, attitudes, and academics. The school broadens curriculum by involving students in its performance, governance, service, and instruction via sports activities, job-related organizations, course-related clubs, membership groups, and school-service and government clubs open to all students.…

  15. Online Persistence in Higher Education Web-Supported Courses

    ERIC Educational Resources Information Center

    Hershkovitz, Arnon; Nachmias, Rafi

    2011-01-01

    This research consists of an empirical study of online persistence in Web-supported courses in higher education, using Data Mining techniques. Log files of 58 Moodle websites accompanying Tel Aviv University courses were drawn, recording the activity of 1189 students in 1897 course enrollments during the academic year 2008/9, and were analyzed…

  16. Academic Web Authoring Mulitmedia Development and Course Management Tools

    ERIC Educational Resources Information Center

    Halloran, Margaret E.

    2005-01-01

    Course management software enables faculty members to learn one software package for web-based curriculum, assessment, synchronous and asynchronous discussions, collaborative work, multimedia and interactive resource development. There are as many as 109 different course management software packages on the market and several studies have evaluated…

  17. The Oregon Applied Academics Project: Final Report

    ERIC Educational Resources Information Center

    Pearson, Donna; Richardson, George B.; Sawyer, Jennifer M.

    2013-01-01

    This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been…

  18. Overview of Geriatric Distance Education for Academic Courses and Continuing Education

    ERIC Educational Resources Information Center

    Johnson, Helen Arleen

    2004-01-01

    Distance education technologies may be applied to academic settings, continuing education/continuing medical education settings or in combination to both. This article provides an overview of what we have learned about academic and continuing education/continuing medical education in geriatrics and gerontology. It includes information on the scope…

  19. Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

    PubMed Central

    Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

    2014-01-01

    Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the

  20. Study Skills Analysis: A Pilot Study Linking a Success and Psychology Course

    ERIC Educational Resources Information Center

    Urciuoli, Jannette Alejandra; Bluestone, Cheryl

    2013-01-01

    This study explored a concept that learning study skills in the context of the content area under study may transfer across courses, multiplying the benefits towards academic success. Methods that have been reported to influence academic growth at the community college level include success courses and applied study skills. In this pilot project…

  1. The link between middle school mathematics course placement and achievement.

    PubMed

    Domina, Thurston

    2014-01-01

    The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

  2. Problem-based learning biotechnology courses in chemical engineering.

    PubMed

    Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

    2006-01-01

    We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

  3. Timing Is Everything: Academe's Annual Baby Boom.

    ERIC Educational Resources Information Center

    Wilson, Robin

    1999-01-01

    Female college professors feel pressure to plan childbirth for the summer because maternity policies don't accommodate mid-academic-year births and finding a substitute instructor may be difficult. A few institutions offer paid maternity leave. Wesleyan University (Connecticut) offers mothers and fathers the option of part-time pay for leave or…

  4. Effect of didactically qualified student tutors on their tutees' academic performance and tutor evaluation in the gross anatomy course.

    PubMed

    Horneffer, A; Fassnacht, U; Oechsner, W; Huber-Lang, M; Boeckers, T M; Boeckers, A

    2016-11-01

    Peer teaching is widely applied in medical education, anatomists having a notably long tradition in cooperating with student tutors in the dissection course. At Ulm University we established an intensified concomitant didactic training program for student tutors and investigated possible effects on their tutees' academic performance and tutor evaluation. In winter semester 2012/13 all student tutors of the dissection course were invited to participate in the "Train-the-Tutor" educational program. 1 Test results and failure rates of 149 tutees who had been supervised by program participants (n=14) and 136 tutees of not participating tutors (n=13) were analyzed, as well as data on tutor evaluation and learning behavior of 235 (82%) of these tutees. Overall, both groups of tutees showed equal learning behavior and evaluated their tutors' performances similarly. However, tutees of program participants consistently obtained better examination results (median: 1.9 versus 2.2 in overall scores) and lower ultimate failure rates (13.4 versus 17.6% of students failed, respectively). An intensified didactic training program for student tutors may help their tutees to pass the gross anatomy course. Additional studies are necessary to objectify and further investigate this effect in order to optimize the concept regarding time expenditure and costs. Copyright © 2016 Elsevier GmbH. All rights reserved.

  5. Academic and Social Support Critical to Success in Academically Rigorous Environment

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

    To ensure that more American students attend college and are prepared to participate in a global economy, secondary schools have increased academic rigor and raised standards. By emphasizing vertical alignment of courses from preschool through college, secondary schools can help close the expectation gap that exists between high school and college…

  6. Prediction Tables for Avionics Fundamentals Course, Class A.

    ERIC Educational Resources Information Center

    Baldwin, Robert O.; Johnson, Kirk A.

    This study was conducted in 1966 to provide the avionics fundamentals course, class A, with a number of tables for predicting academic performance, either by precourse variables or by grades made early in the course. A means of identifying potential setbacks and potential failures was also desired. In September 1966 a 16 week course replaced the…

  7. Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation.

    PubMed

    Sturges, Diana; Maurer, Trent W; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

    2016-03-01

    This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades. Copyright © 2016 The American Physiological Society.

  8. Academic Skills Module.

    ERIC Educational Resources Information Center

    Demery, Marie

    A module consisting of eight academic skills is presented to help students achieve success and graduate from Northwestern State University (Louisiana) and other institutions. The elective course is open to all students, and especially for entering freshmen who have a grade point average of 2.0 or who are enrolled in developmental education…

  9. Relationship of Academic Job Involvement To Biographical Data, Personal Characteristics, and Academic Performance.

    ERIC Educational Resources Information Center

    Edwards, Jack E.; Waters, L. K.

    1980-01-01

    A job involvement measure adapted to reflect course involvement was unrelated to age, sex, class rank, and tested verbal ability. However, it was significantly and positively related to achievement motivation, locus of control, Protestant ethic attitudes, academic satisfaction, and performance. (Author/CP)

  10. A Study of an English for Academic Purposes Course

    ERIC Educational Resources Information Center

    Zohrabi, Mohammad; Shah, Parilah M.; Yunus, Melor M.

    2012-01-01

    English for General Purposes (EGP) is a foundation course which should be taken by all the undergraduate students at the University of Tabriz, Iran. However, the EGP course cannot meet the students' objectives and needs. Evidently, it has some shortcoming and the results of the study indicate that it not only has lost its credibility but also has…

  11. How leaky is the health career pipeline? Minority student achievement in college gateway courses.

    PubMed

    Alexander, Charles; Chen, Eric; Grumbach, Kevin

    2009-06-01

    To determine whether underrepresented minority (URM) students receive lower grades than do non-URM students in college prehealth gateway courses; the extent to which lower grade performance might be explained by the differences in precollege academic achievement; and whether URM students are less likely than non-URM students to persist in completing at least four gateway courses. Administrative data were obtained from six California colleges on 15,000 college students who matriculated in the 1999-2000 or 2000-2001 academic years and enrolled in at least one college course required for application to medical or dental school ("gateway" courses). Students were compared across ethnic groups in gateway course grade performance and persistence in completing at least four gateway courses, using regression methods to control for students' college admission test scores and caliber of high school attended. URM students received significantly lower grades on average in gateway courses than did white students. This gap persisted after adjusting for measures of prior academic performance. However, URM students were nearly as likely as white students to persist in completing at least four gateway courses. After accounting for the lower grades of URM students in their initial classes, URM students were more likely than white students to complete four or more gateway courses. URM students experienced academic challenges, but many persist in their prehealth courses despite these challenges. Interventions at the college level to support URM student performance in gateway courses are particularly important for increasing the diversity of medical and dental schools.

  12. Student Alienation, Academic Achievement, and WebCT Use

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2005-01-01

    The current investigation sought to understand the relationships between college student alienation, academic achievement, and use of WebCT. Fifty-three students enrolled in an undergraduate educational psychology course provided three types of data: 1) self-rating of eight Likert scale alienation items, 2) academic achievement measured with four…

  13. Projecting Project Management's Future within the Academic Landscape

    ERIC Educational Resources Information Center

    Halfond, Jay A.

    2011-01-01

    U.S. universities have had century-long success in absorbing existing professions into their curricula--by making academe their gatekeeper. These professions often started with apprenticeships and short training courses leading to a certification examination--and were then elevated and "academized" into a comprehensive body of knowledge,…

  14. Admission characteristics and academic performance of podiatric and osteopathic medical students at Des Moines University.

    PubMed

    Yoho, Robert M; Vardaxis, Vassilios; Comstock, Kathryn

    2010-01-01

    Podiatric and osteopathic medical students at Des Moines University take the same basic science medical curriculum. The first course students complete is medical biochemistry. The final common course is the second-year medical pharmacology course. Attrition typically occurs between these academic offerings. We sought to compare admissions data, retention rates, and academic performance between these two groups of medical students for the classes of 2008 to 2011. Average admission scores, performance scores for the biochemistry and medical pharmacology courses, and retention rates for the 2008 to 2011 classes were obtained from the registrar and enrollment offices. One-way analysis of variance was used to compare the scores of the two cohorts. Linear regression was used to identify changes across time. The DO students showed significantly better performance than the DPM students in matriculating overall and science grade point averages, total Medical College Admissions Test scores, retention rates, and the medical biochemistry course (P < .01). There was no difference in the performance of the student groups in the medical pharmacology course. The DPM student scores across the four classes increased for both academic courses, whereas the DO student scores remained at the same level for medical biochemistry, at a rate of 0.74% per year (R(2) = 0.50), and pharmacology, at a rate of 0.90% per year (R(2) = 0.49). Admissions data and initial academic performance of osteopathic medical students were higher than those of podiatric medical students. Once attrition occurred in year 1, the difference in academic performance between these groups of students was no longer statistically significant, and students in both medical programs at that time in the curriculum are equally academically qualified.

  15. Public Policy Issues Surrounding Online University Courses

    ERIC Educational Resources Information Center

    Holmes, Georgia L.

    2008-01-01

    With the maturation of the internet more and more colleges and universities are offering online courses. As these courses enter the mainstream, public policy issues are beginning to emerge. Many of these involve the tension between the "work for hire" doctrine and academic freedom that occurs when educational institutions offer these…

  16. Assuring Academic Achievement Standards: From Moderation to Calibration

    ERIC Educational Resources Information Center

    Sadler, D. Royce

    2013-01-01

    The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are…

  17. A Statistical Interaction Model for Examining Compensatory Effects on Academic Performance.

    ERIC Educational Resources Information Center

    Ritchey, Ferris J.; Lewis, Barbara Lawhon

    A 2-year study of 206 college students at an urban research university in a southern state examined personal, environmental, academic, and non-academic predictors of: (1) course grade performance; and (2) academic retention. Of particular interest were "high-risk" or "disadvantaged" students and how they compensated for their…

  18. Arenium ions are not obligatory intermediates in electrophilic aromatic substitution

    PubMed Central

    Galabov, Boris; Koleva, Gergana; Simova, Svetlana; Hadjieva, Boriana; Schaefer, Henry F.; Schleyer, Paul von Ragué

    2014-01-01

    Our computational and experimental investigation of the reaction of anisole with Cl2 in nonpolar CCl4 solution challenges two fundamental tenets of the traditional SEAr (arenium ion) mechanism of aromatic electrophilic substitution. Instead of this direct substitution process, the alternative addition–elimination (AE) pathway is favored energetically. This AE mechanism rationalizes the preferred ortho and para substitution orientation of anisole easily. Moreover, neither the SEAr nor the AE mechanisms involve the formation of a σ-complex (Wheland-type) intermediate in the rate-controlling stage. Contrary to the conventional interpretations, the substitution (SEAr) mechanism proceeds concertedly via a single transition state. Experimental NMR investigations of the anisole chlorination reaction course at various temperatures reveal the formation of tetrachloro addition by-products and thus support the computed addition–elimination mechanism of anisole chlorination in nonpolar media. The important autocatalytic effect of the HCl reaction product was confirmed by spectroscopic (UV-visible) investigations and by HCl-augmented computational modeling. PMID:24972792

  19. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School.

    PubMed

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals).

  20. Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School

    PubMed Central

    Valle, Antonio; Regueiro, Bibiana; Núñez, José C.; Rodríguez, Susana; Piñeiro, Isabel; Rosário, Pedro

    2016-01-01

    There seems to be a general consensus in the literature that doing homework is beneficial for students. Thus, the current challenge is to examine the process of doing homework to find which variables may help students to complete the homework assigned. To address this goal, a path analysis model was fit. The model hypothesized that the way students engage in homework is explained by the type of academic goals set, and it explains the amount of time spend on homework, the homework time management, and the amount of homework done. Lastly, the amount of homework done is positively related to academic achievement. The model was fit using a sample of 535 Spanish students from the last three courses of elementary school (aged 9 to 13). Findings show that: (a) academic achievement was positively associated with the amount of homework completed, (b) the amount of homework completed was related to the homework time management, (c) homework time management was associated with the approach to homework, (d) and the approach to homework, like the rest of the variables of the model (except for the time spent on homework), was related to the student's academic motivation (i.e., academic goals). PMID:27065928

  1. Perceptions of pre-clerkship medical students and academic advisors about sleep deprivation and its relationship to academic performance: a cross-sectional perspective from Saudi Arabia.

    PubMed

    AlFakhri, Lama; Sarraj, Jumana; Kherallah, Shouq; Kuhail, Khulood; Obeidat, Akef; Abu-Zaid, Ahmed

    2015-12-01

    The medical student population is believed to be at an increased risk for sleep deprivation. Little is known about students' perceptions towards sleep deprivation and its relationship to academic performance. The aim of study is to explore the perceptions of medical students and their academic advisors about sleep deprivation and its relationship to academic performance. The study took place at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. An online, anonymous, cross-sectional, self-rating survey was administered to first-, third-year students and their academic advisors. Two-tailed Mann-Whitney U test was used to compare the mean 5-point Likert scale responses between students according to gender, academic year and cumulative grade point average (cGPA). A total of 259 students and 21 academic advisors participated in the survey (response rates: 70.6 and 84%, respectively). The vast majority of students agreed that sleep deprivation negatively affects academic performance (78.8%) and mood (78.4%). Around 62.2 and 73.7% of students agreed that the demanding medical curriculum and stress of final exams lead to sleep deprivation, respectively. While 36.7% of students voiced the need for incorporation of curricular separate courses about healthy sleep patterns into medical curriculum, a much greater proportion of students (45.9%) expressed interest in extracurricular activities about healthy sleep patterns. Interestingly, only 13.5% of students affirmed that they were counselled about sleep patterns and academic performance by their academic advisors. There were several statistically significant differences of means of students' perceptions according to gender, academic year and cGPA. Despite almost all academic advisors (95.5%) asserted the importance of sleep patterns to academic performance, none (0%) inquired about sleep patterns when counselling students. Nineteen academic advisors (90.5%) recommended incorporation of sleep patterns related

  2. Academic Crossover Study, University of Hawaii Community Colleges, Fall 1999.

    ERIC Educational Resources Information Center

    Hawaii Univ., Honolulu. Office of the Chancellor for Community Colleges.

    The academic crossover study was developed to answer two questions: (1) What is the course-taking pattern of the different groups of academic majors? (e.g. what is proportion of academic load taken outside the major); and (2) What is the client-serving pattern of the different subject disciplines? (e.g. what are the groups of students served by…

  3. Academically at-risk students' perceptions of a constructivist high school biology pedagogy

    NASA Astrophysics Data System (ADS)

    Sweeney, Heidi

    Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created to address the needs of at-risk students in a heterogeneous ability classroom. There is a gap in current research on students' perceptions of their learning experiences; consequently, the purpose of this phenomenological study was to obtain at-risk students' perceptions of a constructivist-based curriculum and to clarify what aspects of the Living Environment course assisted in their success. Eight academically at-risk students who successfully passed the Living Environment course were surveyed to seek their perceptions of the curricular and pedagogical change. These data were analyzed using the typological method with the inclusion of both inductive and predetermined categories. The students stated a preference for group work and active engagement. They also found that the binder system introduced in the course kept them better organized and helped them increase academic performance. Students perceived that effort was required but was rewarding. Findings derived from this study may contribute to social change by assisting teachers in tailoring curriculum and pedagogical decisions. This study provided a voice for the academically at-risk student and, in doing so, may contribute to social change by providing insight to teachers and administrators that can help students succeed academically, increase graduation rates, and enhance employment opportunities.

  4. The declining interest in an academic career

    PubMed Central

    Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students’ career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students’ changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students’ perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy. PMID:28922403

  5. The declining interest in an academic career.

    PubMed

    Roach, Michael; Sauermann, Henry

    2017-01-01

    There is increasing evidence that science & engineering PhD students lose interest in an academic career over the course of graduate training. It is not clear, however, whether this decline reflects students being discouraged from pursuing an academic career by the challenges of obtaining a faculty job or whether it reflects more fundamental changes in students' career goals for reasons other than the academic labor market. We examine this question using a longitudinal survey that follows a cohort of PhD students from 39 U.S. research universities over the course of graduate training to document changes in career preferences and to explore potential drivers of such changes. We report two main results. First, although the vast majority of students start the PhD interested in an academic research career, over time 55% of all students remain interested while 25% lose interest entirely. In addition, 15% of all students were never interested in an academic career during their PhD program, while 5% become more interested. Thus, the declining interest in an academic career is not a general phenomenon across all PhD students, but rather reflects a divergence between those students who remain highly interested in an academic career and other students who are no longer interested in one. Second, we show that the decline we observe is not driven by expectations of academic job availability, nor by related factors such as postdoctoral requirements or the availability of research funding. Instead, the decline appears partly due to the misalignment between students' changing preferences for specific job attributes on the one hand, and the nature of the academic research career itself on the other. Changes in students' perceptions of their own research ability also play a role, while publications do not. We discuss implications for scientific labor markets, PhD career development programs, and science policy.

  6. Undergraduate Student Motivation in Modularized Developmental Mathematics Courses

    ERIC Educational Resources Information Center

    Pachlhofer, Keith A.

    2017-01-01

    This study used the Motivated Strategies for Learning Questionnaire in modularized courses at three institutions across the nation (N = 189), and multiple regression was completed to investigate five categories of student motivation that predicted academic success and course completion. The overall multiple regression analysis was significant and…

  7. Online University Instructors' Experiences Relative to Ethical Behavior of Students in Online Courses

    ERIC Educational Resources Information Center

    Thompson, Jessica

    2017-01-01

    The phenomenon of unethical behavior in online courses can be problematic and is manifested in academic dishonesty. The specific problem of interest for this study was the experiences of online instructors relative to the problem of academic dishonesty in online courses needed to be better understood. The purpose of this qualitative…

  8. A Comparison of Online and Classroom-Based Developmental Math Courses

    ERIC Educational Resources Information Center

    Eggert, Jeanette Gibeson

    2009-01-01

    Effectiveness was operationalized as a combination of successful developmental course completion, high student satisfaction at the end of the course, and high academic achievement in a subsequent college-level math course. Instructional methodologies were similar to the extent that the instructional delivery systems allowed. With a sample size of…

  9. Substitution Effects and Linear Free Energy Relationships During Reduction of 4- Benzoyl-n-(4-substituted Benzyl)pyridinium Cations

    NASA Technical Reports Server (NTRS)

    Leventis, Nicholas; Zhang, Guo-Hui; Rawashdeh, Abdel-Monem M.; Sotiriou-Leventis, Chariklia; Gray, Hugh R. (Technical Monitor)

    2003-01-01

    In analogy to 4-(para-substituted benzoyl)-N-methylpyridinium cations (1-X's), the title species (2-X's, -X = -OCH3, -CH3, -H, -Br, -COCH3, -NO2) undergo two reversible, well-separated (E(sub 1/2) greater than or equal to 650 mV) one-electron reductions. The effect of substitution on the reduction potentials of 2-X's is much weaker than the effect of the same substituents on 1-X's: the Hammett rho-values are 0.80 and 0.93 for the 1st- and 2nd-e reduction of 2-X's vs. 2.3 and 3.3 for the same reductions of 1-X's, respectively. Importantly, the nitro group of 2-NO2 undergoes reduction before the 2nd-e reduction of the 4-benzoylpyridinium system. These results suggest that the redox potentials of the 4-benzoylpyridinium system can be course-tuned via p-benzoyl substitution and fine-tuned via para-benzyl substitution. Introducing the recently derived substituent constant of the -NO2(sup)- group (sigma para-NO2(sup)- = -0.97) yields an excellent correlation for the 3rd-e reduction of 2- NO2 (corresponding to the reduction of the carbonyl group) with the 2nd-e reduction of the other 2-X's, and confirms the electron donating properties of -NO2(sup)-.

