French on the Advanced Level.

ERIC Educational Resources Information Center

Pawlik, Teresa Wilkinson

1969-01-01

Presented in this article is an outline of some of the special interest course work included in the curriculum guidelines being developed in the Atlanta Public Schools System for advanced secondary school French classes. Titles of the audiolingually-oriented courses described are--(1) "Teenagers and Teenage Life in France Today," (2)…

Influence of riders' skill on plasma cortisol levels of horses walking on forest and field trekking courses.

PubMed

Ono, Ayaka; Matsuura, Akihiro; Yamazaki, Yumi; Sakai, Wakako; Watanabe, Kentaro; Nakanowatari, Toshihiko; Kobayashi, Hiroshi; Irimajiri, Mami; Hodate, Koichi

2017-10-01

The aim of this study was to evaluate the influence of rider's skill on the plasma cortisol levels of trekking horses on two courses, walking on field and forest courses (about 4.5 to 5.1 km each). Three riders of different skills did horse trekking (HT) in a tandem line under a fixed order: advanced-leading, beginner-second and intermediate-last. A total of six horses were used and they experienced all positions in both courses; a total of 12 experiments were done. Blood samples were obtained before HT, immediately after and 2 h after HT. As a control, additional blood samples were obtained from the same horses on non-riding days. Irrespective of the course and the rider's skill, the cortisol level before HT was higher than that of control (P < 0.05). In both courses, the cortisol levels immediately after HT ridden by the advanced rider were higher than that of control (P < 0.05). However, in every case, the cortisol level 2 h after HT was closely similar to the level of the control. Thus, we concluded the stress of trekking horse was not sufficient to disturb the circadian rhythm of the cortisol level, irrespective of the course and the rider's skill. © 2017 Japanese Society of Animal Science.

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

PubMed Central

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2014-01-01

Using data from the Educational Longitudinal Study of 2002–2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low SES students than for high SES students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed. PMID:26508803

Developing a Standard Based Advanced Lab Course that Fulfills COM3 Requirements

NASA Astrophysics Data System (ADS)

Michalak, Rudi

2015-03-01

An advanced physics lab has been developed into a course that fulfills the requirements for a university studies program `COM3' course using Standard Teaching (ST) methods. The COM3 course is a capstone course under the new USP2015 study requirements for all majors. It replaces the WC writing requirement, typically filled in the English Dept., and adds the teaching of oral and digital communication skills. ST is a method that replaces typical assessments (homework / exam grades) with new assessments that measure certain specified learning outcomes. In combination with oral assessments and an oral final exam, the ST proves an efficient tool to implement the USP Learning Outcomes into a physics course. COM3 requires an unprecedented seven learning outcomes in a single course. Variety of learning outcomes: interdisciplinary goals, levels of writing (with drafting steps), organizational structure, standard language metrics, research and presentation deliverance skills, appropriate addressing of a variety of audiences, etc. With other assessment approaches than ST this variety would be difficult to meet in a physics course. An extended ST rubric has been developed for this course and will be presented and discussed in some detail.

Impact of advanced laparoscopy courses on present surgical practice.

PubMed

Houck, Jared; Kopietz, Courtni M; Shah, Bhavin C; Goede, Matthew R; McBride, Corrigan L; Oleynikov, Dmitry

2013-01-01

The introduction of new surgical techniques has made training in laparoscopic procedures a necessity for the practicing surgeon, but acquisition of new surgical skills is a formidable task. This study was conducted to assess the impact of advanced laparoscopic workshops on caseload patterns of practicing surgeons. After we obtained institutional review board approval, a survey of practicing surgeons who participated in advanced laparoscopic courses was distributed; the results were analyzed for statistical significance. The courses were held at the University of Nebraska Medical Center between January 2002 and December 2010. Questionnaires were mailed, faxed, and e-mailed to surgeons. Of the 109 surgeons who participated in the advanced laparoscopy courses, 79 received surveys and 30 were excluded from the survey because of their affiliation with the University of Nebraska Medical Center. A total of 47 responses (59%) were received from 41 male and 6 female surgeons. The median response time from completion of the course to completion of the survey was 13.2 months (range, 6.8-19.1 months). The mean age of participating surgeons was 39.2 years (range, 29-51 years). The mean time since residency was 8.4 years (range, 0.8-21 years). Eleven surgeons had completed a minimal number of laparoscopic cases in residency (<50), 17 surgeons had completed a moderate number of laparoscopic procedures in residency (50-200), and 21 surgeons had completed a significant number of cases during residency (>200). Of the surgeons who responded, 94% were in private practice. Fifty-seven percent of the participating surgeons who responded reported a change in laparoscopic practice patterns after the courses. Of these surgeons, 24% had a limited residency laparoscopy exposure of <50 cases. Surgeons who were exposed to ≥50 laparoscopic cases during their residency showed a statistically significant increase in the number of laparoscopic procedures performed after their class compared with

Advanced Course Enrollment and Performance among English Learner Students in Washington State. REL 2017-187

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2016-01-01

Taking advanced high school courses (for example, honors, Advanced Placement, and dual-credit courses that offer college credits in high school) can help prepare students for postsecondary education and careers. English learner students, however, face unique obstacles to taking advanced courses because they must divide their time between acquiring…

An Examination of Perceptions Associated with Enrollment Procedures and Students Placement in Advanced Placement Courses in Northeast Louisiana

ERIC Educational Resources Information Center

Vidrine, Brent

2013-01-01

The purpose of the study was to investigate participation rates of minorities and economically disadvantaged students in Advanced Placement programs in selected high schools in Northeast Louisiana. Advanced Placement programs in high schools generally promote higher level education courses. The focus of the investigation was perceptions held by…

Using Course-Level Factors as Predictors of Online Course Outcomes: A Multi-Level Analysis at a US Urban Community College

ERIC Educational Resources Information Center

Wladis, Claire; Conway, Katherine; Hachey, Alyse C.

2017-01-01

Research has documented lower retention rates in online versus face-to-face courses. However, little research has focused on the impact of course-level characteristics (e.g. elective versus distributional versus major requirements; difficulty level; STEM status) on online course outcomes. Yet, focusing interventions at the course level versus the…

Development of an advanced undergraduate course in acoustics

NASA Astrophysics Data System (ADS)

Gee, Kent L.; Neilsen, Tracianne B.; Sommerfeldt, Scott D.

2016-03-01

Within many physics undergraduate programs, acoustics is given only a cursory treatment, usually within an introductory course. Because acoustics is a natural vehicle for students to develop intuition about wave phenomena, an advanced undergraduate acoustics course has been developed at Brigham Young University. Although it remains an elective course, enrollment has increased steadily since its inception. The course has been taken by students in physics, applied physics, physics teaching, and mechanical and electrical engineering. In addition to providing training for students motivated by interest in undergraduate research, internship, employment, and graduate schooling opportunities in acoustics, the course facilitates connections between various areas of physics. Explicit connections are made to mechanics, electricity and magnetism, thermodynamics, optics, quantum mechanics, and experimental and computational laboratory courses. Active learning is emphasized through Just-in-Time-Teaching and course structure. Homework exercises are both theoretical and practical and often require making and interpreting of graphs. For example, students may model traffic noise as a series of uncorrelated monopoles or examine highway barrier effectiveness using Fresnel diffraction techniques. Additionally, students participate in resumé-building measurements and learn to report their results in the form of technical memoranda. Course evaluations and post-graduation student surveys rate it among the most valuable undergraduate student courses offered.

Advanced Training Course for School Bus Drivers. A Manual for Instructors.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This manual provides the basis for a 10-hour advanced course of instruction to be offered for those school bus drivers who have successfully completed a basic course. The course is composed of five units. The pupil control unit attempts to develop in the school bus driver an understanding of the functions of discipline and his relationship to the…

Advanced Selling: A Comprehensive Course Sales Project

ERIC Educational Resources Information Center

Yarrington-Young, Susan; Castleberry, Stephen B.; Coleman, Joshua T.

2016-01-01

A comprehensive project for the Advanced Selling course that has been tested at three universities is introduced. After selecting an industry and a company, students engage in a complete industry analysis, a company sales analysis, a sales-specific SWOT analysis, complete a ride day with a salesperson in that firm, then present their findings in a…

Advanced Internship: A High-Impact, Low-Cost, Super-Capstone Course

ERIC Educational Resources Information Center

Fernald, Peter S.; Goldstein, Gary S.

2013-01-01

In an earlier issue of this journal, the authors described a capstone course, Internship, that both "caps" the undergraduate experience and functions as a "bridge" to the world beyond college. Here, they describe a sequel to that course, Advanced Internship, which both extends and enhances the "capping" and "bridging" experiences. The bridging…

The impact of a comprehensive course in advanced minimal access surgery on surgeon practice

PubMed Central

Birch MD, Daniel W.; MD, Cliff Sample; MD, Rohit Gupta

2007-01-01

Introduction Practising surgeons need an effective means for learning new skills and procedures in advanced minimal access surgery (MASA). Currently, available educational methods include traditional continuing medical education symposia (1-day courses), instructional videos, mentoring, or comprehensive courses that combine lectures, skills laboratories and live surgery. The impact of comprehensive courses in advanced MASA on surgeons' knowledge, skills and practice has not been clearly established. Methods We completed a survey of all physicians who attended comprehensive courses in advanced gastrointestinal MASA held at the Centre for Minimal Access Surgery (CMAS) in Hamilton, Ont. Results Of 158 course attendees, we received 65 responses (response rate 41%). Fifty-sex men and 9 women responded, with a mean age of 44.9 years and a mean practice duration of 12.3 years. Eighty-seven percent of respondents were community-based surgeons. As a result of attending CMAS courses, respondents felt they experienced a substantial improvement in the knowledge and skills required to complete MASA. After a comprehensive course at CMAS, most respondents reported that they had introduced MASA procedures into their practice. The mean overall impact of a course on a surgeon's practice (with respect to patient referrals, procedural armamentarium and personal satisfaction) was rated by respondents at 3.92 (standard deviation [SD] 0.71; Likert scale 1–5, 1=negative, 5=positive). Conclusions A comprehensive course in advanced MASA has a positive impact on attendees' knowledge and skills. Ultimately, surgeons attending MASA courses will begin to introduce new MASA procedures into surgical practice. These courses have a distinct role in the teaching of MASA to surgeons in practice. PMID:17391609

Actively Encouraging Learning and Degree Persistence in Advanced Astrophysics Courses

NASA Astrophysics Data System (ADS)

McIntosh, Daniel H.

2018-01-01

The need to grow and diversify the STEM workforce remains a critical national challenge. Less than 40% of college students interested in STEM achieve a bachelor's degree. These numbers are even more dire for women and URMs, underscoring a serious concern about the country's ability to remain competitive in science and tech. A major factor is persistent performance gaps in rigorous 'gateway' and advanced STEM courses for majors from diverse backgrounds leading to discouragement, a sense of exclusion, and high dropout rates. Education research has clearly demonstrated that interactive-engagement (`active learning') strategies increase performance, boost confidence, and help build positive 'identity' in STEM. Likewise, the evidence shows that traditional science education practices do not help most students gain a genuine understanding of concepts nor the necessary skill set to succeed in their disciplines. Yet, lecture-heavy courses continue to dominate the higher-ed curriculum, thus, reinforcing the tired notion that only a small percentage of 'special' students have the inherent ability to achieve a STEM degree. In short, very capable students with less experience and confidence in science, who belong to groups that traditionally are less identified with STEM careers, are effectively and efficiently 'weeded out' by traditional education practices. I will share specific examples for how I successfully incorporate active learning in advanced astrophysics courses to encourage students from all backgrounds to synthesize complex ideas, build bedrock conceptual frameworks, gain technical communication skills, and achieve mastery learning outcomes all necessary to successfully complete rigorous degrees like astrophysics. By creating an inclusive and active learning experience in junior-level extragalactic and stellar interiors/atmospheres courses, I am helping students gain fluency in their chosen major and the ability to 'think like a scientist', both critical to

Five Hundred Pages and a Topic of Her Own: Successfully Designing an Advanced Writing Course on 19th Century British Women Novelists

ERIC Educational Resources Information Center

Phillips, Amy Criniti

2009-01-01

During the fourth year of Amy Phillips' teaching assistantship in the spring semester of 2008, she was asked to teach a 300-level advanced writing course in which she was given the creative freedom to design the syllabus, choose the textbooks, craft all assignments, and organize the course content. However, there was one stipulation: the course,…

Designing Design into an Advanced Desktop Publishing Course (A Teaching Tip).

ERIC Educational Resources Information Center

Guthrie, Jim

1995-01-01

Describes an advanced desktop publishing course that combines instruction in a few advanced techniques for using software with extensive discussion of such design principles as consistency, proportion, asymmetry, appropriateness, contrast, and color. Describes computer hardware and software, class assignments, problems, and the rationale for such…

Compendium of Interdisciplinary Activities for an Introductory Course in Communication Systems at the Secondary Level.

ERIC Educational Resources Information Center

Lasko, David J.

This compendium of interdisciplinary learning activities is designed to assist technology education instructors who are conducting an introductory secondary-level course in communication technology. The 12 activities, which are sequenced from introductory, low-cost activities to more advanced and more involved activities, deal with the following…

Solving Relational Database Problems with ORDBMS in an Advanced Database Course

ERIC Educational Resources Information Center

Wang, Ming

2011-01-01

This paper introduces how to use the object-relational database management system (ORDBMS) to solve relational database (RDB) problems in an advanced database course. The purpose of the paper is to provide a guideline for database instructors who desire to incorporate the ORDB technology in their traditional database courses. The paper presents…

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…

Cam Design Projects in an Advanced CAD Course for Mechanical Engineers

ERIC Educational Resources Information Center

Ault, H. K.

2009-01-01

The objective of this paper is to present applications of solid modeling aimed at modeling of complex geometries such as splines and blended surfaces in advanced CAD courses. These projects, in CAD-based Mechanical Engineering courses, are focused on the use of the CAD system to solve design problems for applications in machine design, namely the…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

ERIC Educational Resources Information Center

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course

ERIC Educational Resources Information Center

Renaud, Jessica; Squier, Christopher; Larsen, Sarah C.

2006-01-01

A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…

Writing in the Professions: A Course Guide and Instructional Materials for an Advanced Composition Course.

ERIC Educational Resources Information Center

Goswami, Dixie; And Others

Intended for teachers of an advanced undergraduate composition course for majors in any of the liberal arts, social sciences, humanities, or business, this manual offers an outline, instructional materials, and some suggested assignments. Emphasis is placed on the process of composing, particularly the ways students should write for different…

Examining the Impact of State Level Merit-Aid Policies on Advanced Placement Participation

ERIC Educational Resources Information Center

Kramer, Dennis A., II

2016-01-01

This study examines the impact of merit-aid programs on secondary course taking patterns. Specifically, this study uses difference-in-differences to analyze state-level Advanced Placement (AP) participation and examination data pre and post merit-aid adoption. Results indicate increases in AP participation and number of total examinations after…

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses

Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

ERIC Educational Resources Information Center

Iatarola, Patrice

2016-01-01

This chapter summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back…

Development of an Advanced Training Course for Teachers and Researchers in Chemistry

ERIC Educational Resources Information Center

Dragisich, Vera; Keller, Valerie; Black, Rebecca; Heaps, Charles W.; Kamm, Judith M.; Olechnowicz, Frank; Raybin, Jonathan; Rombola, Michael; Zhao, Meishan

2016-01-01

Based on our long-standing Intensive Training Program for Effective Teaching Assistants in Chemistry, we have developed an Advanced Training Course for Teachers and Researchers in Chemistry at The University of Chicago. The topics in this course are designed to train graduate teaching assistants (GTAs) to become effective teachers and well-rounded…

High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

NASA Astrophysics Data System (ADS)

Loehr, John Francis

The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

The Advanced Lab Course at the University of Houston

NASA Astrophysics Data System (ADS)

Forrest, Rebecca

2009-04-01

The University of Houston Advanced Lab course is designed to help students understand the physics in classic experiments, become familiar with experimental equipment and techniques, gain experience with independent experimentation, and learn to communicate results orally and in writing. It is a two semester course, with a Lab Seminar also required during the first semester. In the Seminar class we discuss keeping a notebook and writing a laboratory report, error analysis, data fitting, and scientific ethics. The students give presentations, in pairs, on the workings and use of basic laboratory equipment. In the Lab courses students do a one week introductory experiment, followed by six two-week experiments each semester. These range from traditional experiments in modern physics to contemporary experiments with superconductivity and chaos. The students are required to keep a laboratory notebook and to write a four-page paper for each experiment in the publication style of the American Institute of Physics. This course introduces students to the experimental tools and techniques used in physics, engineering, and industry laboratories, and allows them to mature as experimentalists.

The Effect of Enrollment in Middle School Challenge Courses on Advanced Placement Exams in Social Studies and Science

ERIC Educational Resources Information Center

Glaude-Bolte, Katherine

2010-01-01

Educators seek to guide students through appropriate programs and courses that prepare them for future success, in more advanced coursework and in other challenges of life. Some middle schools offer Challenge, or honors, courses for students who have demonstrated high ability. High schools often offer Advanced Placement (AP) courses, which are…

Engaging High School Students in Advanced Math and Science Courses for Success in College: Is Advanced Placement the Answer?

ERIC Educational Resources Information Center

Kelley-Kemple, Thomas; Proger, Amy; Roderick, Melissa

2011-01-01

The current study provides an in-depth look at Advanced Placement (AP) math and science course-taking in one school district, the Chicago Public Schools (CPS). Using quasi-experimental methods, this study examines the college outcomes of students who take AP math and science courses. Specifically, this study asks whether students who take AP math…

Using the Principles of SoTL to Redesign an Advanced Evolutionary Biology Course

ERIC Educational Resources Information Center

deBraga, Michael; Boyd, Cleo; Abdulnour, Shahad

2015-01-01

A primary goal of university instruction is the students' demonstration of improved, highly developed critical thinking (CT) skills. However, how do faculty encourage CT and its potential concomitant increase in student workload without negatively impacting student perceptions of the course? In this investigation, an advanced biology course is…

A flipped mode teaching approach for large and advanced electrical engineering courses

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper presents a novel selective flipped mode teaching approach designed for large and advanced courses that has two aspects: (i) it provides selective flipping of a few topics, while delivering others in traditional face-to-face teaching, to provide an effective trade-off between the two approaches according to the demands of individual topics and (ii) it introduces technology-enabled live in-class quizzes to obtain instant feedback and facilitate collaborative problem-solving exercises. The proposed approach was implemented for a large fourth year course in electrical power engineering over three successive years and the criteria for selecting between the flipped mode teaching and traditional teaching modes are outlined. Results confirmed that the proposed approach improved both students' academic achievements and their engagement in the course, without overloading them during the teaching period.

Physicist + Geologist points to Geophysics Course

ERIC Educational Resources Information Center

Julian, Glenn M.; Stueber, Alan M.

1974-01-01

A two-quarter introductory course in geophysics at the advanced undergraduate/beginning graduate level is described. An outline of course content is provided, and mechanics of instruction are discussed. (DT)

Perspectives on Performance Indicators: GCE Advanced Level and Differences Between Institution Types in Cost Effectiveness.

ERIC Educational Resources Information Center

Fielding, A.

1998-01-01

Applies multilevel models of cost-effectiveness to numerous types of (British) institutions providing courses of instruction in the General Certificate of Education at Advanced Level. Different impressions may be gained about an institution's relative effectiveness when cost considerations are combined with outcome measures. Data evaluation needs…

Relative Influence of Course Level, Course Type, and Instructor on Students' Evaluation of Instruction.

ERIC Educational Resources Information Center

Overall, J. U.; Marsh, Herbert W.

The relative contribution of course level (undergraduate versus graduate), course type (accounting, economics, management theory, etc.) and the specific instructor on students' evaluation of instruction was investigated. College students (N=1374) evaluated teaching effectiveness both at the end of each course (N=100) and again one year after…

An intermediate-level course on Biological Physics

NASA Astrophysics Data System (ADS)

Nelson, Phil

2004-03-01

I describe both undergraduate and graduate 1-semester courses designed to give a survey of Biological Physics. The courses cover classical as well as recent topics. The undergraduate version requires calculus-based first-year physics as its prerequisite. With this level of assumed background, we can arrive at topics such as molecular motors, manipulation of single molecules, and the propagation of nerve impulses. Students majoring in physics, chemistry, biochemistry, and every engineering major (as well as a few in biology), end up taking this course. The graduate course covers the same material but includes exercises with symbolic mathematics packages and data modeling.

Distance Learning in Advanced Military Education: Analysis of Joint Operations Course in the Taiwan Military

ERIC Educational Resources Information Center

Tung, Ming-Chih; Huang, Jiung-yao; Keh, Huan-Chao; Wai, Shu-shen

2009-01-01

High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem used to take the inefficient correspondence courses. Whereas Internet technologies progress, online course is the current trend for military…

Assessment and comparison of student engagement in a variety of physiology courses.

PubMed

Hopper, Mari K

2016-03-01

Calls for reform in science education have promoted active learning as a means to improve student engagement (SENG). SENG is generally acknowledged to have a positive effect on student learning, satisfaction, and retention. A validated 14-question survey was used to assess SENG in a variety of upper- and lower-level physiology courses, including 100-level Anatomy and Physiology 1, 300-level Animal Physiology, 400-level Advanced Physiology, and 500-level Medical Physiology courses. The results indicated that SENG did not vary consistently by course level, format, or curriculum. The highest levels of SENG were found in the Advanced Physiology course, which included SENG as a primary objective of the course. Physiology student SENG scores were compared with National Survey of Student Engagement (NSSE) scores. The results demonstrated that physiology students enrolled in the Anatomy and Physiology 1 course reported lower levels of SENG than first-year students that completed the NSSE. Students enrolled in the Advanced Physiology course reported higher levels of SENG than fourth-year students that completed the NSSE. Assessment of SENG offers insights as to how engaged students are, identifies where efforts may best be applied to enhance SENG, and provides a baseline measure for future comparisons after targeted course modifications. Copyright © 2016 The American Physiological Society.

Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum.

PubMed

Shanks, Ryan A; Robertson, Chuck L; Haygood, Christian S; Herdliksa, Anna M; Herdliska, Heather R; Lloyd, Steven A

2017-01-01

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model's ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads.

Combining Content and Elements of Communication into an Upper-Level Biochemistry Course

ERIC Educational Resources Information Center

Whittington, Carli P.; Pellock, Samuel J.; Cunningham, Rebecca L.; Cox, James R.

2014-01-01

This report describes how a science communication module was incorporated into an advanced biochemistry course. Elements of communication were taught synergistically with biochemistry content in this course in an effort to expose students to a variety of effective oral communication strategies. Students were trained to use these established…

Advanced CNC and CAM Series. Educational Resources for the Machine Tool Industry. Course Syllabi, Instructor's Handbook [and] Student Laboratory Manual.

ERIC Educational Resources Information Center

Texas State Technical Coll. System, Waco.

This package consists of course syllabi, an instructor's handbook, and student laboratory manual for a 1-year vocational training program to prepare students for entry-level positions as advanced computer numerical control (CNC) and computer-assisted manufacturing (CAM) technicians.. The program was developed through a modification of the DACUM…

Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276

ERIC Educational Resources Information Center

Garland, Marshall; Rapaport, Amie

2017-01-01

Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular,…

Astrophysics: An Integrative Course

ERIC Educational Resources Information Center

Gutsche, Graham D.

1975-01-01

Describes a one semester course in introductory stellar astrophysics at the advanced undergraduate level. The course aims to integrate all previously learned physics by applying it to the study of stars. After a brief introductory section on basic astronomical measurements, the main topics covered are stellar atmospheres, stellar structure, and…

32 CFR Appendix D to Part 110 - Application of Advanced Course Formula (Male and Female Members) (Sample)

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 1 2011-07-01 2011-07-01 false Application of Advanced Course Formula (Male and Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone I...

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

Evaluation of an advanced physical diagnosis course using consumer preferences methods: the nominal group technique.

PubMed

Coker, Joshua; Castiglioni, Analia; Kraemer, Ryan R; Massie, F Stanford; Morris, Jason L; Rodriguez, Martin; Russell, Stephen W; Shaneyfelt, Terrance; Willett, Lisa L; Estrada, Carlos A

2014-03-01

Current evaluation tools of medical school courses are limited by the scope of questions asked and may not fully engage the student to think on areas to improve. The authors sought to explore whether a technique to study consumer preferences would elicit specific and prioritized information for course evaluation from medical students. Using the nominal group technique (4 sessions), 12 senior medical students prioritized and weighed expectations and topics learned in a 100-hour advanced physical diagnosis course (4-week course; February 2012). Students weighted their top 3 responses (top = 3, middle = 2 and bottom = 1). Before the course, 12 students identified 23 topics they expected to learn; the top 3 were review sensitivity/specificity and high-yield techniques (percentage of total weight, 18.5%), improving diagnosis (13.8%) and reinforce usual and less well-known techniques (13.8%). After the course, students generated 22 topics learned; the top 3 were practice and reinforce advanced maneuvers (25.4%), gaining confidence (22.5%) and learn the evidence (16.9%). The authors observed no differences in the priority of responses before and after the course (P = 0.07). In a physical diagnosis course, medical students elicited specific and prioritized information using the nominal group technique. The course met student expectations regarding education of the evidence-based physical examination, building skills and confidence on the proper techniques and maneuvers and experiential learning. The novel use for curriculum evaluation may be used to evaluate other courses-especially comprehensive and multicomponent courses.

Measuring and Advancing Experimental Design Ability in an Introductory Course without Altering Existing Lab Curriculum†

PubMed Central

Shanks, Ryan A.; Robertson, Chuck L.; Haygood, Christian S.; Herdliksa, Anna M.; Herdliska, Heather R.; Lloyd, Steven A.

2017-01-01

Introductory biology courses provide an important opportunity to prepare students for future courses, yet existing cookbook labs, although important in their own way, fail to provide many of the advantages of semester-long research experiences. Engaging, authentic research experiences aid biology students in meeting many learning goals. Therefore, overlaying a research experience onto the existing lab structure allows faculty to overcome barriers involving curricular change. Here we propose a working model for this overlay design in an introductory biology course and detail a means to conduct this lab with minimal increases in student and faculty workloads. Furthermore, we conducted exploratory factor analysis of the Experimental Design Ability Test (EDAT) and uncovered two latent factors which provide valid means to assess this overlay model’s ability to increase advanced experimental design abilities. In a pre-test/post-test design, we demonstrate significant increases in both basic and advanced experimental design abilities in an experimental and comparison group. We measured significantly higher gains in advanced experimental design understanding in students in the experimental group. We believe this overlay model and EDAT factor analysis contribute a novel means to conduct and assess the effectiveness of authentic research experiences in an introductory course without major changes to the course curriculum and with minimal increases in faculty and student workloads. PMID:28904647

What's Working: Program Factors Influencing California Community College Basic Skills Mathematics Students' Advancement to Transfer Level

ERIC Educational Resources Information Center

Fiero, Diane M.

2013-01-01

Purpose: The purpose of this study was to determine which basic skills program factors were exhibited by successful basic skills programs that helped students advance to transfer-level mathematics. This study specifically examined California community college basic skills programs that assist students who place in mathematics courses 2 levels…

Implementing online quantitative support modules in an intermediate-level course

NASA Astrophysics Data System (ADS)

Daly, J.

2011-12-01

While instructors typically anticipate that students in introductory geology courses enter a class with a wide range of quantitative ability, we often overlook the fact that this may also be true in upper-level courses. Some students are drawn to the subject and experience success in early courses with an emphasis on descriptive geology, then experience frustration and disappointment in mid- and upper-level courses that are more quantitative. To bolster student confidence in quantitative skills and enhance their performance in an upper-level course, I implemented several modules from The Math You Need (TMYN) online resource with a 200-level geomorphology class. Student facility with basic quantitative skills (rearranging equations, manipulating units, and graphing) was assessed with an online pre- and post-test. During the semester, modules were assigned to complement existing course activities (for example, the module on manipulating units was assigned prior to a lab on measurement of channel area and water velocity, then calculation of discharge). The implementation was designed to be a concise review of relevant skills for students with higher confidence in their quantitative abilities, and to provide a self-paced opportunity for students with less quantitative facility to build skills. This course already includes a strong emphasis on quantitative data collection, analysis, and presentation; in the past, student performance in the course has been strongly influenced by their individual quantitative ability. I anticipate that giving students the opportunity to improve mastery of fundamental quantitative skills will improve their performance on higher-stakes assignments and exams, and will enhance their sense of accomplishment in the course.

"I am Not a Statistic": Identities of African American Males in Advanced Science Courses

NASA Astrophysics Data System (ADS)

Johnson, Diane Wynn

African American males' interest, motivation, and enjoyment for science. They also focused on the personal importance they placed on doing well on a task (attainment value), or how useful the students believe the course relates to their current or future goals (utility value). Students who strongly or moderately identified with science were more likely to stress the value of the advanced science course(s), in terms of enjoyment, utility for their futures, and personal importance, and to downplay the work involved. Students who had low or no identification with science were more likely to stress the social enjoyment of the course they were enrolled in, relating to the other students, the fun activities, the teacher, and more likely to address the difficulty of the course. However, all of the students stressed the value of the course for their future as college students. Regardless of the level of identification with science, students were effusive in their respect for and praise of their science teacher(s) and the role he and/or she played in their interest in the subject matter, providing interesting and engaging work in class. The teacher as a role model, especially the Black male teacher, was critical to the learning of science for these students. Parents of all of these African American males conveyed the importance of academic achievement, and participated in school events as well as monitored their students' activities outside of school. All of the parents of the students in this study were supportive of their sons and had high expectations for academic success, regardless of whether they had attended college or completed a degree. In contrast to the literature on African American males, these students had a sense of academic excellence, high self-esteem, and their families and science teachers had high academic expectations for them. This study addresses a group often missing from the literature: successful African American male high school students. The study

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

Impact of Advanced Grade 8 U.S. History on Participation and Performance in Advanced Placement Social Studies Courses in Grade 9

ERIC Educational Resources Information Center

Maina, Nyambura Susan

2015-01-01

At the request of the Office of Curriculum and Instructional Programs, the Office of Shared Accountability examined the impact of offering Advanced Grade 8 U.S. History on enrollment and performance in Advanced Placement (AP) social studies courses in Grade 9. The study compared Grade 9 enrollment and performance in AP U.S. History or AP U.S.…

Experiences of High-Achieving High School Students Who Have Taken Multiple Concurrent Advanced Placement Courses

ERIC Educational Resources Information Center

Milburn, Kristine M.

2011-01-01

Problem: An increasing number of high-achieving American high school students are enrolling in multiple Advanced Placement (AP) courses. As a result, high schools face a growing need to understand the impact of taking multiple AP courses concurrently on the social-emotional lives of high-achieving students. Procedures: This phenomenological…

Is Increased Access Enough? Advanced Placement Courses, Quality, and Success in Low-Income Urban Schools

ERIC Educational Resources Information Center

Hallett, Ronald E.; Venegas, Kristan M.

2011-01-01

This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years,…

Describing Learning in An Advanced Online Case-Based Course in Environmental Science

ERIC Educational Resources Information Center

Missett, Tracy C.; Reed, Christine B.; Scot, Tammy P.; Callahan, Carolyn M.; Slade, Mary

2010-01-01

Researchers increasingly embrace online courses to compensate for lack of access to educational opportunities otherwise available in traditional school settings. Researchers also recommend alternatives to traditional AP coursework to better meet the diverse learning styles and needs of advanced learners. These recommendations have particular…

High Level Technology in a Low Level Mathematics Course.

ERIC Educational Resources Information Center

Schultz, James E.; Noguera, Norma

2000-01-01

Describes a teaching experiment in which spreadsheets and computer algebra systems were used to teach a low-level college consumer mathematics course. Students were successful in using different types of functions to solve a variety of problems drawn from real-world situations. Provides an existence proof that computer algebra systems can assist…

Understanding Entry-Level Courses in American Institutions of Higher Education

ERIC Educational Resources Information Center

McGaughy, Charis; Hopper-Moore, Greg; Fukuda, Erin; Phillips, Rachel; Rooseboom, Jennifer; Chadwick, Kristine

2016-01-01

"Understanding Entry-Level Courses in American Institutions of Higher Education" outlines a study conducted by Educational Policy Improvement Center (EPIC) that empirically identifies the characteristics of work at the college- and career-readiness level in English/language arts, science, and social sciences courses. Using a previously…

Advanced Marketing/Coop Course Outline.