  10. An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5

    ERIC Educational Resources Information Center

    Allen, Jeff; Ndum, Edwin; Mattern, Krista

    2017-01-01

    We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on…

  11. 40 CFR 721.981 - Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) TOXIC SUBSTANCES CONTROL ACT SIGNIFICANT NEW USES OF CHEMICAL SUBSTANCES Significant New Uses for Specific Chemical Substances § 721.981 Substituted naphtholoazo-substituted naphthalenyl-substituted azonaphthol chromium complex. (a) Chemical substance and significant new...

  12. Students' Resistance to Change in Learning Strategies Courses

    ERIC Educational Resources Information Center

    Dembo, Myron H.; Seli, Helena Praks

    2004-01-01

    Research findings indicate that many students fail to benefit from academic support services and courses. The paper discusses reasons why some students resist changing their academic behaviors and links the reasons to learning and motivation variables. The explanations for failure to change include: (1) students believe they can't change; (2)…

  13. Academic Engagement: Hispanic Developmental and Nondevelopmental Education Students

    ERIC Educational Resources Information Center

    Brickman, Stephanie J.; Alfaro, Edna C.; Weimer, Amy A.; Watt, Karen M.

    2013-01-01

    The purpose of this research is to identify any differences in the academic engagement of Hispanic students enrolled in a developmental course compared to those enrolled in a retention initiative course. Researchers proposed that personal interests and perceptions of instrumentality to future goals would help develop, guide, and direct successful…

  14. The Academic Library and the Culture for Learning

    ERIC Educational Resources Information Center

    Hufford, Jon R.

    2016-01-01

    Several components of a campus culture affect learning, yet assessments regularly neglect some of them. Academic librarians should evaluate how they impact courses and student learning through their support of these neglected components. Assessment goals to address some of the components include measuring the level of support for courses with…

  15. The Relationship between Gender and Academic Success Online

    ERIC Educational Resources Information Center

    Kupczynski, Lori; Brown, Michelle; Holland, Glenda; Uriegas, Brian

    2014-01-01

    Distance learning may pose challenges to students in terms of satisfaction and academic success. This study examined the relationship between the final grade received in a distance learning course and the student characteristic of gender. Examined were differences in online course achievement between male and female students through the lens of…

  16. Linking Science Fiction and Physics Courses

    NASA Astrophysics Data System (ADS)

    McBride, Krista K.

    2016-05-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty learning communities. This article discusses a learning community of 21 students that I created with a colleague in the English department. The community encompasses two general education courses: an algebra-based physics course entitled "Intro to Physics" and a literature course entitled "Science Fiction, Science Fact." Students must enroll in both of these courses during the same semester. Additionally, I highlight advantages to linking these courses through surveying the assignments and course materials that we used in our learning community. Figure 1 shows the topics that are covered in both physics and literature courses.

  17. An Examination of Secondary School Students' Academic Achievement in Science Course and Achievement Scores in Performance Assignments with Regard to Different Variables: A Boarding School Example

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre; Günaydin, Esra; Okur, Alperen

    2014-01-01

    The aim of the study is to explore the academic achievement and performance tasks of students studying in a regional primary boarding school in science course with regard to different variables. The study was carried out via survey method and total 96 students, 57 of them boarding students and 39 of them non-boarding students studying in the 5th,…

  18. A Review of Two Studies of Elasticity in Academe.

    ERIC Educational Resources Information Center

    Hoffman, Emily P.

    1986-01-01

    Reviews two elasticity of demand papers in this "Economics of Education Review" issue. Refutes C.F. Chang and H.P. Tuckman's interpretation of college faculty substitution trends, attributing changes in rank distribution to academic hiring and promotion patterns. Affirms G.A. Chressanthis' class standing results and recommendation of a…

  19. Dramatically Improve How and Where Academic Content Is Taught

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2007-01-01

    The fourth recommendation in ACTE's high school reform position statement is to dramatically improve how and where academic content is taught. Even as advanced academic course-taking and high school graduation requirements have increased, student achievement on national benchmarks has remained flat, and college remediation rates continue to…

  20. Utilizing JUSUR in an Information Systems Course

    ERIC Educational Resources Information Center

    Zouhair, Jalila

    2010-01-01

    The aims of this paper are to report the perceptions of both faculty and students when JUSUR, a web based Learning Management System, is used to supplement the teaching inside and outside the classroom during one academic subject; and to compare the experience of the instructor who had previously taught the same course using a course website to…

  1. Open Access Enabling Courses: Risking Academic Standards or Meeting Equity Aspirations

    ERIC Educational Resources Information Center

    Shah, Mahsood; Whannell, Robert

    2017-01-01

    Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor…

  2. Undergraduate medical academic performance is improved by scientific training.

    PubMed

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-09-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  3. What's Next? Experiences of a Formal Course for Academic Developers

    ERIC Educational Resources Information Center

    Skead, Melanie

    2018-01-01

    A growing impetus for disciplinary status for academic development has prompted efforts to construct a principled knowledge base in this emerging field. This paper considers the impact of academic developers' access to structured knowledge through a systematic process. In 2011, the Centre for Higher Education Research, Teaching and Learning at…

  4. Life-course changes in the mediation of cognitive and non-cognitive skills for parental effects on children's academic achievement.

    PubMed

    Hsin, Amy; Xie, Yu

    2017-03-01

    We assess life-course changes in how cognitive and noncognitive skills mediate the effect of parental SES on children's academic achievement using data from the Early Childhood Longitudinal Study-Kindergarten Cohort. Our results show: (1) the direct effect of parental SES declines while the mediating effect of skills increases over time; (2) cognitive and non-cognitive skills differ in their temporal sensitivities to parental origin; and (3) in contrast to the effect of cognitive skills, the mediating effect of non-cognitive skills increases over time because non-cognitive skills are more sensitive to changes in parental SES. Our results offer insights into the dynamic role skill formation play in status attainment. Copyright © 2016 Elsevier Inc. All rights reserved.

  5. Academic Ranking--From Its Genesis to Its International Expansion

    ERIC Educational Resources Information Center

    Vieira, Rosilene C.; Lima, Manolita C.

    2015-01-01

    Given the visibility and popularity of rankings that encompass the measurement of quality of post-graduate courses, for instance, the MBA (Master of Business Administration) or graduate studies program (MSc and PhD) as do global academic rankings--Academic Ranking of World Universities-ARWU, Times Higher/Thomson Reuters World University Ranking…

  6. Conceptualizing Students' Academic Hardiness Dimensions: A Qualitative Study

    ERIC Educational Resources Information Center

    Kamtsios, Spiridon; Karagiannopoulou, Evangelia

    2013-01-01

    Academic hardiness is a personality characteristic that may differentiate students who avoid challenging academic course work from others who are willing to pursue these types of challenges. Research findings have demonstrated the need to understand and examine the construct in different life stages and cultural settings, and there are additional…

  7. Adolescent Trajectories of Depressive Symptoms: Codevelopment of Behavioral and Academic Problems.

    PubMed

    Brière, Frédéric N; Janosz, Michel; Fallu, Jean-Sébastien; Morizot, Julien

    2015-09-01

    Increasing evidence suggests the existence of heterogeneity in the development of depressive symptoms during adolescence, but little remains known regarding the implications of this heterogeneity for the development of commonly co-occurring problems. In this study, we derived trajectories of depressive symptoms in adolescents and examined the codevelopment of multiple behavioral and academic problems in these trajectories. Participants were 6,910 students from secondary schools primarily located in disadvantaged areas of Quebec (Canada) who were assessed annually from the age 12 to 16 years. Trajectories were identified using growth mixture modeling. The course of behavioral (delinquency, substance use) and academic adjustment (school liking, academic achievement) in trajectories was examined by deriving latent growth curves for each covariate conditional on trajectory membership. We identified five trajectories of stable-low (68.1%), increasing (12.1%), decreasing (8.7%), transient (8.7%), and stable-high (2.4%) depressive symptoms. Examination of conditional latent growth curves revealed that the course of behavioral and academic problems closely mirrored the course of depressive symptoms in each trajectory. This pattern of results suggests that the course of depressive symptoms and other adjustment problems over time is likely to involve an important contribution of shared underlying developmental process(es). Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  8. Evaluation of Course-Specific Self-Efficacy Assessment Methods.

    ERIC Educational Resources Information Center

    Bong, Mimi

    A study was conducted to compare three methods of assessing course-level self-efficacy beliefs within a multitrait multimethod (MTMM) framework. The methods involved: (1) successfully performing a number of domain-related tasks; (2) obtaining specific letter grades in the course; and (3) successfully performing generic academic tasks in the…

  9. Redesign of a large lecture course into a small-group learning course.

    PubMed

    Ferreri, Stefanie P; O'Connor, Shanna K

    2013-02-12

    Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course.Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills.Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades.Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

  10. Undergraduate Medical Academic Performance is Improved by Scientific Training

    ERIC Educational Resources Information Center

    Zhang, Lili; Zhang, Wei; Wu, Chong; Liu, Zhongming; Cai, Yunfei; Cao, Xingguo; He, Yushan; Liu, Guoxiang; Miao, Hongming

    2017-01-01

    The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and…

  11. Equity or Marginalization?: The High School Course-Taking of Students Labeled with a Learning Disability

    ERIC Educational Resources Information Center

    Shifrer, Dara; Callahan, Rebecca M.; Muller, Chandra

    2013-01-01

    Placement of some students into the courses needed only for high school graduation and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end…

  12. First Year Experience Courses. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2016

    2016-01-01

    Based on four studies that meet WWC group design standards, "first year experience courses" were found to have potentially positive effects on credit accumulation, degree attainment (college), and general academic achievement (college) for freshman college students. "First year experience courses", often referred to as college…

  13. Head to head: The role of academic competition in undergraduate anatomical education.

    PubMed

    Van Nuland, Sonya E; Roach, Victoria A; Wilson, Timothy D; Belliveau, Daniel J

    2015-01-01

    Competition is a key element in many educational games and is often adopted by educators in an effort to motivate and excite their students. Yet, the use of academic competition in educational institutions remains the subject of much debate. Opponents argue that academic competition causes an increase in student anxiety and divides their attention. However, if the contexts of academic competition are defined, could the inclusion of a game-like competition in a university course be a viable and beneficial method of engaging students? Students (n = 67) were recruited from an undergraduate human anatomy course at Western University. Using a crossover design, students were exposed to a competitive tournament either at the time of their first term test or second term test. The anatomical knowledge of participating students was assessed prior to the start of the study using a baseline anatomy test. Following treatment with an online competitive anatomy tournament, student's term test grades and final course grades were analyzed. Both the second term test scores (F(2,64) = 3.743, P = 0.029) and overall course grades (F(2,64) = 3.356, P = 0.041) were found to be significantly different (P < 0.05) for individuals in the competitive group when compared to their non-competing peers. As suggested by the literature where organized competition in the classroom correlates to improved academic performance, this study uncovered significant results pertaining to increased academic performance resulting from participating in tournament-based competition. In light of these positive results, further exploration of the effects of academic competition on student performance across age brackets and disciplines is warranted. © 2014 American Association of Anatomists.

  14. [Post-graduate gerontology training in Spain: Number, characteristics, and contents taught in master courses].

    PubMed

    Villar, Feliciano; Giuliani, María Florencia; Serrat, Rodrigo

    Population aging raises the need for specialised professionals to address the needs of the elderly. The aim of this paper is to describe the number, characteristics, and contents of the Master degree courses that are currently offered in Spain. There were 32 Master degree courses offered in the 2014-15 academic year. These required at least 60 ECTS (European Credit Transfer and Accumulation System). At least half of the course credits were based on contents directly related to old age, older people, or aging. An analysis was made that included, information on the institutional affiliation, official status, academic structure, and contents taught. A content analysis was performed on curriculum subjects, in order to classify the courses into multidisciplinary or specialised (with focus either on health, behavioural, or social sciences). Most of the courses required mandatory class attendance, and lasted one academic year (60 ECTS). They also included the completion of a final project and a practicum. The majority (59%) of Master degree courses were classified as multidisciplinary. Of the remaining ones, 19% were labelled as specialised in behavioural sciences, 16% in health sciences, and 2% in social sciences. The field of higher education in gerontology in Spain seems to be consolidated, taking into account indicators such as the number of courses offered, their territorial distribution, or the number of official Master degree courses. While the academic structure of the courses is quite similar, in contrast, their contents and nature are highly diverse, which responds to the different training needs. Copyright © 2016 SEGG. Publicado por Elsevier España, S.L.U. All rights reserved.

  15. A Course Specific Perspective in the Prediction of Academic Success.

    ERIC Educational Resources Information Center

    Beaulieu, R. P.

    1990-01-01

    Students (N=94) enrolled in a senior-level management course over six semesters were used to investigate the ability of four measures from two industrial tests to predict course performance. The resulting multiple regression equation with four predictors could accurately predict achievement of males, but not of females. (Author/TE)

  16. Council for National Academic Awards Annual Report, 1984-85.

    ERIC Educational Resources Information Center

    Council for National Academic Awards, London (England).

    The 1984-1985 annual report of the Council for National Academic Awards in England and Scotland is presented. The Council awards degrees and other academic qualifications to students who complete approved courses of study or research in polytechnics and higher education institutions other than universities in the United Kingdom. In this capacity…

  17. Reflection Promotes Transformation in a Service Learning Course

    ERIC Educational Resources Information Center

    Stover, Caitlin M.

    2016-01-01

    The purpose of this paper is to outline the delivery of a Master's level, Community/Public Health Nursing service learning course that spanned a two semester academic year. The instructor of record created a reflection binder with selected assignments to facilitate the transformative learning process that occurred during the course. Analyses of…

  18. Research-oriented teaching in optical design course and its function in education

    NASA Astrophysics Data System (ADS)

    Cen, Zhaofeng; Li, Xiaotong; Liu, Xiangdong; Deng, Shitao

    2008-03-01

    The principles and operation plans of research-oriented teaching in the course of computer aided optical design are presented, especially the mode of research in practice course. This program includes contract definition phase, project organization and execution, post project evaluation and discussion. Modes of academic organization are used in the practice course of computer aided optical design. In this course the students complete their design projects in research teams by autonomous group approach and cooperative exploration. In this research process they experience the interpersonal relationship in modern society, the importance of cooperation in team, the functions of each individual, the relationships between team members, the competition and cooperation in one academic group and with other groups, and know themselves objectively. In the design practice the knowledge of many academic fields is applied including applied optics, computer programming, engineering software and etc. The characteristic of interdisciplinary is very useful for academic research and makes the students be ready for innovation by integrating the knowledge of interdisciplinary field. As shown by the practice that this teaching mode has taken very important part in bringing up the abilities of engineering, cooperation, digesting the knowledge at a high level and problem analyzing and solving.

  19. Corporate-Academic Partnerships: Creating a Win-Win in the Classroom

    ERIC Educational Resources Information Center

    Deeter-Schmelz, Dawn Reneé

    2015-01-01

    For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate…

  20. Contributions to Variations in Academic Trajectories amongst Recent Immigrant Youth

    ERIC Educational Resources Information Center

    Suarez-Orozco, Carola; Bang, Hee Jin; Onaga, Marie

    2010-01-01

    Immigration presents both challenges and opportunities that affect students' academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students…

  1. Stereotype Threat? Male and Female Students in Advanced High School Courses

    NASA Astrophysics Data System (ADS)

    Corra, Mamadi

    Propositions of stereotype threat theory imply that the social consequences of academic distinction in advanced quantitative areas (such as math and the physical sciences) for women may promote the under representation of female students in advanced quantitative academic courses. The hypothesis that female students will be underrepresented in advanced quantitative (honors and advanced placement math and physical science) courses is tested using academic performance and enrollment data for high school students in a "Student/Parent Informed Choice" (open registration) school district in North Carolina. Results show female students to be overrepresented in both advanced verbal/writing intensive (honors and advanced placement English, foreign language, and social science) and advanced quantitative (honors and advanced placement math and physical science) courses compared to their proportion of the student body. More surprisingly, results also indicate female students (compared to male students) to be overrepresented in advanced courses compared to their proportion of high-performing students. Furthermore, as with patterns observed at the district level, additional analysis of enrollment data for the entire state reveals similar results. Taken together, the findings call into question the prevailing presumption that female students continue to be underrepresented in math and physical science courses. Instead, the changing social context within which females and males experience schooling may provide an explanation for the findings.

  2. Admission interview scores are associated with clinical performance in an undergraduate physiotherapy course: an observational study.

    PubMed

    Edgar, Susan; Mercer, Annette; Hamer, Peter

    2014-12-01

    The purpose of this study was to determine if there is an association between admission interview score and subsequent academic and clinical performance, in a four-year undergraduate physiotherapy course. Retrospective observational study. 141 physiotherapy students enrolled in two entry year groups. Individual student performance in all course units, practical examinations, clinical placements as well as year level and overall Grade Point Average. Predictor variables included admission interview scores, admission academic scores and demographic data (gender, age and entry level). Interview score demonstrated a significant association with performance in three of six clinical placements through the course. This association was stronger than for any other admission criterion although effect sizes were small to moderate. Further, it was the only admission score to have a significant association with overall Clinical Grade Point Average for the two year groups analysed (r=0.322). By contrast, academic scores on entry showed significant associations with all year level Grade Point Averages except Year 4, the clinical year. This is the first study to review the predictive validity of an admission interview for entry into a physiotherapy course in Australia. The results show that performance in this admission interview is associated with overall performance in clinical placements through the course, while academic admission scoring is not. These findings suggest that there is a role for both academic and non-academic selection processes for entry into physiotherapy. Copyright © 2014 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

  3. The Effects of University-Industry Relationships and Academic Research on Scientific Performance: Synergy or Substitution?

    ERIC Educational Resources Information Center

    Manjarres-Henriquez, Liney; Gutierrez-Gracia, Antonio; Carrion-Garcia, Andres; Vega-Jurado, Jaider

    2009-01-01

    This paper evaluates whether university-industry relationships (UIR) and academic research activities have complementary effects on the scientific production of university lecturers. The analysis is based on a case study of two Spanish universities. We find that the effects of R&D contracts with industry, and academic research activity on…

  4. Concepts & Procedures for Academic Assessment.

    ERIC Educational Resources Information Center

    Nassau Community Coll., Garden City, NY.