ERIC Educational Resources Information Center

Dixon, Bobby

This document contains the information required to present a 1-year school course that is the capstone class of a 2-year marketing major and is designed for high school students wishing to develop the skills required for entry into the marketing industry. The document begins with a rationale, brief course description, list of course objectives,…

Active-learning implementation in an advanced elective course on infectious diseases.

PubMed

Hidayat, Levita; Patel, Shreya; Veltri, Keith

2012-06-18

To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students' awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students' ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases.

Active-Learning Implementation in an Advanced Elective Course on Infectious Diseases

PubMed Central

Patel, Shreya; Veltri, Keith

2012-01-01

Objectives. To describe the development, implementation, and assessment of an advanced elective course on infectious diseases using active-learning strategies. Design. Pedagogy for active learning was incorporated by means of mini-lecture, journal club, and debate with follow-up discussion. Forty-eight students were enrolled in this 4-week elective course, in which 30% of course time was allocated for active-learning exercises. All activities were fundamentally designed as a stepwise approach in complementing each active-learning exercise. Assessment. Achievement of the course learning objectives was assessed using a 5-point Likert scale survey instrument. Students’ awareness of the significance of antimicrobial resistance was improved (p ≤ 0.05). Students’ ability to critically evaluate the infectious-disease literature and its application in informed clinical judgments was also enhanced through these active-learning exercises (p ≤ 0.05). Students agreed that active learning should be part of the pharmacy curriculum and that active-learning exercises improved their critical-thinking, literature-evaluation, and self-learning skills. Conclusion. An elective course using active-learning strategies allowed students to combine information gained from the evaluation of infectious-disease literature, critical thinking, and informed clinical judgment. This blended approach ultimately resulted in an increased knowledge and awareness of infectious diseases. PMID:22761528

A Cornerstone Course in Sociology: Providing Students with Theory, Methods, and Career Preparation Early in the Major

ERIC Educational Resources Information Center

Holtzman, Mellisa

2018-01-01

Cornerstone courses bridge introductory content from lower-level survey courses with the more advanced theoretical and methodological content of upper-level, major-only courses. Cornerstones are implemented with the goal of better preparing students for advanced coursework and/or assisting them with understanding their major and its associated…

Soil Water: Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the fourth of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil water. Upon completing the three day module, the student will be able to classify water as to its presence in the soil, outline the hydrological cycle, list the ways water is lost from the soil,…

Soil Erosion: Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the last of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil erosion. Upon completion of the two day lesson, the student will be able to: (1) define conservation, (2) understand how erosion takes place, and (3) list ways of controlling wind and water erosion.…

Negotiated Course Design: Hybrid Applications of Pedagogy in Writing Courses.

ERIC Educational Resources Information Center

Mayo, Wendell; Holt, Mara

Two instructors with different approaches to writing collaborated in the preparation of a junior-level advanced college composition course. Both instructors were concerned about the applicability of the "workshop" in teaching composition, and about the question of how to address authority in the workshops. Students were asked to respond…

Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills.

PubMed

Momsen, Jennifer L; Long, Tammy M; Wyse, Sara A; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses. We used Bloom's Taxonomy of Educational Objectives to assign cognitive learning levels to course goals as articulated on syllabi and individual items on high-stakes assessments (i.e., exams and quizzes). Our investigation revealed the following: 1) assessment items overwhelmingly targeted lower cognitive levels, 2) the cognitive level of articulated course goals was not predictive of the cognitive level of assessment items, and 3) there was no influence of course size or institution type on the cognitive levels of assessments. These results support the claim that introductory biology courses emphasize facts more than higher-order thinking.

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…

A Flipped Mode Teaching Approach for Large and Advanced Electrical Engineering Courses

ERIC Educational Resources Information Center

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-01-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper…

What Is Soil? Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the first of six modules in advanced crop and soil science and introduces the agriculture student to the topic of soil management. Upon completing the two day lesson, the student will be able to define "soil", list the soil forming agencies, define and use soil terminology, and discuss soil formation and…

New Laboratory Course for Senior-Level Chemical Engineering Students

ERIC Educational Resources Information Center

Aronson, Mark T.; Deitcher, Robert W.; Xi, Yuanzhou; Davis, Robert J.

2009-01-01

A new laboratory course has been developed at the University of Virginia for senior- level chemical engineering students. The new course is based on three 4-week long experiments in bioprocess engineering, energy conversion and catalysis, and polymer synthesis and characterization. The emphasis is on the integration of process steps and the…

Using the Concordancer in Vocabulary Development for the Cambridge Advanced English (CAE) Course.

ERIC Educational Resources Information Center

Somogyi, Emma

1996-01-01

Discusses concordancing activities tailored for use with English-as-a-Second-Language (ESL) students in the Cambridge Advanced English course in Australia. The article focuses on students selecting appropriate vocabulary to complete gapped text. Findings indicate that these activities benefit ESL students by providing authentic examples of…

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

Combining content and elements of communication into an upper-level biochemistry course.

PubMed

Whittington, Carli P; Pellock, Samuel J; Cunningham, Rebecca L; Cox, James R

2014-01-01

This report describes how a science communication module was incorporated into an advanced biochemistry course. Elements of communication were taught synergistically with biochemistry content in this course in an effort to expose students to a variety of effective oral communication strategies. Students were trained to use these established techniques and incorporated them into various presentations throughout the course. Three students describe their use of specific resources and how the skills learned relate to their future career. The importance and relevance of science communication are receiving unprecedented national attention. The academic scientific community must respond by incorporating more communication-centered instruction and opportunities in the classroom and laboratory. © 2013 by The International Union of Biochemistry and Molecular Biology.

Factors related to student performance in statistics courses in Lebanon

NASA Astrophysics Data System (ADS)

Naccache, Hiba Salim

The purpose of the present study was to identify factors that may contribute to business students in Lebanese universities having difficulty in introductory and advanced statistics courses. Two statistics courses are required for business majors at Lebanese universities. Students are not obliged to be enrolled in any math courses prior to taking statistics courses. Drawing on recent educational research, this dissertation attempted to identify the relationship between (1) students’ scores on Lebanese university math admissions tests; (2) students’ scores on a test of very basic mathematical concepts; (3) students’ scores on the survey of attitude toward statistics (SATS); (4) course performance as measured by students’ final scores in the course; and (5) their scores on the final exam. Data were collected from 561 students enrolled in multiple sections of two courses: 307 students in the introductory statistics course and 260 in the advanced statistics course in seven campuses across Lebanon over one semester. The multiple regressions results revealed four significant relationships at the introductory level: between students’ scores on the math quiz with their (1) final exam scores; (2) their final averages; (3) the Cognitive subscale of the SATS with their final exam scores; and (4) their final averages. These four significant relationships were also found at the advanced level. In addition, two more significant relationships were found between students’ final average and the two subscales of Effort (5) and Affect (6). No relationship was found between students’ scores on the admission math tests and both their final exam scores and their final averages in both the introductory and advanced level courses. On the other hand, there was no relationship between students’ scores on Lebanese admissions tests and their final achievement. Although these results were consistent across course formats and instructors, they may encourage Lebanese universities

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.

The AP Chemistry Course Audit: A Fertile Ground for Identifying and Addressing Misconceptions about the Course and Process

ERIC Educational Resources Information Center

Schwenz, Richard W.; Miller, Sheldon

2014-01-01

The advanced placement course audit was implemented to standardize the college-level curricular and resource requirements for AP courses. While the process has had this effect, it has brought with it misconceptions about how much the College Board intends to control what happens within the classroom, what information is required to be included in…

Advanced Science for Employment and Higher Education.

ERIC Educational Resources Information Center

Gadd, Ken

1998-01-01

Compares the extent to which two types of advanced level qualifications, General Certificate of Education (GCE) A-levels and General National Vocational Qualification (GNVQ) advanced science, meet the needs of employers and tutors of science courses in higher education. (Author/CCM)

AN ADVANCED PLACEMENT COURSE IN ANALYTIC GEOMETRY AND CALCULUS (MATHEMATICS XV X AP).

ERIC Educational Resources Information Center

DEROLF, JOHN J.; MIENTKA, WALTER E.

THIS TEXT ON ANALYTIC GEOMETRY AND CALCULUS IS A CORRESPONDENCE COURSE DESIGNED FOR ADVANCED PLACEMENT OF HIGH SCHOOL STUDENTS IN COLLEGE. EACH OF THE 21 LESSONS INCLUDES READING ASSIGNMENTS AND LISTS OF PROBLEMS TO BE WORKED. IN ADDITION, SUPPLEMENTARY EXPLANATIONS AND COMMENTS ARE INCLUDED THAT (1) PROVIDE ILLUSTRATIVE EXAMPLES OF CONCEPTS AND…

Tracking Developmental Students into Their First College Level Mathematics Course

ERIC Educational Resources Information Center

Waycaster, Pansy

2011-01-01

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

Reducing Anxiety and Increasing Self-Efficacy within an Advanced Graduate Psychology Statistics Course

ERIC Educational Resources Information Center

McGrath, April L.; Ferns, Alyssa; Greiner, Leigh; Wanamaker, Kayla; Brown, Shelley

2015-01-01

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach.…

How to Mutually Advance General Education and Major-Based Education: A Grounded Theory Study on the Course Level

ERIC Educational Resources Information Center

Fang, Hualiang

2018-01-01

The author employs grounded theory to investigate the teaching process of an interdisciplinary general education course at A University as a case. The author finds that under the condition of rather concrete relations between the subject of a major-based course and that of an elected general education course, if the major course is taught with a…

Course of Study for Secondary Level Bookkeeping/Accounting. Final Report.

ERIC Educational Resources Information Center

Brower, Edward B.

The present project was designed to continue the preparation of a course of study useful for developing secondary level bookkeeping/accounting instruction. The course of study is intended to (1) derive vocational instruction for students with varying career goals, (2) develop accounting-oriented career exploration units for Introduction to…

Advanced Woodworking (Industrial Arts) Curriculum Guide. Bulletin 1752.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains materials for a 12-unit course in advanced woodworking for grades 11-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A two-page course overview provides a brief course description; indicates target grade level, prerequisites, course goals, and…

Rigorous Courses, Fresh Enrollment

ERIC Educational Resources Information Center

McNeil, Michele

2007-01-01

School leaders have joined a six-state effort by the National Governors Association (NGA) aimed at making Advanced Placement (AP) classes more widely available, recruiting nontraditional students to enroll, and working to make sure those students succeed in the college-level courses. Participants say the NGA initiative is showing impressive early…

Measuring Student Improvement in Lower- and Upper-Level University Climate Science Courses

NASA Astrophysics Data System (ADS)

Harris, S. E.; Taylor, S. V.; Schoonmaker, J. E.; Lane, E.; Francois, R. H.; Austin, P.

2011-12-01

What do university students know about climate? What do they learn in a climate course? On the second-to-last day of a course about global climate change, only 48% of our upper-level science students correctly answered a multiple-choice question about the greenhouse effect. The good news: improvement. Only 16% had answered correctly on the first day of class. The bad news: the learning opportunities we've provided appear to have missed more than half the class on a fundamental climate concept. To evaluate the effectiveness of instruction on student learning about climate, we have developed a prototype assessment tool, designed to be deployed as a low-stakes pre-post test. The items included were validated through student interviews to ensure that students interpret the wording and answer choices in the way we intend. This type of validated assessment, administered both at the beginning and end of term, with matched individuals, provides insight regarding the baseline knowledge with which our students enter a course, and the impact of that course on their learning. We administered test items to students in (1) an upper-level climate course for science majors and (2) a lower-level climate course open to all students. Some items were given to both groups, others to only one of the groups. Both courses use evidence-based pedagogy with active student engagement (clickers, small group activities, regular pre-class preparation). Our results with upper-level students show strong gains in student thinking (>70% of students who missed a question on the pre-test answered correctly on the post-test) about stock-and-flow (box model) problems, annual cycles in the Keeling curve, ice-albedo feedbacks, and isotopic fractionation. On different questions, lower-level students showed strong gains regarding albedo and blackbody emission spectra. Both groups show similar baseline knowledge and lower-than-expected gains on greenhouse effect fundamentals, and zero gain regarding the

IBPRO - A Novel Short-Duration Teaching Course in Advanced Physics and Biology Underlying Cancer Radiotherapy.

PubMed

Joiner, Michael C; Tracey, Monica W; Kacin, Sara E; Burmeister, Jay W

2017-06-01

This article provides a summary and status report of the ongoing advanced education program IBPRO - Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists.

[Survey on public health nursing education-in the comparison of nursing education courses, universities, advanced courses for public health nurse with junior nursing colleges, and public health nursing school].

PubMed

Hirano, Kayoko; Ikeda, Nobuko; Kanagawa, Katuko; Shiomi, Sigeki; Suzuki, Akira; Hirayama, Tomoko; Furuya, Akie; Ymazaki, Kyoko; Yasumura, Seiji

2005-08-01

Changes in public health nursing education have been consideration. Theses changes include a dramatic increase in the number of public health nurses (PHNs) who have enrolled for nursing courses at university. This study was conducted to assess the current status and future of public health nursing education as perceived by teachers and students at three types of schools: universities offering nursing courses, advanced courses for PHNs with junior nursing colleges, and public health nursing schools. Questionnaires were distributed to teachers and students by mail. The questions that were sent to teachers asked which subjects were required to become a certified PHN, which lecture methods were employed to teach public health-particularly community health assessment methods, and what was the level of awareness of the activities of PHNs. Students were asked about their motivation to be a PHN, their understanding of public health, their views of public health activities and their images of PHNs. Responses were analyzed and differences between questionnaires from different schools were noted. These included the number of subjects and the total number of hours spent doing practical training and field experience in universities and the other types of schools, and the number of teachers. Differences also were noted among students at three types of schools about their age, methods of public health activities, knowledge about activities undertaken by PHNs, and their images of PHNs. No differences were observed among the schools with respect to the students' conceptual understanding of public health. Student age, practical training and field experience were found to contribute to their level of understanding of public health and public health nursing. It is thus necessary to consider the teaching methods employed by universities that administer nursing courses and the effectiveness of courses offered by graduate schools.

Chemical Features of Soil: Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the fifth of six modules in advanced crop and soil science and introduces the agriculture student to chemical features of the soil. Upon completing the four day lesson, the student will be able to: (1) list macro- and micro-nutrients, (2) define pH and its effect on plants, (3) outline Cation Exchange of the soil,…

Observations Of General Learning Patterns In An Upper-Level Thermal Physics Course

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2009-11-01

I discuss some observations from using interactive-engagement instructional methods in an upper-level thermal physics course over a two-year period. From the standpoint of the subject matter knowledge of the upper-level students, there was a striking persistence of common learning difficulties previously observed in students enrolled in the introductory course, accompanied, however, by some notable contrasts between the groups. More broadly, I comment on comparisons and contrasts regarding general pedagogical issues among different student sub-populations, for example: differences in the receptivity of lower- and upper-level students to diagrammatic representations; varying receptivity to tutorial-style instructional approach within the upper-level population; and contrasting approaches to learning among physics and engineering sub-populations in the upper-level course with regard to use of symbolic notation, mathematical equations, and readiness to employ verbal explanations.

An Elective Pharmaceutical Care Course to Prepare Students for an Advanced Pharmacy Practice Experience in Kenya

PubMed Central

Miller, Monica L.; Ogallo, William; Pastakia, Sonak D.

2013-01-01

Objective. To develop a prerequisite elective course to prepare students for an advanced pharmacy practice experience (APPE) in Kenya. Design. The course addressed Kenyan culture, travel preparation, patient care, and disease-state management. Instructional formats used were small-group discussions and lectures, including some Web-based presentations by Kenyan pharmacists on disease states commonly treated in Kenya. Cultural activities include instruction in conversational and medical Kiswahili and reading of a novel related to global health programs. Assessment. Student performance was assessed using written care plans, quizzes, reflection papers, a formulary management exercise, and pre- and post-course assessments. Student feedback on course evaluations indicated that the course was well received and students felt prepared for the APPE. Conclusion. This course offered a unique opportunity for students to learn about pharmacy practice in global health and to apply previously acquired skills in a resource-constrained international setting. It prepares students to actively participate in clinical care activities during an international APPE. PMID:23610478

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…

Teacher Questioning and Invitations to Participate in Advanced Mathematics Lectures

ERIC Educational Resources Information Center

Paoletti, Teo; Krupnik, Victoria; Papadopoulos, Dimitrios; Olsen, Joseph; Fukawa-Connelly, Tim; Weber, Keith

2018-01-01

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies…

A Course in Conversation as Cultural Practice

ERIC Educational Resources Information Center

Knutson, Elizabeth M.

2010-01-01

This paper describes an upper level foreign language course designed to enable students to "learn about conversation" as both a universal and culture-specific form of talk, and to "learn to converse" at an advanced level and in culturally appropriate ways with speakers of French from France and Francophone countries. Students…

Corequisite Model: An Effective Strategy for Remediation in Freshmen Level Quantitative Reasoning Course

ERIC Educational Resources Information Center

Kashyap, Upasana; Mathew, Santhosh

2017-01-01

The purpose of this study was to compare students' performances in a freshmen level quantitative reasoning course (QR) under three different instructional models. A cohort of 155 freshmen students was placed in one of the three models: needing a prerequisite course, corequisite (students enroll simultaneously in QR course and a course that…

Advanced Organic Chemistry: Reactions and Mechanisms (by Bernard Miller)

NASA Astrophysics Data System (ADS)

Berger, Daniel

1998-12-01

Prentice Hall: Upper Saddle River, NJ, 1998. 338 pp, index. ISBN 0-13-373275-4. $59.00. Recently several short texts on intermediate organic chemistry have been published, intended for use in one-term courses for advanced undergraduates and for graduate students who need more background before taking a graduate-level course. These books fill a need not fully met by graduate-level texts such as Lowry and Richardson's Mechanism and Theory in Organic Chemistry or Carey and Sundberg's Advanced Organic Chemistry.

Occupational Component. 36-Level Courses. Teacher Resource Manual. Integrated Occupational Program.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This 36-level occupational component of Integrated Occupational Program (IOP) consists of 8 occupational clusters composed of 20 occupational courses. Each course contains learning activities so that students in Alberta (Canada) may develop occupational concepts, skills, and attitudes. This teacher's manual consists of the following sections:…

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

PubMed

Crossgrove, Kirsten; Curran, Kristen L

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

PubMed Central

Crossgrove, Kirsten

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors. PMID:18316817

The Impact of an Elementary Algebra Course on Success in a College-Level Liberal Arts Math Course and Persistence in College

ERIC Educational Resources Information Center

Austin, Lori Ann

2017-01-01

Many students enter community college underprepared for college-level math and are placed into developmental elementary algebra without consideration if the algebra will provide a foundation for their needed college-level math course. Large percentages of those students are unable to succeed in the developmental course and, therefore, are unable…

Advanced Course Completion Rates among New Mexico High School Students Following Changes in Graduation Requirements. REL 2018-278

ERIC Educational Resources Information Center

Booth, Eric; Shields, Joseph; Carle, Jill

2017-01-01

In 2008 New Mexico changed its graduation requirements for regular education high school students who completed more than their senior year of high school in a New Mexico public school. Students who entered high school in 2009 were the first to have to complete (pass with a D or better) at least one advanced course (a course designated by the New…

Conceptual Demands in the Nuffield O-Level Physics Course

ERIC Educational Resources Information Center

Shayer, Michael

1972-01-01

Critical examination of the Teachers' Guide and Guide to Experiments and Questions Book in O-level Nuffield physics course reveals there may be disadvantages to the current organization when analyzed with psychological considerations. (PS)

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers.

PubMed

Wright, Shirley J

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy. Copyright © 2012 American Association of Anatomists.

A College-Level, Computer-Assisted Course in Nutrition.

ERIC Educational Resources Information Center

Carew, Lyndon B.; And Others

1984-01-01

Describes a computer-assisted instructional (CAI) program to accompany a 15-week, college-level, introductory lecture course on the scientific principles of mammalian nutrition. The nature of the program is discussed, and examples of how it operates are provided. Comments on the evaluation of the program are also provided. (JN)

IBPRO – a novel short-duration teaching course in advanced physics and biology underlying cancer radiotherapy

PubMed Central

Joiner, Michael C.; Tracey, Monica W.; Kacin, Sara E.; Burmeister, Jay W.

2017-01-01

This article provides a summary and status report of the ongoing advanced education program IBPRO – Integrated course in Biology and Physics of Radiation Oncology. IBPRO is a five-year program funded by NCI. It addresses the recognized deficiency in the number of mentors available who have the required knowledge and skill to provide the teaching and training that is required for future radiation oncologists and researchers in radiation sciences. Each year, IBPRO brings together 50 attendees typically at assistant professor level and upwards, who are already qualified/certified radiation oncologists, medical physicists or biologists. These attendees receive keynote lectures and activities based on active learning strategies, merging together the clinical, biological and physics underpinnings of radiation oncology, at the forefront of the field. This experience is aimed at increasing collaborations, raising the level and amount of basic and applied research undertaken in radiation oncology, and enabling attendees to confidently become involved in the future teaching and training of researchers and radiation oncologists. PMID:28328309

Online Leader Training Course: Nebraska Equine Extension Leader Certification

ERIC Educational Resources Information Center

Cottle, Lena; D'Angelo, Nicole

2015-01-01

The Nebraska Equine Advancement Level Leader Certification Program is an online learning tool that clarifies principles of the Nebraska 4-H Equine Advancement Programs. Through an online Moodle course through eXtension.org, 4-H leaders and Extension educators are able to fulfill the certification requirement from any location before allowing youth…

Salivary cortisol levels and the 2-year course of depressive and anxiety disorders.

PubMed

Vreeburg, Sophie A; Hoogendijk, Witte J G; DeRijk, Roel H; van Dyck, Richard; Smit, Johannes H; Zitman, Frans G; Penninx, Brenda W J H

2013-09-01

Depression and anxiety disorders have been associated with hyperactivity of the hypothalamic-pituitary adrenal (HPA) axis. However, lower cortisol levels have also been observed in depressed patients. Whether cortisol level predicts the course of these disorders has not been examined in detail. We examined whether salivary cortisol indicators predict the 2-year course of depression and anxiety disorders. Longitudinal data are obtained from 837 participants of the Netherlands Study of Depression and Anxiety, with a DSM-IV based depressive and/or anxiety disorder at baseline. At baseline, seven saliva samples were obtained, including the 1-h cortisol awakening response, evening cortisol level and a 0.5mg dexamethasone suppression test. At follow-up, DSM-IV based diagnostic interviews and Life Chart Interview integrating diagnostic and symptom trajectories over 2 years were administered to determine an unfavorable course. 41.5% of the respondents had a 2-year unfavorable course trajectory without remission longer than 3 months. Adjusted analyses showed that a lower awakening response was associated with an unfavorable course (RR=0.83, p=0.03). No associations were found between evening cortisol or cortisol suppression after dexamethasone ingestion and an unfavorable course trajectory. Among patients with depressive or anxiety disorders, a lower cortisol awakening response - which may be indicative of underlying exhaustion of the HPA axis - predicted an unfavorable course trajectory. Copyright © 2012 Elsevier Ltd. All rights reserved.

Biological Features of the Soil: Advanced Crop and Soil Science. A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

The course of study represents the third of six modules in advanced crop and soil science and introduces the agriculture student to biological features of soil. Upon completing the two day lesson, the student will: (1) realize the vast amount of life present in the soil, (2) be able to list representative animal and plant life in the soil by size,…

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.

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

ERIC Educational Resources Information Center

Momsen, Jennifer L.; Long, Tammy M.; Wyse, Sara A.; Ebert-May, Diane

2010-01-01

Introductory biology courses are widely criticized for overemphasizing details and rote memorization of facts. Data to support such claims, however, are surprisingly scarce. We sought to determine whether this claim was evidence-based. To do so we quantified the cognitive level of learning targeted by faculty in introductory-level biology courses.…

Army Instructors’ Use of Mobile Devices in the Infantry Advanced Leaders Course

DTIC Science & Technology

2014-08-01

attenuate 3G /4G signal strength. When network access is inhibited, so too is the usefulness of the mobile device. Therefore, if cellular service is...Benning? Do you have 2G , 3G , or 4G connectivity? Do you have the same connectivity at the other installations where MTTs are usually conducted? Are there...Research Report 1975 Army Instructors’ Use of Mobile Devices in the Infantry Advanced Leaders Course Richard L

Reactivity II: A Second Foundation-Level Course in Integrated Organic, Inorganic, and Biochemistry

ERIC Educational Resources Information Center

Schaller, Chris P.; Graham, Kate J.; McIntee, Edward J.; Jones, T. Nicholas; Johnson, Brian J.

2016-01-01

A foundation-level course is described that integrates material related to reactivity in organic, inorganic, and biochemistry. Designed for second-year students, the course serves majors in chemistry, biochemistry, and biology, as well as prehealth-professions students. Building on an earlier course that developed concepts of nucleophiles and…

The Impact of Advanced Placement Courses on High School Students Taking the Scholastic Aptitude Test.

ERIC Educational Resources Information Center

Thomas, L. M.; Thomas, Suzanne G.

This obtrusive post-hoc quasi-experimental study investigated Scholastic Assessment Test (SAT) scores of 111 high school students in grades 10 through 12. Fifty-three students were enrolled in at least one Advanced Placement (AP) course at the time of the study. General factorial analysis of variance (ANOVA) tested for significant differences…

Laparoscopic Surgical Skills programme: preliminary evaluation of Grade I Level 1 courses by trainees.

PubMed

Buzink, Sonja; Soltes, Marek; Radonak, Jozef; Fingerhut, Abe; Hanna, George; Jakimowicz, Jack

2012-08-01

New training models are needed to maintain safety and quality of surgical performance. A simulated setting using virtual reality, synthetic, and/or organic models should precede traditional supervised training in the operating room. The aim of the paper is to describe the Laparoscopic Surgical Skills (LSS) programme and to provide information about preliminary evaluation of Grade I Level 1 courses, including overall quality, applicability of the course content in practice and the balance between theory and hands-on training modules, by participating trainees. During 5 accredited LSS Grade I Level 1 courses held in Eindhoven (the Netherlands), Kosice (Slovak Republic), and Lisbon (Portugal) between April 2011 and January 2012, demographic data and pre-course surgical experience in laparoscopic surgery of the participants were recorded. The final course evaluation form was completed by each participant after the course (anonymous) to evaluate course progress, course materials, assessment, staff, location and overall impression of the course on a 1-10 scale to obtain feedback information. Forty-seven surgeons of 5 different nationalities were enrolled in an LSS Grade I Level 1 programme. Most participants were first or second year residents (n = 25), but also already established surgeons took part (n = 6). The mean age of the participants was 31.2 years (SD = 2.86), the male/female ratio was 32/15, and previous experience with laparoscopic surgery was limited. Overall impression of the course was rated with 8.7 points (SD = 0.78). The applicability of the course content in practice and the balance between theory and hands-on training were also rated very well - mean 8.8 (SD = 1.01) and 8.1 points (SD = 0.80) respectively. Laparoscopic Surgical Skills Grade I Level 1 courses are evaluated as well balanced, with content applicable in clinical practice, meeting the expectations of individual participants. International interest in the programme suggests that LSS might

Model for Team Training Using the Advanced Trauma Operative Management Course: Pilot Study Analysis.

PubMed

Perkins, R Serene; Lehner, Kathryn A; Armstrong, Randy; Gardiner, Stuart K; Karmy-Jones, Riyad C; Izenberg, Seth D; Long, William B; Wackym, P Ashley

2015-01-01

Education and training of surgeons has traditionally focused on the development of individual knowledge, technical skills, and decision making. Team training with the surgeon's operating room staff has not been prioritized in existing educational paradigms, particularly in trauma surgery. We aimed to determine whether a pilot curriculum for surgical technicians and nurses, based on the American College of Surgeons' Advanced Trauma Operative Management (ATOM) course, would improve staff knowledge if conducted in a team-training environment. Between December 2012 and December 2014, 22 surgical technicians and nurses participated in a curriculum complementary to the ATOM course, consisting of 8 individual 8-hour training sessions designed by and conducted at our institution. Didactic and practical sessions included educational content, hands-on instruction, and alternating role play during 5 system-specific injury scenarios in a simulated operating room environment. A pre- and postcourse examination was administered to participants to assess for improvements in team members' didactic knowledge. Course participants displayed a significant improvement in didactic knowledge after working in a team setting with trauma surgeons during the ATOM course, with a 9-point improvement on the postcourse examination (83%-92%, p = 0.0008). Most participants (90.5%) completing postcourse surveys reported being "highly satisfied" with course content and quality after working in our simulated team-training setting. Team training is critical to improving the knowledge base of surgical technicians and nurses in the trauma operative setting. Improved communication, efficiency, appropriate equipment use, and staff awareness are the desired outcomes when shifting the paradigm from individual to surgical team training so that improved patient outcomes, decreased risk, and cost savings can be achieved. Determine whether a pilot curriculum for surgical technicians and nurses, based on the

A New Approach to Public Speaking Course in ESL Classroom

ERIC Educational Resources Information Center

Hou, Minghua

2008-01-01

This paper is a project report on the experiment of an English public speaking and debating course with advanced level English majors in College of Arts and Science, Yangtze University. The paper analyzes the validity of the course, introduces the design rationale, the design and experiment process, and students' responses. The paper suggests that…

The Case for Simulation-Based Mastery Learning Education Courses for Practicing Surgeons.

PubMed

Baumann, Lauren M; Barsness, Katherine A

2018-03-12

Pediatric surgeons rely on simulation courses to develop skills for safe minimally invasive repair of complex congenital anomalies. The majority of minimally invasive surgery (MIS) training courses occur during short "exposure courses" at annual conferences. Little data are available to support the benefit of these courses relative to the safe implementation of new skills. The purpose of this article is to determine the impact of an exposure course for advanced neonatal MIS on self-perceived comfort levels with independent performance of advanced MISs. Participants of a 4-hour hands-on course for neonatal MIS were surveyed regarding clinical practices and pre- and post-training perceived "comfort levels" of MIS skills for thoracoscopic esophageal atresia with tracheoesophageal fistula (tTEF) repair, thoracoscopic left upper lobe pulmonary lobectomy (tLobe), and laparoscopic duodenal atresia (lapDA) repair. Descriptive analyses were performed. Seventeen participants completed pre- and postcourse surveys. The majority of participants had no prior experience with tLobe (59%) or lapDA (53%), and 35% had no experience with tTEF repair. Similarly, the majority were "not comfortable" with these procedures. After the short course, the majority of surgeons reported that they were "likely to perform" these operations within 6 months, despite low levels of baseline experience and comfort levels. An exposure training course led to immediate perception of increased skills and confidence. However, these courses typically do not provide basic tenets of expert performance that demands deliberate practice. Future course design should transition to a mastery learning framework wherein regular skill assessments, milestones, and unlimited education time are prioritized before implementation of the new skills.

The Advanced Trauma Operative Management course in a Canadian residency program

PubMed Central

Ali, Jameel; Ahmed, Najma; Jacobs, Lenworth M.; Luk, Stephen S.

2008-01-01

Background The Advanced Trauma Operative Management (ATOM) course was first introduced into Canada in 2003 at the University of Toronto, with senior general surgery residents being the primary focus. We present an assessment of the course in this Canadian general surgery residency program. Methods We compared trainees' pre-and postcourse self-efficacy scores and multiple choice question (MCQ) examination results, using paired t tests and resident (n = 24) and faculty (n = 7) course ratings made according to a 10-item, 5-point Likert scale. Faculty were previously trained as ATOM instructors. Results Mean pre-and postcourse self-efficacy scores were 68.9 (standard deviation [SD] 24.0) and 101.4 (SD 14.8), respectively (p < 0.001). Mean pre-and post-MCQ scores were 16.4 (SD 3.2) and 18.8 (SD 2.7), respectively (p = 0.006). On the Likert scale (1 = strongly disagree, 5 = strongly agree), all faculty and residents rated the following items as 4–5: objectives were met; knowledge, skills, clinical training, judgment and confidence improved; the live animal is a useful representation of clinical trauma; and the course should be continued but would be more appropriate for the fourth rather than the fifth year of residency. Residents rated as 1–2 the item that the human cadaver would be preferable for learning the surgical skills. Of 24 residents, 20 rated as 3 or less the item stating that the course prepares them for trauma management more adequately than their regular training program. Conclusion Self-efficacy, trauma knowledge and skills improved significantly with ATOM training. Preference was expressed for the live animal versus cadaver model, for ATOM training in the fourth rather than fifth year of residency and for the view that it complements general surgery trauma training. The data suggest that including ATOM training in Canadian general surgical residency should be considered. PMID:18682791

An Investigation of College Students' Perceptions of Advanced Placement® Courses. Research Note 2013-2

ERIC Educational Resources Information Center

Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara

2013-01-01

The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…

The acquisition and transfer of knowledge of electrokinetic-hydrodynamics (EKHD) fundamentals: an introductory graduate-level course

NASA Astrophysics Data System (ADS)

Pascal, Jennifer; Tíjaro-Rojas, Rocío; Oyanader, Mario A.; Arce, Pedro E.