    This document describes the formulation of academic assessment at Nassau Community College (NCC) (New York), presenting methods that can help faculty implement classroom assessment in the courses they teach. Section 1, the introduction, discusses assessment from philosophical and historical perspectives. Section 2 presents the five steps of…

  5. Student Success in Intensive versus Traditional Introductory College Chemistry Courses

    ERIC Educational Resources Information Center

    Hall, Mildred V.; Wilson, Linda A.; Sanger, Michael J.

    2012-01-01

    The goal of this study was to determine whether students would be more successful in a traditional 15-week introductory college chemistry course or an intensive three-week version of the same course. In addition to course format, we also analyzed whether the students' academic experience (measured as the number of college credit hours taken by…

  6. The Screening Role of an Introductory Course in Cognitive Therapy Training

    ERIC Educational Resources Information Center

    Pehlivanidis, Artemios; Papanikolaou, Katerina; Politis, Antonis; Liossi, Angeliki; Daskalopoulou, Evgenia; Gournellis, Rossetos; Soldatos, Marina; Papakosta, Vasiliki Maria; Zervas, Ioannis; Papakostas, Yiannis G.

    2006-01-01

    Objective: This study examines the role of an introductory course in cognitive therapy and the relative importance of trainees' characteristics in the selection process for an advanced course in cognitive therapy. Method: The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over…

  7. Towards Shaping the Field: Theorising the Knowledge in a Formal Course for Academic Developers

    ERIC Educational Resources Information Center

    Vorster, Jo-Anne; Quinn, Lynn

    2015-01-01

    In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly…

  8. Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability.

    PubMed

    Shifrer, Dara; Callahan, Rebecca M; Muller, Chandra

    2013-08-01

    Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.

  9. Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability

    PubMed Central

    Callahan, Rebecca M.; Muller, Chandra

    2014-01-01

    Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students’ academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities. PMID:24982511

  10. Implementing the First Cross-Border Professional Development Online Course through International E-Mentoring: Reflections and Perspectives

    ERIC Educational Resources Information Center

    Jayatilleke, Buddhini Gayathri; Kulasekara, Geetha Udayanganie; Kumarasinha, Malinda Bandara; Gunawardena, Charlotte Nirmalani

    2017-01-01

    This research paper discusses the accomplishments, issues, and challenges experienced by Open University of Sri Lanka (OUSL) academics when offering the first cross-border professional development online course to train online tutors and mentors. The course was delivered exclusively online and facilitated by OUSL academics and e-mentors from the…

  11. Evaluation of the interest in the academic career of physicians specializing in anesthesiology.

    PubMed

    Meurer, Gustavo Henrique; Kozuki, Henrique; Filho, Getúlio R de Oliveira

    2010-01-01

    A trend toward the lack of interest in academic careers has been observed in Medicine, including in the area of Anesthesiology. The objective of the present study was to research the interest of physicians specializing in Anesthesiology in following an academic career, as well as identify the determinant factors of this choice. The present was a prospective and cross-sectional study. A simple probabilistic sample of physicians specializing in Anesthesiology was selected and a questionnaire was sent to each participant. The answers were submitted to uni and multivariate analyses to determine the frequency of academic predisposition in the sample and to determine the independent predictive factors of academic predisposition. A total of 155 questionnaires were analyzed (rate of response = 38.7%). Sixty-nine participants (44.5%) manifested their interest in following an academic career. The multivariate analysis identified the following as independent predictive factors of academic predisposition: attending the first year of specialization (OR = 2.52; 95% CI = 1.19 - 5.38); presenting a scientific work at medical event (OR = 3.78; 95% CI = 1.84 - 7.78) and being located in the southeast region (OR = 2.66; 95% CI = 1.31 - 5.39). A significant number of Brazilian physicians attending a specialization course demonstrated interest in following an academic career after the end of the course. In comparison with the probability of not manifesting academic predisposition, the physicians attending the first-year specialization course presented a 2.5-fold higher chance of manifesting interest in an academic career; those presenting a scientific work at a medical event had a 3.78-fold higher chance; those associated to Teaching Centers in the southeast region had a 2.66-fold higher chance of manifesting academic interest. © 2010 Elsevier Editora Ltda. All rights reserved.

  12. The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

    ERIC Educational Resources Information Center

    Cohen, Anat; Nachmias, Rafi

    2012-01-01

    This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

  13. A Strategy to Reduce Plagiarism in an Undergraduate Course

    ERIC Educational Resources Information Center

    Belter, Ronald W.; du Pre, Athena

    2009-01-01

    This study evaluated how effective an online academic integrity module was at reducing the occurrence of plagiarism in a written assignment for a university course. In a preintervention comparison group, plagiarism was detected in 25.8% of papers submitted, compared with only 6.5% in the group that completed the academic integrity module. The…

  14. Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

    NASA Astrophysics Data System (ADS)

    Kelly, Jacquelyn

    Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they

  15. International Experiential Learning Course Design

    ERIC Educational Resources Information Center

    Elmore, Andrew Curtis

    2006-01-01

    International experiential learning projects have increased in popularity over recent years, and many of these projects focus on environmental topics in the developing world. An experimental course in International Groundwater Studies was developed to bridge the gap between extracurricular service type programs and academically-based study abroad…

  16. Assessment of a food microbiology senior undergraduate course as a potential food safety distance education course for poultry science majors.

    PubMed

    O'Bryan, C A; Dittmar, R S; Chalova, V I; Kundinger, M M; Crandall, P G; Ricke, S C

    2010-11-01

    Distance education courses have become popular due to the increased number of commuter students as well as people already in the workforce who need further education for advancement within their careers. A graduate-level Web-based course entitled Special Topics-Poultry Food Safety Microbiology was developed from an existing senior undergraduate advanced food microbiology course in the Poultry Science Department at Texas A&M University. Conversion of standard lecture material into a distance education course can provide unique challenges to maintain comparable course content in an asynchronous manner. The overall objective for this course was to examine bacterial activities including ecology in food, animals, raw and processed meat, eggs, and human pathogenesis. Students were surveyed at the end of the class and the majority agreed that they would be willing to take the course as an online course, although they were not willing to pay an extra fee for an online course. The majority of students used the online version of the course as a supplement to the classroom rather than as a substitute.

  17. The Academic Training of Two-Year College Mathematics Faculty.

    ERIC Educational Resources Information Center

    Long, Calvin T.

    The academic training needs of two-year college mathematics faculty are discussed in this paper and appropriate courses of study are proposed. After introductory comments on the diversity of two-year college students' needs for mathematics education, an undergraduate course of study appropriate for two-year college math faculty is proposed. This…

  18. When Academics Integrate Research Skill Development in the Curriculum

    ERIC Educational Resources Information Center

    Willison, J. W.

    2012-01-01

    This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

  19. An Applied Introduction to Qualitative Research Methods in Academic Advising

    ERIC Educational Resources Information Center

    Hurt, Robert L.; McLaughlin, Eric J.

    2012-01-01

    Academic advising research aids faculty members and advisors in detecting, explaining, and addressing macro-level trends beyond their local campus. It also helps legitimize the professional nature of academic advising, moving it beyond mere prescriptive models that focus on rules and course selection. Due to the erroneous belief that skills in…

  20. Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

    ERIC Educational Resources Information Center

    Renzulli, Sara J.

    2015-01-01

    One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The…

  1. School Tracking and Youth Self-Perceptions: Implications for Academic and Racial Identity.

    PubMed

    Legette, Kamilah

    2017-02-09

    School tracking creates vast differential learning and schooling opportunities that lead to different academic trajectories. Black adolescents are disproportionally placed in nonhonors tracks possibly compromising their racial and academic identity. Interviews with 20 socioeconomically diverse 12 to 13 year old Black seventh graders revealed that narratives about racial and academic identity vary by track placement. Although most adolescents held negative perceptions about students enrolled in nonhonors courses, students in nonhonors seemed to view the negative perceptions of their classmates as reflections of themselves as Black people and as students. In contrast, adolescents in honors courses viewed these negative perceptions as limited to students in nonhonors. They reported having a greater connection to academics and viewed themselves as positive representatives of Blackness. © 2017 The Author. Child Development © 2017 Society for Research in Child Development, Inc.

  2. Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

    ERIC Educational Resources Information Center

    Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David; Hu, Shouping; Jones, Tamara Bertrand

    2017-01-01

    In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of…

  3. What Do Undergraduate Course Syllabi Say about Information Literacy?

    ERIC Educational Resources Information Center

    McGowan, Britt; Gonzalez, Melissa; Stanny, Claudia J.

    2016-01-01

    Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and…

  4. Student Academic Performance in Undergraduate Managerial-Accounting Courses

    ERIC Educational Resources Information Center

    Al-Twaijry, Abdulrahman Ali

    2010-01-01

    The author's purpose was to identify potential factors possibly affecting student performance in three sequential management-accounting courses: Managerial Accounting (MA), Cost Accounting (CA), and Advanced Managerial Accounting (AMA) within the Saudi Arabian context. The sample, which was used to test the developed hypotheses, included 312…

  5. Sustainability Accounting Courses, Talloires Declaration and Academic Research

    ERIC Educational Resources Information Center

    Khan, Tehmina

    2013-01-01

    Purpose: The purpose of this article is to identify the offering and nature (scope) of sustainability accounting courses at universities that have signed the Talloires Declaration and also at universities with prominent sustainability accounting researchers' affiliations. For this purpose a university web sites content analysis for sustainability…

  6. Students classified as LD and the college foreign language requirement: a quantitative analysis.

    PubMed

    Sparks, R L; Philips, L; Ganschow, L; Javorsky, J

    1999-01-01

    This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

  7. Out-of-State Institutions of Higher Education Operating in the State of Maryland. Academic Year 1982-83.

    ERIC Educational Resources Information Center

    Sabatini, John

    Information is presented on out-of-state institutions operating in Maryland during the 1982-1983 academic year, courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Sixteen out-of-state…

  8. An Examination of the Outcomes of a Distance-Delivered Science Course.

    ERIC Educational Resources Information Center

    Schoenfeld-Tacher, Regina; McConnell, Sherry

    A comparative study was conducted to examine the effects of distance delivery on student performance in a science course. Academic outcomes and interactions were compared among students (n=44) enrolled in two sections of an upper level histology course taught over the course of a single semester by the same instructor. Eleven students took the…

  9. Supporting Faculty in the Design and Structuring of Web-Based Courses.

    ERIC Educational Resources Information Center

    Freeman, H.; Ryan, S.; Boys, J.

    This paper reports on the development and extension of a concept mapping tool into a complete online course design support framework for academics: CEDOT (Course Elicitation, Development and Output Tool). The tool provides a course design framework that faculty work through in an order of their choosing. It gives context specific help and advice…

  10. Use of Admission Criteria to Predict Performance of Students in an Entry-Level Master's Program on Fieldwork Placements and in Academic Courses.

    PubMed

    Kirchner, G L; Stone, R G; Holm, M B

    2001-01-01

    The relationships among clinical outcomes, academic success, and predictors used to screen applicants for entrance into a Master in Occupational Therapy Program (MOT) were examined. The dependent variables were grade point average in occupational therapy courses (OT-GPA), client therapy outcomes at the clinic, and ratings of MOT students by Level II Fieldwork supervisors. Predictor variables included undergraduate GPA, scores on the Graduate Record Examination (GRE), and an essay. Both undergraduate GPA and scores on the GRE were found to predict OT-GPA. The analytical section of the GRE was also positively correlated with fieldwork supervisors' ratings of students.

  11. Online Peer Evaluation for Assessing Perceived Academic Engagement in Higher Education

    ERIC Educational Resources Information Center

    Oncu, Semiral

    2015-01-01

    Many institutions monitor academic engagement to investigate student achievement and institutional performance. Relying only on self-reports is prone to misjudgment. Peer evaluation through teamwork has the potential to substitute for measuring engagement, which has not been emphasized in the literature. This study examines whether peer evaluation…

  12. The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

    NASA Astrophysics Data System (ADS)

    Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

    2017-04-01

    Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class

  13. Part I. Student success in intensive versus traditional introductory chemistry courses. Part II. Synthesis of salts of the weakly coordinating trisphat anion

    NASA Astrophysics Data System (ADS)

    Hall, Mildred V.

    Part I. Intensive courses have been shown to be associated with equal or greater student success than traditional-length courses in a wide variety of disciplines and education levels. Student records from intensive and traditional-length introductory general chemistry courses were analyzed to determine the effects, of the course format, the level of academic experience, life experience (age), GPA, academic major and gender on student success in the course. Pretest scores, GPA and ACT composite scores were used as measures of academic ability and prior knowledge; t-tests comparing the means of these variables were used to establish that the populations were comparable prior to the course. Final exam scores, total course points and pretest-posttest differences were used as measures of student success; t-tests were used to determine if differences existed between the populations. ANCOVA analyses revealed that student GPA, pretest scores and course format were the only variables tested that were significant in accounting for the variance of the academic success measures. In general, the results indicate that students achieved greater academic success in the intensive-format course, regardless of the level of academic experience, life experience, academic major or gender. Part II. Weakly coordinating anions have many important applications, one of which is to function as co-catalysts in the polymerization of olefins by zirconocene. The structure of tris(tetrachlorobenzenedialato) phosphate(V) or "trisphat" anion suggests that it might be an outstanding example of a weakly coordinating anion. Trisphat acid was synthesized and immediately used to prepare the stable tributylammonium trisphat, which was further reacted to produce trisphat salts of Group I metal cations in high yields. Results of the 35Cl NQR analysis of these trisphat salts indicate only very weak coordination between the metal cations and the chlorine atoms of the trisphat anion.

  14. Profiling strugglers in a graduate-entry medicine course at Nottingham: a retrospective case study

    PubMed Central

    2012-01-01

    Background 10-15% of students struggle at some point in their medicine course. Risk factors include weaker academic qualifications, male gender, mental illness, UK ethnic minority status, and poor study skills. Recent research on an undergraduate medicine course provided a toolkit to aid early identification of students likely to struggle, who can be targeted by established support and study interventions. The present study sought to extend this work by investigating the number and characteristics of strugglers on a graduate-entry medicine (GEM) programme. Methods A retrospective study of four GEM entry cohorts (2003–6) was carried out. All students who had demonstrated unsatisfactory progress or left prematurely were included. Any information about academic, administrative, personal, or social difficulties, were extracted from their course progress files into a customised database and examined. Results 362 students were admitted to the course, and 53 (14.6%) were identified for the study, of whom 15 (4.1%) did not complete the course. Students in the study group differed from the others in having a higher proportion of 2ii first degrees, and scoring less well on GAMSAT, an aptitude test used for admission. Within the study group, it proved possible to categorise students into the same groups previously reported (struggler throughout, pre-clinical struggler, clinical struggler, health-related struggler, borderline struggler) and to identify the majority using a number of flags for early difficulties. These flags included: missed attendance, unsatisfactory attitude or behaviour, health problems, social/family problems, failure to complete immunity status checks, and attendance at academic progress committee. Conclusions Problems encountered in a graduate-entry medicine course were comparable to those reported in a corresponding undergraduate programme. A toolkit of academic and non-academic flags of difficulty can be used for early identification of many who will

  15. Measuring the Success of an Academic Development Programme: A Statistical Analysis

    ERIC Educational Resources Information Center

    Smith, L. C.

    2009-01-01

    This study uses statistical analysis to estimate the impact of first-year academic development courses in microeconomics, statistics, accountancy, and information systems, offered by the University of Cape Town's Commerce Academic Development Programme, on students' graduation performance relative to that achieved by mainstream students. The data…

  16. Hierarchical and Multidimensional Academic Self-Concept of Commercial Students.

    PubMed

    Yeung; Chui; Lau

    1999-10-01

    Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly distinguished among self-concept constructs in English, Chinese, Math and Statistics, Economics, and Principles of Accounting, and each of these constructs was highly associated with a global Academic self-concept construct, reflecting the validity of each construct in measuring an academic component of self-concept. Domain-specific self-concepts were more highly related with students' intention of course selection in corresponding areas than in nonmatching areas, further supporting the multidimensionality of the students' academic self-concept. Students' self-concepts in the five curriculum domains can be represented by the global Academic self-concept, supporting the hierarchical structure of students' academic self-concept in an educational institution with a specific focus, such as commercial studies. The academic self-concepts of the commercial students are both multidimensional and hierarchical. Copyright 1999 Academic Press.

  17. Using Performance Tasks to Improve Quantitative Reasoning in an Introductory Mathematics Course

    ERIC Educational Resources Information Center

    Kruse, Gerald; Drews, David

    2013-01-01

    A full-cycle assessment of our efforts to improve quantitative reasoning in an introductory math course is described. Our initial iteration substituted more open-ended performance tasks for the active learning projects than had been used. Using a quasi-experimental design, we compared multiple sections of the same course and found non-significant…

  18. Writing for Television: Academic Potential Realized: From Course to Program to Major.

    ERIC Educational Resources Information Center

    Sedlak, Valerie F.

    The new Writing for Television Program at Morgan State University (suggested by Warner Brothers at a summer seminar) has added new courses each semester: (1) basic 200-level courses in the "Fundamentals of Writing for Television" and "Introductory Script Writing"; (2) more specialized 300-level courses in "Episodic…

  19. Academic Procrastinators: Their Rationalizations and Web-Course Performance.

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.

    This study compared high, moderate, and low procrastinators on their (1) frequency and nature of rationalizations to justify procrastination, (2) reported degree of self-regulation, and (3) grades in a web-based course with 216 performances, all with deadlines. One hundred and sixteen college students enrolled in a web-based "study…

  20. The Wicked Problem of Embedding Academic Literacies: Exploring Rhizomatic Ways of Working through an Adaptive Leadership Approach

    ERIC Educational Resources Information Center

    Benzie, Helen Joy; Pryce, Alison; Smith, Keith

    2017-01-01

    Embedding academic literacies in higher education courses has been a major focus of the work of learning advisers. A number of studies present the results of embedding in specific courses without discussing the processes of negotiation or the different people involved. This paper is about embedding academic literacies in the Business faculty as…

  1. A Course of Study in Acting Fundamentals for Junior College.

    ERIC Educational Resources Information Center

    Greening, Ruth Patricia Browne

    A complete and comprehensive course of study in acting fundamentals for the junior college is presented. Its overall goals are to develop individual sensitivity and creativity, without neglecting essential skills and traditional theatrical and academic values. Justification of major course objectives in the junior college curriculum, presentation…

  2. The effect of learning style on academic student success

    NASA Astrophysics Data System (ADS)

    Stackhouse, Omega N.

    The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

  3. The Development of a Set of Core Communication Competencies for Introductory Communication Courses

    ERIC Educational Resources Information Center

    Engleberg, Isa N.; Ward, Susan M.; Disbrow, Lynn M.; Katt, James A.; Myers, Scott A.; O'Keefe, Patricia

    2017-01-01

    In most academic disciplines, there is "one" introductory course that presents an overview of the discipline and introduces fundamental, discipline-specific principles and competencies. However, in Communication Studies, the discipline recognizes and offers multiple course options that may serve as the introductory course. This project…

  4. Using collaborative two-stage examinations to address test anxiety in a large enrollment gateway course.

    PubMed

    Fournier, Kimberly A; Couret, Jannelle; Ramsay, Jason B; Caulkins, Joshua L

    2017-09-01

    Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  5. Academic credit and professional experience.

    PubMed

    Welsh, I

    Accreditation of experiential learning is being promoted as a legitimate cost-effective method of short-cutting professional degree courses for qualified practitioners. While there are benefits in giving academic recognition for learning gained from experience, there is a danger that the pressure of market forces may devalue the status of nursing degrees.

  6. Leadership Behaviour and Effectiveness of Academic Program Directors in Australian Universities

    ERIC Educational Resources Information Center

    Vilkinas, Tricia; Ladyshewsky, Richard K.

    2012-01-01

    This article focuses on leadership behaviour and effectiveness of university academic program directors who have responsibility for managing a program or course of study. The leadership capabilities were assessed using the Integrated Competing Values Framework as its theoretical foundation. Data from 90 academic program directors and 710…

  7. Data-driven system to predict academic grades and dropout

    PubMed Central

    Rovira, Sergi; Puertas, Eloi

    2017-01-01

    Nowadays, the role of a tutor is more important than ever to prevent students dropout and improve their academic performance. This work proposes a data-driven system to extract relevant information hidden in the student academic data and, thus, help tutors to offer their pupils a more proactive personal guidance. In particular, our system, based on machine learning techniques, makes predictions of dropout intention and courses grades of students, as well as personalized course recommendations. Moreover, we present different visualizations which help in the interpretation of the results. In the experimental validation, we show that the system obtains promising results with data from the degree studies in Law, Computer Science and Mathematics of the Universitat de Barcelona. PMID:28196078

  8. Data-driven system to predict academic grades and dropout.

    PubMed

    Rovira, Sergi; Puertas, Eloi; Igual, Laura

    2017-01-01

    Nowadays, the role of a tutor is more important than ever to prevent students dropout and improve their academic performance. This work proposes a data-driven system to extract relevant information hidden in the student academic data and, thus, help tutors to offer their pupils a more proactive personal guidance. In particular, our system, based on machine learning techniques, makes predictions of dropout intention and courses grades of students, as well as personalized course recommendations. Moreover, we present different visualizations which help in the interpretation of the results. In the experimental validation, we show that the system obtains promising results with data from the degree studies in Law, Computer Science and Mathematics of the Universitat de Barcelona.

  9. The Keys to Success in Doctoral Studies: A Preimmersion Course.

    PubMed

    Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

    2016-01-01

    This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in

  10. Designing English for Specific Purposes Course for Computer Science Students

    ERIC Educational Resources Information Center

    Irshad, Isra; Anwar, Behzad

    2018-01-01

    The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of…

  11. The Impact of an EAP Course on Postgraduate Writing

    ERIC Educational Resources Information Center

    Storch, Neomy; Tapper, Joanna

    2009-01-01

    This study assessed the impact of completing an English for Academic Purposes (EAP) course on the writing of postgraduate learners. We begin this paper by describing a course offered for credit to postgraduate international students at a university in Australia, and then report on a large-scale study (n = 69) which investigated the improvement (if…

  12. Use of Contemporary Film as a Medium for Teaching an Online Death and Grief Course.

    PubMed

    Head, Barbara A; Smith, Lisa C

    2016-01-01

    Online education is becoming commonplace in the academic world. Schools now offer totally online degree programs or provide a hybrid of face-to-face and online courses for fulfilling academic requirements. Developing courses and teaching online requires instructors to rethink the educational paradigms they have relied upon in the past. The Net Generation of learners brings a different set of expectations, styles, and needs to the classroom than those of previous generations; this mandates that instructors redesign courses and use contemporary teaching modalities. This article describes how film was successfully used as the primary medium to teach a graduate online Social Work course, Death and Grief.

  13. Building Staff Capacity through Reflecting on Collaborative Development of Embedded Academic Literacies Curricula

    ERIC Educational Resources Information Center

    Thies, Linda C.

    2016-01-01

    Most Australian universities articulate some policies around the integration of graduate learning outcomes in courses. This paper draws on a Federal Government funded project that adopted a developmental approach to students' acquisition of course learning outcomes, through the embedding of academic literacies in course curricula. The project was…

  14. Financial effect of converting ipratropium-albuterol therapy from inhalers to nebulizer treatments at an academic health system.

    PubMed

    Loborec, Steven M; Johnson, Shawn E; Keating, Ellen A

    2016-02-01

    The results of a study to assess the financial impact of an automatic formulary substitution of ipratropium-albuterol nebulization solution for ipratropium-albuterol metered-dose inhalers (MDIs) at an academic health system are reported. The study was conducted at a 1242-bed urban academic health system. Data were collected regarding all respiratory medication administrations during a three-month period before the MDI-to-nebulizer substitution (October-December 2012) and the same period of 2013 (after the substitution was implemented). Purchasing data were compared between the two time periods to measure the impact of the formulary substitution on pharmacy department costs, and documented administrations were assessed to evaluate associated changes in respiratory therapist (RT) workload. With 100% prescriber compliance with the formulary substitution, the number of MDI administrations of ipratropium-albuterol declined from 13,667 in October-December 2012 to zero in the same period of 2013. The substitution required expenditures for equipment (vibrating mesh nebulizer technology and patient-specific kits) and RT personnel (one additional RT was hired), but those added costs were substantially outweighed by cost savings resulting from a substantial reduction in overall respiratory drug spending. An automatic substitution of ipratropium-albuterol nebulization solution for MDIs resulted in a three-month savings of $99,359 in drug cost and an extrapolated full-year savings of $397,436. When additional costs associated with the substitution were taken into account, there was an overall savings of $146,806 during the implementation year and a projected savings of $257,936 for each following year. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  15. Measuring Student Success from a Developmental Mathematics Course at an Elite Public Institution

    ERIC Educational Resources Information Center

    Hsu, Julian; Gehring, William J.

    2016-01-01

    This paper asks whether placement recommendations for a developmental math course at an elite public institution impact students' future academic performance, course-taking, and college outcomes. Researchers use these specific outcomes to measure whether developmental courses help students develop the skills necessary to succeed in college,…

  16. 46 CFR 10.402 - Approval of training courses.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... Guard may approve courses designed to substitute for or fulfill any or all of the following: (1) A... following conditions relative to students: (A) Student entry standards. (B) Class-size limitations. (C) Student/teacher ratio; (iii) Documentary evidence that each instructor and/or assessor— (A) Has either...

  17. Sugar Substitutes

    MedlinePlus

    ... Substitutes Share Print Sugar substitutes are chemical or plant-based substances used to sweeten or enhance the ... made with saccharin. Stevia sweeteners Stevia is a plant-based sugar substitute that has no calories. The ...

  18. Academic integrity in the online learning environment for health sciences students.

    PubMed

    Azulay Chertok, Ilana R; Barnes, Emily R; Gilleland, Diana

    2014-10-01

    The online learning environment not only affords accessibility to education for health sciences students, but also poses challenges to academic integrity. Technological advances contribute to new modes of academic dishonesty, although there may be a lack of clarity regarding behaviors that constitute academic dishonesty in the online learning environment. To evaluate an educational intervention aimed at increasing knowledge and improving attitudes about academic integrity in the online learning environment among health sciences students. A quasi-experimental study was conducted using a survey of online learning knowledge and attitudes with strong reliability that was developed based on a modified version of a previously developed information technology attitudes rating tool with an added knowledge section based on the academic integrity statement. Blended-learning courses in a university health sciences center. 355 health sciences students from various disciplines, including nursing, pre-medical, and exercise physiology students, 161 in the control group and 194 in the intervention group. The survey of online learning knowledge and attitudes (SOLKA) was used in a pre-post test study to evaluate the differences in scores between the control group who received the standard course introduction and the intervention group who received an enhanced educational intervention about academic integrity during the course introduction. Post-intervention attitude scores were significantly improved compared to baseline scores for the control and intervention groups, indicating a positive relationship with exposure to the information, with a greater improvement among intervention group participants (p<0.001). There was a significant improvement in the mean post-intervention knowledge score of the intervention group compared to the control group (p=0.001). Recommendations are provided for instructors in promoting academic integrity in the online environment. Emphasis should be made

  19. Linking Science Fiction and Physics Courses

    ERIC Educational Resources Information Center

    McBride, Krista K.

    2016-01-01

    Generally, cohorts or learning communities enrich higher learning in students. Learning communities consist of conventionally separate groups of students that meet together with common academic purposes and goals. Types of learning communities include paired courses with concurrent student enrollment, living-learning communities, and faculty…

  20. Academic Stress in an Achievement Driven Era: Time and School Culture

    ERIC Educational Resources Information Center

    Mrowka, Karyn Anne Kowalski

    2014-01-01

    Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…

  1. Graphing Calculator Mini Course

    NASA Technical Reports Server (NTRS)

    Karnawat, Sunil R.

    1996-01-01

    The "Graphing Calculator Mini Course" project provided a mathematically-intensive technologically-based summer enrichment workshop for teachers of American Indian students on the Turtle Mountain Indian Reservation. Eleven such teachers participated in the six-day workshop in summer of 1996 and three Sunday workshops in the academic year. The project aimed to improve science and mathematics education on the reservation by showing teachers effective ways to use high-end graphing calculators as teaching and learning tools in science and mathematics courses at all levels. In particular, the workshop concentrated on applying TI-82's user-friendly features to understand the various mathematical and scientific concepts.

  2. Predictors of College Student Achievement in Undergraduate Asynchronous Web-Based Courses

    ERIC Educational Resources Information Center

    Bell, Paul D.

    2007-01-01

    This study examined the effects of self-regulated learning (SRL) and epistemological beliefs (EB) on individual learner levels of academic achievement in Web-based learning environments while holding constant the effect of computer self-efficacy, reason for taking an online course, prior college academic achievement, and parental level of…

  3. Discriminating Factors between Completers of and Dropouts from Online Learning Courses

    ERIC Educational Resources Information Center

    Lee, Youngju; Choi, Jaeho; Kim, Taehyun

    2013-01-01

    This study examined the differences between persistent and dropout students enrolled in an online course with five factors: support from family and work, academic locus of control, academic self-efficacy, time and environment management skills, and metacognitive self-regulation skills. Moreover, this study investigated the most significant factors…

  4. Science 10: Course of Studies.

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Curriculum Branch.

    Presented in both English and French, Science 10 is an integrated academic course that helps students in Alberta, Canada better understand and apply fundamental concepts and skills common to biology, chemistry, physics, and the Earth sciences. The major goals of the program are: (1) to develop in students an understanding of the interconnecting…

  5. Among Friends: The Role of Academic-Preparedness Diversity in Individual Performance within a Small-Group STEM Learning Environment

    ERIC Educational Resources Information Center

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-01-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students…

  6. Effects of a Theory-Based, Peer-Focused Drug Education Course.

    ERIC Educational Resources Information Center

    Gonzalez, Gerardo M.

    1990-01-01

    Describes innovative, theory-based, peer-focused college drug education academic course and its effect on perceived levels of risk associated with the use of alcohol, marijuana, and cocaine. Evaluation of the effects of the course indicated the significant effect on perceived risk of cocaine, but not alcohol or marijuana. (Author/ABL)

  7. College Research Methodology Courses: Revisiting General Instructional Goals and Objectives

    ERIC Educational Resources Information Center

    Lei, Simon A.

    2010-01-01

    A number of graduate (masters-level) students from a wide variety of academic disciplines have viewed a required introductory research methodology course negatively. These students often do not retain much of the previously learned material, thus limiting their success of subsequent research and statistics courses. The purpose of this article is…

  8. Concordancers in the Design and Implementation of Foreign Language Courses.

    ERIC Educational Resources Information Center

    Polezzi, Loredana

    1994-01-01

    Discusses an interdisciplinary approach to foreign language learning that is integrated with an academic/professional curriculum as opposed to a traditional beginner's course. The use of an electronic concordance is described; the language of a pedagogic corpus is examined; and an example is given of an Italian course for Renaissance theater…

  9. An Authentically Simulated Approach to Disciplinary Literacy Instruction in a Study Strategies Course

    ERIC Educational Resources Information Center

    Armstrong, Sonya L.; Reynolds, Rita

    2011-01-01

    This manuscript describes a first-year college study strategies course designed to introduce students to literacy practices typical in academic settings. Given constraints imposed by institutional requirements on students' schedules during their first year, an authentic course pairing with a content area course is rarely possible; therefore, the…

  10. Options for Online Undergraduate Courses in Biology at American Colleges and Universities

    PubMed Central

    Varty, Alison K.

    2016-01-01

    I aimed to document the online undergraduate course supply in biology to evaluate how well biology educators are serving the diverse and growing population of online students. I documented online biology course offerings in the 2015–2016 academic year at 96 American colleges and universities. I quantified differences in variety, extent, and availability of courses offered by different kinds of academic institutions and characterized 149 online biology courses offered. Although there was no relationship between an institution’s enrollment size and any measure of its online biology offerings, I found significantly more online biology course options at 2-year public compared with 4-year public and 4-year private schools. Courses offered for nonmajors, including students pursuing healthcare-related degrees, were three times as common as those intended for biology majors, who were more likely to be offered hybrid courses with face-to-face laboratories. These data indicate some deficiencies in online biology course options; options for students majoring in biology are limited at all types of institutions examined with a minority of 4-year institutions having any online options in biology. Significant investment of institutional resources in faculty training and technological support are necessary to develop online biology courses that will benefit a larger student population. PMID:27856546

  11. The Role of Gender and Friendship in Advanced Course Taking

    PubMed Central

    Riegle-Crumb, Catherine; Farkas, George; Muller, Chandra

    2010-01-01

    This article examines the role of friends in girls' and boys' advanced course taking and explores whether friends' characteristics are particularly important for girls' math and science attainment. With the use of data from Adolescent Health and Academic Achievement and the National Longitudinal Study of Adolescent Heath, the results indicate that same-sex friends' academic performance significantly predicts course taking in all subjects for girls, but not for boys. Furthermore, for math and science only, the effects of friends' performance are greater in the context of a predominantly female friendship group, which suggests that such groups provide a counterpoint to the gendered stereotypes and identities of those subjects. PMID:20333274

  12. Reduced Resources and the Academic Program

    ERIC Educational Resources Information Center

    DeCosmo, Richard

    1978-01-01

    Analyzes the concepts of "planning and reallocation" and "pruning and grafting" as approaches to reducing academic costs when reductions are inevitable. The former concept involves long-range planning and organizational analysis of present programs and future goals; the latter focuses on elimination and consolidation of courses in accordance with…

  13. Dilemmas of a Newly Recruited Academic Qualified Professor: A Case

    ERIC Educational Resources Information Center

    Agrawal, Anand

    2015-01-01

    This case describes the situation of a newly recruited academic professor who volunteered to teach a course on Research Methods to first-term MBA students in a practitioner-oriented case method Business School. Research Methods is a unique course due to its relevance not only in business but also across all graduate programs. Instructional and…

  14. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students.

    PubMed

    Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

    2013-12-17

    This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university's registration office. Independent samples t-tests and chi2-tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA's in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. This study, conducted in Belgian first year university students, showed that academic performance is associated with a wide range

  15. Core courses in public health laboratory science and practice: findings from 2006 and 2011 surveys.

    PubMed

    DeBoy, John M; Beck, Angela J; Boulton, Matthew L; Kim, Deborah H; Wichman, Michael D; Luedtke, Patrick F

    2013-01-01

    We identified academic training courses or topics most important to the careers of U.S. public health, environmental, and agricultural laboratory (PHEAL) scientist-managers and directors, and determined what portions of the national PHEAL workforce completed these courses. We conducted electronic national surveys in 2006 and 2011, and analyzed data using numerical ranking, Chi-square tests comparing rates, and Spearman's formula measuring rank correlation. In 2006, 40 of 50 PHEAL directors identified 56 course topics as either important, useful, or not needed for someone in their position. These course topics were then ranked to provide a list of 31 core courses. In 2011, 1,659 of approximately 5,555 PHEAL scientific and technical staff, using a subset of 25 core courses, evidenced higher core course completion rates associated with higher-level job classification, advanced academic degree, and age. The 2011 survey showed that 287 PHEAL scientist-managers and directors, on average, completed 37.7% (n=5/13) of leadership/managerial core courses and 51.7% (n=6/12) of scientific core courses. For 1,659 laboratorians in all scientific and technical classifications, core-subject completion rates were higher in local laboratories (42.8%, n=11/25) than in state (36.0%, n=9/25), federal (34.4%, n=9/25), and university (31.2%, n=8/25) laboratories. There is a definable range of scientific, leadership, and managerial core courses needed by PHEAL scientist-managers and directors to function effectively in their positions. Potential PHEAL scientist-managers and directors need greater and continuing access to these courses, and academic and practice entities supporting development of this workforce should adopt curricula and core competencies aligned with these course topics.

  16. Revising a College 101 Course for Sustained Impact: Early Outcomes

    ERIC Educational Resources Information Center

    Karp, Melinda Mechur; Raufman, Julia; Efthimiou, Chris; Ritze, Nancy

    2017-01-01

    In response to strikingly low completion rates in public 2-year colleges, including for students who are well-prepared academically, most community colleges across the country offer student success courses as one approach to improving outcomes for students. Some colleges have begun to revise these courses in response to research indicating that…

  17. The Role of Applied Engineering and Computer Science Courses in the Production of Math Achievement in High School

    ERIC Educational Resources Information Center

    Gottfried, Michael; Bozick, Robert

    2012-01-01

    Academic math and science courses have been long shown to increase learning and educational attainment, but are they sufficient on their own to prepare youth for the challenges and rigor of the STEM workforce? Or, are there distinctive benefits to complementing these traditional academic courses with applied ones? Answers to these questions are…

  18. Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment

    NASA Astrophysics Data System (ADS)

    Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

    2016-08-01

    In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed.

  19. Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself.

    PubMed

    Martin, Andrew J

    2014-03-01

    Academic buoyancy is students' capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life. It may represent an important factor on the psycho-educational landscape assisting students who experience difficulties in school and schoolwork. This study investigated the role of academic buoyancy in the achievement and cognitive, affective and behavioural engagement of (1) students with attention-deficit/hyperactivity disorder (ADHD) and (2) 'regular' (or 'general') students residing in the same classrooms and schools. The study also sought to extend prior research into academic buoyancy by including previously neglected and potentially influential factors such as personality and socio-economic status. Participants were n = 87 high school students with ADHD, n = 3374 non-ADHD peers, and n = 87 randomly drawn non-ADHD students. Survey-based data were analysed using multigroup (ADHD, non-ADHD, randomly weighted non-ADHD) multivariate (multiple independent/covariate and dependent variables) path analysis. The findings revealed a significant and positive association between academic buoyancy and outcomes for students with ADHD that generalized to non-ADHD groups. On occasion where academic buoyancy effects differed between the groups, effects favoured students with ADHD. Furthermore, academic buoyancy explained significant variance in outcomes for both groups of students after covariates (age, gender, parent education, language background, socio-economic status, personality) were entered. It is concluded that there is merit in widely promoting and fostering academic buoyancy among ADHD and non-ADHD students alike - and that academic buoyancy explains variance in outcomes beyond major intrapersonal factors such as personality, socio-economic status, ethnicity, and the like. © 2012 The British Psychological Society.

  20. Effectiveness of a Short, Intense Bridging Course for Scaffolding Students Commencing University-level Study of Chemistry

    NASA Astrophysics Data System (ADS)

    Schmid, Siegbert; Youl, David J.; George, Adrian V.; Read, Justin R.