2017-09-01

Relevant engineering applications, such as bioseparation of proteins and DNA, soil-cleaning, motion of colloidal particles in different media, electrical field-based cancer treatments, and the cleaning of surfaces and coating flows, belongs to the family of 'Applied Field Sensitive Process Technologies' requiring an external field to move solutes in a fluid within a fibrous (or porous) domain. This field incorporates an additional variable that makes the analysis very challenging and can create for the student a number of new problems to solve. A graduate-level course, based on active-learning approaches and High Performance Learning Environments, where transfer of knowledge plays a key role, was designed by the Chemical Engineering Department at Tennessee Technological University. This course, where the fundamentals principles of EKHD were taught to science, engineering and technology students was designed by the Chemical Engineering Department at the Tennessee Technological University, Cookeville, TN. An important number of these students were able to grasp the tools required to advance their research projects that led to numerous technical presentations in professional society meetings and publications in peered-reviewed journals.

The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

ERIC Educational Resources Information Center

Titus, David; Harris, Garth; Gulati, Rajesh; Bristow, Dennis

2017-01-01

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and…

Using Hydrologic Data from Africa in a Senior-Level Course in Groundwater Hydrology (Invited)

NASA Astrophysics Data System (ADS)

Silliman, S. E.

2010-12-01

Ongoing research efforts in Benin, West Africa, and Uganda, East Africa, have provided substantial data sets involving groundwater quality, applied geophysics, water use, and response of local populations / government agencies to challenges related to water development, protection and management. Ranging from characterization of coastal salt-water encroachment to a major well field to nitrate and microbial contamination of rural water supplies, these data sets were developed by interdisciplinary / international teams that included both undergraduate and graduate students. The present discussion focuses on the integration of the resulting data sets into a senior-level (and lower-level graduate student) course in Groundwater Hydrology. The data sets are employed in multiple ways, including: (i) support of concepts introduced during lectures, (ii) problem sets involving analysis of the data, and (iii) foundation material for open-ended discussions on comparative water resource strategies in developed and developing countries. Most significant in terms of the use of these data sets to advance educational opportunities, the African case studies have been integrated into semester-long projects completed by teams of students as a significant component of their final grade as well as one of their engineering design experiences used to fulfill ABET requirements. During the 2009-2010 academic year, these data sets (as well as published data bases by other agencies) were used by individual groups to design water development strategies for rural villages. During the present semester, two teams of students are pursuing long-term sustainability analyses, the first focused on an aquifer system in northern Indiana (USA) and the second focused on a coastal aquifer system serving Cotonou, Benin. The goal of pursuing these parallel projects is to illustrate to the students the similarities and differences involved in water resource management / protection in different parts of the

The Student-Centered Classroom Made Real: Transforming Student Presentations in an Advanced Course on Technical German

ERIC Educational Resources Information Center

Rarick, Damon O.

2010-01-01

This article describes how the author has successfully combined polling with more traditional instructional strategies to enhance student presentation skills in an advanced course teaching technical German. By helping students select and prepare topics, anticipate questions and engage the audience, instructors can eliminate some of the root causes…

Pay for performance - motivation to succeed in Advanced Trauma Life Support courses - a question of background or funding?

PubMed

Klein, Roman; Armbruster, Wolfgang; Grotz, Martin; Höner, Bernd; Münzberg, Matthias; Grützner, Paul Alfred; Wölfl, Christoph Georg

2017-01-01

Objective: To correlate students' performance with their professional background and motivation to take part in Advanced Trauma Life Support (ATLS) courses. We base our analysis on the self-determination theory that differentiates intrinsic (ambition to perform by individual itself) from extrinsic motivation (incentive by external stimuli). Design: We present a non-blinded, monocentric, non-randomized descriptive study of 376 students taking part in an ATLS course at one course site in Germany. Part of a two-day ATLS course are two written tests; we correlate test scores with background information provided by the students in a questionnaire of 13 items (age, sex, adress, board certification, specialty, subspecialty, position, hospital level of care, hospital operator and hospital participation in trauma network, motivation, funding source, condition of funding). Setting: The students were recuited at the BG Trauma Center Ludwigshafen (Germany), a large 528-bed trauma center and one of 13 ATLS course sites in Germany. Participants: 449 ATLS course students taking part in ATLS courses at the above-mentioned course site from February 2009 to May 2010 were sent a questionnaire asking for their background. All 449 course students were eligible to participate. 376 (83.7%) questionnaires were returned, pre- and post-test results of all students aquired and included into our calculations. 312 (83%) were male and 64 (17%) female. The majority (59.3%) of recruited students came from trauma surgery, 21.8% from anesthesiology, 8% from general surgery, 4% from abdominal surgery, 0.5% from vascular or thoracic surgery each and 5.9% from other specialties. Results: Neither age, sex, subspecialty, hospital level of care, hospital operator, or hospital participation in trauma network played a role with respect to motivation or test results. The high degree of intrinsic motivation of consultants (92.3%) had no impact on their test results. Anesthesiologists were higher motivated

Multicultural Course Pedagogy: Experiences of Master's-Level Students of Color

ERIC Educational Resources Information Center

Seward, Derek Xavier

2014-01-01

The author conducted a grounded theory study to examine multicultural training as experienced by 20 master's-level students of color enrolled in multicultural counseling courses. Findings revealed an emergent theory of student of color learning experiences and multicultural course pedagogy. Implications for counselor educators are discussed.

Travel and Tourism Module. An Advanced-Level Option For Distribution and Marketing.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational Education Curriculum Development.

Intended as an advanced option for distributive education students in the twelfth grade, this travel and tourism module is designed to cover a minimum of ten weeks or a maximum of twenty weeks. Introductory material includes information on employment demands, administrative considerations, course format, teaching suggestions, expected outcomes,…

Integrating Project-Based Service-Learning into an Advanced Environmental Chemistry Course

NASA Astrophysics Data System (ADS)

Draper, Alison J.

2004-02-01

In an advanced environmental chemistry course, the inclusion of semester-long scientific service projects successfully integrated the research process with course content. Each project involved a unique community-based environmental analysis in which students assessed an aspect of environmental health. The projects were due in small pieces at even intervals, and students worked independently or in pairs. Initially, students wrote a project proposal in which they chose and justified a project. Following a literature review of their topic, they drafted sampling and analysis plans using methods in the literature. Samples were collected and analyzed, and all students assembled scientific posters describing the results of their study. In the last week of the semester, the class traveled to a regional professional meeting to present the posters. In all, students found the experience valuable. They learned to be professional environmental chemists and learned the value of the discipline to community health. Students not only learned about their own project in depth, but they were inspired to learn textbook material, not for an exam, but because it helped them understand their own project. Finally, having a community to answer to at the end of the project motivated students to do careful work.

Investment and Portfolio Management: The Development of a Graduate Level Business Course.

ERIC Educational Resources Information Center

Satterlee, Brian

This paper describes the results of a project to develop a graduate-level business course in Investment and Portfolio Management for use in a Master of Business Administration degree program at Warner Southern College (Florida). The development of the course had three phases: (1) learning outcomes were derived from a literature review on…

A Competency Based, Individualized Course Design for ENG [English] 101.

ERIC Educational Resources Information Center

Ramsden, Patricia; Watkins, Clyde

A competency-based, individualized, English course was designed so that, at any one time, students would be working toward a grade of C, B, or A. While some students, based on a pre-course writing evaluation, might begin work at an advanced level, other students might spend the whole semester attempting to achieve the skills required for a C.…

Factors Contributing to Rural High School Students' Participation in Advanced Mathematics Courses. Working Paper No. 34

ERIC Educational Resources Information Center

Anderson, Rick

2006-01-01

The focus of this paper is a group of rural high school students and the factors that contributed to their participation in mathematics classes beyond those minimally required for high school graduation. The author follows Gutierrez (2002) in referring to participation as course taking, particularly in elective and advanced mathematics classes.…

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

NASA Astrophysics Data System (ADS)

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-12-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were surveyed over a two-semester period on their engagement level during lecture and perceived learning of course content. Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.

Predictors of Student Success in Entry-Level Science Courses

ERIC Educational Resources Information Center

Singh, Mamta K.

2009-01-01

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and…

Effectiveness of a College-Level Self-Management Course on Successful Behavior Change

ERIC Educational Resources Information Center

Choi, Jean H.; Chung, Kyong-Mee

2012-01-01

Studies have shown that college-level self-management (SM) courses, which typically require students to complete an individual project as part of the course, can be an effective method for promoting successful self-change (i.e., targeted behavioral change). However, only a handful of studies have focused on and investigated the intensity of the SM…

Studio in Drawing and Painting; Graphics, Photography; Advanced Electric Courses in Art for Grades 10, 11, and 12, Volume 1.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

This is the first volume in a series that includes the syllabi for advanced elective courses in art education for grades 10, 11, and 12. The course objective is to provide a multiplicity of visual experiences in the drawing and painting areas of the graphic arts and photography that are broad in scope and that will challenge the student's ability…

Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

ERIC Educational Resources Information Center

Patterson, Brian F.; Ewing, Maureen

2013-01-01

The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

Evidencing Learning Outcomes: A Multi-Level, Multi-Dimensional Course Alignment Model

ERIC Educational Resources Information Center

Sridharan, Bhavani; Leitch, Shona; Watty, Kim

2015-01-01

This conceptual framework proposes a multi-level, multi-dimensional course alignment model to implement a contextualised constructive alignment of rubric design that authentically evidences and assesses learning outcomes. By embedding quality control mechanisms at each level for each dimension, this model facilitates the development of an aligned…

The Effect of a Surgical Skills Course on Confidence Levels of Rural General Practitioners: An Observational Study.

PubMed

Byrd, Pippa; Ward, Olga; Hamdorf, Jeffrey

2016-10-01

Objective  To investigate the effect of a short surgical skills course on general practitioners' confidence levels to perform procedural skills. Design  Prospective observational study. Setting  The Clinical Evaluation and Training Centre, a practical skills-based educational facility, at The University of Western Australia. Participants  Medical practitioners who participated in these courses. Nurses, physiotherapists, and medical students were excluded. The response rate was 61% with 61 participants providing 788 responses for pre- and postcourse confidence levels regarding various surgical skills. Intervention  One- to two-day surgical skills courses consisting of presentations, demonstrations, and practical stations, facilitated by specialists. Main Outcome Measures  A two-page precourse and postcourse questionnaire was administered to medical practitioners on the day. Participants rated their confidence levels to perform skills addressed during the course on a 4-point Likert scale. Results  Of the 788 responses regarding confidence levels, 621 were rated as improved postcourse, 163 were rated as no change, and 4 were rated as lower postcourse. Seven of the courses showed a 25% median increase in confidence levels, and one course demonstrated a 50% median increase. All courses showed statistically significant results ( p  < 0.001). Conclusion  A short surgical skills course resulted in a statistically significant improvement in the confidence levels of rural general practitioners to perform these skills.

Invention and Innovation: A Standards-Based Middle School Model Course Guide. Advancing Technological Literacy: ITEA Professional Series

ERIC Educational Resources Information Center

International Technology Education Association (ITEA), 2005

2005-01-01

This guide presents a model for a standards-based contemporary technology education course for the middle school. This model course guide features an exploratory curriculum thrust for a cornerstone middle level course. It provides teachers with an overview of the concept, suggestions for planning the course, and ideas for developing…

Advanced supersonic propulsion study. [with emphasis on noise level reduction

NASA Technical Reports Server (NTRS)

Sabatella, J. A. (Editor)

1974-01-01

A study was conducted to determine the promising propulsion systems for advanced supersonic transport application, and to identify the critical propulsion technology requirements. It is shown that noise constraints have a major effect on the selection of the various engine types and cycle parameters. Several promising advanced propulsion systems were identified which show the potential of achieving lower levels of sideline jet noise than the first generation supersonic transport systems. The non-afterburning turbojet engine, utilizing a very high level of jet suppression, shows the potential to achieve FAR 36 noise level. The duct-heating turbofan with a low level of jet suppression is the most attractive engine for noise levels from FAR 36 to FAR 36 minus 5 EPNdb, and some series/parallel variable cycle engines show the potential of achieving noise levels down to FAR 36 minus 10 EPNdb with moderate additional penalty. The study also shows that an advanced supersonic commercial transport would benefit appreciably from advanced propulsion technology. The critical propulsion technology needed for a viable supersonic propulsion system, and the required specific propulsion technology programs are outlined.

Advanced Livestock Production: A Course of Study.

ERIC Educational Resources Information Center

Miller, Larry E.

With the introduction of specialized courses of study in the third and fourth year of high school, it has become necessary to do more specialized work in the area of livestock production. The course is designed to provide a guideline to encourage intensified studies in this area, and outlines materials and methods, time allotment, and the use of…

The Psychosocial Factors Contributing to the Underrepresentation of African American Males in Advanced High School Mathematics Courses

ERIC Educational Resources Information Center

Rowlett, Joel Everett

2013-01-01

This case study examined the beliefs of African American males on the psychosocial and pedagogical factors contributing to the underrepresentation of African American males in advanced high school math courses. Six 11th grade African American male juniors from a large, comprehensive, Southeastern high school served as individual cases. Within- and…

Student Perceptions of an Upper-Level, Undergraduate Human Anatomy Laboratory Course without Cadavers

ERIC Educational Resources Information Center

Wright, Shirley J.

2012-01-01

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This…

Should Students Assessed as Needing Remedial Mathematics Take College-Level Quantitative Courses Instead? A Randomized Controlled Trial

ERIC Educational Resources Information Center

Logue, A. W.; Watanabe-Rose, Mari; Douglas, Daniel

2016-01-01

Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these…

The effect of pre-course e-learning prior to advanced life support training: a randomised controlled trial.

PubMed

Perkins, Gavin D; Fullerton, James N; Davis-Gomez, Nicole; Davies, Robin P; Baldock, Catherine; Stevens, Harry; Bullock, Ian; Lockey, Andrew S

2010-07-01

The role of e-learning in contemporary healthcare education is quickly developing. The aim of this study was to examine the relationship between the use of an e-learning simulation programme (Microsim, Laerdal, UK) prior to attending an Advanced Life Support (ALS) course and the subsequent relationship to candidate performance. An open label, multi-centre randomised controlled study was conducted. The control group received a course manual and pre-course MCQ four weeks prior to the face to face course. The intervention group in addition received the Microsim programme on a CD. The primary outcome was performance during a simulated cardiac arrest at the end of the course. Secondary outcomes were performance during multiple choice exams, resuscitation skills assessments and feedback to Microsim programme. 572 participants were randomised (287 Microsim, 285 control). There were no significant differences in the primary outcome (performance during a standard cardiac arrest simulation) or secondary outcomes. User evaluations were favorable. 79% would recommend it to colleagues. 9% stated Microsim could replace the entire ALS course, 25% parts. Over 70% of participants' perceived that Microsim improved their understanding of the key learning domains of the ALS course. Distributing Microsim to healthcare providers prior to attending an ALS courses did not improve either cognitive or psychomotor skills performance during cardiac arrest simulation testing. The challenge that lies ahead is to identify the optimal way to use e-learning as part of a blended approach to learning for this type of training programme.

Advanced placement math and science courses: Influential factors and predictors for success in college STEM majors

NASA Astrophysics Data System (ADS)

Hoepner, Cynthia Colon

President Obama has recently raised awareness on the need for our nation to grow a larger pool of students with knowledge in science mathematics, engineering, and technology (STEM). Currently, while the number of women pursuing college degrees continues to rise, there remains an under-representation of women in STEM majors across the country. Although research studies offer several contributing factors that point to a higher attrition rate of women in STEM than their male counterparts, no study has investigated the role that high school advanced placement (AP) math and science courses play in preparing students for the challenges of college STEM courses. The purpose of this study was to discover which AP math and science courses and/or influential factors could encourage more students, particularly females, to consider pursuing STEM fields in college. Further, this study examined which, if any, AP math or science courses positively contribute to a student's overall preparation for college STEM courses. This retrospective study combined quantitative and qualitative research methods. The survey sample consisted of 881 UCLA female and male students pursuing STEM majors. Qualitative data was gathered from four single-gender student focus groups, two female groups (15 females) and two male groups (16 males). This study examined which AP math and science courses students took in high school, who or what influenced them to take those courses, and which particular courses influenced student's choice of STEM major and/or best prepared her/him for the challenges of STEM courses. Findings reveal that while AP math and science course-taking patterns are similar of female and male STEM students, a significant gender-gap remains in five of the eleven AP courses. Students report four main influences on their choice of AP courses; self, desire for math/science major, higher grade point average or class rank, and college admissions. Further, three AP math and science courses were

Addressing Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome in Advanced Practice Nursing Education.

ERIC Educational Resources Information Center

Nokes, Kathleen M.; Stein, Gary L.

1997-01-01

A survey of 23 advanced practice nursing programs showed only 3 had HIV-specific graduate-level nursing courses. Recommendations were made for HIV-specific courses, integration of HIV content into other courses, use of Centers for Disease Control and Occupational Safety and Health Administration guidelines, and subspecialties in HIV nursing. (SK)

32 CFR Appendix D to Part 110 - Application of Advanced Course Formula (Male and Female Members) (Sample)

Code of Federal Regulations, 2010 CFR

2010-07-01

... Female Members) (Sample) D Appendix D to Part 110 National Defense Department of Defense OFFICE OF THE... COMMUTATION INSTEAD OF UNIFORMS FOR MEMBERS OF THE SENIOR RESERVE OFFICERS' TRAINING CORPS Pt. 110, App. D Appendix D to Part 110—Application of Advanced Course Formula (Male and Female Members) (Sample) Zone I...

Learning Might Not Equal Liking: Research Methods Course Changes Knowledge But Not Attitudes

ERIC Educational Resources Information Center

Sizemore, O. J.; Lewandowski, Gary W., Jr.

2009-01-01

Students completed surveys at the beginning and end of a sophomore-level course on research and statistics. We hypothesized that the course would produce advances in knowledge of research and statistics and that those changes would be accompanied by more favorable attitudes toward the subject matter. Results showed that knowledge did increase…

Comparing Content in Selected GCE A Levels and Advanced GNVQs.

ERIC Educational Resources Information Center

Holding, Gordon; And Others

1996-01-01

In an action research project, four British further education colleges compared mandatory units of three Advanced General National Vocational Qualifications (GNVQs)--business, art and design, and health and social care--with related General Certificate of Education Advanced Level (GCE A-level) syllabuses. Activities included a detailed comparison…

Assessment of Positive Psychology Course According to Comments and Life Satisfaction Levels of Counselor Candidates

ERIC Educational Resources Information Center

Bas, Asli Uz

2016-01-01

The purpose of this study was to assess the "Positive Psychology" course according to comments and life satisfaction levels of counselor candidates. The course was offered in Guidance and Psychological Counseling undergraduate program as an elective course. The participants of the study were 56 senior undergraduate students attended…

Advancing the Physical Activity Curriculum at the Collegiate Level

ERIC Educational Resources Information Center

Warren, Bradley; Odenheimer Brin, Eleanor

2017-01-01

Purpose: The purpose of this paper is to assess college students' pre- and post- health-related, fitness levels, as determined by the American College of Sports Medicine's (ACSM) five components of fitness, in a one-credit, graded college course and to objectively measure any differences between those pre- and post- health-related fitness levels.…

Korean Advanced Course: Volume II.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This is the second of seven readers, prepared by the Defense Language Institute, for continuation training in Korean after the Basic Course. The 20 reading lessons, printed in Korean script, have been drawn from several readers published by the Ministry of Education of the Republic of Korea in 1970. Each unit concludes with a set of questions and…

Pay for performance – motivation to succeed in Advanced Trauma Life Support courses – a question of background or funding?

PubMed Central

Klein, Roman; Armbruster, Wolfgang; Grotz, Martin; Höner, Bernd; Münzberg, Matthias; Grützner, Paul Alfred; Wölfl, Christoph Georg

2017-01-01

Objective: To correlate students’ performance with their professional background and motivation to take part in Advanced Trauma Life Support (ATLS) courses. We base our analysis on the self-determination theory that differentiates intrinsic (ambition to perform by individual itself) from extrinsic motivation (incentive by external stimuli). Design: We present a non-blinded, monocentric, non-randomized descriptive study of 376 students taking part in an ATLS course at one course site in Germany. Part of a two-day ATLS course are two written tests; we correlate test scores with background information provided by the students in a questionnaire of 13 items (age, sex, adress, board certification, specialty, subspecialty, position, hospital level of care, hospital operator and hospital participation in trauma network, motivation, funding source, condition of funding). Setting: The students were recuited at the BG Trauma Center Ludwigshafen (Germany), a large 528-bed trauma center and one of 13 ATLS course sites in Germany. Participants: 449 ATLS course students taking part in ATLS courses at the above-mentioned course site from February 2009 to May 2010 were sent a questionnaire asking for their background. All 449 course students were eligible to participate. 376 (83.7%) questionnaires were returned, pre- and post-test results of all students aquired and included into our calculations. 312 (83%) were male and 64 (17%) female. The majority (59.3%) of recruited students came from trauma surgery, 21.8% from anesthesiology, 8% from general surgery, 4% from abdominal surgery, 0.5% from vascular or thoracic surgery each and 5.9% from other specialties. Results: Neither age, sex, subspecialty, hospital level of care, hospital operator, or hospital participation in trauma network played a role with respect to motivation or test results. The high degree of intrinsic motivation of consultants (92.3%) had no impact on their test results. Anesthesiologists were higher motivated

Graduate Attribute Attainment in a Multi-Level Undergraduate Geography Course

ERIC Educational Resources Information Center

Mager, Sarah; Spronken-Smith, Rachel

2014-01-01

We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through…

Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment

ERIC Educational Resources Information Center

Oakland, Thomas; Wechsler, Solange Muglia

2016-01-01

This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…

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.

Mountain Plains Learning Experience Guide: Marketing. Course: Advanced Salesmanship.

ERIC Educational Resources Information Center

Preston, T.; Egan, B.

One of thirteen individualized courses included in a marketing curriculum, this course covers wholesale and retail selling techniques, sales performance analysis, and intensive sales presentation practice. The course is comprised of four units: (1) Sales Preparation, (2) The Selling Process, (3) Special Selling Techniques, and (4) Sales…

Reassessing the Economic Value of Advanced Level Mathematics

ERIC Educational Resources Information Center

Adkins, Michael; Noyes, Andrew

2016-01-01

In the late 1990s, the economic return to Advanced level (A-level) mathematics was examined. The analysis was based upon a series of log-linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A-level mathematics had a unique earnings premium…

Advancing beyond AP Courses

ERIC Educational Resources Information Center

Hammond, Bruce G.

2009-01-01

A quiet revolution is picking up steam in the nation's private secondary schools, with broad implications for college admissions and for teaching and learning on both sides of the transition from high school to college. About 50 of the nation's leading college-preparatory schools have opted out of the College Board's Advanced Placement (AP)…

Experiences of Advanced High School Students in Synchronous Online Recitations

ERIC Educational Resources Information Center

Mayer, Greg; Lingle, Jeremy; Usselman, Marion

2017-01-01

The question of how to best design an online course that promotes student-centred learning is an area of ongoing research. This mixed-methods study focused on a section of advanced high school students, in college-level mathematics courses, that used a synchronous online environment mediated over web-conferencing software, and whether the…

Nuclear Technology Series. Course 22: Advanced Radionuclide Analysis.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This technical specialty course is one of thirty-five courses designed for use by two-year postsecondary institutions in five nuclear technician curriculum areas: (1) radiation protection technician, (2) nuclear instrumentation and control technician, (3) nuclear materials processing technician, (4) nuclear quality-assurance/quality-control…

Online nutrition and T2DM continuing medical education course launched on state-level medical association.

PubMed

Hicks, Kristen K; Murano, Peter S

2017-01-01

The purpose of this research study was to determine whether a 1-hour online continuing medical education (CME) course focused on nutrition for type 2 diabetes would result in a gain in nutrition knowledge by practicing physicians. A practicing physician and dietitian collaborated to develop an online CME course (both webinar and self-study versions) on type 2 diabetes. This 1-hour accredited course was launched through the state-level medical association's education library, available to all physicians. Physicians (n=43) registered for the course, and of those, 31 completed the course in its entirety. A gain in knowledge was found when comparing pre- versus post-test scores related to the online nutrition CME ( P <0.0001). Online CME courses launched via state-level medical associations offer convenient continuing education to assist practicing physicians in addressing patient nutrition and lifestyle concerns related to chronic disease. The present diabetes CME one-credit course allowed physicians to develop basic nutrition care concepts on this topic to assist patients in a better way.

Teaching advanced wound closure techniques using cattle digits.

PubMed

Khalil, Philipe N; Kanz, Karl-Georg; Siebeck, Matthias; Mutschler, Wolf

2011-03-01

To evaluate a model used to impart advanced wound closure skills because available models do not meet the necessary requirements to a substantial degree. Seventy-one residents were asked to evaluate a 75-minute-long skills course using cadaveric cattle digits to learn Z-plasty, V-Y-plasty, and oval-shaped rotational flaps. A short film and the course instructor demonstrated each technique first. A Likert rating scale ranging from 1 to 6 was used for questions in the survey given to the residents. There was strong agreement among residents (1.65 ± 1.17 years of experience) that advanced wound closure training courses are necessary (5.73 ± 0.73), which corresponded to the residents' low level of knowledge and self-assessment of practical skills and present experience (2.84 ± 1.01). The course was evaluated with high acceptance, even though it was found to be demanding for the trainees (5.84 ± 0.40). This might also be related to the high rating of the model itself, which was found to be a suitable method for teaching advanced wound closure techniques (5.50 ± 0.71) that was easily comprehensible (5.73 ± 0.53). Skills training courses for young trainees are warranted to impart advanced wound closure techniques. The curriculum using cattle digits presented here is recommended. The authors have indicated no significant interest with commercial supporters. © 2011 by the American Society for Dermatologic Surgery, Inc.

Tagging and purifying proteins to teach molecular biology and advanced biochemistry.

PubMed

Roecklein-Canfield, Jennifer A; Lopilato, Jane

2004-11-01

Two distinct courses, "Molecular Biology" taught by the Biology Department and "Advanced Biochemistry" taught by the Chemistry Department, complement each other and, when taught in a coordinated and integrated way, can enhance student learning and understanding of complex material. "Molecular Biology" is a comprehensive lecture-based course with a 3-h laboratory once a week, while "Advanced Biochemistry" is a completely laboratory-based course with lecture fully integrated around independent student projects. Both courses emphasize and utilize cutting-edge technology. Teaching across departmental boundaries allows students access to faculty expertise and techniques rarely used at the undergraduate level, namely the tagging of proteins and their use in protein purification. Copyright © 2004 International Union of Biochemistry and Molecular Biology, Inc.

Special Advanced Course for Core Sciences to Bring Up Project Leaders

NASA Astrophysics Data System (ADS)

Inagaki, Kenji; Tabata, Nobuhisa; Gofuku, Akio; Harada, Isao; Takada, Jun

Special Advanced Course for Core Sciences has been introduced recently to Graduate School of Natural Science and Technology, Okayama University, to bring up a project leader. The following points are key education goals in this program : (1) knowledge of core sciences, (2) communication ability by using English, and (3) wide viewpoints for researches. In order to accomplish these goals, several lectures for core sciences, patent systems and engineering ethics as well as long term internships by the collaboration with some regional companies have been put in practice. In this paper, we describe the outline of the program, educational effects, and our experiences. Then, we discuss how effective the program is for bringing up an engineer or a scientist who can lead sciences and technologies of their domains. This paper also describes current activities of the program.

Popular Music as a Foundation for a French Culture Course.

ERIC Educational Resources Information Center

Abrate, Jayne

1988-01-01

Described an advanced college-level course on contemporary French culture which used popular songs, supplemented by readings and news articles, as the focus for presentations on cultural phenomena relating to geography and travel, the family, education, work and leisure, government, and daily life. (CB)

OpenCourseWare Resources for Advanced High School Study

ERIC Educational Resources Information Center

Carson, Steve

2008-01-01

In 2000, the Massachusetts Institute of Technology (MIT) faculty first proposed putting the course materials from all 1,800 MIT classes online, free of charge. The idea behind MIT OpenCourseWare (OCW) was to use the Internet for more than just distance learning. When MIT began placing the course materials online in 2002 and 2003, the audience…

Does Literacy Skill Level Predict Performance in Community College Courses: A Replication and Extension

ERIC Educational Resources Information Center

Allen, Nancy J.; DeLauro, Kimberly A.; Perry, Julia K.; Carman, Carol A.

2017-01-01

Previous research has found a positive relationship between students who had completed a sequence of developmental reading and writing courses and success in a reading-intensive college-level course. This study replicates and expands upon the previous research of Goldstein and Perin (2008) by utilizing a differently diverse sample and an…

Using a Corpus in a 300-Level Spanish Grammar Course

ERIC Educational Resources Information Center

Benavides, Carlos

2015-01-01

The present study examined the use and effectiveness of a large corpus--the Corpus del Español (Davies, 2002)--in a 300-level Spanish grammar university course. Students conducted hands-on corpus searches with the goal of finding concordances containing particular types of collocations (combinations of words that tend to co-occur) and tokens (any…

Graduate level design - Courses and projects: An untapped resource

NASA Technical Reports Server (NTRS)

Dubrawsky, Ido; Neff, Jon M.; Pinon, Elfego, III; Fowler, Wallace T.

1993-01-01

The authors describe their experiences at a major space engineering university (the University of Texas at Austin) in the use of graduate level design courses and projects to produce information and tools that are of use to undergraduate design classes, graduate students, and industry. The information produced to date includes a spacecraft subsystems information document, a mission design tool (a FORTRAN subroutine library), a series of space mission characterizations, and a set of spacecraft characterizations.

Teachers' and students' reactions to the Revised Nuffield A-Level Physics Course (RNAP)

NASA Astrophysics Data System (ADS)

Sela, David

1990-07-01

A battery of questionnaires and interviews with teachers and students experienced in RNAP, produced statistical data on many aspects of the course that leads to some guidelines and suggestions for better use of the course design and materials. The patterns described in this article relate to the responses of almost 200 teachers and about 100 students who were teaching and studying RNAP course during school year 1987/8. Though many of them criticised some aspects of the course, generally they were very enthusiastic about it and most of the information they gave us was accurate and reliable. The A-level physics teachers can choose either a `traditional' course or RNAP. We found that most of them don't like to change from one course to another. In the few cases it was done, the reasons generally were like `changing of school', `decreasing number of A-level physics students' or similar reasons. Most of RNAP teachers were keen about the course, its objectives and the way it prepares the students toward higher education as physicists or in other areas. Though pointing out its weaknesses, when comparing it with a `traditional' course, they stress much upon its advantages. We found a tendency to favour the course for the able student than for the weak or the average one. There was more than a feeling among teachers that the less motivated student can better succeed in a `traditional' course. This feeling became even stronger along the interviews where some teachers pointed out the high proportion of the selective schools doing RNAP, which made it more difficult (according to their feeling) for the average student to get an A or B grade. In some of the teachers' opinions RNAP is less suitable for girls who prefer a more `straightforward' course. It is interesting to point out that more than 50% of the students found the course more difficult than they expected it to be. Only 5% found it to be easier than they had suggested. Another point to think about is that almost one

An Experiential Research-Focused Approach: Implementation in a Nonlaboratory-Based, Graduate-Level Analytical Chemistry Course

NASA Astrophysics Data System (ADS)

Toh, Chee-Seng

2007-04-01

A research-focused approach is described for a nonlaboratory-based graduate-level module on analytical chemistry. The approach utilizes commonly practiced activities carried out in active research laboratories, in particular, activities involving logging of ideas and thoughts, journal clubs, proposal writing, classroom participation and discussions, and laboratory tours. This approach was adapted without compromising the course content and results suggest possible adaptation and implementation in other graduate-level courses.

Practicing Design Judgement through Intention-Focused Course Curricula

ERIC Educational Resources Information Center

Fernaeus, Ylva; Lundström, Anders

2015-01-01

This paper elaborates on how design judgement can be practiced in design education, as explored in several iterations of an advanced course in interaction design. The students were probed to address four separate design tasks based on distinct high-level intentions, i.e. to 1) take societal responsibility, 2) to generate profit, 3) to explore a…

Advanced Math Equals Career Readiness. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

Genomics and Bioinformatics in Undergraduate Curricula: Contexts for Hybrid Laboratory/Lecture Courses for Entering and Advanced Science Students

ERIC Educational Resources Information Center

Temple, Louise; Cresawn, Steven G.; Monroe, Jonathan D.

2010-01-01

Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to…

Time course of EEG background activity level before spontaneous awakening in infants.

PubMed

Zampi, Chiara; Fagioli, Igino; Salzarulo, Piero

2002-12-01

This research aimed to investigate the time course of the cortical activity level preceding spontaneous awakening as a function of age and state. Two groups of infants (1-4 and 9-14 weeks of age) were continuously monitored by polygraphic recording and behavioural observation during the night. The electroencephalographic (EEG) activity recorded by the C3-O1 lead was analysed through an automatic analysis method which provides, for each 30-s epoch, a single measure, time domain based, of the EEG synchronization. The EEG parameter values were computed in the 6 min preceding each awakening out of non-rapid eye movement (NREM) sleep and out of rapid eye movement (REM) sleep. The EEG background activity level did not change in the minutes preceding awakening out of REM sleep. Awakening out of NREM sleep was preceded by a change of EEG activity level in the direction of higher activation with different time course according to the age. Both REM and NREM sleep results suggest that a high level of EEG activity is a prerequisite for the occurrence of a spontaneous awakening.

78 FR 13085 - Proposed Collection, Comments Requested: FBI National Academy Level 1 Evaluation: Student Course...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-26

..., Comments Requested: FBI National Academy Level 1 Evaluation: Student Course Questionnaire and FBI National Academy: General Remarks Questionnaire ACTION: 60-day notice. The Department of Justice (DOJ), Federal... Evaluation: Student Course Questionnaire FBI National Academy: General Remarks Questionnaire. 3. Agency Form...

78 FR 26396 - Proposed Collection; Comments Requested: FBI National Academy Level 1 Evaluation: Student Course...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-06

... Academy Level 1 Evaluation: Student Course Questionnaire and FBI National Academy: General Remarks Questionnaire ACTION: 30-Day Notice. The Department of Justice (DOJ), Federal Bureau of Investigation (FBI...: Student Course Questionnaire. FBI National Academy: General Remarks Questionnaire. 3. Agency Form Number...

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.

Measuring Computer Science Knowledge Level of Hungarian Students Specialized in Informatics with Romanian Students Attending a Science Course or a Mathematics-Informatics Course

ERIC Educational Resources Information Center

Kiss, Gabor

2012-01-01

An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…

Student performance on levels 1 and 2-CE of COMLEX-USA: do elective upper-level undergraduate science courses matter?

PubMed

Wong, Stanley K; Ramirez, Juan R; Helf, Scott C

2009-11-01

The effect of a variety of preadmission variables, including the number of elective preadmission upper-level science courses, on academic achievement is not well established. To investigate the relationship between number of preadmission variables and overall student academic achievement in osteopathic medical school. Academic records of osteopathic medical students in the 2008 and 2009 graduating classes of Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California, were analyzed. Multivariate linear regression analyses were performed to identify predictors of academic achievement based on Medical College Admission Test (MCAT) subscores, undergraduate grade point average (GPA), GPA in medical school basic science (preclinical GPA) and clinical clerkship (clinical GPA), and scores on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE). Records of 358 osteopathic medical students were evaluated. Analysis of beta coefficients suggested that undergraduate science GPA was the most important predictor of overall student academic achievement (P<.01). Biological sciences MCAT subscore was a more modest but still statistically significant predictor of preclinical GPA and COMLEX-USA Level 1 score (P<.01). Physical sciences MCAT subscore was also a statistically significant predictor of preclinical GPA, and verbal reasoning MCAT subscore was a statistically significant predictor of COMLEX-USA Level 2-CE score (both P<.01). Women had statistically significantly higher preclinical GPA and COMLEX-USA Level 2-CE scores than men (P<.05). Differences in some outcome variables were also associated with racial-ethnic background and age. Number of preadmission elective upper-level science courses taken by students before matriculation was not significantly correlated with any academic achievement variable. Although undergraduate science GPA and MCAT biological

Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course

ERIC Educational Resources Information Center

Guertin, Laura A.; Zappe, Sarah E.; Kim, Heeyoung

2007-01-01

The Just-in-Time Teaching (JiTT) technique allows students to be engaged in course material outside of the classroom by answering web-based questions. The responses are summarized and presented to students in class with a follow-up active learning exercise. College students enrolled in an introductory-level general education geoscience course were…

Impact of Multimedia and Network Services on an Introductory Level Course

NASA Technical Reports Server (NTRS)

Russ, John C.

1996-01-01

We will demonstrate and describe the impact of our use of multimedia and network connectivity on a sophomore-level introductory course in materials science. This class services all engineering students, resulting in large (more than 150) class sections with no hands-on laboratory. In 1990 we began to develop computer graphics that might substitute for some laboratory or real-world experiences, and demonstrate relationships hard to show with static textbook images or chalkboard drawings. We created a comprehensive series of modules that cover the entire course content. Called VIMS (Visualizations in Materials Science), these are available in the form of a CD-ROM and also via the internet.

Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

ERIC Educational Resources Information Center

Celik, Mehmet; Shaqlaih, Ali

2017-01-01

This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

Typewriting Instruction for Diverse Preparation Levels

ERIC Educational Resources Information Center

Crowell, Mary Alice; Young, Marlin

1976-01-01

The advanced typewriting course (for college students) effectively provided for individual differences through the use of proficiency tests, pretests, learning assignment units at three student-selected levels, timed tests, and individual pacing. (MS)

Black Literature Course: 1973 vs. 1978.

ERIC Educational Resources Information Center

Simson, Renate

Surveys in 1972 and 1977 of colleges and universities in New York state were used to judge advances and declines in black literature course offerings, course enrollment, course content, and instructor preparation. In 1972, 76 of the responding registrars said that their schools were offering black literature courses, while only 36 registrars made…

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…

Students' Opinions of Instructional Strategies in a Graduate-Level Creativity Course

ERIC Educational Resources Information Center

Knowlton, Dave S.; Sharp, David C.

2015-01-01

This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students' opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing…

Enhancing Proficiency Level Using Digital Video

ERIC Educational Resources Information Center

Fujioka-Ito, Noriko

2009-01-01

This article reports a case study where the data was collected at one university in the United States. It shows the benefits of using digital videos in intermediate-level Japanese language course curriculum so that learners can develop a higher level of proficiency. Since advanced-level speakers, according to the American Council on the Teaching…

The Mankato State Graduate Level Internet Course.

ERIC Educational Resources Information Center

Birmingham, Frank R.

1994-01-01

Describes a beginning Internet course at Mankato State University (Minnesota) designed for preservice and inservice school library media professionals and students. The course addresses the following topics: electronic mail; LISTSERVs; news services; gophering; FTP; and telneting. Other skills such as downloading and locating resources are also…

Adapting Levels 1 and 2 of Kirkpatrick's Model of Training Evaluation to Examine the Effectiveness of a Tertiary-Level Writing Course

ERIC Educational Resources Information Center

Aryadoust, Vahid

2017-01-01

This study adapts Levels 1 and 2 of Kirkpatrick's model of training evaluation to evaluate learning outcomes of an English as a second language (ESL) paragraph writing course offered by a major Asian university. The study uses a combination of surveys and writing tests administered at the beginning and end of the course. The survey evaluated…

Establishing a STEM Pipeline: Trends in Male and Female Enrollment and Performance in Higher Level Secondary STEM Courses

ERIC Educational Resources Information Center

Bergeron, Liz; Gordon, Melissa

2017-01-01

The purpose of this study was to understand enrollment and performance differences between male and females in higher level secondary STEM courses. This study analyzes performance and enrollment of 355,688 secondary students in higher level STEM courses. This research also enabled an exploration of country level differences. The enrollment…

Development and evaluation of an intermediate-level elective course on medical Spanish for pharmacy students.

PubMed

Mueller, Robert

The Spanish-speaking population in the United States is increasing rapidly, and there is a need for additional educational efforts, beyond teaching basic medical Spanish terminology, to increase the number of Spanish-speaking pharmacists able to provide culturally appropriate care to this patient population. This article describes the development and evaluation of an intermediate-level elective course where students integrated pharmacy practice skills with Spanish-language skills and cultural competency. Educational Activity and Setting: Medical Spanish for Pharmacists was developed as a two-credit elective course for pharmacy students in their third-professional-year who possessed a certain level of Spanish language competence. The course was designed so that students would combine patient care skills such as obtaining a medication list and providing patient education, and pharmacotherapy knowledge previously learned in the curriculum, along with Spanish-language skills, and apply them to simulated Spanish-speaking patients. Elements to promote cultural competency were integrated throughout the course through a variety of methods, including a service learning activity. Successful attainment of course goals and objectives were demonstrated through quizzes, assignments, examinations, and an objective structured clinical examination (OSCE). Based on these course assessments, students performed well during both offerings of the course. While the class cohort size was small in the two offerings of the course, the Medical Spanish for Pharmacists elective may still serve as an example for other pharmacy programs as an innovative approach in combining Spanish language, specific pharmacy skills, cultural competency, and service learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Studio in Advertising Design, Fashion Design and Illustration, Product Design, Stage Design. Volume 3: Advanced Elective Courses in Art for Grades 10, 11, or 12.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

The document provides teaching guidelines and information on advance elective courses in a studio art program for grades 10, 11, and 12. The courses are presented in four sections: (1) studio in advertising design--advertising and production, lettering, illustrating, and color reproduction; (2) studio in fashion design and illustration--elements…

Determining the Impact of Remediation on College Level Course Grades, Retention and Success

ERIC Educational Resources Information Center

Norman, Thomas Kelvin

2013-01-01

The purpose of this causal-comparative study was to determine whether varying levels of prior remediation affected grades, success, and retention in online college level courses. Traditional and online sections completed a demographics survey to identify background characteristics along with the amount and type of developmental class. Instructors…

Systems-Level Synthetic Biology for Advanced Biofuel Production

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

Ruffing, Anne; Jensen, Travis J.; Strickland, Lucas Marshall

2015-03-01

Cyanobacteria have been shown to be capable of producing a variety of advanced biofuels; however, product yields remain well below those necessary for large scale production. New genetic tools and high throughput metabolic engineering techniques are needed to optimize cyanobacterial metabolisms for enhanced biofuel production. Towards this goal, this project advances the development of a multiple promoter replacement technique for systems-level optimization of gene expression in a model cyanobacterial host: Synechococcus sp. PCC 7002. To realize this multiple-target approach, key capabilities were developed, including a high throughput detection method for advanced biofuels, enhanced transformation efficiency, and genetic tools for Synechococcusmore » sp. PCC 7002. Moreover, several additional obstacles were identified for realization of this multiple promoter replacement technique. The techniques and tools developed in this project will help to enable future efforts in the advancement of cyanobacterial biofuels.« less

University Learning Systems for Participative Courses.

ERIC Educational Resources Information Center

Billingham, Carol J.; Harper, William W.

1980-01-01

Describes the instructional development of a course for advanced finance students on the use of data files and/or databases for solving complex finance problems. Areas covered include course goals and the design. The course class schedule and sample learning assessment assignments are provided. (JD)

Inquiry-Based Learning in an Intermediate-Level Undergraduate Neotectonics Course

NASA Astrophysics Data System (ADS)

Reinen, L. A.

2007-12-01

Integrating student-conducted research into the curriculum can provide students with many educational benefits. Documented benefits include, among others, increased communication skills, the ability to work as part of a research team, and enhanced self-confidence in individual problem-solving skills (e.g., Kardash, J. Ed. Psych., 2000; Seymour, et al., Science Education, 2004). As part of a larger departmental goal of integrating student- conducted research into all levels of the Pomona College Geology Department curriculum (e.g., Reinen, et al., CUR-Q, 2006), I have recently developed an intermediate-level Neotectonics course with a strong component of inquiry-based learning. This course was offered for the first time during the spring semester 2007, and will continue to be offered each year. In a series of guided inquiries throughout the course, students investigate recent seismicity and tectonic geomorphology in Southern California. With each subsequent assignment, student contributions to the research direction increases (e.g., data used, area studied, question addressed, methods used), culminating in team proposals and research projects investigating specific student-generated questions of regional tectonics. Students collect data for these investigations from several sources: (1) databases available online (e.g., IRIS, Harvard earthquake catalog), (2) desktop experiments (e.g., the "earthquake machine"), (3) topographic maps, and (4) field observations. The objective of this paper is to present initial results from this teaching experiment and examples of the projects which have been executed, including the preparation students received to be able to use the available data. Discussion and suggestions (particularly about effective means of conducting a rigorous long-term assessment) are strongly encouraged.

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.

The effects of a test-taking strategy intervention for high school students with test anxiety in advanced placement science courses

NASA Astrophysics Data System (ADS)

Markus, Doron J.

Test anxiety is one of the most debilitating and disruptive factors associated with underachievement and failure in schools (Birenbaum, Menucha, Nasser, & Fadia, 1994; Tobias, 1985). Researchers have suggested that interventions that combine multiple test-anxiety reduction techniques are most effective at reducing test anxiety levels (Ergene, 2003). For the current study, involving 62 public high school students enrolled in advanced placement science courses, the researcher designed a multimodal intervention designed to reduce test anxiety. Analyses were conducted to assess the relationships among test anxiety levels, unit examination scores, and irregular multiple-choice error patterns (error clumping), as well as changes in these measures after the intervention. Results indicate significant, positive relationships between some measures of test anxiety and error clumping, as well as significant, negative relationships between test anxiety levels and student achievement. In addition, results show significant decreases in holistic measures of test anxiety among students with low anxiety levels, as well as decreases in Emotionality subscores of test anxiety among students with high levels of test anxiety. There were no significant changes over time in the Worry subscores of test anxiety. Suggestions for further research include further confirmation of the existence of error clumping, and its causal relationship with test anxiety.

Advanced Course Enrollment and Performance in Washington State: Comparing Spanish-Speaking Students with Other Language Minority Students and English-Only Speakers. REL 2017-220

ERIC Educational Resources Information Center

Hanson, Havala; Bisht, Biraj; Motamedi, Jason Greenberg

2017-01-01

Students who take advanced courses in high school are more likely to enroll and persist in college. This report describes patterns in advanced coursetaking among three groups of students in Washington state: Spanish-speaking students, other language minority students whose primary or home language is not Spanish, and English-only speakers. This…

Mechanisms Underpinning Increased Plasma Creatinine Levels in Patients Receiving Vemurafenib for Advanced Melanoma

PubMed Central

Hurabielle, Charlotte; Pillebout, Evangéline; Stehlé, Thomas; Pagès, Cécile; Roux, Jennifer; Schneider, Pierre; Chevret, Sylvie; Chaffaut, Cendrine; Boutten, Anne; Mourah, Samia; Basset-Seguin, Nicole; Vidal-Petiot, Emmanuelle; Lebbé, Céleste; Flamant, Martin

2016-01-01

Context Serum creatinine has been reported to increase in patients receiving Vemurafenib, yet neither the prevalence nor the mechanism of this adverse event are known. Objective We aimed to evaluate the frequency and the mechanisms of increases in plasma creatinine level in patients receiving Vemurafenib for advanced melanoma. Methods We performed a retrospective monocentric study including consecutive patients treated with Vemurafenib for an advanced melanoma. We collected clinical and biological data concerning renal function before introduction of Vemurafenib and in the course of monthly follow-up visits from March 2013 to December 2014. Cystatin C-derived glomerular filtration rate was evaluated before and after Vemurafenib initiation, as increase in serum cystatin C is specific to a decrease in the glomerular filtration rate. We also performed thorough renal explorations in 3 patients, with measurement of tubular secretion of creatinine before and after Vemurafenib initiation and a renal biopsy in 2 patients. Results 70 patients were included: 97% of them displayed an immediate, and thereafter stable, increase in creatinine (+22.8%) after Vemurafenib initiation. In 44/52 patients in whom Vemurafenib was discontinued, creatinine levels returned to baseline. Serum cystatin C increased, although proportionally less than serum creatinine, showing that creatinine increase under vemurafenib was indeed partly due to a renal function impairment. In addition, renal explorations demonstrated that Vemurafenib induced an inhibition of creatinine tubular secretion. Conclusion Thus, Vemurafenib induces a dual mechanism of increase in plasma creatinine with both an inhibition of creatinine tubular secretion and slight renal function impairment. However, this side effect is mostly reversible when Vemurafenib is discontinued, and should not lead physicians to discontinue the treatment if it is effective. PMID:26930506

Mechanisms Underpinning Increased Plasma Creatinine Levels in Patients Receiving Vemurafenib for Advanced Melanoma.

PubMed

Hurabielle, Charlotte; Pillebout, Evangéline; Stehlé, Thomas; Pagès, Cécile; Roux, Jennifer; Schneider, Pierre; Chevret, Sylvie; Chaffaut, Cendrine; Boutten, Anne; Mourah, Samia; Basset-Seguin, Nicole; Vidal-Petiot, Emmanuelle; Lebbé, Céleste; Flamant, Martin

2016-01-01

Serum creatinine has been reported to increase in patients receiving Vemurafenib, yet neither the prevalence nor the mechanism of this adverse event are known. We aimed to evaluate the frequency and the mechanisms of increases in plasma creatinine level in patients receiving Vemurafenib for advanced melanoma. We performed a retrospective monocentric study including consecutive patients treated with Vemurafenib for an advanced melanoma. We collected clinical and biological data concerning renal function before introduction of Vemurafenib and in the course of monthly follow-up visits from March 2013 to December 2014. Cystatin C-derived glomerular filtration rate was evaluated before and after Vemurafenib initiation, as increase in serum cystatin C is specific to a decrease in the glomerular filtration rate. We also performed thorough renal explorations in 3 patients, with measurement of tubular secretion of creatinine before and after Vemurafenib initiation and a renal biopsy in 2 patients. 70 patients were included: 97% of them displayed an immediate, and thereafter stable, increase in creatinine (+22.8%) after Vemurafenib initiation. In 44/52 patients in whom Vemurafenib was discontinued, creatinine levels returned to baseline. Serum cystatin C increased, although proportionally less than serum creatinine, showing that creatinine increase under vemurafenib was indeed partly due to a renal function impairment. In addition, renal explorations demonstrated that Vemurafenib induced an inhibition of creatinine tubular secretion. Thus, Vemurafenib induces a dual mechanism of increase in plasma creatinine with both an inhibition of creatinine tubular secretion and slight renal function impairment. However, this side effect is mostly reversible when Vemurafenib is discontinued, and should not lead physicians to discontinue the treatment if it is effective.

Introduction to Natural Resources: Advanced Applications.

ERIC Educational Resources Information Center

Crummett, Dan

This guide, which is designed for use with student and teacher guides to a 10-unit secondary-level course in natural resources, contains a series of student supplements and advanced assignment and job sheets that provide students with additional opportunities to explore the following areas of natural resources and conservation education: outdoor…

Beyond A-Level in the Teaching of French.

ERIC Educational Resources Information Center

Sanders, Carol, Ed.

The papers in this volume discuss practical approaches to some of the current problems of degree-level language teaching. Section one discusses non-literary registers in advanced language teaching including the use of texts in teaching, suggestions for a course in practical sociolinguistics, and exercises for advancing from paraphrase to an…

Enhancing GCE A-Level Programmes.

ERIC Educational Resources Information Center

Holding, Gordon

This document, which is based on the findings of a study of 10 further education (FE) colleges throughout the United Kingdom, is intended to help FE colleges review and enhance their curriculum for 16- to 19-year-old students in General Certificate of Education (GCE) A-level (Advanced Level) courses. Discussed first are the following reasons for…

The Summer Robotic Autonomy Course

NASA Technical Reports Server (NTRS)

Nourbakhsh, Illah R.

2002-01-01

We offered a first Robotic Autonomy course this summer, located at NASA/Ames' new NASA Research Park, for approximately 30 high school students. In this 7-week course, students worked in ten teams to build then program advanced autonomous robots capable of visual processing and high-speed wireless communication. The course made use of challenge-based curricula, culminating each week with a Wednesday Challenge Day and a Friday Exhibition and Contest Day. Robotic Autonomy provided a comprehensive grounding in elementary robotics, including basic electronics, electronics evaluation, microprocessor programming, real-time control, and robot mechanics and kinematics. Our course then continued the educational process by introducing higher-level perception, action and autonomy topics, including teleoperation, visual servoing, intelligent scheduling and planning and cooperative problem-solving. We were able to deliver such a comprehensive, high-level education in robotic autonomy for two reasons. First, the content resulted from close collaboration between the CMU Robotics Institute and researchers in the Information Sciences and Technology Directorate and various education program/project managers at NASA/Ames. This collaboration produced not only educational content, but will also be focal to the conduct of formative and summative evaluations of the course for further refinement. Second, CMU rapid prototyping skills as well as the PI's low-overhead perception and locomotion research projects enabled design and delivery of affordable robot kits with unprecedented sensory- locomotory capability. Each Trikebot robot was capable of both indoor locomotion and high-speed outdoor motion and was equipped with a high-speed vision system coupled to a low-cost pan/tilt head. As planned, follow the completion of Robotic Autonomy, each student took home an autonomous, competent robot. This robot is the student's to keep, as she explores robotics with an extremely capable tool in the

Comparing Student Reflectiveness in Online Discussion Forums across Modes of Instruction and Levels of Courses

ERIC Educational Resources Information Center

Chadha, Anita

2017-01-01

Fostering reflective deliberation in the online classroom ensures that students reach a high level of achievement in virtual courses. Student peer exchanges were evaluated on a collaborative web site structured around interactive weekly discussions offered across an online, face-to-face, and upper- and lower-division political science courses.…

Genomics and bioinformatics in undergraduate curricula: Contexts for hybrid laboratory/lecture courses for entering and advanced science students.

PubMed

Temple, Louise; Cresawn, Steven G; Monroe, Jonathan D

2010-01-01

Emerging interest in genomics in the scientific community prompted biologists at James Madison University to create two courses at different levels to modernize the biology curriculum. The courses are hybrids of classroom and laboratory experiences. An upper level class uses raw sequence of a genome (plasmid or virus) as the subject on which to base the experience of genomic analysis. Students also learn bioinformatics and software programs needed to support a project linking structure and function in proteins and showing evolutionary relatedness of similar genes. An optional entry-level course taken in addition to the required first-year curriculum and sponsored in part by the Howard Hughes Medical Institute, engages first year students in a primary research project. In the first semester, they isolate and characterize novel bacteriophages that infect soil bacteria. In the second semester, these young scientists annotate the genes on one or more of the unique viruses they discovered. These courses are demanding but exciting for both faculty and students and should be accessible to any interested faculty member. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

38 CFR 21.4272 - Collegiate course measurement.

Code of Federal Regulations, 2013 CFR

2013-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs... course, have been admitted without reservation into a graduate or advanced professional program offered...] (d) Course measurement general. When an undergraduate course qualifies for credit-hour measurement...

38 CFR 21.4272 - Collegiate course measurement.

Code of Federal Regulations, 2014 CFR

2014-07-01

... (CONTINUED) VOCATIONAL REHABILITATION AND EDUCATION Administration of Educational Assistance Programs... course, have been admitted without reservation into a graduate or advanced professional program offered...] (d) Course measurement general. When an undergraduate course qualifies for credit-hour measurement...

An Analysis of Final Course Grades in Two Different Entry Level Mathematics Courses between and among First Year College Students with Different Levels of High School Mathematics Preparation

ERIC Educational Resources Information Center

Muir, Carrie

2012-01-01

The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses, "Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills," and to compare the performance of students…

Specification for Qualification and Certification for Level II - Advanced Welders.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

This document defines the requirements and program for the American Welding Society (AWS) to certify advanced-level welders through an evaluation process entailing performance qualification and practical knowledge tests requiring the use of advanced reading, computational, and manual skills. The following items are included: statement of the…

Mobile game development: improving student engagement and motivation in introductory computing courses

NASA Astrophysics Data System (ADS)

Kurkovsky, Stan

2013-06-01

Computer games have been accepted as an engaging and motivating tool in the computer science (CS) curriculum. However, designing and implementing a playable game is challenging, and is best done in advanced courses. Games for mobile devices, on the other hand, offer the advantage of being simpler and, thus, easier to program for lower level students. Learning context of mobile game development can be used to reinforce many core programming topics, such as loops, classes, and arrays. Furthermore, it can also be used to expose students in introductory computing courses to a wide range of advanced topics in order to illustrate that CS can be much more than coding. This paper describes the author's experience with using mobile game development projects in CS I and II, how these projects were integrated into existing courses at several universities, and the lessons learned from this experience.

Advanced Cardiac Life Support.

ERIC Educational Resources Information Center

Kirkwood Community Coll., Cedar Rapids, IA.

This document contains materials for an advanced college course in cardiac life support developed for the State of Iowa. The course syllabus lists the course title, hours, number, description, prerequisites, learning activities, instructional units, required text, six references, evaluation criteria, course objectives by units, course…

Reactivity I: A Foundation-Level Course for Both Majors and Nonmajors in Integrated Organic, Inorganic, and Biochemistry

ERIC Educational Resources Information Center

Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jones, T. Nicholas; McIntee, Edward J.

2015-01-01

A foundation level course is presented that integrates aspects of organic, inorganic and biochemistry in the context of reactivity. The course was designed to serve majors in chemistry and other sciences (biochemistry, biology, nutrition), as well as nursing and pre-health professions students. Themes of the course were designed to highlight a…

Perceived changes in the knowledge and confidence of doctors and midwives to manage obstetric emergencies following completion of an Advanced Life Support in Obstetrics course in Australia.

PubMed

Walker, Laura J M; Fetherston, Catherine M; McMurray, Anne

2013-12-01

The Advanced Life Support in Obstetrics (ALSO) course is an internationally recognised interprofessional course to support health professionals to develop and maintain the knowledge and skills to manage obstetric emergencies. This study investigated changes in confidence and perceived changes in the knowledge of doctors and midwives to manage specific obstetric emergency situations following completion of an ALSO course in Australia. A prospective repeated-measures survey design was used to survey 165 course attendees from four Australian states pre- and postcourse and at six weeks (n = 101). Data were analysed using a Friedman two-way repeated-measures analysis of variance and the Wilcoxon signed rank test. There was a significant improvement in confidence and perceived knowledge of the recommended management of all 17 emergency situations immediately postcourse (P < 0.001) and at six weeks postcourse (P < 0.001) when compared to precourse levels for both groups of health professionals. However, a significant decrease in knowledge and confidence for many emergency situations from immediately postcourse to six weeks postcourse (P < 0.05) was also observed in both groups. Completion of the Australian ALSO course in Australia has a positive effect on the confidence and perceived knowledge of doctors and midwives to manage obstetric emergencies. However, there needs to be some means of reinforcing the effects of the course for longer term maintenance of knowledge and confidence. © 2013 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

Advanced Career (AC) Curricula: Teachers and Students Enthusiastic about Challenging, Project-Based Courses

ERIC Educational Resources Information Center

Southern Regional Education Board (SREB), 2013

2013-01-01

To keep pace with accelerating technology and workplace expectations, high school and technology center students need access to high-level programs and courses that open the doors to further education and careers. The Southern Regional Education Board (SREB) and nine states have launched a far-reaching program to provide rigorous and relevant…

Les Chansons de la Francophonie Web Site and Its Two Web-Usage-Tracking Systems in an Advanced Listening Comprehension Course

ERIC Educational Resources Information Center

Weinberg, Alysse

2005-01-01

The "Les Chansons de la francophonie" web site is based on French songs and was developed using HTML and JavaScript for the advanced French Comprehension Course at the Second Language Institute of the University of Ottawa. These interactive listening activities include true-false and multiple-choice questions, fill in the blanks,…

Networks of Encouragement: Who's Encouraging Latina/o Students and White Students to Enroll in Honors and Advanced-Placement (AP) Courses?

ERIC Educational Resources Information Center

Witenko, Vanessa; Mireles-Rios, Rebeca; Rios, Victor M.

2017-01-01

Using affiliation network data collected at a large high school, this study examined differences between who encourages Latina/o and White students to enroll in advanced courses. Previous research has shown a positive association between emotional support and academic achievement, and thus, this study shifts the focus from who informs students to…

All Students Need Advanced Mathematics. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Young Adult Identities and Their Pathways: A Developmental and Life Course Model

PubMed Central

Benson, Janel E.; Elder, Glen H.

2013-01-01

Developmental and life course studies of young adult identities have focused on two dimensions, subjective age and psychosocial maturity. This study examines the developmental synchrony of these two processes. In a longitudinal sample of young adults from Add Health (18 to 22), a person-centered analysis of indicators of these dimensions identified four identity profiles. Two depict early and late patterns of identity; the others represent contrasting types of discordance, “pseudo-adult”, subjective age more advanced than maturation level and “anticipatory”, with subjective age less advanced than maturational level. The profiles vary by gender, socioeconomic status, and race-ethnicity as well as by adolescent (ages12–16) pubertal maturation, psychosocial adjustment, and family context. These results provide support for a more holistic, interdisciplinary understanding of adult identity, and show that young adult identities in the Add Health sample follow differentiated paths into the adult years, with largely unknown consequences for the subsequent life course. PMID:21668096

Teaching Specialized Vocabulary by Integrating a Corpus-Based Approach: Implications for ESP Course Design at the University Level

ERIC Educational Resources Information Center

Hou, Hsiao-I

2014-01-01

The purpose of this study is to demonstrate how to integrate two in-house specialized corpora into a university-level English for Specific Purposes (ESP) course for nonnative speakers of English. The ESP course was an introductory level of wine tasting for Applied English Department students at a university specializing in hospitality in Taiwan.…

A Multidimensional Software Engineering Course

ERIC Educational Resources Information Center

Barzilay, O.; Hazzan, O.; Yehudai, A.

2009-01-01

Software engineering (SE) is a multidimensional field that involves activities in various areas and disciplines, such as computer science, project management, and system engineering. Though modern SE curricula include designated courses that address these various subjects, an advanced summary course that synthesizes them is still missing. Such a…

Core Principles and Test Item Development for Advanced High School and Introductory University Level Food Science

ERIC Educational Resources Information Center

Laing-Kean, Claudine A. M.

2010-01-01

Programs supported by the Carl D. Perkins Act of 2006 are required to operate under the state or national content standards, and are expected to carry out evaluation procedures that address accountability. The Indiana high school course, "Advanced Life Science: Foods" ("ALS: Foods") operates under the auspices of the Perkins…

Pedagogical Issues in Teaching Upper-Level Science Courses at a "Community University"

ERIC Educational Resources Information Center

Deutch, Charles E.; Jurutka, Peter W.; Marshall, Pamela A.

2008-01-01

The authors teach upper-level science courses in cell biology, genetics, and biochemistry at a public, four-year "community university" that serves a demographically diverse population of traditional and nontraditional students. In this article, they describe some of the issues they have found to be particularly significant at their "community…

Czech Basic Course: Folklore.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This booklet is designed for use in the advanced phase of the Defense Language Institute's "Basic Course" in Czech. It is used in the advanced phase as a part of cultural background information. Reading selections, with vocabulary lists, include: (1) ethnography; (2) incantations and spells; (3) proverbs, sayings, and weather lore; (4) fairy tales…

Knowledge and Interaction in On-Line Discussions in Spanish by Advanced Language Learners

ERIC Educational Resources Information Center

McCabe, Anne

2017-01-01

This article provides results of analysis of data collected from online Spanish-medium subject courses taught in Spanish by the same teacher to students whose first language is English. The students are at a high-intermediate to advanced level (B2-C1), and are enrolled at an American university in Madrid in courses centring on topics of Spanish…

Free Radical Addition Polymerization Kinetics without Steady-State Approximations: A Numerical Analysis for the Polymer, Physical, or Advanced Organic Chemistry Course

ERIC Educational Resources Information Center

Iler, H. Darrell; Brown, Amber; Landis, Amanda; Schimke, Greg; Peters, George

2014-01-01

A numerical analysis of the free radical addition polymerization system is described that provides those teaching polymer, physical, or advanced organic chemistry courses the opportunity to introduce students to numerical methods in the context of a simple but mathematically stiff chemical kinetic system. Numerical analysis can lead students to an…

Using Integrated Course Design to Build Student Communities of Practice in a Hybrid Course

ERIC Educational Resources Information Center

Fayne, Harriet R.

2009-01-01

In this article, the author describes how she used integrated course design to design a course that would help special education teachers satisfy the "Highly Qualified Teacher" (HQT) requirement established by No Child Left Behind (NCLB) in the area of English/language arts. The approach she chose was based on principles advanced by Fink…

NUCLEAR SCIENCE, AN INTRODUCTORY COURSE.