    2012-05-01

    Bridging courses designed to support students commencing tertiary education are widespread, and some evidence for the value of semester-length courses has been reported; however, little attention has been paid to short-but-intense bridging courses, and empirical evidence of their effectiveness is particularly sparse. The current study followed the academic performance of a cohort of students enrolled in a first-year chemistry unit of study designed for those with little or no background knowledge of chemistry. The aims of this study are two-fold: first to determine the strength of the linkage between prior knowledge in chemistry and performance on the end of semester exam, and secondly, to explore the reasons for any differences observed. In particular, the value of the week-long intensive-mode bridging course offered by the University of Sydney was analysed. Quantitative and qualitative data were collected. The research has shown that participation in the chemistry bridging course is associated with 'bridging the gap' in academic performance between students with No Prior Chemistry background and those with a Strong Background. While the content of the bridging course is a significant contributor to academic success, so too is the confidence in their own learning that the course engenders among participants.

  1. Assessing Academic Self-Efficacy, Knowledge, and Attitudes in Undergraduate Physiology Students

    PubMed Central

    Woolcock, Andrew D.; Creevy, Kate E.; Coleman, Amanda E.; Moore, James N.; Brown, Scott A.

    2016-01-01

    Academic self-efficacy affects the success of students in the sciences. Our goals were to develop an instrument to assess the self-efficacy and attitudes toward science of students in an undergraduate physiology course. We hypothesized 1) that our instrument would demonstrate that students taking this course would exhibit greater self-efficacy and more positive attitudes toward science than students in a non-science undergraduate course, and 2) that the physiology students’ self-efficacy and attitudes would improve after completing the course. A 25-question survey instrument was developed with items investigating demographic information, self-efficacy, content knowledge, confidence, and attitudes regarding science. Students in either an undergraduate physiology course (Group P) or a history course (Group H) completed the survey. Forty-eight students in Group P completed both PRE- and POST-class surveys, while 50 students in Group H completed the pre-class survey. The academic self-efficacy of Group P as assessed by the PRE-survey was significantly higher than Group H (p=0.0003). Interestingly, there was no significant difference between groups in content knowledge in the PRE-survey. The self-efficacy of Group P was significantly higher as assessed by the POST-survey, when compared to the PRE-survey (p<0.0001) coincident with an improvement (p<0.001) in content knowledge for Group P in the POST-survey. This study established a survey instrument with utility in assessing self-efficacy, attitudes, and content knowledge. Our approach has applicability to studies designed to determine the impact of instructional variables on academic self-efficacy, attitudes, and confidence of students in the sciences. PMID:27713903

  2. Evaluating the Academic Preparation of Addiction Counselors in Indiana for Professional Practice

    ERIC Educational Resources Information Center

    Osborn, Donald Patrick

    2013-01-01

    Currently, addiction counseling services are provided by individuals who do not possess degrees in addictions counseling or have had courses in addictions-related content in their academic programs of study. There is recognition that addictions counseling is nonexistent or inconsistent in academic curriculum in higher education. Other allied…

  3. Scholarly Networking among Business Students: Structured Discussion Board Activity and Academic Outcomes

    ERIC Educational Resources Information Center

    Walker, Kristen; Curren, Mary T.; Kiesler, Tina; Lammers, H. Bruce; Goldenson, Jamie

    2013-01-01

    The authors' intent was to show the effect of student discussion board activity on academic outcomes, after accounting for past academic performance. Data were collected from 516 students enrolled in a junior-level required business course. Controlling for students' grade point average, stepwise regression showed a significant…

  4. Chinese University EFL Undergraduate Students' Perceptions towards EGAP Reading and Writing Courses

    ERIC Educational Resources Information Center

    Du, Ning; Chen, Jianhua; Liu, Meihua

    2016-01-01

    The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely…

  5. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

    PubMed Central

    Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

    2017-01-01

    Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed. PMID:28769839

  6. Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs.

    PubMed

    Doménech-Betoret, Fernando; Abellán-Roselló, Laura; Gómez-Artiga, Amparo

    2017-01-01

    Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy-achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy-achievement and efficacy-course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

  7. Lanthanum-silicon-substituted hydroxyapatite: Mechanochemical synthesis and prospects for medical applications

    NASA Astrophysics Data System (ADS)

    Chaikina, M. V.; Komarova, E. G.; Sharkeev, Yu. P.; Bulina, N. V.; Prosanov, I. Yu.

    2016-08-01

    The paper presents the results of mechanochemical synthesis of hydroxyapatite (HAP) with simultaneous substitutions of lanthanum (La3+) for calcium ions and silicate ((SiO4)4--group) for the phosphate group with the substituent concentrations in the range 0.2-2.0 mol per HAP mol. The use of Si-substituted HAP as a coating material promotes accelerated osteosynthesis and osteointegration of implants into the bone tissue. The replacement of calcium ions by La3+ in the HAP structure plays an antimicrobial role preventing inflammatory processes. Annealing-induced variations in the lattice parameters of synthesized samples indicate the substituent incorporation into the HAP structure. It is known that complex compounds with lanthanides are used for cancer chemotherapy. In particular, La plays a key role in the course of treatment of injured defects of bone tissue. In addition, La-substituted HAP can be used for filling bone defects and coating implants in postoperational areas affected by bone cancer.

  8. Academic Dishonesty: Assessing the Threat of Cheating Companies to Online Education

    ERIC Educational Resources Information Center

    Malesky, L. Alvin, Jr.; Baley, John; Crow, Robert

    2016-01-01

    Academic dishonesty has evolved to keep pace with changes in higher education. Websites now advertise the service of taking online courses for students. This study examined one such online company. Representatives from the company were professional and delivered the advertised services. Two experienced faculty members who co-taught the course used…

  9. The impact of a developmental science course on college success for underprepared health science students

    NASA Astrophysics Data System (ADS)

    Johnson, Candace A.

    Developmental education for the academically underprepared college student has been aimed at helping students succeed in college. However, developmental education courses have traditionally focused on reading, writing and math. This quantitative study examined the relationship between a developmental science course for underprepared health science students on grades achieved in college level medical terminology courses. The effect was measured by analyzing student grades retrieved from a college database of official school records through the use of correlation research methodology during a previous 2-year academic period at a selected independent 4-year right-to-try college. The results yielded a weakly positive correlation, but not statistically significant coefficient of 0.325 between grades for students who successfully completed the developmental science course and their subsequent success in a college-level science course. The study added to the gap in knowledge in terms of the effect a developmental science course has on grades in college-level science courses.

  10. Grade Validity of Online Quantitative Courses

    ERIC Educational Resources Information Center

    Faurer, Judson C.

    2013-01-01

    Are prospective employers getting "quality" educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online…

  11. Grade Validity of Online Quantitative Courses

    ERIC Educational Resources Information Center

    Faurer, Judson C.

    2009-01-01

    Are prospective employers getting "quality" educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online…

  12. Research to Go: Taking an Information Literacy Credit Course Online

    ERIC Educational Resources Information Center

    Long, Jessica; Burke, John J.; Tumbleson, Beth

    2012-01-01

    Adapting an existing face-to-face information literacy course that teaches undergraduates how to successfully conduct research and creating an online or hybrid version is a multi-step process. It begins with a desire to reach more students and help them achieve academic success. The primary learning outcomes for any information literacy course are…

  13. The Effect of Prerequisite Pharmacodynamics Course Timing on Student Performance in Pharmacotherapy Courses.

    PubMed

    Kelsch, Michael P; Sylvester, Robert K

    2016-08-25

    Objective. To evaluate the impact that decreasing the time from 12 to three months between prerequisite pharmacodynamics courses and their corresponding pharmacotherapy courses had on overall student performance in the pharmacotherapy courses measured by course examination scores. Methods. Two cohorts of second-professional year (P2) and third professional year (P3) classes, respectively, following different curriculum plans, simultaneously took two pharmacotherapy courses (infectious disease and neoplastic disease). Admission data (age, gender, prior bachelor's degree status, grade point average (GPA), Pharmacy College Admission Test (PCAT) score, and interview score) were collected to establish baseline characteristics between the two cohorts. Examination scores in the corresponding prerequisite pharmacodynamics and pharmacotherapy courses were also collected. The variable was the difference in time each cohort experienced between the prerequisite pharmacodynamics courses and the subsequent pharmacotherapy courses. Results. No difference was found in baseline admission characteristics between the two cohorts, except for increased average age, which favored the P2 cohort. In the infectious disease pharmacotherapy course, the P3 cohort performed better than the P2 cohort as measured by average examination scores. In the neoplastic disease pharmacotherapy course, the P3 cohort also achieved significant higher average examination scores than the P2 cohort. The P3 cohort achieved higher overall scores than the P2 cohort in both courses despite a longer interval between the applicable pharmacodynamic and pharmacotherapy courses (12 months vs 3 months, respectively). Conclusion. Shortening the time interval from 12 months to three months between prerequisite and requisite courses did not result in improved, or even equivalent, academic performance relative to the P2 cohort that had only a 3-month interval between courses. Placing like content closer together, as the

  14. The Effect of Prerequisite Pharmacodynamics Course Timing on Student Performance in Pharmacotherapy Courses

    PubMed Central

    Sylvester, Robert K.

    2016-01-01

    Objective. To evaluate the impact that decreasing the time from 12 to three months between prerequisite pharmacodynamics courses and their corresponding pharmacotherapy courses had on overall student performance in the pharmacotherapy courses measured by course examination scores. Methods. Two cohorts of second-professional year (P2) and third professional year (P3) classes, respectively, following different curriculum plans, simultaneously took two pharmacotherapy courses (infectious disease and neoplastic disease). Admission data (age, gender, prior bachelor’s degree status, grade point average (GPA), Pharmacy College Admission Test (PCAT) score, and interview score) were collected to establish baseline characteristics between the two cohorts. Examination scores in the corresponding prerequisite pharmacodynamics and pharmacotherapy courses were also collected. The variable was the difference in time each cohort experienced between the prerequisite pharmacodynamics courses and the subsequent pharmacotherapy courses. Results. No difference was found in baseline admission characteristics between the two cohorts, except for increased average age, which favored the P2 cohort. In the infectious disease pharmacotherapy course, the P3 cohort performed better than the P2 cohort as measured by average examination scores. In the neoplastic disease pharmacotherapy course, the P3 cohort also achieved significant higher average examination scores than the P2 cohort. The P3 cohort achieved higher overall scores than the P2 cohort in both courses despite a longer interval between the applicable pharmacodynamic and pharmacotherapy courses (12 months vs 3 months, respectively). Conclusion. Shortening the time interval from 12 months to three months between prerequisite and requisite courses did not result in improved, or even equivalent, academic performance relative to the P2 cohort that had only a 3-month interval between courses. Placing like content closer together, as the

  15. Performance in an Online Introductory Course in a Hybrid Classroom Setting

    ERIC Educational Resources Information Center

    Aly, Ibrahim

    2013-01-01

    This study compared the academic achievement between undergraduate students taking an introductory managerial accounting course online (N = 104) and students who took the same course in a hybrid classroom setting (N = 203). Student achievement was measured using scores from twelve weekly online assignments, two major online assignments, a final…

  16. Mind-set interventions are a scalable treatment for academic underachievement.

    PubMed

    Paunesku, David; Walton, Gregory M; Romero, Carissa; Smith, Eric N; Yeager, David S; Dweck, Carol S

    2015-06-01

    The efficacy of academic-mind-set interventions has been demonstrated by small-scale, proof-of-concept interventions, generally delivered in person in one school at a time. Whether this approach could be a practical way to raise school achievement on a large scale remains unknown. We therefore delivered brief growth-mind-set and sense-of-purpose interventions through online modules to 1,594 students in 13 geographically diverse high schools. Both interventions were intended to help students persist when they experienced academic difficulty; thus, both were predicted to be most beneficial for poorly performing students. This was the case. Among students at risk of dropping out of high school (one third of the sample), each intervention raised students' semester grade point averages in core academic courses and increased the rate at which students performed satisfactorily in core courses by 6.4 percentage points. We discuss implications for the pipeline from theory to practice and for education reform. © The Author(s) 2015.

  17. Applicability of Online Education to Large Undergraduate Engineering Courses

    NASA Astrophysics Data System (ADS)

    Bir, Devayan Debashis

    With the increase in undergraduate engineering enrollment, many universities have chosen to teach introductory engineering courses such as Statics of Engineering and Mechanics of Materials in large classes due to budget limitations. With the overwhelming literature against traditionally taught large classes, this study aims to see the effects of the trending online pedagogy. Online courses are the latest trend in education due to the flexibility they provide to students in terms of schedule and pace of learning with the added advantage of being less expensive for the university over a period. In this research, the effects of online lectures on engineering students' course performances and students' attitudes towards online learning were examined. Specifically, the academic performances of students enrolled in a traditionally taught, lecture format Mechanics of Materials course with the performance of students in an online Mechanics of Materials course in summer 2016 were compared. To see the effect of the two different teaching approaches across student types, students were categorized by gender, enrollment status, nationality, and by the grades students obtained for Statics, one of the prerequisite courses for Mechanics of Materials. Student attitudes towards the online course will help to keep the process of continuously improving the online course, specifically, to provide quality education through the online medium in terms of course content and delivery. The findings of the study show that the online pedagogy negatively affects student academic performance when compared to the traditional face-to-face pedagogy across all categories, except for the high scoring students. Student attitudes reveal that while they enjoyed the flexibility schedule and control over their pace of studying, they faced issues with self-regulation and face-to-face interaction.

  18. Maintaining Academic Integrity in On-Line Education.

    ERIC Educational Resources Information Center

    Heberling, Michael

    2002-01-01

    Discussion of academic cheating and plagiarism focuses on occurrences in online courses, based on experiences at Baker College (Michigan). Highlights include tools to fight plagiarism; using search engines to detect plagiarism; digital paper mills; plagiarism detection companies; and the role of administrators and faculty. (LRW)

  19. College and Career Readiness: Course Taking Of Deaf and Hard of Hearing Secondary School Students.

    PubMed

    Nagle, Katherine; Newman, Lynn A; Shaver, Debra M; Marschark, Marc

    2016-01-01

    Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.

  20. Do the Timeliness, Regularity, and Intensity of Online Work Habits Predict Academic Performance?

    ERIC Educational Resources Information Center

    Dvorak, Tomas; Jia, Miaoqing

    2016-01-01

    This study analyzes the relationship between students' online work habits and academic performance. We utilize data from logs recorded by a course management system (CMS) in two courses at a small liberal arts college in the U.S. Both courses required the completion of a large number of online assignments. We measure three aspects of students'…

  1. Improved Fuzzy Modelling to Predict the Academic Performance of Distance Education Students

    ERIC Educational Resources Information Center

    Yildiz, Osman; Bal, Abdullah; Gulsecen, Sevinc

    2013-01-01

    It is essential to predict distance education students' year-end academic performance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academic performance and, therefore, improve the overall educational quality. The present study was on the…

  2. Continuous Assessment Improved Academic Achievement and Satisfaction of Psychology Students in Spain

    ERIC Educational Resources Information Center

    Carrillo-de-la-Pena, Maria T.; Perez, Jorge

    2012-01-01

    The authors present the experience of a continuous assessment procedure carried out in the second term of a physiological psychology course during 3 consecutive academic years at a Spanish university. Each year, the academic outcomes of students under continuous assessment (the experimental group) were compared with those of students under…

  3. Developing a Dynamics and Vibrations Course for Civil Engineering Students Based on Fundamental-Principles

    ERIC Educational Resources Information Center

    Barroso, Luciana R.; Morgan, James R.

    2012-01-01

    This paper describes the creation and evolution of an undergraduate dynamics and vibrations course for civil engineering students. Incorporating vibrations into the course allows students to see and study "real" civil engineering applications of the course content. This connection of academic principles to real life situations is in…

  4. The Effects of Participation in an Accelerated Academic Math Course on the Academic Performance of Middle School Students

    ERIC Educational Resources Information Center

    Pond, Jeff G.

    2017-01-01

    Acceleration refers to placing students in advanced courses to meet their individual learning ability. The problem of focus in this study was that the increased placement of students in advanced courses was often associated with negative impacts, including a lack of readiness, as well as emotional and social immaturity. As such, the purpose of…

  5. Troubled Transitions into College and the Effects of a Small Intervention Course

    ERIC Educational Resources Information Center

    Mellor, David T.; Brooks, Wesley R.; Gray, Steven A.; Jordan, Rebecca C.

    2015-01-01

    Student attrition from colleges in the United States is a widespread phenomenon, posing real stresses to students, their families, and to universities. We examined the causes of poor academic performance in students' first semester through interviews and questionnaires and administered a small intervention course to freshmen on academic probation…

  6. How To Help Adult and Nontraditional Students Find Success through the Communication Course.

    ERIC Educational Resources Information Center

    O'Keefe, Virginia

    Communication courses have a unique role to play in the education of the adult or nontraditional student in a community college. Because these classes are often one of the introductory courses and academic success may, to a large extent depend on the ability to use oral communication skills in the classroom. Communication courses provide an…

  7. Team Building Patterns of Academic Groups.

    ERIC Educational Resources Information Center

    Kormanski, Chuck

    1990-01-01

    Used group development stage theory to investigate team development patterns in an academic setting. Twenty-nine teams of undergraduate college students enrolled in a study skills improvement course met weekly for five weeks and completed the Team Development Rating Scale at the conclusion of the meeting. Found some support for three patterns of…

  8. Relation between Academic Performance and Students' Engagement in Digital Learning Activities

    ERIC Educational Resources Information Center

    Bertheussen, Bernt Arne; Myrland, Øystein

    2016-01-01

    This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

  9. Motivational Predictors of Math Course Persistence

    ERIC Educational Resources Information Center

    Martinez, Marcela

    2014-01-01

    Given the growing economic returns to education (Psacharopoulos & Patrinos, 2004) and the overwhelmingly high educational expectations of American high school students (Domina et al., 2011; Goyette, 2008), one might expect nearly all U.S. high school students to take as many academic courses as they can. Consistent with this expectation, much…

  10. Developing a fully online course for senior medical students

    PubMed Central

    Chapman, Chris; White, Casey B.; Engleberg, Cary; Fantone, Joseph C.; Cinti, Sandro K.

    2011-01-01

    In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008–2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years. PMID:21566733

  11. The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

    PubMed

    Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

    2016-12-29

    This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

  12. Development of Peer Tutoring Services to Support Osteopathic Medical Students' Academic Success.

    PubMed

    Swindle, Nicholas; Wimsatt, Leslie

    2015-11-01

    Peer tutoring can benefit both tutors and tutored students, but information is lacking regarding establishing and measuring outcomes of such a program at new medical schools. To examine the outcomes of a pilot peer tutoring initiative and explore the implications for long-term program development. Fifty-one osteopathic medical students who participated in a pilot peer tutoring program during the 2013-2014 academic year were surveyed regarding satisfaction with the program. Course grade means for the tutors (all courses) and tutored students (specific courses) were analyzed before and after participating in the tutoring experience. Data analyses were performed using frequency distributions, t tests, and qualitative assessment of emergent themes. The survey had a 76% response rate (39 of 51 students). Both tutored students and tutors were satisfied with the tutoring program. Statistically significant changes in course grades for the tutored courses were noted at 3 to 4 and 8 to 9 months among the tutored students who were most at risk for failure (P=.001). Tutor course grades showed no significant changes for any of the courses in which they were enrolled (P=.445). Learning gains were realized by the students at greatest academic risk. Additional research is needed to evaluate long-term outcomes.