ERIC Educational Resources Information Center

SULCOSKI, JOHN W.

THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS,…

Effects of mixology courses and blood lead levels on dental caries among students.

PubMed

Chang, Wei-Hsiang; Yang, Ya-Hui; Liou, Saou-Hsing; Liu, Ching-Wen; Chen, Chiu-Ying; Fuh, Lih-Jyh; Huang, Shih-Li; Yang, Chun-Yuh; Wu, Trong-Neng

2010-06-01

Dental caries can be affected by alcohol consumption. Alcohol consumption also increases blood lead levels (BLLs) in humans and BLLs have been correlated with caries. Culinary students participate in mixology courses on either an elective or a mandatory basis. Therefore, we conducted this study to elucidate the effects of mixology courses and elevated BLLs on dental caries among students. This study had a cross-sectional design. We recruited first-year at one hospitality college and one university in southern Taiwan in September 2004. We applied a questionnaire, collected a blood specimen and performed a dental caries examination for each student. The subjects comprised 133 students who had ever participated in a mixology course (≥2 credits) during high school (exposure group) and 160 who had not participated in such a course (control group). Compared with the control group, the exposure group had a higher prevalence of a DMFT index ≥ 0 (92.5% versus 81.2%, P = 0.005), a higher DMFT index [5.59 ± 3.53 (mean ± SD) versus 4.21 ± 3.64 teeth, P ≤ 0.001], and a higher BLL (3.12 ± 1.02 versus 2.67 ± 0.83 μg/dl, P = ≤ 0.001). After adjustment for potential confounders, dental caries was significantly associated with participation in a mixology course.   Alcohol exposure associated with participation in a mixology course may have an effect on caries in students. These findings suggest that occupational safety and health education should be applied to students participating in mixology courses. © 2010 John Wiley & Sons A/S.

Impact of an Oncology Course on the Attitudes of Freshman Medical Students.

ERIC Educational Resources Information Center

Appel, Marilyn H.; And Others

Previous attempts to change the prevailing negative attitudes of health professionals toward cancer and cancer patients have consisted mainly of elective courses for small groups of students at advanced levels of medical training. In order to develop more positive attitudes, the Cancer Coordinating Committee at the Medical College of Pennsylvania…

Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

PubMed Central

2005-01-01

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a “state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels. PMID:16341261

Remote sensing programs and courses in engineering and water resources

NASA Technical Reports Server (NTRS)

Kiefer, R. W.

1981-01-01

The content of typical basic and advanced remote sensing and image interpretation courses are described and typical remote sensing graduate programs of study in civil engineering and in interdisciplinary environmental remote sensing and water resources management programs are outlined. Ideally, graduate programs with an emphasis on remote sensing and image interpretation should be built around a core of five courses: (1) a basic course in fundamentals of remote sensing upon which the more specialized advanced remote sensing courses can build; (2) a course dealing with visual image interpretation; (3) a course dealing with quantitative (computer-based) image interpretation; (4) a basic photogrammetry course; and (5) a basic surveying course. These five courses comprise up to one-half of the course work required for the M.S. degree. The nature of other course work and thesis requirements vary greatly, depending on the department in which the degree is being awarded.

A three-level advanced static VAr compensator

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

Ekanayake, J.B.; Jenkins, N.

1996-01-01

An Advanced Static VAr Compensator (ASVC) employing a three level inverter has been investigated for three phase applications. The paper describes the operating principles of the ASVC using an elementary single phase ASVC circuit. The construction of a hardware model of the three phase, three level ASVC is then presented. The performance of the ASVC is obtained from an experimental study carried out on this laboratory model. The use of the selective harmonic elimination modulation (SHEM) technique to minimize harmonics is explored. Experimental studies have been carried out to determine the speed of response of the scheme by controlling itmore » in a closed loop.« less

Cognitive ability across the life course and cortisol levels in older age.

PubMed

Harris, Mathew A; Cox, Simon R; Brett, Caroline E; Deary, Ian J; MacLullich, Alasdair M J

2017-11-01

Elevated cortisol levels have been hypothesized to contribute to cognitive aging, but study findings are inconsistent. In the present study, we examined the association between salivary cortisol in older age and cognitive ability across the life course. We used data from 370 members of the 36-Day Sample of the Scottish Mental Survey 1947, who underwent cognitive testing at age 11 years and were then followed up at around age 78 years, completing further cognitive tests and providing diurnal salivary cortisol samples. We hypothesized that higher cortisol levels would be associated with lower cognitive ability in older age and greater cognitive decline from childhood to older age but also lower childhood cognitive ability. Few of the tested associations were significant, and of those that were, most suggested a positive relationship between cortisol and cognitive ability. Only 1 cognitive measure showed any sign of cortisol-related impairment. However, after correcting for multiple comparisons, no results remained significant. These findings suggest that cortisol may not play an important role in cognitive aging across the life course. Copyright © 2017. Published by Elsevier Inc.

The screening role of an introductory course in cognitive therapy training.

PubMed

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

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. The authors assessed the files of all trainees who completed one academic year introductory course in cognitive therapy over the last seven consecutive years (N = 203). The authors examined variables such as previous training, overall involvement during the course, performance, and ability to relate to others, as well as the trainer's evaluations of their performance. Interaction skills in group situations and performance in written assignments were better predictors for admission into the advanced course. Trainees' abilities to learn and to successfully relate to others in group situations are critical for entering an advanced cognitive therapy training course. These findings question the policy of full-scale training in cognitive therapy based merely on the candidates' professional background, stressing instead the merits of an introductory course as an appropriate screening procedure.

on-course(®) portal: a tool for in-service training and career development for biomedical scientists.

PubMed

Payton, Antony; Janko, Christa; Renn, Oliver; Hardman, Michael

2013-09-01

Successfully navigating through the jungle of biomedical postgraduate courses in Europe has recently been made possible by the release of an Innovative Medicines Initiative (IMI) funded project called on-course(®) (http://www.on-course.eu). on-course(®) lists all master, continued professional development (CPD) and PhD courses in Europe and hosts advanced search options designed by the pharmaceutical industry, academia and regulatory bodies allowing the course seeker to find courses that are most relevant for them. In addition, an IMI cross education and training topic task force has developed a set of quality standards that have been applied to CPD courses. The comprehensive nature of on-course(®) offers a new level of transparency to biomedical course provision in Europe that will help steer future education and training. Copyright © 2013 Elsevier Ltd. All rights reserved.

An Upper Level Laboratory Course of Integrated Experiments

ERIC Educational Resources Information Center

Rose, T. L.; Seyse, R. J.

1974-01-01

Discusses the development of a one-year laboratory course in an effort to provide a link between traditional laboratories devoted to a single area of chemistry and the total involvement of a single narrow research project. Included are outlines of 32-hour lectures and 11 experiments performed in the integrated course. (CC)

Spreadsheet Applications: Prototyping an Innovative Blended Course

ERIC Educational Resources Information Center

Baker, J. Howard

2004-01-01

After teaching the advanced spreadsheet course at a major university in Louisiana as a traditional classroom course for a number of years, it was decided to create a prototype-blended course, with a considerable portion offered via distance education. This research, which uses a prototyping methodology, is exploratory in nature. Prototyping can…

Effects of a blended learning approach on student outcomes in a graduate-level public health course.

PubMed

Kiviniemi, Marc T

2014-03-11

Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

Research Advances

ERIC Educational Resources Information Center

King, Angela G.

2004-01-01

Research advances, a new feature in Journal of Chemical Engineering that brings information about innovations in current areas of research to high school and college science faculty with an intent to provide educators with timely descriptions of latest progress in research that can be integrated into existing courses to update course content and…

Separate But Equal? A Levels and GNVQs. Further Education Series.

ERIC Educational Resources Information Center

Edwards, Tony; Fitz-Gibbon, Carol Taylor; Hardman, Frank; Haywood, Roy; Meagher, Nick

This book contrasts British programs for vocationally and academically minded students and looks at differences and similarities in practice in General National Vocational Qualifications (GNVQs) and Advanced level (A level) courses. "Contrasts in Learning?" (Tony Edwards) provides background. "Educating Leaders and Training…

Short-course versus long-course chemoradiation in rectal cancer--time to change strategies?

PubMed

Palta, Manisha; Willett, Christopher G; Czito, Brian G

2014-09-01

There is significant debate regarding the optimal neoadjuvant regimen for resectable rectal cancer patients. Short-course radiotherapy, a standard approach throughout most of northern Europe, is generally defined as 25 Gy in 5 fractions over the course of 1 week without the concurrent administration of chemotherapy. Long-course radiotherapy is typically defined as 45 to 50.4 Gy in 25-28 fractions with the administration of concurrent 5-fluoropyrimidine-based chemotherapy and is the standard approach in other parts of Europe and the United States. At present, two randomized trials have compared outcomes for short course radiotherapy with long-course chemoradiation showing no difference in respective study endpoints. Late toxicity data are lacking given limited follow-up. Although the ideal neoadjuvant regimen is controversial, our current bias is long-course chemoradiation to treat patients with locally advanced, resectable rectal cancer.

Perceptions of teaching and learning automata theory in a college-level computer science course

NASA Astrophysics Data System (ADS)

Weidmann, Phoebe Kay

This dissertation identifies and describes student and instructor perceptions that contribute to effective teaching and learning of Automata Theory in a competitive college-level Computer Science program. Effective teaching is the ability to create an appropriate learning environment in order to provide effective learning. We define effective learning as the ability of a student to meet instructor set learning objectives, demonstrating this by passing the course, while reporting a good learning experience. We conducted our investigation through a detailed qualitative case study of two sections (118 students) of Automata Theory (CS 341) at The University of Texas at Austin taught by Dr. Lily Quilt. Because Automata Theory has a fixed curriculum in the sense that many curricula and textbooks agree on what Automata Theory contains, differences being depth and amount of material to cover in a single course, a case study would allow for generalizable findings. Automata Theory is especially problematic in a Computer Science curriculum since students are not experienced in abstract thinking before taking this course, fail to understand the relevance of the theory, and prefer classes with more concrete activities such as programming. This creates a special challenge for any instructor of Automata Theory as motivation becomes critical for student learning. Through the use of student surveys, instructor interviews, classroom observation, material and course grade analysis we sought to understand what students perceived, what instructors expected of students, and how those perceptions played out in the classroom in terms of structure and instruction. Our goal was to create suggestions that would lead to a better designed course and thus a higher student success rate in Automata Theory. We created a unique theoretical basis, pedagogical positivism, on which to study college-level courses. Pedagogical positivism states that through examining instructor and student perceptions

Revisions of Physical Geology Laboratory Courses to Increase the Level of Inquiry: Implications for Teaching and Learning

ERIC Educational Resources Information Center

Grissom, April N.; Czajka, C. Douglas; McConnell, David A.

2015-01-01

The introductory physical geology laboratory courses taught at North Carolina State University aims to promote scientific thinking and learning through the use of scientific inquiry-based activities. A rubric describing five possible levels of inquiry was applied to characterize the laboratory activities in the course. Two rock and mineral…

A Combined MIS/DS Course Uses Lecture Capture Technology to "Level the Playing Field" in Student Numeracy

ERIC Educational Resources Information Center

Popovich, Karen

2012-01-01

This paper describes the process taken to develop a quantitative-based and Excel™-driven course that combines "BOTH" Management Information Systems (MIS) and Decision Science (DS) modeling outcomes and lays the foundation for upper level quantitative courses such as operations management, finance and strategic management. In addition,…

Preoperative Short-Course Concurrent Chemoradiation Therapy Followed by Delayed Surgery for Locally Advanced Rectal Cancer: A Phase 2 Multicenter Study (KROG 10-01)

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

Yeo, Seung-Gu; Department of Radiation Oncology, Soonchunhyang University College of Medicine, Cheonan; Oh, Jae Hwan

Purpose: A prospective phase 2 multicenter trial was performed to investigate the efficacy and safety of preoperative short-course concurrent chemoradiation therapy (CRT) followed by delayed surgery for patients with locally advanced rectal cancer. Methods and Materials: Seventy-three patients with cT3-4 rectal cancer were enrolled. Radiation therapy of 25 Gy in 5 fractions was delivered over 5 consecutive days using helical tomotherapy. Concurrent chemotherapy was administered on the same 5 days with intravenous bolus injection of 5-fluorouracil (400 mg/m{sup 2}/day) and leucovorin (20 mg/m{sup 2}/day). After 4 to 8 weeks, total mesorectal excision was performed. The primary endpoint was the pathologicmore » downstaging (ypStage 0-I) rate, and secondary endpoints included tumor regression grade, tumor volume reduction rate, and toxicity. Results: Seventy-one patients completed the planned preoperative CRT and surgery. Downstaging occurred in 20 (28.2%) patients, including 1 (1.4%) with a pathologic complete response. Favorable tumor regression (grade 4-3) was observed in 4 (5.6%) patients, and the mean tumor volume reduction rate was 62.5 ± 21.3%. Severe (grade ≥3) treatment toxicities were reported in 27 (38%) patients from CRT until 3 months after surgery. Conclusions: Preoperative short-course concurrent CRT followed by delayed surgery for patients with locally advanced rectal cancer demonstrated poor pathologic responses compared with conventional long-course CRT, and it yielded considerable toxicities despite the use of an advanced radiation therapy technique.« less

Advancing the Science of Community-Level Interventions

PubMed Central

Beehler, Sarah; Deutsch, Charles; Green, Lawrence W.; Hawe, Penelope; McLeroy, Kenneth; Miller, Robin Lin; Rapkin, Bruce D.; Schensul, Jean J.; Schulz, Amy J.; Trimble, Joseph E.

2011-01-01

Community interventions are complex social processes that need to move beyond single interventions and outcomes at individual levels of short-term change. A scientific paradigm is emerging that supports collaborative, multilevel, culturally situated community interventions aimed at creating sustainable community-level impact. This paradigm is rooted in a deep history of ecological and collaborative thinking across public health, psychology, anthropology, and other fields of social science. The new paradigm makes a number of primary assertions that affect conceptualization of health issues, intervention design, and intervention evaluation. To elaborate the paradigm and advance the science of community intervention, we offer suggestions for promoting a scientific agenda, developing collaborations among professionals and communities, and examining the culture of science. PMID:21680923

Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada's Clark County School District. What's Happening. REL 2016-099

ERIC Educational Resources Information Center

Rice, John; Lash, Andrea; Huang, Min; Tran, Loan; Peterson, Mary

2015-01-01

The purpose of the study reported here was to explore the relationship between the type of high school attended (magnet versus comprehensive) and the likelihood of graduates having completed an advanced course, after accounting for students' prior achievement. In addition, the study examined the relationship between students' prior achievement and…

Who Studies Religion at Advanced Level: Why and to What Effect?

ERIC Educational Resources Information Center

Francis, Leslie J.; Astley, Jeff; Parker, Stephen G.

2016-01-01

This study was established to profile students currently studying religion at Advanced level (A level) in terms of their demography, motivation, experience and attitudes. Eight specific areas were identified for examination: their personal motivation to study religion at A level, the personal challenges posed by the subject, their personal…

``Physical Concepts in Cell Biology,'' an upper level interdisciplinary course in cell biophysics/mathematical biology

NASA Astrophysics Data System (ADS)

Vavylonis, Dimitrios

2009-03-01

I will describe my experience in developing an interdisciplinary biophysics course addressed to students at the upper undergraduate and graduate level, in collaboration with colleagues in physics and biology. The students had a background in physics, biology and engineering, and for many the course was their first exposure to interdisciplinary topics. The course did not depend on a formal knowledge of equilibrium statistical mechanics. Instead, the approach was based on dynamics. I used diffusion as a universal ``long time'' law to illustrate scaling concepts. The importance of statistics and proper counting of states/paths was introduced by calculating the maximum accuracy with which bacteria can measure the concentration of diffuse chemicals. The use of quantitative concepts and methods was introduced through specific biological examples, focusing on model organisms and extremes at the cell level. Examples included microtubule dynamic instability, the search and capture model, molecular motor cooperativity in muscle cells, mitotic spindle oscillations in C. elegans, polymerization forces and propulsion of pathogenic bacteria, Brownian ratchets, bacterial cell division and MinD oscillations.

Conceptualizing a Framework for Advanced Placement Statistics Teaching Knowledge

ERIC Educational Resources Information Center

Haines, Brenna

2015-01-01

The purpose of this article is to sketch a conceptualization of a framework for Advanced Placement (AP) Statistics Teaching Knowledge. Recent research continues to problematize the lack of knowledge and preparation among secondary level statistics teachers. The College Board's AP Statistics course continues to grow and gain popularity, but is a…

Effects of a blended learning approach on student outcomes in a graduate-level public health course

PubMed Central

2014-01-01

Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

Human exposure assessment: a graduate level course

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

Lioy, P.J.

1991-07-01

The course has been offered three times. The content and the approach to each lecture has evolved after each time it was given. This is not unexpected since the field has been undergoing major transformations, and new approaches to measurement and modeling are being applied to current problems. The most recent student evaluation, 1990, indicates a difficulty rating of just right' (70%) to difficult' (30%). Most felt the course stimulated their interest in the topic (72%) and the examinations were learning experiences as well as a grading exercise. The major need for the discipline is an adequate text book. Themore » GRAPE program has excellent potential as an educational tool, but it needs to make more interactions and allow introduction of activities and data. The major strengths of the course are the problems provided to the students for homework. These give the student quantitative perspective on the concepts, range in values, variables, and uncertainties necessary to complete an assessment. In addition, the development of the mathematical and conceptional continuum for placing exposure assessment in the context of toxicology, environmental science, epidemiology, and clinical intervention provides a basic framework for the discipline.« less

Race, life course socioeconomic position, racial discrimination, depressive symptoms and self-rated health.

PubMed

Hudson, Darrell L; Puterman, Eli; Bibbins-Domingo, Kirsten; Matthews, Karen A; Adler, Nancy E

2013-11-01

Greater levels of socioeconomic position (SEP) are generally associated with better health. However results from previous studies vary across race/ethnicity and health outcomes. Further, the majority of previous studies do not account for the effects of life course SEP on health nor the effects of racial discrimination, which could moderate the effects of SEP on health. Using data from the Coronary Artery Risk Development in Young Adults (CARDIA) study, we examined the relationship between a life course SEP measure on depressive symptoms and self-rated health. A life course SEP was constructed for each participant, using a framework that included parental education and occupation along with respondents' highest level of education and occupation. Interaction terms were created between life course SEP and racial discrimination to determine whether the association between SEP and health was moderated by experiences of racial discrimination. Analyses revealed that higher levels of life course SEP were inversely related to depressive symptoms. Greater life course SEP was positively associated with favorable self-rated health. Racial discrimination was associated with more depressive symptoms and poorer self-rated health. Analyses indicated a significant interaction between life course SEP and racial discrimination on depressive symptoms in the full sample. This suggested that for respondents with greater levels of SEP, racial discrimination was associated with reports of more depressive symptoms. Future research efforts should be made to examine whether individuals' perceptions and experiences of racial discrimination at the interpersonal and structural levels limits their ability to acquire human capital as well as their advancement in education and occupational status. Copyright © 2013 Elsevier Ltd. All rights reserved.

The care and course of diabetes: differences according to level of education.

PubMed

van der Meer, J B; Mackenbach, J P

1999-01-01

The objective of this study was to describe socioeconomic differences in the utilisation of health services among persons with diabetes and to link these differences with socioeconomic differences in the course of diabetes. A 2-year follow-up study (1991-1993) was done with data from a population-based survey in The Netherlands (city of Eindhoven and surroundings). Those reporting diabetes who also reported treatment with a diet, oral antidiabetics or insulin and who completed questionnaires in the years 1991 and 1993 (n = 173) were included in the analysis. Main outcome measures were: (1) the odds ratios according to level of education of utilisation of 11 types of service or medical checks in 1991, relevant for diabetes; and (2) odds ratios according to level of education of the difference between 1991 and 1993 in the prevalence of symptoms of diabetic complications. Controlling for severity of diabetes, contact rates with the general practitioner were significantly (P < 0.05) higher among those with primary education, compared to those with an educational level of intermediate vocational training or higher. Rates of checks by a specialist, influenza vaccination and many other checks were statistically significantly lower among those with a low educational level, although the group with the lowest educational level did not always show the lowest rates. Of symptoms indicating diabetes complications, the prevalence of pain in the legs and visual impairments developed more unfavourably among those with primary education. The prevalence of all symptoms together developed more unfavourably among those with primary education. A direct contribution of uptake of checks and services to the differential course of diabetes by education could not be demonstrated. People with diabetes with a low level of education have lower utilisation rates of checks and services relevant for diabetes care, and a worse outcome in terms of complications.

A Comparison of Student Confidence Levels in Open Access and Undergraduate University Courses

ERIC Educational Resources Information Center

Atherton, Mirella

2017-01-01

Confidence levels of students enrolled in open access programs and undergraduate courses were measured at the University of Newcastle. The open access science students aimed to gain access to undergraduate studies in various disciplines at University. The undergraduate students were enrolled in a variety of degrees and were surveyed during their…

Students in Rural Schools Have Limited Access to Advanced Mathematics Courses. Issue Brief No. 7

ERIC Educational Resources Information Center

Graham, Suzanne E.

2009-01-01

This Carsey brief reveals that students in rural areas and small towns have less access to higher-level mathematics courses than students in urban settings, which results in serious educational consequences, including lower scores on assessment tests and fewer qualified students entering science, technology, engineering, and mathematics (STEM) job…

Conceptual Change in Introductory-Level Astronomy Courses.

ERIC Educational Resources Information Center

Zeilik, Michael; Bisard, Walter

2000-01-01

Reports on students' preexisting knowledge and examines misconceptions among nonscience major undergraduate students. Focuses on evaluating results of misconceptions in selected astronomy courses. (YDS)

Perceptions of the Visually Impaired toward Pursuing Geography Courses and Majors in Higher Education

ERIC Educational Resources Information Center

Murr, Christopher D.; Blanchard, R. Denise

2011-01-01

Advances in classroom technology have lowered barriers for the visually impaired to study geography, yet few participate. Employing stereotype threat theory, we examined whether beliefs held by the visually impaired affect perceptions toward completing courses and majors in visually oriented disciplines. A test group received a low-level threat…

Development of depression in survivors of childhood and adolescent cancer: a multi-level life course conceptual framework.

PubMed

Kaye, Erica C; Brinkman, Tara M; Baker, Justin N

2017-06-01

As therapeutic and supportive care interventions become increasingly effective, growing numbers of childhood and adolescent cancer survivors face a myriad of physical and psychological sequelae secondary to their disease and treatment. Mental health issues, in particular, present a significant problem in this unique patient population, with depression affecting a sizable number of childhood and adolescent cancer survivors. Multiple key determinants impact a survivor's risk of developing depression, with variables traversing across biologic, individual, family, community, and global levels, as well as spanning throughout the life course of human development from the preconception and prenatal periods to adulthood. A multi-level life course conceptual model offers a valuable framework to identify and organize the diverse variables that modulate the risk of developing depression in survivors of childhood and adolescent cancer. This review describes the first multi-level life course perspective applied to development of depression in childhood and adolescent cancer survivors. This conceptual framework may be used to guide the investigation of mental health interventions for SCACs to ensure that key determinants of depression occurrence are adequately addressed across various levels and throughout the life trajectory.

Nanocourses: A Short Course Format as an Educational Tool in a Biological Sciences Graduate Curriculum

PubMed Central

Bentley, Anna M.; Artavanis-Tsakonas, Spyros

2008-01-01

Traditional courses for graduate students in the biological sciences typically span a semester, are organized around the fundamental concepts of a single discipline, and are aimed at the needs of incoming students. Such courses demand significant time commitment from both faculty and course participants; thus, they are avoided by a subset of the academic science community. Course length and the high barrier to course development are inhibitory to the creation of new courses, especially in emerging areas of biology that may not merit a full-semester approach. Here, we describe the implementation of a new, graduate-level course format, created to allow for rapid development of courses, provide meaningful educational experiences for both junior and senior graduate students and other members of our community, and increase the breadth of faculty involvement in teaching. These courses are greatly abbreviated, and thus termed “nanocourses.” Based on experience from the first three semesters, nanocourses seem to accomplish the initial goals that we set. Importantly, nanocourses engaged students, postdoctoral fellows, faculty, and others, thus providing a new mechanism to educate our community in response to rapid advances in biology. In our view, nanocourses are a useful tool that can supplement graduate-level curricula in varied ways. PMID:18519608

Measuring Confidence Levels of Male and Female Students in Open Access Enabling Courses

ERIC Educational Resources Information Center

Atherton, Mirella

2015-01-01

The study of confidence was undertaken at the University of Newcastle with students selecting science courses at two campuses. The students were enrolled in open access programs and aimed to gain access to undergraduate studies in various disciplines at University. The "third person effect" was used to measure the confidence levels of…

Chemical Energetics. Independent Learning Project for Advanced Chemistry (ILPAC). Unit S3.

ERIC Educational Resources Information Center

Inner London Education Authority (England).

This unit on chemical energetics is one of 10 first year units produced by the Independent Learning Project for Advanced Chemistry (ILPAC). The unit, which consists of two levels, provides a clear yet detailed and thorough introduction to the topic. Level one extends ideas from previous courses, introduces and emphasizes the importance of Hess'…

Process-oriented guided inquiry learning strategy enhances students' higher level thinking skills in a pharmaceutical sciences course.

PubMed

Soltis, Robert; Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-02-17

To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting.

Active Learning in a Neuroethics Course Positively Impacts Moral Judgment Development in Undergraduates

PubMed Central

Abu-Odeh, Desiree; Dziobek, Derek; Jimenez, Nathalia Torres; Barbey, Christopher; Dubinsky, Janet M

2015-01-01

The growing neuroscientific understanding of the biological basis of behaviors has profound social and ethical implications. To address the need for public awareness of the consequences of these advances, we developed an undergraduate neuroethics course, Neuroscience and Society, at the University of Minnesota. Course evolution, objectives, content, and impact are described here. To engage all students and facilitate undergraduate ethics education, this course employed daily reading, writing, and student discussion, case analysis, and team presentations with goals of fostering development of moral reasoning and judgment and introducing application of bioethical frameworks to topics raised by neuroscience. Pre- and post-course Defining Issues Test (DIT) scores and student end-of-course reflections demonstrated that course objectives for student application of bioethical frameworks to neuroethical issues were met. The active-learning, student-centered pedagogical approaches used to achieve these goals serve as a model for how to effectively teach neuroethics at the undergraduate level. PMID:25838802

Student Perception of Metacognitive Activities in Entry-Level Science Courses

ERIC Educational Resources Information Center

Sandall, Leah; Mamo, Martha; Speth, Carol; Lee, Don; Kettler, Timothy

2014-01-01

A research study investigated student perception of the use of metacognitive activities in the classroom. The courses were large enrollment (n greater than 100) introductory Plant and Soil Sciences courses taught in the fall semester. The courses implemented activities such as concept sketches or conceptual modeling to help students develop their…

Astronomical Data in Undergraduate courses

NASA Astrophysics Data System (ADS)

Clarkson, William I.; Swift, Carrie; Hughes, Kelli; Burke, Christopher J. F.; Burgess, Colin C.; Elrod, Aunna V.; Howard, Brittany; Stahl, Lucas; Matzke, David; Bord, Donald J.

2016-06-01

We present status and plans for our ongoing efforts to develop data analysis and problem-solving skills through Undergraduate Astronomy instruction. While our initiatives were developed with UM-Dearborn’s student body primarily in mind, they should be applicable for a wide range of institution and of student demographics. We focus here on two strands of our effort.Firstly, students in our Introductory Astronomy (ASTR 130) general-education course now perform several “Data Investigations”, in which they interrogate the Hubble Legacy Archive to illustrate important course concepts. This was motivated in part by the realization that typical public data archives now include tools to interrogate the observations that are sufficiently accessible that introductory astronomy students can use them to perform real science, albeit mostly at a descriptive level. We are continuing to refine these investigations, and, most importantly, to critically assess their effectiveness in terms of the student learning outcomes we wish to achieve. This work is supported by grant HST-EO-13758, provided by NASA through a grant from the Space Telescope Science Institute, which is operated by the Association of Universities for Research in Astronomy, Inc., under NASA contract NAS 5-26555.Secondly, at the advanced-undergraduate level, students taking courses in our Astronomy minor are encouraged to gain early experience in techniques of astronomical observation and analysis that are used by professionals. We present two example projects from the Fall 2015 iteration of our upper-division course ASTR330 (The Cosmic Distance Ladder), one involving Solar System measurements, the second producing calibrated aperture photometry. For both projects students conducted, analysed, and interpreted observations using our 0.4m campus telescope, and used many of the same analysis tools as professional astronomers. This work is supported partly from a Research Initiation and Seed grant from the

Teaching an Introductory Programming Language in a General Education Course

ERIC Educational Resources Information Center

Ali, Azad; Smith, David

2014-01-01

A department of computer science (CS) has faced a peculiar situation regarding their selection of introductory programming course. This course is a required course for the students enrolled in the CS program and is a prerequisite to their other advanced programming courses. At the same time, the course can be considered a general education course…

Professor Created On-line Biology Laboratory Course

NASA Technical Reports Server (NTRS)

Bowman, Arthur W.

2010-01-01

This paper will share the creation, implementation, and modification of an online college level general biology laboratory course offered for non-science majors as a part of a General Education Curriculum. The ability of professors to develop quality online laboratories will address a growing need in Higher Education as more institutions combine course sections and look for suitable alternative course delivery formats due to declining departmental budgets requiring reductions in staffing, equipment, and supplies. Also, there is an equal or greater need for more professors to develop the ability to create online laboratory experiences because many of the currently available online laboratory course packages from publishers do not always adequately parallel on-campus laboratory courses, or are not as aligned with the companion lecture sections. From a variety of scientific simulation and animation web sites, professors can easily identify material that closely fit the specific needs of their courses, instructional environment, and students that they serve. All too often, on-campus laboratory courses in the sciences provide what are termed confirmation experiences that do NOT allow students to experience science as would be carried out by scientists. Creatively developed online laboratory experiences can often provide the type of authentic investigative experiences that are not possible on-campus due to the time constraints of a typical two-hour, once-per-week-meeting laboratory course. In addition, online laboratory courses can address issues related to the need for students to more easily complete missing laboratory assignments, and to have opportunities to extend introductory exercises into more advanced undertakings where a greater sense of scientific discovery can be experienced. Professors are strongly encourages to begin creating online laboratory exercises for their courses, and to consider issues regarding assessment, copyrights, and Intellectual Property

An oral exam model for teaching advanced "Batchelor-level" fluid mechanics in the US

NASA Astrophysics Data System (ADS)

Freund, Jonathan

2016-11-01

A teaching model is developed to meet the challenge of teaching fluid mechanics at what might be considered a high level, at least by the current norms in the US. The initial goal was to avoid loss of concepts amidst the challenge of particular mathematical manipulations on particular assignments. However, it evolved toward fostering facile working knowledge of challenging material, such as in the books by Batchelor (e.g. streaming flow), Whitham (e.g. ship waves), and van Dyke (e.g. second-order boundary layer). To this end, the course model forgoes traditional assigned problems to focus on completion, augmentation, and in-depth understanding of the lecture material. The lectures are relatively traditional in structure, albeit with somewhat more interactive examples. The main unusual feature-again, by modern US standards-was assessment via multiple half-hour oral exams. This model has now been successful over 8 semesters for 3 different graduate courses in 2 departments. For all, students were assume to have already completed a full course at a "Navier-Stokes level". The presentation will include specifics of the course and exam structure, impressions of positive outcomes from the instructor, and a summary of the overwhelmingly positive student feedback.

A comparison of the number of hours of sleep in high school students who took advanced placement and/or college courses and those who did not.

PubMed

Jin, Qiushuang; Shi, Qian

2008-12-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high school students were sleep deprived. Sleep deprivation was significantly associated with enrollment in AP/college courses. Results indicated that enrollment in AP/college courses had a greater impact on younger students than older students. Compared with non-AP/college course takers, AP/college course takers slept approximately 20 minutes less per night. Specifically, 9th- and 10th-grade AP/college course takers slept approximately 1 hour less and 40 minutes less, respectively. In addition, students enrolled in two or more AP/college classes received 1 hour less and 30 minutes less among 10th and 11th graders, respectively. These results provide useful information on adolescent sleep patterns for school nurses.

Marine Engine Mechanics. Performance Objectives. Intermediate Course.

ERIC Educational Resources Information Center

Jones, Marion

Several intermediate performance objectives and corresponding criterion measures are presented for each of ten terminal objectives for a two-semester course (3 hours daily). This 540-hour intermediate course includes advanced troubleshooting techniques on outboard marine engines, inboard-outboard marine engines, inboard marine engines, boat…

A Comparison of Pre- and Post- Levels of Mathematics Anxiety among Preservice Teacher Candidates Enrolled in a Mathematics Methods Course.