  13. Core Courses in Public Health Laboratory Science and Practice: Findings from 2006 and 2011 Surveys

    PubMed Central

    Beck, Angela J.; Boulton, Matthew L.; Kim, Deborah H.; Wichman, Michael D.; Luedtke, Patrick F.

    2013-01-01

    Objectives We identified academic training courses or topics most important to the careers of U.S. public health, environmental, and agricultural laboratory (PHEAL) scientist-managers and directors, and determined what portions of the national PHEAL workforce completed these courses. Methods We conducted electronic national surveys in 2006 and 2011, and analyzed data using numerical ranking, Chi-square tests comparing rates, and Spearman's formula measuring rank correlation. Results In 2006, 40 of 50 PHEAL directors identified 56 course topics as either important, useful, or not needed for someone in their position. These course topics were then ranked to provide a list of 31 core courses. In 2011, 1,659 of approximately 5,555 PHEAL scientific and technical staff, using a subset of 25 core courses, evidenced higher core course completion rates associated with higher-level job classification, advanced academic degree, and age. The 2011 survey showed that 287 PHEAL scientist-managers and directors, on average, completed 37.7% (n=5/13) of leadership/managerial core courses and 51.7% (n=6/12) of scientific core courses. For 1,659 laboratorians in all scientific and technical classifications, core-subject completion rates were higher in local laboratories (42.8%, n=11/25) than in state (36.0%, n=9/25), federal (34.4%, n=9/25), and university (31.2%, n=8/25) laboratories. Conclusions There is a definable range of scientific, leadership, and managerial core courses needed by PHEAL scientist-managers and directors to function effectively in their positions. Potential PHEAL scientist-managers and directors need greater and continuing access to these courses, and academic and practice entities supporting development of this workforce should adopt curricula and core competencies aligned with these course topics. PMID:23997310

  14. The Academic Engagement of White and Ethnic Minority Students in Distance Education

    ERIC Educational Resources Information Center

    Richardson, John T. E.

    2011-01-01

    At UK institutions of higher education, the academic attainment of White students tends to be higher than that of students from other ethnic groups. A postal survey of Open University students found very little difference in academic engagement in those from different ethnic groups. The differences in pass rates and course grades remained…

  15. Longitudinal tracking of academic progress during teacher preparation.

    PubMed

    Corcoran, Roisin P; O'Flaherty, Joanne

    2017-12-01

    Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. This study examined pre-service teachers' trajectories of academic growth during teacher preparation. The sample comprised 398 pre-service teachers - 282 (70.8%) males and 116 (29.1%) females. Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers' academic growth was analysed using linear and nonlinear latent growth models. Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students. © 2017 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.

  16. Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation

    ERIC Educational Resources Information Center

    Herath, Tejaswini C.

    2015-01-01

    Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student…

  17. Academic Workload Planning for Open and Distance Learning (ODL) Universities: The Experience of National Open University of Nigeria (NOUN)

    ERIC Educational Resources Information Center

    Inegbedion, Juliet Obhajajie

    2017-01-01

    The quality of the programmes and courses in ODL depends on the academics that plan the programmes, develop the curriculum, manage courses and programmes and carry out administrative duties. It is observed that the academics often complain of work overload. It also appears there is a mix-up in integrating the mode of planning workload in the…

  18. Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies

    ERIC Educational Resources Information Center

    Fletcher, Gillian; Dowsett, Gary W.; Duncan, Duane; Slavin, Sean; Corboz, Julienne

    2013-01-01

    Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing…

  19. Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive

    ERIC Educational Resources Information Center

    Ridgell, Susan D.; Lounsbury, John W.

    2004-01-01

    General intelligence, Big Five personality traits, and the construct Work Drive were studied in relation to two measures of collegiate academic performance: a single course grade received by undergraduate students in an introductory psychology course, and self-reported GPA. General intelligence and Work Drive were found to be significantly…

  20. Academically At-Risk Students' Perceptions of a Constructivist High School Biology Pedagogy

    ERIC Educational Resources Information Center

    Sweeney, Heidi

    2010-01-01

    Successful completion of the Living Environment, one state's high school biology course, is a state graduation requirement. The academically at-risk students enrolled in one suburban public high school had been disproportionately unsuccessful at achieving a passing grade in this course. In response, a constructivist biology curriculum was created…

  1. Student Voice: What Can We Learn from Twice-Exceptional Students about the Teacher's Role in Enhancing or Inhibiting Academic Self-Concept

    ERIC Educational Resources Information Center

    Townend, Geraldine; Pendergast, Donna

    2015-01-01

    Academic self-concept relates to students' perceptions of their academic accomplishments, and academic competence and expectations of academic success or failure. Academic self-concept has been identified as being critical for academic success in school as it underpins educational aspirations, academic interest, course selection, and achievement…

  2. Learners' Goal Profiles and Their Learning Patterns over an Academic Year

    ERIC Educational Resources Information Center

    Ng, Clarence

    2015-01-01

    The present study aimed to examine distance learners' goal profiles and their contrasting patterns of learning and achievements at three different points during an academic year, i.e. in the beginning of the course in relation to learners' general orientations to learning, at the middle of the course in relation to learners' completion of an…

  3. What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

    ERIC Educational Resources Information Center

    Mattison, Richard E.; Blader, Joseph C.

    2013-01-01

    Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

  4. Learning about Assessment: The Impact of Two Courses for Higher Education Staff

    ERIC Educational Resources Information Center

    Reimann, Nicola

    2018-01-01

    This interview-based study investigated the impact of two academic development courses about assessment. Participants learnt concepts and terminology that enabled them to better understand and communicate about assessment. The courses also stimulated critical thinking about assessment practices and conceptual change, with 'assessment for learning'…

  5. Teaching Writing within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors

    ERIC Educational Resources Information Center

    Leopold, Lisa

    2011-01-01

    This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…

  6. The role of beliefs on learning about homosexuality in a college course.

    PubMed

    Vaughn, James; Kennison, Shelia; Byrd-Craven, Jennifer

    2014-01-01

    The present research investigated how personal beliefs about homosexuality influence learning in a college course. We tested students in introductory psychology over material on the science of homosexuality by Simon LeVay (2010). All students reported information about their typical academic habits and the extent to which homosexuality was consistent with their beliefs and values. The results showed that students' personal beliefs were related to academic behaviors (e.g., reading assignments, skipping class) and retention of the course material. The results also showed that students' recall of course material six weeks later was predicted by the extent to which they reported studying information that is inconsistent with their beliefs for an exam and then forgetting it. Students who reported the material to be inconsistent with their beliefs engaged in selective forgetting of the material on homosexuality. The results provide evidence that personal beliefs can reduce the retention of belief-inconsistent information in a college course.

  7. Who Owns Online Course Intellectual Property?

    ERIC Educational Resources Information Center

    Kranch, Douglas A.

    2008-01-01

    Faculty develop intellectual property needed for online courses while employed by an academic institution. That institution has a claim on the copyright because the instructional materials developed by the faculty members could be seen as "works for hire." On the other hand, both tradition and case law have seen faculty as the copyright…

  8. Impact of Collegiate Recreation on Academic Success

    ERIC Educational Resources Information Center

    Sanderson, Heather; DeRousie, Jason; Guistwite, Nicole

    2018-01-01

    This study examined the impact of collegiate recreation participation on academic success as measured by grade point average, course credit completion, and persistence or graduation. Logistic and multiple regressions were run to explore the relationship between total recreation contact hours and outcome variables. Results indicated a positive and…

  9. Opportunities for Academic Pathology

    PubMed Central

    2016-01-01

    As American health care undergoes great change, academic pathology is uniquely positioned to establish pathologists as key to the new health-care environment. Pathologists are at the forefront of major innovations in health care and are specialists who interact with all other medical specialists and essentially the entire range of health-care services. Academic pathologists benefit from being subspecialist experts who provide care to patients referred from large geographic areas, who can attain high academic stature over the course of their careers, and who serve as mentors for learners across virtually all medical specialties. Academic medical centers, in turn, have excellent credibility in the community, strong information technology infrastructure with the ability for data accrual and analysis not available in community health-care settings, and strong liaisons with civic authorities and policy makers. However, pathologists have to overcome their own tendencies toward modesty and lack of assertiveness, in order to help counter the significant trends in the health-care marketplace that disempower health-care providers and place health industry decision-making in the hands of nonmedical stakeholders. Specifically, academic pathologists need to proactively play a major role in institutional efforts to improve performance in quality, patient safety, efficiency, and coordinated care delivery and become leaders in the delivery of effective and efficient patient care. They need to play an essential role in utilization management, including molecular testing. They need to develop their value propositions for payers and seek to gain access to payers in order to represent these value statements. They should gain visibility directly to patients seeking expertise for second opinions and pursue opportunities for outreach programs in the community well beyond the academic medical center. Absent such efforts by academic pathologists, pathology is at risk of continued

  10. How Library Paraprofessionals in Academic Institutions Can Benefit from Distance Education Opportunities

    ERIC Educational Resources Information Center

    Dye, Judith

    2005-01-01

    With the proliferation of distance education courses in the field of library and information science today, academic library paraprofessionals have the means to continue their education while continuing to be productive in their jobs. Courses can be taken online through institutions and organizations such as library schools, community colleges,…

  11. Out-of-State Institutions of Higher Education Operating in the State of Maryland Academic Year 1984-1985. Postsecondary Education Research Reports.

    ERIC Educational Resources Information Center

    Sabatini, John A., Jr.

    Information is presented on out-of-state institutions operating in Maryland during the 1984-1985 academic year, as well as courses and programs, enrollments by institution, and the locations of the courses. Institutional changes since the preceding academic year and the current status of approved institutions are also identified. Thirteen…

  12. 40 CFR 721.10214 - Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle...

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 32 2013-07-01 2013-07-01 false Poly(oxyalkylenediyl),.alpha... Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle (generic... identified generically as poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted...

  13. 40 CFR 721.10214 - Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 31 2011-07-01 2011-07-01 false Poly(oxyalkylenediyl),.alpha... Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle (generic... identified generically as poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted...

  14. 40 CFR 721.10214 - Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle...

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 31 2014-07-01 2014-07-01 false Poly(oxyalkylenediyl),.alpha... Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle (generic... identified generically as poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted...

  15. 40 CFR 721.10214 - Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle...

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 32 2012-07-01 2012-07-01 false Poly(oxyalkylenediyl),.alpha... Poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted carbomonocycle (generic... identified generically as poly(oxyalkylenediyl),.alpha.-substituted carbomonocycle-.omega.-substituted...

  16. Prerequisite Coursework as a Predictor of Performance in a Graduate Management Course

    ERIC Educational Resources Information Center

    McMillan-Capehart, Amy; Adeyemi-Bello, Tope

    2008-01-01

    There have been many studies published concerning predictors of academic performance but few of these studies have examined the impact of prerequisites. As such, we investigated the impact of a prerequisite management course on graduate student performance in an Organizational Behavior (OB) course. In this longitudinal study, we explored…

  17. Weight, socio-demographics, and health behaviour related correlates of academic performance in first year university students

    PubMed Central

    2013-01-01

    Background This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academic performance in those students who attended all course exams. Methods Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) semester of the academic year. An on-line health behaviour questionnaire was filled out at T2. As a measure of academic performance student end-of-year Grade Point Averages (GPA) were obtained from the university’s registration office. Independent samples t-tests and chi 2 -tests were executed to compare students who attended all course exams during the first year of university and students who did not carry through. Uni- and multivariate linear regression analyses were conducted to identify correlates of academic performance in students who attended all course exams during the first year of university. Results Students who did not attend all course exams were predominantly male, showed higher increases in waist circumference during the first semester and consumed more French fries than those who attended all final course exams. Being male, lower secondary school grades, increases in weight, Body Mass Index and waist circumference over the first semester, more gaming on weekdays, being on a diet, eating at the student restaurant more frequently, higher soda and French fries consumption, and higher frequency of alcohol use predicted lower GPA’s in first year university students. When controlled for each other, being on a diet and higher frequency of alcohol use remained significant in the multivariate regression model, with frequency of alcohol use being the strongest correlate of GPA. Conclusions This study, conducted in Belgian first year university students, showed that

  18. Teacher Candidates' Questions within the Context of an Educational Psychology Course

    ERIC Educational Resources Information Center

    Gallagher, Tiffany L.

    2009-01-01

    The belief systems with which teacher candidates enter their preservice programs powerfully shape their perceptions about teaching and learning. Data were gathered from 412 teacher candidates over the course of 5 academic years. Each of the participants posed 2 questions at the beginning of their course that they would like to be answered during…

  19. Predicting SAT Performance from Advanced Course Content and Timing of Matriculation

    ERIC Educational Resources Information Center

    Patterson, Jonathan Sparks

    2012-01-01

    As record numbers of students are applying to selective colleges and universities, students are attempting to set themselves apart from their peers by taking rigorous advanced courses in high school. The race for improving a student's academic record has resulted in more and more students taking these courses earlier and earlier in their high…

  20. Simple, heart-smart substitutions

    MedlinePlus

    Coronary artery disease - heart smart substitutions; Atherosclerosis - heart smart substitutions; Cholesterol - heart smart substitutions; Coronary heart disease - heart smart substitutions; Healthy diet - heart ...

  1. Impoverished Students with Academic Promise in Rural Settings: 10 Lessons from Project Aspire

    ERIC Educational Resources Information Center

    Burney, Virginia H.; Cross, Tracy L.

    2006-01-01

    Project Aspire was created to identify poor rural students with academic potential and to provide them with academic and counseling support in advanced placement courses and prerequisites. This article describes Project Aspire and its foundations; the relevant lessons learned from the literature on poverty, small schools, rural schools, and gifted…

  2. Attitudes of Students towards the Use of Library Course in Bendel State University, Ekpoma.

    ERIC Educational Resources Information Center

    Ojo-Igbinoba, M. E.

    1991-01-01

    Summarizes the results of a study of students' attitudes toward a library orientation/bibliographic instruction and user education course at Bendel State University in Nigeria. These results indicate that the students found the course very useful both in academic work and in social life. Suggestions are made for the improvement of the course. The…

  3. Conception of Learning and Motivation of Spanish Psychology Undergraduates in Different Academic Levels

    ERIC Educational Resources Information Center

    Rabanaque, Samuel; Martinez-Fernandez, J. Reinaldo

    2009-01-01

    Three conceptions of learning (rote, interpretative and constructive), and two aspects of motivation (level and value of motivation) were identified in 258 Spanish psychology undergraduates classified in three different academic levels (initial, intermediate and final course). Results about conceptions of learning showed final-course students are…

  4. Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

    ERIC Educational Resources Information Center

    Strang, Kenneth David

    2017-01-01

    The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if…

  5. Student learning outcomes and attitudes when biotechnology lab partners are of different academic levels.

    PubMed

    Miller, Heather B; Witherow, D Scott; Carson, Susan

    2012-01-01

    The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In "Manipulation and Expression of Recombinant DNA," students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer "boutique" courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed.

  6. Student Learning Outcomes and Attitudes When Biotechnology Lab Partners Are of Different Academic Levels

    PubMed Central

    Miller, Heather B.; Witherow, D. Scott; Carson, Susan

    2012-01-01

    The North Carolina State University Biotechnology Program offers laboratory-intensive courses to both undergraduate and graduate students. In “Manipulation and Expression of Recombinant DNA,” students are separated into undergraduate and graduate sections for the laboratory, but not the lecture, component. Evidence has shown that students prefer pairing with someone of the same academic level. However, retention of main ideas in peer learning environments has been shown to be greater when partners have dissimilar abilities. Therefore, we tested the hypothesis that there will be enhanced student learning when lab partners are of different academic levels. We found that learning outcomes were met by both levels of student, regardless of pairing. Average undergraduate grades on every assessment method increased when undergraduates were paired with graduate students. Many of the average graduate student grades also increased modestly when graduate students were paired with undergraduates. Attitudes toward working with partners dramatically shifted toward favoring working with students of different academic levels. This work suggests that offering dual-level courses in which different-level partnerships are created does not inhibit learning by students of different academic levels. This format is useful for institutions that wish to offer “boutique” courses in which student enrollment may be low, but specialized equipment and faculty expertise are needed. PMID:22949428

  7. The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

    PubMed Central

    Soemantri, Diantha; Jusuf, Anwar

    2016-01-01

    Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               PMID:28035054

  8. Academic Development for Careers in Management Consulting

    ERIC Educational Resources Information Center

    Adams, Susan M.; Zanzi, Alberto

    2004-01-01

    Explores the extent to which academic offerings are serving the consulting industry and identifies ways that academia can help. The numbers of management consulting courses, field experiences in consulting and consulting concentrations by graduate business schools were tracked over a three-year period to assess the current state of offerings. A…

  9. Student-Initiated Changes in the Academic Curriculum.

    ERIC Educational Resources Information Center

    Shoenfeld, Janet D.

    The literature on student unrest at colleges and universities cites dissatisfaction with the learning experience as a primary cause of student rebellion. Student charges that many college courses are irrelevant to social realities and needs, and that the traditional structure of the academic curriculum results in a fragmented and superficial…

  10. Academic Risk-Taking in an Online Environment

    ERIC Educational Resources Information Center

    Robinson, Linda Eleanor

    2012-01-01

    Within Higher Education, the social nature of learning may no longer equate to in-person interactions. Technology provides various interaction options and changes the learning environment. The challenge for instructors of courses in the area of teacher education is to understand the nature of academic risk-taking associated with blended learning…

  11. Gendered Fields: Sports and Advanced Course Taking in High School

    PubMed Central

    Pearson, Jennifer; Crissey, Sarah R.; Riegle-Crumb, Catherine

    2010-01-01

    This study explores the association between sports participation and course taking in high school, specifically comparing subjects with varied gendered legacies—science and foreign language. Analyses of a nationally representative longitudinal sample (N=5,447) of U.S. adolescents from the National Longitudinal Study of Adolescent Health and the linked Adolescent Health and Academic Achievement transcript study show that male and female athletes are more likely than non-athletes to take both advanced foreign language and Physics, largely because of their higher academic orientation. However, the association between sports participation and course taking was strongest for girls’ Physics coursework, suggesting that sports may provide girls with a unique opportunity to develop the skills and confidence to persevere in the masculine domain of science. PMID:20221304

  12. Academic Service Learning in PETE: Service for the Community in the 21st Century

    ERIC Educational Resources Information Center

    Konukman, Ferman; Schneider, Robert C.

    2012-01-01

    Academic Service Learning (ASL) is a non-traditional experiential learning model where students gain experience through community involvement and reflection, and ultimately are able to link community service to academic study. Students understand related course content and civic responsibility via a period of highly structured reflection. This…

  13. Self-efficacy as a predictor of academic performance in science.

    PubMed

    Andrew, S

    1998-03-01

    Nursing students have traditionally experienced difficulties with the science subjects in nursing curricula, and irrespective of the institution conducting a nursing programme, this trend appears to be continuing. A satisfactory means of predicting academic performance in these subjects will facilitate the development of educational strategies designed to assist students overcome their difficulties. In this study, an instrument called the Self-Efficacy for Science (SEFS) was developed and tested. The SEFS was designed to predict academic performance in the science areas of a first-year undergraduate nursing course. A cohort of first-year students enrolled in a bachelor of nursing course were surveyed by questionnaire. Students' academic scores for two first-year science subjects were obtained and used as the criterion measure for the study. Principal component factor analysis revealed the SEFS contained six instead of the hypothesized four factors. These six factors could explain 70% of students' self-efficacy for science. Cronbach alpha of the SEFS was 0.9. The SEFS could predict 24% of the cohort's academic performance in a physical science subject and 18.5% for a bioscience subject. Studying science in the final year at high school was not statistically significantly related to the SEFS. Implications for students and future research are discussed.

  14. Students' Network Integration as a Predictor of Persistence in Introductory Physics Courses

    ERIC Educational Resources Information Center

    Zwolak, Justyna P.; Dou, Remy; Williams, Eric A.; Brewe, Eric

    2017-01-01

    Increasing student retention (successfully finishing a particular course) and persistence (continuing through a sequence of courses or the major area of study) is currently a major challenge for universities. While students' academic and social integration into an institution seems to be vital for student retention, research into the effect of…

  15. Comparing Assessment Methods in Undergraduate Statistics Courses

    ERIC Educational Resources Information Center

    Baxter, Sarah E.

    2017-01-01

    The purpose of this study was to compare undergraduate students' academic performance and attitudes about statistics in the context of two different types of assessment structures for an introductory statistics course. One assessment structure used in-class quizzes that emphasized computation and procedural fluency as well as vocabulary…

  16. Academic and emotional functioning in middle school: the role of implicit theories.

    PubMed

    Romero, Carissa; Master, Allison; Paunesku, Dave; Dweck, Carol S; Gross, James J

    2014-04-01

    Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention.

  17. Retention of community college students in online courses

    NASA Astrophysics Data System (ADS)

    Krajewski, Sarah

    The issue of attrition in online courses at higher learning institutions remains a high priority in the United States. A recent rapid growth of online courses at community colleges has been instigated by student demand, as they meet the time constraints many nontraditional community college students have as a result of the need to work and care for dependents. Failure in an online course can cause students to become frustrated with the college experience, financially burdened, or to even give up and leave college. Attrition could be avoided by proper guidance of who is best suited for online courses. This study examined factors related to retention (i.e., course completion) and success (i.e., receiving a C or better) in an online biology course at a community college in the Midwest by operationalizing student characteristics (age, race, gender), student skills (whether or not the student met the criteria to be placed in an AFP course), and external factors (Pell recipient, full/part time status, first term) from the persistence model developed by Rovai. Internal factors from this model were not included in this study. Both univariate analyses and multivariate logistic regression were used to analyze the variables. Results suggest that race and Pell recipient were both predictive of course completion on univariate analyses. However, multivariate analyses showed that age, race, academic load and first term were predictive of completion and Pell recipient was no longer predictive. The univariate results for the C or better showed that age, race, Pell recipient, academic load, and meeting AFP criteria were predictive of success. Multivariate analyses showed that only age, race, and Pell recipient were significant predictors of success. Both regression models explained very little (<15%) of the variability within the outcome variables of retention and success. Therefore, although significant predictors were identified for course completion and retention, there are still

  18. Public Speaking on the Streets and in the Ivory Tower: A Comparison of the Dale Carnegie Course and the Academic Course.

    ERIC Educational Resources Information Center

    Miller, Christine M.

    Many speech communication educators and researchers look upon Dale Carnegie's public speaking course with derision for its methods as well as its motives. A comparison of Carnegie's course with university courses in speech communication reveals a number of differences between the two, which in part explains this attitude. Carnegie began his course…

  19. Delivering Courses Beyond Campus Walls: Off-Campus and Distance Education in Nebraska, 2008-2009

    ERIC Educational Resources Information Center

    Nebraska's Coordinating Commission for Postsecondary Education, 2010

    2010-01-01

    This report highlights distance delivery courses in Nebraska for the academic year 2008-2009. All six community colleges, the three state colleges, and the University of Nebraska campuses offer courses at distance (Table I). The data reflect all courses offered at a location other than a main campus or a branch campus. Overall, the number of…

  20. COURSE AND CURRICULUM IMPROVEMENT PROFECTS--MATHEMATICS, SCIENCE, ENGINEERING.

    ERIC Educational Resources Information Center

    FONTAINE, THOMAS D.

    ELEMENTARY, SECONDARY, AND COLLEGE LEVEL SCIENCE COURSE IMPROVEMENT PROJECTS ARE DESCRIBED. INDIVIDUAL PROJECTS ARE CLASSIFIED ACCORDING TO INSTITUTIONAL LEVEL AND ACADEMIC DISCIPLINE. MANY OF THE PROJECTS REPRESENT COMPLETE EDUCATIONAL PROGRAMS AND INCLUDE SUCH MATERIALS AS STUDENT TEXTBOOKS, LABORATORY MANUALS, SUPPLEMENTARY READINGS, TEACHER…

  1. Frequency and Predictors of Courses Repetition, Probation, and Delayed Graduation in Kashan Faculty of Nursing and Midwifery

    PubMed Central

    Tagharrobi, Zahra; Masoudi Alavi, Negin; Fakharian, Esmail; Mirhoseini, Fakhrossadat; Rasoulinejad, Sayyed Asghar; Akbari, Hossein; Ameli, Hossein

    2013-01-01

    Background: Course failing and delayed graduation are important concerns in educational systems. The reasons of these educational failures need to be clarified. Objectives: This study was designed to determine the academic failure rate and its predictors in Nursing and Midwifery Students in Kashan University of Medical Sciences. Materials and Methods: In this cross-sectional study, the records of all the students graduated in Nursing and Midwifery faculty during 18 years (1986 - 2003) were evaluated (1174 graduates). The demographic variables and the educational situation were recorded. The frequency of course repetition, probation, and delayed graduation were determined and the data were analyzed using the chi-square and logistic regression tests. Results: The frequency of course repetition, probation, and delayed graduation was reported to be 19.25%, 3.9% and 19.85%, respectively. Gaining Low grade in high school, transferring from other universities, having special quota, and transferring temporarily to other universities were mentioned as the risk factors of academic failure. The major had a significant relationship with academic failure. Day time students had more course failure and night time students stayed longer in the university. Conclusions: The individual characteristics, educational background and admission criteria had showed relation with academic failure. Vulnerable students should be identified and educational supports should be provided for these students. PMID:25414885

  2. Frequency and predictors of courses repetition, probation, and delayed graduation in kashan faculty of nursing and midwifery.

    PubMed

    Tagharrobi, Zahra; Masoudi Alavi, Negin; Fakharian, Esmail; Mirhoseini, Fakhrossadat; Rasoulinejad, Sayyed Asghar; Akbari, Hossein; Ameli, Hossein

    2013-12-01

    Course failing and delayed graduation are important concerns in educational systems. The reasons of these educational failures need to be clarified. This study was designed to determine the academic failure rate and its predictors in Nursing and Midwifery Students in Kashan University of Medical Sciences. In this cross-sectional study, the records of all the students graduated in Nursing and Midwifery faculty during 18 years (1986 - 2003) were evaluated (1174 graduates). The demographic variables and the educational situation were recorded. The frequency of course repetition, probation, and delayed graduation were determined and the data were analyzed using the chi-square and logistic regression tests. The frequency of course repetition, probation, and delayed graduation was reported to be 19.25%, 3.9% and 19.85%, respectively. Gaining Low grade in high school, transferring from other universities, having special quota, and transferring temporarily to other universities were mentioned as the risk factors of academic failure. The major had a significant relationship with academic failure. Day time students had more course failure and night time students stayed longer in the university. The individual characteristics, educational background and admission criteria had showed relation with academic failure. Vulnerable students should be identified and educational supports should be provided for these students.

  3. Korean Student's Online Learning Preferences and Issues: Cultural Sensitivity for Western Course Designers

    ERIC Educational Resources Information Center

    Washburn, Earlene

    2012-01-01

    Scope and Method of Study: While online courses offer educational solutions, they are not academically suited for everyone. International students find distractions in online courses constructed with American philosophy, epistemology, values, and cultures as compared to experiences in their home country. Learner's culture, value system, learning…

  4. Secondary Mathematics Course Trajectories: Understanding Accumulated Disadvantages in Mathematics in Grades 9-12

    ERIC Educational Resources Information Center

    Schiller, Kathryn S.; Hunt, Donald J.

    2011-01-01

    Schools are institutions in which students' course taking creates series of linked learning opportunities continually shaped by not only curricular structures but demographic and academic backgrounds. In contrast to a seven-step normative course sequence reflecting the conventional hierarchical structure of mathematics, analysis of more than…

  5. How Do Substitute Teachers Substitute? An Empirical Study of Substitute-Teacher Labor Supply

    ERIC Educational Resources Information Center

    Gershenson, Seth

    2012-01-01

    This paper examines the daily labor supply of a potentially important, but often overlooked, source of instruction in U.S. public schools: substitute teachers. I estimate a sequential binary-choice model of substitute teachers' job-offer acceptance decisions using data on job offers made by a randomized automated calling system. Importantly, this…

  6. Impact of distance education on academic performance in a pharmaceutical care course

    PubMed Central

    Bem, Tamires; Carneiro, Mára Lucia Fernandes; de Castro, Mauro Silveira

    2017-01-01

    The objective of this study was to compare the performance of pharmacy students from a Pharmaceutical Care course, taught in both distance education (DE) and campus-based formats using active methodologies. For two semesters, students (n = 82) taking the course studied half the subject in the distance education format and half in person. Questionnaires were applied at the beginning of the semester aimed to outline the demographic profile of the students. Their grade in the course was evaluated to determine their performance. The Module 1 (Information on Medication) average on the campus-based was 7.1225 and on DE was 7.5519, (p = 0.117). The Module 2 (Pharmaceutical Services) average on the campus-based was 7.1595 and on distance education was 7.7025, (p = 0.027*). There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distant education. Therefore, the student performance was better in the distance education module, indicating distance education can be satisfactorily used in Pharmacy Programs. PMID:28384362

  7. Changes in Biology Self-Efficacy during a First-Year University Course

    PubMed Central

    Ainscough, Louise; Foulis, Eden; Colthorpe, Kay; Zimbardi, Kirsten; Robertson-Dean, Melanie; Chunduri, Prasad; Lluka, Lesley

    2016-01-01

    Academic self-efficacy encompasses judgments regarding one’s ability to perform academic tasks and is correlated with achievement and persistence. This study describes changes in biology self-efficacy during a first-year course. Students (n = 614) were given the Biology Self-Efficacy Scale at the beginning and end of the semester. The instrument consisted of 21 questions ranking confidence in performing biology-related tasks on a scale from 1 (not at all confident) to 5 (totally confident). The results demonstrated that students increased in self-efficacy during the semester. High school biology and chemistry contributed to self-efficacy at the beginning of the semester; however, this relationship was lost by the end of the semester, when experience within the course became a significant contributing factor. A proportion of high- and low- achieving (24 and 40%, respectively) students had inaccurate self-efficacy judgments of their ability to perform well in the course. In addition, female students were significantly less confident than males overall, and high-achieving female students were more likely than males to underestimate their academic ability. These results suggest that the Biology Self-Efficacy Scale may be a valuable resource for tracking changes in self-efficacy in first-year students and for identifying students with poorly calibrated self-efficacy perceptions. PMID:27193290

  8. A Current Events Approach to Academic Reading.

    ERIC Educational Resources Information Center

    Hirsch, Sharon F.; Gabbay, Anita

    1995-01-01

    Presents a current events course designed to teach students in Israel both English language skills as well as the advanced reading and study skills they need to comprehend university level texts and journal articles. A current events approach to academic reading enlivens the foreign language classroom and motivates and broadens the horizons of…

  9. Designing and Developing a Blended Course: Toward Best Practices for Japanese Learners

    ERIC Educational Resources Information Center

    Mehran, Parisa; Alizadeh, Mehrasa; Koguchi, Ichiro; Takemura, Haruo

    2017-01-01

    This paper outlines the iterative stages involved in designing and developing a blended course of English for General Academic Purposes (EGAP) at Osaka University. First, the basic Successive Approximation Model (SAM 1) is introduced as the guiding instructional design model upon which the course was created. Afterward, the stages of design and…

  10. Options for Online Undergraduate Courses in Biology at American Colleges and Universities

    ERIC Educational Resources Information Center

    Varty, Alison K.

    2016-01-01

    I aimed to document the online undergraduate course supply in biology to evaluate how well biology educators are serving the diverse and growing population of online students. I documented online biology course offerings in the 2015-2016 academic year at 96 American colleges and universities. I quantified differences in variety, extent, and…

  11. Teacher-Course Evaluation: A Longitudinal Study of Response Stability and Instrument Reliability.

    ERIC Educational Resources Information Center

    McCollester, Charles W.; And Others

    The temporal context within which a teacher and course evaluation (TCE) is completed did not appear to be of crucial importance in affecting TCE responses. A sample of students was asked to evaluate, initially as freshmen and retrospectively as seniors, a specific teacher and course. Additional data on the student's academic status characteristics…

  12. Factors Affecting Student Academic Success in Gateway Courses at Northern Arizona University

    ERIC Educational Resources Information Center

    Benford, Russell; Gess-Newsome, Julie

    2006-01-01

    Students in gateway business, math, and science courses at Northern Arizona University receive non-passing grades (grades of D, F, and W) at high rates. To identify possible trends in demographic groups that receive DFWs and to investigate why students receive DFWs in these courses, a student survey was administered to 719 students in 7 gateway…

  13. Where Do I Put My Course Materials?

    ERIC Educational Resources Information Center

    Caplow, Julie

    2006-01-01

    The National Center for Educational Statistics reported that during the 1997-1998 academic year, 58% of all postsecondary institutions offered Web-based courses. Moreover, 82% reported plans to increase their Web-based offerings over the following 3 years. In response to the growing interest in providing online instruction, various online course…

  14. Evidence of The Importance of Philosophy of Science Course On Undergraduate Level

    NASA Astrophysics Data System (ADS)

    Suyono

    2018-01-01

    This study aimed to describe academic impact of Philosophy of Science course in change of students’ conceptions on the Nature of science (NOS) before and after attending the course. This study followed one group pretest-posttest design. Treatment in this study was Philosophy of Science course for one semester. Misconception diagnostic tests of the NOS had been developed by Suyono et al. (2015) equipped with Certainty of Response Index (CRI). It consists of 15 concept questions about the NOS. The number of students who were tested on Chemistry Education Program (CEP) and Chemistry Program (CP) respectively 42 and 45 students. This study shows that after the learning of Philosophy of Science course happened: (1) the decrease of the number of misconception students on the NOS from 47.47 to 19.20% in CEP and from 47.47 to 18.18% in CP and (2) the decrease in the number of concepts that understood as misconception by the large number of students from 11 to 2 concepts on the CEP and from 10 to 2 concepts on CP. Therefore, the existence of Philosophy of Science course has a positive academic impact on students from both programs on undergraduate level.

  15. College and Academic Self-Efficacy as Antecedents for High School Dual-Credit Enrollment

    ERIC Educational Resources Information Center

    Ozmun, Cliff D.

    2013-01-01

    Do high school students who are predisposed to enroll in dual-credit courses already possess high levels of motivation or college and academic self-efficacy? Students in this study reported being academically motivated, but they did not report high levels of confidence in their ability to perform certain college-associated tasks. Of 52 items…

  16. Students' perceptions of the non-academic advantages and disadvantages of participation in Advanced Placement courses and International Baccalaureate programs.

    PubMed

    Foust, Regan Clark; Hertberg-Davis, Holly; Callahan, Carolyn M

    2009-01-01

    In-depth interviews of students with qualitative analysis of the responses were used to explore perceptions of the non-academic advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, and differences between the AP and IB programs in those perceptions. Results revealed that benefits of participation, including pride in completing more challenging work, similarity and special bonds among participants, better treatment (more respect and responsibility) from teachers, better overall class atmosphere, and preference for AP and IB courses were consistent across schools and between programs. Also consistent were the disadvantages students reported, with marked differences in the intensity of disadvantages between the AP and IB programs. Specifically, as the amount of time students spent in homogeneously grouped settings increased, so did the workload, the intensity of the perceived social/emotional disadvantages of the workload, the perceived range of negative feelings between participants and non-participants, and the perceived negativity of participant strereotypes.

  17. Integrated approaches to academic anaesthesia - the Cambridge experience.

    PubMed

    Menon, D K; Wheeler, D W; Wilkins, I A; Phillips, P D; Fletcher, S J; Penfold, N W; Smith, H L; Gupta, A K; Matta, B F

    2004-08-01

    There is mounting concern about the pressures experienced by University Departments of Anaesthesia, which, if lost, could threaten undergraduate peri-operative medicine teaching, development of critical appraisal skills among anaesthetists, and the future of coherent research programs. We have addressed these problems by establishing a foundation course in scientific methods and research techniques (the Cambridge SMART Course), complemented by competitive, fully funded, 12-month academic trainee attachments. Research conducted during academic attachments has been published and used to underpin substantive grant applications allowing work towards higher degrees. Following the attachment, a flexible scheme ensures safe reintroduction to clinical training. Research at consultant level is facilitated by encouraging applications for Clinician Scientist Fellowships, and by ensuring that the University Department champions, legitimises and validates the allocation of research time within the new consultant contract. We believe that these are important steps in safeguarding research and teaching in anaesthesia, critical care and peri-operative medicine.

  18. The Meaning of Quality in an Online Course to Administrators, Faculty, and Students

    ERIC Educational Resources Information Center

    Smidt, Esther; Li, Rui; Bunk, Jennifer; Kochem, Timothy; McAndrew, Ashley

    2017-01-01

    The purpose of the present study is to understand administrator, faculty, and student perceptions of quality in distance education courses. We explored the following research question: What is the meaning of "quality" in an online course to administrators, faculty, and students? Survey data from 10 academic administrators, 113 online…

  19. Ambiguity and Alignment in Academic Policies: Course Substitutions, Learning Disabilities, and Universal Design

    ERIC Educational Resources Information Center

    Galilee-Belfer, Mika

    2012-01-01

    While research on barriers to full participation for those with learning and other disabilities has focused largely on structural and institutional obstacles to work and education (Swain, French, & Cameron, 2005; Jones, 1996; Watson, 2002), the recognition of disability as a social justice issue is gaining currency (Kraus, 2008). Expensive,…

  20. The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

    ERIC Educational Resources Information Center

    Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

    2016-01-01

    Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

  1. Student Motivational Profiles in an Introductory MIS Course: An Exploratory Cluster Analysis

    ERIC Educational Resources Information Center

    Nelson, Klara

    2014-01-01

    This study profiles students in an introductory MIS course according to a variety of variables associated with choice of academic major. The data were collected through a survey administered to 12 sections of the course. A two-step cluster analysis was performed with gender as a categorical variable and students' perceptions of task value…

  2. 40 CFR 721.10126 - Alkyl amino substituted triazine amino substituted benezenesulfonic acid reaction product with...

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo substituted phenyl azo... substituted triazine amino substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo... substituted triazine amino substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo...

  3. 40 CFR 721.10126 - Alkyl amino substituted triazine amino substituted benezenesulfonic acid reaction product with...

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo substituted phenyl azo... substituted triazine amino substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo... substituted triazine amino substituted benezenesulfonic acid reaction product with naphthalenesulfonato azo...