ERIC Educational Resources Information Center

Sloan, Tina Rye; Vinson, Beth; Haynes, Jonita; Gresham, Regina

This study examined the effectiveness of a methods course in the reduction of mathematics anxiety levels among three groups of preservice teachers majoring in elementary education. The sample included 61 novices enrolled in a course entitled Mathematics for the Young Child. This methods course utilized concrete manipulatives and active learning…

Evaluation of English Results Course Books at Upper-Intermediate Level

ERIC Educational Resources Information Center

Haghi, Eshrat Bazarmaj

2013-01-01

The importance of the course books in language teaching leads the way to the evaluation of them. Evaluating the teaching materials specially course books can help teachers to understand more about language learning. The purpose of the present study is to evaluate English Results course books which are widely used at Iranian institutes. The focus…

Evaluation and Revision of an Introduction to Experiential Rotations Course

ERIC Educational Resources Information Center

Dy, Eliza A.; Nisly, Sarah A.

2014-01-01

The objectives of this study were to evaluate the perceived student value of topics taught in Butler University's Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions. Advanced Pharmacy Practice Experience…

Advanced Standing and Bridge Courses: Structures and Issues

ERIC Educational Resources Information Center

GlenMaye, Linnea F.; Lause, Timothy W.; Bolin, Brien L.

2010-01-01

This study explores the issue of advanced standing in MSW programs in light of the new Educational Policy and Accreditation Standards (EPAS). Advanced standing structures of MSW programs were studied using a purposive sample consisting of 203 MSW program directors with a response rate of 28% (N=58). The results indicate that slightly more than 15%…

Where the girls aren't: High school girls and advanced placement physics enrollment

NASA Astrophysics Data System (ADS)

Barton, Susan O'brien

During the high school years, when many students first have some choice in course selection, research indicates that girls choose to enroll in more math and science courses, take more advanced placement courses, and take more honors courses in English, biology, chemistry, mathematics, and foreign languages than ever before. Yet, not only are boys more likely to take all of the three core science courses (biology, chemistry, and physics), boys enroll in advanced placement physics approximately three times as often as do girls. This study examines the perceptions, attitudes, and aspirations of thirty high school girls enrolled in senior-level science electives in an attempt to understand their high school science course choices, and what factors were influencing them. This is a qualitative investigation employing constructivist grounded theory methods. There are two main contributions of this study. First, it presents a new conceptual and analytical framework to investigate the problem of why some high school girls do not enroll in physics coursework. This framework is grounded in the data and is comprised of three existing feminist perspectives along the liberal/radical continuum of feminist thought. Second, this study illuminates a complex set of reasons why participants avoided high school physics (particularly advanced placement physics) coursework. These reasons emerged as three broad categories related to: (a) a lack of connectedness with physics curriculum and instruction; (b) prior negative experiences with physics and math classroom climates; and (c) future academic goals and career aspirations. Taken together, the findings of this study indicate that the problem of high school girls and physics enrollment---particularly advanced placement physics enrollment---is a problem that cannot be evaluated or considered from one perspective.

An Experience Teaching an Undergraduate Level Course in Biophysics

ERIC Educational Resources Information Center

Feizabadi, Mitra Shojania

2009-01-01

The importance of including concepts, examples, and techniques from mathematics and the physical and information sciences in biology courses to fulfill the need of today's undergraduates has been the principle motivation for developing interdisciplinary biology-focused courses. Although this movement started many years ago, developing and offering…

The study of the Cognitive Development of Science Students in Introductory Level Courses.

ERIC Educational Resources Information Center

Griffiths, David H.

Investigated was the assumption that college students are fully capable, by the time they enter college, of operating at the level of formal thought. The subjects selected for this study were students in chemistry and physics courses at a state university and an inner-city community college. Each student was tested with a Piegetian task to…

Process-Oriented Guided Inquiry Learning Strategy Enhances Students’ Higher Level Thinking Skills in a Pharmaceutical Sciences Course

PubMed Central

Verlinden, Nathan; Kruger, Nicholas; Carroll, Ailey; Trumbo, Tiffany

2015-01-01

Objective. To determine if the process-oriented guided inquiry learning (POGIL) teaching strategy improves student performance and engages higher-level thinking skills of first-year pharmacy students in an Introduction to Pharmaceutical Sciences course. Design. Overall examination scores and scores on questions categorized as requiring either higher-level or lower-level thinking skills were compared in the same course taught over 3 years using traditional lecture methods vs the POGIL strategy. Student perceptions of the latter teaching strategy were also evaluated. Assessment. Overall mean examination scores increased significantly when POGIL was implemented. Performance on questions requiring higher-level thinking skills was significantly higher, whereas performance on questions requiring lower-level thinking skills was unchanged when the POGIL strategy was used. Student feedback on use of this teaching strategy was positive. Conclusion. The use of the POGIL strategy increased student overall performance on examinations, improved higher-level thinking skills, and provided an interactive class setting. PMID:25741027

Why Go Modular? A Review of Modular A-Level Mathematics.

ERIC Educational Resources Information Center

Taverner, Sally; Wright, Martin

1997-01-01

Attitudes, academic intentions, and attainment of students gaining a grade in A-level (Advanced level) mathematics were compared for those who followed a modular course and those assessed at the end of two years of study. Overall, the final grades of those assessed modularly were half a grade higher. (JOW)

Outcomes from Enabling Courses.

ERIC Educational Resources Information Center

Phan, Oanh; Ball, Katrina

The outcomes of enabling courses offered in Australia's vocational education and training (VET) sector were examined. "Enabling course" was defined as lower-level preparatory and prevocational courses covering a wide range of areas, including remedial education, bridging courses, precertificate courses, and general employment preparation…

Structuring the AP Art History Course

ERIC Educational Resources Information Center

Herscher, Walter R.

2013-01-01

While AP (Advanced Placement) Art History may be taught within the art department in many schools, social studies teachers are equally capable of teaching the course well. They have the historical background to discuss the reasons for changes in art styles. A teacher's preparation is similar to teaching a course stressing political history,…

a Cognitive Approach to Teaching a Graduate-Level Geobia Course

NASA Astrophysics Data System (ADS)

Bianchetti, Raechel A.

2016-06-01

Remote sensing image analysis training occurs both in the classroom and the research lab. Education in the classroom for traditional pixel-based image analysis has been standardized across college curriculums. However, with the increasing interest in Geographic Object-Based Image Analysis (GEOBIA), there is a need to develop classroom instruction for this method of image analysis. While traditional remote sensing courses emphasize the expansion of skills and knowledge related to the use of computer-based analysis, GEOBIA courses should examine the cognitive factors underlying visual interpretation. This current paper provides an initial analysis of the development, implementation, and outcomes of a GEOBIA course that considers not only the computational methods of GEOBIA, but also the cognitive factors of expertise, that such software attempts to replicate. Finally, a reflection on the first instantiation of this course is presented, in addition to plans for development of an open-source repository for course materials.

Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course

ERIC Educational Resources Information Center

Lee, Lina

2010-01-01

Blog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners' language competence. The study involved seventeen university students at advanced level who kept…

The ICT Level of Confidence of Course Specialists in Distance Education: The Polytechnic University of the Philippines Experience

ERIC Educational Resources Information Center

Sumande, Caroline T.; Castolo, Carmencita L.; Comendador, Benilda Eleanor V.

2016-01-01

The study addressed two questions: what is the ICT level of confidence of the course specialists handling Open University classes, and to what extent do course specialists integrated ICT applications such as word processing, electronic spread sheet, presentation software, YouTube and etc. in their OUS classes? The instruments were administered to…

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

ERIC Educational Resources Information Center

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

Multiple Levels of Cultural Bias in TESOL Course Books

ERIC Educational Resources Information Center

Sherman, John Eric

2010-01-01

This study investigates the biased treatment of non-native characters in model dialogues in current Teaching English to Speakers of Other Languages (TESOL) course books. Although a plethora of studies have been conducted on gender bias in course books, speaker bias, or labelled "nativism" here, has been largely ignored. This research addresses…

Students' Perceptions of a Twitter-Based Assignment in a Graduate-Level Instructional Technology Course

ERIC Educational Resources Information Center

Nygard, Shanda; Day, Micah; Fricke, Gretchen; Knowlton, Dave S.

2014-01-01

This article examines Twitter as an innovation to enhance student learning within an online graduate-level course. Specifically, this article includes 3 narratives from students who were charged with using Twitter as a medium for sharing photographs and accompanying analysis. Within each narrative, students' experiences and opinions are…

Online Learning: Outcomes and Satisfaction among Underprepared Students in an Upper-Level Psychology Course

ERIC Educational Resources Information Center

McDonough, Colleen; Roberts, Ramona Palmerio; Hummel, Jessamy

2014-01-01

Online learning is on the rise, but research on outcomes and student satisfaction has produced conflicting results, and systematic, targeted research on underprepared college students is generally lacking. This study compared three sections (traditional, online, and 50% hybrid) of the same upper-level psychology course, taught with identical…

The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis.

ERIC Educational Resources Information Center

Duin, Ann Hill

1998-01-01

Details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Describes how the educational culture of the Land Grant Mission flowed into efforts to create a quality learning experience. Discusses how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations…

Literary Discussions and Advanced Speaking Functions: Researching the (Dis)Connection

ERIC Educational Resources Information Center

Donato, Richard; Brooks, Frank B.

2004-01-01

This study investigated the discourse of class discussion in the advanced undergraduate Spanish literature course. Motivating this study was the need for research to determine how discussion in advanced undergraduate literature courses provides discourse opportunities to students to develop advanced language functions, as defined in the ACTFL…

Impact of the Phase 2 Infantry Advanced Leader Course (ALC)

DTIC Science & Technology

2012-07-01

as well as interpersonal skills (Baldwin & Ford, 1988; Baldwin cited in Baldwin & Ford, 1988). In a meta-analysis of 117 studies, Taylor, Russ- Eft ... tapping each of the nine competencies. Correlations were computed among the competencies at the start-/end-of-course and follow-on. These... tapping each of the seven tasks. Intercorrelations among ALC task categories were also calculated at both the start and end of the course as well as

How Do We Play the Genre Game in Preparing Students at the Advanced Undergraduate Level for Research Writing?

ERIC Educational Resources Information Center

Paxton, Moragh

2011-01-01

The study described in this article sets out to understand the barriers and affordances to successful completion of the short research thesis required in many advanced undergraduate courses or Honours programmes. In the study, the genre features of students' research projects and the criteria used to assess them were analysed and both students and…

Learning and remembering strategies of novice and advanced jazz dancers for skill level appropriate dance routines.

PubMed

Poon, P P; Rodgers, W M

2000-06-01

This study examined the influence of the challenge level of to-be-learned stimulus on learning strategies in novice and advanced dancers. In Study 1, skill-level appropriate dance routines were developed for novice and advanced jazz dancers. In Study 2, 8 novice and 9 advanced female jazz dancers attempted to learn and remember the two routines in mixed model factorial design, with one between-participants factor: skill level (novice or advanced) and two within-participants factors: routine (easy or difficult) and performance (immediate or delayed). Participants were interviewed regarding the strategies used to learn and remember the routines. Results indicated that advanced performers used atypical learning strategies for insufficiently challenging stimuli, which may reflect characteristics of the stimuli rather than the performer. The qualitative data indicate a clear preference of novice and advanced performers for spatial compatibility of stimuli and response.

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-,…

Team-teaching a current events-based biology course for nonmajors.

PubMed

Bondos, Sarah E; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news-advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by team-teaching the course, providing knowledgeable and enthusiastic lecturers for every topic while distributing the effort required to update material. Postdoctoral associates and advanced graduate students served as lecturers, providing an opportunity for them to develop their teaching skills and learn to communicate effectively with nonscientists on newsworthy topics related to their research. Laboratory tours, in-class demonstrations, and mock-ups helped lecturers convey surprisingly advanced ideas with students who lacked a strong theoretical or practical science background. A faculty member and co-coordinator administer the class, organize class activities, and mentor the speakers on teaching techniques and lecture design. Course design, lecture topics, hands-on activities, and approaches to successfully solve the difficulties inherent to team teaching are discussed. Course evaluations reflect student involvement in, and enjoyment of, the class. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

An investigation of bacterial protein interactions as a primary research project in a sophomore-level molecular biology course.

PubMed

Cardinale, Jean A

2011-01-01

Longer term research activities that may be incorporated in undergraduate courses are a powerful tool for promoting student interest and learning, developing cognitive process skills, and allowing undergraduates to experience real research activities in which they may not otherwise have the opportunity to participate. The challenge to doing so in lower-level courses is that students may have not fully grasped the scientific concepts needed to undertake such research endeavors, and that they may be discouraged if activities are perceived to be too challenging. The paper describes how a bacterial protein:protein interaction detection system was adapted and incorporated into the laboratory component of a sophomore-level Molecular Cell Biology course. The project was designed to address multiple learning objectives connecting course content to the laboratory activities, as well as teach basic molecular biology laboratory skills and procedures in the context of a primary research activity. Pre- and posttesting and student surveys both suggest that the laboratory curriculum resulted in significant learning gains, as well as being well received and valued by the students.

The Mole. Independent Learning Project for Advanced Chemistry (ILPAC). Unit S1.

ERIC Educational Resources Information Center

Inner London Education Authority (England).

This unit on the mole is one of 10 first year units produced by the Independent Learning Project for Advanced Chemistry (ILPAC). The unit, designed to help students consolidate some of the ideas about the mole learned in previous courses, consists of two levels. The first level focuses on: (1) relative mass; (2) the concept of the mole as the unit…

Compendium: Graduate student papers on advanced surface transportation systems, 1998

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

NONE

1998-08-01

This document is the culmination of the eighth offering of an innovative transportation engineering graduate course at Texas A and M University entitled, Advanced Surface Transportation Systems. The eighth offering of the course was presented during the summer 1998 term. As part of the course, a mentors program provides students with unique learning experiences. Six top-level transportation professionals from private enterprise and departments of transportation, who are leaders in their field and who have extensive experience with intelligent transportation systems, were invited to Texas A and M University to present a 1 1/2-day symposium on advanced surface transportation systems atmore » the beginning of the summer term. Immediately following the symposium, the students enrolled in the course participated in a forum and a workshop with the transportation professionals and course instructor. Each students had discussions with the transportation professionals and the course instructor to identify a topic area for a term paper. Based on mutual interests, each student was assigned to one of the professionals who served as a mentor (along with the course instructor) for the remainder of the summer term. Each student worked with his/her mentor and course instructor to identify a topic area and objectives for a term paper. In addition to discussions with the course instructor, the students (communicating via telephone, fax, e-mail, and mail) worked directly with the mentors throughout the term while preparing their term papers. The mentors returned to the Texas A and M University campus near the end of the summer term to hear and critique the students` presentations.« less

Teaching a Course about the Space Telescope.

ERIC Educational Resources Information Center

Page, Thornton

1983-01-01

"Astronomy with the Space Telescope" is a course designed to show scientists/engineers how this instrument can make important advances in astrophysics, planetology, and geophysics. A description of the course (taught to 11 students working for the National Aeronautics and Space Administration) and sample student paper on black holes are…

Mining Careers. Instructor's Manual and Student's Basic Course of Study. Recommended Courses for Entry Level Miner, General Inside Laborer, Timber Framer, Face Worker.

ERIC Educational Resources Information Center

Admiral Peary Area Vocational-Technical School, Ebensburg, PA.

Guides for organizing and individualizing three courses of study for job training in the mining careers of entry level miner, general inside laborer/timber framer, and faceman are presented in this manual. Introductory information includes (1) suggestions for utilizing, modifying, or customizing materials (task sheets) in the manual to suit…

The Association of Levels of and Decline in Grip Strength in Old Age with Trajectories of Life Course Occupational Position.

PubMed

Kröger, Hannes; Fritzell, Johan; Hoffmann, Rasmus

2016-01-01

The study of the influence of life course occupational position (OP) on health in old age demands analysis of time patterns in both OP and health. We study associations between life course time patterns of OP and decline in grip strength in old age. We analyze 5 waves from the Survey of Health Ageing and Retirement in Europe (n = 5108, ages 65-90). We use a pattern-mixture latent growth model to predict the level and decline in grip strength in old age by trajectory of life course OP. We extend and generalize the structured regression approach to establish the explanatory power of different life course models for both the level and decline of grip strength. Grip strength declined linearly by 0.70 kg (95% CI -0.74;-0.66) for men and 0.42 kg (95% CI -0.45;-0.39) for women per year. The level of men's grip strength can best be explained by a critical period during midlife, with those exposed to low OP during this period having 1.67 kg (95% CI -2.33;-1.00) less grip strength. These differences remain constant over age. For women, no association between OP and levels of or decline in grip strength was found. Men's OP in midlife seems to be a critical period for the level of grip strength in old age. Inequalities remain constant over age. The integration of the structured regression approach and latent growth modelling offers new possibilities for life course epidemiology.

Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

ERIC Educational Resources Information Center

de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

ERIC Educational Resources Information Center

Ziegler, Brittany; Montplaisir, Lisa

2014-01-01

Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest…

Business Education Course Descriptions. Course Descriptions for the Improvement of Business Education.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Education, Oklahoma City.

Course descriptions are provided for 22 courses in the area of business education. Each description contains the following information: purpose, course objectives, outline of course content, list of optional topics, recommended types of evaluation, prerequisites, areas of interest, and curriculum sequence (grade level at which it should be…

Courses on the Beauty of Mathematics: Our Version of General Education Mathematics Courses

ERIC Educational Resources Information Center

Rash, Agnes M.; Fillebrown, Sandra

2016-01-01

This article describes various courses designed to incorporate mathematical proofs into courses for non-math and non-science majors. These courses, nicknamed "math beauty" courses, are designed to discuss one topic in-depth rather than to introduce many topics at a superficial level. A variety of courses, each requiring students to…

Developmental Education and Its Relationship to Academic Success in College Level Courses at a Suburban Community College in Kansas

ERIC Educational Resources Information Center

Cole, Lisa M.

2014-01-01

This study evaluated the effectiveness of developmental math, English, and reading courses by evaluating the success of students in the corresponding college-level math, English, and reading course. This study analyzed select student characteristics (sex, ethnicity, age, socioeconomic status) or student developmental education status as predictors…

Number of Schools Offering AP Falls after First Audit of Courses

ERIC Educational Resources Information Center

Cech, Scott J.

2007-01-01

This article reports the findings of the first audit of Advanced Placement (AP) courses. One of the more striking effects of the audit, the results of which were released recently by the College Board, was a steep drop in the number of schools offering Advanced Placement courses. After more than 30 years of steady growth, the number of schools…

Female and Male Modes of Rhetoric in an Advanced Composition Course.

ERIC Educational Resources Information Center

Lamb, Catherine E.

A college composition course based on teaching the difference between male and female modes of rhetoric offers advantages over the traditional course in reference, persuasive, and expressive discourse: the appeal to student emotion provided by the terms "female" and "male," and the clarity of the terms in delineating the…

Occupational Component. 26-Level Courses. Teacher Resource Manual. Integrated Occupational Program. Interim-1991: Curriculum.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Branch.

This planning and instructional manual is designed to assist teachers in implementing the 20 10-credit-hour courses that make up the 26-level occupational component of the Integrated Occupational Program (IOP) in Alberta, Canada. (The IOP was developed to assist students who experience difficulties in secondary education and to help students make…

How Do Pharmacists Develop into Advanced Level Practitioners? Learning from the Experiences of Critical Care Pharmacists.

PubMed

Seneviratne, Ruth E; Bradbury, Helen; Bourne, Richard S

2017-07-07

The national UK standards for critical care highlight the need for clinical pharmacists to practise at an advanced level (equivalent to Royal Pharmaceutical Society, Great Britain, Faculty Advanced Stage II (MFRPSII)) and above. Currently the UK is unable to meet the workforce capacity requirements set out in the national standards in terms of numbers of pharmacist working at advanced level and above. The aim of this study was to identify the strategies, barriers and challenges to achieving Advanced Level Practice (ALP) by learning from the experiences of advanced level critical care pharmacists within the UK. Eight participants were recruited to complete semi-structured interviews on their views and experiences of ALP. The interviews were analysed thematically and three overarching themes were identified; support, work-based learning and reflective practice. The results of this study highlight that to increase the number of MFRPSII level practitioners within critical care support for their ALP development is required. This support involves developing face-to-face access to expert critical care pharmacists within a national training programme. Additionally, chief pharmacists need to implement drivers including in house mentorship and peer review programmes and the need to align job descriptions and appraisals to the Royal Pharmaceutical Society, Great Britain, Advanced Practice Framework (APF).

How Do Pharmacists Develop into Advanced Level Practitioners? Learning from the Experiences of Critical Care Pharmacists

PubMed Central

Seneviratne, Ruth E.; Bradbury, Helen

2017-01-01

The national UK standards for critical care highlight the need for clinical pharmacists to practise at an advanced level (equivalent to Royal Pharmaceutical Society, Great Britain, Faculty Advanced Stage II (MFRPSII)) and above. Currently the UK is unable to meet the workforce capacity requirements set out in the national standards in terms of numbers of pharmacist working at advanced level and above. The aim of this study was to identify the strategies, barriers and challenges to achieving Advanced Level Practice (ALP) by learning from the experiences of advanced level critical care pharmacists within the UK. Eight participants were recruited to complete semi-structured interviews on their views and experiences of ALP. The interviews were analysed thematically and three overarching themes were identified; support, work-based learning and reflective practice. The results of this study highlight that to increase the number of MFRPSII level practitioners within critical care support for their ALP development is required. This support involves developing face-to-face access to expert critical care pharmacists within a national training programme. Additionally, chief pharmacists need to implement drivers including in house mentorship and peer review programmes and the need to align job descriptions and appraisals to the Royal Pharmaceutical Society, Great Britain, Advanced Practice Framework (APF). PMID:28970450

The Effects of Guided Discussion on Math Anxiety Levels, Course Performance, and Retention in a College Algebra Internet Class

ERIC Educational Resources Information Center

Emig, Christa

2009-01-01

The study sought to test the hypotheses that effective, guided discussions that facilitate meaningful dialogue about math anxiety would reduce levels of math anxiety in college algebra students, and would enhance course performance and course retention at a large community college in South Texas. The study was quantitative with a qualitative…

Advanced Placement U.S. History and the Application of Social Justice

ERIC Educational Resources Information Center

Curry, Katherine A.; Sabina, Lou L.; Loffi, Jon

2016-01-01

Recent changes to Advanced Placement U.S. History have sparked a national debate concerning goals and purposes of college level history courses. Critics suggest that the revisions result in a national curriculum that promotes a revisionist history perspective. Defenders claim that revisions are an important step in preparing students for 21st…

An Experiential Research-Focused Approach: Implementation in a Nonlaboratory-Based Graduate-Level Analytical Chemistry Course

ERIC Educational Resources Information Center

Toh, Chee-Seng

2007-01-01

A project is described which incorporates nonlaboratory research skills in a graduate level course on analytical chemistry. This project will help students to grasp the basic principles and concepts of modern analytical techniques and also help them develop relevant research skills in analytical chemistry.

[Organization of anesthesia management and advanced life support at military medical evacuation levels].

PubMed

Shchegolev, A V; Petrakov, V A; Savchenko, I F

2014-07-01

Anesthesia management and advanced life support for the severely wounded personnel at military medical evacuation levels in armed conflict (local war) is time-consuming and resource-requiring task. One of the mathematical modeling methods was used to evaluate capabilities of anesthesia and intensive care units at tactical level. Obtained result allows us to tell that there is a need to make several system changes of the existing system of anesthesia management and advanced life support for the severely wounded personnel at military medical evacuation levels. In addition to increasing number of staff of anesthesiology-critical care during the given period of time another solution should be the creation of an early evacuation to a specialized medical care level by special means while conducting intensive monitoring and treatment.

The Course Development Plan: Macro-Level Decisions and Micro-Level Processes

ERIC Educational Resources Information Center

Franker, Karen; James, Dennis

2016-01-01

A key step in distance learning project management is the creation of a course development plan. The plan should account for decisions related to materials, curriculum, delivery methods, staffing, technology applications, resources, reporting lines, and project management--issues that may require administrator involvement and support, particularly…

Investigating Developmental and College-Level Course Enrollment and Passing before and after Florida's Developmental Education Reform. REL 2017-203

ERIC Educational Resources Information Center

Hu, Shouping; Park, Toby J.; Woods, Chenoa S.; Tandberg, David A.; Richard, Keith; Hankerson, Dava

2016-01-01

Developmental education courses in college--defined as classes taken in college that are below college level (Bautsch, 2013)--have come under increased scrutiny in recent years. Concerns focus on the large number of students enrolled in developmental education courses, the high cost of providing them, and the low success rates among students who…

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…

A Survey Transition Course

ERIC Educational Resources Information Center

Johnston, William; McAllister, Alex M.

2012-01-01

Successful outcomes for a "Transition Course in Mathematics" have resulted from two unique design features. The first is to run the course as a "survey course" in mathematics, introducing sophomore-level students to a broad set of mathematical fields. In this single mathematics course, undergraduates benefit from an introduction of proof…

Reflective Pedagogy: The Integration of Methodology and Subject-Matter Content in a Graduate-Level Course

ERIC Educational Resources Information Center

Jakeman, Rick C.; Henderson, Markesha M.; Howard, Lionel C.

2017-01-01

This article presents a critical reflection on how we, instructors of a graduate-level course in higher education administration, sought to integrate theoretical and subject-matter content and research methodology. Our reflection, guided by autoethnography and teacher reflection, challenged both our assumptions about curriculum design and our…

Development of Research Professionalism in Advanced Undergraduate and Beginning Graduate Students. Working Papers.

ERIC Educational Resources Information Center

Mitchell, John J.

The paper describes an individualized approach to teaching social science research methodology. The approach is intended to make psychology research in college level courses an exciting and rewarding experience for advanced undergraduate and graduate students. Advantages of this approach over more traditional approaches include that it requires…

COURSE OUTLINE AND TEACHING GUIDE FOR ADVANCED STANDING ENGLISH II.

ERIC Educational Resources Information Center

THOMPSON, PHILLIP

THE ADVANCED STANDING PROGRAM IN ENGLISH IS DESIGNED TO PREPARE SELECTED STUDENTS FOR THE ADVANCED PLACEMENT CLASSES, WHICH ARE EQUIVALENT OF COLLEGE FRESHMAN ENGLISH, IN HIGH SCHOOL. WHILE KEEPING ADVANCED PLACEMENT NEEDS IN MIND, EMPHASIS IN CURRICULUM IS PLACED ON THE MORE IMPORTANT GOAL OF BETTER COLLEGE PREPARATION IN ENGLISH. THE ADVANCED…

Do the Low Levels of Reading Course Material Continue? An Examination in a Forensic Psychology Graduate Program

ERIC Educational Resources Information Center

Clump, Michael A.; Doll, Jason

2007-01-01

Clump, Bauer, and Bradley (2004) and Burchfield and Sappington (2000) previously found extremely low levels of reading in undergraduate psychology courses. The current study investigated whether these low levels of reading are also found with graduate students, or if this value is altered by only investigating individuals who show continued…

Incorporating Cultural Diversity into an Advanced Speech Communication Course in Listening Using an "Attribution Training" Activity.

ERIC Educational Resources Information Center

Ostermeier, Terry H.

A junior-senior level course in listening focuses on a 2- to 3-day unit on examining communication and cultural diversity. In this unit, the primary element is an activity involving student participation, and the major theme of this activity is cultural values and norms. Attribution training, a technique designed to teach persons from one culture…

Technology readiness levels for advanced nuclear fuels and materials development

DOE PAGES

Carmack, W. J.; Braase, L. A.; Wigeland, R. A.; ...

2016-12-23

The Technology Readiness Level (TRL) process is used to quantitatively assess the maturity of a given technology. It was pioneered by the National Aeronautics and Space Administration (NASA) in the 1980s to develop and deploy new systems for space applications. The process was subsequently adopted by the Department of Defense (DoD) to develop and deploy new technology and systems for defense applications as well as the Department of Energy (DOE) to evaluate the maturity of new technologies in major construction projects. Advanced nuclear fuels and materials development is a critical technology needed for improving the performance and safety of currentmore » and advanced reactors, and ultimately closing the nuclear fuel cycle. Because deployment of new nuclear fuel forms requires a lengthy and expensive research, development, and demonstration program, applying the TRL concept to the advanced fuel development program is very useful as a management, communication and tracking tool. Furthermore, this article provides examples regarding the methods by which TRLs are currently used to assess the maturity of nuclear fuels and materials under development in the DOE Fuel Cycle Research and Development (FCRD) Program within the Advanced Fuels Campaign (AFC).« less

Technology readiness levels for advanced nuclear fuels and materials development

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

Carmack, W. J.; Braase, L. A.; Wigeland, R. A.

The Technology Readiness Level (TRL) process is used to quantitatively assess the maturity of a given technology. It was pioneered by the National Aeronautics and Space Administration (NASA) in the 1980s to develop and deploy new systems for space applications. The process was subsequently adopted by the Department of Defense (DoD) to develop and deploy new technology and systems for defense applications as well as the Department of Energy (DOE) to evaluate the maturity of new technologies in major construction projects. Advanced nuclear fuels and materials development is a critical technology needed for improving the performance and safety of currentmore » and advanced reactors, and ultimately closing the nuclear fuel cycle. Because deployment of new nuclear fuel forms requires a lengthy and expensive research, development, and demonstration program, applying the TRL concept to the advanced fuel development program is very useful as a management, communication and tracking tool. Furthermore, this article provides examples regarding the methods by which TRLs are currently used to assess the maturity of nuclear fuels and materials under development in the DOE Fuel Cycle Research and Development (FCRD) Program within the Advanced Fuels Campaign (AFC).« less

Advanced Electronics. Curriculum Development. Bulletin 1778.

ERIC Educational Resources Information Center

Eppler, Thomas

This document is a curriculum guide for a 180-hour course in advanced electronics for 11th and 12th grades that has four instructional units. The instructional units are orientation, discrete components, integrated circuits, and electronic systems. The document includes a course flow chart; a two-page section that describes the course, lists…

Mathematics in Literature and Cinema: An Interdisciplinary Course

ERIC Educational Resources Information Center

Chabrán, H. Rafael; Kozek, Mark

2016-01-01

We describe our team-taught, interdisciplinary course "Numb3rs in Lett3rs & Fi1ms: Mathematics in Literature and Cinema," which explores mathematics in the context of modern literature and cinema. Our goal with this course is to advance collaborations between mathematics and the written/theatre-based creative arts.

Where Should We Go With Advanced Placement?

NASA Astrophysics Data System (ADS)

Lichten, William

2001-04-01

This is a review of the Advanced Placement (AP)Program. In disagreement with claims of the College Board, there is firm evidence that the average test performance level has dropped. The College Board's scale and claims for AP qualification disagree seriously with college standards. A majority of tests taken do not qualify. It appears that "advanced placement" is coming closer to "placement." This paper recommends that the College Board's policy, which previously has concentrated on the numbers of participants, should include an emphasis on student performance and program quality. AP could accomplish its goal of reaching a wider range of students by changing along the lines followed in college introductory physics courses: multiple tracks.

Investigating the Group-Level Impact of Advanced Dual-Echo fMRI Combinations

PubMed Central

Kettinger, Ádám; Hill, Christopher; Vidnyánszky, Zoltán; Windischberger, Christian; Nagy, Zoltán

2016-01-01

Multi-echo fMRI data acquisition has been widely investigated and suggested to optimize sensitivity for detecting the BOLD signal. Several methods have also been proposed for the combination of data with different echo times. The aim of the present study was to investigate whether these advanced echo combination methods provide advantages over the simple averaging of echoes when state-of-the-art group-level random-effect analyses are performed. Both resting-state and task-based dual-echo fMRI data were collected from 27 healthy adult individuals (14 male, mean age = 25.75 years) using standard echo-planar acquisition methods at 3T. Both resting-state and task-based data were subjected to a standard image pre-processing pipeline. Subsequently the two echoes were combined as a weighted average, using four different strategies for calculating the weights: (1) simple arithmetic averaging, (2) BOLD sensitivity weighting, (3) temporal-signal-to-noise ratio weighting and (4) temporal BOLD sensitivity weighting. Our results clearly show that the simple averaging of data with the different echoes is sufficient. Advanced echo combination methods may provide advantages on a single-subject level but when considering random-effects group level statistics they provide no benefit regarding sensitivity (i.e., group-level t-values) compared to the simple echo-averaging approach. One possible reason for the lack of clear advantages may be that apart from increasing the average BOLD sensitivity at the single-subject level, the advanced weighted averaging methods also inflate the inter-subject variance. As the echo combination methods provide very similar results, the recommendation is to choose between them depending on the availability of time for collecting additional resting-state data or whether subject-level or group-level analyses are planned. PMID:28018165

Rewriting in Advanced Composition.

ERIC Educational Resources Information Center

Stone, William B.

A college English instructor made an informal comparison of rewriting habits of students in a freshman composition course and two advanced composition courses. Notes kept on student rewriting focused on this central question: given peer and instructor response to their papers and a choice as to what and how to rewrite, what will students decide to…

Exploding the Hierarchical Fallacy: The Significance of Foundation-Level Courses

ERIC Educational Resources Information Center

Maimon, Elaine P.

2017-01-01

Reform in American higher education depends on recognizing freshman courses as the foundation of higher-order thinking and learning. These courses must be recognized for their intellectual significance and their inherent possibilities for multi-disciplinary scholarship. The Maimon Hierarchical Fallacy is a phrase coined by Elaine Maimon to refer…

Transforming the Online Course

NASA Astrophysics Data System (ADS)

Horodyskyj, L.; Ben-Naim, D.; Semken, S. C.; Anbar, A. D.

2013-12-01

Traditional large lecture classes are fundamentally passive and teacher-centered. Most existing online courses are as well, including massive open online courses (MOOCs). Research tells us that this mode of instruction is not ideal for student learning. However, the unique attributes of the online environment have thus far been mostly underutilized. We hypothesize that new tools and the innovative curricula they enable can foster greater student engagement and enhance learning at large scale. To test this hypothesis, over the past three years, Arizona State University developed and offered "Habitable Worlds", an online-only astrobiology lab course. The course curriculum is based on the Drake Equation, which integrates across disciplines. The course pedagogy is organized around a term-long, individualized, game-inspired project in which each student must find and characterize rare habitable planets in a randomized field of hundreds of stars using concepts learned in the course. The curriculum allows us to meaningfully integrate concepts from Earth, physical, life, and social sciences in order to address questions related to the possibility of extraterrestrial life. The pedagogy motivates students to master concepts, which are taught through interactive and adaptive inquiry-driven tutorials, featuring focused feedback and alternative pathways that adjust to student abilities, built using an intelligent tutoring system (Smart Sparrow's Adaptive eLearning Platform - AeLP). Through the combination of the project and tutorials, students construct knowledge from experience, modeling the authentic practice of science. Because the tutorials are self-grading, the teaching staff is free to dedicate time to more intense learner-teacher interactions (such as tutoring weaker students or guiding advanced students towards broader applications of the concepts), using platforms like Piazza and Adobe Connect. The AeLP and Piazza provide robust data and analysis tools that allow us to

The relative role of "A" level chemistry, physics and biology in the medical course.

PubMed

Tomilson, R W; Clack, G B; Pettingale, K W; Anderson, J; Ryan, K C

1977-03-01

The performance of 209 students in the 2nd MBBS, first clinical year and final MBBS examinations has been compared retrospectively with their grades in chemistry, physics and biology at "A" level. The mean grade has also been determined for students from different social classes and secondary education. Significant differences in marks for biology were found between successful and not so successful students, especially in the pre-clinical part of the course. Significnat differences in marks and significant correlations were also found for physics but not to any great extent for chemistry. The relative role of these three basic sciences in the medical course is discussed. The suggestion is made that there is a need for a re-appraisal of the privleged position of chemistry and an unquestioned science requirement for entry to medical school.

Do we need animal hands-on courses for transplantation surgery?

PubMed

Golriz, Mohammad; Hafezi, Mohammadreza; Garoussi, Camelia; Fard, Nassim; Arvin, Jalal; Fonouni, Hamidreza; Nickkholgh, Arash; Kulu, Yakob; Frongia, Giovani; Schemmer, Peter; Mehrabi, Arianeb

2013-01-01

Transplantation surgery requires many years of training. This study evaluates and presents the results of our recent four-yr animal hands-on courses of transplantation surgery on participants' training. Since 2008, five two-d hands-on courses of transplantation surgery were performed on swine models at our department. Sixty-one participants were asked to answer three questionnaires (pre-course, immediate post-course, subsequent post-course). The questions pertained to their past education, expectations, and evaluation of our courses, as well as our course's effectiveness in advancing their surgical abilities. The results were analyzed, compared and are presented herein. On average, 1.8 multiorgan procurements, 2.3 kidney, 1.5 liver, and 0.7 pancreas transplantations were performed by each participant. 41.7% of participants considered their previous practical training only satisfactory; 85% hoped for more opportunities to practice surgery; 73.3% evaluated our courses as very good; and 95.8% believed that our courses had fulfilled their expectations. 66% found the effectiveness of our course in advancing their surgical abilities very good; 30% good, and 4% satisfactory. Animal hands-on courses of transplantation surgery are one of the best options to learn and practice different operations and techniques in a near to clinical simulated model. Regular participation in such courses with a focus on practical issues can provide optimal opportunities for trainees with the advantage of direct mentoring and feedback. © 2013 John Wiley & Sons A/S.

Environmental Studies and Environmental Science at GCE '0' and 'A' Level.

ERIC Educational Resources Information Center

Gayford, Christopher G.

1983-01-01

Reports on environmental studies/science at General Certificate of Examination (GCE) ordinary ("0") and advanced ("A") levels. Questionnaires were used to survey teachers (focusing on their professional training and why they teach environmental studies/science courses) and to determine the relationship between environmental…

Flipping the Classroom and Instructional Technology Integration in a College-Level Information Systems Spreadsheet Course

ERIC Educational Resources Information Center

Davies, Randall S.; Dean, Douglas L.; Ball, Nick

2013-01-01

The purpose of this research was to explore how technology can be used to teach technological skills and to determine what benefit "flipping" the classroom might have for students taking an introductory-level college course on spreadsheets in terms of student achievement and satisfaction with the class. A pretest posttest…

Students' Adoption of Course-Specific Approaches to Learning in Two Parallel Courses

ERIC Educational Resources Information Center

Öhrstedt, Maria; Lindfors, Petra

2016-01-01

Research on students' adoption of course-specific approaches to learning in parallel courses is limited and inconsistent. This study investigated second-semester psychology students' levels of deep, surface and strategic approaches in two courses running in parallel within a real-life university setting. The results showed significant differences…

Exploring Queer Pedagogies in the College-Level YA Literature Course

ERIC Educational Resources Information Center

Bach, Jacqueline

2016-01-01

One place to start understanding how pre-service teachers learn about contemporary young adult (YA) literature, especially those works that feature lesbian, gay, bisexual, transgender, questioning (LGBTQ) and gender identity themes and characters, is through an examination of the YA literature course--a course many pre-service teachers take as…

Simulated Trauma and Resuscitation Team Training course-evolution of a multidisciplinary trauma crisis resource management simulation course.

PubMed

Gillman, Lawrence M; Brindley, Peter; Paton-Gay, John Damian; Engels, Paul T; Park, Jason; Vergis, Ashley; Widder, Sandy

2016-07-01

We previously reported on a pilot trauma multidisciplinary crisis resource course titled S.T.A.R.T.T. (Simulated Trauma and Resuscitative Team Training). Here, we study the course's evolution. Satisfaction was evaluated by postcourse survey. Trauma teams were evaluated using the Ottawa global rating scale and an Advanced Trauma Life Support primary survey checklist. Eleven "trauma teams," consisting of physicians, nurses, and respiratory therapists, each completed 4 crisis simulations over 3 courses. Satisfaction remained high among participants with overall mean satisfaction being 4.39 on a 5-point Likert scale. As participants progressed through scenarios, improvements in global rating scale scores were seen between the 1st and 4th (29.8 vs 36.1 of 42, P = .022), 2nd and 3rd (28.2 vs 34.6, P = .017), and 2nd and 4th (28.2 vs 36.1, P = .003) scenarios. There were no differences in Advanced Trauma Life Support checklist with mean scores for each scenario ranging 11.3 to 13.2 of 17. The evolved Simulated Trauma and Resuscitative Team Training curriculum has maintained high participant satisfaction and is associated with improvement in team crisis resource management skills over the duration of the course. Copyright © 2015 Elsevier Inc. All rights reserved.

Project T.E.A.M. (Technical Education Advancement Modules). Advanced Statistical Process Control.

ERIC Educational Resources Information Center

Dunlap, Dale

This instructional guide, one of a series developed by the Technical Education Advancement Modules (TEAM) project, is a 20-hour advanced statistical process control (SPC) and quality improvement course designed to develop the following competencies: (1) understanding quality systems; (2) knowing the process; (3) solving quality problems; and (4)…

Massive Open Online Courses (MOOCs) for Physics - and for You?

NASA Astrophysics Data System (ADS)

Pritchard, David E.

2014-03-01

We will describe several of the currently available Massive Open Online Courses in Physics-the topics, level, author, and special features of each. Then we will discuss the interesting demographics of the students taking them, presenting evidence showing that students of widely different initial skills and students of all major demographic groups learn at least as much conceptual knowledge as students in a traditional classroom. We will present MOOC research on student habits, use of eTexts and other resources, and indicate what resources impart measured learning. We'll describe a collectivistic MOOC where you can help develop instructional and assessment resources that will be in a library for future use by you and other teachers. Many of these resources are designed for blending with on-campus introductory courses in college or Advanced Placement courses in High School. They will ultimately be displayed in a searchable library with lots of useful information from which you can assemble your own course in the free and open edX.org platform (or simply download them for in-class use). We Acknowledge support from NSF, a Google Faculty Award, and MIT.

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

Utilizing Service Learning in a College-Level Human Sexuality Course

ERIC Educational Resources Information Center

Jenkins, Dusty D.

2017-01-01

Implementing service learning into college courses has been shown to have positive benefits for both students and community members; however, service learning has not been largely evaluated in the literature on human sexuality courses. Thus, the purpose of the current study was to design, implement, and evaluate a service learning project in a…

Advanced Metals (Industrial Arts) Curriculum Guide. Bulletin 1750.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains materials for a 13-unit course in advanced metals, the second metals course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A two-page course overview provides a brief course description; indicates…

Advanced biologically plausible algorithms for low-level image processing

NASA Astrophysics Data System (ADS)

Gusakova, Valentina I.; Podladchikova, Lubov N.; Shaposhnikov, Dmitry G.; Markin, Sergey N.; Golovan, Alexander V.; Lee, Seong-Whan

1999-08-01

At present, in computer vision, the approach based on modeling the biological vision mechanisms is extensively developed. However, up to now, real world image processing has no effective solution in frameworks of both biologically inspired and conventional approaches. Evidently, new algorithms and system architectures based on advanced biological motivation should be developed for solution of computational problems related to this visual task. Basic problems that should be solved for creation of effective artificial visual system to process real world imags are a search for new algorithms of low-level image processing that, in a great extent, determine system performance. In the present paper, the result of psychophysical experiments and several advanced biologically motivated algorithms for low-level processing are presented. These algorithms are based on local space-variant filter, context encoding visual information presented in the center of input window, and automatic detection of perceptually important image fragments. The core of latter algorithm are using local feature conjunctions such as noncolinear oriented segment and composite feature map formation. Developed algorithms were integrated into foveal active vision model, the MARR. It is supposed that proposed algorithms may significantly improve model performance while real world image processing during memorizing, search, and recognition.

Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

ERIC Educational Resources Information Center

Folds, Lea D.; Tanner, C. Kenneth

2014-01-01

The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in…

Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course.

PubMed

Goldberg, Lynette R; Bell, Erica; King, Carolyn; O'Mara, Ciaran; McInerney, Fran; Robinson, Andrew; Vickers, James

2015-03-26

The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate "Ask an Expert" discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (χ(2) = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p <0.001). The high completion rate and level of engagement of participants across a broad spectrum of levels of

The effects of supplemental instruction (SI) on student performance in a college-level biology course

NASA Astrophysics Data System (ADS)

Fest, Brenda Joyce Rowland

1999-10-01

This experimental study examined the effects of participation in a Supplemental Instruction (SI) program on student performance in a college level biology course. SI is an academic support program which incorporates study techniques into the framework of an academic course through discussion sessions. According to Blanc, DeBuhr, and Martin (1983) and Kenney (1988), students who experienced Supplemental Instruction had higher course grades, semester grade point averages, and rates of re-enrollment than did non-participants. The present study was conducted within the scheduled discussion sections of a large lecture class of biology for science majors (n = 135). The researcher and another graduate student conducted these discussion sessions in which half of the sections served as the SI treatment group and half of the sections served as the non-SI (traditional) control group. This design eliminated both time on task and motivation as potential contaminating variables. This posttest only, quasi-experimental design study uses a modified nonequivalent control group design. The academic performance of students who participated in SI discussion sessions was compared to the academic performance of students who participated in traditional review-type discussion sessions. Other research questions examined the interactive effect of SI on student performance with respect to SI leader experience, student ability level as measured by total SAT scores, previous academic success as measured by previous college GPA, and different cognitive level of examination questions. t-test and ANOVA statistical methods were used to analyze the data. The results of the t-tests to compare the means of the SI group to the non-SI group (p < .458) do not indicate any significant difference in the semester course scores between the two groups. Thus, the data did not show an overall effect of SI on student performance. The most important results obtained from this study are those with respect to the

Negotiation Training Courses for Natural Resource Professionals

USGS Publications Warehouse

Burkardt, Nina; Swann, M. Earlene; Walters, Katherine

2006-01-01

FORT's Policy Analysis and Science Assistance Branch (PASA) has been conducting and publishing research on multi-party natural resource negotiation since the 1980s. This research has led to the development of basic and advanced negotiation training courses. Each course is two-and-a-half days. Both courses are a mix of lecture, hands-on training, and discussion. Please join us and other natural resource professionals facing similar problems and share your experiences. Come prepared to candidly discuss examples of successes to embrace, stalemates to recognize, and pitfalls to avoid in natural resource negotiations.

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

ERIC Educational Resources Information Center

Boatman, Angela; Long, Bridget Terry

2011-01-01

This Brief summarizes a study that addresses the impact of remedial and developmental courses on students with a range of levels of preparedness. Using longitudinal data from Tennessee, the authors estimate the effects of placement into varying levels of mathematics, reading, and writing courses for students attending public two- and four-year…

Defense Language Institute Russian Basic Course. Volumes XXVIII, Lessons 131-140. Volume XXX, Lessons 151-159.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

The 19 lessons in these two volumes are intended for the advanced phase of a 159-lesson intensive audiolingual basic Russian course developed recently by the Defense Language Institute to train native speakers of English to a Level 3 second language proficiency. These third and fifth volumes contain such features as (1) texts on the Russian Civil…

How Course Portfolios Can Advance the Scholarship and Practice of Management Teaching

ERIC Educational Resources Information Center

New, J. Randolph; Clawson, James G.; Coughlan, Richard S.; Hoyle, Joe Ben

2008-01-01

The authors believe the development, peer review, and sharing of course portfolios can significantly improve the scholarship and teaching of management. To make this case, they provide background information about course portfolios, including origins, defining features, purposes, and potential benefits. They then identify actual portfolio projects…

Tools and Methods for Teaching Informatics at School: An Advanced Logo Course.

ERIC Educational Resources Information Center

Nikolov, Rumen

1992-01-01

Describes a course in educational informatics for preservice teachers and students in educational software development that emphasizes the use of LOGO, and summarizes course modules that cover tools and methods for teaching informatics, informatics curriculum design, introducing the basic notions of informatics, integrating informatics into the…

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…

Advanced Competitive Forensics, Speech: 5115.130

ERIC Educational Resources Information Center

Miller, Harriett P.

An advanced speech course, structured around individual needs of students with some experience in interscholastic competition is outlined. Individual interests and skills development in interpretative speaking, original oratory, extemporaneous speaking, and legislative debate are pursued. Presented are: Performance Objectives; Course Content;…

Social Relationships and Health Behavior Across Life Course

PubMed Central

Umberson, Debra; Crosnoe, Robert; Reczek, Corinne

2011-01-01

Sociological theory and research point to the importance of social relationships in affecting health behavior. This work tends to focus on specific stages of the life course, with a division between research on childhood/adolescent and adult populations. Yet recent advances demonstrate that early life course experiences shape health outcomes well into adulthood. We synthesize disparate bodies of research on social ties and health behavior throughout the life course, with attention to explaining how various social ties influence health behaviors at different life stages and how these processes accumulate and reverberate throughout the life course. PMID:21921974

The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

ERIC Educational Resources Information Center

Nathanson, Craig; Paulhus, Delroy L.; Williams, Kevin M.

2004-01-01

Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between…

Problems with the rush toward advanced physics in high schools

NASA Astrophysics Data System (ADS)

Gollub, Jerry

2003-04-01

The Advanced Placement (AP) Program has a major impact on the physics experience of many high school students. It affects admission to college, course choices and performance in college, and subsequent career decisions. A study committee of the National Research Council published a review of these programs in 2002, and concluded that while the program has many positive features, important problems need to be addressed. [1] The programs are not currently consistent with what we have learned about student learning from cognitive research. Students are often poorly prepared for AP courses, because of lack of coordination within schools. The Physics AP-B (non-calculus) program is too broad to allow most high school students to achieve an adequate level of conceptual understanding. Participation by minority students in these programs is far below that of other students. The AP exams need to be re-evaluated to insure that they actually measure conceptual understanding and complex reasoning. The AP exams are sometimes used inappropriately to rate teachers or schools. College and high school courses are poorly coordinated, with the result that students often take an introductory physics survey as many as three times. Policies on college credit for AP courses differ widely. These problems cannot be fixed by the College Board alone. [1] Jerry P. Gollub and Robin Spital, "Advanced Physics in the High Schools", Physics Today, May 2002.

Evaluation of the Aviation Warrant Officer Advanced Course.

DTIC Science & Technology

1980-08-01

were reviewed to ascertain if any particular areas or subject blocks presented problems which should be investigated. (3) The Aviation Center Training...Analysis and Assistance Team (ACTAAT) Report revealed no trends/ problems relating to the AWOAC. (6) A review of course critiques from the previous class...explain what PET is and why it is important for leadership skills. Be able to list five goals in counseling and to know what they mean." 5 (c) The 27

Accuracy Improvement Capability of Advanced Projectile Based on Course Correction Fuze Concept

PubMed Central

Elsaadany, Ahmed; Wen-jun, Yi

2014-01-01

Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion. PMID:25097873

Accuracy improvement capability of advanced projectile based on course correction fuze concept.

PubMed

Elsaadany, Ahmed; Wen-jun, Yi

2014-01-01

Improvement in terminal accuracy is an important objective for future artillery projectiles. Generally it is often associated with range extension. Various concepts and modifications are proposed to correct the range and drift of artillery projectile like course correction fuze. The course correction fuze concepts could provide an attractive and cost-effective solution for munitions accuracy improvement. In this paper, the trajectory correction has been obtained using two kinds of course correction modules, one is devoted to range correction (drag ring brake) and the second is devoted to drift correction (canard based-correction fuze). The course correction modules have been characterized by aerodynamic computations and flight dynamic investigations in order to analyze the effects on deflection of the projectile aerodynamic parameters. The simulation results show that the impact accuracy of a conventional projectile using these course correction modules can be improved. The drag ring brake is found to be highly capable for range correction. The deploying of the drag brake in early stage of trajectory results in large range correction. The correction occasion time can be predefined depending on required correction of range. On the other hand, the canard based-correction fuze is found to have a higher effect on the projectile drift by modifying its roll rate. In addition, the canard extension induces a high-frequency incidence angle as canards reciprocate at the roll motion.

Self-Assessment and Student Improvement in an Introductory Computer Course at the Community College Level

ERIC Educational Resources Information Center

Spicer-Sutton, Jama; Lampley, James; Good, Donald W.

2014-01-01

The purpose of this study was to determine a student's computer knowledge upon course entry and if there was a difference in college students' improvement scores as measured by the difference in pretest and post-test scores of new or novice users, moderate users, and expert users at the end of a college level introductory computing class. This…

Self-Assessment and Student Improvement in an Introductory Computer Course at the Community College-Level

ERIC Educational Resources Information Center

Spicer-Sutton, Jama

2013-01-01

The purpose of this study was to determine a student's computer knowledge upon course entry and if there was a difference in college students' improvement scores as measured by the difference in pretest and posttest scores of new or novice users, moderate users, and expert users at the end of a college-level introductory computing class. This…

Guidelines for Developing Successful Short Advanced Courses in Systems Medicine and Systems Biology.

PubMed

Gomez-Cabrero, David; Marabita, Francesco; Tarazona, Sonia; Cano, Isaac; Roca, Josep; Conesa, Ana; Sabatier, Philippe; Tegnér, Jesper

2017-09-27

Systems medicine and systems biology have inherent educational challenges. These have largely been addressed either by providing new masters programs or by redesigning undergraduate programs. In contrast, short courses can respond to a different need: they can provide condensed updates for professionals across academia, the clinic, and industry. These courses have received less attention. Here, we share our experiences in developing and providing such courses to current and future leaders in systems biology and systems medicine. We present guidelines for how to reproduce our courses, and we offer suggestions for how to select students who will nurture an interdisciplinary learning environment and thrive there. Copyright © 2017 Elsevier Inc. All rights reserved.

Developing a Course in Secondary Level Classroom Behavior Management: A Study (Part Two of a Process).

ERIC Educational Resources Information Center

Bergin, Joyce Williams; Walworth, Margaret

This paper reports a research project designed to improve collaboration among Georgia's schools, colleges, and universities and raise educational standards for pre-K through college education. The researchers, who had developed a course in secondary-level classroom behavior management for preservice teachers, examined the opinions of secondary…

Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender.

ERIC Educational Resources Information Center

Borg, Mary O.; Stranahan, Harriet A.

2002-01-01

Demonstrates that personality type is an important explanatory variable in student performance in upper level economics courses. Finds that certain personality types, combined with race and gender effects, produce students who outperform other students. Introverts and those with the Keirsey-Bates temperament combination of sensing/judging…

[Courses in microsurgical techniques in France and abroad].

PubMed

Alzakri, A; Al-Rajeh, M; Liverneaux, P A; Facca, S

2014-06-01

The objective of this work was to determine the state of current training programs for microsurgery in France and abroad. Our survey of microsurgery training programs determined the registration volume, program contents, and number of students in France, and looked at registration volume and teaching time for programs abroad. Data were obtained from the Internet, university administration, those responsible for university diploma programs, and students. There were 18 university diploma programs in microsurgery in France. The average list price was €1,129 for an average of 19 hours of theoretical training and 100 hours of practice. Evaluation methods varied, but all required at least vascular anastomosis in rats. In 2011-2012, 148 students were enrolled and 126 graduated (85% passing rate). Abroad, 16 basic courses were listed in the USA, Europe and Asia. Nine advanced courses were offered. The average price was $1,346 for 36 hours of practice in the basic courses and $1,955 for over 50 hours of training in advanced courses. None of these courses gave out a diploma. Our results show that in France, university diploma programs in microsurgery are heterogeneous and the French College should consider updating them. Globally, a study is underway by the International Microsurgical Simulation Society. Copyright © 2014 Elsevier Masson SAS. All rights reserved.

Advanced High-Level Waste Glass Research and Development Plan

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

Peeler, David K.; Vienna, John D.; Schweiger, Michael J.

2015-07-01

The U.S. Department of Energy Office of River Protection (ORP) has implemented an integrated program to increase the loading of Hanford tank wastes in glass while meeting melter lifetime expectancies and process, regulatory, and product quality requirements. The integrated ORP program is focused on providing a technical, science-based foundation from which key decisions can be made regarding the successful operation of the Hanford Tank Waste Treatment and Immobilization Plant (WTP) facilities. The fundamental data stemming from this program will support development of advanced glass formulations, key process control models, and tactical processing strategies to ensure safe and successful operations formore » both the low-activity waste (LAW) and high-level waste (HLW) vitrification facilities with an appreciation toward reducing overall mission life. The purpose of this advanced HLW glass research and development plan is to identify the near-, mid-, and longer-term research and development activities required to develop and validate advanced HLW glasses and their associated models to support facility operations at WTP, including both direct feed and full pretreatment flowsheets. This plan also integrates technical support of facility operations and waste qualification activities to show the interdependence of these activities with the advanced waste glass (AWG) program to support the full WTP mission. Figure ES-1 shows these key ORP programmatic activities and their interfaces with both WTP facility operations and qualification needs. The plan is a living document that will be updated to reflect key advancements and mission strategy changes. The research outlined here is motivated by the potential for substantial economic benefits (e.g., significant increases in waste throughput and reductions in glass volumes) that will be realized when advancements in glass formulation continue and models supporting facility operations are implemented. Developing and applying

Serum levels of macrophage migration inhibitory factor are associated with rheumatoid arthritis course.

PubMed

Llamas-Covarrubias, Mara Anaís; Valle, Yeminia; Navarro-Hernández, Rosa Elena; Guzmán-Guzmán, Iris Paola; Ramírez-Dueñas, María Guadalupe; Rangel-Villalobos, Héctor; Estrada-Chávez, Ciro; Muñoz-Valle, José Francisco

2012-08-01

Rheumatoid arthritis (RA) is an inflammatory autoimmune disease of unknown etiology. Many cytokines have been found to be associated with RA pathogenesis and among them is macrophage migration inhibitory factor (MIF). The aim of this study was to determine whether MIF serum levels are associated with RA course, clinical activity, and clinical biomarkers of the disease. MIF levels were determined in serum samples of 54 RA patients and 78 healthy subjects (HS) by enzyme-linked immunosorbent assay (ELISA). Disease activity was evaluated using the DAS28 score. Patients were subgrouped according to disease activity and years of evolution of disease. Statistical analysis was carried out by SPSS 10.0 and GraphPad Prism 5 software. RA patients presented increased levels of MIF as compared to HS. MIF levels were raised on early stages of RA and tend to decrease according to years of evolution. Moreover, MIF levels positively correlated with rheumatoid factor in RA patients and with C reactive protein in all individuals studied. Our findings suggest that MIF plays a role in early stages of RA.

Does Homework Really Matter for College Students in Quantitatively-Based Courses?

ERIC Educational Resources Information Center

Young, Nichole; Dollman, Amanda; Angel, N. Faye

2016-01-01

This investigation was initiated by two students in an Advanced Computer Applications course. They sought to examine the influence of graded homework on final grades in quantitatively-based business courses. They were provided with data from three quantitatively-based core business courses over a period of five years for a total of 10 semesters of…

Just-in-Time Teaching: A Tool for Enhancing Student Engagement in Advanced Foreign Language Learning

ERIC Educational Resources Information Center

Abreu, Laurel; Knouse, Stephanie

2014-01-01

Scholars have indicated a need for further research on effective pedagogical strategies designed for advanced foreign language courses in the postsecondary setting, especially in light of decreased enrollments at this level and the elimination of foreign language programs altogether in some institutions (Paesani & Allen, 2012). This article…

The relationship of certified flight instructors' emotional intelligence levels on flight student advancement

NASA Astrophysics Data System (ADS)

Hokeness, Mark Merrill

Aviation researchers estimate airline companies will require nearly 500,000 pilots in the next 20 years. The role of a Certified Flight Instructor (CFI) is to move student pilots to professional pilots with training typically conducted in one-on-one student and instructor sessions. The knowledge of aviation, professionalism as a teacher, and the CFI’s interpersonal skills can directly affect the successes and advancement of a student pilot. A new and emerging assessment of people skills is known as emotional intelligence (EI). The EI of the CFI can and will affect a flight students’ learning experiences. With knowledge of emotional intelligence and its effect on flight training, student pilot dropouts from aviation may be reduced, thus helping to ensure an adequate supply of pilots. Without pilots, the growth of the commercial aviation industry will be restricted. This mixed method research study established the correlation between a CFI’s measured EI levels and the advancement of flight students. The elements contributing to a CFI’s EI level were not found to be teaching or flight-related experiences, suggesting other life factors are drawn upon by the CFI and are reflected in their emotional intelligence levels presented to flight students. Students respond positively to CFIs with higher levels of emotional intelligence. Awareness of EI skills by both the CFI and flight student contribute to flight student successes and advancement.

Digital Storytelling: A Tool for Identifying and Developing Cultural Competence with Preservice Teachers in an Introduction to Middle Level Education Course

ERIC Educational Resources Information Center

Ruppert, Nancy; Adcock, Lee T.; Crave, Jared

2017-01-01

Using five themes associated with a diversity intensive undergraduate course, preservice teachers in an upper level introduction to middle grade course described their knowledge of cultural competence using digital storytelling as the tool. Findings suggest digital storytelling provides a tool to explore and describe how cultural competence is…

A Comparison of the Number of Hours of Sleep in High School Students Who Took Advanced Placement and/or College Courses and Those Who Did Not

ERIC Educational Resources Information Center

Jin, Qiushuang; Shi, Qian

2008-01-01

This study investigated the association between sleep deprivation and enrollment in Advanced Placement (AP) and/or college courses among high school students. Approximately 4,000 surveys were distributed, and 2,197 completed surveys were returned from students in Grades 9 to 12 at 15 high schools in Iowa. Findings indicated the majority of high…

Geoscience Through the Lens of Art: a collaborative course of science and art for undergraduates of various disciplines

NASA Astrophysics Data System (ADS)

Ellins, K. K.; Eriksson, S. C.; Samsel, F.; Lavier, L.

2017-12-01

A new undergraduate, upper level geoscience course was developed and taught by faculty and staff of the UT Austin Jackson School of Geosciences, the Center for Agile Technology, and the Texas Advanced Computational Center. The course examined the role of the visual arts in placing the scientific process and knowledge in a broader context and introduced students to innovations in the visual arts that promote scientific investigation through collaboration between geoscientists and artists. The course addressed (1) the role of the visual arts in teaching geoscience concepts and promoting geoscience learning; (2) the application of innovative visualization and artistic techniques to large volumes of geoscience data to enhance scientific understanding and to move scientific investigation forward; and (3) the illustrative power of art to communicate geoscience to the public. In-class activities and discussions, computer lab instruction on the application of Paraview software, reading assignments, lectures, and group projects with presentations comprised the two-credit, semester-long "special topics" course, which was taken by geoscience, computer science, and engineering students. Assessment of student learning was carried out by the instructors and course evaluation was done by an external evaluator using rubrics, likert-scale surveys and focus goups. The course achieved its goals of students' learning the concepts and techniques of the visual arts. The final projects demonstrated this, along with the communication of geologic concepts using what they had learned in the course. The basic skill of sketching for learning and using best practices in visual communication were used extensively and, in most cases, very effectively. The use of an advanced visualization tool, Paraview, was received with mixed reviews because of the lack of time to really learn the tool and the fact that it is not a tool used routinely in geoscience. Those senior students with advanced computer

The relationship between selected standardized test scores and performance in advanced placement math and science exams: Analyzing the differential effectiveness of scores for course identification and placement

NASA Astrophysics Data System (ADS)

Urbina, Josue N.

There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida's enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified. The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years. Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance. These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with

Sequential PET/CT with [18F]-FDG Predicts Pathological Tumor Response to Preoperative Short Course Radiotherapy with Delayed Surgery in Patients with Locally Advanced Rectal Cancer Using Logistic Regression Analysis

PubMed Central

Pecori, Biagio; Lastoria, Secondo; Caracò, Corradina; Celentani, Marco; Tatangelo, Fabiana; Avallone, Antonio; Rega, Daniela; De Palma, Giampaolo; Mormile, Maria; Budillon, Alfredo; Muto, Paolo; Bianco, Francesco; Aloj, Luigi; Petrillo, Antonella; Delrio, Paolo

2017-01-01

Previous studies indicate that FDG PET/CT may predict pathological response in patients undergoing neoadjuvant chemo-radiotherapy for locally advanced rectal cancer (LARC). Aim of the current study is evaluate if pathological response can be similarly predicted in LARC patients after short course radiation therapy alone. Methods: Thirty-three patients with cT2-3, N0-2, M0 rectal adenocarcinoma treated with hypo fractionated short course neoadjuvant RT (5x5 Gy) with delayed surgery (SCRTDS) were prospectively studied. All patients underwent 3 PET/CT studies at baseline, 10 days from RT end (early), and 53 days from RT end (delayed). Maximal standardized uptake value (SUVmax), mean standardized uptake value (SUVmean) and total lesion glycolysis (TLG) of the primary tumor were measured and recorded at each PET/CT study. We use logistic regression analysis to aggregate different measures of metabolic response to predict the pathological response in the course of SCRTDS. Results: We provide straightforward formulas to classify response and estimate the probability of being a major responder (TRG1-2) or a complete responder (TRG1) for each individual. The formulas are based on the level of TLG at the early PET and on the overall proportional reduction of TLG between baseline and delayed PET studies. Conclusions: This study demonstrates that in the course of SCRTDS it is possible to estimate the probabilities of pathological tumor responses on the basis of PET/CT with FDG. Our formulas make it possible to assess the risks associated to LARC borne by a patient in the course of SCRTDS. These risk assessments can be balanced against other health risks associated with further treatments and can therefore be used to make informed therapy adjustments during SCRTDS. PMID:28060889

Sequential PET/CT with [18F]-FDG Predicts Pathological Tumor Response to Preoperative Short Course Radiotherapy with Delayed Surgery in Patients with Locally Advanced Rectal Cancer Using Logistic Regression Analysis.