  4. Impact of Learning Modalities on Academic Success

    ERIC Educational Resources Information Center

    Fenouillet, Fabien; Kaplan, Jonathan

    2009-01-01

    This study is based on the analysis of academic results of 692 undergraduate and graduate students in two disciplines in a French university who attended their courses using one out of four possible learning modalities. Within the two disciplines, Art History and Educational Sciences, students chose between face-to-face learning (on campus),…

  5. The virtual revolution: implications for academe.

    PubMed

    Pardue, S L

    2001-05-01

    The global expansion and acceptance of the Internet as been unprecedented. The emergence of the potential for distance learning (DL) has altered the way in which faculty, university administrators, and for-profit corporations view the educational process. In 1998, nearly 80% of public 4-yr institutions offered some DL courses. However, DL courses in agriculture and natural resources represented less than 1% of the total enrollment. Like any technology that ushers in a new era of change, DL has attracted enthusiastic supporters and detractors. Few view DL with neutrality. It is this divergence of opinion that has fueled the debate over the academic value of DL. A valid evaluation of the educational benefits or deficiencies of DL may require additional long-term studies. For some academic traditionalists, DL is viewed as the fusion of education and commerce and borders on the repugnant. Others embrace DL not only because it may provide a source of much needed revenue, but also because it allows for the low-cost delivery of information to a nontraditional pool of students. Well-funded, private, for-profit organizations and universities have developed a number of DL models. Some hybrid DL models exist in which public institutions have created independent for-profit corporations to develop and distribute their web-based courses. The question is not if DL will be a part of the educational landscape; it surely will. The challenge is to define the role DL can most effectively fulfill.

  6. Course-Related Impediments to Effective Study Practices.

    ERIC Educational Resources Information Center

    Thomas, John W.; And Others

    For the past two years a survey has been conducted of over 20 junior high school, high school, and college social science courses in order to describe the interrelationships among a number of factors believed to related to classroom achievement. These factors include age and grade level, academic ability, self-concept, personality, and…

  7. Between the Academic Mathematics and the Mathematics Education Worlds.

    ERIC Educational Resources Information Center

    Moreira, Candida Queiroz

    1997-01-01

    Investigated stresses confronted by Portuguese secondary mathematics teachers during the first semester in a master's course, Perspectives on Mathematics Education, noting how they negatively affected teachers' self-confidence and morale and discussing fundamental issues teachers addressed in bridging the academic mathematics and mathematics…

  8. Open Online Courses in Public Health: experience from Peoples-uni.

    PubMed

    Heller, Richard F; Zurynski, Robert; Barrett, Alan; Oaiya, Omo; Madhok, Rajan

    2017-01-01

    Open Online Courses (OOCs) are offered by Peoples-uni at http://ooc.peoples-uni.org to complement the courses run on a separate site for academic credit at http://courses.peoples-uni.org. They provide a wide range of online learning resources beyond those usually found in credit bearing Public Health courses. They are self-paced, and students can enrol themselves at any time and utilise Open Educational Resources free of copyright restrictions.  In the two years that courses have been running, 1174 students from 100 countries have registered and among the 1597 enrolments in 14 courses, 15% gained a certificate of completion. Easily accessible and appealing to a wide geographical and professional audience, OOCs have the potential to play a part in establishing global Public Health capacity building programmes.

  9. Open Online Courses in Public Health: experience from Peoples-uni

    PubMed Central

    Heller, Richard F.; Zurynski, Robert; Barrett, Alan; Oaiya, Omo; Madhok, Rajan

    2017-01-01

    Open Online Courses (OOCs) are offered by Peoples-uni at http://ooc.peoples-uni.org to complement the courses run on a separate site for academic credit at http://courses.peoples-uni.org. They provide a wide range of online learning resources beyond those usually found in credit bearing Public Health courses. They are self-paced, and students can enrol themselves at any time and utilise Open Educational Resources free of copyright restrictions.  In the two years that courses have been running, 1174 students from 100 countries have registered and among the 1597 enrolments in 14 courses, 15% gained a certificate of completion. Easily accessible and appealing to a wide geographical and professional audience, OOCs have the potential to play a part in establishing global Public Health capacity building programmes. PMID:28491283

  10. The Course as Token: A Construction of/by Networks.

    ERIC Educational Resources Information Center

    Gaskell, Jim; Hepburn, Gary

    1998-01-01

    Describes the way in which a new applied-physics course introduced in British Columbia as part of a program in applied academics can be seen to construct different networks in different contexts. Employs actor network theory (ANT). Contains 20 references. (DDR)

  11. The Impact of Student Motivation on Participation and Academic Performance in Distance Learning

    ERIC Educational Resources Information Center

    Pittman, Candice Nicole

    2013-01-01

    This study investigated the impact of motivation on students' participation and academic performance in distance learning. Distance learning continues to grow in popularity as more and more students enroll in distance education courses. These courses require more responsibility on the part of the student. Some students are unaware of the amount of…

  12. The Impact of Participating in a Peer Assessment Activity on Subsequent Academic Performance

    ERIC Educational Resources Information Center

    Jhangiani, Rajiv S.

    2016-01-01

    The present study investigates the impact of participation in a peer assessment activity on subsequent academic performance. Students in two sections of an introductory psychology course completed a practice quiz 1 week prior to each of three course exams. Students in the experimental group participated in a five-step double-blind peer assessment…

  13. The influence of high school academics on freshman college mathematics and science courses at SUNY Oswego

    NASA Astrophysics Data System (ADS)

    Hayali, Tolga

    This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.

  14. Mini-Thesis Writing Course for International Graduate Students.

    ERIC Educational Resources Information Center

    Wyatt-Brown, Anne M.

    An approach to teaching academic writing to foreign graduate students at the University of Florida is described. The course combines general and technical writing assignments to sharpen students' critical thinking skills while improving their organizational techniques and editing strategies. Assignments are designed to help students discover the…

  15. Innovative Teaching: An Empirical Study of Computer-Aided Instruction in Quantitative Business Courses

    ERIC Educational Resources Information Center

    Gonul, Fusun F.; Solano, Roger A.

    2013-01-01

    We investigate business undergraduate mathematics-based courses in a blended environment of online assignments and exams and offline lectures, and report the impact on academic performance of factors such as classroom attendance, web-based course supplements, and homework. We present results from both ordinary least squares and fixed effects,…

  16. Does emotional intelligence change during medical school gross anatomy course? Correlations with students' performance and team cohesion.

    PubMed

    Holman, Michelle A; Porter, Samuel G; Pawlina, Wojciech; Juskewitch, Justin E; Lachman, Nirusha

    2016-01-01

    Emotional intelligence (EI) has been associated with increased academic achievement, but its impact on medical education is relatively unexplored. This study sought to evaluate change in EI, performance outcomes, and team cohesion within a team-based medical school anatomy course. Forty-two medical students completed a pre-course and post-course Schutte Self-Report Emotional Intelligence Test (SSEIT). Individual EI scores were then compared with composite course performance grade and team cohesion survey results. Mean pre-course EI score was 140.3 out of a possible 160. During the course, mean individual EI scores did not change significantly (P = 0.17) and no correlation between EI scores and academic performance was noted (P = 0.31). In addition, EI did not correlate with team cohesion (P = 0.16). While business has found significant utility for EI in increasing performance and productivity, its role in medical education is still uncertain. © 2015 American Association of Anatomists.

  17. The Joint Council on Thoracic Surgery Education (JCTSE) "Educate the Educators" Faculty Development Course: Analysis of the First 5 Years.

    PubMed

    Yang, Stephen C; Vaporciyan, Ara A; Mark, Rebecca J; DaRosa, Deborah A; Stritter, Frank T; Sullivan, Maura E; Verrier, Edward D

    2016-12-01

    Since 2010, the Joint Council on Thoracic Surgery Education, Inc (JCTSE) has sponsored an annual "Educate the Educators" (EtE) course. The goal is to provide United States academic cardiothoracic surgeons (CTS) the fundamentals of teaching skills, educational curriculum development, and using education for academic advancement. This report describes the course development and evaluation along with attendee's self-assessment of skills through the first 5 years of the program. The content of this 2½-day course was based on needs assessment surveys of CTS and residents attending annual meetings in 2009. From 2010 to 2014, EtE was offered to all CTS at training programs approved by the Accreditation Council for Graduate Medical Education. Course content was evaluated by using end-of-course evaluation forms. A 5-point Likert scale (1 = poor, 5 = excellent) was used to obtain composite assessment mean scores for the 5 years on course variables, session presentations, and self-assessments. With 963 known academic CTS in the United States, 156 (16.3%) have attended, representing 70 of 72 training programs (97%), and 1 international surgeon attended. There were also 7 program coordinators. Ratings of core course contents ranged from 4.4 to 4.8, accompanied with highly complementary comments. Through self-assessment, skills and knowledge in all content areas statistically improved significantly. The effect of the course was evaluated with a follow-up survey in which responders rated the program 4.3 on the usefulness of the information for their career and 3.9 for educational productivity. The EtE program offers an excellent opportunity for academic CTS to enhance their teaching skills, develop educational activities, and prepare for academic promotion. With its unique networking and mentorship environment, the EtE program is an important resource in the evolution of cardiothoracic surgical training in the United States. Copyright © 2016 The Society of Thoracic Surgeons

  18. Large-Course Redesign via Blended Learning: A Post-Implementation Assessment across Institutions

    ERIC Educational Resources Information Center

    Rosenthal, David; Weitz, Rob

    2012-01-01

    This research reports the results of a survey administered to 25 of the 30 institutions that participated in the National Center for Academic Transformation (NCAT) large-course redesign project that took place between 1999 and 2003. According to NCAT, the benefits of these course redesign efforts included an average reduction in costs of about 40%…

  19. An Argument for Teaching a Human Sexuality Course within the Context of a Women and Gender Studies Program

    ERIC Educational Resources Information Center

    Galbreath, Briana L.

    2012-01-01

    The course proposed is planned as an undergraduate Human Sexuality course within a Women and Gender Studies program. Teaching a course on Human Sexuality with an interdisciplinary approach allows for students to gain knowledge from several different academic disciplines. This course would teach from a sex-positive and holistic view of sexuality as…

  20. Academic Continuity: Staying True to Teaching Values and Objectives in the Face of Course Interruptions

    ERIC Educational Resources Information Center

    Day, Terence

    2015-01-01

    Academic continuity planning is an emerging tool for dealing with class cancellation associated with natural disasters, acts of violence and the threat of pandemics. However, academic continuity can also be an issue with respect to less dramatic events, such as power outages, inclement weather, or the temporary unavailability of an instructor,…

  1. Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course

    ERIC Educational Resources Information Center

    Zhao, Wei

    2016-01-01

    This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this…

  2. The Academic Study of Death and Dying.

    ERIC Educational Resources Information Center

    Amend, Edward W.

    The current study of death and dying is an example of constant change and development in academic disciplines. While the discussion of death in time of crisis is hard, if not impossible, youthful undergraduates find this topic to be of considerable interest. For them, a course can be organized effectively as a small and intimate seminar, which…

  3. Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses

    ERIC Educational Resources Information Center

    Lynch, Douglas J.

    2010-01-01

    Effective online instructional practices may be applied to online and blended college courses. Carefully orchestrated online discussions support learning well beyond the limited face-to-face course time. Students gain greater depth of academic understanding and leadership skills if cooperative learning groups use research-based process and…

  4. Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

    ERIC Educational Resources Information Center

    Newman, Lynn A.; Marschark, Marc; Shaver, Debra M.; Javitz, Harold

    2017-01-01

    Data from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth's postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or…

  5. Light-based science and technologies and human civilization: an optical course for general education

    NASA Astrophysics Data System (ADS)

    Li, Xiaotong; Wang, Kaiwei; Yang, Qing; Si, Ke

    2017-08-01

    Starting from 2015, a general education course named "Light-based science and technologies and human civilization" has been offered in Zhejiang University. We try to give a humanism view angle to observe optics and optical engineering, and combine them with the relationship of human and the nature, the development of human society and human health. In this course we introduce different historical periods of light-based science and technologies, the great optical researchers, the typical research methods, advantages, academic discussions and the relationship with human civilization. The relevant cross-fields of learning and Nobel Prize winners are also included. This course provides the students with the typical examples about how academic revolution influences the world development, and also with humanism sight which exceeds the range of science and technologies themselves.

  6. Constructing the Academic Category of Teacher Educator in Universities' Recruitment Processes in Aotearoa, New Zealand

    ERIC Educational Resources Information Center

    Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis

    2015-01-01

    An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…

  7. Dancing on the Bottom Line: An Unruly Cost-Benefit Analysis of Three Academic Development Initiatives

    ERIC Educational Resources Information Center

    Sword, Helen

    2014-01-01

    This article offers an unconventional cost-benefit analysis of three academic development initiatives at a large Australasian university: a three-day foundation course for new academics, a series of one-on-one teaching consultations and a two-year postgraduate certificate program. Weaving together qualitative, quantitative and arts-based…

  8. Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course Taking on Peer Victimization

    ERIC Educational Resources Information Center

    Echols, Leslie

    2015-01-01

    This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th-grade students in middle school. Approximately 1,000 participants were drawn from 5 middle schools that varied in their practice of academic teaming. A novel…

  9. My Academic Plan: Helping Students Map Their Future

    ERIC Educational Resources Information Center

    Williams, John; Mathur, Raghu; Gaston, Jim

    2009-01-01

    What more important problem could we solve than helping students make intelligent decisions in their course selections? The South Orange County Community College District created a new award-winning system dedicated to helping students define, refine, and implement their personal academic goals. The user-centered design is apparent in the…

  10. Motivation and Learning Strategies, and Academic and Student Satisfaction in Predicting Self-Efficacy in College Seniors

    ERIC Educational Resources Information Center

    Madonna, Stephen, Jr.; Philpot, Vincent D.

    2013-01-01

    This study examines motivational and learning strategies, and academic and student satisfaction, in college students. One hundred thirty-five college seniors were administered the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), Academic Satisfaction Survey (Flores, 2007), and Online Course Survey…

  11. Agricultural Entrepreneurship Orientation: Is Academic Training a Missing Link?

    ERIC Educational Resources Information Center

    Mohammadinezhad, Soodeh; Sharifzadeh, Maryam

    2017-01-01

    Purpose: The purpose of this paper is to investigate the importance of academic courses on agricultural entrepreneurship. Design/methodology/approach: Modified global entrepreneurship and development index (GEDI) was used to determine entrepreneurial dimensions among 19 graduated students of agricultural colleges resided in Iran. Fuzzy analytical…

  12. Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

    ERIC Educational Resources Information Center

    Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

    2012-01-01

    The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

  13. The Course of Innovation: Using Technology to Transform Higher Education. Education Sector Reports

    ERIC Educational Resources Information Center

    Miller, Ben

    2010-01-01

    The National Center for Academic Transformation (NCAT), a small nonprofit considered to be the intellectual center of the technology-based course transformation movement, has labored mightily and with much success to help more colleges bring their undergraduate courses into the modern age. But it has labored precisely because colleges have yet to…

  14. A New Framework for Universiti Kebangsaan Malaysia Soft Skills Course: Implementation and Challenges

    ERIC Educational Resources Information Center

    Che-Ani, Adi-Irfan; Ismail, Khaidzir; Ahmad, Azizan; Ariffin, Kadir; Razak, Mohd Zulhanif Abd

    2014-01-01

    The importance of soft skills to the graduates to compete in the working world is undeniable. Soft skills are complementary to the academic qualifications held by students. Recognizing this, the University Kebangsaan Malaysia (UKM) has established a new framework for Soft Skills courses to improve the existing framework of the course. The…

  15. Teaching Critical Thinking in a Library Credit Course.

    ERIC Educational Resources Information Center

    Poirier, Gayle; Hocker, Susan

    1993-01-01

    Discussion of critical thinking skills focuses on the academic library's role in teaching critical thinking skills based on experiences with a library resources course at Louisiana State University. Teaching techniques are discussed, sample lessons are described, and evaluation of students' research papers and student retention of skills are…

  16. Selecting Items for a College Course Evaluation Form

    ERIC Educational Resources Information Center

    Baril, G. L.; Skaggs, C. Thomas

    1976-01-01

    The study describes the implementation of three related suggestions for the development of items for a course evaluation form. High degrees of consistency were evidenced in preferences of students, faculty, and individuals from different academic areas. Significant differences were obtained between student and faculty responses and the basic…

  17. Alternative Assessment Techniques for Blended and Online Courses

    ERIC Educational Resources Information Center

    Litchfield, Brenda C.; Dempsey, John V.

    2013-01-01

    Alternative assessment techniques are essential for increasing student learning in blended and online courses. Rather than simply answer multiple-choice questions, students can choose activities in an academic contract. By using a contract, students will be active participants in their own learning. Contracts add a dimension of authenticity to…

  18. A Social Constructionist Approach to Teaching and Learning Vocabulary for Italian for Academic Purposes

    ERIC Educational Resources Information Center

    Xerou, Eftychia; Papadima-Sophocleous, Salomi; Parmaxi, Antigoni

    2016-01-01

    This study presents the way Parmaxi and Zaphiris's (2015) social constructionist framework was used in order to teach and learn vocabulary in an Italian for Specific Academic Purposes (ISAP) tertiary course. The participants (beginner students) were guided to build in groups an artifact, i.e a specific academic vocabulary collection. To do so,…

  19. Outcomes and satisfaction of two optional cadaveric dissection courses: A 3-year prospective study.

    PubMed

    Pais, Diogo; Casal, Diogo; Mascarenhas-Lemos, Luís; Barata, Pedro; Moxham, Bernard J; Goyri-O'Neill, João

    2017-03-01

    Teaching time dedicated to anatomy education has been reduced at many medical schools around the world, including Nova Medical School in Lisbon, Portugal. In order to minimize the effects of this reduction, the authors introduced two optional, semester-long cadaveric dissection courses for the first two years of the medical school curriculum. These courses were named Regional Anatomy I (RAI) and Regional Anatomy II (RAII). In RAI, students focus on dissecting the thorax, abdomen, pelvis, and perineum. In RAII, the focus shifts to the head, neck, back, and upper and lower limbs. This study prospectively analyzes students' academic achievement and perceptions within the context of these two, newly-introduced, cadaveric dissection courses. Students' satisfaction was assessed anonymously through a questionnaire that included items regarding students' perception of the usefulness of the courses for undergraduate teaching, as well as with regards to future professional activity. For each of the three academic years studied, the final score (1 to 20) in General Anatomy (GA), RAI, and RAII was on average 14.26 ± 1.89; 16.94 ± 1.02; 17.49 ± 1.01, respectively. The mean results were lower in GA than RAI or RAII (P < 0.001). Furthermore, students who undertook these courses ranked them highly with regards to consolidating their knowledge of anatomy, preparing for other undergraduate courses, and training for future clinical practice. These survey data, combined with data on participating students' academic achievement, lend strong support to the adoption of similar courses as complementary and compulsory disciplines in a modern medical curriculum. Anat Sci Educ 10: 127-136. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  20. Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats

    ERIC Educational Resources Information Center

    Emanuel, Jeffrey P.; Lamb, Anne

    2017-01-01

    During the 2013-14 academic year, Harvard University piloted the use of Massive Open Online Courses (MOOCs) as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for-credit (Harvard College and Harvard Extension School) and open online (HarvardX)…