PubMed

Pecori, Biagio; Lastoria, Secondo; Caracò, Corradina; Celentani, Marco; Tatangelo, Fabiana; Avallone, Antonio; Rega, Daniela; De Palma, Giampaolo; Mormile, Maria; Budillon, Alfredo; Muto, Paolo; Bianco, Francesco; Aloj, Luigi; Petrillo, Antonella; Delrio, Paolo

2017-01-01

Previous studies indicate that FDG PET/CT may predict pathological response in patients undergoing neoadjuvant chemo-radiotherapy for locally advanced rectal cancer (LARC). Aim of the current study is evaluate if pathological response can be similarly predicted in LARC patients after short course radiation therapy alone. Thirty-three patients with cT2-3, N0-2, M0 rectal adenocarcinoma treated with hypo fractionated short course neoadjuvant RT (5x5 Gy) with delayed surgery (SCRTDS) were prospectively studied. All patients underwent 3 PET/CT studies at baseline, 10 days from RT end (early), and 53 days from RT end (delayed). Maximal standardized uptake value (SUVmax), mean standardized uptake value (SUVmean) and total lesion glycolysis (TLG) of the primary tumor were measured and recorded at each PET/CT study. We use logistic regression analysis to aggregate different measures of metabolic response to predict the pathological response in the course of SCRTDS. We provide straightforward formulas to classify response and estimate the probability of being a major responder (TRG1-2) or a complete responder (TRG1) for each individual. The formulas are based on the level of TLG at the early PET and on the overall proportional reduction of TLG between baseline and delayed PET studies. This study demonstrates that in the course of SCRTDS it is possible to estimate the probabilities of pathological tumor responses on the basis of PET/CT with FDG. Our formulas make it possible to assess the risks associated to LARC borne by a patient in the course of SCRTDS. These risk assessments can be balanced against other health risks associated with further treatments and can therefore be used to make informed therapy adjustments during SCRTDS.

Developing and using online courses to prepare nurses for employment in critical care.

PubMed

Billings, Diane M; Jeffries, Pamela R; Daniels, Dawn Marie; Rowles, Connie; Stone, Cynthia L; Stephenson, Evelyn

2006-01-01

Using online courses is one way to simplify orientation programs and leverage educator resources. Three critical care courses were created using a distributed authoring model with geographically diverse clinical experts. A companion online orientation course prepares preceptors to assist with clinical application. Course outcomes include preparation for practice, career mobility/advancement, and learner satisfaction.

Assessing the Potential for Openness: A Framework for Examining Course-Level OER Implementation in Higher Education

ERIC Educational Resources Information Center

Judith, Kate; Bull, David

2016-01-01

The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners--ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses…

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

NASA Astrophysics Data System (ADS)

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-06-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

An Evaluation of the Use of Case Studies in Economics at Advanced Level in Schools. Research Papers in Economics Education.

ERIC Educational Resources Information Center

Carr, N. J.

It is hypothesized that, in comparison to the traditional approach, the case studies approach is a more effective way to teach the concept of elasticity of demand. The sample consisted of 26 students, with an average age of 16 years, 9.3 months, who were enrolled in an advanced economics course in an English boy's school. The students were divided…

Association between Adult Attachment Representations and Undergraduate Student Course Evaluations

ERIC Educational Resources Information Center

Henson, Alisha M.; Scharfe, Elaine

2011-01-01

Students' course evaluations often play an important role in career advancement for faculty. The authors examined the association between attachment representations of parents and course evaluations in a sample of 230 undergraduate students. They found a significant negative association between attachment anxiety with parents and course…

Advancing Ecological Models to Compare Scale in Multi-Level Educational Change

ERIC Educational Resources Information Center

Woo, David James

2016-01-01

Education systems as units of analysis have been metaphorically likened to ecologies to model change. However, ecological models to date have been ineffective in modelling educational change that is multi-scale and occurs across multiple levels of an education system. Thus, this paper advances two innovative, ecological frameworks that improve on…

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

Students' Perceptions of Institutional Practices: The Case of Limits of Functions in College Level Calculus Courses

ERIC Educational Resources Information Center

Hardy, Nadia

2009-01-01

This paper presents a study of instructors' and students' perceptions of the knowledge to be learned about limits of functions in a college level Calculus course, taught in a North American college institution. I modeled these perceptions using a theoretical framework that combines elements of the Anthropological Theory of the Didactic, developed…

An Examination of the Impact of a College Level Meditation Course on College Student Well Being

ERIC Educational Resources Information Center

Crowley, Claire; Munk, Dana

2017-01-01

Statement of the Problem: The competing pressures of college life can increase stress and anxiety in college students and have negative outcomes on academic performance and overall well-being. The purpose of this study was to use qualitative measures to examine how participation in a college level experiential meditation course impacted students'…

Foreign Language Identity and Its Relationship with Travelling and Educational Level

ERIC Educational Resources Information Center

Khodadady, Ebrahim

2012-01-01

This study explored the relationship between identity and learning English by designing and administering a 30-item Foreign Language Identity Scale (FLIS) to 470 female participants enrolled in English courses offered at advanced levels in private institutes in Mashhad, Iran. The application of the principal axis factoring to the responses and…

The HMI Report on Advanced Level Work in Business Education and Economics 1991.

ERIC Educational Resources Information Center

Butler, John

1992-01-01

Evaluates 1991 report of Her Majesty's Inspectorate (HMI) on advanced level work in business education and economics for levels 16-19 in United Kingdom. Discusses areas of improvement and specific examples of good practice identified by HMI. Reports HMI's desire for better, more formalized departmental organization and the need for more in-service…

Climate Literacy: Progress in AMS Climate Studies Undergraduate Course in Meteorology Program at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.

2013-12-01

AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide and increasing involvement of under-represented groups The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. The AMS Climate Studies Diversity Project Workshop participation is on a first-come, first-serve basis as determined by the date-of-receipt of the License Order Form. To grow AMS Diversity Programs to their fullest extent, institutions are encouraged to nominate course instructors who did not previously attend Diversity Project workshops. Until three months before the workshop, two-thirds of the workshop positions would be reserved for institutions new to AMS Diversity Projects. The AMS five day course implementation workshop was held in Washington, DC, during May 24-29, 2012. It covered essential course topics in climate science and global climate change, and strategies for course implementation. Talks would feature climate science and sustainability experts from Federal agencies and area research institutions, such as NASA, NOAA, University of Maryland, Howard University, George Mason University, and other Washington, DC, area institutions. The workshop would also include visits to NASA Goddard Space Flight Center and NOAA's Climate Prediction Center. JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2014. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places

A Calculus-Level Introductory Physics Course with an Astronomy Theme

NASA Astrophysics Data System (ADS)

Amato, Joseph

2011-05-01

Physics from Planet Earth (PPE) is a one-semester, calculus-based introductory course in classical mechanics intended for first year students of physics, chemistry, astronomy and engineering. Most of the core topics in mechanics are included, but many of the examples and applications are drawn from astronomy, space science, and astrophysics. The laws of physics are assigned the task of exploring the heavens - the same task addressed by Newton over 300 years ago at the birth of classical mechanics. How do we know the distance to the Moon, Sun, or other galaxies? How do we know the masses of the Earth, Sun, and other planets and stars, and why do we believe in "missing” mass? As a physics course, PPE concentrates on how we know rather than what we know. Examples and applications include those of historical importance (the Earth-Moon distance, the Earth-Sun distance, Ptolemaic vs. Copernican models, weighing the Earth) as well as those of contemporary interest (Hubble's Law, rocket propulsion, spacecraft gravity boosts, the Roche limit, search for extrasolar planets, orbital mechanics, pulsars, galactic rotation curves). The course has been taught successfully at Colgate for over a decade, using materials that have been developed and refined during the past 15 years. Developers of PPE are eager to enrich the course by identifying other topics in contemporary astronomy that can be adapted for the first year physics audience.

An Evaluation of Web Enhanced Instruction in College Level Biology Courses

ERIC Educational Resources Information Center

Keasar, Tamar; Baruch, Rachel; Grobgeld-Dahan, Esther

2005-01-01

Websites that accompany science courses typically aim to provide easy access to learning materials, and to facilitate student-instructor communication. We tested whether these aims were achieved in two web enhanced, lower division undergraduate biology courses in an Israeli college. We collected data on the students' attitudes through pre- and…

An Analysis of Writing Activities in the Student Workbooks of a Secondary-Level Turkish Language Course

ERIC Educational Resources Information Center

Çerçi, Arif

2016-01-01

The purpose of this study is to analyze writing activities in the student workbooks of a secondary-level Turkish language course (grades 5 to 8) according to the principles of progressive writing. The study is descriptive and employs content analysis as a qualitative research paradigm. The writing activities of the books in this study all…

The Contribution of CALL to Advanced-Level Foreign/Second Language Instruction

ERIC Educational Resources Information Center

Burston, Jack; Arispe, Kelly

2016-01-01

This paper evaluates the contribution of instructional technology to advanced-level foreign/second language learning (AL2) over the past thirty years. It is shown that the most salient feature of AL2 practice and associated Computer-Assisted Language Learning (CALL) research are their rarity and restricted nature. Based on an analysis of four…

Advanced Typewriting Skill Building; Business Education: 7705.31.

ERIC Educational Resources Information Center

Schull, Amy P.

Intended for the student interested in obtaining high speed and control, the course includes drills that will enable the student to prepare more complex business forms and reports with a high degree of speed and accuracy. It is a culminating basic course for vocational competency, requiring the course Advanced Clerical Typewriting (7705.11) as a…

Increasing advance personal planning: the need for action at the community level.

PubMed

Waller, Amy; Sanson-Fisher, Rob; Ries, Nola; Bryant, Jamie

2018-05-09

Advance personal planning is the process by which people consider, document and communicate their preferences for personal, financial and health matters in case they lose the ability to make decisions or express their wishes in the future. Advance personal planning is most often undertaken by individuals who are seriously ill, often in the context of a medical crisis and/or at the time of admission to hospital. However, the clinical utility and legal validity of the planning process may be compromised in these circumstances. Patients may lack sufficient capacity to meaningfully engage in advance personal planning; there may be insufficient time to adequately reflect on and discuss wishes with key others; and there may also be limited opportunity for inter-professional input and collaboration in the process. Here, we propose an agenda for research to advance the science of advance personal planning by promoting a 'whole community' approach. Adoption of advance personal planning at a community level may be achieved using a variety of strategies including public media campaigns, intervening with professionals across a range of health care and legal settings, and mobilising support from influential groups and local government. One potentially promising method for encouraging earlier adoption of advance personal planning among a broader population involves a community action approach, whereby multiple evidence-based strategies are integrated across multiple access points. Community action involves calling on community members, professionals, community and/or government organisations to work collaboratively to design and systematically implement intervention strategies with the aim of bringing about desired behaviour change. An example of a community action trial to improving uptake and quality of advance personal planning is described. While promising, there is a need for rigorous evidence to demonstrate whether a community action approach is effective in

A First Course in Atmospheric Thermodynamics

NASA Astrophysics Data System (ADS)

Chilson, Phillip

2009-08-01

It is not uncommon to find textbooks that have been written with the intention of catering to a broad spectrum of readers. Often, though not always, the result is a book appropriate for neither advanced nor beginning students. However, Grant Petty had a very specific target audience in mind when he wrote A First Course in Atmospheric Thermodynamics. The book is clearly gauged for atmospheric science and meteorology students who have had introductory courses in physics and calculus but who have not necessarily established a firm foundation in analytic problem solving.

A College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions

ERIC Educational Resources Information Center

Maciejewski, Wes

2012-01-01

Recently in Ontario, Canada, the College Math Project brought to light startling data on the achievement of students in Ontario's College of Applied Arts and Technology System related to their performance in first-year mathematics courses: one-third of the students had failed their first-year mathematics course or were at risk of not completing…

Evaluation of an Assessment and Placement System for Entry-Level Courses.

ERIC Educational Resources Information Center

Astroth, Jonathan; Weber, Jerry

In fall 1987, a study was conducted at Lincoln Land Community College (LLCC) to examine the college's system of basic skills assessment for course placement. The study investigated the adequacy of established cut scores; placement evasion (i.e., the disregarding of a recommendation to take a developmental course) and its consequences; the use of…

Advances in Pediatric Asthma in 2013: Coordinating Asthma Care

PubMed Central

Szefler, Stanley J.

2014-01-01

Last year’s Advances in Pediatric Asthma: Moving Toward Asthma Prevention concluded that: “We are well on our way to creating a pathway around wellness in asthma care and also to utilize new tools to predict the risk for asthma and take steps to not only prevent asthma exacerbations but also to prevent the early manifestations of the disease and thus prevent its evolution to severe asthma.” This year’s summary will focus on recent advances in pediatric asthma on pre- and postnatal factors altering the natural history of asthma, assessment of asthma control, and new insights regarding potential therapeutic targets for altering the course of asthma in children as indicated in Journal of Allergy and Clinical Immunology publications in 2013 and early 2014. Recent reports continue to shed light on methods to understand factors that influence the course of asthma, methods to assess and communicate levels of control, and new targets for intervention as well as new immunomodulators. It will now be important to carefully assess risk factors for the development of asthma as well as the risk for asthma exacerbations and to improve the way we communicate this information in the health care system. This will allow parents, primary care physicians, specialists and provider systems to more effectively intervene in altering the course of asthma and to further reduce asthma morbidity and mortality. PMID:24581430

Climate Literacy: Progress in Climate and Global Change Undergraduate Courses in Meteorology and Earth System Science Programs at Jackson State University

NASA Astrophysics Data System (ADS)

Reddy, S. R.; Tuluri, F.; Fadavi, M.

2017-12-01

JSU Meteorology Program will be offering AMS Climate Studies undergraduate course under MET 210: Climatology in spring 2013. AMS Climate Studies is offered as a 3 credit hour laboratory course with 2 lectures and 1 lab sessions per week. Although this course places strong intellectual demands upon each student, the instructors' objective is to help each student to pass the course with an adequate understanding of the fundamentals and advanced and advanced courses. AMS Climate Studies is an introductory college-level course developed by the American Meteorological Society for implementation at undergraduate institutions nationwide. The course places students in a dynamic and highly motivational educational environment where they investigate Earth's climate system using real-world environmental data. The AMS Climate Studies course package consists of a textbook, investigations manual, course website, and course management system-compatible files. Instructors can use these resources in combinations that make for an exciting learning experience for their students. This is a content course in Earth Science. It introduces a new concept that views Earth as a synergistic physical system applied concepts of climatology, for him/her to understand basic atmospheric/climate processes, physical and dynamical climatology, regional climatology, past and future climates and statistical analysis using climate data and to be prepared to profit from studying more of interrelated phenomenon governed by complex processes involving the atmosphere, the hydrosphere, the biosphere, and the solid Earth. The course emphasizes that the events that shape the physical, chemical, and biological processes of the Earth do not occur in isolation. Rather, there is a delicate relationship between the events that occur in the ocean, atmosphere, and the solid Earth. The course provides a multidimensional approach in solving scientific issues related to Earth-related sciences,

14 CFR Appendix H to Part 141 - Ground Instructor Certification Course

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Ground Instructor Certification Course H Appendix H to Part 141 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION...—Advanced. (c) Ground Instructor—Instrument. 2. Aeronautical knowledge training. (a) Each approved course...

14 CFR Appendix H to Part 141 - Ground Instructor Certification Course

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Ground Instructor Certification Course H Appendix H to Part 141 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION...—Advanced. (c) Ground Instructor—Instrument. 2. Aeronautical knowledge training. (a) Each approved course...

Mediating between Discourse Worlds: Developing the Symbolic Competence of Advanced-Level Bilingual Learners of Japanese through Translation

ERIC Educational Resources Information Center

Koshiba, Kenta

2017-01-01

This paper explores the role that translation may play in developing the symbolic competence of advanced-level bilingual learners. To this end, it examines how a group of bilingual learners engaged with a translation task that was assigned to them as part of their study in an advanced-level Japanese language class at an Australian university.…

Teaching Ethics in Communication Courses: An Investigation of Instructional Methods, Course Foci, and Student Outcomes

ERIC Educational Resources Information Center

Canary, Heather E.

2007-01-01

This study investigates the impact of ethics instruction in communication courses on students' moral reasoning competence. Using a quasi-experiment, participants in interpersonal conflict courses and communication ethics courses were exposed to different levels of ethics instruction through a variety of instructional methods. Results indicate that…

An Adaptive Course Generation Framework

ERIC Educational Resources Information Center

Li, Frederick W. B.; Lau, Rynson W. H.; Dharmendran, Parthiban

2010-01-01

Existing adaptive e-learning methods are supported by student (user) profiling for capturing student characteristics, and course structuring for organizing learning materials according to topics and levels of difficulties. Adaptive courses are then generated by extracting materials from the course structure to match the criteria specified in the…

Pressure Safety: Advanced Self-Study 30120

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

Glass, George

2016-02-29

Pressure Safety Advance Self-Study (Course 30120) consists of an introduction, five modules, and a quiz. To receive credit in UTrain for completing this course, you must score 80% or better on the 15-question quiz (check UTrain). Directions for initiating the quiz are appended to the end of this training manual. This course contains several links to LANL websites. UTrain might not support active links, so please copy links into the address line in your browser.

Innovative experimental particle physics through technological advances: Past, present and future

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

Cheung, Harry W.K.; /Fermilab

This mini-course gives an introduction to the techniques used in experimental particle physics with an emphasis on the impact of technological advances. The basic detector types and particle accelerator facilities will be briefly covered with examples of their use and with comparisons. The mini-course ends with what can be expected in the near future from current technology advances. The mini-course is intended for graduate students and post-docs and as an introduction to experimental techniques for theorists.

An Examination of the Effects of Flow on Learning in a Graduate-Level Introductory Operations Management Course

ERIC Educational Resources Information Center

Klein, Barbara D.; Rossin, Don; Guo, Yi Maggie; Ro, Young K.

2010-01-01

The authors investigated the effects of flow on learning outcomes in a graduate-level operations management course. Flow was assessed through an overall flow score, four dimensions of flow, and three characteristics of flow activities. Learning outcomes were measured objectively through multiple-choice quiz scores and subjectively using measures…

Self-Paced Physics, Course Materials.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

Samples of the Self-Paced Physics Course materials are presented in this collection for dissemination purposes. Descriptions are included of course objectives, characteristics, structures, and content. As a two-semester course of study for science and engineering sophomores, most topics are on a level comparable to that of classical physics by…

Life support course for nurses in Singapore.

PubMed

Heng, W J K; Seow, E; Tham, K Y

2011-08-01

Nurses are usually the first caregivers for cardiac arrest patients in an in-hospital environment, and subsequently partner with doctors in the further resuscitation of patients. The skills of basic life support are crucial for their practice. The Advanced Cardiac Life Support programme is traditionally geared toward training of medical staff in advanced resuscitation skills. The need for a bridging course that focuses on the knowledge and skills required by nurses to become effective members of the resuscitation team has resulted in the creation of the Life Support Course for Nurses (LSCN) in Singapore. The components of the LSCN programme have evolved over the years, taking into consideration the modifications to resuscitation guidelines. The LSCN programme is gradually including a larger proportion of nurses in the emergency and critical care environments as well as those in the general ward.

The Role of Advanced High School Coursework in Increasing STEM Career Interest

ERIC Educational Resources Information Center

Sadler, Philip M.; Sonnert, Gerhard; Hazari, Zahra; Tai, Robert

2014-01-01

Several avenues are open to students who wish to study advanced science or mathematics in high school, which include Advanced Placement courses and teacher-designed courses unaffiliated with organized programs. We employ a retrospective cohort study of 4,691 nationally representative college students at 34 randomly selected, colleges and…

The MSU Educational Technology Certificate Courses and Their Impact on Teachers' Growth as Technology Integrators

ERIC Educational Resources Information Center

Hagerman, Michelle Schira; Keller, Alison; Spicer, Jodi L.

2013-01-01

The Educational Technology Certificate (ETC.) courses at Michigan State University are a set of three courses that can be taken as a standalone qualification or as the first three courses in the Master's of Educational Technology degree. Together, the courses emphasize the development of technology skills and advanced mindsets for technology…

Examination of University Students' Level of Satisfaction and Readiness for E-Courses and the Relationship between Them

ERIC Educational Resources Information Center

Topal, Arzu Deveci

2016-01-01

The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the…

Pre and Post Test Evaluations of Students in the Needs-Analysis Based EAP Course at Undergraduate Level

ERIC Educational Resources Information Center

Nafissi, Zohreh; Rezaeipanah, Fariba; Monsefi, Roya

2017-01-01

Iran's education system is exam-based and to gain admission to universities at undergraduate, graduate, and postgraduate levels, candidates have to sit a competitive examination. For this reason, developing an EAP course which prepares the candidates for these examinations is of crucial importance. The present study attempted to develop an EAP…

Student Perceptions of Learning Data-Creation and Data-Analysis Skills in an Introductory College-Level Chemistry Course

ERIC Educational Resources Information Center

Glazer, Nirit

2015-01-01

This study examines how students perceive their learning of creating and analyzing data in an introductory inquiry chemistry course at a college level that features oral presentations in student-centered discussions. A student Participant Perception Indicator (PPI) survey was administered in order to obtain data on student perceptions with respect…

Teaching Advanced Life Sciences in an Animal Context: Agricultural Science Teacher Voices

ERIC Educational Resources Information Center

Balschweid, Mark; Huerta, Alexandria

2008-01-01

The purpose of this qualitative study was to determine agricultural science teacher comfort with a new high school Advanced Life Science: Animal course and determine their perceptions of student impact. The advanced science course is eligible for college credit. The teachers revealed they felt confident of their science background in preparation…

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Advanced Technical Drafting (Industrial Arts) Curriculum Guide. Bulletin 1751.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This curriculum guide contains materials for a 17-unit course in advanced technical drafting, a followup to the basic technical drafting course in the industrial arts curriculum for grades 10-12. It is intended for use by industrial arts teachers, supervisors, counselors, administrators, and teacher educators. A three-page course overview provides…

A Biochemistry of Human Disease Course for Undergraduate and Graduate Students.

ERIC Educational Resources Information Center

Glew, Robert H.; VanderJagt, David L.

2001-01-01

Describes the experiences of a medical school faculty who have been offering for more than 10 years a two-course series in the biochemistry of human disease to undergraduate students majoring in biochemistry, biology, or chemistry. Recommends the teaching of specialized, advanced courses to undergraduate, pre-professional students. (DDR)

Student Success in Developmental Mathematics Courses

ERIC Educational Resources Information Center

Zientek, Linda Reichwein; Yetkiner Ozel, Z. Ebrar; Fong, Carlton J.; Griffin, Mel

2013-01-01

Mathematics is a particular stumbling block for community college students in developmental course work. The present study empirically investigated student-level and teacher-level factors that influence the success of community college students enrolled in developmental mathematics courses. Specifically, numerous variables in one statistical model…

The Singapore-Cambridge General Certificate of Education Advanced-Level General Paper Examination

ERIC Educational Resources Information Center

Hassan, Nurul Huda; Shih, Chih-Min

2013-01-01

This article describes and reviews the Singapore-Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the…

A High School Level Course On Robot Design And Construction

NASA Astrophysics Data System (ADS)

Sadler, Paul M.; Crandall, Jack L.

1984-02-01

The Robotics Design and Construction Class at Sehome High School was developed to offer gifted and/or highly motivated students an in-depth introduction to a modern engineering topic. The course includes instruction in basic electronics, digital and radio electronics, construction skills, robotics literacy, construction of the HERO 1 Heathkit Robot, computer/ robot programming, and voice synthesis. A key element which leads to the success of the course is the involvement of various community assets including manpower and financial assistance. The instructors included a physics/electronics teacher, a computer science teacher, two retired engineers, and an electronics technician.

Korean Basic Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

These 11 volumes of the Korean Basic Course comprise 112 lesson units designed to train native English language speakers to Level 3 proficiency in comprehension and speaking and Level 2 proficiency in reading and writing Korean. (Level 5 on this scale is native-speaker level.) Intended for classroom use in the Defense Language Institute intensive…

Web-Based Learning Enhancements: Video Lectures through Voice-Over PowerPoint in a Majors-Level Biology Course

ERIC Educational Resources Information Center

Lents, Nathan H.; Cifuentes, Oscar E.

2009-01-01

This study is an experimental introduction of web-based lecture delivery into a majors-level introductory biology course. Web-based delivery, achieved through the use of prerecorded Voice-Over PowerPoint video lectures, was introduced on a limited basis to an experimental section while a control group, with the same instructor, received standard…

[The debate on the development of advanced competences].

PubMed

Dimonte, Valerio; Palese, Alvisa; Chiari, Paolo; Laquintana, Dario; Tognoni, Gianni; Di Giulio, Paola

2016-01-01

. The debate on the development of advanced nursing competences. The dossier aims to describe and disentagle the present Italian and international debate on the development and recognition of advanced nursing competences. Following a general brief description of the legislative national background, the attention is first of all focused on the lack of clarity on the definition of advanced competence, which is further complicated by the issue of their formal, contractual and economic recognition. To explore these issues a list of contributions is presented and some proposals are formulated to favor a better oriented development of the debate: a. A convenience sample of 139 nurses were interviewed asking to describe problems occurred in the last month that could prompt the intervention of an expert nurse and to list the clinical, managerial and educational competences of a specialized nurse in their ward. The results document the quality and the dispersion of the definitions which are perceived and applied in the general settings of care. b. The issue the post basic courses (master, specialization) offered to nurses in 2015-2016 by Italian universities were described and their aims. While the contribution of the courses in increasing the theoretical knowledge is well defined, the aims and the description of the clinical training are badly developed and an acquisition of advanced competences would seem unlikely. c. The definition of advanced competences was explored in the international literature: while evidences are available on the impact of advanced nursing on patients' outcomes, what is advanced nursing is far from being clear, and an impressive list of roles, activities and functions are considered advanced. d. Although at national level there is no formal recognition for nurses with advanced competences (with the exception of the head nurse that holds mostly an organizational rather than clinical role), the opportunities for promoting the role of specialistic/advanced

BOOK REVIEW: New Understanding Physics for Advanced Level

NASA Astrophysics Data System (ADS)

Breithaupt, Jim

2000-09-01

the equation for relativistic mass. In fact, Einstein came to the conclusion that the only sensible definition of mass is the rest mass and this point ought at least to be mentioned. When discussing de Broglie's relation, the text states: `Each photon has energy hf which is equivalent to mass m on a scale mc2 = hf'. This may lead some to think that the photon has mass, especially when this relationship is compared with the equation for relativistic mass, which seems then to imply that the photon has non-zero rest mass. de Broglie came to his relation via the connection between the momentum and energy of a photon so that pc=hf and the de Broglie relationship then follows. When discussing particle physics, forces between particles mediated by virtual photons are discussed and it is stated that `the exchange is impossible to detect and hence the term virtual is used to describe the photon'. Of course, the exchange is not impossible to detect as it is the cause of the detectable force between the particles. These quibbles aside, the book is a comprehensive reference that students and teachers will find useful. The accompanying Course Guide has a lot of very useful material in it. It gives students advice on the transition from GCSE to A-level, sections on essential mathematics, data analysis, laboratory work, communication and IT skills, advice on assessment, A-level grade criteria and information about how Key Skills are incorporated into A-level physics. A very useful section, given Mr Breithaupt's experience as an examiner at this level, is the section on model answers, which shows exactly what examiners are looking for when they mark A-level scripts. My one reservation here regards units and dimensions: the technique of dimensional analysis is explained and there is advice on using equations to derive the units of answers. It was then disappointing to see that when example calculations were given, units were not consistently used in all steps of the calculations: it

Institute for Advanced Materials at University of Louisville

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

Sunkara, Mahendra; Sumaneskara, Gamini; Starr, Thomas L

2009-10-29

In this project, a university-wide, academic center has been established entitled Institute for Advanced Materials and Renewable Energy. In this institute, a comprehensive materials characterization facility has been established by co-locating several existing characterization equipment and acquiring several state of the art instrumentation such as field emission transmission electron microscope, scanning electron microscope, high resolution X-ray diffractometer, Particle Size Distribution/Zeta Potential measurement system, and Ultra-microtome for TEM specimen. In addition, a renewable energy conversion and storage research facility was also established by acquiring instrumentation such as UV-Vis absorption spectroscopy, Atomic Layer Deposition reactor, Solar light simulator, oxygen-free glove box, potentiostat/galvanostatsmore » and other miscellaneous items. The institute is staffed with three full-time staff members (one senior research technologist, a senior PhD level research scientist and a junior research scientist) to enable proper use of the techniques. About thirty faculty, fifty graduate students and several researchers access the facilities on a routine basis. Several industry R&D organizations (SudChemie, Optical Dynamics and Hexion) utilize the facility. The established Institute for Advanced Materials at UofL has three main objectives: (a) enable a focused research effort leading to the rapid discovery of new materials and processes for advancing alternate energy conversion and storage technologies; (b) enable offering of several laboratory courses on advanced materials science and engineering; and (c) develop university-industry partnerships based on the advanced materials research. The Institute's efforts were guided by an advisory board comprising eminent researchers from outside KY. Initial research efforts were focused on the discovery of new materials and processes for solar cells and Li ion battery electrodes. Initial sets of results helped

Payment of Advanced Placement Exam Fees by Virginia Public School Divisions and Its Impact on Advanced Placement Enrollment and Scores

ERIC Educational Resources Information Center

Cirillo, Mary Grupe

2010-01-01

The purpose of this study was to determine the impact of Virginia school divisions' policy of paying the fee for students to take Advanced Placement exams on Advanced Placement course enrollment, the number of Advanced Placement exams taken by students, the average scores earned and the percent of students earning qualifying scores of 3, 4, or 5…

A Course in Biophysics: An Integration of Physics, Chemistry, and Biology

ERIC Educational Resources Information Center

Giancoli, Douglas C.

1971-01-01

Describes an interdisciplinary course for advanced undergraduates in the physical and biological sciences. The goal is to understand a living cell from the most basic standpoint possible. The ideas of physics, chemistry, and molecular biology are all essential to the course, which leads to a unified view of the sciences. (PR)

Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

ERIC Educational Resources Information Center

Montiel, Mariana; Bhatti, Uzma

2010-01-01

This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

Advances in medical education and practice: role of massive open online courses.

PubMed

Goldberg, Lynette R; Crocombe, Leonard A

2017-01-01

Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family

Advances in medical education and practice: role of massive open online courses

PubMed Central

Goldberg, Lynette R; Crocombe, Leonard A

2017-01-01

Massive open online courses (MOOCs) are increasingly available in the area of health and medicine. These MOOCs are offered through various commercial and noncommercial online platforms. When offered through reputable institutions, they can provide valuable access to reliable information without the constraints of time, geographical location, or level of education. Most current courses appear introductory in nature. In its drive for quality health care, the National Academy of Medicine has prioritized a focus on known chronic care conditions. Many of these conditions are shared internationally. Among its initiatives, the academy encourages consumer and professional groups, patients, clinicians, health care organizations, and universities to work together to identify evidence-based care processes consistent with best practices, organize major prevention programs to target key associated health risk behaviors, and develop systems to measure and evaluate improvements in the provision of patient- and family-centered health care. Carefully designed and collaboratively developed MOOCs would appear a valuable resource to contribute to these initiatives. Such MOOCs can, 1) increase the health literacy of the public with regard to the prevention and treatment of known chronic care conditions, 2) provide ready access to continuing professional, and interprofessional, education, and 3) explore innovative teaching models for student learning focused on patient- and family-centered care. MOOCs would also appear helpful to facilitate effective communication among international communities of patients and clinicians, including student clinicians, with shared interests. Further, the accumulation of MOOC data through large-scale measurement and analysis, obtained nationally and internationally, has the potential to assist in greater understanding of the risk for diseases and their prevention, with this translating into medical education, and authentic, patient- and family

The AAPT Advanced Laboratory Task Force Report